A DESCRIPTIVE STUDY ON TEACHING SPEAKING OF RECOUNT TEXT BASED

ON SCHOOL LEVEL-BASED CURRICULUM AT THE EIGHT YEAR OF SMP N 6

WONOGIRI IN 2009/2010 ACA

Abstract
FAJARWATI, ARIEFIKA (2010)

This research paper aims at describing the implementation of study on teaching speaking of
recount text and identifying the problems faced by the teacher and the students on teaching
speaking of recount text based on school level-based curriculum at the eight year of SMP N 6
WONOGIRI. This research belongs qualitative research, which does not use statistic data. The
research was conducted at SMP N 6 Wonogiri and the writer used four ways to collect the data,
namely: library study, observation, interview, and document analysis. The data of this research
are interview script, field notes, lesson plan and the sources of the data, namely: event,
respondents, and documents. The results of the study show that: 1) The goals on teaching
speaking of recount text based on school level-based curriculum at the eight year in SMP N 6
WONOGIRI are to develop the students’ courage to speak English in front of the audience, to
improve speaking skill, especially for the students in recount text lesson, and to make the
students understand recount text in English lesson, especially in English speaking. 2) The
strategies in speaking activity of recount text applied by the teacher are using the group work,
making a careful choice of topic and giving tasks to stimulate interest, giving some instructions
or training in discussion skills, and keeping students to speak the target language. 3) The syllabus
of English lesson is designed and is arranged by the teacher. The teacher does not only use text
book as the source of material but also uses a work sheet to make the students understand the
material more. 4) The classroom activities on teaching speaking of recount text are describing
picture and interviewing. 5) To guarantee the effectiveness of students’ achievement in
performing the speaking, the teacher takes four steps, namely: BKOF (Building Knowledge of
Field), MOT (Modeling of Text), JCOT (Joint Construction of Text), and ICOT (Individual
Construction of Text). 6) The problems faced by the teacher on teaching speaking are classroom
management, limited time, different capability in receiving the materials each student, and
differences of the parents’ economic and educational background of the students. 7) The
problems faced by the students on teaching speaking of recount text are limited vocabulary,
pronunciation, grammar, the performance, and nervousness.

