PENYUSUNAN
PROPOSAL
PENELITIAN
TINDAKAN KELAS
TAHAP
PERTAMA (PRA PTK)
1.
MENEMUKAN
MASALAH
2.
MERUMUSKAN
MASALAH
3.
MERUMUSKAN
HIPOTESIS TINDAKAN
TAHAP
KEDUA (PERENCANAAN TINDAKAN)
DISUSUN
MENGUJI SECARA EMPIRIS HIPOTESIS TINDAKAN
1.
MEMPERSIAPKAN
BAHAN AJAR
2.
MEMBUAT
RENCANA PENGAJARAN
3.
MENENTUKAN
METODE MENGAJAR
4.
MENENTUKAN
TEKNIK OBSERVASI & EVALUASI
TAHAP
KETIGA (PELAKSANAAN TINDAKAN)
REALISASI
TEORI PENDIDIKAN & TEKNIK MENGAJAR (MENGACU KURIKULUM YANG BERLAKU)
TAHAP
KEEMPAT (PENGAMATAN TINDAKAN)
1.
PENGUKURAN
HASIL PELAKSANAAN TINDAKAN (DATA KUANTITATIF)
2.
MENGUMPULKAN
DATA PROSES PELAKSANAAN TINDAKAN (DATA KUALITATIF)
TAHAP
KELIMA (REFLEKSI)
1.
MENAFSIRKAN
DATA
2.
MENGANALISIS
DATA
3.
MENSINTESIS
DATA
KERANGKA
PROPOSAL DAN LAPORAN PENELITIAN
BAB
I PENDAHULUAN
A.
Latar
Belakang Masalah
B.
Identifikasi
Masalah
C.
Pembatasan
Masalah
D.
Rumusan
Masalah
E.
Tujuan
Penelitian
F.
Kegunaan
Penelitian
BAB
II KAJIAN PUSTAKA
A.
Kajian
Teori
B.
Penelitian
Yang Relevan
C.
Hipotesis
Tindakan
BAB
III METODOLOGI PENELITIAN
A.
Latar
Penelitian
B.
Data
dan Sumber Data
C.
Metode
Penelitian
D.
Prosedur
Penelitian
E.
Teknik
Pengumpulan Data
F.
Teknik
Analisis Data
G.
Teknik Pengecekan Keabsahan Data
BAB
IV HASIL PENELITIAN
A.
Deskripsi
Data
1.
Studi
Pendahuluan
2.
Hasil
Siklus Pertama
3.
Hasil
Siklus Kedua
4.
Hasil
Siklus Ketiga
B.
Pembahasan
C.
Keterbatasan
Penelitian
BAB
V KESIMPULAN DAN SARAN
A.
Kesimpulan
B.
Saran
MPROVING
ENGLISH SPEAKING SKILLS
THROUGH ACCELERATED LEARNING APPROACH
(A
Classroom Action Research at English Education Departement of Tarbiyah
Faculty,State Institute of Islamic Studies, North Sumatera)
Researcher
: Didik Santoso
BACKGROUND OF THE PROBLEM
English Speaking Skill is one of the compulsory expertise
subjects required of students of the Department of English Education, the
Tarbiyah Faculty, State Institute of Islamic Studies, North Sumatera. Therefore, the mastery of
this subject is necessary for those students as described in the learning
objectives of English speaking in which students are expected to be able to use
language functions in oral communication in real situation formally and
informally.
However,
this objective is in fact not achieved by most students yet. This is proven by
the categorically low scores obtained by the students. For example, the average
score of English speaking is 72.60 of
four levels: Speaking I = 72.82, Speaking II = 73.26, Speaking III = 70.84, and
Speaking IV = 73.73 (Grade Document of students in the 2001-2012 academic year).
Meanwhile, the target of mastering English speaking skills is 80%.
Furthermore,
during classes in the Department of English Education, the researcher observed
that most of the students were not skillful in speaking English. A great number
of students used Indonesian. Although they spoke English, there were still many mistakes in
accent, vocabulary, structure, comprehension, and fluency.The low level of the
students’ English speaking skills mentioned above is probably caused by several
factors including learning materials, facilities, instructional strategy, the
students themselves, among others.
The instructional strategy
used today, especially in English speaking instruction, does not enable
students to achieve the expected learning outcomes. The selection of materials,
media, evaluation, and particularly instructional approach do not meet the
students’ needs. The instructional approaches in English speaking skills
applied today still emphasize the academic grade and intellectual intelligence.
