MULTICULTURAL SETTING-BASED TEACHING SPEAKING

(A Case Study Conducted at eleventh grade of Attaqwa Borading School)

THESIS

By

Husnul Khotimah

21140140000015

GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

2018 M/ 1439 H

MULTICULTURAL SETTING-BASED TEACHING SPEAKING

(A Case Study Conducted at eleventh grade of Attaqwa Borading School)

THESIS

Completed as a partial requirement for a completion of Master’s Degree

at Graduate Program of English Education

Faculty of Educational Sciences

Syarif Hidayatullah State Islamic University Jakarta

By

Husnul Khotimah

21140140000015

GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

2018 M/ 1439 H

vi

ABSTRACT

Husnul Khotimah. Multicultural Setting-Based Teaching Speaking (A Case

Study Conducted Elevent Grade of Attaqwa Boarding School), 2018.

This study was aimed to describe the teaching speaking based on

multicultural setting at eleventh grade of Attaqwa boarding school. The focus of

this study is concerned in describing about teaching speaking based on

multicultural setting and sub-focus is describing teaching and learning process, the

students learn speaking, the teacher teach speaking and assess the students speaking

based on multicultural setting. This study was conducted under a qualitative case

study method which involves observing and describing the behavior of the study

without influencing the object of the study. The data were collected through

observation, interview and documentation. In analyzing the data, the writer applied

three steps, namely reduction of the data, data display and conclusion for

verification of the data. From the data, it was found that the teacher managed the

learning process in the classroom based on the lesson plan.

Keywords: Multicultural, Teaching Speaking, Boarding school

vii

ABSTRAK

Husnul Khotimah. Pengajaran Berbicara Berbasis Multikultural (Penelitian

Kualitatif Studi Kasus di Kelas Sebelas Pondok Pesantren Attaqwa), 2018.

Penelitian ini bertujuan untuk mendeskripsikan pengajaran speaking

berdasarkan multikultural setting untuk kelas sebelas di pondok pesantren Attaqwa.

Fokus dari penelitian ini berkaitan dengan mendeskripsikan tentang mengajar

berbicara berdasarkan multikultural setting dan sub-fokus menggambarkan proses

belajar mengajar, siswa belajar berbicara, guru mengajar berbicara dan menilai

siswa berbicara berdasarkan multikultural setting. Penelitian ini dilakukan di

bawah pendekatan studi kasus kualitatif yang melibatkan pengamatan dan

penggambaran perilaku penelitian tanpa mempengaruhi objek penelitian. Data

dikumpulkan melalui observasi, wawancara dan dokumentasi. Dalam menganalisis

data, penulis menerapkan tiga langkah, yaitu reduksi data, tampilan data dan

kesimpulan untuk verifikasi data. Dari data, ditemukan bahwa guru mengelola

proses pembelajaran di kelas berdasarkan rencana pelajaran.

Kata Kunci: Multikultural, Pengajaran Speaking, Pesantren

viii

البحث صخلم

فىٌ المذارس اإلسالمَة ث القائم علي التعذدٍة الثقافَة التعلَم الحذٍحسن الخاتمة.

الذاخلَةالذاخلَة. نوعَة فٌ الصف للحادً عشر مذرسة التقوى اإلسالمَة

8102

تهدف هذِ اندراصت إنى وصف تدرٌش انًحبدحت ػهى أصبس إػداداث يتؼددة انخقبفبث

نهصف انحبدي ػشز فً يدرصت انؼتقىة انداخهٍت. وٌزكز هذا انبحج ٌتؼهق وصف

خطبة انتدرٌش انقبئًت إػداداث يتؼددة انخقبفبث وٌصف انتزكٍز دوٌ ػًهٍت انتؼهى،

وانًؼهًٍٍ تدرٌش وتقٍٍى انُبطقت انطالة ٌتكهًىٌ يٍ بٍئت يتؼددة وانطالة تؼهى انكالو،

انخقبفبث. تى إجزاء هذا انبحج فً إطبر يُهج دراصت حبنت َىػً ٌشًم يزاقبت ووصف

صهىك انبحج دوٌ انتأحٍز ػهى يىضىع اندراصت. تى جًغ انبٍبَبث يٍ خالل انًالحظت

، وهً حالث خطىاثانًؤنفىٌ بتطبٍق ، ٌقىو هت وانتىحٍق. ػُد تحهٍم انبٍبَبثوانًقبب

، وجد أٌ نهتحقق يٍ انبٍبَبث. يٍ انبٍبَبثتقهٍم انبٍبَبث وػزض انبٍبَبث واالصتُتبجبث

انًؼهًٍٍ ٌدٌزوٌ ػًهٍت انتؼهى فً انفصم اندراصً بُبًء ػهى خطط اندروس.

كهًبث انبحج: انتؼدد انخقبفً، تدرٌش انحدٌج، انًدارس اإلصاليٍت انداخهٍت

ix

ACKNOWLEDGEMENT

First of all, praise to Allah my beloved God who always blesses me, loves

me and helps me in all my activities especially in completing this thesis project

entitled “Multicultural Setting-Based Teaching Speaking (A Case Study Conducted

Eleventh Grade of Attaqwa Boarding School). Peace and salutation be upon to the

prophet Muhammad SAW, his family, his companion and his adherence. This

thesis is submitted as the final requirement in accomplishing the degree of M.Pd.,

at Master Program of English Education Faculty of Educational Sciences, Syarif

Hidayatullah State Islamic University Jakarta.

In arranging this thesis, a lot of people have provided motivation, advice,

and support for the writer. In this valuable chance the writer intended to express

gratitude for this work would not have been possible without the support and help

of many dedicated people.

She would like to express her deep and sincere gratitude to her supervisor

Mr. Dr. Alek, M.Pd who give her opportunity in finishing this thesis. His vision,

taught, empathy, and guidance helped much in doing her research project. Special

thanks to all lecturers in the previous class who shared and gave much knowledge.

And also for the examiners Dr. Fahriany,M.Pd and Dr. Ratna Sari Dewi, M.Pd.,

whose suggestions and critical remarks have enable the writer to refine this thesis.

She expresses her special thanks to her classmates who support and give her

so much fun in learning. From the deep heart, She isextremely thanks to her lovely

husband, Hermansyah, S.Pd for his support and praying, her late dad, mother,

sisters and brother.

Finally, there is no perfect words and thought in every step. As well as this

thesis has many mistakes and still imperfect. She is as the author expects so much

the constructive criticism and suggestions for all parties for the sake of better work

in the future. Thank you.

Ciputat, Juli 2018

Husnul Khotimah

x

TABLE OF CONTENTS

Cover Page ……..……. .......................................................................................... i

Title Page ….………… ............................................................................ .. ........... ii

Statement of Originality ........................................................................... ............. iii

Approval by Thesis Supervisors . ............................................................. ............. iv

Approval by Examiners .......................................................................... ............. v

Abstract ……….............. .......................................................................... ............. vi

Acknowledgement ….. ............................................................................. ............. ix

Table Of Contents…… ............................................................................. ............. x

List of Tables …..…………………………………………….............................. xi

List of Appendices ……….. ..................................................................... ............. xii

CHAPTER I. INTRODUCTION ........................................................... ............. 1

A. Background of the Study ........................................................... ............. 1

B. Focus and Sub-focus of the Research ......................................... ............. 5

C. Research Question ..................................................................... ............. 5

D. The Objectives of Research ....................................................... ............. 5

E. The Significance of the Study .................................................... ............. 6

CHAPTER II. THEORETICAL FRAMEWORK .............................. ............. 7

A. A Brief of Madrasah Aliyah, Pondok Pesantren Attaqwa .......... ............. 7

B. The Nature of Culture ................................................................. ............. 9

C. The Nature of Multiculture ......................................................... ............. 13

D. The Purpose of Multiculture ..................................................... ............. 17

E. Multicultural Setting-Based Teaching Speaking ....................... ............. 17

F. Teaching Speaking ...................................................................... ............. 21

1. The Nature of Speaking ....................................................... ............. 21

2. The Elements of Speaking ................................................... ............. 22

3. The Function of Speaking .................................................... ............. 24

4. Teaching Speaking English ................................................. ............. 25

5. Principles for Designing Speaking Techniques .................. ............. 27

6. The Roles of The Teacher During Speaking Activities ....... ............. 29

7. Types of Classroom Speaking Performance ....................... ............. 30

8. Speaking Materials ............................................................. ............. 32

9. Types of Speaking Test ...................................................... ............. 33

G. Language Learning Strategy ...................................................... ............. 34

H. 2013 Curriculum ........................................................................ ............. 40

xi

I. Teaching English Practice in Senior High School ..................... ............. 49

J. Previous Related Studies ........................................................... ............. 50

CHAPTER III. RESEARCH METHODOLOGY .............................. ............. 52

A. Research Setting ......................................................................... ............. 52

B. Research Design ......................................................................... ............. 52

C. Participants .................................................................................. ............. 52

D. Research Instrument ................................................................... ............. 53

E. Data Collection Procedure .......................................................... ............. 53

1. Observation ... ............................................................................. ............. 53

2. Interview ..................................................................................... ............. 54

3. Documentation… ........................................................................ ............. 58

F. Data Analysis Procedures ........................................................... ............. 58

G. Trustworthiness ......................................................................... ............. 58

CHAPTER IV. RESEARCH FINDING AND DISCUSSION ........... ............. 60

A. Research Finding ........................................................................ ............. 60

1. How is the teaching and learning process in the class .......... ............. 60

2. How do the students learn speaking ...................................... ............. 63

3. How does the teacher teach speaking to the students ........... ............. 65

4. How does the teacher assess the students speaking performance ....... 70

B. Research Discussion ................................................................... ............. 72

1. Teaching and learning process based on multicultural setting for

students at eleventh grade ..................................................... ............. 72

2. Learning speaking based on multicultural setting for students at

eleventh grade ....................................................................... ............ 74

3. The teacher teaches speaking to the students based on

multicultural setting .............................................................. ............. 95

4. The assessment used by the teachers .. .................................. ............. 101

CHAPTER V. CONCLUSSION AND SUGGESTION ................... ............. 107

A. Conclusion …. ............................................................................ ............. 107

B. Suggestion … .............................................................................. ............. 108

REFERENCES ….... ............................................................................... ............. 109

APPENDICES ……. ............................................................................... ............. 110

xii

LIST OF TABLES

Table 3.1 Classroom Observation Outline ................................................ ............. 54

Table 3.2 Content Outline of Interview .................................................... ............. 55

xiii

LIST OF APPENDICES

Appendix 1 Interview A ........................................................................... ............. 113

Appendix 2 Interview B ........................................................................... ............. 114

Appendix 3 Interview C ........................................................................... ............. 118

Appendix 4 Classroom Observation 1 ..................................................... ............. 120

Appendix 5 Classroom Observation 2 ..................................................... ............. 124

Appendix 6 Classroom Observation 3 ..................................................... ............. 126

Appendix 7 Classroom Observation 4 ..................................................... ............. 127

Appendix 8 Classroom Observation 5 ..................................................... ............. 129

Appendix 9 Photos … ............................................................................... ............. 130

1

CHAPTER I

INTRODUCTION

A. Background of Study

Language belongs to its culture, because language is one part of culture

element. Therefore, the language learning is always accompanied by learning of the

culture from the speakers of that language. This is a very common thing and has

become a common understanding by those involved in the practice of learning

English. English teachers will generally say students will not be able to learn and

master English properly if they do not understand the context in which English is

used, in this case the cultural context of English speakers. According to Richards

and Renandya (2002, p. 12) said that “whenever you teach a language, you also

teach a complex system of cultural customs, values, and ways of thinking, feeling,

and acting”.

