DEVELOPING AUTHENTIC TASKS FOR SPEAKING SKILL OF STUDENTS GRADE XI MADRASAH ALIYAH NEGERI (MAN) PEMATANGSIANTAR.

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DEVELOPING AUTHENTIC TASKS FOR SPEAKING SKILL

OF STUDENTS GRADE XI MADRASAH ALIYAH NEGERI

(MAN) PEMATANGSIANTAR

A THESIS

Submitted as the Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

BY:

PLINDAWATI SINAGA

Registration Number 2122121030

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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ABSTRACT

Plindawati Sinaga. Registration Number: 2122121030. Developing Authentic Tasks for Speaking Skill of Students Grade XI Madrasah Aliyah Negeri (MAN) Pematangsiantar, 2016.

The study is aimed to develop authentic tasks for the speaking skill of students grade XI MAN Pematangsiantar. The study was research and development (R & D) conducted at MAN Pematangsiantar. The steps of the study are conducting needs analysis, writing the first draft of materials, expert judgment, and revising the draft. The results of the data were in the descriptive analysis obtained using questionnaire and the expert judgment result was using quantitative data analysis.

The speaking tasks were revised based on the experts’ suggestions. The authentic

speaking tasks consist of two units. The first unit is about expression of making, accepting and rejecting an invitation. The second unit is about expression of making and cancelling an appointment. The development of tasks was based on analyzing the existing syllabus and students’ worksheet. Students had weakness in speaking skill due to the tasks given were not appropriate to the needs of the students. Role play activities are needed to help them improving their speaking in English. To meet those needs, the two units of authentic speaking tasks were then

developed. The students’ worksheet was categorized in very good level.

Key Words: Research and Developmental (R&D), Authentic Task, Speaking Skill

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ACKNOWLEDGMENTS

Praise to Allah SWT, for His blessings, so that the writer can finish the thesis for the partial fulfillment of the requirements for the attainment of Sarjana Pendidikan degree in English education entitled Developing Authentic Tasks for Speaking Skill of Students Grade XI Madrasah Aliyah Negeri (MAN) Pematangsiantar.

I would like to show my sincere gratitude to all people who have supported me to finish my thesis. My appreciation and thanks are due to:

 Prof. Dr. Syawal Gultom, M.Pd, the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and Arts.

 Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English and Literature Department and also her thesis examiner.

 Nora Ronita Dewi, S.S, S.Pd, M.Hum, the Head of English Educational Study Program.

 Dr. Rahmad Husein, M.Ed and Dra. Masitowarni Siregar, M.Ed her thesis supervisors, for their valuable time, knowledge, and guidance with all their patience and wisdom during the process of accomplishing this thesis.

 Tiarnita Maria Sarjani Siregar, M.Hum for her valuable input to furnish this thesis.

 Prof. Amrin Saragih, M.A., Ph.D and Titiek Suhartinigsih, S.Pd for their feedback and suggestions which were really useful for her material revision.

 Eis Sriwahyuningsih, M.Pd, for her patience in motivating the writer.  Dr. Rizal Pulungan, the headmaster of MAN Pematangsiantar.

 Dr. Sumiati the English Teachers of MAN Pematangsiantar for the cooperation, kindness and help during the observation.

 Her father, Riduan Sinaga and her mother Este Manik, her beloved sisters: Hema Maulina Sinaga, Sinta Sinaga, S.Ak, Laturahmi Sinaga, Fitriani sinaga, Helmiati sinaga. My dearest brothers: Marko Haposan Sinaga and Helbin Sinaga who always motivate and give her wise advices.  Her classmates, English Education Regular C 2012, especially for Nanda Aulia Putri, Khairunnisa, Diah Ayu Nanda, Annisa Damayanti, Suchroni Panjaitan and Metaliana R. Sari for always supporting her.

 Her best people in life Hanifah, Lisa Riyani Butar-butar, Isnaini Pratiwi, Mahdalena Lubis, Syahroni Naibaho and Nurul Arsyika.

 Her beloved family in Unit Kegiatan Mahasiswa Islam (UKMI) Ar-Rahman of State University of Medan especially for UKMI Ar-Ar-Rahman FBS, Persatuan Mahasiswa Bidikmisi Unimed (PERSMABIMED), Forum Silaturahim Lembaga Dakwah Kampus Sumatera Utara (FSLDK-SU), and Yeni Septiani Rambe, S.Si, Desi Ariska, Sri Suci Ramadhani S.Pd, Dwi Nidya Pertiwi and also Senat Mahasiswa Fakultas Bahasa dan Seni

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(SEMA FBS) especially for Dewi Anggraini, Desti Suastika, Risa Aulia, Amellyana, Rahmad Ajizi.

