EXAMPLE OF RESEARCH PROPOSAL

This is my research proposal when I'm in 2nd year of University, hope it can help U all :)

BAB 1

INTRODUCTION

A.    BACKGROUND OF PROBLEM

Learning a new language is both an autonomous process and a collaboration one. It is autonomous when a learner learns independently while it is collaborative when I teach second grade at a dual language school focusing on international communication. Demographically, the majority of my students are of Hispanic and Black descent. Many of the students at John C. Daniels speak Indonesian as their dominant language. It is through our dual language program that students learn English or Spanish as a second language. As a result, in the early grades, many students’ oral language skills in their second language, more so than in their primary language, are far below grade level. When I formally tested my student’s oral language level based on the MONDO oral language assessment, I found that some of my students scored at a Kindergarten level. Students at this level have difficulty following simple instructions and understanding texts read to them. The majority of my students scored at a beginning First Grade level, meaning they have difficulty comprehending texts above a DRA level of 7 read in class. Only a few of my students scored on a second grade level, in part because many of my students learned to read in Spanish. I found these results alarming.

How can I, as the teacher, force a curriculum onto these students who have not yet acquired the necessary fundamental skills to understand and tackle it successfully? My answer to this question is that I can’t and we as teachers need to make an adjustment in our teaching to account for this. Much of the curriculum we are expected to follow is intended for students who are on grade level. Based on the assessment data I have for my classroom- which is that the majority of students fall below grade level in oral language, leading also to their deficiencies in both reading and writing- the second grade curriculum proves to be too advanced. Many of the books have vocabulary and structure that are too complex for their academic level. I see this a lot in my classroom where my students are able to read at a higher level than they can speak and function. They do not have the language skills or background to support a clear understanding of the story. Much of this discrepancy can be addressed if we as teachers take the time to focus on formal language instruction. We need to remember that you need to be able to speak and listen in order to read, write, and think.

Storytelling is perfect strategy to use with the students at my school because it also fits in with our international communication magnet theme and will honor the students’ cultural roots and individuality. The students at my school have rich heritages and it is through this unit that they will be able to express themselves and learn about the diverse backgrounds of their fellow classmates. Because this unit is focused on second language learners, my partner teacher who teaches the Spanish component will be working with the students who are learning Spanish as their second language, while I am working with the students who are learning English as their second language.

B.     IDENTIFICATION OF PROBLEM

In this paper I will observe how is the way to make students more interesting to study English especially to improve their speaking fluency by retelling story. Oral Language is what gives children the foundation for literacy development. English language learners need and require daily language practice. It is through listening to other people that they gain much of their vocabulary and sentence structure. By listening to other people they also learn the context in which words are used. These children require not only listening to others but also a safe and comfortable environment in which they can practice the skills that they have learned. Children must learn to speak and carry on conversations before they can become active readers.

Formal language instruction is needed to assist our students to achieve the proficiency necessary to become successful learners in the classroom. In order to do this we need to bridge the gap between the informal language spoken at home and the formal instructional language they hear at school. To do this, students need language instruction so they can learn to speak appropriately and to listen. Oral language instruction will help students to be fluent and understand structured academic language.

Storytelling is a perfect avenue to explore when looking for ways to develop the oral language skills of second language learners in a classroom. This unit will encompass many of the techniques and strategies used to increase language skills as stated by Crevola and Vineis For example this unit will:

� Develop personal relationships among all the children.

� Provide daily opportunities for language development.

� Create opportunities to interact regularly on a one to one basis.

� Challenge students to talk, think, and explore their knowledge of the world.

� Support students as they develop the language and learning strategies necessary to articulate and extend their interactions with the world.

           

C.     LIMITATION OF PROBLEM

As it will not be possible for the writer to deal with all the aspect related the teaching of English, I only deals with the improving students’ speaking fluency by retelling story in SMPN 1 Udanawu.

D.    FORMULATION AND PROBLEM SOLVING

Based on the background of the problem, therefore formulated the problems as follows:

1.         What is the influence of retelling story to student of SMP?

2.         Is retelling story can improve student’s speaking fluency?

3.         How students' progress after being given a retelling story

E.     PURPOSE OF RESEARCH

The purpose is:

1.         To know the influence of retelling story to students of SMP

2.         To describe that retelling story can improve student’s speaking fluency

3.         To find students' progress after being given a retelling story

F.      SIGNIFICANT OF RESEARCH

1.         To relevant agencies

This research is expected to contribute ideas for teachers, especially English language teachers at SMP 1 Udanawu in improving speaking fluency of students.

2.         For researcher

3.         For other researcher

4.         For students of English Department

5.         For the English teacher commonly

G.    ACTION BY HYPOTHESIS

Based on the observation, retelling story can improve speaking fluency of students of SMPN 1 Udanawu.