A STUDY OF STUDENT’S ABILITY IN MASTERING POLITE REQUEST( A Case Study to Tenth Grade Students of SMA Negeri 4 Langsa)
JURNAL PENCERAHAN INTELEKTUAL MUSLIM
A STUDY OF STUDENT’S ABILITY IN MASTERING
POLITE REQUEST
( A Case Study to Tenth Grade Students of SMA Negeri 4 Langsa)
Oleh: Baihaqi
English Department Teacher Training and Education Faculty Samudra
University Langsa
Abstract
This research is aimed to find out the obstacles in mastering English
especially in learning conversation to the SMA Negeri 4 Langsa and
the using polite request in conversation. To identify the ability of the
first grade student of SMA Negeri 4 Langsa. The hypothesis of this
research is that the first grade students of SMA Negeri 4 Langsa still
have problem in using polite request in conversation. To achieve the
goal of this study, the researcher has conducted field research at
SMA Negeri 4 Langsa. To gain the data needed, she applied some
techniques: experiment teaching, observation and test. The sample of
this study was the first grade students of SMA Negeri 4 Langsa. In
experimental teaching, the researcher taught for four meeting. The
allocations of the time to the test that the researcher used: pre-test
and post test. The finding of this study shows that the teaching polite
request direct method that uses some techniques stated above is
very effective in teaching English polite request to tenth grade
students of SMA Negeri 4 Langsa. It can be proved from the final
result obtained by the students. Most of them can get good scores
(between 60 - 90 0r 76,92%).
Key Words: Students Ability, Polite Request
A. Background of Research
Murphy (2005: 54) explains
that language play a vital role in
relationship between person to
another by knowing language we can
communicate,
improve
our
knowledge as, Harris (2001:4)
defines that “ Language is a system
of arbitrary. Or other people who
have learned the system of the
culture, to communicate of interact” it
means that there are countless
language operate in the world most of
them are used locally but few, other
are used internationally. English is
one of the most important as being
internationally used. It is operated
almost in every part of activities
especially in the field of politic,
economics industries and education.
In Indonesia English is the
first language considered as a
compulsory subject that has to be
taught in Indonesia from junior high
school students and Senior high
school student is taught for three
years. English is formally and widely
used as an international language
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and it is commonly used by educated
and high rank officials, especially in
international affairs. To know English
and to be able to speak it well has a
great value.
This fact can be prove as
Mordie (2002:4) says that “The
English speaking people want no
monopoly of knowledge, and anyone
who master the English tongue
acquires a key which will open to him
whatever is value in the literature of
the world.”
French (2000: 75) states that
everything
of
important
which
happens day by day is printed in
English in newspaper, or spoken in
over the radio, all over the world, and
this is true in the great European
countries as well as in countries in
the East and in the West. A person
who can read English can keep in
touch with all the world without
leaving his own home.
It is clearly the teacher’s duty
to do everything possible to give his
students even though the time may
short, a common of English which will
be sufficient and lasting. There are
four clear aims is stated by Gimson
(2000:29). Which are within the limits
of possibly of understanding what are
speaking, reading and writing there
are:
1. We try to give the student
the ability to speak within a
limit of the vocabulary, and
correctly within the most
useful sentences pattern.
Speech is essential because
language is a spoken thing.
For Every word that is written
or read, millions of words are
spoken, writing, and printing
are only speech reduced to
black signs.
12
2. We try to give the student the
ability to understand what is
spoken. This is a wider task
than the first, for it brings in
wider vocabulary all those
extra words which are known,
but
which
are
not
remembered for immediate
use. It also has an obvious
practical value. A learner who
say. Please speak more
slowly has not be taught to
listen.
3. We try to give the student the
ability to read. This means a
great increase in the number
of words which are known
when seen, but which are not
ready for immediate use in
speech. Reading includes
everything that is included in
speech and much more
besides.
4. We try to give the student the
ability to write, this is the
hardest task of all and for
many learners the least
important.
To
speech
listening, reading, its adds
spelling, hand writing and
punctuation.
5. Mastering
English
is
challenge for some people.
This is because of the modern
technology
which
are
accelerates the development
of many fields including
education. Indonesia students
of Senior high school are
aware of the importance of
English, besides, they will
continue
their
study
in
university, in which they will
use the language of English in
every aspect.
Allen (2002: 23) mentioned
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that language is used as a means of
communication among the member
of community by design sound
symbol profuse by human organs of
speech which contain meaning. By
language we can talk to our friends
express our ideas, emotion or feeling
communication through language
make people possible to adjust
themselves
with
their
social
environment.
Today English a foreign
language is becoming an important
language in the world. It has been
used widely in education, business,
economy and also government.
English is learned by countries in the
world whether as a second language
or as a foreign language. So, it
becomes a compulsory subject to be
taught from junior high school and in
some place it is also taught to
elementary school in Indonesia. As
Hayden statement (2002:840) “
Speaking is skill which is necessary
to the approach. It is based on the
concept that people learn must
effective though doing and that
communicate involve knowledge of
the language.”
The people make practice
conversation in realistic, everyday
situation as they learn about their
customs. The students learn how to
interact comfortable. With their
friends in a certain situation. They
learn to make introduction, small talk,
request something, participate by
asking and responding to question,
explaining what they do in certain
place in different topic. As Ernestora
statement (2003:109) “ Request is
one of the aspect from the speaking
that must be mastered by students.”
It means they must understand that
when they make a request, they ask
someone for something. When they
have authority over someone, the
give them an order instruction.
Audia
(2005:31) states “
Polite request is the way to request
something from other people in polite
way.” Based on the statement above
we can conclude that “ Polite
Request” is very important subject to
teach for the students. As the teacher
of course we want all of our students
can be a good speakers of English
language.
By interpreting
it is
regarded that we always use the
polite request in our conversation
especially in our daily conversation.
Generally we use it at school,
between teacher and students,
students to students, teacher to
teacher and so on. In our life we need
other sides, we need cooperate with
other people as the community in an
environment. Impossible we can do
everything only by ourselves. Actually
we need some helps from other
people all the time.