CHAPTER I INTRODUCTION
A. Background of the Study
One of the ways to express ideas, feelings, experiences and knowledge is by using language,
either in written or spoken from, formal or informal situation. Human beings as a social and
individual people always communicate with the others. For communicating, someone uses and
needs language. Moreover, communication is needed in human daily activities, because without
communication, human will not be able to interact each other. They also will not be able to share
their hopes, opinions, ideas and etc. Speaking is an important aspect in language learning. By
speaking, we can convey information and ideas, and maintain social relationship by
communicating with others. Lacking the ability to communicate orally, people cannot be
successful in school or society. That is why the main purpose of language learning is to develop
proficiency in speaking and communicative efficiency. They regard speaking as the most
important skill they can acquire and asses their progress in terms of their accomplishments in
spoken communication.
As we know that speaking is one of the important and essential skills that people must practice.
In education world, there are many kinds of subjects in teaching learning process, one of the
basic language skills is speaking. Speaking English becomes very important in using English for
comunication.
By speaking with other, the students are able to know what kinds of situation are in the world.
People know that language is habit. Language is not only taught and learnt, but it is used as
habit. So, students of English class must be able to speak English well because people identify
the English mastery by their speaking English well. In other words, the students are expected to
be competent users of English in communicating with others. For example, in teaching speaking,
they are expected to be able to do and realize the speech (speech act, speech function, language
function) in developing the competency. Students are instructed to do the speech, such as
opening conversation, defending the conversation, closing the conversation, asking for help, etc,
which are realized on the form of language rule (grammar) and vocabulary.
In her research, the writer’s reason in choosing SMP N 6 WONOGIRI is because SMP N 6
WONOGIRI has been applying KTSP (Kurikulum Tingkat Satuan Pendidikan) or School Level-
based Curriculum. The school emphasizes speaking skill as the way of improving the student’s
language capability. This is aimed at developing oral skill of the students in learning English. On
the other side, there are some difficulties in English speaking teaching-learning process. The
difficulty is usually faced by the teacher. They must find out some methods to teach English in
order to make students not bored. The last, the difficulty is also faced by the students. They do
not realize that English is important for them. The students tend to study vocabulary, grammar,
fluency, and pronunciation to improve the students’ speaking
capability. Meanwhile, the writer chooses a recount text because it is important thing for the
students and it is one of genre, which is taught for students in eight year based on syllabus. From
the reasons above, the writer is interested in conducting the research entitled A DESCRIPTIVE
STUDY ON TEACHING SPEAKING OF RECOUNT TEXT BASED ON SCHOOL LEVEL-
BASED CURRICULUM AT THE EIGHT YEAR OF SMP N 6 WONOGIRI IN 2009/2010
ACADEMIC YEAR. The writer hopes that this writing is useful for the readers.
B. Problem of the Study
Based on the research background, the writer states the research problems as follows:
1. How is the implementation of study on teaching speaking of recount text based on school
level-based curriculum at the eight year of SMP N 6 WONOGIRI?
2. What problems are faced by the teacher and the students on teaching speaking of recount text
based on school level-based curriculum at the eight year of SMP N 6 WONOGIRI?
C. Limitation of the Study
In this research, the writer limits the research only on teaching speaking of recount text based on
school level-based curriculum at the eight
year of SMP N 6 Wonogiri in 2009/2010 academic year because in SMP N 6 WONOGIRI has
been applying KTSP (Kurikulum Tingkat Satuan Pendidikan) or School Level-based
Curriculum. Here, the school emphasizes speaking skill as the way of improving the student’s
language capability.
D. Objective of the Study
Based on the problem statements, the objectives of this research are as follows:
1. To describe the implementation of study on teaching speaking of recount text based on school
level-based curriculum at the eight year of SMP N 6 WONOGIRI.
2. To describe the problems faced by the teacher and the students on teaching speaking of
recount text based on school level-based curriculum at the eight year of SMP N 6 WONOGIRI.
E. Benefit of the Study
There are two benefits of this study, practical benefit and theoretical benefit.
1. The practical benefits are:
a. For the writer herself
She can get larger knowledge about a descriptive study on teaching speaking recount text based
on school level-based curriculum.
b. For the readers
They will get larger knowledge and information about a descriptive study on teaching speaking
recount text based on school level-based curriculum.
c. For the teacher and the learner
The result of this study will help the English teacher and the learners to solve the problem in
teaching and learning English especially in teaching and learning speaking.
2. The theoretical benefits are:
a. The result of the research can be useful for the English teacher in giving additional input in
English speaking class.
b. The writer hopes that this research can be reference for other researcher who will conduct the
same object with different perspective.
F. Research Paper Organization
In order to make the research easy to follow, the writer organizes the research paper as follows:
Chapter I is introduction, which consists of background of the study, problem of the study,
limitation of the study, objective of the study, benefit of the study, and research paper
organization. Chapter II is review of related literature, which elaborates of previous study, notion
of speaking, teaching speaking, elements of speaking, recount text, and school level-based
curriculum.
Chapter III is research method, which presents of type of the research, place and time of
research, subject and object of the research, data and data source, method of collecting data, and
technique for analyzing data. Chapter IV is research finding and discussion. It focuses on the
data analysis and discussion of the finding. Chapter V is conclusion and suggestion.
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Study
In accomplishing her research, the writer uses the previous research dealing with the topic of her
study as her guidance. The first research was done by Suhartini (UMS, 2007). She conducted a
research paper entitled The Discussion Technique in Teaching Speaking Based on School Level-
Based Curriculum in the Second Year of SMP N 3 Kartasura. She finds many problems faced by
the teacher and students. The problems of the teacher are the limited capability of students and
the mentality. In other side the students’ problem are the performance or readiness, nervousness,
vocabulary, pronunciation, and grammar. So, they do not use English language but use Indonesia
language when they interact with their friend in their discussion.
The second research was done by Castinah (2006, UMS). She conducted a research paper
entitled Collaborative Learning Model in Teaching Speaking Using Role Play Based on KTSP
Curriculum to the First Year of SMA N 1 Pemalang in the 2006/2007 Academic Year. In her
research, she concludes that there are some strengths and weaknesses of collaborative learning
model in teaching speaking using role play. Using collaborative learning model through role play
in teaching speaking is effective in students performance, but the students who have low
capability in speaking will be difficult in joining the teaching learning process although using
this method.
In this research, although the writer uses the same object in speaking, but the writer uses
different method in analyzing the data. The writer describes the implementation and problems
faced by the teacher and the students on teaching speaking of recount text based on school level-
based curriculum at the eight year of SMP N 6 Wonogiri in 2009/2010 academic year.
B. The Notion of Speaking
According to Tarigan (1990: 3) speaking is language skill that is developed in child life, which is
processed by listening skill, and at that period the speaking skill is learned. It means that