This causes learning to be viewed as a burden and not as a need (Nggermanto,
2001:197). Those instructional approaches are not able to respond to the
problems, needs, and challenges of the 21st century.
To overcome the problems
and challenges, an accelerated learning approach is assumed to be able to solve
the problems in English speaking skills. It enables one to face learning
challenges in the global era. Since, the accelerated learning approach does not
only emphasize intelligence quotient (IQ) but also involve emotional quotient
(EQ) and spiritual quotient (SQ) as well as other quotients at a time through
learning process. EQ and SQ enable one to maximize IQ because the optimal
mastery of knowledge presented in the learning process needs EQ and SQ. Karen
Stone Mc Crown states that the learning process could not be isolated from the
students’ feelings and in the learning process, the emotional intelligence is
as significant as a guide in learning mathematics and reading
(Goleman,1995:372). The emotional intelligence could teach us about integrity,
honesty, commitment, vision, creativity, mental resistance, wisdom, justice,
belief, principle, self-mastery or synergy (Agustian, 2001:vii).
Beside the EQ, the
spiritual intelligence could not also be separated from learning since this
kind of intelligence is necessary for IQ and EQ to function effectively and the
SQ is even our highest intelligence (Zohar & Marshall, 1995:4). By
promoting these IQ, EQ, SQ, and other intelligences in learning process, the
mastery of English speaking skills can be accelerated.
Based on the above
description, it is necessary to conduct a research dealing with Improving English speaking skills through
accelerated learning approach at English Department
of Education, Tarbiyah Faculty , State Institute of Islamic Studies, North Sumatera.
In line with
the background above, the research problem of this research are : (1) To what extent, can the English
speaking skills be improved by using the accelerated learning approach ? (2) How is the the English speaking skills be improved by
using the accelerated
learning approach ? (3) What is the perception of the students on
improving the English speaking skills by using the accelerated learning approach?
THEORETICAL FRAMEWORK
A.English
Speaking Skills
A skill is a kind of muscular
memory that uses kinesthetic senses. This means that a skill involves muscular
dexterity and coordination between mind and muscle. A skill is not stored in
the muscle but it is patterned in the mind and in the neural system. Our mind
coordinates and controls our all activities (Mills, 1979:23-24). So, skill is
processed in the mind and it is produced by activating our muscle.
Skill may also mean a proficiency in the
psychomotoric domain referring to procedure and product. Procedure is a
sequence of movement when students are doing a task and product as a result of
the procedure (Mills, 1979:193). In language learning, a proficiency means the
ability in phonology,
morphosyntax, and lexis.
Watson & Tharp view a skill as the
ability to do something well. This shows that a skill is constructed through
knowledge and training (1985:8). Therefore, a skilll refers to an ability to do
various tasks. While Patric states that
a skill is a mental, physical activities or both organized and coordinated in
performing information about an object as well as involving receptive and
productive processes. In this definition, a skill is in the form of performance
situation and motoric adroitness. A skill cannot merely be observed directly
but it can be seen through someone’s performance (1992:19-20).
In the second language learning, Chomsky
makes a distinction between performance
from competence. Performance is what a speaker does and what linguists should
study, while Competence is what the
speaker knows and what should be investigated by the linguists. Performance, according to Lawler and Selinker, has
two forms: (1) performance in which a learner consciously uses grammatical
rules, and (2) performance in using the grammatical rules automatically,
speedily, and spontaneously (Brumfit, 1984:42). Competence is defined as communicative competence which consists
of phonology/orthography, grammar,
vocabulary, pragmatics, discourse, communication strategy, and fluency (Yalden,
1987:15-27). From the above notions, it can be concluded that a skill is the
proficiency in using linguistic knowledge and experience and is acquired
through training.
Speaking, according to Mulgrave (1957:3-4), has
three definitions. First, speaking is the ability to pronounce articulated
sounds or words to express opinion. Second, speaking is viewed as a system that
can be heard and seen by using a number of muscles and body muscular
connections for the sake of communicating ideas. Third, speaking refers to the
form of human behaviour that uses physical, psychological, semantic and
linguistic factors widely that can be regarded as an important tool to control
society.
Widdowson (1978:58-61) sees speaking as usage
and use. Speaking, in the usage sense, involves the manifestation either of the
phonological system or of the grammatical system of the language or both by
using speech organs. In terms of use, however, the act of speaking involves not
only the production of sounds but also the use of gesture, the movements of the
muscles of the face, and indeed of the whole body. In other words, speaking
uses both aural (auditory) and visual mediums.
