TEACHING LEARNING ACTIVITIES OF EXPRESSING ATTENTION SPEECH ACT IN ENGLISH TEXTBOOK FOR THE FIRST YEAR SENIOR HIGH SCHOOL

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TEACHING LEARNING ACTIVITIES OF EXPRESSING

ATTENTION SPEECH ACT IN ENGLISH TEXTBOOK

FOR THE FIRST YEAR SENIOR HIGH SCHOOL

THESIS

Written By:

YUNI SUNARSIH

  

05360025

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

  

TEACHING LEARNING ACTIVITIES OF EXPRESSING

ATTENTION SPEECH ACT IN ENGLISH TEXTBOOK

FOR THE FIRST YEAR SENIOR HIGH SCHOOL

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Education

  

Written By:

YUNI SUNARSIH

05360025

  

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION This thesis written by Yuni Sunarsih was approved on 24 January 2011 By:

  Advisor II Advisor I

  This thesis was defended in front of the examiners of Faculty of Teacher Training and Education of University of Muhammadiyah Malang and accepted as one of the requirements to achieve

  Sarjana Degree in English Department on January 24, 2011 Approved by

  Faculty of Teacher Training and Education University of Muhammadiyah Malang

  Dean, (Drs. H. Fauzan, M.Pd)

  Examiners: Signatures: 1.

  Drs. Sudiran, M.Hum 1. ……………………… 2. 2. ………………………

  Fardini Sabilah, M.Pd 3. 3. ………………………

  Drs. Soeparto, M.Pd 4. 4. ………………………

  Ketika hidup menggempurmu jatuh, kamu puny a dua pilihan_ tetap tersungkur atau BAN GKIT success does not come to you you go to it Dedicated to: My beloved mother ( Tipah)

  Teaching Learning Activities of Expressing Attention Speech Act in English Textbook for the First Year Senior High School

  Abstract In this study, the writer is interested in analyzing the teaching learning activities of expressing attention speech act in English textbook for the first year senior high school. In detail, this study wants to investigated (1) the teaching learning activities of expressing attention speech act, (2) the most variety of teaching learning activities of expressing attention speech act and (3) the fewest variety of teaching learning activity of expressing attention speech act.

  In analyzing the textbooks, the writer used descriptive qualitative research design. The population of this study was all the English textbooks for first year senior high school based on KTSP curriculum, and the sample of this research were Progress published by Ganeca Exact, English in Action published by Gelora Aksara Pratama, Interactive English Learning published by Dinas Pendidikan Kota Malang, Look Ahead published by Erlangga, Linked to the World 1 published by Yudhistira, and Developing English Competencies published by JP Books.

  The finding of this research showed that that among the six textbooks, there were only three textbooks contain of expressing attention speech act. There are Look Ahead published by Erlangga, Linked to the World 1 published by Yudhistira, and Developing English Competencies published by JP Books. The activities of teaching learning of expressing attention speech act presented in Look

  

Ahead textbook published by Erlangga are (1) looking at the picture and

  answering the questions and (2) completing the conversation. The activities of teaching learning of expressing attention speech act presented in Linked to the

  

World textbook published by Yudhistira is reading the text that contains of

  expressing attention speech act. The activities of teaching learning of expressing attention speech act presented in Developing English Competencies textbook published by JP Books are (1) listening and completing the dialogue and (2) answering the question orally. Based on the result, the most varieties on teaching learning activities is in the Look Ahead textbook published by Erlangga. Meanwhile, the fewest variety of teaching learning activities of expressing attention speech act between six textbooks was Linked to the World 1 published by Yudhistira.

  : teaching learning activities, speech act

  Key words

  Malang, 6 January 2011 Advisor 1 The writer

ACKNOWLEDGEMENTS

  Alhamdulilah, the writer would like to express greatest thank to Allah SWT because of Allah guidance and mercifulness, the writer can finish the thesis.

  This thesis is intended to fulfill the requirement to achieve the degree of S1.

  I would like to express my deep appreciation and gratitude to Drs. Soeparto, M.Pd and Drs. Jarum, M.Ed, my supervisors whose correction and suggestion were beneficial to improve this thesis. Thanks for the kindness, patience, and guidance during completing this thesis.

  Furthermore, I dedicate my special gratitude to my beloved mom, Tipah for her silent prayer and encouragement, to my uncle, mas Bambang who seriously give me support in continuing my thesis.

  I also extend considerable debt of thanks to my love who always there for me, to my best friends: Reni and Mei, thanks for all your support sist, Yuli, Intan, Nafi, Mbak Dian, I will never forget you guys, to Mr. Koco thanks for free typing and printing.

