QUALITATIVE

oleh HERU BITONO M.Hum

CHAPTER I

INTRODUCTION

A.       Background of Research

Language is an instrument of communication, which has the most important aspect for human being in the other hand. Language means communication everywhere on around the world. Language is an outcome or a result of the culture as a whole and also a vehicle by which the other aspects of the culture are sharp and communication (Enterwined, 1982 :11)

English is the most important language to communicate in the world. Almost all the people in developing countries use English as communication. It is undeniable that mastering English is very important for everyone, more over our country need a lot of people who master English. And for Indonesian students, English is a foreign language and has been studied from elementary school until university.

There are many kind of English skill that must be mastered by the students such as: speaking, reading, listening and writing. And the main purpose of language learning especially in speech is for communication. And it can be successful if it is often used in real condition or practice in our life. But is not an easy job to have such condition.

With those conditions the teacher must be creative to find more media, games or techniques in the learning teaching process. And pair work techniques can be a medium for language learning especially in speaking.

Pair work is a classroom activity in which the whole class is divided into pairs. Because the point of pair work is to get students speaking and listening, the content of a pair work session should be mainly oral. It is difficult to give instructions once a pair-work session is underway, so the activity should be well planned and carefully explained. Otherwise it is likely to be unproductive. The idea of pair work is to improve listening and speaking skills by requiring students to exchange information with each other.  Pair work should always be accompanied by some sort of ‘test’ to ascertain whether or not information really has been exchanged. In some kinds of pair work, split dictations for example, the test is built in to the activity itself. In other cases, it will be a follow-up activity of some sort.

The unique advantage of pair work: Like classroom work with larger groups, pair work has two important advantages: it offers intensive, realistic practice in speaking and listening; and it promotes a friendly classroom ambiance that is conducive to learning. But beyond that, pair work has another important advantage that activities done with larger groups do not have. Pair work is a way the only way, I believe of getting everyone in a classroom speaking and listening at the same time. In other words, it is an efficient, productive way of spending precious classroom time. If a teacher were to spend, say, three minutes talking individually to each student in a class of, say, twenty students, the whole procedure would take an hour. Working in pairs, those twenty students can get the same amount of practice in three minutes.

One of the school that use English as subject material is SMPN 1 SIMAN PONOROGO. And it is suitable with curriculum that the students must learning English, star for elementary until university as subject material. In grade of junior high school, as in SMPN 1 SIMAN PONOROGO, we often find some problem in English teaching learning process.

Commonly, students have some difficulties in their speaking. They need more motivation and teaching learning interest that finally can make the students want to try to speaking English although in early still interfered by their mother tongue. And the writer found any solution to solve this problem by using technique and in this case is pair work. By the technique they will practice their speech easily and enjoy full. For that, the writer is interested to study further entitled:

“THE APPLICATION OF PAIR WORK TECHNIQUE IN TEACHING SPEAKING AT SEVENTH GRADE OF SMPN 1 SIMAN PONOROGO IN THE ACADEMIC YEAR OF 2012/2013”.

B.       Identification of The problem

1.         How do the students apply pair work technique?

2.         How does the teacher apply pair work technique?

3.         How are the materials that use pair work technique?

4.         How do the students join in learning speaking?

5.         How does the teacher join in learning speaking?

6.         How are the materials that join in learning speaking?

7.         How does the student using pair work technique in speaking skill?

8.         How does the teacher apply pair work technique in teaching speaking?

9.         How are the materials that use the teacher for the application of pair work technique in teaching speaking?

10.     How does the teacher application of pair work techniques in teaching speaking?

11.     Why the students interested in learning teaching using pair work technique?

C.       Limitation of The problem

1.         Focus                            : This research will be focus on describe the application of pair work in teaching speaking

2.         Subject of research       : The seventh grade

3.         Place of research           : SMPN 1 SIMAN PONOROGO

4.         Time of research           : April - Augustus 2012 in the academic year of 2012/2013

5.         Standard of competence :

Berbicara

3.       Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.

Basic competence:

3.2     melakukan interaksi dengan lingkungan terdekat yang melibatkan tidak tutur: menyapa orang yang belum/ sudah dikenal, memperkenalkan diri sendiri/ orang lain, dan memerintah atau melarang.

