SKRIPSI THE EFFECTIVENESS OF USING SIMULATION IN IMPROVING STUDENTS SPEAKING SKILL


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    SKRIPSI THE EFFECTIVENESS OF USING SIMULATION IN IMPROVING STUDENTS SPEAKING SKILL

     
     
    CHAPTER I 
    INTRODUCTION
    This chapter is divided into seven subsections. They are background of the study, reasons for choosing the topic, statement of problems, objectives of the study, hypothesis, significance of the study, and outline of the report.
    A. Background of the Study
    The globalization era that demands man power with sufficient competency and professionalism has made Vocational High School so important. This phenomenon is reflected in that many students leaving Junior High Schools enter Vocational Schools.
    It goes without saying that Vocational High School has some special qualities. Firstly, the alumni that leave from this institution could meet the job requirements in industry or company because they have certificate of Uji Kemampuan Kompetensi. With this certificate they would have a chance to get a job easily. Secondly, the alumni could continue their study if they are qualified; adjusted to their vocations.

    Hence, the teaching and learning process in Vocational High School needs special techniques in order to achieve the necessary competencies for the students. That demand increases when there is free market in this era that makes manpower exchange takes place rapidly. So that, the students need to master the subjects and skills suitable with their vocations. They also have to be good in English as an international language, which also used both in industry and business nowadays.

    However, according to my observation and interview before doing this final project, the English subject in Vocational High School is still conventional, monotonous and boring for the students. The teachers’ successful orientation is still how to deliver all materials from the occupied literature (Suyatno, 2004 : 2). It potentially becomes one of the problems for them to reach the goal of the learning process.
    Moreover, the situation becomes worse when the teachers rarely update the necessary skills in teaching according to the education progress. They have a drawback to evolve teaching techniques and strategies. The result is teaching and learning process operated in an old way that generates alumni without any sufficient competences.
    Another cause is the very limited chance for the teachers to join in seminar, discussion, and training. It makes instructional processes become less innovative. This condition is usually complained especially by those who teach in remote areas.
    The phenomena above are contrary to the spirit of the new curriculum (KTSP) which suggests that teachers should be able to enhance their teaching strategies for the sake of the student’s competence development (KTSP 2007) ).
    Beside the above demand of the curriculum, the teacher’s techniques and the students’ learning styles should be in line. Teaching and learning process should be able to accommodate the different and unique characteristics of the students.
    Based on the above arguments, simulation would be an effective technique to solve those problems for Vocational High School. This technique would give supporting environment for the students to elaborate themselves with their own learning styles. I focused on improving students’ speaking skill for Vocational High School. Here, the subject of my study will be THE EFFECTIVENESS OF USING SIMULATION IN IMPROVING STUDENTS’ SPEAKING SKILL FOR VOCATIONAL HIGH SCHOOL.
    B. Reasons for Choosing the Topic
    There are some reasons in choosing this topic. The first one is because the topic has not been examined yet by many researchers. Most of the them investigated the area of teaching and learning process in Junior or Senior High School in the terms of methods, strategy, and the interaction among the students or between teacher and students in the English class. There are still a few who conducted researches about teaching and learning techniques, especially simulation, for Vocational High School.
    The second one is the topic will promise a valuable contribution for English teaching and learning process especially for Vocational High School that is being improved constantly by the government. The simulation technique adapts the students’ learning styles and also uses Contextual Teaching and Learning that is needed in vocational classes as demanded by the curriculum. So that, this technique would be an alternative solution for education problem.
    The third, the topic would be useful for language development because the simulation technique concerns on speaking skill. Therefore, by analyzing this matter, I hope that the second language learner could get knowledge and information in using English through simulation. This technique uses English as a means of communication not merely studying the language itself.
    The last one is the topic gives an advantage for the students in improving their speaking skill and elaborating their learning styles. All the teaching and learning processes held in the context of situation according to the students’ vocations. It would give much information for them in using English as the means of communication on their fields.
    C. Statement of Problems
    The problems that are discussed in this study are :
    1. How is the speaking test achievement for students taught using simulation technique ?
    2. How is the speaking test achievement for students taught without using simulation technique ?
    3. Is there any significant difference in students’ speaking test achievement between those taught by using simulation technique and those taught without using simulation technique ?
    D. Objectives of the Study
    The purposes of this study are :
    1. to find out the speaking test achievement for students taught using simulation technique
    2. to find out the speaking test achievement for students taught without using simulation technique
    3. to find out whether there is significant difference in students’ speaking test achievement between those taught by using simulation technique and those taught without using simulation technique.

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