The application of problem based learning strategy to improve the students’ speaking ability at SMA

CHAPTER I

INTRODUCTION

This chapter deals with background problem statement, the objective of the research, significance of the research, and scope of the research.

A.      Background

Language is means of communication, and it is an integral part of human life. Therefore, everyone must be able to use it in speaking, to master speaking skill is one of the difficulties in learning English. Speaking is one way of finding information through oral communication in the world becomes more and more useful. According to the curriculum, the teaching English in Indonesia should emphasize four skills, namely reading, listening, writing, and speaking. To know English perfectly these four skills should be taught

separately. However, the students’ in general can read and write English better than speak it. According to Rasyid (1997:14) stated that the teaching of English in Indonesian school has become perceived and realized need. The perception and realization of this need are based on the nation wide. Assumption that good mastery of the language will instrumentally function not only as the key to many doors to development

 In most conversation, the world flows with just the least of mental urge. People think about what to say, who they are talking to, where they are, and they also need to know how many times to talk. So, focusing on their accuracy and fluency is the main learning process to get developing of the students in their speaking performance.

Moreover, the students get optimal standard achievement in speaking because they do not know what their aims to speak English, the condition and situation in the classroom have not been designed naturally for speaking, and the student still lack in use vocabulary, correct grammatical and acceptable interaction. Therefore, the teacher must regard how the classroom interaction should best be designed to cater the students’ communication need. In this case for improving the students’ speaking ability, the writer is going to carry out the research that emphasize on the aspect of learning goal, creating the learning process (La Costa in Sanjaya:2006:105). This strategy is the named “Problem Based Learning Strategy”.

            According to Taufiq, (2009:8) the students should be active in learning process in choosing to formulate the information, construct the information, consider and reflect the students experience to determine how  knowledge  can be transferred to all situations.

Wilkerson and Gijselears (1996:86) claim that problem based learning (PBL) is characterized by a student- centered approach, teacher as “facilitators rather than disseminators, and open ended problem that “serve as the initial stimulus and framework for learning.

The instructor plays a critical role in helping students become self-directed learners and must create classroom environment in which students “receive systematic instruction in conceptual, strategic, and reflective reasoning in the context of discipline that will ultimately make them more successful in later investigation.

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“The Effect of Using Retelling Strategy toward Students’ Reading Comprehension at the Second Year Students of SMPN 02 Tambusai Utara”. EXPERIMENTAL

CHAPTER I

INTRODUCTION

1.1    Background of the Problem

Strategies refer to ways that students use to learn. This ranges from techniques for improved memory to better studying or test-taking strategies. It involves making associations between facts to be remembered and particular locations. In order to remember something, you simply visualize places and the associated facts. Some learning strategies involve changes to the design of instruction. For example, the use of questions before, during or after instruction has been shown to increase the degree of learning.

A language learning strategy is an overall plan for learning a second language, based on the

theoretical approachselected. It involves the design of a syllabus for the course, which in turn consists of learning objectives and techniquesfor achieving those objectives. The success of a particular method is based on a number of factors, including age, personality, budget, and the amount of time one has to spare. What works for one person might not work for another, and therefore it is worth considering each of the three technique set out below to determine the technique best suited to class circumstances.

Strategy is one of the importants things in learning reading. Reading is the way to understand print and graphic texts. It is used to get information, for pleasure or for interest.It is used to interact between the reader and the text. The text presents letters, words, sentences, and paragraphs that contain meaning. It is complex skills requiring many things including specification, ability, and certain skill.

Readingcomprehension means perceiving a written text in order to understand its contexts. This can be done silently, (Richards, 1992:302). In addition, Kalayo and Fauzan 2007:128) stated that reading comprehension is an activity with a purpose. It is very useful for all people. It is an interactive process that goes on between the reader and the text. A person may read in order to gain information or verify existing knowledge, or in order to review a writer’s ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read.

Reading comprehension is very important subject that should be learned by all students. It is one of the language skills to get information, for pleasure or for interest. It is an interactive process that goes on between the reader and the text.  It is the process to understand written texts. It is a complex activity that involves both perception and thought. Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences and connected text. Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text.

Reading is one of the subject that also taught in SMPN 02 Tambusai Utara. SMPN 02 Tambusai Utara on Mahato Sakti Village, Tambusai Utara, Rokan Hulu Riau Province. The English teacher implements KTSP (2006 curriculum) in the school. It was used from 2006 acdemic year to now. In the curriculum, reading is taught 2 meetings x 40 minutes in a week. It is taught relate to the syllabus, based and standard competencies.     

In the syllabus, reading has at least three basic competences. The first is responding the meaning of functional short text accurately, fluently and accepting the relation to closest environment. The second is responding the meaning and step of rhetoric accurately, fluently and accepting a simple essay of closest environment in descriptive and procedure text, and the third is reading aloud that have a meaning of functional text, descriptive and procedure short essay with utterance, intonation and pressure accurately, (Depdiknas, 2006:25).

Based on the writer’s observation at the second year students of SMPN 02 Tambusai Utara, it is found the students have many problems in reading comprehension such as, the problems those come from the teacher, such as the methods or strategies that used in teaching reading. Usually, the teacher only uses translation method such as the students are ordered to read the text loudly then translate the texts into Indonesian language. This method make students bored in reading material. Finally, the students are lazy to read.

Furthermore, the problems come from students such as, the first, students always have problem to comprehend the text such as they cannot identify orientation, complication, resolution, re-orientation and evaluation. These conditions influence the students’ score in reading. The second, the students cannot read loudly by using correct pronunciation. The third, the students feel bore in reading English texts. The fourth, the students are lazy to read English texts.

The reasons of choosing this title becuase the writer wants to help the students in reading comprehension by using retelling strategy. By using retelling strategy, the writer hopes that it allows students to enjoy materials that they may not be able to read on their own. It provides an opportunity for readers to process what they have read by organizing and explaining it to others. Retelling develops students’ story grammar because they must identify crucial points and the support information. It also reinforces sequencing since it demands remembering information, events, and processes. It encourages interacting with the text from a variety of perspectives: their own, their audience’s, and the author’s.

The writer believes that this research differs from the others. The others used strategies to mprove the students’ reading comprehesnion in descriptive but in this research, the writer will use shared reading strategy to improve the students’ reading comprehension especially in narrative texts such as in identifying orientation, complication, resolution, re-orientation and evaluation and indefiying synonym or anthonym of the vocabuary in the narrative texts or pessages.

According to Slater (2004), retelling strategy is an important skill often overlooked in regular reading instruction. Students’ retellings give teachers insight into their language levels, comprehension, vocabulary, and background knowledge. Retelling improves critical thinking skills and develops understanding of story structure. This presentation will explain a developmental approach to retelling. It gives solutions to the problem of accessing age-appropriate literature, improving language skills, and increasing opportunities and skill-levels in written language.

Based on the information above it can be concluded that there are many problems found at the second year students of SMPN 02 Tambusai Utara in learning reading comprehension. The writer will try to overcome the students’ problems by using retelling strategy. However the writer is interesting to do research entitled: “The Effect of Using Retelling Strategy toward Students’ Reading Comprehension at the Second Year Students of SMPN 02 Tambusai Utara”. 

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