There are five ways of using
polite request on Lado (2002:121)
description:
1. Will/ would you + Infinitive
….please?
2. Could
you
+
Infinitive
…..please?
3. Would you mind + ING
Form…?
4. Would you mind + not + ING
Form…?
5. Do you mind + possessive +
ING Form
Regarding the example above
we can conclude that there are
different ways of using polite request
in conversation. The way of using it
depends on someone, which of the
way is they will use.
Austin (2000: 19) states
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conversation
is
primer
in
communication. Students should be
equipped
and
engaged
in
communicative exposure not with the
rules of language. In this case Clark
(2001:42) states “ Speaking or
conversation is mental activity where
people put ideas into words with
expression in the language, talking
about perception, feelings, prediction
and idea.”
It means conversation or
speaking is very important to be
developed as it can express our
ideas when we communicate with
one or more people. To communicate
is to convey information that can be
various understanding, fact and other
ideas orally to the listeners.
Furthermore, conversation is an
activity that are involving two or more
people in sending and receiving the
information or the message in oral
form.
According to the Rivers
(2000:37) “ Speaking is also
essentially
interaction
between
person or among person” It means
that conversation take place where is
at least on one speaker and one
listener. Conversation is a way
between speaker and listener
involving the productive skill of
speaking and the receptive skill of
understanding both of them have a
positive function to perform the
speaker has to encode the message
to be conveyed in appropriate
language, while the listener has to
encode or interpreted the message.
The message itself in normal speech,
usually certain a great deal of
information which is redundant. At the
same time the listener is helped by
prosodic features, such as stress and
intonation, which accompany the
14
spoken utterance and form part of it’s
meaning and also by facial and body
movements. In conversation every
one has something to say and can
speak every time. In daily life, we
sometimes refer to conversation as
chat and focus on the book as a kind
of spoken interaction rather than on
formal,
planned
occasion
for
speaking such as meeting. In this
theme we always use of polite
request.
Speaking ability closely deals
with to say and how to say. In
linguistic setting, what to say is called
competence, it refers to knowledge;
Knowledge of grammar, vocabulary,
pronunciation and other part of
language. One’s may speak certain
language fluently without carrying of
speech act rules or norms which
prevail among the language users. In
sociolinguistic point of view, speaking
ability require honest, accuracy,
speed and beauty. Then one’s also
need to consider with whom they are
speaking , what language, where and
when, with whom means speaks to
whom, the higher status to the lower
status teacher to students, student to
student, etc.
Speaking ability is to indicate
the students English competence in
answering and asking question or
statement, so good teacher are
aware of differences in rapid and
style, formal and informal speech and
attempt to deal with them in some
fashion. So by speaking skill or ability
for the students are capacity of
qualification to express ideas,
emotion, feelings through words and
utterances to whoever speaker.
The speaking skill more
demanding on the teacher than the
teaching of that many other skill. For
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thus reason he said that many
teacher give up the attempt to teach it
and concentrate on what they call
more
intellectual
approach
to
language teaching.
What language mean, what
language they are speaking in, this
should be realized because each
language has it’s own specification.
For instant, in English it is supposed
normal to say ‘you’ for older people or
parent, but in Indonesian language
it’s supposed impolite, even rude.
Where shows the setting or the place
where the speaking is taking place. In
certain environment high social status
should not be prevail in any place.
Therefore, one need the consider
where he or she is speaking in office,
party at home? Etc. when it shows or
refers to the situation of speaking.
A conversation is the activity
of communication where two or more
people create the communication by
using language, sound in sentences
processing. So conversation is
communicative. It has a certain
structure as opening, content and
closing. The first speaker will make a
move as an initiation, with various
way as statement and question so
the second speaker will give
responses.
In opening a conversation
may be initiated in different ways, in
fact the two speaker know how to say
in response the opening. For
instance, there is a stereotype
expression can be predicated due to
the meaning, in this case Caulhard
(2000:62) stated: “ Class the stimulus
response as adjacency pairs” it
means that teaching conversation for
the students has purpose to let them
know about some factors that must
be a master in speaking, because in
conversation every student has
something to say. In daily life, the
students refer to conversation as chat
and focus on the book as a kind of
spoken interaction rather than on
formal,
planned
occasion
for
speaking such meeting.
Halliday’s Tem (2000:291)
mentions that function of language
as follows:
1. Regulatory is committed to
control an event. This function
has meaning to maintain while
instrumental looks having
more powerful. It consist into
agreement, rejection, etc.
Example: I don’t / do not
agree with you. This is the
use of language to control the
behavior
of
others,
to
manipulate the persons in the
environment; the ‘do as I tell
you function here we find a
basic distinction between
demand for the other person’s
company and a demand for
specific action on his or her
part.
2. Repetitions
commit
a
statement
by
providing
evidence and knowledge,
explanation or reporting or
present the fact or reality. The
example: The sun is not
bright. In the course of
maturation this function is
increasingly emphasized until
eventually
it
comes
to
dominate.
3. Interactions utilized to keep
up social relation in order that
communication always bring
to light and also we can make
a
good
and
success
interaction communication to
social changing such as:
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4.
5.
6.
7.
8.
16
slank,
humor,
culture,
politeness.
Personal is used to state
feeling, emotion and privacy,
someone’s privacy can be
signed by using this personal
communication function.
Heuristic is used to obtain
knowledge to comprehend an
environment this function is
always
clarified
in
interrogative
from
that
demand
and
answer.
Example: What is an atom.
Imaginative is used to create
an imagination system or idea
by reciting a joke, tale or
novel. By this function, we can
enjoy the beauty out of the
real world.
Ideational
is
a
major
component of meaning in the
language system that is basic
to more or less all uses of
language. It is meaning
potential,
although
the
potential is very vast and
complex, for instant the whole
of transitivity system in
language, the interpretation
and expression in language of
different types of process of
the external world, including
material. Mental and abstract
process of every kinds part of
the ideational component of
the grammar.
