CHAPTER I
INTRODUCTION
A. Background of the
problem
In learning
English there are four skills that must be learned by students, they are:
listening, reading, speaking and writing. All of those skills are interrelated
each other. For example, before students are able to master in written
communication, they should be able to communicate in spoken communication
earlier.
From the
four skills above, listening is the first skill that has to be mastered by the
students, because without having a good listening skill, the process of
communication cannot run well. For example, the listener cannot catch what the
speaker saying. According to Saricoban in Ostia (2007: 1) listening is
fundamental language skill, it can be inferred that listening is important for
communication. Therefore, the main purpose of teaching listening is to improve
student’s skill in catching information/ message and ideas that are delivered
by speaker to listener.
From the
explanation above, listening has many advantages. One of them is for
communication because if some one good in listening, it will make oral
communication well. Beside that, the students can catch information/ ideas from
the speaker.
There are some problems causing student have difficulty in comprehending
listening. One of the main
problems is made by media, such as the media is not having clear sound, and
sometimes the cassette get broke. Another problem can be made by the students,
students need to hear more than once, the students also cannot understand fast
in natural native speech. The students often ask the teacher to slow down and
reply the cassete by teacher voice.
Some
observation and researches particularly for English teaching in Indonesia have
found some facts about teaching listening. According to Brown and yule in Nunan
(2001: 24) explains that there are four factor which can effect the difficulty
of oral language: the speakers (how many they are, how quickly they speak, type
of accent), the listener (the role of the listener, the level of response
required, the individual interest in the subject), the content (grammar,
vocabulary, information structure, background knowledge assumed) and support
(pictures, digrams, or other visual aids to support the text).
Based on
the explanation above the researcher can conclude that listening one of skill
that not easy to learn by the students, but in the curriculum of senior high
school they learn about listening skill and must comprehend about that skill.
At syllabus
of SMA, it is stated that the students have to study listening. According to
KTSP, the goal of teaching listening in SMA, the students have to understand
the meaning in short functional text and simple essay monologue text in form
oral in daily context. In listening, the students listen something to achieved
some purpose and it is reflected in some kinds of genres. Each genre has
differences in social function, generic structure and language feature.
There are
many kind of genre or text that can be given to the students. Harmer in Hidayah
(2010: 2) points out that the types of the text given depend on who the
students are. They are narrative, spoof, recount, news item, procedure,
descriptive, anecdote, exposition (Analytical and Hortatory), explanation,
discussion, review.
Moreover,
divisions of genres in syllabus of second grade students of senior high school,
they are: report text, narrative text, anlytical exposition, spoof text,
descriptive text and hortatory exposition. However, there are only three genres
that is taught in the first semester. They are: report text, narrative and
analytical exposition text. In short, each type of text is taught by
introducing the students to the model text with a hope that they will be able
to comprehend the types of text well. One of them is analytical exposition
text.
An
analytical exposition text is a text that elaborates the writers’ idea about
the phenomenon surrounding. Its social function is to persuade the reader that
the idea is important matter. According to Purwati, M and Yuliani (2005:66),
analytical exposition text is a text that is designed to persuade the readers
or listeners that something is the case. In short, analytical exposition text
is a text that is to persuade the readers or listeners that something is the
case.
In
understanding a text, the students have to understand the generic structure of
the text and also the language feature of the text. According to Jide (2009:
1), the generic structures of analytical exposition are thesis, arguments, and
reiteration. Moreover, the generic structures of analytical exposition usually
have three components: (1) Thesis, it is introduces the topic and shows speaker
or writer’s position; outlines of the arguments are presented. (2) Arguments.
It is consist about point and elaboration. Point, states the main argument and
elaboration, develops and supports each point of argument. (3) Reiteration or
conclusion, reiteration (restatement), restates speakers or writers position.
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