D.       Statement of The problem

Based on the description in the background and identification of the problem, the writer formulates the statement of problem as follows:

How does the teacher apply of pair work technique in teaching speaking at the seventh grade of SMPN 1 SIMAN PONOROGO IN THE ACADEMIC YEAR OF 2012/2013?

E.       Purpose of Research

In according with statement of the problem the purpose of this study is as follow:

To describe the teacher apply of pair works technique in teaching speaking at the seventh grade of SMPN 1 SIMAN PONOROGO IN THE ACADEMIC YEAR OF 2012/2013.

F.        Significance of Research

1.         For the students

a.       The students will be able to upgrade their speaking ability.

b.      The students have more knowledge about the technique in learning speaking.

c.       Students will be easier in study English.

2.         For the teacher

a.         The teacher can has suitable technique to teach speaking to her students.

b.        This study give easier way in teaching speaking.

3.         For the school

a.         The result of this study will show the affective way in learning speaking.

b.        The result of this study will show to the institution a new technique how to increase the students speaking skill.

CHAPTER II

REVIEW OF LITERATURE, FRAME OF THOUGHT AND HYPHOTESIS

This chapter will discuss about several literature, which are relevant with the discussion in order to support this study. The main point of this part explains the theories of speaking and pair work technique in teaching speaking English.

A.       Review of Literature

1.      Pair Work Technique

a.         Definition of pair work technique

Pair work is an important component of the communicative approach, and is also a form of collaborative learning. Moon (2000) defines pair work as a strategy “to organize them (students) in ways that will maximize opportunities for learning” (p.53). Pair work means that students collaborate with their pairs to accomplish tasks and reach its aim. Lightbown and Spada (1999) said that in an interactive environment, children are able to advance to a higher level of knowledge and performance than they would be capable of independently. Working in pairs could help to promote meaningful interaction between the learners and as a result that will increase their interest. This view is echoed by Lightbown and Spada (1999) when they state that “positive attitudes and motivation are related to success in second language learning” (p. 56). Hence, introducing pair work is an effective strategy that could lead to success in language learning because it helps to increase students’ interest in term of the oral tasks.

b.        Characteristic of Pair work:

1)      Group work practiced by group itself

2)        It’s based on humanitarian philosophy

3)        It gives aspiration to help each other

4)        Group work provides more information and more skill

5)        It develop human personality

Benefit of pair work is Students have the chance to work with and learn from their peers; struggling students can learn from more capable peers; it is especially useful for students who prefer interpersonal learning settings. The challenge of the pair work, If students are not matched up well (i.e. low students together, high students together, a higher student with a low student but they don’t work well together, etc.) pair work won’t be useful; the ability of the students to work in this way needs to be taken into consideration. When, it is suitable giving it and getting it activities, Inductive learning activities.

2.      Teaching Speaking

Teaching speaking is considered difficult for many English teachers. It seems that the students are even afraid to speak up. Beside that, the students often get difficulty to explore their ideas in speaking English and the English teacher must be able to change this condition.

Speaking is very important in oral communication and for mastering a speaking skill of course we need along process to study. Because we know that studying a language is not only meditative process but we must be understand about all part of language such as: grammar, pronunciation, and vocabulary before we practice in the real communication.

Arjad and his friends (1984 : 17) said that speaking is the achievement to pronounce articulation of sound or words or to express, to declare and convey thinking, idea and feeling. In other hand (Lado, 1961 : 240). Speaking is describe as the achievement to express oneself in life situation or the achievement to report actor situation in precise words or the achievement to converse to express a sequence of ideas fluently.

The characteristic of speaking teaching: one may communicate in various ways, but one cannot successes in communication without the good commend of the four basic skills. It is the conventional practice to present the four skills in terms of the medium and activity of language user. Speaking may be said to be mainly fostered and trained and the stage of the output. The classroom activities designed to develop the learner’s ability in the four skills divided into two major categories, those that give the student input and those that encourage the students to produce output.

Kinds of teaching speaking are discussion, role play, simulations, information Gap, brainstorming, storytelling, interviews, story completion, reporting, etc.