Interpersonal is somebody
that sense of language to
express social and personal
relations, including all forms of
the speaker’s instruction into
the speech situations on the
speech act. The people also
uses language personality as
we have seen, interacting with
other people, controlling their
behavior, also expressing his
own personality, attitudes and
feelings, but these uses are
specific and differentiated.
9. Textual is which fill the
requirement that language
should be relevant, that is
should be texture in real
context of situation that is
distinguishes
a
living
massage from a mere entry in
grammar on a dictionary.
Based
on
the
above
statement, the researcher would like
to make a research on the students
ability in mastering polite and impolite
request for the third year students of
SMA (A Case Study at SMA N 4
Langsa). In accordance with the
background written above the
researcher shows some of the
problems in this research as follows:
What do the student master polite
request polite request better than
impolite ones? What kinds of
difficulties in mastering polite request
in speaking for tenth grade students
of SMA Negeri 4 Langsa? Dealing
with the problems the researcher
intends contribute some purpose of
study are: 1. To know how well the
students master the polite request in
speaking? 2. To find out some factors
of the difficulties in mastering polite
request in speaking? Method of the
Research : Library Research : The
researcher uses some books that is
needed in the field and have related
to the topic from the library. Field
Research: In conducting the field
research, the test of the request will
arrange and tested to the student in
order to know their ability in
understanding the request sentences
either in polite or impolite form.
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To analyze the result, the
statistical procedure to calculate the
test score obtained from the
experimental and control groups the
writer will used the 2 score statistics
see the real mean difference between
the two groups. The formula for the 2
scores suggested by Sudjana
(1989:32) as follows. With the
parameter needed:
X1 - X2
Z=
√ S1 + S2
N1 N2
Z = Is the significant differences
between two mean
X1 = refers to the mean score of
the experimental group
X2 = refers to the mean score of
the control group
S1 = refers to the standard
deviation of the control group.
S2 = Refers to the standard
deviation of the experimental
group while N1 dan N2 refer
to the number of the students.
(Source: Suharsimi: 1993: 23)
B. Result
E.1. Procedure of Data
Collection
Each research needs the
concrete data to prove the researcher
assumption. The data f this study well
collected through an experiment
performance among the tenth year
students of SMA Negeri 4 Langsa.
Before the experiment took place the
writer observed both classes. The
observation was intended to see the
instructional process of English. After
doing the observation the students in
both classes were given a pre-test
and post-test. The researcher uses
the pictures as the media. After
getting a test the students of control
group carried in their regular class
with their regular teaching method, it
is translation method. On the other
hand the experimental group was
taught by the researcher using the
approach, method and technique
chosen in teaching learning process.
4.2 The Presentation of the Test
The following is the raw score
of the experimental group (X.1) and
the control group (X.2) as per as
mentioned by Sujana ( 2002: 77)
Table: II
The raw score of the experimental
group
NO
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
Pre-Test
1
95
95
90
90
90
90
85
85
85
85
85
85
85
85
85
85
85
85
85
80
80
80
80
80
80
80
75
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Post-Test
2
100
100
100
100
100
100
100
100
100
100
100
95
95
95
95
90
90
90
90
85
85
85
85
85
85
85
80
17
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28
29
30
31
32
33
34
35
36
37
38
39
40
75
75
75
75
75
65
65
60
60
55
55
55
50
∑=3130
80
80
80
80
80
75
75
75
75
75
75
75
70
∑=3510
Table: III
The Raw Score of the Control
Group
NO
1
2
3
4
5
6
7
8
9
10
11
12
Pre-Test
1
75
75
75
75
75
75
75
70
70
70
70
70
Post-Test
2
75
70
65
70
70
75
75
65
70
75
60
70
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
70
70
70
70
70
70
70
70
70
65
65
65
65
65
65
65
65
60
60
60
60
60
60
60
55
55
50
50
∑ -= 2710
65
65
65
70
70
75
75
75
65
65
60
65
65
60
60
65
60
60
60
60
60
60
55
55
50
50
50
50
∑=
2625
Table: IV
The Calculation of Mean And Standard Deviation Of Post Test From
The Control Group
I
50 – 54
55 – 59
60 – 64
65 - 69
70 – 74
75 - 79
Σ
18
F1
4
2
10
10
7
7
40
B
49.5 – 54.5
54.5 – 59.5
59.5 – 64.5
64.5 – 69.5
69.5 – 74.5
74.5 – 79.5
Xi
52
57
62
67
72
77
387
F1.Xi
208
114
620
670
504
539
2655
(Xi-X1)² F1 (Xi-X1)²
206.78
827.12
87.98
175.96
19.18
191.8
0.38
38
31.58
221.06
112.78
789.46
2209.2
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ΣF1. Xi
X1
=
N
2655
=
40
=
66.38
And
ΣF1 ( Xi - X1 ) ²
S1²
=
N -1
2209.2
=
40 -1
2209.2
=
39
=
56.65
=√
56.65
=
7.5
Range =
The highest data – The lowest data
=
75 – 50
=
25
The number of class data
= 1 + 3.3 Log n
= 1 + 3.3 Log 40
= 1 + 3.3 * 1.32
= 5.35
=5
Range
Interval Kelas
=
The number of class interval
25
=
5
=
5
TABLE V
The Calculation of Mean And Standard Deviation Of Pre-Test From
The Control Group
I
F2
B
Xi
F2.Xi
(Xi-X2)² F2 (Xi-X2)²
50 – 54
2
49.5 – 54.5
52
104
268.30
536.6
55 – 59
2
54.5 – 59.5
57
114
129.50
259
60 – 64
7
59.5 – 64.5
62
434
40.70
284.9
65 - 69
8
64.5 – 69.5 67
536
1.90
15.2
70 – 74
14
69.5 – 74.5
72
1008
13.10
183.4
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75 - 79
Σ
7
40
74.5 – 79.5
77
388.5
539
2735
74.30
5520.49
6799.59
ΣF2. Xi
X2
=
N
2735
=
40
=
68.38
And
ΣF2 ( Xi – X2 ) ²
S2²
=
N -1
6799.59
=
40 -1
6799.59
=
39
=
174.35
=√
174.35
=
13.2
Range =
The highest data – The lowest data
=
75 – 50
=
25
The number of class data = 1 + 3.3 Log n
= 1 + 3.3 Log 40
= 1 + 3.3 * 1.32
= 5.35
=5
Range
Interval Kelas
=
The number of class interval
25
=
5
= 5
X¹ - X²
Z
=
√( S1 ) ² + ( S2 ) ²
n
n
66.38 – 68.38
=
√
(7.5) ² + (13.2) ²
40
40
20
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-2
=
√56.25 + 174.24
40
-2
=
√230.49
40
-2
=
√5.76
-2
=
2.4
Z =
-0.83
The calculation shows that the calculated Z score is -0.83 between the
two test. These means is less than 1.96. So, the null hypothesis (Ho) is
accepted and alternative hypothesis (Hl) is rejected. This mean that there is
no significant difference between the two means. In addition the groups have
same level of vocabulary knowledge
TABLE VI
The Calculation Of Mean And Standard Deviation Of Post-Test
From The Experimental Group
I
F1
B
Xi
F1.Xi
(Xi-X1)²
F1 (Xi-X1)²
65 - 70
1
64.5 – 70.5
67.5 67.5
386.12
386.12
71 – 76
7
70.5 –76.5
73.5 514.5
186.32
1304.24
77 – 82
6
76.5 – 82.
