Penelitian tindakan kelas bahasa inggris DEVELOPING STUDENT’S NARRATIVE WRITING THROUGH FAIRY TALES (An Action Research at Year VIII of SMPN ABC in the Academic Year 2006/2007)
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1.1 Background of the Study
Penelitian tindakan kelas bahasa inggris Human beings always need to interact with others to fulfill their needs. To achieve that, we use a means called language. Language is a system of choices by which we can communicate certain functions, allowing us to express our experiences of the world, to interact with others, and to create coherent messages (Hylland, 2004: 25). We use language to convey our ideas, feelings, and so on. We combine the ideas in our mind into verbal expressions using the language and create a communication. It is inseparable from almost every human activity. It is not only used for daily conversation but also used in many important fields such as education, science, government, international relationship, and so on. Thus, language has an important role in human life and it can be the reason why people never stop learning language.
We learn language from the babbling of babies to the language needed in every new situation in our lives. Through language we can learn everything includes the language itself and make sense of the world. As we use language, we develop a relatively unconscious, implicit understanding of how it works. As we hear people use language to talk about what is going on, we can notice that their language changes along with what they are talking about and to whom they are talking to. Language changes according to different situation (Butt et al, 1995:10) Penelitian tindakan kelas bahasa inggris.
The environment of the speakers and writers affect on their ways in conveying their intents.
Penelitian tindakan kelas bahasa inggris Verbal communication constitutes a process of constructing a text, either in spoken or written form. Eggins (1994:11) argues that the overall purpose of the language can be described as a semantic one, and each we participate in is a record of the meanings that have been made in a particular context. We cannot butt into others conversation if we do not know the context in their mind that is realized through their language though we understand the language. Penelitian tindakan kelas bahasa inggris Thus a text is a product of context of situation and context of culture. It means that making a text in different language requires different ways and different rules.
We usually have spoken language first in acquiring either First Language or Second Language. We need an education process to acquire written language in addition to spoken one. Written language also tends to be more complicated than spoken one. Writing in Second Language is assumed to be more difficult than that in First Language. To some extents the writing disabilities are caused by mistakes in vocabulary and grammar. But an understandable and acceptable writing is not only affected by the use of vocabulary and grammar, it also has to be well sequenced, cohesive, coherent and appropriate with its purpose. Writing a given text will have different ways from writing another text. Each kind of text has its own characteristics. We cannot use any structure in different text types. There are many things which have to notice in writing a text in order to be appropriate with its context.
Penelitian tindakan kelas bahasa inggris There are some text types taught in SMP level as required by School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan) 2006. One of them is narrative. Narrative is one of text types we are familiar with. It is very crucial to learn more about narrative, both its generic structures and its language features. Students who are writing within certain genre also need to consider a number of the topics, the conventions and style of the genre, and the context in which the writing will be read, and by whom (Harmer, 2001:260). If we want the students to write a kind of genre, we have them study real examples to discover facts about construction and specific language use which is common in that genre.
As we learn everything from gaining knowledge that is associated with the schemata in our brain, we need to know first the example of what we are going to write and how we express and organize our ideas into a written text. Teaching narrative writing needs to use samples of narrative text especially the familiar texts which have been known by the students. SMP students usually know fairy tales. Most of them still fond of reading and listening to fairy stories. Thus, their knowledge about fairy tales can facilitate them to learn more about narrative texts. The students are supposed to improve their knowledge and skill in writing narrative after exploring the fairy tales given to them.
Penelitian tindakan kelas bahasa inggris From some considerations above, it can be concluded that it is important that students’ ability in writing narrative texts be improved. Hence, in the purpose of improving students’ ability in writing narrative texts some fairy tales are used in this study to teach linguistic features and generic structure characterizing narrative text.
1.2 Reasons for Choosing the Topic Penelitian tindakan kelas bahasa inggris
In accordance with the Government Regulation Number 19 Year 2005 about National Education Standard, formal English teaching is emphasized on reading and writing. In learning English, students are supposed to be able to produce texts both in the spoken and written forms. When we speak or write an English text, we have to consider its context of situation and its context of culture. Genre as the product of context of situation and context of culture is quite difficult for foreign learners. It requires more knowledge and practice. Writing is the goal of every plan in teaching learning process. Hence, writing in certain genre should consider the rules used in that genre.
Penelitian tindakan kelas bahasa inggris Narrative is one of important genres, which has been known by SMP students but many of them have not understood its generic structure and its linguistic features. Fairy tales belong to narrative. They are usually quite long. However, they give us broader view about its linguistic features since there are various verbs and expressions used in fairy tales. The students also have been familiar with the plot of the stories which can be good and easy models of narrative generic structure. Furthermore, the students learn many things such as direct and indirect speech, punctuation and capitalization, and so on from the written texts given. They will be useful for the students as the models in constructing narrative written texts.
1.3 Statements of the Problem Penelitian tindakan kelas bahasa inggris
In this research, I present two problems concerning the use of fairy tales in teaching narrative writing. These two problems are:
1) To what extent the teaching of linguistic features characterizing narrative text
through fairy tales contributes to the students’ improvement in writing
narrative? 2) To what extent the teaching of narrative generic structure through fairy tales
contributes to the student’s improvement in writing narrative?
1.4 Objectives of the Study Penelitian tindakan kelas bahasa inggris
The objectives of this research are as follows: 1) To describe to what extent the teaching of linguistic features characterizing
narrative text contributes to the students’ improvement in writing narrative. 2) To describe to what extent the teaching of narrative generic structure
contributes to the student’s improvement in writing narrative.
1.5 Significance of the Study Penelitian tindakan kelas bahasa inggris
Hopefully, the study will be helpful both for English teachers and students. For the teachers, it will give more knowledge about narrative texts. It also can increase teachers’ confidence that many things can be used to make their students more understand and interested in learning English. Fairy tales which are usually used in teaching reading also can be used as interesting models in teaching writing. They will also enable the teachers to guide and give model to their students in using vocabulary which are appropriate with the field of the text they want to write. For the students, they will get more views to build up the meanings of their texts. They will be more understood how to construct a good piece of narrative text with the appropriate staging and lexicogrammatical features. Penelitian tindakan kelas bahasa inggris Moreover, the exercises given in the action are supposed to be beneficial for the students’ knowledge about many significant things in written narrative text such as, its text structures, tenses, and punctuation.
1.6 Outline of the Report Penelitian tindakan kelas bahasa inggris
This Final Project consists of five chapters. Chapter I is Introduction which covers background of the study, reasons for choosing the topic, statements of the problem, objectives of the study, significance of the study, and the outline of the report.
Chapter II is Review of Related Literature. It discusses the theories used as the bases of this research.
Chapter III is Research Methodology in which the research methods used in conducting this study is depicted in more detail. It covers subject of the study, instrument of the study, steps in the action research, and the criterion of assessment.
Chapter IV is Data Analysis and Discussion. The research findings are described and interpreted in this chapter. This chapter discusses the analysis of each activity in each cycle.
Penelitian tindakan kelas bahasa inggris The last chapter is Chapter V, which gives the conclusion about the research findings and some pedagogical implications related to this study. Semoga bermanfaat, Tunggu Bab 2, 3 dan selanjutnya ya.
Penelitian tindakan kelas bahasa inggris