Among the multiple cultural, languages have important roles in intellectual,

emotional, and social of human life. The possession of language, perhaps more

than any other attribute, distinguishes humans from other animals. It is in

accordance, (Fromkin, 2007, p. 3) who states that a language, you know a

language, you know the sounds, the words, and the rules for their combination. It‟s

important to understand language because a language has systematic roles. Also,

human cannot learn comprehensively and understand object which has no

systematic roles, without human brains try optimize it.

Language as a communication means is necessary to be mastered in the era

of globalization it is need to master foreign language, especially English as

international language, is very urgent for Indonesia as a developing country to

communicate with other countries that use English language. Nowadays English

becomes essential language subject of school in Indonesia. Indonesia government

admits as the first foreign language that is taught to Indonesia students.

Meanwhile, (Chaer, 2003, p. 33) conducted that language is the human‟s

treasure which has a close relationship to all of the actions that have been done by

human. There are no activities that do not use language. This tight connection

between language and human make language changes. Language changes could be

happened in all linguistics sectors including the grammatical rules, word choices,

the pronunciation of word etc.

Accoarding to one of the theories in sociolinguistics which discusses about

the variation of language, every society or speech communities has their own way

of the language speaking. It happens because of the nature of language itself that

2

has several characteristics, such as language is dynamic and varied. As

fromkin and Rodman (2007, p. 4) said, when you know a language, you can speak

and be understood by others who know that language. We all are humans because

we all know at least one language and it‟s difficult to describe how the social

activities, intellectuals are or arts occur without a language. This statement is true

by the nature since the language society usually consists of many kinds of people

which coming from different social status and different cultural background.

According to (Wardaugh, 2002, p. 46) stated that language is something

dynamic and used to speak is more varied. Concerning to this variation, there is one

term we have to know. It is called “Dialect”. Dialect means a kind of language

variation that used by certain groups of society in certain place or time. A variety is

a language which is usually the sound system as a communication by people; and

variety is also called a language that its represent by one of countries; for example,

if a child of French descent who is raised in Japan by Japanese – speaking

caregivers will speak Japanese rather French.

Therefore, this dialect symbolize their ethnic identity. From this fact, it is

clearly shows that language and the social changes is a unity. In contrast, the social

changes has also implicated to the language changes. As a consequence, language

is not only a utility to express the human‟s mind but also create and to decide the

social reality because language and its change revealed about the speaker condition.

This has been well recognized by those involved in learning practice in

school. One thing that must be the concern of teachers in foreign language learning

especially in English. Those students may derive from a cultural system different

from that of the native language speakers. In the context of learning English in our

country as Indonesia, this becomes a more complex reality and should be a serious

concern of the English teachers.

English teachers in Indonesia should consider the cultural diversity present

in the country. This is fact with the reality in this country where the culture around

the students is very diverse both in the form of local culture that they have or can

be said as their original culture and they also interact with other students who come

from or have local cultures may be different from their culture then when they learn

English they will also interact with foreign cultures originating from outside

Indonesia, which they must of course learn when they learn a foreign language.

Therefore, in order to connect and interact well with people from different cultures,

students need to be provided with adequate insight about the diversity of cultures

that surround them. Cultural diversity is not only happening at the world level but

also at the national level (Indonesia) because our country consists of different

cultures. The local culture of the region forms a national culture.

3

In learning English, there are four skills we must sutdy. They are listening,

speaking, reading and writing. The four skills mentioned are divided into receptive

and productive skills. Speaking and writing are productive skills, while listening

and reading are receptive skills. Beside the four language skills above, reading is

one of great importance to students show their mother tounge is not English,

because they almost do not have opportunity to hear or to speak that language.

Human being as a social creature always communicate to one another. It

can be occured with the process of interchange of the thought or idea which include

interactions. For example, telling information or news, asking other helps for their

needs. All of them can be done through speaking to others directly. It means that

the activity of speaking itself has a very important role in human life. Speaking

may essential for learners because it becomes essential which people can see

directly that the learners of a language are succeed. The most effective way to learn

to speak a language is to fall in love with the language, or with speaker of the

language.

Speaking is a unique form of communication which is the basis or all

human relationship and the primary channel for the projection and development of

individual identity. Particularly in literate societies and cultures, its distinctive

characteristics are sometimes overlooked. First, more than the other language

skills, speech production is intimately tied up with questions relating to affect and

identity. How you sound, how well you are understood, and how you project

yourself in a range of discourse contexts are inextricably linked in ways that do not

hold.

People may judge that the successful of language learning is when the

learners can produce the language they are learning. In spite of its important role in

everyday activities, speaking has less attention in English language teaching

because they have lack vocabularies to show their competencies to speech by

others. This also happened in Attaqwa boarding school that most of the students are

not serious to learn English speakingbecause they faced many difficulties. The

obstacle come from both internal aspect of the students themselves and external

surrounding. The internal aspect could be students‟ vocabulary mastery. The

external factor can be limited supply of sources and the class which is not really

supportive to communicative. Those factors can probably make speaking based on

multicultural-setting more complex and complicated to practice.

The use of appropriate teaching materials are needed in the learning

process. Because the teaching materials is one component of the learning system

plays an important role in helping students achieve the standards and basic

competencies or learning objectives have been determined. Acquisition of teaching

4

materials should not only come from one source only because by obtaining

teaching materials from a single source will not be able to maximize learning

outcomes. The effectiveness of the teaching materials used by teachers can be

influenced by the circumstances in the learning process.

One effort that can be done and would be effective to overcome and address

the cultural diversity faced by the students in order to keep the achievement of

educational goals to establish the next generation of reliable nation is to introduce

multicultural insight into the context of learning. This multicultural insight can be

inserted into formal schooling in some relevant subjects including English.

Therefore, English teaching materials in which there is a multicultural content is

required because its existence can be one tool help teachers in learning practices.

This is in line with the essence of the learning material which is one of the

important components of learning English. This knowledge and insight about the

value of multiculturalism itself is important to be possessed by teachers and

students as this contributes positively to the development of the nation in general.

With a good understanding of this multicultural, negative events caused by the lack

of understanding or because of the emergence of misunderstandings about cultures

that are different from the culture of learners are expected to be minimized and will

be born mature Indonesian humans in dealing with differences

In Attaqwa boarding school, the curriculum that uses is a school based

learning because this school has guidance by using 2013 revision curriculum. In

this curriculum the aim of English teaching in Indonesia especially teaching

English to Senior High School is to enable students to have the ability in

developing communicative competence in both oral and written form. In achieving

functional literacy level, to the awareness about the essence and the importance of

English in improving competition in global community and developing the

students‟ comprehension about the connection between language and culture. It can

be concluded that senior high school students are demanded to develop the

communicative competence both in spoken and written form in order to compete in

the globalization era.

Based on the existing problems and the need of in depth research on

figuring out the causes of the students‟ problem by exploring the culture shared in

the teaching of English skills, particularly speaking, for English foreign language

learners in boarding school, the writer is attempting to conduct a case study entitled

Multicultural setting based teaching speaking at the eleventh grade students of

Attaqwa boarding school Bekasi. Through this research, what was naturally

happening realted to the teaching and learning speaking and expected to be

understood more deeply, critically and comprehensively.

5

B. Focus and Sub-focus of the Research

Due to the breadth of the culture shared in EFL instructional activities, it is

delivered through its focus and sub focuses.

The focus of the research is to describe the teaching of speaking based on

multicultural setting for the eleventh grade students of Attaqwa Boarding School.

The sub-focuses of research are classroom instructional activities, the teacher‟s

teaching strategies, the students learning strategies, the use of materials, and the

evaluation of speaking class based on multicultural setting in the eleventh grade

students of Attaqwa boarding school.

C. Research Questions

Based on the focus and sub-focus of the research, it can be posed of the

research question, the research question will be:

1. How is the teaching and learning process based on multicultural setting in the

class?

2. How do the students learn speaking based on multicultural setting?

3. How does the teacher teach speaking to the students based on multicultural

setting?

4. How does the teacher assess the students speaking based on multicultural

setting?

D. The Objective of the Research

Based on the problem above, the objectives of the research are as follow:

1. to know and describe clearly the process of teaching and learning activities in

speaking class based on multicultural setting

2. to know and describe clearly the students learn speaking based on multicultural

setting

3. to know and describe clearly the teacher teach speaking to the students based

on multicultural setting

4. to know and describe clearly the teacher assess the students‟ speaking

performance based on multicultural setting

6

E. The Significance of the Study

By conducting this research, the researcher hopes that her research will give

valid information about the teaching English speaking both theoretically and

practically based multiple cultural. Specifically, the significances were expected to

go to:

- The students

Theoretically, the result of the research can be beneficial insight related

how to learn speaking properly. Practically, when finding something wrong

about the habit in learning English speaking, they can improve it so that

they can be a better EFL learner, especially in speaking.

- The teachers

Theoretically, the teachers can build a new theory based on the condition of

their speaking class. Moreover, they can practically function of the result of

the study as a new guidance to teach speaking better because through this

research, they know what is actually happening in their speaking class.

- The school

Theoretically, the result of the reserach can be a meaning and trusted data

about the process of teaching and learning speaking. Furtheremore,

practically, the school, through it policy makers, can establish some policies

for the better of instructional activities.

- Further researchers

The result of the present reserach was also beneficial as a reference of

multiple culture study which focused on exploring the culture existing in a

setting where language is taught. Thus, the researcher could use this

reference to add more information in conducting multiple culture study.