From the definition above, the writer concludes that teaching speaking is a complex activity in the class. The teacher should be able to make sure the students to have speak up. And teacher should be able to make situation in the class is very interesting, so the students can follow the speaking lesson happily and do not afraid to explore their mind in speaking English.

3.      Teaching Speaking Using Pair Work Technique

a.       Syllabus and lesson plan

A syllabus is a document that a professor writes and distributes to provide students with an overview of a college course. The syllabus is usually distributed on the first day of class.

A syllabus usually includes the following component: standard of competence, basic competence, indicator, instructional material, instructional activity, assessment, time allocation, and source.

A lesson plan is a teacher's detailed description of the course of instruction for one class.

b.      Choosing material

1.        Greeting

2.        Introduction

3.        Reaccepting and Refusing

c.       Teaching and learning process

1.        BkoF  (Building Knowledge of The Field)

1.1  Students pay attention to the purposes of study which teacher says to reach the goal.

1.2  Students are given some basic questions related to the material about announcement.

2.        MoT (Model of Text)

2.1  Students are given the example of announcement.

2.2  Students are asked to read after the teacher read the example of announcement.

2.3  Students answer some questions related to the announcement.

2.4  Students are explained about the social function and general structure of announcement.

2.5  Students are explained the grammar rules that used in making announcement.

2.6  Students are explained about the common words used in announcement and the types of announcement.

3.        JoT (Join Construction of Text)

3.1  Students are asked to discuss more about announcement in pairs; they are assigned to identify the generic structure of the text they have read.

3.2  Students are asked to find difficult words and look up the meaning in the dictionary.

3.3  Students report the difficult words they have found and their meaning.

3.4  Students are asked to repeat after the teacher to pronounce the words correctly. They are drilled for several times to pronounce the words.

3.5  Students keep working in pairs and they are assigned to do some tasks about announcement to improve their comprehension about the text.

3.6  Students and teacher discuss the result of students’ work and give response.

4.        IcoT (Independent Construction of Text)

4.1  Students are given some topics to choose.

4.2  Students are assigned to create an announcement according to the topic they have chosen individually.

4.3  Students are asked to read the announcement in front of the class.

d.      Assessment

Assessment rubrics

Cognitive assessment (speaking)

No	Name	Item analized
		Fluency	Vocabulary	Structure	Comprehensibility	Point	Score

            Ranting score :

Item analyzed

Point

1.      Fluency ·         Excellence ·         Good ·         Average ·         Poor ·         Very poor 2.      Vocabulary ·         Excellence ·         Very good ·         Good ·         Average ·         Poor ·         Very poor 3.      Structure ·         Excellence ·         Good ·         Average ·         Poor ·         Very poor 4.      Comprehensibility ·         Excellence ·         Good ·         Average ·         Poor ·         Very poor

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

Note :

81-100        : Excellence

61-80          : Good

41-60          : Average

21-40          : Poor

0-20            : Very poor

Maximum score = 100

B.       Frame of Thought

1.         Description

Teaching speaking need a good technique. Some English teachers, however, still find difficulties to develop their competence in teaching speaking. They are often very hard to encourage their students to speak English. On the other hand, the students themselves also find the difficulty to explore their ideas in English. They often make mistake in speaking English. As the result, the students seldom to speak English. And the solves this problem teacher should be able to apply a good technique in teaching speaking in the class.

            There are many technique in teaching speaking, one of them is pair work technique, this technique serve some sequential of procedure to the students. The steps of this technique are give the topic to the pair, make the question to the member pair and then the other member pair answer the question, based on the material this technique give the students evidence to organize their mind and ideas to be explore in speaking. The student will not find the difficult anymore to speak English, because they can do the task like the example that is just showed by the teacher. Furthermore, the students will not be confused about the use vocabulary. Before doing this activity, teacher will show them the necessary vocabulary and pronunciation related with the topic.

2.         Matrix diagram

Students

Teacher

Pair work

Teaching learning

Assessment

Pass

KKM

Fail

 

CHAPTER III

RESEARCH METHOD

This chapter describes the method of the research in order to find out the answer of the questions previously stated in chapter I. The chapter includes research design, data collection and data analysis.