Brown & Yule (Nunan, 1993:26) point out
that speaking is short, often fragmentary utterances, in a range of
pronunciations, often a great deal of repetition and overlap between one
speaker and another, as well as speakers use of non-specific references. In
this case, speaking has two functions : transaction and interaction.
Florez (1999:1) defines speaking as an
interactive process of constructing meaning that involves producing, receiving and processing information. Its
forms and meaning are dependent on the context in which it occurs including the
participants themselves, their collective experiences, the physical
environment, and the purposes for speaking. One is said to be able to speak
when he/she is able to predict and produce language functions or patterns that
tend to recur in certain discourse situations. Speaking also requires that
learners not only know how to produce specific points of language such as
grammar, pronunciation, or vocabulary (linguistic competence) but also that
they understand when, why, and in what ways to produce the language
(sociolinguistic competence). Finally, speech has its own skills, structures,
and conventions different from written language. A good speaker synthesizes
this array of skills and knowledge to succeed in a given speech act.
Hughes (2002:6-7) argues that speaking is one’s
oral ability including the global or discourse level, the structural level and
the level of speech production. Global or discourse level includes the
organization and behaviour in speaking that consists of psycho-socio
linguistics, pragmatics, kinesics, discourse, and conversational analysis. Structure
level comprises syntax and grammar, morphology, lexical and vocabulary studies,
as well as phonology. And the speech production refers to phonetics, phonemics,
and prosody/intonation studies.
Bygate views speaking as a result of two
conditions, namely processing and reciprocity. In terms of processing, speaking
requires simultaneous action in which the words are being spoken as they are
being decided and as they are being understood. Reciprocity conditions mean
that speakers have to adapt to their listeners and adjust what they say
according to the listeners’ reactions. A speaker’s internal process, has three
processing stages: planning, selection, and production. Based on these stages,
knowledge and strategy are parts of speaking skills. In this case, knowledge is
different from skill in which knowledge refers to something that enable
learners to talk, and skill being the active component that is involved when
they are actively engaged in interaction (Luoma, 2004:104).
Nunan (1993:32) affirms that speaking is the
ability to articulate phonological features of the language comprehensibly
(mastery of stress, rhythm, and intonation patterns), having an acceptable
degree of fluency, having transactional
and interpersonal skills, having skills in taking short and long speaking
turns, having skills in the management of interaction, having skills in
negotiating meaning, having conversational listening skills, having skills in knowing about and negotiating
purposes for conversations, and using appropriate conversational formulae and
fillers.
In line with the statements above, it can be
concluded that speaking is the receptive and productive abilities in
comprehending and delivering ideas through oral utterances. So, taking an
understanding of ‘skill’ and of ‘speaking’, speaking skills can mean as the
oral proficiency which includes accent, grammar, vocabulary, fluency and
comprehension.
English as language in communication contains
three dimensions: form, meaning, and use. The forms of the language consists of
the visible and audible units: phonemes, graphemes, signs (sign language),
grammatical morphemes (inflections and function words), as well as syntactic
patterns. The meaning of the language is the study of semantics which includes
words (lexemes), derivational morphemes, multiword lexical strings, and notions
(general categories of meaning) dealing with space (location, distance, motion,
size) and time (indications of time, duration, sequence).
The use of language is the study of pragmatics,
not the meaning encoded in language, but what people mean by the language they
use. The units of this dimension are social functions (speech acts such as
promising, inviting, etc.) and discourse patterns (such as those that
contribute to the cohesion of texts)(Freeman, 2003:34-48).
McCarthy (2003:50-66) further states four key
descriptive areas of English as spoken language: structural features,
interactional features, generic features, and contextual features. The
structural features have three
fundamental units to all spoken interaction namely transaction, exchange, and
adjacency pairs. The interactional features include turn-taking, discourse
marking, and information staging. The generic features deal with the
involvement of participants in particular language events particularly about
genres such as sermons, wedding speeches, jokes, lectures, service encounters,
and stories. The contextual features are a separate set of concerns which
emerge from the way speakers encode the language based on contexts, relations,
etc.
Beside the above notions, English may mean a
language that contains knowledge of structure, grammar, pronunciation, and how to use the language
(Lubis, 1988:1). To master English, a learner should have linguistic competence,
sociolinguistic competence, and strategic competence. In other words, those who
learn English successfully, they should master English usage and use.