7

CHAPTER II

THEORETICAL FRAMEWORK

This chapter discusses further about the theoretical framework underpinning

this investigation, as well as putting the position of this research among the similar

and based on the context of Multicultural Setting-Based Teaching Speaking.

A. A Brief of Madrasah Aliyah, Pondok Pesantren Attaqwa

Attaqwa boarding school in Ujung Harapan Bahagia Babelan Bekasi,

Attaqwa is one of 93 educational institutions managed by At-Taqwa Foundation

which has been established since 1956 under the name of the Foundation of Islamic

maintenance and polish construction abbreviated as the Islamic P3 Foundation.

There are some vissions on Attaqwa boarding school such as amaliyah

knowledge performs a scholarly charity with the foundation of Al-qur'an and

Sunnah rosul SAW formulated in short sentences, namely:

a. Ikhlas, Is the starting point of the activities of the Muslim beings to the mercy of

Allah SWT no sincere activities that are not in the base of Worship to Allah

SWT. Ikhlas is commanded by Allah SWT. In his word Qs.Al-baqarah: 139

which reads:

Meaning:

"Do you argue with us about Allah, when he is our Rabb and your Rabb:

to us our deeds, to your deeds to you and to him only sincerely.

The above verse gives the understanding that without sincerity then all the

charity is not accepted and in vain before Allah SWT. If the charity is charitable

as a body or body then sincere is his soul. So every sincere deed equals the

lifeless body, has no soul or the same as the corpse. Everyone does something

sincerely will appear in the nature of trust in his life

b. Dzikir, in the broad sense that all activities are to dhikr to God. prayer, fasting,

zakat, and pilgrimage are done to dhikr to Allah. Likewise, other activities are

always associated with remembering God. Do not miss the dhikr in the form of

prayer and recitation of Al-qur'an.

Dzikir is an activity that is commanded by Allah SWT which is contained in

8

An-Nisa:103.

Meaning:

So when you have finished your prayer, remember Allah in standing,

sitting, and lying down. Then when you feel secure, then establish the prayer (as

usual).

As Muslims and mu'min must always remember in Allah with the dhikr, either

dzikir the obligatory or dhikr that sunnah, either individually or congregation,

such as prayer, fasting, ngaji, and wiridan like reading the Qur'an , takbir, tahlil,

tahmid, and tasbih

c. Thinking here illustrates that all the actions of Muslim are based on clear,

logical, and based thinking on science. For that he must develop the knowledge

necessary for the benefit of mankind. By thinking it will be born smart and

intelligent people, who are able to use his knowledge in the activities of his life

d. Charity, is the logical consequence of thinking. The thinking person will emerge

from the mouth of his flattering speech and the acknowledgment that God has

not created this world is not in vain. All that is in the God has benefits and

wisdom. Therefore he will do a variety of good deeds, a good attempt to

examine the utilization and wisdom of all created by Allah SWT.

There are some missions of Attaqwa Boarding School is shaping human

beings who are able to uphold the teachings of Islam in aspects of his life. Being

thinking and being able to accept and advise and not authoritarian and not inferior

and concrete form to form intelligent, correct, skillful and disciplined musical.

a. Intelligent

Have the intelligence to understand and accept Islam in a kaffah and have the

ability to explore knowledge with Ikhlas and true.

b. Correct

The meaning is to have the correct Aqidah do good Worship and have

Akhlakul Karimah.

9

c. Skilled

A student who has the ability to prove generally in the midst of society and

have the ability to try.

d. Discipline

It has high discipline to manage time and life.

There are three purposes of Attaqwa boarding school such as 1). An

institution that aims to form human beings who are able to uphold the teachings of

Islam in aspects of life, people who think and form a smart person, true, skilled and

disciplined in accordance with Islamic teachings. 2). That in the framework of

efforts to achieve educational objectives at Attaqwa boarding school considered

necessary to realize the order of life with adequate order. 3). That the Pondok

Pesantren of At-Taqwa bekasi needs to be stipulated the rules of basic discipline of

the students as one of the guidance.

B. The Nature of Culture

Language is the principal means whereby we conduct our social lives.

When it is used in contexts of communication, it is bound up with culture in

multiple and complex ways. The words people utter refer to common experience.

They express facts, ideas or events that are communicable because they refer to a

stock of knowledge about the world that other people share. In this case, language

express cultural reality because the words are reflect their authors' attitudes and

beliefs, their point of view that are also those of others.

Sapir insists that language and culture are each independent and there is no

causal connection between the two. Culture is what society thinks and does and

language is how people think (2005, p. 218).

Language and culture are intricately intertwined. Anytime you successfully

learn a language you will also learn something of the culture of the speakers and

that language. One aspect of this principle focuses on the complex interconnection

of language and culture: Whenever you teach a language, you also teach a complex

system of cultural customs, values, and ways of thinking, feeling and acting.

Language embodies cultural reality which the society do not only express

experience; they also create experience through language. They give meaning to it

through the medium they choose to communicate with one another, for example,

speaking on the telephone or face to face. The way in which people use the spoken

that are understandable to the group they belong to. A speaker's tone voice,

conversational style, gesture and facial expressions.

10

Language is a system of sign that is seen as having itself a cultural value.

With language symbolize cultural reality, the speakers identify themselves and

others through their use of language; they view their language as a symbol of their

social identity. The prohibition of its use is often perceived by its speakers as a

rejection of their society and culture.

According to Brislin (2003, p. 4) states that culture consists of ideals,

values, and assumption about life that are widely shared amongst people and that

guide specific behaviors. Culture is not observable until people carry out their

culture by communicating and interacting with other people. Mc Laren (2002, p.

14) states that culture is a human phenomenon; it is the way we are, both physically

and mentally. It is both a state in which each of us exist and a process which

changes constantly according to the individual, the time and the place. The

combined state and process called culture affects us all as we respond to others, to

events and to the environment.

For this reason, individuals possess and represent culture in different ways

according to their personal experiences in the course of their lives. People learn

culture throughout their lives so it can be changed corresponding with each

person's experience. Culture can be represented slightly different from person to

person. However, in order for a certain way of life to be culture, it should be shared

by a large group of people in community.

Helman (2001, p. 2) states that culture is a set of guidelines both explicit

and implicit that individuals inherit as members of a particular society, and that tell

the how to view the world, how to experience it emotionally, and how to behave in

it in relation to other people, to supernatural forces or gods, and to the natural

environment. In short, culture is a way of life and worldview that is shared by

people in community. People learn the way of life, which includes beliefs, and

values accepted by community, through socializing within the community. These

beliefs and values are embedded in individual's behavior and perception of certain

events in the course of the lives. As people move through their lives, culture can be

changed corresponding with their experiences in life.

Samovar and Porter (2001, p. 51) defines that culture is not a unitary

concept so there is a need for many different definitions: we define culture as the

deposit of knowledge, experience, beliefs, values, attitudes, meanings, religion,

roles, concepts of the universe, and material objects and possessions acquired by a

group of people in the course of generations through individuals and group striving.

According to Lustig and Koester (2005, pp. 30 – 33)) that have five

approaches to define culture in order to facilitate better understanding of how

culture is pertinent to communicate:

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1. Culture is learned

Stephan and Stephan (2005, p. 117) support the idea by stating that "culture is

the sum of all learned behavior in a society. People are not born with cultural

differences but these are learned throughout their lives due to belonging of a

particular group. Hofstede (2001, p. 9) explains that culture is the collective

programming of the mind that distinguishes the members of one group or

category of people from another. This definition implies that people learn

culture through socialization from their childhood. People learn their behaviors

from others who are in the same group and internalize those learned behaviors to

turn them into a habit.

2. Culture is a set of shared interpretations

Barnett and Lee (2003, p. 261) explains that culture is a group's shared

collective meaning system through which the group's collective values,

attitudes, beliefs, customs, and thoughts are understood. This meaning system of

culture is invisible to people until it is expressed by visible tools. One of the

visible tools could be symbols which are shared by a group of people. Symbols

refer to verbal and nonverbal language.

3. Culture involves beliefs, values, and norms

Lustig and Koester (2001, p. 80) that a belief is an idea that people assume to be

true about the world. Values are the standpoints from us to differences between:

a. Evil and good

b. Dirty and clean

c. Dangerous and safe

d. Decent and indecent

e. Ugly and beautiful

f. Unnatural and natural

g. Abnormal and normal

h. Irrational and rational

i. Moral and immoral

Norms are guidelines for people to behave in a socially accepted and

excepted way. These are invisible cultural aspects that could be visible through

people's behavior. Beliefs, values, and norms may be learned through others who

are in the same group, especially through parents, teachers, peers, religious

institutions. Furthermore, people learn them through history, mass media, proverbs,

myths, folktales, art and legends.

4. Culture affects behavior

Intangible culture which includes beliefs, values, and norms could become

apparent through people's behavior. Beliefs, values and norms, which directly

12

affect our behavior, are the guidelines for people to behave in a socially

accepted way.

5. Culture involves large group of people

According to Jandt (2004, p. 7) defines this large group of people as a

community or population sufficiently large enough to be self-sustaining, that is,

large enough to produce new generations of members without relying on outside

people.

B.1. Characteristics of Culture

According to Damen (2007, p. 107), there are several notable characteristics

of culture that have been woven and rewoven into the definitions and the theories

upon which they are built.

1. Culture is learned. If it can be learned, it can also be taught or acquired

2. Cultures and cultural patterns change. It is more important to learn how to learn

a culture or adapt to these changes than to learn the 'facts' and 'truths' of the

moment

3. Culture is a universal fact of human life. There is no human group or society

without culture. Cultural patterns and themes are related to universal human

needs and life conditions.

4. Culture provide sets of unique and interrelated, selected blueprints for living and

accompanying sets of values and beliefs to support these blueprints. Strong

network of relationship and meaning link these blueprints and values systems.

These networks provide life support system for those who interact within them.

5. Language and culture are closely related and interactive. Culture is transmitted

in great part through language; cultural patterns in turn are reflected in language.

6. Culture functions as a filtering device between its bearers and the great range of

stimuli presented by the environment. This filtering device is both protective

and limiting. Intercultural communicators must traverse the boundaries of their

own filtering systems or screens and enter the systems of others.

