Teacher: Id known Learners: Id known
Teacher: If only Id known Learners: If only Id known
Long sentences and multi-syllable words can be difficult for students to repeat correctly. Back chaining is a drilling technique intended to help learners
pronounce difficult sounds group, words or phrases. It helps to break down the item into its constituent parts and drill them separately in reverse order and then link the
sections together. It is also fun. For example, if the class has difficulty drilling the Standard Marine Communication Phr
ase ‘What kind of assistance do you require?’, teachers can drill the phrase in isolation, building up to the complete phrase like
this: Teacher
: ‘require,’ Students
: ‘do you require’. Teacher
: ‘assistance’,. Students
: ‘what kind of assistance,’. Teacher
: ‘what kind of assistance?’ Students
: ‘What kind of assistance do you require?’ It is important to make sure that the section breaks represent the phrasing of natural
speech. In the classroom BackChaining is one of many drilling techniques which can be
used to focus on pronunciation problems. It is particularly useful to help learners pronounce weak, elided or intrusive sounds. In addition to helping learners say
difficult phrases, it is also fun. Based on the explanation above, back chaining drills also can be said as backward
build-up expansion drill. The teacher begins with the part at the end of the
sentence and works backward from there to keep the intonation of the line as natural as possible Freeman, 2000:48
2.6. Action Hypothesis
Based on the theory underlying back chaining drills technique, vocabulary mastery and teaching vocabulary, the hypothesis is: the use of back chaining drills
technique can improve cadets’ mastery of IMO Standard Marine Communication
Phrases of the 3rd semester of Deck Department of Politeknik Ilmu Pelayaran Semarang in academic year 20142015.
CHAPTER III RESEARCH METHOD
The study is classroom action research, which is aimed to implement the use of Back Chaining Drills
to improve students’ vocabulary mastery. This study was conducted on the third semester cadets of Deck Department of Politeknik Ilmu
Pelayaran Semarang in the Academic Year 20142015. The research was conducted from July to September 2015.
3.1. Research Design
The research was action research. There are various definitions of action research stated by some experts. Kemmis as quoted by Hopkins 1993:44 gives the
definition of action research as follows: Action research is a form of self-reflective inquiry undertaken by participators
in a social situation including education in order to improve the rationality and justice of a their own social or educational practice, b their
understanding of these practices and c the situation in which practices are carried out.
While i n Mills’ point of view 2000: 6, action research is any systematic
inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in teachinglearning environment to gather information about the ways
how their particular schools operate, how they teach, and how well their students learn. Moreover, Nunan 1997:18 argues that action research has distinctive
feature that is those affected by planned changes have the primary responsibility for deciding on courses of critically informed action which seem likely to lead to
improvement, for evaluating the results of strategies tried out in practice. While
Ebbut as quoted by Hopkins 1993: 45 states that action research is about the systematic study of attempts to improve educational practice by group or
participants and by means of own reflection upon the effects of these actions. Based on several definitions stated by some experts, it can be concluded that
action research is any systematic inquiry undertaken by participators in a social situation including education which is directed towards greater understanding and
improvement of practices where those practices are carried out. Burn 1999:30 makes some characteristics of action research taken from
some experts’ definition as follows: 1. Action research is contextual, small-scale and localized. It identifies and
investigates problems within a specific situation. 2. It is evaluating and reflective as it aims to bring about change and improvement
in practice. 3. It is participatory as it provides for collaborative investigation by teams of
colleagues, practitioners and researchers. 4. Changes in practice are based on the collection of information or data which
provides the impetus for changes. In this study, the researcher used classroom action research. This research
is aimed to improve the quality of teaching and learning process. In this case, the researcher wants to improve the cadets
’ mastery of IMO standard marine
communication phrases by implementing Back Chaining Drills technique through
classroom action research.