79.5 477
58.52
351.12
83 - 88
7
82.5 – 88.5
85.5 598.5
2.72
19.04
89 – 94
4
88.5 – 94.5
91.
366
18.92
75.68
95 - 100
15 94.5 – 100.5 97.5 1462.5
107.12
1606.8
Σ
40
495
3486
3743
Range = The highest data – The lowest data
= 100 – 70
= 30
The number of class data
= 1 + 3.3 Log n
= 1 + 3.3 Log 40
= 1 + 3.3 * 1.32
= 5.35
=5
Range
Interval Kelas
=
The number of class interval
30
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=
5
=
6
ΣF1. Xi
X1
=
N
3486
=
40
=
87.15
ΣF1 ( Xi - X1 ) ²
S1²
=
N -1
3743
=
40 -1
3743
=
39
=
95.97
=√
95.97
=
9.79
TABLE VII
The Calculation Of Mean And Standard Deviation Of Pre-Test From
The Experimental Group
I
F2
B
Xi
F2.Xi
(Xi-X2)² F2 (Xi-X2)²
51 – 59
4
50.5 – 59.5
55 220
462.25
1849
60 – 68
4
59.5 – 68.5
64 256
156.25
625
69 – 77
6
68.5 – 77.5
73 438
12.25
73.5
78 - 86
20 77.5 – 86.5
82 1620
30.25
605
87 – 95
6
86.5 – 95.5
91 546
210.25
1261.5
Σ
40
3060
4414
Range =
The highest data – The lowest data
= 95 – 50
= 45
The number of class data
= 1 + 3.3 Log n
= 1 + 3.3 Log 40
= 1 + 3.3 * 1.32
= 5.35
=5
Range
Interval Kelas
=
The number of class interval
22
SARWAH,VOLUME XV (I), JANUARI – JUNI 2016
JURNAL PENCERAHAN INTELEKTUAL MUSLIM
45
=
=
5
9
ΣF2. Xi
X2
=
N
3060
=
40
=
76.5
ΣF2 ( Xi – X2 ) ²
S2²
=
N -1
4414
=
40 -1
4414
=
39
=
113.18
=√
113.18
=
10.64
X¹ - X²
Z=
√( S1 ) ²+ ( S2 ) ²
n
n
87.15 – 76.5
=
√
(9.79) ² + (10.64) ²
40
40
10.65
=
√95.84 + 113.21
40
10.65
=
√
209.05
40
10.65
=
√5.26
10.65
=
2.29
Z=
4.65
SARWAH,VOLUME XV (I), JANUARI – JUNI 2016
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
C. Conclusion
a. Vocabulary is one of the
components of a language
that support the other skill
such as, speaking, reading,
listening and writing.
b. Conversation or speaking is
very
important
to
be
developed as it can express
our
ideas
when
we
communicate with one or
more people.
c. To communicate is to convey
information that can be
various understanding, fact
and other ideas orally to the
listeners. Speaking is an
activity that are involving two
or more people in sending
and receiving the information
or the message orally
d. Polite request is one of the
important aspect to be taught
and to be learn. Every
speaker of English or the
learners of English language
use of polite request.
e. The students still have
difficulties in mastery English
polite request in conversation
References
Allen,
2002. The Words Book
Encyclopedia of Knowledge,
Chicago: World Book Inc
Andrian Austin, 2000. Sustained
Casual Conversation, Sidney:
Macquarie University
Arikunto, Suharsimi, 1993. Prosedur
Penelitian, Jakarta: Rineka
Cipta
Audia, Grace, 2005. Look Ahead an
English Course, Jakarta:
Erlangga
Caulhard, 2000. Communicating In
English Examples And Model
I, New York: Pergamon Press
Clark C, Richards. 2001. Interchange
1,2,3. New York: Cambridge
University Press
Ernestora, 2003. Methode of English
Teaching. Singapore
French, 2000. Enter the World of
Grammar, National University
of Singapore Press
Gimson, A.C ,2000. A Hand Book of
Present-Day
English,
Groningen
Hadyen, 2002. Modern English, New
Jersey: Prentice Hall Inc
24
SARWAH,VOLUME XV (I), JANUARI – JUNI 2016
JURNAL PENCERAHAN INTELEKTUAL MUSLIM
Halliday, 2000. Meaning into Words,
London: Cambridge University
Harrist
David. 2001. Teaching
English
as
a
Foreign
Language
Teaching,
London: Englewood Cliff.