Culture (relating to patterns of living) refers to the individual's role in the

unending kaleidoscope of life situations of every kind and the rules or models for

attitudes and conduct in them. By reference to these models, all human beings,

from infancy onward, justify the world to themselves as best they can, associate

with those around them, and relate to the social order to which they are attached…

what is important in culture … is what one is expected to think, believe, say, do,

eat, wear, pay, ensure, resent, honor, laugh at, fight for, and worship, in typical life

situations. (Brooks, 2000, pp. 218 – 221)

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According to (Rutherfood, 2000, p. 22) in Stuart Hall in Identity:

Community, Culture, Difference defines: "Cultural identity is not fixed essence at

all, lying unchanged outside history and culture. It is not some universal and

transcendental spirit inside us on which history has made no fundamental mark. It

is something which has histories – and histories have their real, material, and

symbolic effect. Cultural identities are also the points of identification or suture

which are made within the discourses of history and culture. In this case, cultural

identity can be defined as the way to identify something which is from the

historical and cultural background, where it has the real effect and symbol as

inheritance of the history and culture itself.

C. The Nature of Multiculture

The word culture has many different meanings. Culture is the characteristics

of a particular group of people, defined by everything from language, religion,

cuisine, social habits, music and arts. Culture is a human phenomenon, it is the way

we are, both physically and mentally. It is both a state in which each of us exists

and a process which changes constantly according to the individual, the time and

place. This combined stated and process called culture affects us all as we respond

to others, to events and to the environment.

According to Brown (2001, p. 165) describes the relations between

language and culture as follows: a language is a part of a culture and a culture is a

part of a language; the two are intricately interwoven so that one cannot separate

the two without losing the significance of either language or culture. Thus culture

finds its expressions in language so learning a new language without familiriaty

with its culture remains incomplete.

Teachers need have to awareness and sensitivity regarding issues of cultural

diversity between English and the local language as well as the national language,

bahasa Indonesia. Teachers need to consider the fact that their students come from

different cultural background, have different levels of proficiency, speak their own

first language, and also may have different social and economic background.

One of the best solutions to overcome this may be by improving the

teachers‟ interest in incorporating multicultural approaches into educational

settings. The multicultural education may be an alternative way of improving the

cultural awareness in the practice of English language teaching. According to

Sinagattulin (2003, p. 8) defines multicultural education as an idea starting that all

students, regardless of their gender, ethnicity, race, culture, social class, religion or

exceptionality, should have an equal opportunity to learn at school. He also states

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that one of the major goals of multicultural education is to help students acquire

attitudes, knowledge, and skills needed to successfully function.

This definition provides clear understanding on the main concept of

multicultural education that the need for multicultural education may not only

conventionally associated with societies containing ethnic, racial, and linguistic

diversity, but also with differences in ability, social class, gender religion, or

residence. In fact, this basic principles is in line with the notion of education as

well as the function of education mentioned in our Act on National Education

System. It is the diversity in term of culture that becoming the main consideration

within this intercultural education. Grant and Lei (2001, p. 10 – 11) three reasons

why culture matters in education. They mention that in the theoretical conceptions

of intercultural education, culture is mentioned as relevant at one or more of the

following different levels:

1. The cultural and social backgrounds of students, teachers, and parents should be

taken into account in order to understand their attitudes, actions, and learning

problems as well as personal and social needs.

2. The international and multicultural character of society as a consequence of

migration and other phenomena related to globalization should be included as

topics in order to change the cultural contents of the curricula.

3. The cultural contents of education should be revised altogether in the name of a

universalist idea of education, free from any form of ethnocentrism, so the

contents or include different perspective and educate for pluralism and

relativism.

Concerning the notion of culture within intercultural education, Grant and

Lei (2001, p. 13) suggest four main elements for an education respectful of

sociocultural and language diversity. Those are:

1. Subjective and objective support of the identity of socio-cultural and linguistic

minority students.

2. Constructing curriculum contents implying and reflecting the positive value of

the plurality of cultures and languages.

3. Building communicative, action oriented-skills.

4. Accepting socio-cultural diversity and the plurality of ideas as a challenge for

democracy.

Having a clear understanding on the definiton as well as the main concepts

of the multicultural perspective on education will not be much beneficial without

considering other individuals and institutions involved in the overall success of the

national education system. This perspective towards the practice of education

requires much improvement on the overall components of education, including the

15

curriculum, the educators, learners, and all aspects of education. This idea is in line

with one of the definitions of multicultural education mentioned by Banks and

Banks (2001, p. 21) that: Multicultural education is a field of study designed to

increase educational equity for all students that incorporates, for this purpose,

content, concepts, principles, theories, and paradigms from history, the social and

behavioral sciences, and particularly from ethnic studies and women studies.

The dimension of multicultural education, developed by Banks and Banks

described in the Handbook of Research on Multicultural Education, provide the

conceptual framework for the multicultural education involving variety of

dimensions. They are: content integration, the knowledge construction process,

prejudice reduction, an equality pedagogy, and an empowering school culture and

social structure. To implement multicultural education effectively, teachers must

attend to each of the five dimensions of multicultural education. They should use

content from diverse groups when teaching concepts and skills, help students to

understand how knowledge in the various disciplines is constructed, help students

to develop positive intergroup attitudes and behaviors, and modify their teaching

strategies so that students from different racial, cultural, language, and social-class

groups will experience equal educational opportunities.

The total environment and culture of the school must also be transformed so

that students from diverse groups will experience equal status in the culture and life

of the school. Although the five dimensions of multicultural education are highly

interrealted, each requires deliberate attention and focus. The national focus on

basic skills and testing is diverting attention the broad liberal education that

students need to live and function effectively in a multicultural nation and world. It

is essential that all students acquire basic literacy and numeracy skills. However, as

Mary Dilg stated, the students also need the knowledge, skills, and values that will

enable them to live, interact, and make decisions with fellow citizens from different

racial, ethnic, cultural, language, and religious group. The students also need to

acquire the knowledge and skills that will enable them to understand and to come

with their own ethnic and cultural identities.

In terms of the individuals directly in the teaching and learning process, the

multicultural education perspective also requires better quality of human resources

to conduct the teaching and learning process, namely the educators, particularly

language teachers (Sinagattulin, 2001, p. 145 – 150). This particular perspective on

education requires teachers with multiculturally competent in the corresponding

subject area. Multicultural competency includes, but is not limited to, competency

in culture and related issues and socio-historical, socio-geographical, sociological,

and technological competency. A teacher competent in culture studies is expected

16

to know that cultural peculiarities of some minority students often prevent them fro

progressing equally with the mainstream part of the group, so that they are

considered slow learners or even mentally retarded in this social system; whereas in

other social systems, for example: in home and ethnic community environments,

these children may be considered normal. Sociohistorical competency requires that

the social studies teacher know about different ethnic and cultural groups‟

historical development and historical heritages, their indigenous customs and habits

and modes of interethnic interaction. The teachers‟ multicultural competency may

also include at least three components: attitudes, knowledge and skills.

According to Mahfud (2006, p. 75), multiculturalism comes from the word

multi and culture. Etymologically, multiculturalism is formed from a multi word

which means a lot, culture which means culture, and ism which means flow or

understanding, thus meaning diversity culture. In full, this word means that humans

as dignified beings who live in their respective communities and cultures are

unique. Mahfud also argued (2006, p. 20) that multiculturalism is a concept in

which a community in the context of nationality can recognize the diversity,

diversity, and diversity of culture, race, ethnicity, religion, and so forth.

Multiculturalism is an ideology that glorifies equality of difference both

individually and culturally (David and Jary, 2005, p. 319). Meanwhile, according

to Parekh (2009, p. 19), a multicultural society is a society that includes two or

more cultural communities. The term multicultural refers to the reality of cultural

diversity and normative responses to that fact. From the two expert opinions above

can be concluded that multiculturalism is a philosophy that requires the unity of

different cultural groups with equal rights or social and political status in the

modern society without differentiating between one another.

Indonesia is one of the largest multicultural countries in the world. But in fact,

multicultural education as a model of education has not been widely known and

understood by the people of Indonesia. There are many opinions expressed by

experts on the notion of multicultural education. According to Bank (2005, p. 3)

defines that multicultural education includes at least three things, namely ideas or

concepts, educational reform movements, and processes. Multicultural education

develops the idea that all students have equal opportunities to get education in

school regardless of gender and social class as well as ethnic, racial, or cultural

characteristics. According to Gollnick & Chinn (2006, p. 5) multicultural education

is an educational strategy that develops the effectiveness of teaching and learning

activities in the classroom and school environment by using different cultural

backgrounds of students. Multicultural education supports and conveys cultural

17

concepts, diversity, equality, social justice, and democracy in the school

environment.

Based on several definitions of multicultural education, multicultural

education is an education that does not make a difference in ethnicity, race, religion

or belief as a threat, but as a unique by giving equal opportunity to students in the

learning process by emphasizing the concept, reform, and learning process.

D. The Purpose of Multiculture

Multicultural education aims to change the educational environment so that

it can enhance mutual respect and get the opportunity for legal protection and the

opportunity to get the same education. This view explains the attitude of tolerance

and equality of rights between individuals in learning (Agus Salim, 2006, p. 72).

According to Banks (2009, p. 13) explains that multicultural education aims to

change learning so that students have equal opportunities in education. The learner

is comprised of cultural group, ethnicity, different language and gender.

Thus it can be concluded that the aim of multicultural education is to

provide equal opportunities and rights to all citizens and increase mutual respect

among all groups in all aspects, both social, economic, cultural, political and

especially education without discrimination due to ethnic differences, ethnicity ,

language, culture, social, economic, and religion and beliefs to develop all the

potential that exist in the students themselves.

E. Multicultural Setting-Based Teaching Speaking

Teacher should be able to create classroom activities where students have

real life communication and allows students to practice their language. The most

appropriate activities to increase awareness are working in groups, on this activities

the students can work together to achieve learning objectives. According to Brown

(2001, p. 120) that group work should be well planned, there are seven rules that

must be considered before implementing group work in the classroom, the rules

are:

1. Introduce the technique

The introduction should include the purpose of the group work. The

students need a clear explanation of the activity they will carry out. The

learners must know the topic, the number of members they will work with,

the time allocated to make the activity, what their responsibilities are, the

points they will obtain once the activity is finished among others.

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2. The use of small group

Once students have an idea of what they are supposed to do, the teacher

should model or exemplify what students will do and get opportunity to

practice the language, if possible. Tasks like debates, discussions or

problem-solving situations cannot be modeled entirely, but at least it is

instructor‟s responsibility to make the main characteristics clear to students.

3. Give explicit instructions

Instructions must be clear, they should be short, precise and with simple

words. If an instruction contains several steps, the teacher should highlight

those steps by using roman numerals, letters or numbers bold-faced and

with a readable font size. In this way, the students will notice the different

parts of the activity, and the way they should complete it.

4. Give useful expressions

One of the most important aspects a teacher should take into account when

preparing an activity for group work is to think about all possible

expressions students will need to carry out the activity.

