JUDUL SKRIPSI PENDIDIKAN BAHASA INGGRIS

JUDUL SKRIPSI PENDIDIKAN BAHASA INGGRIS

• (KODE : PENDBING-0001) : SKRIPSI THE COOPERATIVE LEARNING THREE-STEP INTERVIEW TOWARDS STUDENTS SPEAKING ABILITY
• (KODE : PENDBING-0002) : SKRIPSI A DESCRIPTIVE STUDY ON CLASSROOM INTERACTION OF ENGLISH TEACHING-LEARNING PROCESS IN THE LARGE CLASSES OF THE FIRST YEAR STUDENTS IN SMA X
• (KODE : PENDBING-0003) : SKRIPSI A STUDY ON TEACHING-LEARNING ACTIVITIES AT A DESIGNATED INTERNATIONAL STANDARD SCHOOL
• (KODE : PENDBING-0004) : SKRIPSI AN ANALYSIS ON THE SPEAKING CLASSROOM INTERACTIONS AT THE TENTH GRADE OF SMA NEGERI X
• (KODE : PENDBING-0005) : SKRIPSI THE EFFECT OF TEACHER CERTIFICATION ON THE QUALITY OF ENGLISH TEACHING AND LEARNING PROCESS
• (KODE : PENDBING-0006) : SKRIPSI THE EFFECTIVENESS OF PROCESS APPROACH IN TEACHING WRITING VIEWED FROM STUDENTS' LEARNING INTEREST
• (KODE : PENDBING-0007) : SKRIPSI THE EFFECTIVENESS OF SKIMMING AND SCANNING TECHNIQUES IN IMPROVING STUDENTS READING ABILITY (KLS XI)
• (KODE : PENDBING-0008) : SKRIPSI THE EFFECTIVENESS OF THE EDUCATIONAL DEBATING METHOD IN IMPROVING STUDENTS ORAL COMMUINCATION SKILLS
• (KODE : PENDBING-0009) : SKRIPSI THE STUDENTS STRATEGIES IN SOLVING SPEAKING DIFFICULTIES (A CASE STUDY IN CLASS X)
• (KODE : PENDBING-0010) : SKRIPSI THE EFFECTIVENESS OF ROLE PLAY METHOD IN IMPROVING STUDENTS SPEAKING SKILL (KLS X)
• (KODE : PENDBING-0011) : SKRIPSI ASSESSMENT TECHNIQUES FOR YOUNG LEARNERS (KLS VI)
• (KODE : PENDBING-0012) : SKRIPSI THE TECHNIQUES OF TEACHING SPEAKING TO YOUNG LEARNERS
• (KODE : PENDBING-0013) : SKRIPSI THE PRACTICE OF ELICITING TECHNIQUES IN EFL CLASSROOM INTERACTION (KLS X)
• (KODE : PENDBING-0014) : SKRIPSI THE PORTRAYAL OF MULTIPLE INTELLIGENCE THEORY IN TEACHING ENGLISH TO YOUNG LEARNERS
• (KODE : PENDBING-0015) : SKRIPSI IMPROVING STUDENT MOTIVATION TO SPEAK ENGLISH THROUGH COLLABORATIVE LEARNING
• (KODE : PENDBING-0016) : SKRIPSI AN INVESTIGATION OF THE STUDENTS ABILITY AND DIFFICULTIES IN WRITING A NARRATIVE TEXT (KLS X)
• (KODE : PENDBING-0017) : SKRIPSI THE USE OF GUESSING GAME IN TEACHING SPEAKING (KLS XI)
• (KODE : PENDBING-0018) : SKRIPSI A CORRELATIONAL STUDY BETWEEN HABIT IN SINGING AND LISTENING TO ENGLISH SONGS, VOCABULARY MASTERY, AND SPEAKING SKILL
• (KODE : PENDBING-0019) : SKRIPSI A CORRELATIONAL STUDY ON STUDENTS TRANSLATION ABILITY, READING HABIT AND STUDENTS READING COMPREHENSION (KLS X)
• (KODE : PENDBING-0020) : SKRIPSI A STUDY OF EFL TEACHING STRATEGIES IN PESANTREN (A DESCRIPTIVE STUDY IN TWO PESANTRENS)
• (KODE : PENDBING-0021) : SKRIPSI CONTEXTUAL TEACHING AND LEARNING APPROACH TO TEACHING WRITING (KLS VII)
• (KODE : PENDBING-0022) : SKRIPSI GRAMMATICAL ERROR ANALYSIS IN STUDENTS RECOUNT TEXTS (KLS XII)
• (KODE : PENDBING-0023) : SKRIPSI INSTRUCTIONAL TECHNIQUES IN PARTIAL IMMERSION PROGRAM (KLS VII)
• (KODE : PENDBING-0024) : SKRIPSI STUDENTS GRAMMATICAL ERRORS ANALYSIS IN WRITING ENGLISH COMPOSITION (KLS XI)
• (KODE : PENDBING-0025) : SKRIPSI TEACHERS SCAFFOLDING TALKS IN TEACHING SPEAKING (KLS VII)
• (KODE : PENDBING-0026) : SKRIPSI TEACHING SPEAKING ENGLISH TO YOUNG LEARNER (KLS IV)
• (KODE : PENDBING-0027) : SKRIPSI THE APPLICATION OF CONTEXTUAL TEACHING AND LEARNING FOR TEACHING SPEAKING (KLS VII)
• (KODE : PENDBING-0028) : SKRIPSI THE APPLICATION OF COOPERATIVE LEARNING THINK PAIR SHARE (TPS) IN IMPROVING STUDENTS READING COMPREHENSION (KLS X)
• (KODE : PENDBING-0029) : SKRIPSI THE CORRELATION BETWEEN JUNIOR HIGHSCHOOL STUDENTS LISTENING SKILL AND THEIR SPEAKING SKILL (KLS VII)