speaking as the basis of language. O’ Malley (1990: 66-67) says that speaking is an example of a
complex cognitive skill that can be differentiated into various hierarchical sub-skills, some of
which require controlled processing while others could be processed automatically. Based on
Harmer (2002: 12-104) generally there are five elements in speech process. Those elements are:
a. Pronunciation
Pronunciation is the students’ way to utter English well.
b. Vocabulary
Vocabulary means the appropriate diction which is used in conversation.
c. Grammar
Grammar concerns with how to arrange a correct sentence in conversation.
d. Gesture and Mimics
Gesture is a form of non verbal communication made with a part of the body.
e. Fluency and Accuracy
Fluency can be defined as the ability to speak fluently and accurately suited with professional
necessity. Basically,
being fluent means being able to keep the language coming. (Frederick & Klippel, 1984
www.TeachingEnglish.org.uk/speak/speaking_skills). It means that speaking is more than
talking. So it involve some abilities such as thinking, sensitively in listening, accuracy in the
adjustment of speech organs, a critical attitude towards self and expressing skill.
C. Teaching Speaking
In language teaching, especially teaching speaking, the teachers help their students develop their
knowledge by providing authentic practice that prepares students for real life communication
situations. They help their students develop the ability to produce grammatically correct,
logically connected sentences that are appropriate to specific contexts and acceptable (that is,
comprehensible) pronunciation. Teaching speaking means use the language quickly and
confidently with few unnatural pauses, which is called as fluency. (Nunan, 2003 in
http://iteslj.org/Techniques/Kayi-TeachingSpeking.html) According to Nunan (1991: 54-56),
there are five principles of teaching speaking, as follows:
a. Be aware of the differences between second language and foreign language learning contexts.
b. Give students practice with both fluency and accuracy.
c. Provide opportunities for students to talk by using group work or pair work, and limiting
teacher talk.
d. Plan speaking tasks that involve negotiation for meaning.
e. Design classroom activities that involve guidance and practice in both transactional and
interaction speaking.
It means that in teaching speaking skill, teacher should recognize the difficulties faced by his/ her
students. The teachers help their students develop their knowledge by providing authentic
practice that prepares students for real-life communication situations.
D. Elements of Speaking
According to Harmer (2002: 260-271) there are two elements of speaking, those elements as
follows:
1. Language Features
a. Connected speech: effective speaker of English need to be able not only to produce the
individual phonemes of English but also to use fluent “connected speech”.
b. Expressive devices: the use of these devices contributes to the ability to convey meanings.
c. Lexis and grammar: spontaneous speech is marked by the use of number common lexical
phrases, especially in the performance of certain language functions.
d. Negotiation Language: effective speaking benefits from the negotiator language we use to
seek clarification and show the structure of what we are saying.
2. Mental/ Social processing
a. Language processing: language processing involves the retrieval of words and phrases from
memory and their assembly into syntactically and propositionally appropriate sequences.
b. Interacting with others: most speaking involves interaction with one or more participants.
c. (On the spot) Information processing: quite apart from our response to others’ feelings, we
also need to be able to process the information they tell us the moment we get it.
Here, both of them have important function to increasing speaking skill. Learners can
compensate their insufficient knowledge of language elements by using language features, and
mental/ social processing.
E. Recount Text
Recount text is a text written to retell for information or entertainment. A fictional narrative
recount may consist of scene-setting, a starting point, a problem, account and a conclusion. The
language is descriptive, and there may be dialogue. Characters are defined and often named. A
non-fiction recount may begin with a scene-setting introduction, and time of story. (Rasyid,
2010. http://www.rasyid14.wordpress.com.) The text structure of a recount starts with an
orientation. This part tells the readers the main idea of the story being discussed in the text. This
part gives a setting of the story, so that readers are aware of the story about. Again, it gives an
orientation. The next part is the series of events. In this part, the story starts from the very early
stages. That is to say, the story develops based on the sequence of the events. Finally, after all
events are presented, the writer wraps story up with a re-orientation. In this part, the writer
summarizes the story and tells his/her impression of the experience that what has been
elaborated. It means that the social function of Recount Text is to record events for the purpose
of informing schematic structure and there are significant grammatical patterns, such us focus on
specific participants, using past tense, and verbs of action.
F. School Level-based Curriculum
There is a lot of “curriculum” definition used in education. Nunan (1998: 14) states that
curriculum is usually used to refer a particular program of study. It refers to all aspects of
planning and managing education program. The existence of the curriculum is very important in
education because it is a guide to the teaching-learning process conformed to the plan arranged
before. While Olivia (1992) in Joko (2007: 80) states that: curriculum is that which is taught in
school, is a set of subject, is content, is a program of studies, is a set of materials, is a course of
study, is a sequence of course, is a set of performance objective, is everything that goes on within
the school, including extra class activities, guidance, and inter personal relationship, is that
which is taught both inside and outside of school directed by the school, is everything that is
planned by school personal, is a series of experiences undergone by learners in school and is that
which an individual learner experiences as a result of schooling. It means that curriculum is a
very general concept, which contributes to the planning of an educational program.
School Level-based Curriculum is the strategy in developing curriculum to create the school
which are effectiveness productiveness an achievement. It is new education paradigm in
developing curriculum, which gives the wide autonomy to each educational unit, and societies’
involved in making effectiveness in school teaching. Mulyasa (2007: 21) tries to provide some
idea about the definiton of School Level-based Curriulum. He says that School Level-based
Curriculum is an idea about the curriculum development which put on the near position with
teaching-learning process, that are: school
and educational unit. School Level-based Curriculum is one of education reform that gives the
autonomy to the school and educational unit to develop curriculum based on the each potency,
demand, and needs. According to Depdiknas (2007: 5) School Level-based Curriculum is an
operational curriculum which is arranged and done by each institution of educational unit level.
There are principles in developing and components of School Level-based Curriculum, such as:
1. The Principles in Developing School Level-based Curriculum.
This curriculum is developed based on the principles as follows:
a. Stress on learners’ potency, developing, needs, and learners’ environments’ interest.
b. Various and integrated.
c. Must be perspective with the developing of science and technology.
d. Relevance with the life’s needs.
e. Comprehensive and continuously.
f. Learn long life.
g. Match between national and region interest.
2. Components of School Level Based Curriculum.
a. The purpose of grade school basic curriculum is formulated to the general education purposes.
b. The operational reference in arranging the grade of educational unit curriculum.
c. Raising the faith and pious to be character.
d. Raising the potency, intelligence, and want which appropriate with the developing level and
capability of the learners.
e. Demands for reconstruction of the region and national.
f. Development of science, technology and art.
It means that School Level-based Curriculum components is held based on the aim and School
Level-based Curriculum principles. So, School Level-based Curriculum components are said
good if have appropriate with that School Level-based Curriculum principles.