 All people who helped the writer to finish her study that she cannot mention one by one.

May ALLAH, The Almighty bless the all, Aamiin.

Medan, Augustus 2016

The writer

Plindawati Sinaga

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Abstract ... i

Acknowledgement ... ii

Table of Content ... iv

List of Tables ... vi

List of Figures ... vii

List of Appendices ... viii

CHAPTER I INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 5

C. The Objective of the Study ... 5

D. The Scope of the Study ... 5

E. The Significance of the Study ... 5

CHAPTER II REVIEW OF RELATED LITERATURE ... 7

A. Theoretical Framework ... 7

1. Speaking ... 7

a. The Nature of Speaking ... 7

b. Teaching Speaking ... 8

c. Functions Of Speaking ... 10

2. Authentic Task ... 15

a. Definition of Tasks ... 15

b. Types of Tasks ... 16

c. Characteristic of Speaking Activity ... 18

d. Task Components ... 20

3. Role Play Task ... 23

4. Need Analysis ... 26

B. Conceptual Framework ... 27

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CHAPTER III METHOD OF RESEARCH ... 29

A. The Research Design ... 29

B. The Instruments of Data Collection ... 30

C. Techniques of Data Analysis ... 30

D. Task Development ... 30

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ... 34

A. Research Findings ... 34

1. The Results of Needs Analysis ... 34

2. Developing Speaking Authentic Tasks Draft ... 40

3. Validating New Speaking Authentic Tasks ... 42

4. The Evaluation and Revision ... 44

5. Final Draft ... 45

B. Discussions ... 46

CHAPTER V CONCLUSION AND SUGGESTION ... 48

A. Conclusions ... 48

B. Suggestions ... 49

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LIST OF TABLES

Table 1. Quantitative Data Conversion ... 32

Table 2. Research Population ... 34

Table 3. The Standard and Basic Competencies ... 39

Table 4.1. The Result of Expert Judgment on the Standard Or Basic Competency ... 43

Table 4.2 . The Result of Expert Judgment on the Accuracy of Material... 43

Table 4.3. . The Result of Expert Judgment on the Recency of Materials... 43

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LIST OF FIGURES

Figure 1.1 Framework for Analyzing Communicative Tasks ... 21 Figure 2.1 Flowchart of Conceptual Framework ... 28 Figure 3.1 Flowchart of Developing Materials ... 33

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LIST OF APPENDICES

Appendix A. Syllabus ... 55

Appendix B. Need Analysis Questionnaire ... 58

Appendix C. The Result of Need Analysis ... 62

Appendix D. The First Draft ... 63

Appendix E. The Experts Judgments Questionnaire ... 76

Appendix F. The Evaluation and Revision of Material ... 79

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CHAPTER I INTRODUCTION

A. Background of the Study

As a foreign language (FL) in the world, English is very important to learn because nowadays it used for communicating in science, commerce, advertising, accounting, diplomacy and transmitting advanced technology. Richards (2008: 6) said that the notion of English as an international language has also prompted a revision of the notion of communicative competence to include the notion of intercultural competence. However, learning English speaking skill is very challenging for students in FL context, because they have many opportunities to use the target language outside the classroom. To develop their speaking competence, the tasks given to them must be suitable to what they need.

English teaching and learning have the goal of focusing on students so that they are able to use English for communication and as a tool for furthering their studies (Oradee: 2012). Among the macro skills of language, it has been widely recognized that speaking, particularly in a second or foreign language, is the most difficult language skill to assess. Dakowska as quoted by Kusnierek (2015) claims that speaking is now the most emphasized skill in the field of foreign language

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weakness of one component among these will dramatically affect the entire teaching/learning process.

However, to reach the competence, the students face some problems. The current materials used in speaking are not sufficient enough to meet the students’ demands in term of tasks or assessments. The materials have limited various activities for the students to practice the target language. The students need speaking materials which contain more interesting and challenging tasks which are able to stimulate them to practice speaking more.

To make students easier communicating by using English, the government should fulfill what their needs in speaking skill which is related to the topic of daily life especially in term of tasks. The authentic tasks given to students will give opportunities to them for developing their speaking skill. As Rivers (1981) argues, speaking is used twice as much as reading and writing in our communication. Meanwhile, tasks are able to engage the student’s potential cognitively and effectively. Many theories which refer to the authentic tasks, Mueller as quoted by Suyoko, (2014) states that authentic tasks are an assignment given to the students designed to assess their ability to apply standard driven knowledge and skills to real world challenges.