5. Divide the class into groups

It is a good idea to use a variety of grouping techniques to make students

work with different people every time a new activity is assigned. Some

ideas of grouping techniques will be presented at the end of this article.

6. Assign roles

Even though students know their own abilities very well and can assign

themselves their own roles, it would be a good idea if the teacher can say

what every member of the group is responsible for. In this way lazy or

irresponsible students would be forced to work hard and to participate as

much as the other team members.

7. check for clarification

It is very important to verify if students have understood what they have to

do. One way of doing this is by asking learners to explain the instructions

back.

8. Set the task in motion

Once steps 1 to 7 have been completed, the teacher asks students to start the

activity.

9. Monitor the task

The teacher should constantly walk around the room to monitor what

students are doing. Students usually like to ask questions, clarify doubts, or

even make the teacher another member of the group for a few minutes.

During this step, the teacher can write down certain mistakes in grammar,

19

pronunciation or vocabulary to give feedback at the end of the activity.

Also, depending on the activity, this would be a nice moment to grade the

students unnoticeably.

10. Set a time for debriefing and feedback

This last step is fundamental to make an activity valuable. Students need to

present and to share what they did. Sometimes, because of lack of time,

teachers do not go through this step, but students do need to be rewarded

and praised for what they did. They also need feedback to correct or

reinforce certain weak areas. By doing general comments in relation to

content, language use and discipline, learners will clearly see the main

purpose of the activity.

A multicultural classroom is one in which there is a blend of students from

various cultures to form a diverse learning environment. To combine all these in a

classroom involves lots of creativity and management skills on the part of the

teachers. Therefore it is critical to make sure that teachers have access to

professional development programs that teach them to integrate vital information of

day to day happenings into their teachings.

There are some teaching strategies for teaching in multicultural classroom.

1. Role playing

Role playing is a versatile activity that allows students to express their

opinion in a realistic situation. In role play the students play a part they do

not play in real life. A multicultural role play exercise allows students to be

immersed in a social scenario that causes them to experience feelings and

realities that they may not otherwise be exposed to. Hence by organizing a

role play activity in the class, the teacher can bring in issues of the subjects

related to religion, current topic or something related to history which is

otherwise difficult to explain to the students in the class.

2. Exposure to different language and culture

Culture refers to the traditions, rituals, beliefs, and values that are common

and shared amongst a group of people. Every individual is a part of one

culture or the other. Thus, the first goal of multicultural education should be

to assist the children with recognizing differences as well as similarities

among fellow students. Allowing children to explore varying cultures

creates opportunities for them to see that even when other students have

different customs, languages, and traditions.

3. Knowledge of students‟ background

For a successful multicultural classroom setting one of the most essential

things is knowledge of diverse cultures. The teachers should take out time

20

to learn the background of the class students. Knowledge of the traditions,

beliefs, values, custom, food habits, economic status for helping in

understanding the students in a better way. This knowledge should then be

shared with children by incorporating them in the learning experiences. The

students should be encouraged to ask questions that help them understand

more about others who have a background different from their own.

Teachers may learn about cultures and discuss their students‟ culture.

4. Cooperative learning

The environment of the classroom should help assist children from minority

cultures in developing cooperation and social skills. The general idea

behind cooperative learning is that making small heterogeneous group of

students so that they can master the various aspects of a particular task. By

doing so not only are the students motivated to learn but they also stronger

interpersonal relationship than they would do by working alone.

Cooperative groups help focus on students‟ different strengths and styles. In

addition, cooperative learning groups have been fund to have strong and

consistent positive effect on social relationship between culturally different

students.

5. Group discussion

Group discussion stimulates thinking. It is an excellent strategy for

enhancing students motivation. They provide opportunities for students to

practice a number of skills including the ability to articulate and defend

positions and consider different point of views. Discussion is a perfect place

to develop students‟ ability to use textual evidence. In group discussions

students work with multiple ideas. Thus, the teachers should make use of

discussion on current topics which can initiate a discussion and help

develop students questioning, in depth analysis of situation and

development of logical thinking.

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F. Teaching Speaking

1. The Nature of Speaking

The definitions of speaking are variously identifies by some experts in

language learning. Thornbury (2005, p. 1) states that speaking is so much part of

daily life that we take it for granted. The average person produces tens of thousands

of words a day, although some people – like auctioneers or politicians may produce

even more than that. So natural and integral is speaking that we forget how we once

struggled to achieve this ability – unti, that is, we have to learn how to do it all over

again in a foreign language.

Brown (2001, p. 267) cites that when someone can speak a language it

means that he can carry on a conversation reasonably competently. In addition, he

states that the benchmark of successful acquisition of language is almost always the

demonstration of an ability to accomplish pragmatic goals through an interactive

discourse with other language speakers. Brown (2007, p. 237) states that social

contact in interactive language functions is a key importance and in which it is not

what you say that sounds but how you say it what you convey with body language,

gestures, eye contact, physical distance and other non verbal messages.

Speaking is one way to communicate which ideas and through a message

orally. To enable students to communicate, we need to apply the language in real

communication. By speaking, people are able to know what kind of situations the

world. People who have ability in speaking will be better in sending and receiving

information or message to another.spekaing is the process of building and sharing

meaning through the users of verbal and non-verbal symbol in various context.

The major goal of English learning is to enable students to communicate

with other people by using English language being learned. The communication

here means to talk to other people orally in spoken form. So what does speaking

mean, it means a process using a language that is done by speakers by combining

both codes and messages. According to Harmer (2007, p. 269), speech combines

both of code and message. The code consist of sound, vocabulary, and structures of

language. These components are organized into appropriate in order to to convey

the speakers‟ ideas or opinion. So speaking is the verbal use of language to

communicate with others.

To know what deeper speaking is, Brown and Yule in Nunan (2007, p. 26)

differentiates it from writing. First, in spoken language, speaking must be listened

by others. It has temporary and immediate reception. When we do listen from other

people, it has special temporary and immediate reception. When do we listen from

other people, it has special prosody some like stress, rhythm, and intonation. It

must be there an intermediate feedback for communicating directly. By speaking

22

activity, speakers have to pay attention of planning and editing by channel. Second,

in written language, the activity is done as a visual term. The time for doing it, is

permanent and it is delayed reception. The writer uses punctuation as well to make

others clearer in vision or reading the meaning. There is no feedback or it is usually

delayed or indirectly communicating. The planning is unlimited and there are often

editing and revision in any parts of the written language.

According to Gert and Hans (2008, p. 207) speaking is speech or utterances

with the purpose of having intention to be recognized by speaker and the receiver

process the statements in order to recognize their intentions. Brown and Yule

(1999, p. 14) stated that speaking is depending on the complexity of the

information to be communicated; however, the speaker sometimes finds it difficult

to clarify what they want to say. Rebecca (2006, p. 144) stated that speaking is the

first mode in which children acquire language, it is part of the daily involvement of

most people with language activities, and it is the prime motor of language change.

It also provides our main data for understanding bilingualism and language contact.

From those explanation above, the writer can conclude that speaking is an

interactive process of constructing meaning that involves producing, receiving, and

processing information. Its form and meaning are dpending on the context in which

it occurs, including the participants themselves, their experiences, the physical

environment, and the purpose of the speaking. Each participant has an intention or

set of intention goals that he wants to achieve in the interaction. Each participant

has to be able to interpret what is said to him, which he cannot predict exactly

either in terms of form or in terms of meaning and reply with what language he has

at his disposal in a way that takes account of what has just been said and which

reflects his own intentions at this point in the interaction.

2. The elements of speaking

According to Sharey (2007, p. 2) that there are five elements in speaking

skill: pronunciation, vocabulary, grammar, fluency, and comprehension. All these

elements become an important consideration in judging someone‟s speaking

ability.

a. Pronunciation

Pronunciation becomes important element of speaking because having good

pronunciation of the language can help a speaker in normal communication.

b. Grammar

Grammar is sometimes defined as “the way words are put together to make

correct sentence”.

23

c. Vocabulary

Vocabulary is one important aspect of teaching a language besides grammar,

and pronunciation as stuck of words used by person. Vocabulary can be defined

roughly as the words we teach in the foreign language.

d. Fluency

Nation (2009, p. 152) fluency is typically measured by speed of access or

production and by the number of hesitation; accuracy by amount of error. He

can be stated that fluency might show and determine that someone has mastered

many vocabularies, grammar, and pronunciation well. The fluency in speaking

may only be achieved through a plenty of practice. The more fluent the speaker

masters the language. Fluency has some characteristics:

1. Fluent language use involves “the processing of language in real time”, that

is, the learners will demonstrate with speed, speech rate and number of filled

pause and number of unfilled pause.

2. Fluent language use does not require a great deal of attention and effort from

the learners. The fluent speakers do not have to use complex grammatical

structure.

3. Fluency is skill. Although it depends on quality of knowledge of the

language, and its development involves the addition to and restructuring of

knowledge, in essence it involves making the best possible use what is

already known.

It can be clearly seen that fluency is an ability to talk or speech without

much hesitation, repetition, false start and few pauses. Fluency does not too

concern grammatical while speaking.

e. Comprehension

When we are going to speak, we need to make sure that can be understood

in communication, good pronunciation, grammatically, vocabularies mastery,

comprehension in meaning and flency are needed in building a speech. However

it must be remembered that language and speech are meant for communication.

Learning language is about practising and generating speech. Students need to

express their meaning by doing much.

Thus, the writer concluded that speaking is ability to convey our ideas,

message or opinions orally. Speaking is always used in everyday in life, it is the

only one way when we want to communicate to each other orally. Some people

think that speaking in foreign language is difficult because the target language is

different with mother language. In order to have a good ability in speaking we

must always practice it.

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3. The Function of Speaking

Richards (2008, p. 21) expanded three-part version of Brown and Yule‟s

framework about the function of speaking; talk as interaction, talk as transaction

and talk as performance.

3.1. Talk as interaction

Talk as interaction is also called conversation. It is used to make a good

interaction between people. The characteristics of this kind are:

a. Has a primarily social function

b. Reflects role relationship

c. Reflects speaker identiy

d. Maybe formal or causal

e. Using conversational conventions

f. Reflects degrees of politeness

g. Employs many generic words

h. Uses conversational registers

3.2. Talk as transaction

Talk as transaction refers to situation where the focus is on what said or

done, so they have to present it clearly to make other people understand. The

characteristics of this kinds are:

a. It has primarily information focus

b. The main focus is the message and not the participant

c. Participants employ communication strategies to make themselves understood

d. There may be negotiations and digressions

e. Linguistic accuracy is not always important

3.3. Talk as performance

The last type of talk refers to classroom presentation, public announcement,

and speeches which tend to be in form of monologue. The characteristics of this

kinds are:

a. There is focus on both message and audience

b. It reflects organization and sequencing

c. Form and accuracy is important

d. Language is more like written language

e. It is often monologue

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4. Teaching Speaking English

Based on the different between writing and speech before, we can see why

people who learn foreign language largely from textbooks often sound bookish

when they speak. Moreover, from the differences above, the students assume that

speaking is more difficult. This is because they have to think the ideas directly. In

fact, speaking is easier. In delivering the message through speaking actually, they

can select the diction based on the vocabulary. It can help them to communicate

with others freely without concerning to the grammar directly.