• (KODE : PENDBING-0030) : SKRIPSI THE CORRELATION BETWEEN LISTENING AND SPEAKING ABILITIES (KLS XII)
• (KODE : PENDBING-0031) : SKRIPSI THE EFFECTIVENESS OF MIND MAPPING TECHNIQUES IN IMPROVING STUDENTS NARRATIVE TEXT WRITING ABILITY (KLS XI)
• (KODE : PENDBING-0032) : SKRIPSI THE EFFECTIVENESS OF SONG IN TEACHING ENGLISH VOCABULARIES TO THE ELEMENTARY STUDENTS (KLS IV)
• (KODE : PENDBING-0033) : SKRIPSI THE EFFECTIVENESS OF USING AUTHENTIC MATERIALS IN IMPROVING ENGLISH AS A FOREIGN LANGUAGE (EFL) STUDENTS READING COMPREHENSION (KLS X)
• (KODE : PENDBING-0034) : SKRIPSI THE EFFECTIVENESS OF USING SIMULATION IN IMPROVING STUDENTS SPEAKING SKILL (KLS XI)
• (KODE : PENDBING-0035) : SKRIPSI THE EFFECTIVENESS OF USING TOURISM BROCHURES IN TEACHING WRITING DESCRIPTIVE TEXT (KLS IX)
• (KODE : PENDBING-0036) : SKRIPSI THE IMPLEMENTATION OF PORTFOLIO METHOD IN TEACHING WRITING (KLS X)
• (KODE : PENDBING-0037) : SKRIPSI THE PORTRAYAL OF DESIGNING AND IMPLEMENTING LEARNING TASKS BASED ON THE STUDENT LEARNING STYLE
• (KODE : PENDBING-0038) : SKRIPSI THE STRATEGIES IN IMPROVING HEARING IMPAIRED STUDENTS MOTIVATION TO LEARNING ENGLISH
• (KODE : PENDBING-0039) : SKRIPSI THE TRANSLATING STRATEGIES APPLIED BY THE FIRST GRADE STUDENTS IN THE TRANSLATION OF A NARRATIVE TEXT
• (KODE : PENDBING-0040) : SKRIPSI THE USE OF CROSSWORD PUZZLE IN TEACHING VOCABULARY (KLS V)
• (KODE : PENDBING-0041) : SKRIPSI THE USE OF MIND MAPPING TECHNIQUE IN TEACHING NARRATIVE TEXT TO IMPROVE STUDENTS READING COMPREHENSION
• (KODE : PENDBING-0042) : SKRIPSI THE USE OF PORTFOLIO IN IMPROVING STUDENTS VOCABULARY MASTERY (X GRADE)
• (KODE : PENDBING-0043) : SKRIPSI USING MIND MAPPING TECHNIQUE TO IMPROVE STUDENTS ABILITY IN READING DESCRIPTIVE TEXT
• (KODE : PENDBING-0044) : SKRIPSI THE EFFECTIVENESS OF THREE PHASE TECHNIQUE IN TEACHING READING COMPREHENSION VIEWED FROM INTELLIGENCE (KLS VII)
• (KODE : PENDBING-0045) : SKRIPSI THE EFFECTIVENESS OF TEAMS-GAMES-TOURNAMENT TO TEACH READING VIEWED FROM STUDENTS SELF-ESTEEM (KLS VII)
• (KODE : PENDBING-0046) : SKRIPSI THE USE OF LITERACY APPROACH TO TEACH RECOUNT TEXT (KLS X)-QL
• (KODE : PENDBING-0047) : SKRIPSI COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH IN IMPROVING STUDENTS SPEAKING ABILITY IN EFL [[ LIHAT BAB I ]]
• (KODE : PENDBING-0048) : SKRIPSI THE USE OF MIND MAPPING TECHNIQUE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS READING COMPREHENSION ABILITY [[ LIHAT BAB I ]]
• (KODE : PENDBING-0049) : SKRIPSI STUDENT'S READING STRATEGIES AND THEIR READING COMPREHENSION [[ LIHAT BAB I ]]
• (KODE : PENDBING-0050) : SKRIPSI THE EFFECTIVENESS OF USING SIMULATION IN IMPROVING STUDENTS SPEAKING SKILL [[ LIHAT BAB I ]]
• (KODE : PENDBING-0051) : SKRIPSI THE EFFECT OF USING SONG ON STUDENT'S SPEAKING ABILITY [[ LIHAT BAB I ]]
• (KODE : PENDBING-0052) : SKRIPSI THE USE OF SERIES OF PICTURES IN STUDENTS NARRATIVE WRITING PROCESS [[ LIHAT BAB I ]]
• (KODE : PENDBING-0053) : SKRIPSI IMPROVING STUDENTS READING SKILL THROUGH INTERACTIVE APPROACH [[ LIHAT BAB I ]]
• (KODE : PENDBING-0054) : SKRIPSI THE TEACHING OF ENGLISH LANGUAGE LEARNING TO YOUNG LEARNERS A DESCRIPTIVE STUDY AT THREE KINDERGARTENS [[ LIHAT BAB I ]]
• (KODE : PENDBING-0055) : SKRIPSI TEACHERS TECHNIQUES IN TEACHING SPEAKING SKILL [[ LIHAT BAB I ]]
• (KODE : PENDBING-0056) : SKRIPSI AN INVESTIGATION OF THE STUDENTS ABILITY AND DIFFICULTIES IN WRITING A NARRATIVE TEXT [[ LIHAT BAB I ]]