Lado. 2002. English Vocabulary in
Use, Oxford University Press
Marie Lee Murphy, 2005. Practical
English
Usage,
Oxford
University Press
Mordie, Mc.W. 2002. English Idiom
and How to Use Them,
London: Oxford University
Press
Rivers, Wilga M, 2000. A TEFL
Anthology English Teaching
Forum Volume 3
Sudjana. 2002. Metode Statistika,
Bandung: Tarsito
SARWAH,VOLUME XV (I), JANUARI – JUNI 2016
25
JURNAL PENCERAHAN INTELEKTUAL MUSLIM
26
SARWAH,VOLUME XV (I), JANUARI – JUNI 2016
A STUDY OF STUDENT’S ABILITY IN MASTERING
POLITE REQUEST
( A Case Study to Tenth Grade Students of SMA Negeri 4 Langsa)
Oleh: Baihaqi
English Department Teacher Training and Education Faculty Samudra
University Langsa
Abstract
This research is aimed to find out the obstacles in mastering English
especially in learning conversation to the SMA Negeri 4 Langsa and
the using polite request in conversation. To identify the ability of the
first grade student of SMA Negeri 4 Langsa. The hypothesis of this
research is that the first grade students of SMA Negeri 4 Langsa still
have problem in using polite request in conversation. To achieve the
goal of this study, the researcher has conducted field research at
SMA Negeri 4 Langsa. To gain the data needed, she applied some
techniques: experiment teaching, observation and test. The sample of
this study was the first grade students of SMA Negeri 4 Langsa. In
experimental teaching, the researcher taught for four meeting. The
allocations of the time to the test that the researcher used: pre-test
and post test. The finding of this study shows that the teaching polite
request direct method that uses some techniques stated above is
very effective in teaching English polite request to tenth grade
students of SMA Negeri 4 Langsa. It can be proved from the final
result obtained by the students. Most of them can get good scores
(between 60 - 90 0r 76,92%).
Key Words: Students Ability, Polite Request
A. Background of Research
Murphy (2005: 54) explains
that language play a vital role in
relationship between person to
another by knowing language we can
communicate,
improve
our
knowledge as, Harris (2001:4)
defines that “ Language is a system
of arbitrary. Or other people who
have learned the system of the
culture, to communicate of interact” it
means that there are countless
language operate in the world most of
them are used locally but few, other
are used internationally. English is
one of the most important as being
internationally used. It is operated
almost in every part of activities
especially in the field of politic,
economics industries and education.
In Indonesia English is the
first language considered as a
compulsory subject that has to be
taught in Indonesia from junior high
school students and Senior high
school student is taught for three
years. English is formally and widely
used as an international language
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
and it is commonly used by educated
and high rank officials, especially in
international affairs. To know English
and to be able to speak it well has a
great value.
This fact can be prove as
Mordie (2002:4) says that “The
English speaking people want no
monopoly of knowledge, and anyone
who master the English tongue
acquires a key which will open to him
whatever is value in the literature of
the world.”
French (2000: 75) states that
everything
of
important
which
happens day by day is printed in
English in newspaper, or spoken in
over the radio, all over the world, and
this is true in the great European
countries as well as in countries in
the East and in the West. A person
who can read English can keep in
touch with all the world without
leaving his own home.
It is clearly the teacher’s duty
to do everything possible to give his
students even though the time may
short, a common of English which will
be sufficient and lasting. There are
four clear aims is stated by Gimson
(2000:29). Which are within the limits
of possibly of understanding what are
speaking, reading and writing there
are:
1. We try to give the student
the ability to speak within a
limit of the vocabulary, and
correctly within the most
useful sentences pattern.
Speech is essential because
language is a spoken thing.
For Every word that is written
or read, millions of words are
spoken, writing, and printing
are only speech reduced to
black signs.
12
2. We try to give the student the
ability to understand what is
spoken. This is a wider task
than the first, for it brings in
wider vocabulary all those
extra words which are known,
but
which
are
not
remembered for immediate
use. It also has an obvious
practical value. A learner who
say. Please speak more
slowly has not be taught to
listen.
3. We try to give the student the
ability to read. This means a
great increase in the number
of words which are known
when seen, but which are not
ready for immediate use in
speech. Reading includes
everything that is included in
speech and much more
besides.
4. We try to give the student the
ability to write, this is the
hardest task of all and for
many learners the least
important.
To
speech
listening, reading, its adds
spelling, hand writing and
punctuation.
5. Mastering
English
is
challenge for some people.
This is because of the modern
technology
which
are
accelerates the development
of many fields including
education. Indonesia students
of Senior high school are
aware of the importance of
English, besides, they will
continue
their
study
in
university, in which they will
use the language of English in
every aspect.
Allen (2002: 23) mentioned
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
that language is used as a means of
communication among the member
of community by design sound
symbol profuse by human organs of
speech which contain meaning. By
language we can talk to our friends
express our ideas, emotion or feeling
communication through language
make people possible to adjust
themselves
with
their
social
environment.
Today English a foreign
language is becoming an important
language in the world. It has been
used widely in education, business,
economy and also government.
English is learned by countries in the
world whether as a second language
or as a foreign language. So, it
becomes a compulsory subject to be
taught from junior high school and in
some place it is also taught to
elementary school in Indonesia. As
Hayden statement (2002:840) “
Speaking is skill which is necessary
to the approach. It is based on the
concept that people learn must
effective though doing and that
communicate involve knowledge of
the language.”
The people make practice
conversation in realistic, everyday
situation as they learn about their
customs. The students learn how to
interact comfortable. With their
friends in a certain situation. They
learn to make introduction, small talk,
request something, participate by
asking and responding to question,
explaining what they do in certain
place in different topic. As Ernestora
statement (2003:109) “ Request is
one of the aspect from the speaking
that must be mastered by students.”
It means they must understand that
when they make a request, they ask
someone for something. When they
have authority over someone, the
give them an order instruction.
Audia
(2005:31) states “
Polite request is the way to request
something from other people in polite
way.” Based on the statement above
we can conclude that “ Polite
Request” is very important subject to
teach for the students. As the teacher
of course we want all of our students
can be a good speakers of English
language.
By interpreting
it is
regarded that we always use the
polite request in our conversation
especially in our daily conversation.
Generally we use it at school,
between teacher and students,
students to students, teacher to
teacher and so on. In our life we need
other sides, we need cooperate with
other people as the community in an
environment. Impossible we can do
everything only by ourselves. Actually
we need some helps from other
people all the time.