A.      Research Design

Suharsimi Arikunto (2002:45) states that “design penelitian adalah rencana atau rancangan yang dibuat oleh peneliti, sebagai ancar-ancar yang akan dilaksanakan”. It mean that research design is an online made the researcher, as a guideline of activities he is going to do. Suharsimi Arikunto ( 2001:136) who says that “metode penelitian adalah cara yang digunakan peneliti dalam penelitiannya”. It mean that research method is a way used by the researcher in collecting data.

In this research, the descriptive qualitative method is used to collect the data. Suharsimi Arikunto (2002:9) states “pada umumnya penelitian diskriptif merupakan penelitian non hipotesis sehingga dalam langkah penelitiannya tidak perlu merumuskan hipotesis”. It means that generally the descriptive research is the research non hypothesis, so in the research hypothesis is not needed. It just describes the data without drawing conclusion which the refer to the rejecting or accepting the available theories.

Descriptive method has qualitative characteristic. Qualitative that produces descriptive data. So, it can be concluded that descriptive qualitative method is used to describe the situation and solve the problem.

B.       Setting of Research

1.         Subject of research

The research is chosen because this school is representative for this research. Beside that the writer can improve the experience to teach English in the class.

Based on the observation and result of learning activity in the class the writer concludes that speaking activity of the seventh grade students achievement is still on the lower of minimal-standard score. It means that developing speaking activity in order to get more than minimal-standard is needed.

2.      Place of research

The research is conducted at SMPN 1 SIMAN PONOROGO. Because the teachers are welcome beside that the students in SMPN 1 Siman Ponorogo active and enthusiasm in study. So the writer chooses SMPN 1 Siman Ponorogo to conduct the research.

3.      Time of research

This research is in April - Augustus 2012 in the academic year of 2012/2013. Class was held twice in a week and every meeting had 2 x 40 minutes of teaching and learning activities.

C.      Data and Data resources

1.         Data

In this research, the researcher uses the qualitative data. The qualitative data can be scored by using the categories such as excellence, very good, good, average, bad, so the data can be given the number of the symbols such as excellence 5, very good 4, good 3, average 2, and bad 1. Moreover the researcher will change the data to be descriptive data. And the other data are uses interview sheet, discussion, and documents. So it can be analyzed by using certain technique.

2.         Resource of data

The resources data in research is the subject from where data are collected from are head master, English teacher, and students’ seventh grade, documents, and reference to literature.

D.      Technique of collection data and the instrument

In this research the writer uses three kinds of the technique of collecting data. They are as follows:

1.      Observation sheet

It was used to know the teaching learning process. This instrument is used to get some data about:

a.       Speaking learning process

1)      Mastery of material and the method.

2)      Habit.

3)      Teacher’s technique in teaching speaking.

b.      Teacher’s and student’s activities in the class

1)      Student’s situation in the class.

2)      English teacher’s readiness.

3)      Response of the student to English teacher and lesson.

2.      Interview sheet

Beside observation, the writer also uses another technique to collect qualitative data, such as interview. Interview is dialog which is done by interviewer and interviewee. The writer uses this technique because it can be used to get data about background of the students, their parents, attention and attitude of the students (Arikunto,2002:132).

3.      Documentation

Documentation can be used for collecting the data from the documentary resources and written material. Documentation is also important to enrich the point of view of the research. The documentation will use data from the sources information. In this research, the documentation is in the form of teaching learning procedure and name of the seventh grade students of junior high school at SMPN 1 SIMAN PONOROGO in academic year of 2012-2013. The resources of data in the documentations technique is the teaching learning process.

E.       Triangulation technique

In term of avoiding the subjectivity in analyzing the data, the researcher needs to see the data from different perception or points of view, so triangulation is needed. In triangulation the researcher compared the data from three points of view. They are researcher as the teacher, the students, and partners or observers. The result of observation sheet and the interview were analyzed from different points of view. 

F.        Technique of analyzing  data

The writer use qualitative analysis technique, it means that in  this study the writer use descriptive analysis. Descriptive analysis is a technique for finding new meaning about something needed and explaining about the condition and situation, deciding the frequency of appearance and categorizing information (Suharsimi Arikunto, 2003: 309).