SKRIPSI A CORRELATIONAL STUDY BETWEEN HABIT IN SINGING AND LISTENING TO ENGLISH SONGS, VOCABULARY MASTERY, AND SPEAKING SKILL

(KODE : PENDBING-0018) : SKRIPSI A CORRELATIONAL STUDY BETWEEN HABIT IN SINGING AND LISTENING TO ENGLISH SONGS, VOCABULARY MASTERY, AND SPEAKING SKILL

CHAPTER I 

INTRODUCTION

A. Background of the Study
We communicate with each other, directly or indirectly in the society. In a direct communication, speaking skills become very important. Speaking is a productive skill in the oral mode. Speaking is more complicated than it seems at first and involves more than just pronouncing words. The purpose of real communication is to accomplish a purpose, such as conveying a message, obtaining information, or expressing an opinion. In real communication, participants must manage uncertainty about what the other person will say. Authentic communication involves an information gap; each participant has information that the other does not have. In addition, to achieve their purpose, participants may have to clarify their meaning or ask for confirmation of their own understanding.
Some communication situations are associated with a predictable set of spoken exchanges - a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated. If we don't have good speaking skill, it may causes miss understanding one other.

Good communication skills require a high level self-awareness. By understanding our personal style of communicating, we will go a long way towards creating good and lasting impressions with others.

Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.
A teacher has to master language skills, covering speaking, writing, listening, or reading. Therefore he can help the students to improve their language skills too. Every student has different ability in mastering language skill. Some students are good at speaking but not good at reading or writing conversely. Students have different intellectual abilities. They think and learn differently. Some learning patterns will have been developed as a result of the schooling experience where materials were largely presented in a way that benefited students with linguistic or numeric abilities. As a result innate learning styles may not have been developed and students may need to be encouraged to identify their own learning pattern.
There are various ways of classifying differences in learning styles. Many theories and models have been proposed. Some learning styles classifications include :
1. Left and right brain thinkers
2. Auditory, visual and aesthetics learners
3. Activists, reflectors, theorists and pragmatists
Each learner will have a preferred way in which to process information. In many instances, tutors will not have the time required to determine their students learning styles. Neither may the tutor have the expertise to analyze individual learning styles or conduct the tests that are available.

The key consideration for tutors is not to rely on one teaching strategy. It is important to remember that some students don't learn very well by just listening and taking notes. Some may have a more limited attention span than others and like activity in class. Understanding the many ways in which people learn is crucial when planning and delivering a course. 

Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies using minimal responses, recognizing scripts, and using language to talk about language that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn.
Sometimes some habit may also influence student ability, for example a student who likes reading a book, improve his reading skill, a student who likes listening to songs, improve his listening or speaking skill automatically, a singer who sings English song, usually has good pronunciation. In this research the writer tries to investigate the correlation of habit in singing and listening to English songs and speaking skill.
The writer considers that so many language skills can be learnt from a song. There are so many advantages we can take from a song. By singing a song we can learn to speak English fluently. We can learn how to pronounce a word, understand the meaning of a word and also how to arrange words into a good sentence. We can also get more vocabulary from the song lyrics and learn another language skill such as listening, and also reading from a song.
In this study the writer wants to find out whether there is a correlation between the students' habit in singing and listening to English songs and their language skills, that is speaking skill.
In the speaking skill cannot be separated from other language skills such as vocabulary mastery. An expert says that vocabulary is the basics skill for communication. If someone does not recognize the meaning of the key words used by those who addressed them, they will be unable to participate in the conversation. It means that the vocabulary mastery is also important factor in speaking skill. Therefore, in this study the writer also wants to find out whether there is a correlation between the students' vocabulary mastery and speaking skill.
The writer chooses the students of vocational school as the subject of the research because they can be categorized as teenage learners, and teenage learner usually like songs, game and something fun. An expert argues that teenage students are good language learners. Psychologically, they have been able to control their emotions. Teenagers, if they are engaged, have a great capacity to learn, a great potential for creativity, and a passionate commitment to thing which interest them. Furthermore students of vocational school are prepared to the real work world, they have to have good speaking skill for their communication with everyone.
In this thesis, the writer tries to find out if there is significant correlation between habit in singing and listening to English songs, vocabulary mastery and speaking skill. The writer wants to learn if there is significant correlation between habit in singing and listening to English songs, the vocabulary mastery and the speaking skill. The writer just wants to investigate the contribution of students' habit in singing and listening to English songs, vocabulary mastery for their speaking skill. Therefore the results of this study can be used as approach to teach speaking, especially for vocational school students.
Based on the above description, the writer wants to carry out research to know whether there is a positive correlation between the students' habit in singing and listening to English songs, vocabulary mastery and their speaking skill, especially for the eleventh grade student of SMK X.

B. Problem Identification
Based on the background, the writer finds some problems, as follows :
1. Is there any correlation between habit in singing and listening to English songs and vocabulary mastery?
2. Is there any correlation between habit in singing and listening to English songs and speaking skill?
3. Is there any correlation between habit in singing and listening to English songs and reading skill?
4. Is there any correlation between habit in singing and listening to English songs and writing skill?
5. Is there any correlation between habit in singing and listening to English songs and listening skill?
6. Is there any correlation between vocabulary mastery and speaking skill?
7. Is there any correlation between vocabulary mastery and listening skill?
8. Is there any correlation between vocabulary mastery and reading skill?
9. Is there any correlation between vocabulary mastery and writing skill?
10. Is there any correlation between habit in singing and listening to English songs, vocabulary mastery and speaking skill?

C. Problem Limitation
The writer limits the problem of this thesis on the three variables, that is student's habit in singing and listening to English songs, vocabulary mastery, and speaking skill. The research subject is the eleventh grade students of SMK X. The correlation method is used to examine the coefficient of correlation between the variables.