  Finally, the writer realizes this thesis still has many lacks, so she will be grateful for having comments, critics, and suggestions.

  The writer

TABLE OF CONTENT

  Title Approval ………………………...……………………...…………...ii Legalization …………………………….………………………………..iii Motto and Dedication …………………………………………………….iv Abstract …………………………………………………………………...v Acknowledgements …………………………..………………………….vi Table of Content ………………………………………………………...vii

  CHAPTER I INTRODUCTION

  1.1 Background of the Study ………………………………………….….1

  1.2 Statement of Problem …………………………………………………6

  1.3 Purpose of the Study ………………………………………………….6

  1.4 Scope and Limitation …………………………………………………7

  1.5 Significance of the Study …………………………………………..…7

  1.6 Definition of Key Terms ……………………………………………...7

  CHAPTER II REVIEW OF RELATED LITERATURE

  1.1 Teaching Speech Act ………………………………………………….9

  1.1.1 Speech Acts ……………………………………………….…10

  1.1.2 Speech Acts Based on KTSP Curriculum in First Semester…12

  1.2 Textbook ………………………………………………………….…13

  1.2.1 The Role of Textbook ……………………...…………….….14

  1.2.2 Criteria of Good Textbook ………………………………….15

  1.3.2 Writing Activities ……………………………………………18

  1.3.3 Speaking activities ……………………………………….…19

  1.3.4 Reading activities …………………………………………..20

  CHAPTER III RESEARCH METHODOLOGY

  3.1 Research Design ……………………………………………………..22

  3.2 Population and Sample ………………………………………………22

  3.3 Research Instrument …………………………………………………24

  3.4 Data Collection and Data Analysis ………………………………….25

  CHAPTER IV FINDING AND DISCUSSION

  4.1 Finding ………………………………………………………………26

  4.1.1 Teaching learning activities of expressing attention speech act in “Look Ahead 1” published by Erlangga …………………………26

  4.1.2 Teaching learning activities of expressing attention speech act in “Linked to the World 1” published by Yudhistira ………………30

  4.1.3 Teaching learning activities of expressing attention speech act in “Developing English Competencies” published by JP Books …..32

  4.1.4 The most variety of teaching learning activities of expressing attention speech act ………………………………………………34

  4.1.5 The fewest variety of teaching learning activities of expressing attention speech act ………………………………………………35

  4.2 Discussion …………………………………………………………...36

  CHAPTER V CONCLUSIONS AND SUGGESTIONS

  5.1 Conclusions ………………………………………………………….38

  5.2 Suggestions ………………………………………………………….39 BIBLIOGRAPHY

BIBLIOGRAPHY

  Ary, Donald. 2000. Introduction to Research in Education. New York: Holt Rinehart and Winston, inc. Brown, H. Douglas. 2000. Principles of Language Learning and Teaching, Fourth Edition. New York: Addison Wesley Longman. Budiarti, Esti. 2005. Teaching Learning Activity of Speaking Skill in SMU English Textbook Based on 2004 English Curriculum. Unpublished Thesis.

  University of Muhammadiyah Malang Celce, Marianne and Murcia. 2001. Teaching English as a Second or Foreign Language. New York: Heinle and Heinle.

  Doddy, Achmad and Effendi. 2008. Developing English Competencies. Surabaya: JP Books. Fauzuddin. 2004. An Analysis of speech Act in the Dialogues of Senior High School English Textbook Viewed from Contextual Teaching and Learning.

  Unpublished Thesis. University of Malang. Fulcher, Glenn. 2003. Testing Second Language Speaking. Great Britain: Pearson Longman.

  James, Peter. 2006. English in Action. Jakarta: Gelora Aksara Pratama. Megawati, Agnes Dewi. 2009. The Study of Speech Acts Produced by the Female

  Main Character in Sitkom Suami-Suami Takut Istri. Unpublished Thesis. A Christian University of Petra Surabaya.

  Mulyasa. 2009. Kurikulum Tingkat Satuan Pendidikan. Bandung: Remaja Rosdakarya. Richards, Jack C. 2001. Curriculum Development in Language Teaching. New York : Cambridge University Press. Salt, J.D. 2004. Speech Acts of War, vol. 1, pp 1039 – 1044 ( http: www.informs-

  Sarwoningsih, Tina. 2008. An Analysis of the Use of Speech Act of Request in

  Harry Potter Movie Manuscript (Socio Pragmatics Approach). Unpublished Thesis. University of Muhammadiyah Surakarta.