Speaking is the interactive process of constructing meaning that involves

producing, receiving and process information. When someone speaks, he or she

interacts and uses the language to express his or her ideas, feeling, thought and also

shows the information to others. Serville and Troike propose some general

guideliness in teaching English: the teacher should consider the goal that students

have for learning and additional language. The goal in the teaching language might

become essential because it determines the process of teaching itself.

a. The teacher should approach teaching tasks with an appreciation of the

multiple dimension that are involved: linguistic, psychological and social.

b. The teacher should set priorities for teaching that are compatible with those

goals. After setting the goal, the teacher needs to think and create the right way

to reach the goal. The teacher must not pick up the wrong way in choosing the

material, technique, method, activity and so on.

c. The teacher should be cautious on the statement “there is no one best way to

teach language. The teacher should understand the potential strength and

limitation of particular learners and context for learning, and make use of them

in adapting teaching procedures.

d. The teacher should be patient because learning a language takes a time.

Learning English as a foreign language is not easy. It takes a lot of time. So the

teacher should be more patient.

Teaching speaking is not merely asking the students to produce sound.

According to Nunan (2000, p. 40), speaking is the same as oral interaction which

are conventional ways of presenting information, expression our idea and thought

have in our mind, so speaking is not only expressingour ideas, but also presenting

new information to others. Speaking as an interactive process of constructing

meaning always involves in producing words and the meaning depends on the

context. Furthermore, speaking itself requires that learners not only know how to

produce specific point of langauge such as grammar. Pronunciation, or vocabulary

(linguistic competence) but also they have to understand when, why, what way to

produce the language (sociolinguistic competence).

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However, according to (Nunan, 2004, p. 42) that the main purpose for

teaching speaking is students can speak freely in respond, asking in their

conversation. Many goals can be reached for teaching speaking. In addition, David

Nunan also said, teaching speaking is to teach ESL learners.

a. Produce the English speech sounds and sounds patterns

b. Use word and sentence stress, intonation patterns and rhythm of the second

langauge

c. Select appropriate words and sentences according to the proper social

d. Organize their thoughts in a meaningful and logical sequence

e. Use language as a means of expressing values and judgements

Speaking in a foreign language is much different from speaking in mother

tongue since it has many aspects. Thornbury (2005, p. 17) explains ways of

organizing the content of a speaking syllabus, as follows:

1. Spoken grammar, including heads, tails, ellipsis, discourse markers etc

2. Pronunciation features, including stress and intonation, rhythm, and chunking

3. Communication strategies, such as paraphrasing, appealing for help, formulaic

language, etc

4. Communication routines, such as openings, closing, interrupting, changing

topic, etc

5. Conversational rules and structure, such as turn-taking, adjacency pairs, and

the cooperative principle

6. Speech acts, such as inviting, requesting, complimenting, etc

7. Register, such as formal vs informal language

8. Scripts, such as service encounters, greeting, telephone language

9. Genre, such as telling stories and jokes, making a speech, interviews

10. Situations, such as at a ticket office, at the bank, in the restaurant, etc

11. Cultural factors, such as politeness, taboo topic, use of gestures.

Further, Thornbury (2005, p. 18) explains that speaking needs to be

practices in conjunction with other skills, which suggest an integrated skills

approach. Nor is listening the only other skill that is implicated. Many real-world

tasks that involve speaking may also involve reading and writing as well.

According to Brown (2004, p. 140) states that speaking is productive skill that can

be directly an empirically observed, those observation are invariably colored by the

accuracy and effectiveness

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5. Priciples for Designing Speaking Techniques

Speaking is general activity, it means that speaking has more purpose not

only in the classroom. Students will not speka any sentences inside the classroom

in teaching learning process, but also outside in the free space. It means that they

will not speak at the learning process, but also they will speak fluently in daily

activities. There are many purposes of speaking activity, someone speak

relationship with friend at school for getting information and knowledge, at least

speaking purpose do not mean only to asking and answer but also train our tounge

to usual in English. From wide speaking activity the students will absorb more

vocabularies that have a lot of benefit in communication interaction. This fact that

teaching speaking could have special interest and attention. We should exactly

understand that the aim of teaching speaking is to improve and develop students

speaking. Then, the teacher has to ensure the students‟ spekaing that the speaking

learning process is the pleasure activity. There are some principles or techniques

according to (Brown, 2001, p. 268) as follows:

a. Techniques should cover the spectrum of learner needs, from language-based

focus on accuracy to message-based focu on interaction, meaning, and fluency.

In our current zeal for interactive language teaching, we can easily slip into a

pattern of providing zesty content-based, interactive activities that do not

capitalize on grammatical pointers or pronunciation tips. When you do a

jigsaw group technique, play a game, or discuss solutions to the environmental

crisis, make sure that your tasks include techniques designed to help students

to perceive and use the building block of language. At the same time, do not

bore your students to death with lifeless, repetitous drills. As already noted

above, make any drilling you do as a meaningful as possible.

b. Techniques should be intrinsically motivating

Try at all times to appeal students‟ ultimate goals and interests, to their need

for knowledge, for status, for achieving competence, autonomy, and for “being

all that they can be” even in those techniques that do not send students into

ecstasy, help them to see how the activity will benefit them. Many times

students do not know why we ask them to do certain things; it usually pays to

tell them why.

c. Techniques should encourage the use of authentic language in meaningful

contexts.

We all succumb to the temptation to do, say, and disconnected little grammar

exercise where we go around the room calling on students one by one to pick

the right answer. It takes energy and creativity to devise authentic contexts and

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meaningful interaction, but with the help of quite a storehouse of teacher

resource material now.

d. Provide appropriate feedback and correction

In most EFL situations, students are totally dependent on the teacher for useful

linguistic feedback. (in ESL situations, they may get such feedback “out there”

beyond the classroom, but even then you are in a position to be of great

benefit). It is important that you take advantage of your knowledge of English

to inject the kinds of corrective feedback that are appropriate for the moment.

e. Capitalize on the natural link between speaking and listening

Many interactive techniques that involve speaking will also of course include

listening. Do not lose out on opportunities to integrate these two skills. As you

are perhaps focusimg on speaking goals, listening goals may naturally

coincide, and the two skills can reinforce each other. Skills in producing

language are often initiated through comprehension.

f. Give students opportunities to initiate oral communication

A good deal of typical classroom interaction is characterized by teacher

initiation of language. We ask questions, give directions, provide information,

and students have been conditioned only to “speak when spoken to.” Part of

oral communication competence is the ability to initiate conversations, to

nominate topics, to ask questions, to control conversations, and to change the

subject. As you design and use speaking techniques, ask yourself if you have

allowed students to initiate language.

g. Encourage the development of speaking strategies

The concept of strategic competence is one that few beginning language

students are aware of. They simply have not thought about developing their

own personal strategies for accomplishing oral communication purposes. Your

classroom can be one in which students become aware of, and have a chance to

practice such strategies as:

1. Asking for clarification

2. Asking someone to repeat something

3. Using fillers in order to gain time process

4. Using conversations maintenance cues

5. Getting someone‟s attention

6. Using paraphrases for structures one cannot produce

7. Appealing for assistance from the interlocutor

8. Using formulaic expressions st the survival stage

9. Using mime and nonverbal expressions to convey meaning

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From those explanation above, actually, the basic principles of teaching

relate to effevtive communication and should be visible within a lesson plan. By

communication is meant the whole environment of effective teaching as well as

simply verbal speaking.

6. The Roles of the teacher during speaking activities

The roles of the teacher in the classroom can affect the success of teaching

and learning process. The teacher facilitates communication in the classroom. In

this role, one of the major responsibilities is to establish situations likely to

promote communication. During speaking activities, teachers need to play number

of different roles. They can be prompter, partcipant, even feedback provider as

viewed by (Harmer, 2007, pp. 347 – 348) as follows:

a. Prompter

When students sometimes get lost in speaking, cannot think what to say

next, or in some other way lose the fluency the teacher expects of them. The

teacher can leave them to struggle out of the situations on their own, and

indeed sometimes this may be the best option. However, teacher may be

able to help students and the activity to progress by offering specific

suggestions.

b. Participant

Teacher should be good animators when asking students to produce

language. Sometimes this can be achieved by setting up an activity clearly

and with enthusiasm.

At other times, however, teachers may want to participate in discussion or

role play themselves. That way they can prompt covertly, introduce new

information to help the activity along, ensure continuing students‟

engagement, and generally maintain creative atmosphere. However, in such

circumstances they have to be careful that they do not participate too much,

thus dominating the speaking and drawing all the attention to them.

c. Resource

One of the teacher‟s roles is of course as a resource. He must always ready

to give students help where necessary.

d. Tutor

Teacher as a tutor can help students by giving advice about what to do if

they want to study more. The tutor can direct where to go and corrects them

if wrong.

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e. Assessor

It is obvious that one of the teacher‟s roles is to assess the students‟

progress. The progress can be assessed from their work on performance.

f. Controller

Teacher as controller are incomplete charge of the class. They control not

only what the students do, but also when they speak and what language they

use.

In classroom, speaking activities may happen to practice communicative

competence. There are some characteristics of a successful speaking activity such

as bellow:

b. Partcipation is even. Classroom discussion is not dominated by a monitory

of talkative participants: all get chance to speak, and contributions are fairly

evenly distributed.

c. Language as of an acceptable level. Learners express themselves in

utterances that are relevant, easily comprehensible to each other, and of an

acceptable level of language accuracy.

d. Motivation is high. Learners are eager to speak: because they are interested

in the topic and have something new to say about it, or because they want to

contribute to achieving a task objective.

e. Learners talk a lot. As much as possible of the period time allotted to the

activity is in fact occupied by learner talk. This may seem obvious, but

often most time is taken up with teacher talk or pauses.