D. Problem Formulation
Based on the background of the study and problem limitation, the formula of the problem as follows :
1. Is there a positive significant correlation between habit in singing and listening to English songs and speaking skill.
2. Is there a positive significant correlation between vocabulary mastery and speaking skill.
3. Is there a positive significant correlation between habit in singing and listening to English songs, vocabulary mastery simultaneously and speaking skill?

E. The Benefits of the Study
The result of the research give information about students' habit in singing and listening to English songs, their vocabulary mastery, and their speaking skill. This information can be used to decide whether these factors must be improved or not.
The result of the research gives information about the degree of correlation between students' habit in singing and listening to English songs, vocabulary mastery, and speaking skill. It can be used for the teacher to decide whether the speaking skill can be improved by the two factors or not.

SKRIPSI THE USE OF GUESSING GAME IN TEACHING SPEAKING

(KODE : PENDBING-0017) : SKRIPSI THE USE OF GUESSING GAME IN TEACHING SPEAKING

CHAPTER I 

INTRODUCTION

This chapter elaborates background, research questions, aims of study, limitation of study, hypothesis, research methodology which presents four parts namely research design, population and sample, data collection, data analysis. Moreover, clarification of the term and organization of the study are in the end of the chapter.
1.1 Background
Speaking is included in productive aspect as a communicative competence, in which means that there is a process to conceptualize data happen in a brain then produce it as an orally information. In line with the statement, Harmer (2001) says that the ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language 'on the spot'.
Learning speaking means learning an interactive processing of constructing meaning that involves producing, receiving, and processing information, stated by Brown (1994) quoted by Florez (1999). Its form and meaning are dependent on the context, participants' experiences, physical environment, and the purposes of speaking.
Like three other categories of language performances; listening, reading and writing, speaking is viewed as the significant one. Speaking is a sort of productive skill which is used in oral model. It means that through speaking people produce words, expressions, or utterances to express our ideas and feelings as well as to respond towards particular situations.
It is in line with Kartimi (1986 : 38) that speaking is an instrument for communicating thought, feeling, idea and intention to other people through spoken language, in order that what we say can be understood by the listeners.

Speaking is a way of expressing ourselves in whatever language we use. The most motivating language to learn therefore enables us to talk in a way that is true to our personality. As described by Hendarsyah (2003) cited in Mulgrave and Tarigan (1987 : 24), speaking is defined as a tool for conveying (message) almost directly to figure out whether or not it is understood by the listener and whether or not the materials are comprehended by both the speaker and listener.

As one of language skills, speaking competence in English subject is taught in Vocational School (SMK) for the English Teaching-Learning requirement. In terms of level, Vocational School has the same grade with Senior High School. This study observes the second graders which are in Elementary Level with Competence Standard that is to communicate English which is equal to Elementary Level. Furthermore, Basic Competence is to comprehend daily conversation in professional and personal context.
The language teaching success has something to do with teacher's involvement to improve students' speaking ability. Therefore, teacher needs some efforts to attain that purpose, one of them is by doing the arrangement procedures as Lynch and Anderson (1992) states :
All the speaking tasks involve three elements : preparation, performance, and feedback. They have been designed to make you think as well as speak and listen. Becoming a more effective communicator is not simply. It is a matter of practicing the spoken comes from planning how to approach a speaking task and evaluating how well you spoke.
One of alternative technique used in teaching speaking is guessing game technique, in which students are expected to be involved actively in speaking class activity. Guessing game which is adopted from a television and radio game can create the teaching-learning situation based on the students' excitement of playing game. Thus, students are much courage in thinking what they want to say.
Through guessing game, students are provided by a set of well-arranged activities as follows : an object's picture is shown to the chairperson; in addition the chairperson tells a clue to the team that the object is household tools, clothes, vehicles or any other stuff. In finding the answer of what the object is, the team should ask yes or no questions to the chairperson, for instance "is it for helping us?" Therefore, the chairperson is allowed only to say 'yes' or 'no'. The team will get point if they guess the answer by having twenty questions or more.
There are some tasks that teacher can instruct to the students to do the activities in guessing game. Byrne (1987 : 21) says as follows : name of the object, spell the object, say something about the object, give one or more uses for the object, say what they would do with the object if they had it, and make up sentence using the object.
In conducting this kind of game, teacher and students can work each other to build a good atmosphere of teaching-learning process in class. This technique requires teacher to facilitate students with some new chunks, it also gives a chairperson an experience to process his/her peers' speaking in front of class. Meanwhile, for the rest, this game motivates them to make a question with loud and clear voice and then explore some new chunks and language exposure in one time.
This study is expected to have some contributions to the language teaching-learning process, especially for teaching speaking in Vocational School. Therefore, it serves as an alternative in teaching speaking strategies in order to improve students' speaking ability.