http://kki-skripsi.blogspot.com/search/label/BAHASA%20INGGRIS

IMPROVING STUDENT’S SPEAKING ABILITY IN CONVEYING

INTERPERSONAL AND TRANSACTIONAL SPEECH USING THIN-PAIRS-
SHARE STRATEGY FOR THE FIFTH YEAR OF SD MUH.

Abstract
GUNAWAN, BENI (2010)

This research aimed at describing the implementation, clarifying the effectiveness, and
describing the student’s response taught by using think-pairs-share. The data of this research
were the field note, interview script, the lesson plan, the score of pre-test and post test. The data
are taken from the informants, the event, and the documents. The technique of analyzing data
were organizing, summarizing, and interpreting which proposed by Ary, Lucy, and Asghar
(2002). In organizing all of the data the writer written down in readable form and then the data
are categorized. In summarizing all of the data the writer examined the same code and the
categories were merged into pattern by finding the connection among the categories. In
interpreting, the researcher elaborated the important finding and what could be learned from it.
The result of the research shows that, firstly the implementation was conducted in three cycles
and there was improvement of student’s speaking ability in each cycle. Secondly, teaching
speaking was effective. It was indicated by the improvement of the average score of student’s
speaking ability after the researcher gave the action in pre-test 51,42% and past-test 63,97%.
And the third, the student’s response after being taught by using think-pairs-share was good. It
was indicated by the improvement of motivation the students in speaking activities.

CONTOH PROPOSAL SKRIPSI BAHASA INGGRIS 1

THE QUALIFICATION OF THE ENGLISH TEACHERS OF ELEMENTARY SCHOOLS AT

KECAMATAN BATU MANDI BALANGAN SOUTH KALIMANTAN

PROPOSAL
By
Siti Ariani
NPM 306.07.12.299

I. INTRODUCTION

1.1 Background of the Study

As a foreign language, English language is important to master, since it is used as a means of

international communication. In Indonesia, it has been taught as compulsory subject at junior and
senior high schools. However, the result of teaching English has not been satisfactory yet
(Kasbolah, 2001:7). It can be seen from the condition around us which shows that most SMU
graduates, who have studied English for approximately six years, are still lack of English
competence. They cannot even read English textbooks or English references when they are in the
university.

The condition above makes the government realizes the importance of English and tries to
develop the human resources who have capability in communication using English as a foreign
language by legalizing the teaching of English in the elementary schools through the Decree of
the Minister of Education and Culture of Indonesia No. 060/U/1993 dated February 25 1993. It is
stated that English can be taught at elementary schools as a local content.

In relation to the Decree mentioned above, the national education office of Kabupaten Balangan
has also recommended all elementary schools in this regency to include English as the local
content. As a result, some of the elementary schools include English as one of the subjects taught
starting from grade four.

One of the sub-districts of Balangan is Kecamatan Batu mandi. In this sub-district, all the
elementary schools include English as a local content. However, the result of the teaching
English has not been satisfactory yet. One of the problems is the low qualification of the English
teachers. Many teachers are only graduated from senior high school, and most of them have
never joined English teaching training. So, it is difficult for them to make effective teaching and
learning.

In reference to the description above, the researcher is interested to conduct a research with the
title: “The Qualifications of the English Teachers of Elementary Schools at Kecamatan Batu
Mandi Balangan”

1.2 Identification of the Problems

There are some problems faced by the English teachers at elementary schools, they are among
others:
Teachers’ qualification
Teaching preparation
Classroom management
English textbooks
Instructional media

The problems can influence the success of teaching and learning process. The problem of this
research is limited only in finding the qualifications of the English teachers.

1.3 Research Problem

In reference to the problem identification above, this research tries to answer the following
question:
“What are the qualifications of the English teachers of elementary schools at Kecamatan Batu
Mandi Balangan? “

1.4 Objective of the Study

In line with the problems above, the study is aimed at describing the qualification of the English
teachers of elementary schools at Kecamatan Batu Mandi Balangan.

1.5 Significance of the Study

It is expected that the research finding can give information to the national office of education of
Balangan. By knowing the condition, the national office of education of Balangan can improve
the quality of the English teachers at elementary schools Balangan, for example, giving them
scholarship to continue their study at English Department, or holding seminar or workshop for
teaching English.
REVIEW OF RELATED LITERATURE

2.1 Teaching English at Elementary Schools

Teaching at elementary schools is unique. It means that the teaching of English at elemenatry
schools is different from the teaching of English at secondary schools. Kasbolah (1995:58)
suggests four requirements that have to be taken into consideration to the implementation of
English teaching at elementary school, namely: (1) the qualification of teachers, (2) materials, (3)
media, and (4) syllabus.