From the statements above, it can be concluded
that English is a foreign language containing language dimension of form,
notion, function, and situation/context.Then, English speaking skills, in this
research, refer to the proficiency to utter English functions orally that
includes accent, vocabulary, grammar, fluency and comprehension.
B. Accelerated Learning
Approach
In language learning, Moor (2003:1) states
that accelerated learning is a multi-sensory learning process that most of
which resembles how we learn the first language. Language is presented
conformed to the learning styles in a relaxed but fully attentive environment. In the user’s
point of view, the characteristics of accelerated learning is to comprehend a language on the basic
level acquired with a high speed, the learning process is not difficult,
whatever success achieved on the basic level should be consistent along the
learning process, whatever learned could be instantly used, and accelerated
learning encourages learners to think in the target language. This enables
learners to make a conversation better rather than learning by using
conventional method.
Pestalozzi (2006:1) argues that accelerated learning is a creative
communicative language teaching with the supplement of music, relaxation, and
suggestion. This is a whole approach in teaching that provides positive effects
on the students’ psychological atmosphere. Through this process, it can help to
create effective learning. In other words, accelerated learning is more economical
communicative teaching in utilizing time. In the elaboration stage, the
accelerated learning is almost the same
as communicative teaching. However, accelerated learning is more implicit in
presentation. Therefore, there are three fundamental principles of accelerated
learning, namely (1) learning is indicated by
a joy and without any stress, (2) learning occurs on the conscious and
uncosncious levels, (3) Learners’ potentials can be tapped through suggestion.
Accelerated learning is
a language learning that involves left brain and right brain. Language is
perceived through conscious and unconscious thinking. In order to stimulate
these two kinds of thinking, language is presented through story that the
learners are able to retain the lesson more in context. Emotion is
involved in understanding language
through the use of music (http://www.languagebusiness.co.uk/al.htm, 2006:1).
In foreign language learning, accelerated
learning is a systematic approach to teach
a whole person, containing foreign language core elements used by
learners collaboratively that enable
them to learn faster, more effective, and more enjoyable. An effective
accelerated learning program involves new findings on multiple-intelligences,
learning styles, neuroscience, and cognitive psychology. To create this
atmosphere, accelerated learning applies relaxation, visual arts, and music
(DePorter, 1992:1-3).
Foreign language
accelerated learning is a unique way to learn a foreign language by applying
teaching based on whole learning theory to maximize any individual learning
style. This approach can optimize the individual natural learning ability. The
learner will be able to master the language more from a relaxed and enjoyable
learning environment in order to encourage the learner to communicate and to
interact. (http://www.uh.edu/academics/dce/prog/lan.html#method,2006:1).
Accelerated learning is based on the language theory, the language learning
theory, the brain theory, the learning theory, the multiple intelligences
theory and inspired by the original language training methodologies of
suggestopedia.
Theory
of language that bases this accelerated learning is the language theory
as communication. This means that language is learned to develop what Hymes
(1972) calls it as “communicative competence”. The theory of communicative competence
says that language learning is organized based on the communicative functions
needed by a language learner and emphasizes the way in which a certain
grammatical form used to express those functions accurately.
The communicative competence does not only
include the grammatical competence (knowledge of explicit and implicit
grammatical rules) but also sociolinguistic or contextual competence (knowledge
of language use) and strategic competence (Canale & Swan, 1980:2-3).
The language learning theory that provides
the basis for the accelerated learning is second language acquisition theory
stated by Savignon (1983) that language acquisition is determined by
linguistic, social, cognitive, and individual roles. The foreign language
accelerated learning is also inspired by Krashen’s theory of second language
acquisition which is called ”acquisition and learning theory”. According to
this theory, acquisition is an unconscious process similar to the process in
acquiring the first language, while learning is concious knowledge or knowledge
of the language.
The acquisition and learning theory is
strengthened by Krashen’s another theory
which is called “affective filter hypothesis”. It says that language
will be acquired when comprehensible input is received in a low anxiety
situation.
Beside that, there are three principles of
language learning theory that bases the accelerated learning: communicative
principle (activities involved in real communication can create learning), task
principle (activities in which language used to do meaningful task enables to
create learning), and meaningful principle (meaningful language for the learner
will support learning process).
The brain theory that bases the accelerated
learning is the triune brain theory. This theory is stated by Paul MacLean
(1990) as a researcher of National Institute of Mental Health. The theory says
that human brain consists of three layers: reptilian system, mammalian or
limbic system, and neocortex (Reid, 1995;28). The three systems are in unity.