There are five ways of using
polite request on Lado (2002:121)
description:
1. Will/ would you + Infinitive
….please?
2. Could
you
+
Infinitive
…..please?
3. Would you mind + ING
Form…?
4. Would you mind + not + ING
Form…?
5. Do you mind + possessive +
ING Form
Regarding the example above
we can conclude that there are
different ways of using polite request
in conversation. The way of using it
depends on someone, which of the
way is they will use.
Austin (2000: 19) states
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
conversation
is
primer
in
communication. Students should be
equipped
and
engaged
in
communicative exposure not with the
rules of language. In this case Clark
(2001:42) states “ Speaking or
conversation is mental activity where
people put ideas into words with
expression in the language, talking
about perception, feelings, prediction
and idea.”
It means conversation or
speaking is very important to be
developed as it can express our
ideas when we communicate with
one or more people. To communicate
is to convey information that can be
various understanding, fact and other
ideas orally to the listeners.
Furthermore, conversation is an
activity that are involving two or more
people in sending and receiving the
information or the message in oral
form.
According to the Rivers
(2000:37) “ Speaking is also
essentially
interaction
between
person or among person” It means
that conversation take place where is
at least on one speaker and one
listener. Conversation is a way
between speaker and listener
involving the productive skill of
speaking and the receptive skill of
understanding both of them have a
positive function to perform the
speaker has to encode the message
to be conveyed in appropriate
language, while the listener has to
encode or interpreted the message.
The message itself in normal speech,
usually certain a great deal of
information which is redundant. At the
same time the listener is helped by
prosodic features, such as stress and
intonation, which accompany the
14
spoken utterance and form part of it’s
meaning and also by facial and body
movements. In conversation every
one has something to say and can
speak every time. In daily life, we
sometimes refer to conversation as
chat and focus on the book as a kind
of spoken interaction rather than on
formal,
planned
occasion
for
speaking such as meeting. In this
theme we always use of polite
request.
Speaking ability closely deals
with to say and how to say. In
linguistic setting, what to say is called
competence, it refers to knowledge;
Knowledge of grammar, vocabulary,
pronunciation and other part of
language. One’s may speak certain
language fluently without carrying of
speech act rules or norms which
prevail among the language users. In
sociolinguistic point of view, speaking
ability require honest, accuracy,
speed and beauty. Then one’s also
need to consider with whom they are
speaking , what language, where and
when, with whom means speaks to
whom, the higher status to the lower
status teacher to students, student to
student, etc.
Speaking ability is to indicate
the students English competence in
answering and asking question or
statement, so good teacher are
aware of differences in rapid and
style, formal and informal speech and
attempt to deal with them in some
fashion. So by speaking skill or ability
for the students are capacity of
qualification to express ideas,
emotion, feelings through words and
utterances to whoever speaker.
The speaking skill more
demanding on the teacher than the
teaching of that many other skill. For
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
thus reason he said that many
teacher give up the attempt to teach it
and concentrate on what they call
more
intellectual
approach
to
language teaching.
What language mean, what
language they are speaking in, this
should be realized because each
language has it’s own specification.
For instant, in English it is supposed
normal to say ‘you’ for older people or
parent, but in Indonesian language
it’s supposed impolite, even rude.
Where shows the setting or the place
where the speaking is taking place. In
certain environment high social status
should not be prevail in any place.
Therefore, one need the consider
where he or she is speaking in office,
party at home? Etc. when it shows or
refers to the situation of speaking.
A conversation is the activity
of communication where two or more
people create the communication by
using language, sound in sentences
processing. So conversation is
communicative. It has a certain
structure as opening, content and
closing. The first speaker will make a
move as an initiation, with various
way as statement and question so
the second speaker will give
responses.
In opening a conversation
may be initiated in different ways, in
fact the two speaker know how to say
in response the opening. For
instance, there is a stereotype
expression can be predicated due to
the meaning, in this case Caulhard
(2000:62) stated: “ Class the stimulus
response as adjacency pairs” it
means that teaching conversation for
the students has purpose to let them
know about some factors that must
be a master in speaking, because in
conversation every student has
something to say. In daily life, the
students refer to conversation as chat
and focus on the book as a kind of
spoken interaction rather than on
formal,
planned
occasion
for
speaking such meeting.
Halliday’s Tem (2000:291)
mentions that function of language
as follows:
1. Regulatory is committed to
control an event. This function
has meaning to maintain while
instrumental looks having
more powerful. It consist into
agreement, rejection, etc.
Example: I don’t / do not
agree with you. This is the
use of language to control the
behavior
of
others,
to
manipulate the persons in the
environment; the ‘do as I tell
you function here we find a
basic distinction between
demand for the other person’s
company and a demand for
specific action on his or her
part.
2. Repetitions
commit
a
statement
by
providing
evidence and knowledge,
explanation or reporting or
present the fact or reality. The
example: The sun is not
bright. In the course of
maturation this function is
increasingly emphasized until
eventually
it
comes
to
dominate.
3. Interactions utilized to keep
up social relation in order that
communication always bring
to light and also we can make
a
good
and
success
interaction communication to
social changing such as:
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
4.
5.
6.
7.
8.
16
slank,
humor,
culture,
politeness.
Personal is used to state
feeling, emotion and privacy,
someone’s privacy can be
signed by using this personal
communication function.
Heuristic is used to obtain
knowledge to comprehend an
environment this function is
always
clarified
in
interrogative
from
that
demand
and
answer.
Example: What is an atom.
Imaginative is used to create
an imagination system or idea
by reciting a joke, tale or
novel. By this function, we can
enjoy the beauty out of the
real world.
Ideational
is
a
major
component of meaning in the
language system that is basic
to more or less all uses of
language. It is meaning
potential,
although
the
potential is very vast and
complex, for instant the whole
of transitivity system in
language, the interpretation
and expression in language of
different types of process of
the external world, including
material. Mental and abstract
process of every kinds part of
the ideational component of
the grammar.