  Slavin, Robert E. 1991. Educational Psychology, Third Edition. USA: Allyn and Bacon. Soeprapto, F.A., and Darwis, Mariana. 2006. Linked to the World 1. Jakarta: Yudhistira. Sudarwati, and Grace, Eudia. 2007. Look Ahead 1. Jakarta: Erlangga. Susilowati, Eny. 2005. An analysis on the Quality of English Textbook Used for the First Year Students at MAN Mojosari-Mojokerto. Unpublished Thesis.

  University of Muhammadiyah Malang. Swales, John, M., and Feak, Christine, B. 1994. Academic Writing fro Graduate Students. Michigan: The University of Michigan Press.

  Umam, Musoddaqul, et.al. 2006. Interactive English Learning. Malang: Dinas Pendidikan Kota Malang. Yule, George. 1996. Pragmatics. New York: Oxford University Press. Zumakhsin, and Mufarichach, Yulia. 2007. Progress. Bandung: Ganeca Exact.

  http://www.answer.com/topic/speech-act-theory

  http://enccydopedia.thefreedictionary.com/textbook

  http://www.inglish.com/listening-activities.htm http://www.teachit.co.uk/armoore/lang/pragmatics.htm#5 purpose of study, significance of study, scope and limitation, and definition of key terms.

  English is an international language. It is used for communication among people in the world. Communication has an important role in delivering information and share ideas. Hybels and Weaver (in Susilowati: 2005) state that communication is any process in which people share information, ideas, and feeling. We need to communicate with other people, communication cannot be separated from everyone daily activity.

  By learning English, it will be easy for us to share information with people from other countries with their different cultures. Each country has its own culture. Therefore, it is important for us to learn about culture from other countries, especially for the students who want to continue their study abroad. The understanding about the culture can help the students to avoid the culture shock that might happen.

  Learning English is also important to get a job. Nowadays, many foreign companies develop their business in Indonesia. English is being the first requirement in getting a job. Because of this importance, students must be

  2 Moreover, in this global era world of science and technology is very fast in its development. People are used to living with sophisticated technology that makes their life easy. Most of the science and technology created by researchers are mostly written in English. By mastering English, it will be easy to get the newest information. So, learning English is very important.

  In education institution, the process of teaching English has an important role. Because of this importance, we need curriculum. Curriculum can be used as reference in education system. Curriculum is also useful for students to develop their skill and their capability, especially in English curriculum.

  There are some aspects that should be prepared in teaching English. The first is lesson plan. Lesson plan is needed by the teacher to guide the students. By lesson plan, a teacher can apply the course cooperatively regarding to what the students do related to the topic that will be learned.

  The second is using media. English is not our own language, so a teacher needs media to help the students to understand the lesson. Media can help the teacher to explain the material easily. It also can make the lesson more interesting, so the process of teaching learning can be done more effectively.

  The last is evaluation. In teaching English, evaluation can be done by giving test or examination to the students. Evaluation is needed to know the progress of the students in their study. Evaluation is not only to know the students’ effort in learning, but also to determine whether the teaching learning process is successfull or not. So, evaluation is very important in teaching learning

  3 Teaching and learning English in Senior High School contains speech act. Speech act is a technical term in linguistics and the philosophy of language. In general, speech act is an act of communication. The contemporary use of the term goes back to John L. Austin’s doctrine of locutionary, illocutionary, and perlocutionary acts. Locutionary acts is dimension of language (phonetics, syntax, and semantics) with which linguists have traditionally been concerned. Austin definition, locutionary act is roughly equivalent to uttering a certain sense and reference, which again is roughly equivalent to meaning in the traditional sense. Normally, a locution demands that speaker and listener have knowledge of the grammar, lexicon, semantic and phonology of language. An illocutionary act is a complete speech act and made in a typical utterance, that consists of the delivery of the propositional content of the utterance (including reference and predicate) and a particular illocutionary force, whereby the speaker asserts, suggests, demands, promises, or vows. A perlocutionary act is a speech act that produces an effect, intended or not, achieved in an addressed by a speaker’s utterance, for example are persuading, convincing, scaring, insulting, and getting the addresses to do something (www.answer.com/topic/speech-act-teory).

  Based on KTSP curriculum, speech act that should be taught by the teacher for students of first year Senior High School are greeting, accepting invitation, showing sympathy, making and canceling appointment, expressing happiness, and expressing attention.

  Greeting speech act is the act or an instance of welcoming or saluting on

  4 informal greeting, for example: Morning, Jim! (informal greeting), and Good Morning, sir (formal greeting).

  Accepting invitation speech act is a request (spoken or written) to participate or be present or take part in something. The example of accepting invitation are: “Would you like to go to the theater with me on Saturday night?’(formal invitation), “Let’s go to the party”(informal invitation).