1.2 Research questions
This study is conducted to reveal the following research questions :
1. Is guessing game effective in improving students' speaking ability?
2. What are the advantages and disadvantages of Guessing Game technique from the students' point of view?
3. What strategies do the students use to overcome obstacles in learning speaking by using Guessing Game?

1.3 Aims of Study
This study is aimed at :
1. Finding out whether guessing game is effective in improving students' speaking ability.
2. Finding out the advantages and disadvantages of Guessing Game technique from the students' point of view.
3. Finding out the strategies used to overcome the obstacles in learning speaking by using Guessing Game technique.

1.4 Limitation of Study
This study emphasizes on the effectiveness of the use of Guessing Game in teaching speaking. The study will be conducted in SMKN X by selecting two classes in same level of speaking as a control group and an experimental group. Furthermore, this study is hopefully able to give an alternative teaching model in teaching speaking.

1.5 Clarification of the Term
In order to avoid unnecessary misinterpretations, some terms are clarified as follows.
1. Guessing Game is a game in which class divided into four groups, one chairperson is given a picture of the object, and then tells a group that the object is household tools, clothes, vehicles or any other stuff. The groups are required to find the answer by asking yes or no questions, for at least twenty questions. A group which has made twenty questions and answered correctly will be the winner.
2. Speaking is the ability of speaker to convey message to the hearer in intention to be understood by the hearer, as well as the capability of expressing ideas, thoughts, feelings, emotions, and reactions in spoken language.

1.6 Organization of the Study
This study will begin with preface, abstract and will be divided into five chapters, namely (1) Introduction, (2) Theoretical Foundation, (3) Research Methodology, (4) Findings and Discussion, (5) Conclusion and Suggestion.
Chapter one will provide the background of the study, research questions, aims of the study, limitation of the study, research methodology, research design, population and sample, data collection, data analysis, clarification of terms, and organization of the paper.
Chapter two will focus on the review of related theories and literatures related to Speaking, Teaching Speaking in Classroom, Game and Guessing Game.
Chapter three will contain further explanation about methodology of the study that has been briefly introduced in Chapter 1.
Chapter four will cover data collected, data analysis and the interpretation of the findings from the study by using certain statistical formula so that it would be easier to discuss.
Chapter five will explore the conclusion of the study and also suggestion for further study.

SKRIPSI AN INVESTIGATION OF THE STUDENTS ABILITY AND DIFFICULTIES IN WRITING A NARRATIVE TEXT

(KODE : PENDBING-0016) : SKRIPSI AN INVESTIGATION OF THE STUDENTS ABILITY AND DIFFICULTIES IN WRITING A NARRATIVE TEXT

CHAPTER I 

INTRODUCTION

The chapter presents general points of the study including background of the study, research questions, aims of the study, scope of the study, significance of the study, method, and organization of the paper.
1.1.Background
Writing is very important in learning language. Writing also plays a very significant role in the success of learning Thomson (1978) in Emilia (1996 : 5). Therefore, it is not surprising in Indonesia that writing has been paid more attention to by the government. This can be seen from the last two curricula of English for secondary school (Kurikulum berbasis kompetensi (KBK/Curriculum Based Competence) and kurikulum tingkat satuan pendidikan (KTSP/Curriculum of Educational Unit)). These two curricula put a strong emphasis in writing. The students are told to write different text types including, recount, descriptive, procedure, exposition, discussion, report, Narrative, news item, etc.

The current curriculum for senior high school released by BSNP (Badan Standar Nasional Pendidikan) states that one of the main purposes of English in this stage of education is comprehending and creating various short functional text types and monolog and also essays of procedures, descriptive, recount, Narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, and public speaking. From the BSNP, it can be seen that the curriculum gives emphasis in writing various text types, unexceptionally Narrative.