Interpersonal is somebody
that sense of language to
express social and personal
relations, including all forms of
the speaker’s instruction into
the speech situations on the
speech act. The people also
uses language personality as
we have seen, interacting with
other people, controlling their
behavior, also expressing his
own personality, attitudes and
feelings, but these uses are
specific and differentiated.
9. Textual is which fill the
requirement that language
should be relevant, that is
should be texture in real
context of situation that is
distinguishes
a
living
massage from a mere entry in
grammar on a dictionary.
Based
on
the
above
statement, the researcher would like
to make a research on the students
ability in mastering polite and impolite
request for the third year students of
SMA (A Case Study at SMA N 4
Langsa). In accordance with the
background written above the
researcher shows some of the
problems in this research as follows:
What do the student master polite
request polite request better than
impolite ones? What kinds of
difficulties in mastering polite request
in speaking for tenth grade students
of SMA Negeri 4 Langsa? Dealing
with the problems the researcher
intends contribute some purpose of
study are: 1. To know how well the
students master the polite request in
speaking? 2. To find out some factors
of the difficulties in mastering polite
request in speaking? Method of the
Research : Library Research : The
researcher uses some books that is
needed in the field and have related
to the topic from the library. Field
Research: In conducting the field
research, the test of the request will
arrange and tested to the student in
order to know their ability in
understanding the request sentences
either in polite or impolite form.
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
To analyze the result, the
statistical procedure to calculate the
test score obtained from the
experimental and control groups the
writer will used the 2 score statistics
see the real mean difference between
the two groups. The formula for the 2
scores suggested by Sudjana
(1989:32) as follows. With the
parameter needed:
X1 - X2
Z=
√ S1 + S2
N1 N2
Z = Is the significant differences
between two mean
X1 = refers to the mean score of
the experimental group
X2 = refers to the mean score of
the control group
S1 = refers to the standard
deviation of the control group.
S2 = Refers to the standard
deviation of the experimental
group while N1 dan N2 refer
to the number of the students.
(Source: Suharsimi: 1993: 23)
B. Result
E.1. Procedure of Data
Collection
Each research needs the
concrete data to prove the researcher
assumption. The data f this study well
collected through an experiment
performance among the tenth year
students of SMA Negeri 4 Langsa.
Before the experiment took place the
writer observed both classes. The
observation was intended to see the
instructional process of English. After
doing the observation the students in
both classes were given a pre-test
and post-test. The researcher uses
the pictures as the media. After
getting a test the students of control
group carried in their regular class
with their regular teaching method, it
is translation method. On the other
hand the experimental group was
taught by the researcher using the
approach, method and technique
chosen in teaching learning process.
4.2 The Presentation of the Test
The following is the raw score
of the experimental group (X.1) and
the control group (X.2) as per as
mentioned by Sujana ( 2002: 77)
Table: II
The raw score of the experimental
group
NO
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
Pre-Test
1
95
95
90
90
90
90
85
85
85
85
85
85
85
85
85
85
85
85
85
80
80
80
80
80
80
80
75
SARWAH,VOLUME XV (I), JANUARI – JUNI 2016
Post-Test
2
100
100
100
100
100
100
100
100
100
100
100
95
95
95
95
90
90
90
90
85
85
85
85
85
85
85
80
17
JURNAL PENCERAHAN INTELEKTUAL MUSLIM
28
29
30
31
32
33
34
35
36
37
38
39
40
75
75
75
75
75
65
65
60
60
55
55
55
50
∑=3130
80
80
80
80
80
75
75
75
75
75
75
75
70
∑=3510
Table: III
The Raw Score of the Control
Group
NO
1
2
3
4
5
6
7
8
9
10
11
12
Pre-Test
1
75
75
75
75
75
75
75
70
70
70
70
70
Post-Test
2
75
70
65
70
70
75
75
65
70
75
60
70
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
70
70
70
70
70
70
70
70
70
65
65
65
65
65
65
65
65
60
60
60
60
60
60
60
55
55
50
50
∑ -= 2710
65
65
65
70
70
75
75
75
65
65
60
65
65
60
60
65
60
60
60
60
60
60
55
55
50
50
50
50
∑=
2625
Table: IV
The Calculation of Mean And Standard Deviation Of Post Test From
The Control Group
I
50 – 54
55 – 59
60 – 64
65 - 69
70 – 74
75 - 79
Σ
18
F1
4
2
10
10
7
7
40
B
49.5 – 54.5
54.5 – 59.5
59.5 – 64.5
64.5 – 69.5
69.5 – 74.5
74.5 – 79.5
Xi
52
57
62
67
72
77
387
F1.Xi
208
114
620
670
504
539
2655
(Xi-X1)² F1 (Xi-X1)²
206.78
827.12
87.98
175.96
19.18
191.8
0.38
38
31.58
221.06
112.78
789.46
2209.2
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
ΣF1. Xi
X1
=
N
2655
=
40
=
66.38
And
ΣF1 ( Xi - X1 ) ²
S1²
=
N -1
2209.2
=
40 -1
2209.2
=
39
=
56.65
=√
56.65
=
7.5
Range =
The highest data – The lowest data
=
75 – 50
=
25
The number of class data
= 1 + 3.3 Log n
= 1 + 3.3 Log 40
= 1 + 3.3 * 1.32
= 5.35
=5
Range
Interval Kelas
=
The number of class interval
25
=
5
=
5
TABLE V
The Calculation of Mean And Standard Deviation Of Pre-Test From
The Control Group
I
F2
B
Xi
F2.Xi
(Xi-X2)² F2 (Xi-X2)²
50 – 54
2
49.5 – 54.5
52
104
268.30
536.6
55 – 59
2
54.5 – 59.5
57
114
129.50
259
60 – 64
7
59.5 – 64.5
62
434
40.70
284.9
65 - 69
8
64.5 – 69.5 67
536
1.90
15.2
70 – 74
14
69.5 – 74.5
72
1008
13.10
183.4
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
75 - 79
Σ
7
40
74.5 – 79.5
77
388.5
539
2735
74.30
5520.49
6799.59
ΣF2. Xi
X2
=
N
2735
=
40
=
68.38
And
ΣF2 ( Xi – X2 ) ²
S2²
=
N -1
6799.59
=
40 -1
6799.59
=
39
=
174.35
=√
174.35
=
13.2
Range =
The highest data – The lowest data
=
75 – 50
=
25
The number of class data = 1 + 3.3 Log n
= 1 + 3.3 Log 40
= 1 + 3.3 * 1.32
= 5.35
=5
Range
Interval Kelas
=
The number of class interval
25
=
5
= 5
X¹ - X²
Z
=
√( S1 ) ² + ( S2 ) ²
n
n
66.38 – 68.38
=
√
(7.5) ² + (13.2) ²
40
40
20
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
-2
=
√56.25 + 174.24
40
-2
=
√230.49
40
-2
=
√5.76
-2
=
2.4
Z =
-0.83
The calculation shows that the calculated Z score is -0.83 between the
two test. These means is less than 1.96. So, the null hypothesis (Ho) is
accepted and alternative hypothesis (Hl) is rejected. This mean that there is
no significant difference between the two means. In addition the groups have
same level of vocabulary knowledge
TABLE VI
The Calculation Of Mean And Standard Deviation Of Post-Test
From The Experimental Group
I
F1
B
Xi
F1.Xi
(Xi-X1)²
F1 (Xi-X1)²
65 - 70
1
64.5 – 70.5
67.5 67.5
386.12
386.12
71 – 76
7
70.5 –76.5
73.5 514.5
186.32
1304.24
77 – 82
6
76.5 – 82.
