Background of Study INTRODUCTION

CHAPTER I INTRODUCTION

A. Background of Study

By the end of the twentieth century English was already well on it’s way to becoming a genuine lingua franca, that is a language used widely communication between people who do not share the same first or even second language. Just in the Middle Ages Latin became for a time a language of international communication at least in Roman Empire , so English is now commonly used in exchanges between, say, Japanese and Argentinean Business people, or between Singaporeans and their Vietnamese counterparts. English is also, of course, a mother tongue for many people in the world, thought as well see, such ‘native speakers’ are increasingly out – numbered by people who have English as a second or third language and use it for international communication. 1 As an international language, English is used for communication among people in daily life and academic all over the world. It is not only used as communication tools but also used as written text in many books and source of knowledge to society. . A distinction is often made that depends on how the language is learned: as a native language or mother tongue, acquired when the speaker is a young child generally in the home, or as a foreign language, acquired at some subsequent period. In educational world especially in Indonesian school, English is determined as a compulsory subject in the national curriculum. It is taught beginning from elementary school up to the university level. it is formally taught in schools from elementary level until university level and become obligatory subject in national 1 Jeremy Harmer , The Practice of English Language Teaching ; fourth edition , England: Pearson Longma, 2007, p. 13 examination ujian nasional for junior and senior high school. So Indonesian people have about 8-10 years for learning English language. Although we have much time to learn English, in fact many students do not master the English yet, especially in using for grammar in the sentences either on speaking or writing. This can be proven in a score examination; many students get lower than limited score in each of school level in Indonesia. There are many aspects that cause this problem. They come from the internal aspect and external aspect. The internal aspects are from inside the students themselves such as motivation, interest, intelligence etc. and the external aspect are from outside of the students such as economic background, learning materials, method of teaching, etc. One of external aspect is in method of teaching, In fact, when the students learn a second or foreign language, they will meet a method or an approach that it cannot be separated from their process in learning language. And basically, a method or an approach will often be influenced by a view or a theory of language. According to Mackey, “difference in ideas on language learning will affect both method of teaching of it.” 2 This statement means that a view of language and approach will affect the method of language teaching. Therefore, a view to the language is very important for language teaching and so is an approach. Because of a view as well as an approach will require a particular method of teaching. Approach defined as theories about the nature of language and language learning that serves as the source of practices and principles in language teaching Richard and Rodgers 1986: 16. 3 And method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is 2 William Frances Mackey, Language Teaching Analysis, London: Indiana University Press, 1967, p. xi 3 Jeremy Harmer, The Practice of English Language Teaching; Third Edition, England: Pearson Education Limited, 2001, p. 78 based upon, the selected approach. So it can be said that approach is axiomatic which describes the nature of the subject matter to be taught and a method is a procedural. Sometimes students feel bored in learning grammar with the monotonous method, they just write in the book and remember for meanwhile but they didn’t practice anyway. To make the situation of classroom and teaching learning process lively, the writer would like to suggest an alternative approach, that is Communicative Approach. This approach will give the students opportunity to be active and creative during the teaching learning process. The writer would like to propose and alternative method to make teaching – learning process more lively other than teacher – centered approach or others, that is one which common known under the term “communicative Approach” this approach will give the students opportunity to play an active role trough out the whole teaching – learning process. Communicative approach is an approach in language teaching based on the humanistic view that emphasizes the centrally of the learner than the supremacy of the subject matter on the teacher. Teaching a language with communicative approach means, the language is taught as a means of communicative. The goal of teaching is the ability to communicate in target language. The application of communicative approach in teaching of English throughout the world including Indonesia nowadays is no longer a new thing. In Indonesia communicative approach has been adopted since the implementation of the 1984 Curriculum continued with the 1994 curriculum, the 2004 curriculum, the 2006 curriculum, and now the KTSP “Kurikulum Tingkat Satuan Pendidikan” It is fact of communication approach in teaching – learning process implicates to the student’s activity. Although the quality each activity is different. Their activities can not be observed when the teaching – learning process is running on. We can observe it when two or more students act to be questioners and answer the teacher’s question. The optimal learning result can be achieved when students and teachers act intention activity, as Hans said : “…….the crucial factor which contributed toward successful teaching are overall atmosphere and in particular the personal relationship between teacher an learners, learner and learner” Even though the optimal learning result and successful teaching depend mostly on the activity of teacher and learners and relationship between them, it is the fact that teacher – centered approach used in teaching learning process seems not to achieve good outcomes. Role Playing is one of the techniques in the communicative approach. Teaching comparative degree using role playing is very fun and easy to understandable because the role play develops greater understanding of the complexity of professional practice and enables students to develop skills to engage in negotiations within the controlled environment of the classroom. Role play in the classroom can be implemented in a number of ways. It can involve face-to face interactions. The length of the process can also vary according to the aims of the activity. This guide will outline role play techniques found to be most useful for the language classroom at a tertiary level. Role play in the classroom involves students actively in the learning process by enabling them to act as stakeholders in an imagined or real scenario. It is a technique that complements the traditional lecture and assignment format of tertiary level social science learning. In a role play, the teacher selects a particular event or situation that illuminates key theories or may be of importance to the topic of study. Students are given detailed background readings and assigned stakeholder roles as preparation. The format of interaction between stakeholders can be varied and may depend on time or resources available. The role play is concluded with a debriefing or reflection stage which reinforces the concepts introduced by the role play. 4 Teaching of English is stressed on mastering the four basic skills : listening, speaking, reading, and writing. Besides, the knowledge of grammar is one of the important factor that students should masters, in order to be able to listen, speak, read, and write correctly. 4 Dr. Kanokwan Manorom and Zoë Pollock, Role Play as a Teaching Method:A Practical Guide, Ubon Ratchathani University,2006p.3 Grammar mainly has a role in language teaching particular theories of grammar and learning associated with them provided justification for syllabus and in methodology in language teaching for decades. Grammar is one of the language aspects which is taught to every language learners. Penny Ur noted that “grammar is defined as away words are put together to make correct sentences. It doesn’t only affect how the units of words are combined in order to make correct sentences but also affects their meaning. 5 Therefore, the teaching of grammar means providing students with opportunities to use English in variety of realistic situations in order to learn to communicate effectively. 6 Unfortunately, grammar is often taught in isolated, unconnected sentences that give a fragmented, unrealistic picture of English and make it difficult for students to apply what they have learned in actual situations. It is as the basic knowledge and as important role in understanding the English language. So by learning grammar, we can communicate our message clearly and precisely. Talking about grammar, there are parts of speech. Adjective and adverb both are parts of speech. Both of them involved in expressing equal and unequal, they are positive, comparative and superlative degree. They are not as easy as we as think especially for learners. In expressing comparative and superlative meaning is more complex in English than in many languages, not all languages make a distinction between comparative and superlative , and some learners may find the distinction an awkward one to grasp. In learning of comparative degree learners need to know what and adjective and adverb are and they also need to learn when they cannot be used and what to use instead. Comparative are adjective and adverbs that in – er for one syllable e.g. taller, bigger, faster and preceding more- for more than one syllable e.g. more handsome, more beautiful .therefore, learners need to know about 5 Penny Ur, A Course in Language Teaching: Practice and Theory, London: Cambridge University Press, 1996, p. 75 6 Sandra L. McKay, Teaching Grammar; Form, Function and Technique, London: Prentice Hall International, 1987, p. xi adjective and adverb before they compare two things or person in comparative forms. But some problems appear when they are learning comparative, learners often have wrong in using more or ending –er e.g. more big or handsomer some learners have difficulty in distinction using more - and –er. And also the learners may not know the appropriate irregular forms e.g. good - better – best . From these statements above, the writer analyze that the learners tend to make a mistake because the lack of knowledge about the comparative degree and they have difficulty in using them appropriately. Based on the explanation above, the writer is interested in applying Role Play technique in Communicative Approach in teaching comparative degree to the sixth class of SDN. Duri Kosambi 07 Pagi on Jln. Raya Kresek No.51 RT 00708 kec. Cengkareng 11750 Jakarta Barat.

B. The Limitation of The Problem

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