A RESEARCH PROPOSAL

INFORMAL LEARNING TASK OF VOCABULARY UPTAKE

FOR EFL SPEAKING CLASS

Arranged by

Nanda Putri Firdaus Rosyidi

1903046057

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TEACHING

UNIVERSITAS ISLAM NEGERI WALISONGO

SEMARANG

2021
A. BACKGROUND OF THE RESEARCH

English has long been acknowledged as an important worldwide language. English

has become a worldwide language, encouraging people all over the world to connect with one
other. The use of it bring benefit not only in worldwide but also in local. (Gunantar, 2016)
argue that English's purpose has been stated to include not only worldwide but also local
reasons. That become the reason many countries studying English. English for Foreign
Learners of course have their diifficulties on stuying the English language.

Kemampuan bahasa Inggris meliputi empat keterampilan berbahasa yaitu

mendengarkan (listening), membaca (reading), menulis (writing), dan berbicara (speaking).
Mendengarkan dan membaca merupakan keterampilan yang sifatnya menerima (receptive
skills). menulis dan berbicara merupakan keterampilan yang sifatnya menghasilkan
(productive skills) (Harmer, 1983:16). Empat keterampilan itu digunakan bersama sebagai
alat komunikasi (Anderson, 1969:2). Oleh karena itu, empat keterampilan bahasa itu
diajarkan lewat interaksi yang komunikatif yang meliputi penngunaan lebih dari satu
keteramplian bahasa (Cunningsworth, 1984:20).

Empat keterampilan bahasa yang meliputi mendengarkan, membaca, menulis, dan

berbicara tersebut juga harus didukung oleh bentuk bahasa (language forms). Salah satu
Bentuk bahasa itu adalah kosakata (vocabulary). Belajar bahasa Inggris sebagai bahasa asing
membutuhkan kosakata yang cukup untuk bermain dalam empat keterampilan bahasa.
Pembelajaran kosakata dapat dibagi menjadi 2 yaitu pembelajaran yang sifatnya menerima
(receptive learning) dan pembelajaran yang sifatnya menghasilkan (productive learning).
Kosakata yang sifatnya menerima (receptive learning) yaitu kemampuan untuk mengenali
kata dan mengingat arti kata itu, sedangkan kosa kata yang sifatnya
menghasilkan (productive learning) yaitu kemampuan untuk mengenali kata dan mengingat
arti kata itu, dan juga digunakan dalam kemampuan untuk berbicara atau menulis dalam
waktu yang tepat (Nation, 1990:5). Menurut Brown & Payne, (1994 dalam Hatch & Brown,
1995:373), Ada 5 langkah yang penting dalam pembelajaran kosakata, dan salah satunya
adalah: 1) memiliki sumber untuk menemukan kata-kata baru.

Menurut J.B. Carrol, bahwa tingkat penguasaan bahan adalah fungsi dari waktu yang
digunakan secara sungguh-sungguh untuk belajar dan waktu yang benar-benar dibutuhkan
untuk mempelajari suatu bahan pelajaran. Makin lama siswa menggunakan waktu secara
sungguh-sungguh untuk belajar, makin tinggi tingkat penguasaan terhadap bahan yang
dipelajarinya. Maka Belajar di dalam kelas saja tidak cukup. Tentu saja dengan penambahan
jam belajar di luar jam kelas akan sangat membantu peserta didik untuk lebih menguasai
lebih banyak kosakata.

B. RESEARCH QUESTIONS
a. why should we add incidental learning activities outside the classroom?
b. how effective are these, apparently, incidental learning activities?

C. RESEARCH OBJECTIVES
a. To describe the reason why we should add incidental learning activities outside the
classroom
b. To describe effectiveness incidental learning activities
A. PEDAGOGICAL SIGNIFICANCE
1. Theoritical benefit
Penelitian ini diharapkan dapat digunakan sebagai kontribusi pengetahuan dalam
rangka meningkatkan pelaksanaan pembelajaran bahasa Inggris. Dan memberikan
umpan balik untuk kita semua tentang manfaat incidental learning activities dalam
meningkatkan kosakata di efl speaking class

