My outline, my skripsi

SURAT PENGAJUAN OUTLINE

Medan,     Januari 2016

Lamp   :

Hal      : Pengajuan Outline Proposal Skripsi

Yth,

Ketua Prodi Pendidikan Bahasa Inggris

Fakultas Bahasa dan Seni, UNIMED

di Medan

Dengan hormat,

Saya yang bertanda tangan di bawah ini:

Nama                           : Plindawati Sinaga

NIM                            : 2122121030

Prodi/Jurusan              : Pendidikan Bahasa Inggris/Bahasa dan Sastra Inggris

Fakultas                       : Bahasa dan Seni

Dosen PA                    : Dra. Masitowarni Siregar, M.Hum

1.      Mengajukan outline proposal skripsi: “Developing Authentic Tasks For The Speaking Skill Of Students Grade XI”

Demikian permohonan ini disampaikan, atas perhatian Ibu saya ucapkan terima kasih.

Mengetahui,                                                                                       

Pembimbing Akademik                                                                         Mahasiswa

Dra. Masitowarni Siregar, M.Hum                                                       Plindawati Sinaga

NIP. 196711021993032001                                                                 NIM. 2122121030

                                                                                                                                               

Title    : ” Developing Authentic Tasks For The Speaking Skill Of Students Grade XI”

1.        Rationale :

A.    Why the problem is problematized supported by empirical data :

In language especially for English they are taught in our macro skills of language: listening, speaking, reading and writing. 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.

However, to reach the competences, the students face some problems. The current materials used in speaking are not sufficient enough to complete the students’ demands in term of activities. 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 activities which are able to stimulate them to practice speaking more. Due to the problems above, it is understandable that the students need the materials which provide more opportunities for them to practice the target language. This is the reason why developing authentic tasks for the speaking skill for Grade XI students.

B.     Current issues

Based on the writer’s observation and analysis of syllabus and teaching of the eleventh grade students of, it was found that speaking materials on the book they used “Look Ahead” published by Erlangga in 2007 did not completely fulfill the students’ need in speaking authentic task. It can be proven by the tasks were not suitable used in speaking to complete the students’ demands in term of activities. Even though, the students need speaking tasks which contain more interesting and challenging activities which were able to stimulate them to practice speaking more. It also difficult because they are still lack of vocabulary, do not know how to read the word and have a bad pronunciation. That is why they are not interested in speaking English.

C.    Significance of the study

Ø  The teachers, to help them to give the suitable authentic speaking tasks based on the students’ needs and syllabus design.

Ø  To students, to improve their speaking skill needs in real life communications.

D.    Related Theories

1)      Speaking Skill

In language teaching, there are four main language skills that should be well-mastered by those who are interested in learning a language. Speaking is one of the four language skills (reading, writing, listening and speaking). It is the means through which learners can communicate with others to achieve certain goals or to express their opinions, intentions, hopes and viewpoints. In addition, people who know a language are referred to as ‘speakers’ of that language. Furthermore, in almost any setting, speaking is the most frequently used language skill. As Rivers (1981) argues, speaking is used twice as much as reading and writing in our communication.

2)      Authentic Tasks

Mueller (2011) states that authentic task is an assignment given to the students designed to assess their ability to apply standard driven knowledge and skills to real world challenges. 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. In addition, the tasks are developed as the materials that are ready to be used in the teaching and learning process. The teaching and learning process used in this research is adapted from the one suggested by Richards and Renandya (2002) that includes prior to the task, during the task, and after the task stages. According to Luoma (2004:31) speaking tasks can be seen as activities that involve the speakers in using language for the purpose in achieving a particular goal or objective in a particular speaking situation. In carrying out tasks, learners are said to take part in such processes as negotiation of meaning, paraphrase, and experimentation, which are thought to lead to successful language development (Richards and Renandya, 2002).

E.     Research Methodology

Writer will use Research & Development (R & D) method. Research & Development is one of research design aimed to produce the particular product, and to test the effectiveness of the product. This research was conducted by using research developmental which was adopted from Borg and Gall (1985-775) which consisted 4 stages, they are (1) Pre-development/ planning, (2) Development, (3) Evaluation, (4) Revision.

F.       References

Holes David. 2004. Speaking Activities for the Classroom.

Gabriela Sweet, dkk. 2000. Developing Speaking and Writing Tasks for Secondlanguage Assessment: A Miniguide for Assessment Development (2nd Edt). Center for Advanced Research on Language Acquisition.

Nunan, D. 2004. Task-Based Language Teaching (Chapter 3). New York: University Press.

Murad Tareq Mitib. 2009. The Effect of Task-Based Language Teaching on Developing     Speaking Skills among the Palestinian Secondary EFL Students in Israel and Their Attitudes towards English. Department of Curriculum and Instruction Faculty of Education. Yarmouk University.

Luoma, S. 2004. Assessing Speaking. Cambridge: Cambridge University Press.

Fatima Douadi. 2010. Teaching Speaking Skill: Speaking Activities to Develop Learner’s Communicative Competence. Faculty of Letters and Foreign Languages, Department English.

Tabrizi Amir R.N. 2011. The Effect of Using Task-Based Activities on Speaking Proficiency of EFL Learners. The Asian Conference on Education.

Townsend Leon-Cartwright. 2014. Analysis of the Task-Based Syllabus: Strengths, Weaknesses, and the Case for its Implementation. Module 3: Syllabus and materials; Lexis

Sook K.H. 2003. The Types of Speaking Assessment Tasks Used By Korean Junior Secondary School English Teachers

Ampa A.T, dkk. 2013. The Students’ Needs in Developing Learning Materials for Speaking Skills in Indonesia.

J. Herrington, dkk. 2006. Authentic Tasks Online: A Synergy among Learner, Task and Technology

Coutlhard Malchom. 2007. An Introduction to Discourse Analysis. Longman Group UK Limited