7. Types of Classroom Speaking Performance

Brown (2001, pp. 271 – 274) offered six similar categories which apply to

the kinds of oral production that students are expected to carry out in the

classroom:

a. Imitative

A very limited portion of classroom speaking time may legitimately be

spent generating human “tape recorder” speech, where learners are, for

example, practicing an intonation contour, trying to pinpoint a certain vowel

sound. Imitation of this kind is carried out not for the purpose of meaningful

interaction, but for focusing on some particular element of language form.

Drills offer students an opportunity to listen and to orally repeat certain

strings of language that may pose some linguistic difficulty either

phonological or grammatical. Drills are to language teaching what the

pitching machine is to baseball. They offer limited practice through

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repetition. They allow one to focus on one element of language in a

controlled activity. Here are some useful guideliness for successful drills:

1. Keep them short

2. Keep them simple

3. Make sure students know why they are doing the drill

4. Limit them to phonology or grammar points

5. Make sure they ultimately lead to communicative goals

6. Do not overuse them

Failure to follow these guideliness could result in students becoming

parroting tape recorders, incapable of batting the ball during the real ball game.

b. Intensive

Intensive speaking goes one step beyond imitative to include any speaking

performance that is designed to practice some phonological or grammatical

aspect of language. Intensive speaking can be self initiated or it can even

form part of some pair activity. Where learners are going over certain forms

of language.

c. Responsive

A good eal of students‟ speech in the classroom is responsive; short replies

to teacher or student-initiated questions or comments. These replies are

usually sufficient and do not extend into dialogues.

d. Transactional (dialogue)

Transactional language, carried out more for the purpose of maintaining

social relationship than for the transmission of facts and information, is an

extended form of responsive language. Conversation, for example, may

have more of a negotiative nature to them than merely responsive speech.

e. Interpersonal (monologue)

Interpersonal dialogue, carried out more the purpose of maintaining social

relationship than for the transmission of fact and information. These

conversation are a little trickier for learners because they can involve some

or all of the following factors:

1. A casual register

2. Colloquial language

3. Emotinonally charged language

4. Slang

5. Ellipsis

6. Sarcasm

7. A cover agenda

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f. Extensive (monologue)

Finally, students at intermediate to advanced levels are called on to give

extended monologues in the form of oral reports, summaries, or perhaps

short speeches. Here the register more formal and deliberative. These

monologues can be planned or impromptu.

According to Brown (2001, pp. 271 – 274), each category above can be

implemented based on the students‟ level and students‟ ability. Here are the

summary purpose of each element: imitative for discussing on some particular of

language form, intensive to practice some phonological or grammatical aspect of

language, responsive can stimulate students‟ in speaking, transactional to invite

students to engage in a conversation. And extensive is to practice in the form of

oral reports, summaries, or perhaps in short speeches.

8. Speaking Materials

Tomlinson (2003, p. 381) argues there are five dimensions for

developing materials for speaking skills, there are:

a. Conceptualizing Learners‟ Needs : materials design should begin

from who learners are in order to link language study not only to the

learners‟ future use but also to their receptivity. As Brindley said that it

is important to look at both subjective needs and objective needs in the

learner. So, seeking to know the learners needs and involving learners

in the process of developing materials and giving them voice in their

materials.

b. Translating needs to subject matter and communication situations:

knowledge about learner needs will serve as foundation on which

experiential content is selected for instructional materials. The more

especially learners state their needs, the more appropriately the subject

matter can be established towards appropriate sets of topics, situations,

functions, strategies, registers, and key structures, as can the sources to

build all these components with. This step is a preliminary effort to

outline the instructional content of target material.

c. Identifying verbal communication strategies: conversational strategies

must be incorporated in teaching materials because they are essential

tools to serve the communication meanings. One method to do so is by

designing tasks for learners to act upon their interlocutor‟s speech rather

than merely concentrating on their own. Another method is by building

into materials many practical devices that can help facilitate oral

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production and compensate for those communication difficulties

arising under time pressure.

d. Designing skill acquiring tasks: once communication content is outlined

and it is components are selected, the decisive step is to create relevant

tasks that help learners in three essential aspects: to acquire new

language, to learn rules of interaction and to experience

communication of meanings

9. Types of Speaking Test

There are some types of speaking tests. According to Thornbury (2004, pp.

125 – 126), they are:

a. Interviews

There are relatively easy to set up, especially if there is a room apart from

the classroom where learners can be interviewed. The class can be set some

writing or reading task or even the written component of the examination

while individuals are called out, one by one for their interview.

b. Live monologues

The candidates prepare and present a short talk on a pre-selected topic. This

eliminates the interviewer effect and provides evidence of the candidates‟

ability to handle an extended turn, which is not always possible in

interviews. If other students take the role of the audience, a question and

answer stage can be included, which will provide some evidence of the

speaker‟s ability to speak interactively and spontaneously. But giving a talk

or presentation is only really a valid test if these skills that learners are

likely to need.

c. Recorded monologues

These are perhaps less stressful than a more public performance and, for

informal testing, they are also more practicable in a way that live

monologues are not. Learners can take turns to record themselves talking

about a favorite sport or pastime. The advantage of recorded tests is that the

assessment can be done after the event, and results can be triangulated that

is the examiner can rate the recording and their ratings can be compared to

ensure standardization.

d. Role-plays

Most students will be used to doing at least simple role-plays in class, so the

same format can be used for testing. The other „role‟ can play either by ester

or another student, the influence of the interlocutor is hard to control. The

34

role-play should not require sohisticated performance skills or a lot of

imagination. Situations grounded in everyday reality are best.

e. Collaborative tasks and discussion

These are similar to role-plays except that the learners are not required to

assume a role but simply to be themselves.

G. Language Learning Strategy

Language learning which include: 1). The definition of learning strategy 2).

Classification of language learning strategies.

1. The Definition of Learning Strategies

There are many experts that give the definition of learning strategies

O‟Malley and Chamot (2000, p. 1) state that learning strategies are specia thoughts

or behaviors that individuals use to help them comprehend, learn, or retain new

information. Hurd & Lewis (2008, p. 9) states that learning strategies arecommonly

defined as the operations or processes which are consciously or uncounciously

selected and employed by the learner to learn the target language or facilitate a

language task. Aside from that, Chamot in Macaro (2001, p. 17) defines learning

strategies as techniques, approaches or deliberate actions that students take in order

to facilitate the learning and recall of both linguistic and content area information.

By employing the right strategies, the process of learning the language will

improve significantly. Appropriate language learning strategies result in improved,

faster language proficiency. Language learning strategies play an important role in

the process of learning language.

In brief, learning strategies are special tools of processing information that

used by learners to improve their comprehension, learning or retain new

information. learning strategies used by learners to help them understand new

information and solve their language problem.

2. The Classification of Language Learning Strategies

Language learning strategies have been classified by many researchers;

O‟Malley and Chamot differenyiates language learning strategies into six groups:

a. Memory strategies; strategies that help learners store and retrieve new

information

b. Cognitive strategies; strategies that enable learners to understand and

produce new language by many different means.

c. Compensation strategies that aid learners in overcoming knowedge gaps

and continuing to communicate authentically.

35

d. Affective strategies that help develop self-confidence

e. Metacognitive strategies; strategies that help learners to regulate their own

cognitive abilities and to focus, plan, and evaluate their progress as they

move toward communicative competence

f. Social strategies; strategies that provide increased interaction and more

empathetic understanding. She adds that all appropriate language learning

strategies contribute to the main goal; becoming communicatively

competent.

O‟Malley and Chamot (2000, pp. 44 – 45) divide language learning

strategies into three main subcategories, namely Meta-cognitive strategies,

cognitive strategies and socio-affective strategies. First, meta-cognitive strategies

refer to a term used in information-processing theory to indicate an evecutive

function, that is the strategies which involved planning for learning, thinking about

learning process as it is taking place, monitoring of one‟s production or

comprehension, and evaluating learning after an activity is completed. Among the

main meta cognitive strategies, it is possible to include advance organizers,

directed attention, selective attention, self-management, functional planning, self-

monitoring, delayed production, self evaluation. Second, cognitive strategies are

more limited to specific learning tasks and they involve more direct manipulation

of the learning material itself. Repetition, resourcing, translation, grouping, note

taking, deduction, recombination, imagery, auditory, representation, key word,

contextualization, elaboration, transfer, inferencing are among the most important

cognitive strategies. Third, socio affective strategies have to do with social

mediating activities and interacting with others.

a. Metacognitive strategies

Metacognitive strategies are higher order thinking skills that students use to

manage their own language learning. Metacognitive strategies are the

strategies which involve planning for learning, monitoring, and evaluating

learning after an activity is completed. Metacognitive strategies go beyond

the cognitive mechanism and give learners to coordinate their learning. This

helps them to plan language learning in an efficient way.

O‟Malley and Chamot (2000, pp. 44 – 45) divided Metacognitive Strategies

into three sets of strategies they are centering your learning, arranging and

planning your learning, and evaluating your learning. The aim of centering

learning is to give a focus to the learner so that the attention could be

directed toward certain language activities or skills. Arranging and

planning learning help learners to organize so they may get maximum

36

benefit from their energy and effort. Evaluating learning helps learners with

problems like monitoring errors and valuation of progress.

1. Advance Organizers

It is previewing the main ideas and concepts of the material to be

learned, often by skimming the text for the organizing principle. For

example students review before they go into class.

2. Directed Attention,

It is deciding in advance to attend in general to a learning task and

ignore irrelevant distractors.

3. Functional Planning

It is planning for and rehearsing linguistic components necessary to carry

out an upcoming language task. For example, a student make summary of

the materials to prepare the final exams.

4. Selective Attention,

It is deciding in advance to attend to specific aspects of input, often by

scanning for key words, concepts, and/or linguistic markers. For example,

choosing the familiar topic to practice English orally or writing some

important words to help memorize the dialog.

5. Self-Management

Understanding the conditions that help students and arranging for

the presence of those conditions. For example the students make a clam

conditions when study in classroom or in outside of class.

6. Self-Monitoring

It is checking one's comprehension during listening or reading or

checking the accuracy and/or appropriateness of one's oral or written

production while it is taking place. For example, the students ask to their

friends to monitoring and correcting the wrong words when they memorize

something.

7. Self-evaluation,

It is checking the outcomes of one's own language learning against a

standard after it has been completed. For example, the students try to speak

with foreign tourist to practice speaking skill. Metacognitive stratgeies

refer to learners‟ behavior in centering, arranging, planning and

evaluating their learning. Metacognitive strategies encompass a)

paying attention; b) delaying speech production to focus on listening; c)

organizing; d) setting goals and objectives; e) planning for language task; f)

self-monitoring; and g) self-evaluating.