The teachers have very important roles in teaching and learning English. They are the key
success or failure in language learning. Furthermore, the teaching and learning will run smoothly
if the teachers know exactly what roles that she should perform in the classroom.

2.1.1 Teachers’ Qualification

Since a teacher plays a very important role in the teaching process and affects the success in the
classroom, a teacher should be competent and qualified. As an English teacher for elementary
school, he/she should meet the qualification of a good English teacher for young learners.
Kasbollah (1993) states that the teacher is one of the most important elements. She further states
some requirements that should be obtained by a teacher. They are as follows:
A teacher should be a good facilitator for the students. He/she should help the students if they
need it. He/she should arouse the students’ response by asking some questions.
A teacher should be able to present the teaching materials appropriately.
A teacher should be able to become a good model for his/her students
A teacher should have sufficient knowledge about linguistics and culture of the target language.
A teacher should be creative in choosing the methods and techniques for teaching.
Halliwel (1992:116) suggests that a teacher ideally have and do the following aspects, namely:
loudness of teachers’ voice which should cover the whole classroom, clarity of teachers’
explanation, willingness to repeat the explanation, english homework to improve students’
competence, and the discussion of the homework.

METHOD OF RESEARCH

3.1 Research Design

The design of the study is descriptive quantitative. It is conducted to describe some problems
faced by the teachers who taught English in Elementary schools, especially, in the use of
textbooks and instructional media. The kind of research is survey. The researcher collected the
data from the teachers who taught English in some elementary schools in Kecamatan Batu
Mandi, Kabupaten Balangan.

3.2 Population and Sample

The population of the research is the English teachers of Elementary schools in Kecamatan
Lampihong Kabupaten Balangan. There are twenty two elementary schools in Kecamatan Batu
Mandi, and all the schools include English as a local content. So, all the English teachers of the
elementary schools are taken as the sample of research. In other words, this research uses total
sampling. According to Sugiyono (2009), total sampling is used to get accurate generalization.

3.3 Research Instrument

The instrument used to collect the data is questionnaire. The questionnaire is given to the English
teachers of elementary schools. The questionnaire is intended to know the qualifications of the
English teachers of elementary schools Kecamatan Batu Mandi Kabupaten Balangan. The
questionnaire asking the problems investigated, that is the qualification of the English teachers
which include teachers’ status, level of the teachers’ education, teachers teaching experience,
teachers’ background education, English teaching development, and teaching loads.

3.4 Data Analysis

The datagained through the questionnaire are analyzed using percentage. The formula used is
simple percentage. The formula is:
f/N x 100%=percentage
In which f is the frequency (number of respondents fulfilling the questionnaire), and N is the
total number of respondents. The data analysis by using percentage above is a form of
identifying the qualification of the English teachers. It is used to scale or criteria as follows:

NO Percentage Criteria
1 100% All of them
2 80-99% Most of them
3 60%-79% Many of them
4 40%-59% Some of them
5 21%-39% Few of them
6 1%-20% Very few of them
7 0% None of them

Table 3.4 Data Analysis adopted from Krohn’s Kriteria

References
Altis, et al. The Second Language Classroom: New York: Oxford University Press.
Haliwell, S. 1992. Teaching English in the Primary School. New York: Longman
Harmer, J. 1985. The Practice of English Language Teaching. New York Longman
Kasbolah, K. and Sulistyo, G. 1998. The Role of English in Era of Global Information: Ideas on
improving Higher Education Instruction. Jurnal bahasa dan Seni
Diposkan oleh SYAIFULLAH EDUCATION INFORMATION CENTER di 06:17
http://syaifullaheducationinformationcenter.blogspot.com/2011/10/contoh-proposal-skripsi-
bahasa-inggris_17.html