However, research on the students' ability and difficulties in writing has not been well documented by expert in Indonesia. Thus, this research tried to investigate the students' ability and difficulties in writing those texts, particularly Narrative.
Narrative is one of the two modes of our thinking (Bruner 1986, cited in Abdulmanan 2008 : 2). While communicating with others, we may describe an incident as a way of explaining his/her thought or a part of his/her argument. As much, (cited in Abdulmanan 2008 : 2) Narrative is usually an essential text type required to practice in writing class for learners of English as a foreign language. However, when it comes to the first graders' composition in X, some students who are lacking in practice and having limited vocabularies to tell their imagination often do not have much to say.
In this research, the writer focuses on analysis of a Narrative text written by first graders of one SMAN in X. Based on the writer's observation the students still found it difficult to make a Narrative text, moreover there was limited research that revealed about the reason why they have difficulties in writing a Narrative text.
Regarding the above phenomenon, it is thus necessary to conduct research which focuses on the students' ability and difficulties in writing a Narrative text. This research is also expected to investigate ability and what difficulties that the students encountered. Knowing what difficulties that the students usually found, teachers are expected to know what to do to their students. In the end, this study will show the ability of the first graders of senior high school who write a Narrative text.

1.2.Research Questions
In line with the pursposes of the study above, this study will attempt to address the following questions :
1. How is the ability of students in writing a Narrative text?
2. What difficulties did the students find in writing a Narrative text?

1.3.Aims of The Study
The aims of this study are :
1. To identify students' ability in writing a Narrative text
2. To identify students' difficulties in writing a Narrative text

1.4.Scope of the study
As any other qualitative study, relevant to the problems have been formulated above, this paper has some limitations and can not be generalized into other situations. This paper only emphasized to investigate the ability and difficulties of first graders of one SMAN in X.

1.5.Significance of the Study
The writer expects this research can enrich the literature on research dealing with ability and difficulties of students in writing a Narrative text. The result of this can also give valuable information to teachers of teaching writing and to the students on the need of realizing the weaknesses in order to improve their ability in writing a Narrative text.
Moreover, for the teacher professionalism, it requires teachers to find teaching approach to develop students' ability in writing a Narrative text.

1.6.Organization of the Paper 
Chapter One : This chapter presents general points of the study including background of the study, research questions, aims of the study, scope of the study, significance of the study, method, clarification of term, and organization of the paper.
Chapter Two : This chapter elaborates theoretical overview that supports this study.
Chapter Three : This chapter provides details on method that will be applied on this study.
Chapter Four : This chapter presents, analyzes and discusses the finding.
Chapter Five : This chapter explores the summary of the study and also some suggestions for further better study.

SKRIPSI IMPROVING STUDENT MOTIVATION TO SPEAK ENGLISH THROUGH COLLABORATIVE LEARNING

(KODE : PENDBING-0015) : SKRIPSI IMPROVING STUDENT MOTIVATION TO SPEAK ENGLISH THROUGH COLLABORATIVE LEARNING

CHAPTER I 

INTRODUCTION

1.1 Background
English is a widely spoken language, so it becomes a global language. As an international language, English has become a tool for International communication in every single life business. For the given reason, Indonesian government has decided that English becomes a compulsory subject that should be mastered by students from the elementary level to the college level.
Vygotsky (1962), in Wray (2006), in his investigating of the relationship between language and thought, he finds the unit of verbal though in word meaning. Vygotsky saw the meaning of a word representing a close relationship between language and thought. Swain (1985), in Lawtie (2006), notes that way to learning to speak is through speaking itself. It means the more practice to speaking the more oral skills will improve.
Nunan (1991), in Lawtie (2006), suggests that success in learn foreign language is measured in terms of the ability to carry out a conversation in the target language. Therefore, if students do not learn how to speak or do no get any opportunity to speak in the target language, they soon get de-motivated and loose interest in learning. Nunan adds that if the right activities are taught in the right way, it can make speaking in class can be a lot of fun. For that reason, general learner motivation will raise and the English language classroom becomes a fun and dynamic place to be.
In English study, four language skills should be mastered are listening, speaking, reading, and writing. In facts, speaking is one of the most important things in life, thus any expression of thought that comes from mind can be conveyed by speaking. For instance in daily lives most of people speak more than write. On the other hands, speaking a foreign language usually seems much harder than learning to write and read it. Often the most important problem people have with foreign languages is that they cannot speak.
Often the most important problem people have with foreign languages is that they cannot speak. Probably it happens because they shame to speak in the public. In fact, there are a vicious circle of speaking problem. First, people make mistakes when speaking, then they become afraid of speaking, and thus they never get the practice which would enable them to correct their mistakes.
While students are actively involved in the process of learning, they learn best. Students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students energy increases, rewarding teams of students for performance is effective, and that appearing to increase the energy of the teams while they working together (Johnson, et all., 1981, cited by Gokhale 2006). In addition, Long & Richards (1987 cited by Lawtie 1996)), present that learner centered classrooms where learners do the talking in groups and learners have to take responsibility for using communicative resources to complete a task are shown to be more conducive to language learning than teacher centered classes.