This means that neocortex as the learning brain or cerebral cortex will be
optimal and effective when the reptilian and the limbic systems are stimulated
so that it functions actively in learning.
The accelerated learning is also based on
the learning theory describing that learning is a process of involving
conscious and unconscious thought. When learning, conscious and unconscious
suggestions are needed. Consciously, suggestion is done by involving learners
to listen their teacher, and unconsciously, suggestion is done by realizing
learners’ thought about peripheral things, conscience, teacher’s tone, and
sound in the room. Besides, the teacher should create positive situations, and enjoyable, safe and
joyful learning environment (DePorter,2001:1-2).
The multiple intelligences theory also bases
the accelerated learning. The theory is proposed by Howard Gardner, a professor
in education from Harvard University. It says that learning not only involves
intelligence quotient but also various intelligences since human beings has
multiple intelligences such as linguistic intelligence, logical-mathematical
intelligence, visual-spatial intelligence, body-kinesthetic intelligence,
interpersonal/ social intelligence, intrapersonal intelligence, and
naturalistic intelligence (Gardner, 2003:1-4).
The accelerated learning is also inspired by
suggestopedia original language training methodology initiated by a Bulgarian
psychotherapist and physician Georgi Lozanov in the early 1960s. This
methodology has at least eight basic elements : (1) Learning environment should
be enjoyable, (2) Using appropriate and effective music to enhance learning,
(3) Using peripherals, (4) Teachers should establish credibility to their
students, (5) Creating positive atmosphere in learning, (6) Using arts and
drama, (7) Using active and passive concert, and (8) Three phases of teaching
procedure: preparation (preparing learner to
learn), active (providing learning experience), and passive (reflection
and remedy) (DePorter, 2001:1-3).
Based on the above theories, accelerated
learning, therefore, has seven foundation principles : (1) learning involves
the whole mind and body, (2) learning is creation, not consumption, (3)
collaboration aids learning, (4) learning takes place on many levels simultaneously,
(5) learning comes from doing the work itself with feedback, (6) positive
emotion greatly improve learning, and (7) the image brain absorbs information
instantly and automatically (Meier,2000:9-10).
From
the above notion, it can be concluded that accelerated learning is a
communicative language learning approach that integrates brain, emotion, and
body to activate conscious and unconscious thought by using relaxation, music
and suggestion.
C. The Procedure of Accelerated Learning
Approach in Teaching English Speaking Skills
When teaching English speaking skills, the researcher uses
the following procedure :
1. Preparation
a.
Lecturer informs the students the learning objectives, topics, worksheet, and
the procedure of doing the worksheet
b. Students perform respiratory and
relaxation exercises, brain gym, and memorize the learning target
2. Presentation
a. Students
listen to a dialogue accompanied by active music
b. Students
listen to the same dialogue accompanied by passive music
c. Students
discuss and perform the dialogue in small groups
d. The small
groups of students dramatize the dialogue in front of the class
e. Students play
games in small groups
3. Closing
Lecturer asks the
students to read and listen to the dialogue and to see the picture by music
research Methodology
This research method was a
classroom action research. This research aims at describing the application of
the Accelerated Learning Approach in improving the students’ English speaking
skills. The subject of this study is Class A of the third semester students of
English Education Department,Tarbiyah Faculty, State Institute of Islamic
Studies, North Sumatera in the 2012-20013 academic year. The number of the
students is 30.
There are two collaborators who
have the same qualification namely Master in English Applied Linguistics from
University of Medan and having experience in teaching English about 10 years.
The researcher is an active observer and involves directly the whole research
process starting from pre-observation, planning until reflecting for each
cycle. Beside that, the researcher is also as the planner, the actor, and
analysing the datam while the collaborator is as the actor in the teaching and
learning process.
The procedure of conducting this
action research follows Kemmis and Mc Taggart Model (1982: 91) which consists
of five steps : (1) doing
pre-observation (2) planning, (3) action, (4) observation, and (5) reflection,
for each cycle. To know the improvement of the students’ English speaking
skills, the researcher collects the quntitative data by using Oral Proficiency
Scoring Categories (Brown, 2001:406-4007) which is called FSI Level.
Beside
the quntitative data, this study uses qualitative data which consists of the
information about the appliction of accelerated Learning approach and the
field-note of the researcher observation. To analyse the qualitative data, the
researcher uses Miles and Huberman Model (1992:105) : data reduction, data
display, and verification.
To
maintain the trustworthiness of the study, the reseacher uses triangulation
which consists of source triangulation, method tringulation and theory
triangualation.
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