Developing the authentic task should be varied and interesting in order to avoid students’ frustration; in other words it will suggest them to have a motivation and confidence for sharing their opinion orally. Quoting Pashaie (2014) tasks can be considered as painting a fence, dressing a child, filling out a form, buying a pair of shoes, making an airline reservation, borrowing a library

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book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a check, finding a street destination and helping someone across a road.

In the tasks development, there are six components as proposed by Nunan (2004) that should be put as considerations. They are goal, input, procedure, setting, learners’ role, and teachers’ role. Recently, some syllabus designers have suggested that syllabus content might be specified in terms of learning tasks and activities. They justify this suggestion on the ground that communication is a process rather than a set of products.

Based on the writer’s analysis of syllabus and students worksheet in senior high school, speaking competence actually asks the students to be brave to express their opinion. In teaching and learning process, teachers usually focus on other competences like writing, reading, and listening. It makes students lack of speaking competence and will have an impact to their confidence when they want to explore their English in public. Graham-Marr as quoted by Murad (2009) mentioned many reasons for focusing on listening and speaking when teaching English as a foreign language, not least of which is the fact that we as humans have been learning languages through our ears and mouth for thousands of years, far longer we as humans have been able to read. Although not a set curriculum in

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competence and then they have to build their opinion in writing without exploring it in the classroom. The lack of authenticity of tasks given tremendously affects students’ speaking skill which is essential for language proficiency. This implies that teachers need to use assessment tasks that are as authentic as possible in a classroom setting. This means: a) using authentic language in speaking activities; b) setting real- world tasks; c) giving students’ opportunities to use language in situations based on everyday life. By presenting the authentic task in teaching and learning process of speaking competences students will not find the difficulties for applying their English when travelling, studying abroad, or using the language in other contexts outside the classroom.

Otherwise, to improve the authentic task it must be relevant to the materials in students’ worksheet. However, a material taught by teacher to support the speaking skill improvement was not fulfilling to their target language in the worksheet. Choosing the suitable material to the task tends to be ignored by teacher, for example how to make an apologizing, greeting, cancelling an appointment, accepting and declining an invitation. The teachers seldom motivate the students to be active to create their new knowledge about these materials orally as a product of speaking competence. Besides developing speaking skill by giving them a chance to perform the product they will enable the students to practice their ability about how to be a leader in front of the audiences. As a result, they conduct a constant investigation of what may help their students to increase their level of oral proficiency because of learning the language in class

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frequently and speaks at the moment it should be through active classroom tasks and extensive learning activities.

B. The Problem of Study

Based on the identifications of the background of the study above, the problems are constructed as follows:

1. What are the speaking target needs of _{students grade XI of Madrasah} Aliyah Negeri (MAN) Pematangsiantar?

2. What are the learning needs of students grade XI of Madrasah Aliyah Negeri (MAN) Pematangsiantar?

3. What authentic tasks are suitable for improving students’ speaking skill? C. The Objective of Study

The objectives of the study are:

1. To describe the speaking target needs of students grade XI of Madrasah Aliyah Negeri (MAN) Pematangsiantar.

2. To describe the learning needs of students grade XI of Madrasah Aliyah Negeri (MAN) Pematangsiantar.

3. To develop role play task in speaking learning materials which suitable for students’ worksheet.

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5. The Significance of Study

Through conducting the research was expected giving significance for:  The students :

The researcher intends to develop students’ speaking skill by giving the authentic tasks in their worksheet.

 The teachers :

This study will be beneficial for the teacher to give new knowledge about how to create an authentic task which is relevant to their speaking competence based on Kurikulum Tingkat Satuan Pendidikan (KTSP). Practically, teacher will design the teaching and learning process more interesting in order to make the students easy to understand in learning English especially for speaking context.

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CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusions

After the data have been analyzed, some conclusions are stated in the following:

1. Based on the results target need analyzing, the students’ worksheet mostly explained about listening skill while the speaking tasks given only presented the dialogues. Furthermore, the activity which was needed by the students to learn speaking was role – play. The type for role – play activity. This tasks activity was applied to the English speaking tasks which had been written.

2. Based on the syllabus and materials analyzing, students of grade XI MAN want to English speaking tasks appropriate to their needs in semester 1. The topic should be using expressions of making, accepting and declining an invitation, using expressions of making and cancelling an appointment in speaking tasks. The researcher was entitled each topic into

two unit, they were “Unit 1 Would you like to come? and Unit 2 What has

happened?”.

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students’ speaking material. It means that the tasks given also did not

appropriate to the needs of students. In other words, the speaking task was developed based on the materials on existing syllabus, based on the standard of competence and the basic of competence and also based on the students’ learning needs.

 The language which was used in the English speaking material/dialogue was clear, easy to understand, and accurate.