79.5 477
58.52
351.12
83 - 88
7
82.5 – 88.5
85.5 598.5
2.72
19.04
89 – 94
4
88.5 – 94.5
91.
366
18.92
75.68
95 - 100
15 94.5 – 100.5 97.5 1462.5
107.12
1606.8
Σ
40
495
3486
3743
Range = The highest data – The lowest data
= 100 – 70
= 30
The number of class data
= 1 + 3.3 Log n
= 1 + 3.3 Log 40
= 1 + 3.3 * 1.32
= 5.35
=5
Range
Interval Kelas
=
The number of class interval
30
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
=
5
=
6
ΣF1. Xi
X1
=
N
3486
=
40
=
87.15
ΣF1 ( Xi - X1 ) ²
S1²
=
N -1
3743
=
40 -1
3743
=
39
=
95.97
=√
95.97
=
9.79
TABLE VII
The Calculation Of Mean And Standard Deviation Of Pre-Test From
The Experimental Group
I
F2
B
Xi
F2.Xi
(Xi-X2)² F2 (Xi-X2)²
51 – 59
4
50.5 – 59.5
55 220
462.25
1849
60 – 68
4
59.5 – 68.5
64 256
156.25
625
69 – 77
6
68.5 – 77.5
73 438
12.25
73.5
78 - 86
20 77.5 – 86.5
82 1620
30.25
605
87 – 95
6
86.5 – 95.5
91 546
210.25
1261.5
Σ
40
3060
4414
Range =
The highest data – The lowest data
= 95 – 50
= 45
The number of class data
= 1 + 3.3 Log n
= 1 + 3.3 Log 40
= 1 + 3.3 * 1.32
= 5.35
=5
Range
Interval Kelas
=
The number of class interval
22
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
45
=
=
5
9
ΣF2. Xi
X2
=
N
3060
=
40
=
76.5
ΣF2 ( Xi – X2 ) ²
S2²
=
N -1
4414
=
40 -1
4414
=
39
=
113.18
=√
113.18
=
10.64
X¹ - X²
Z=
√( S1 ) ²+ ( S2 ) ²
n
n
87.15 – 76.5
=
√
(9.79) ² + (10.64) ²
40
40
10.65
=
√95.84 + 113.21
40
10.65
=
√
209.05
40
10.65
=
√5.26
10.65
=
2.29
Z=
4.65
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
C. Conclusion
a. Vocabulary is one of the
components of a language
that support the other skill
such as, speaking, reading,
listening and writing.
b. Conversation or speaking is
very
important
to
be
developed as it can express
our
ideas
when
we
communicate with one or
more people.
c. To communicate is to convey
information that can be
various understanding, fact
and other ideas orally to the
listeners. Speaking is an
activity that are involving two
or more people in sending
and receiving the information
or the message orally
d. Polite request is one of the
important aspect to be taught
and to be learn. Every
speaker of English or the
learners of English language
use of polite request.
e. The students still have
difficulties in mastery English
polite request in conversation
References
Allen,
2002. The Words Book
Encyclopedia of Knowledge,
Chicago: World Book Inc
Andrian Austin, 2000. Sustained
Casual Conversation, Sidney:
Macquarie University
Arikunto, Suharsimi, 1993. Prosedur
Penelitian, Jakarta: Rineka
Cipta
Audia, Grace, 2005. Look Ahead an
English Course, Jakarta:
Erlangga
Caulhard, 2000. Communicating In
English Examples And Model
I, New York: Pergamon Press
Clark C, Richards. 2001. Interchange
1,2,3. New York: Cambridge
University Press
Ernestora, 2003. Methode of English
Teaching. Singapore
French, 2000. Enter the World of
Grammar, National University
of Singapore Press
Gimson, A.C ,2000. A Hand Book of
Present-Day
English,
Groningen
Hadyen, 2002. Modern English, New
Jersey: Prentice Hall Inc
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JURNAL PENCERAHAN INTELEKTUAL MUSLIM
Halliday, 2000. Meaning into Words,
London: Cambridge University
Harrist
David. 2001. Teaching
English
as
a
Foreign
Language
Teaching,
London: Englewood Cliff.
Lado. 2002. English Vocabulary in
Use, Oxford University Press
Marie Lee Murphy, 2005. Practical
English
Usage,
Oxford
University Press
Mordie, Mc.W. 2002. English Idiom
and How to Use Them,
London: Oxford University
Press
Rivers, Wilga M, 2000. A TEFL
Anthology English Teaching
Forum Volume 3
Sudjana. 2002. Metode Statistika,
Bandung: Tarsito
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