DOKUMEN

Nomor Kelas : Smb i 2008

Penulis Utama : S. M. Budiyanto
Penulis Tambahan :
1.
Nim : S.89090611
Tahun : 2008
Badan Corporate :
Judul : Improving the students’ speaking ability through communicative
language teaching
Judul Seragam :
Judul Seri :
Edisi :
Imprint : Surakarta - Pascasarjana - 2008
Kolasi :
Sumber : UNS-Pascasarjana Prodi. Pendidikan Bahasa Inggris-S.89090611-
2008
Subyek : STUDENTS SPEAKING
Jenis Dokumen : Tesis
Abstrak : ABSTRAK The aim of the research is to improve the students’
speaking ability through Communicative Language Teaching. The
researcher used Communicative Language Teaching because this
approach is appropriate with the condition of the students and
suitable for the adult students. The research was carried out from
September 2007 to April 2008, for the students of Economics
Department of Muhammadiyah University of Surakarta in
2006/2007 academic year. The subject of the research was 40
students, consisting of 21 male and 19 female. This classroom action
research was conducted in two cycles. Each cycle consists of
planning, acting, observing and reflecting. In the first cycle the
researcher used Communicative Language teaching to overcome the
students’ problem in speaking, because there were still problems, so
the researcher continues to the second cycle. In the second cycle the
researcher used Communicative Language Teaching, discussion and
presentation to overcome the rest of students’ problem in speaking.
 The data were obtained by using several techniques including test,
interview, and observation,. To analyze the quantitative data the
researcher used non independent t-test, to compare the score before
and after giving treatment whether there is significant improvement
or not in the students’ speaking ability. He also used descriptive
statistic including highest, average, and lowest scores. To analyze
the qualitative data, the researcher used flow model of analysis. The
research finding both on the first and second cycle showed that there
is significant improvement on the students’ speaking ability through
Communicative Language Teaching. The hypothesis stating that
Communicative Language Teaching and discussion can improve the
students’ speaking ability proved correct and significant. Therefore,
he can draw the conclusion that Communicative language Teaching
is a good and accurate approach for improving the Students’
Speaking Ability for Economics Department of Muhammadiyah
University of Surakarta in 2006/2007 Academic Year. Since there is
no best method/approach in the world, so the teachers are demanded
to be creative and innovative in selecting an appropriate method or
approach for their students and the lesson. The research showed that
Communicative Language Teaching is an appropriate and accurate
approach for teaching speaking for adult students.
File Dokumen : File tidak dipublish
Status Non Public
Pembimbing : 1. Dr. Ngadiso, M.Pd
2. Drs. Abdul Asib, M.Pd
3.
4.
5.
Catatan Umum :
Fakultas : Pascasarjana
Harga :
Asal : Hadiah

7412
41.1 What Is Descriptive Research?

Descriptive research does not fit neatly into the definition of either quantitative or
qualitative research methodologies, but instead it can utilize elements of both, often
within the same study. The term descriptive research refers to the type of research
question, design, and data analysis that will be applied to a given topic. Descriptive
statistics tell what is, while inferential statistics try to determine cause and effect.

The type of question asked by the researcher will ultimately determine the type of
approach necessary to complete an accurate assessment of the topic at hand. Descriptive
studies, primarily concerned with finding out "what is," might be applied to investigate
the following questions: Do teachers hold favorable attitudes toward using computers in
schools? What kinds of activities that involve technology occur in sixth-grade
classrooms and how frequently do they occur? What have been the reactions of school
administrators to technological innovations in teaching the social sciences? How have
high school computing courses changed over the last 10 years? How do the new
multimediated textbooks compare to the print-based textbooks? How are decisions
being made about using Channel One in schools, and for those schools that choose to
use it, how is Channel One being implemented? What is the best way to provide access
to computer equipment in schools? How should instructional designers improve
software design to make the software more appealing to students? To what degree are
special-education teachers well versed concerning assistive technology? Is there a
relationship between experience with multimedia computers and problem-solving
skills? How successful is a certain satellite-delivered Spanish course in terms of
motivational value and academic achievement? Do teachers actually implement
technology in the way they perceive? How many people use the AECT gopher server,
and what do they use if for?

Descriptive research can be either quantitative or qualitative. It can involve collections

of quantitative information that can be tabulated along a continuum in numerical form,
such as scores on a test or the number of times a person chooses to use a-certain feature
of a multimedia program, or it can describe categories of information such as gender or
patterns of interaction when using technology in a group situation. Descriptive research
involves gathering data that describe events and then organizes, tabulates, depicts, and
describes the data collection (Glass & Hopkins, 1984). It often uses visual aids such as
graphs and charts to aid the reader in understanding the data distribution. Because the
human mind cannot extract the full import of a large mass of raw data, descriptive
statistics are very important in reducing the data to manageable form. When in-depth,
narrative descriptions of small numbers of cases are involved, the research uses
description as a tool to organize data into patterns that emerge during analysis. Those
patterns aid the mind in comprehending a qualitative study and its implications.

Most quantitative research falls into two areas: studies that describe events and studies
aimed at discovering inferences or causal relationships. Descriptive studies are aimed at
finding out "what is," so observational and survey methods are frequently used to collect
descriptive data (Borg & Gall, 1989). Studies of this type might describe the current state
of multimedia usage in schools or patterns of activity resulting from group work at the
computer. An example of this is Cochenour, Hakes, and Neal's (1994) study of trends in
compressed video applications with education and the private sector.

Descriptive studies report summary data such as measures of central tendency including
the mean, median, mode, deviance from the mean, variation, percentage, and
correlation between variables. Survey research commonly includes that type of
measurement, but often goes beyond the descriptive statistics in order to draw
inferences. See, for example, Signer's (1991) survey of computer-assisted instruction and
at-risk students, or Nolan, McKinnon, and Soler's (1992) research on achieving
equitable access to school computers. Thick, rich descriptions of phenomena can also
emerge from qualitative studies, case studies, observational studies, interviews, and
portfolio assessments. Robinson's (1994) case study of a televised news program in
classrooms and Lee's (1994) case study about identifying values concerning school
restructuring are excellent examples of case studies.