According to Vygotsky (1978, in Gokhale 2006), students are capable of performing at higher intellectual levels when asked to work in collaborative situations than when asked to work individually. It is believed one of learning approaches that deal with working together is collaborative learning. In addition, Welch (2005) states that students learn best in a classroom where they feel free to express their ideas, they feel needed, and they feel comfortable with their peers.

In nutshell speaks, some variables take part in the success of learning, it is not only the cognitive factors, but also the personality factors such as motivation. Gardner (1985 : 27, cited in Fatriyani 2005) points that in some contexts, personality variables relate to listening comprehension and oral production and it is important. In addition, Krashen (1982 : 31) cited by Fatriyani (2005) proposed three variables related to the success of the Second Language Acquisition (SLA). First is Motivation it is assumed that high motivational performance would generally do better in SLA. Second is Self-confidence, it is understood that performance tend to do better in SLA if self-confidence and good self-image involved. The final is Anxiety, it is believed that the one of good support for SLA is the measurement of anxiety as personal or classroom anxiety.
Motivation and learning are so closely bound together, so dependent upon and affected by one another. Houston in his Motivation (1997) states that learning cannot occur unless the organism who involves in learning is motivated to learn. In teaching and learning process, not all learners were motivated to perform all classroom tasks, hence motivation being one of learning substance. The learners complete the tasks not because they want to get some cognitive or affective reward from the teacher, but because they feel fun, interesting useful or challenging in it (Brown, 2001).
The writer, therefore, is fascinated to observe the using of collaborative learning in encourage students to speak. In other words, the writer would like to know whether Collaborative Learning could improve students' motivation to speak English or not.

1.2 Research Questions
In accordance with the using of Collaborative learning in improving students' motivation to speak which is the main concern of this study, writer formulated the problem statements of the study as follow :
1. Can Collaborative Learning improve students' motivation to speak English?

1.3 Scope of the Study
In relation to the statements that have been formulated above, two variables are confirmed in this study. They are the use of collaborative learning and the students' improvement to speak English in speaking class and how Collaborative Learning influence students' motivation improvement in speaking class. The scope of this research, however, is limited to investigate the effectiveness of collaborative learning in order to improve students' motivation in speaking English.

1.4 The Aims of the Study
In general, this study is designed to figure out the use of Collaborative Learning in improve students' motivation to speak English. Particularly, the study has some aims as follow :
1. To find out whether or not collaborative learning can improve students' motivation to speak English.

1.5 Significance of the study
This study is generally expected to contribute values consideration to the whole educational subjects related to the second language teaching, especially in teaching speaking English. The writer hopes that the curriculum maker and the teacher could construct the materials of speaking learning that pay attention on psychological aspect for instance motivation.

1.6 Organization of the Paper
This paper is organized into five chapters. The first chapter includes introduction which discuss, background, research questions, scope of the study, the aims of the study, significance of the study, assumption, hypotheses, method of investigation, population and sample, data collection procedure, clarifications of the key terms, and organization of the paper.
The second chapter concerns on theoretical foundations that contains the related theories which is served as a basis of the investigation of research questions. The research methodology that covers population and sample, instrument, research design, and the data analysis is presented in chapter third.
The result and findings of the study is reported in chapter fourth. It consists of data interpretation, the analyzing of the data, and the interpretation of the data. The Last is chapter fifth which holds conclusion and recommendations that synchronize with the research findings.