  Showing sympathy speech act is a feeling or an expression of pity or sorrow for the distress of another. The expression of sympathy is also divided into formal and informal, for example : I am sorry to hear that your little cat died (informal), Please accept my condolences (formal).

  Accepting and canceling appointment speech act is an arrangement and canceling to meet a person or be at a place at a certain time. The example of accepting and canceling appointment are: sure, why not, yes, think I can’t…., I really want to, but……., I am sorry to tell you, but I think I can’t…….

  Expressing happiness speech act is enjoying, showing or marked by pleasure, satisfaction, or joy. There are two kinds of expressing happiness. They are formal and informal, for example “I can’t say how pleased I am”(formal) and “Fantastic!(informal).

  Showing attention speech act is a courteous act indicating affection. The example are “May I have your attention, please! (formal) and “Hey!” (informal).

  Speech act in English textbook plays an important role in teaching learning activities in order to maintain the teaching and learning process. There

  5 Fauzuddin (2004) observed an analysis of speech acts in the dialogue of senior high school English textbook viewed from contextual teaching and learning. The result showed that the highest types and meaning that are used by the dialogues does is representative. From the 187 illocutionary speech act, 65 (34.75%) are representative type, 59 (31.55%) are directive type, 49 (26.20) are expressive type and 14 (7.48%) are commissive type. Whereas in term of form, most of them use declarative. In addition, in terms of how they are presented in the dialogues, literal and direct acts are the most highly used. Out of 187 speech acts, the found in the dialogues, there are 173 (92.51%) utterances performed literally and indirectly. Meanwhile, there are only 4 (2.13%) speech act performed in nonliteral and direct acts, 5 (2.67%) speech acts performed in literal and indirect acts, and 5 (2.67%) speech acts performed in nonliteral and indirect act.

  Megawati (2009) observed the speech acts produced by the female main character in Suami-Suami Takut Istri. Her research showed that the types of speech acts produced by female main character was representative, expressive, directives, commissives, and rogatives. The writer also found the similarity and the differences of Bu RT’s speech acts in her conversation with her male and her female neighbors. Moreover, there was a finding that if someone failed to deliver his or her speech acts especially the illocutionary act and the perlocutionary act, it might cause a conflict or misunderstanding in his or her conversation.

  Tina (2008) observed the use of speech act of the request in Harry Potter movie manuscript (Socio-pragmatics approach). The result of the study showed

  6 invitation and request for proposal, (2) there are six intentions of the request expression used by the speaker in conversation, namely showing warning, showing happiness, showing respect, showing anger, showing being afraid, and showing solidarity.

  Based on the explanation above, the writer is interested in conducting on the teaching learning activities of expressing attention speech act in English textbook for the first year senior high school in first semester.

  1.2 Statement of the problem

  Based on the background of the study above, the problems of the study are formulated as follows :

  1. What are the teaching learning activities of expressing attention speech act on English textbooks for the first year senior high school?

  2. What book has the most varieties of teaching and learning activity of expressing attention speech act?

  3. What book has the fewest varieties of teaching and learning activity of expressing attention speech act?

  1.3 Purposes of the study

  Based on the statement of the problem above, the writer wants : 1. To know the teaching learning activities of expressing attention speech act on English textbooks for the first year senior high school

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  3. To know the book which has the fewest varieties of teaching and learning activity of expressing attention speech act

  1.4 Scope and Limitation

  The scope of this study is the analysis of teaching learning activity of speech acts in Senior High School English textbook. Meanwhile, this study only limited to the expressing attention of speech act at first year of Senior High School English textbook.

  1.5 Significance of the Study

  This study is expected to be useful for Senior High School English teachers in determining an appropriate textbook, so the teacher will not make a mistake in selecting the appropriate textbook. The result of this study is also important to give information about the presentation of speech acts activity when the teacher wants to increase the students’ ability in learning English, especially in speech act.

  For the English textbook writer, the finding of this study can provide the information to choose the appropriate material especially speech act activity material in the next edition.

  1.6 Definition of Key Terms Teaching is showing or helping someone to learn how to do something,

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  Learning is a change in an individual caused by experience (Slavin, 1991: 98).

  Speech act is an act that a speaker performs when making an utterance

  (www.answers.com/topic/speech-act-theory)

  Textbook is a unit of printed instructional material composed in the form of a book, which is prepared for teaching and learning activities of English.

  Expressing attention is a courteous act indicating affection. KTSP is an operational curriculum that is arranged, develop, and

  implemented by every unit of education (Mulyasa, 2009: 17)

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