Descriptive research is unique in the number of variables employed. Like other types of
research, descriptive research can include multiple variables for analysis, yet unlike
other methods, it requires only one variable (Borg & Gall, 1989). For example, a
descriptive study might employ methods of analyzing correlations between multiple
variables by using tests such as Pearson's Product Moment correlation, regression, or
multiple regression analysis. Good examples of this are the Knupfer and Hayes (1994)
study about the effects of the Channel One broadcast on knowledge of current events,
Manaev's (1991) study about mass media effectiveness, McKenna's (1993) study of the
relationship between attributes of a radio program and it's appeal to listeners, Orey and
Nelson's (1994) examination of learner interactions with hypermedia environments, and
Shapiro's (1991) study of memory and decision processes.

On the other hand, descriptive research might simply report the percentage summary on
a single variable. Examples of this are the tally of reference citations in selected
instructional design and technology journals by Anglin and Towers (1992); Barry's
(1994) investigation of the controversy surrounding advertising and Channel One; Lu,
Morlan, Lerchlorlarn, Lee, and Dike's (1993) investigation of the international
utilization of media in education (1993); and Pettersson, Metallinos, Muffoletto, Shaw,
and Takakuwa's (1993) analysis of the use of verbo-visual information in teaching
geography in various countries.

Descriptive statistics utilize data collection and analysis techniques that yield reports
concerning the measures of central tendency, variation, and correlation. The
combination of its characteristic summary and correlational statistics, along with its
focus on specific types of research questions, methods, and outcomes is what
distinguishes descriptive research from other research types.

Three main purposes of research are to describe, explain, and validate findings.
Description emerges following creative exploration, and serves to organize the findings
in order to fit them with explanations, and then test or validate those explanations
(Krathwohl, 1993). Many research studies call for the description of natural or man-
made phenomena such as their form, structure, activity, change over time, relation to
other phenomena, and so on. The description often illuminates knowledge that we
might not otherwise notice or even encounter. Several important scientific discoveries as
well as anthropological information about events outside of our common experiences
have resulted from making such descriptions. For example, astronomers use their
telescopes to develop descriptions of different parts of the universe, anthropologists
describe life events of socially atypical situations or cultures uniquely different from our
own, and educational researchers describe activities within classrooms concerning the
implementation of technology. This process sometimes results in the discovery of stars
and stellar events, new knowledge about value systems or practices of other cultures, or
even the reality of classroom life as new technologies are implemented within schools.

Educational researchers might use observational, survey, and interview techniques to

collect data about group dynamics during computer-based activities. These data could
then be used to recommend specific strategies for implementing computers or
improving teaching strategies. Two excellent studies concerning the role of collaborative
groups were conducted by Webb (1982), and Rysavy and Sales (1991). Noreen Webb's
landmark study used descriptive research techniques to investigate collaborative groups
as they worked within classrooms. Rysavy and Sales also apply a descriptive approach to
study the role of group collaboration for working at computers. The Rysavy and Sales
approach did not observe students in classrooms, but reported certain common findings
that emerged through a literature search.

Descriptive studies have an important role in educational research. They have greatly
increased our knowledge about what happens in schools. Some of the important books
in education have reported studies of this type: Life in Classrooms, by Philip Jackson;
The Good High School, by Sara Lawrence Lightfoot; Teachers and Machines: The
Classroom Use of Technology Since 1920, by Larry Cuban; A Place Called School, by
John Goodlad; Visual Literacy: A Spectrum of Learning, by D. M. Moore and Dwyer;
Computers in Education: Social, Political, and Historical Perspectives, by Muffoletto
and Knupfer; and Contemporary Issues in American Distance Education, by M. G.
Moore.

Henry J. Becker's (1986) series of survey reports concerning the implementation of

computers into schools across the United States as well as Nancy Nelson Knupfer's
(1988) reports about teacher's opinions and patterns of computer usage also fit partially
within the realm of descriptive research. Both studies describe categories of data and
use statistical analysis to examine correlations between specific variables. Both also go
beyond the bounds of descriptive research and conduct further statistical procedures
appropriate to their research questions, thus enabling them to make further
recommendations about implementing computing technology in ways to support
grassroots change and equitable practices within the schools. Finally, Knupfer's study
extended the analysis and conclusions in order to yield suggestions for instructional
designers involved with educational computing.

am amazed how often we hear qualitative researchers applying their standards to quantitative
research or quantitative researchers applying their standards to qualitative research. Each
functions within different assumptions. Finding fault with one approach with the standards of
another does little to promote understanding. Each approach should be judges on its theoretical
basis.

The Assumptions of Qualitative Designs

1. Qualitative researchers are concerned primarily with process, rather than outcomes or
products.
2. Qualitative researchers are interested in meaninghow people make sense of their lives,
experiences, and their structures of the world.
3. The qualitative researcher is the primary instrument for data collection and analysis.
Data are mediated through this human instrument, rather than through inventories,
questionnaires, or machines.
4. Qualitative research involves fieldwork. The researcher physically goes to the people,
setting, site, or institution to observe or record behavior in its natural setting.
5. Qualitative research is descriptive in that the researcher is interested in process, meaning,
and understanding gained through words or pictures.
6. The process of qualitative research is inductive in that the researcher builds abstractions,
concepts, hypotheses, and theories from details.