2. Practical benefit
a. For the teachers and students
Penelitian ini diharapkan dapat membantu guru dan siswa memahami tantangan
dan kesulitan dan juga benefit dari pelaksanaan incidental learning activities
menggunakan informal learning tasks
b. The readers
Penelitian ini diharapkan dapat memberikan informasi lebih lanjut tentang
keyakinan dan pengalaman siswa selama pelaksanaan incidental learning
activities menggunakan informal learning tasks
c. The next researcher
Penelitian ini dapat memberikan dan membantu peneliti selanjutnya untuk
melakukan penelitiannya, terutama yang berkaitan dengan keyakinan siswa
terhadap pelaksanaan incidental learning activities menggunakan informal
learning tasks

B. PREVIOUS RESEARCHES

Before beginning the study, the researcher looked for previous studies that were similar
to this one. Some studies lead the researcher to complete her studies, so here are some of
the previous studies ;

First James Milton (2008), for example, views that informal learning task very
influential tovocabulary uptake from normal classroom study and from genuinely
incidental exposure to a foreign language. he argued that casual exposure to the foreign
language like read books, papers and comics, listen to songs and watch films in the
 foreign language is the only way to build a good vocabulary. Although there are some
caveats, that is learners must want to carry out these informal tasks and learn the
language and learners should be focus on form the learning.

And Linda de Leeuwa, Eliane Segersa & Ludo Verhoevena (2014) reports that
General vocabulary knowledge was related to overall incidental word learning from text,
whereas working memory contributed to gain vocabulary from answering inference
questions. they also stated that word learning on text, task, and reader characteristics is
crucial to help and stimulate children in word learning from text. Jia Li, Jim Cummins &
Qizhen Deng (2017) to assume that US undergraduate students ranked ‘entertainment’
and ‘information seeking’ as the third and fourth gratifications of using text messages
and it can supporting incremental vocabulary, they also argue that explore vocabulary by
texting using via Short Message Service (SMS) can stimulated their intrinsic motivation
– seeing the need to learn these words, which were immediately relevant to their studies,
provided them with multiple word exposures, and was aligned with their course content.

C. LITERATURE REVIEW

D. RESEARCH DESIGN

E. SOURCE OF DATA / PARTICIPANTS AND SETTING

F. METHODS OF COLLECTING DATA
G. INSTRUMENT
.

H. METHOD OF ANALYZING DATA

I. PROCEDURE AND TIMELINE

 REFERENCES

Appendix
Interview guideline

No Question Aspect
1. What are the apps/online pltaform mostly used technical
for learning english? Is there any difficulties on
use it?
2. how long is the duration of each English technical
lesson?
3. What is your opinion about online learning technical
preparation such as material, media etc? Is
there any difficulties?
4. Is there interactivity during lectures, such as pedagogical
questions and answers between students and
lecturers?
5. What do you think about the learning methods pedagogical
used in online learning, especially English
lesson?
6. Are you able to fully understand the pedagogical
information given to you?
7. Are you statisfied with the content and method Personal
of learning English especilly by using
WhatsApp? Why?
8. Are you face a lot of difficulties when learnig Personal
English using Whatsapp?
9. Is there any English learning that you think its Personal
successfull during this situation?
10. What kind of learning method do you expect Personal
for future?
Appendix

Questionnaire guideline

No Questions Aspect
1. What device do you use in online learning? Technical
2. What are the apps/platform that use in Technical
English learning?
3. What are the difficulties to accses online Technical
learning?
4. How long the duration of each class? Technical
5. What are method use in English learning? Technical
6. Material that deliver in online class helpful Pedagogical
for English learning
7. The learning method used makes it easier Pedagogical
for me to receive the material
8. There are no challenges because the Pedagogical
material is easily accessible.
9. The lecturer's delivery of the lesson is Pedagogical
simple and easy to understand.
10. Good interaction happen during the Pedagogical
learning process between teacher-student
or student-students
11. The learning process runs interestingly and Pedagogical
not boring
12. The tasks are not complicated and given Pedagogical
according to ability.
13. The score obtained is in line with the Pedagogical
knowledge gained through English online
 learning.
14. There are no significant difficulties in Personal
English online learning
15. I am satisfied with the delivery of materials Personal
and media used in English online learning.
16. I’m feeling any physical and mental strees Personal
due to english online learning
17. Which mode of class are comfortable for Personal
English Learning?
18. Which mode of class better in term of Personal
activeness?
19. Which mode of class better in term of Personal
efficiency of knowledge transfer?
20. What is your opinion about being onine Personal
learning?