 The English speaking tasks helped the students to learn language functions effectively. So that, they can communicate well in English orally.

 The illustration used in the tasks given can increase the students’

understanding in the doing the speaking activities on the worksheet.  They thought that it will be better working in groups.

B. Suggestions

Based on the conclusions, the suggestions are:

1. To the English teachers especially teacher of grade XI Madrasah Aliyah Negeri should try to develop English tasks that authentic and appropriate to the needs of students and the existing syllabus, especially for speaking. The tasks given should have creativity in order to give the motivations in doing the tasks to the students in the classroom.

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2. To the other researchers are expected to be able to develop an English authentic task, especially for speaking for other student grade which has the problems with the availability of appropriate English learning tasks. They are also expected to find the other characteristics of appropriate learning tasks based on the needs of the students, and the existing syllabus based on the curriculum especially in designing English speaking.

3. _{To the institutions should monitor the teachers that they using the suitable}

worksheet to the student’s in grade XI. Institution also has to distribute

the students’ worksheet to the schools which are relevant to the

government syllabus or curriculum 2006 so that they can achieve the objective of the study in their level.

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 The existing speaking tasks taught for students of Grade XI MAN Pematangsiantar are substantially inappropriate. Based on the government syllabus on curriculum 2006 the students’ worksheet was not match to students’ speaking material. It means that the tasks given also did not appropriate to the needs of students. In other words, the speaking task was developed based on the materials on existing syllabus, based on the standard of competence and the basic of competence and also based on the students’ learning needs.

 The language which was used in the English speaking material/dialogue was clear, easy to understand, and accurate.

 The English speaking tasks helped the students to learn language functions effectively. So that, they can communicate well in English orally.

 The illustration used in the tasks given can increase the students’ understanding in the doing the speaking activities on the worksheet.  They thought that it will be better working in groups.

B. Suggestions

Based on the conclusions, the suggestions are:

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3. _{To the institutions should monitor the teachers that they using the suitable} worksheet to the student’s in grade XI. Institution also has to distribute the students’ worksheet to the schools which are relevant to the government syllabus or curriculum 2006 so that they can achieve the objective of the study in their level.

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Ampa, T.A, et al. 2013.The Students’ Needs in Developing Learning Materials for Speaking Skills in Indonesia. Makassar: Makassar Muhammadiyah

University

Anggraningtyas, V. O & Ruslan. S. Unknown Year. Developing Supplementary Speaking Materials For The Seventh Graders. Malang: State University Of Malang

Azis, Z. N. 2015. Developing Task-Based Speaking Materials for Grade VIII Students of the Junior High School. Yogyakarta: Yogyakarta State University

Badan Standar Nasional Pendidikan (BSNP). 2011. Penilaian Buku Teks Pelajaran Bahasa Inggris SMK/MAK. Jakarta: Departemen Pendidikan Nasional

Boonkit, K. 2010. Enhancing The Development of Speaking Skills for Non-Native Speakers of English. Thailand : Silpakorn University

Borg & Gall. 1983. Educational Research an Introduction. Cambridge : CUP Chennat, S. 2014. Classroom Strategies for Developing English Language Skills

in Children with Dyslexia at Elementary Level: An Analytical Study. International Journal of Research in Applied Vol. 2, Issue 6, Jun 2014, 27-38

Emzir. 2014. Metodologi Penelitian Pendidikan. Jakarta : PT. Raja Grafindo Persada.

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Fatima, D. 2010. Teaching the Speaking Skill: Speaking Activities to Develop Learners’ Communicative Competence. Algeria: University of Ferhat Abbas-Setif

Kusnierek, A. 2015. Developing Students’ Speaking Skills through Role-Play. Journal World Scientific News vol. 73-11. Poland

Disertasi, Makalah. Jakarta: Bumi Aksara

Nunan, D. 2004. Task-Based Language. University of Hongkong: Cambridge University Press

Nunan, D. 2001. Designing Task for the Communicative Classroom. Cambridge: Cambridge University Press

Oradee, T. 2012. Developing Speaking Skills Using Three Communicative Activities (Discussion, Problem-Solving, and Role-Playing). International Journal of Social Science and Humanity, Vol. 2, No. 6

Pashaie, S & Hamidreza. 2014. Does Open Task Outcome Affect Speaking Skills of Pre Intermediate High School Students?. International Journal of Educational Investigations Vol. 1, No, 1: 54-65

Pramuniati, I, Zulkifli, Basyaruddin & Daulat. 2012.Buku Pedoman Standar Operasional Prosedur (SOP) Penyelesaian Tugas Akhir (Skripsi). Medan

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