.....Merriam, S. B. (1988). Case study research in education: A qualitative approach. San

Francisco, CA: Jossey-Bass.

.....Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches. Thousand

Oaks, CA: Sage Publications.

Arguments Supporting Qualitative Inquiry

 Human behavior is significantly influenced by the setting in which it occurs; thus one
must study that behavior in situations. The physical settinge.g., schedules, space, pay, and
rewardsand the internalized notions of norms, traditions, roles, and values are crucial
contextual variables. Research must be conducted in the setting where all the contextual
variables are operating.
 Past researchers have not been able to derive meaning...from experimental research.
 The research techniques themselves, in experimental research, [can]...affect the findings.
The lab, the questionnaire, and so on, [can]...become artifacts. Subjects [can
become]...either suspicious and wary, or they [can become]...aware of what the
researchers want and try to please them. Additionally, subjects sometimes do not know
their feelings, interactions, and behaviors, so they cannot articulate them to respond to a
questionnaire.
 One cannot understand human behavior without understanding the framework within
which subjects interpret their thoughts, feelings, and actions. Researchers need to
 understand the framework. In fact, the "objective " scientist, by coding and standardizing,
may destroy valuable data while imposing her world on the subjects.
 Field study research can explore the processes and meanings of events.

.....Marshall, C., & Rossman, G. (1980). Designing qualitative research. Newbury Park, CA:
Sage.

Predispositions of Quantitative and Qualitative Modes of

Inquiry

Quantitative Mode Qualitative mode

Assumptions Assumptions

 Social facts have an objective reality  Reality is socially constructed

 Primacy of method  Primacy of subject matter
 Variables can be identified and  Variables are complex, interwoven, and
relationships measured difficult to measure
 Etic (outside's point of view)  Emic (insider's point of view)

Purpose Purpose

 Generalizability  Contextualization
 Prediction  Interpretation
 Causal explanations  Understanding actors' perspectives

Approach
Approach
 Ends with hypotheses and grounded
 Begins with hypotheses and theories
theory
 Manipulation and control
 Emergence and portrayal
 Uses formal instruments
 Researcher as instrument
 Experimentation
 Naturalistic
 Deductive
 Inductive
 Component analysis
 Searches for patterns
 Seeks consensus, the norm
 Seeks pluralism, complexity
 Reduces data to numerical indices
 Makes minor use of numerical indices
 Abstract language in write-up
 Descriptive write-up

Researcher Role Researcher Role

  Detachment and impartiality  Personal involvement and partiality
 Objective portrayal  Empathic understanding

Although some social science researchers (Lincoln & Guba, 1985; Schwandt, 1989) perceive
qualitative and quantitative approaches as incompatible, others (Patton, 1990; Reichardt & Cook,
1979) believe that the skilled researcher can successfully combine approaches. The argument
usually becomes muddled because one party argues from the underlying philosophical nature of
each paradigm, and the other focuses on the apparent compatibility of the research methods,
enjoying the rewards of both numbers and words. Because the positivist and the interpretivist
paradigms rest on different assumptions about the nature of the world, they require different
instruments and procedures to find the type of data desired. This does not mean, however, that
the positivist never uses interviews nor that the interpretivist never uses a survey. They may, but
such methods are supplementary, not dominant....Different approaches allow us to know and
understand different things about the world....Nonetheless, people tend to adhere to the
methodology that is most consonant with their socialized worldview. (p. 9)

.....Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White
Plains, NY: Longman.

Contrasting Positivist and Naturalist Axioms (Beliefs and

Assumptions)

Positivist Paradigm
Axioms About
(Quantitative)
Reality is single, tangible, and
The nature of reality
fragmentable.
The relationship of Knower and known are
knower to the known independent, a dualism.
Time- and context-free
The possibility of
generalizations (nomothetic
generalization
statements) are possible.
There are real causes,
The possibility of
temporally precedent to or
causal linkages
simultaneous with their effects.
The role of values Inquiry is value-free.
Naturalist Paradigm (Qualitative)
Realities are multiple, constructed, and
holistic.
Knower and known are interactive,
inseparable.
Only time- and context-bound working
hypotheses (idiographic statements) are
possible.
All entities are in a state of mutual
simultaneous shaping, so that it is
impossible to distinguish causes from
effects.
Inquiry is value-bound.
.....Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage
Publications.

Research with Subjects

(Quantitative)
1. What do I know about a problem that
will allow me to formulate and test a
hypothesis?
2. What concepts can I use to test this
hypothesis?
3. How can I operationally define these
concepts?
4. What scientific theory can explain the
data?
5. How can I interpret the results and
report them in the language of my
colleagues?
Research with Informants (Qualitative)
1. What do my informants know about their culture
that I can discover?
2. What concepts do my informants use to classify
their experiences?
3. How do my informants define these concepts?
4. What folk theory do my informants use to explain
their experience?
5. How can I translate the cultural knowledge of my
informants into a cultural description my colleagues
will understand?

.....Spradley, J. P. (1979). The ethnographic interview. Fort Worth, TX: Harcourt Brace
Jovanovich College Publishers.