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b. Cognitive strategies

Based on Alberta (2009, p. 47) cognitive language strategies include using

different techniques for remembering new words and phrases, deducing grammar

rules, applying previously learners rule, guessing at the meaning of unknown

words and using a variety of ways to organize new information and link the

new information to previously learned language. Operate directly on incoming

information, manipulating it in ways that enhance learning. Weinstein and Mayer

(1986) suggest that these strategies can be subsumed under three broad groupings:

rehearsal, organization, and elaboration processes Cognitive strategies may be

limited in application to the specific type of task in the learning activity.

O‟Malley and Chamot (2000, pp. 44 – 45) divided cognitive strategies into

four sets are practicing, receiving and sending messages, analyzing and reasoning,

and creating structure for input and output. Practicing is the most important in this

group which can be achieved by repeating, working with sounds, and using

patterns. The tools of receiving and sending messages are used when learners

try to find the main idea through skimming and scanning. The adult‟s

learners commonly use analyzing and reasoning strategies. These are used to

understand the meaning and expression of the target language. These are also to

make new expression.

Here is an example of a learner who practices with sounds of the words that

have letters ought. The words through, though, tough, trough contain ought to

sounds different. To understand them better the learners myay make own phonetic

spelling: throo, thow, tuff, and troff.

1. Resourcing Translation

It is using target language reference materials such as dictionaries,

encyclopedia, or textbooks. This is the first language as base for

understanding and/or producing the second language. For example

students are searching new vocabulary in dictionary.

2. Repetition

It is imitating a language model, including overt practice and silent

rehearsal. For example, the students repeats the pronunciation until

mastered.

3. Grouping

It is classifying words, terminology, or concepts according to their

attributes or meaning. For example, students classify words with the

same meaning to memorize the words.

4. Deduction

It is applying rules to understand or produce the second language or

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making up rules based on language analysis.

5. Imagery

It is using visual images (either mental or actual) to understand or

remember new information. For example, students use illustration that

has relation with the topic in order to memorize more fast.

6. Auditory representation

It is planning back in one's mind the sound of a word, phrase, or longer

language sequence. For example, when you are trying to learn how to say

something, speak it in your mind first.

7. Keyword method

It is remembering a new word in the second language by: (1) identifying a

familiar word in the first language that sounds like or otherwise resembles

the new word, and (2) generating easily recalled images of some

relationship with the first language homonym and the new word in the

second language.for example, identifying a familiar words that students

hear.

8. Elaboration

It is relating new information to prior knowledge, relating different parts of

new information to each other, or making meaningful personal

associations with the new information.For example, the students relating

new information to other concepts in memory.

9. Transfer,

It is using previous linguistic knowledge or prior skills to assist

comprehension or production. For example, if the student talking about

something he/she already learn (in English), all he/she has to do is

remember the information and try to put it into Indonesia.

10. Inferencing

It is using available information to guess meanings of new items, predict

outcomes, or fill in missing information. For example, the students things

of the whole meaning of the sentence, and then he/she can get the meaning

of new word.

11. Note taking

It is writing down key words or concepts in abbreviated verbal,

graphic, or numerical form while listening or reading. For example, the

students prepares book to catch the all materials while listening section.

12. Summarizing

It is Making a mental, oral, or written summary of new information gained

through listening or reading.

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13. Recombination

It is constructing a meaningful sentence or larger language sequence by

combining known elements in a new way.

14. Translation

It is using the first language as a base for understanding and/or

producing the second language.

c) Social affective strategies

Represent a broad grouping that involves either interaction with another

person or ideational control over affect. Generally, they are considered

applicable to a wide variety of tasks. Based on Alberta (2009:47) social

affective language learning are actions learners take during or related to

interactions with others to assist or enhance their own language learning. These

strategies include methods students use to regulate their emotions, motivation and

attitude to helps them learn the language.

Social affective strategies are very important in learning a language

because language is used in communication and communication occurs

between people. O‟ Malley and Chamot divided socio-affective strategies into

three sets of strategies are; Asking question, Cooperating with others, and

Empathizing with others.

1. Cooperation

It is working with peers to solve a problem, pool information, check notes,

or get feedback on a learning activity. For example the students cooperate

with their friends to make discussion to choose the suitable person.

2. Questioning for clarification

It is eliciting/asking from a teacher or peer additional explanation,

rephrasing, or examples about language learning difficulties. For example,

the students ask the correct pronunciation to their friends or private teacher.

3. Empathizing with others

It means to put oneself in someone else situation to understand that

person point of view. Learners can use social strategies to develop

cultural understanding nad become aware of thoughts and feelings of

others.

Based on the description above, affective strategies refer to how learners

can lower their anxieties; control their motion and how they motivate their

learning. Social strategies refer to learner‟s activity involving other people, for

instance, by asking question to their teacher or their colleagues, by cooperating

with peers, and by asking correction

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H. 2013 Curriculum

Curriculum is a basis of teaching learning process, so every teaching

learning processing has to follow the curriculum. It is the planned interaction of

pupils with interactional content, materials, resources, and process for evaluating

the attainment of educational objectives.

Curriculum of 2013 is competency and character based curriculum.

Curriculum of 2013 was born as a response to the various criticism of School

Based Curriculum 2006. It is in accordance with the development needs and the

world of work. Curriculum of 2013 is one of the government‟s efforts to resolve

the various problems being faced by the world of education today. The theme of

2013 curriculum is generating Indonesian people, which are; productive, creative,

innovative, and affective; through the strengthening of attitudes, skills, and

knowledge which are integrated.

I.1. The Characteristic of 2013 Curriculum

Curriculum of 2013 is designed with the following characteristics:

1. Developing a balance between spiritual and social attitudes, knowledge, and

skills, and applying them in various situations in the school and community.

2. Putting the second as part of the community that provide a learning

experience so the learners are able to apply what is learned in the school to

the community as a learning resource.

3. Giving freely enough time to develop a variety of attitudes, knowledge and

skills.

4. Developing the competencies expressed in terms of class core competencies

that is specified more in basic competence of subject.

5. Developing class core competence into organizing elements of basic

competence. All the basic competencies and learning process are developed

to achieve the competence stated in core competencies.

6. Developing a basic competence based on the accumulative principle,

mutually reinforced and enriched between-subjects and education level

(horizontal and vertical organization)

The expected objective of the implementation of 2013 curriculum is not

impossible to be achieved. It is because the curriculum is competency and character

based which conceptually has several excellences.

1. Curriculum of 2013 uses a scientific approach. Learners as a subject of

study will be led to develop various competencies according to the

potention of each.

41

2. Curriculum of 2013 is competency and character based curriculum , so it

may underlie the development of other capacities in various aspects

(mastery of knowledge, specific skills, and personality which are able to be

optimal based on the specific competence.

3. Many fields of study related to the development of skills which are more

appropriate to use the competency approach.

I.2. The Innovation of 2013 Curriculum

In 2013 curriculum, syllabus development is no longer done by the teacher,

but has been prepared by a team of curriculum developers, both at central and

regional levels. Thus teachers develop only lesson plans based on the teacher guide

books, student guide book and resource books which have all been prepared. The

English teachers guide book is an accompanying book for the students guide book

for ELT. The book is useful for the teachers to guide well the learning process

performed by the students through the textbooks which have been arranged in

accordance with the principles developed in 2013 curriculum. Generally, teacher

guide book consist of general instruction, learning guidelines for each chapter and

evaluation guidelines.

The English book of 2013 curriculum for students guide are prepared to

improve their language skills. The book display is using a text-based learning

approach. Whether oral or written, by placing the English language as a vehicle of

communication. This book explains the minimum effort which should be done by

the students to achieve the expected competencies. In accordance with the approach

used in 2013 curriculum, students are encouraged to be brave to look for other

learning resources around them. The role of teachers in improving and adjusting

the absorption of students with the availability of the activities in this book is very

important. Teachers can enrich it with creations in the form of other suitable and

relevant activities which are sourced from the social and natural environment. The

creations can be put into lesson plans.

I.2.1. Lesson Plan

Lesson planning is a crucial process in an instruction. The process helps

teachers manage instruction more effectively. Without lesson planning, both

teacher and student will find the lesson not meaningful and interesting as well. The

worst, it will destruct students‟ motivation to learn. It will be different if lesson

planning is accomplished properly and meaningfully, teacher will lead instruction

effectively and of course it helps build teachers‟ confident to teach, because teacher

42

does not worry about to do next, at the same time, the student will find the lesson

easy to understand. Hence, the opportunity for students to reach optimal

achievement seems easy to get.

Teaching is a complex process that requires careful planning for its success.

For this reason, teacher should realize the importance of planning for effective

instruction and classroom management. Arranging effective teaching to create

effective instruction is one of teachers‟ responsibilities. Therefore, all step must be

taken in the classroom should be planned well.

Lesson plan is the art of mixing a number of different elements into a

lesson, so that a lesson can maximize students‟ learning. Hence, planning a lesson

becomes a fundamental aspect that bring lesson to an effective instruction. In line

with that, lesson plan is an activity what teacher and students will be doing. From

the definitions, it is noticeable that lesson planning cannot simply defined as

planning time to decide material, knowledge, or skills that will be given to students

because planning a lesson should be aimed at maximizing students‟ achievement.

Lesson planning is conducted to get effective instruction. Effective

instruction can be meant an instruction that enable student to acquire specified

skills, knowledge, attitude and student can enjoy. Then, it can be concluded that a

lesson will be good for students if students do not only get knowledge or something

to learn, but also enjoy the instruction as well. Furthermore, effective instruction is

the instruction that motivates students to learn affirms the presence a validity of

diverse learning style maximize the climate or condition for learning in the

classroom through the use of instructional design principle that value learning

differences and increase the possibility of success for all students.

From that statement, it can be seen that in planning a lesson teacher should

create a high quality lesson plan, i.e. lesson plan that should give experience,

knowledge, and skill to the students. It also demands teachers to consider a number

of crucial factor such as the language level of the students. their educational and

cultural background, their level of motivation, and their different learning style

before starting to make a lesson plan.

In brief, planning a lesson is a way of ensuring the lesson whether it will be

good for students or not. A lesson will be good for students if students can get

something and enjoy the teaching and learning process as well.

Basic of lesson plan development.

43

Basic legal rules in lesson plan development can be seen in the following

paragraph:

1. Government rules of Republik Indonesia No.65/2013 about process

standard stated that “RPP is spleed from syllabus to direct student learning

activity to reach basic competence”.

2. Government rules of Republic Indonesia No.19/2005 about National

Standard of Education article 20, which stated that planning of learning

process includes syllabus and learning realization planning that cover

minimally learning objective, content material, learning method, leraning

source and evaluation of the result of learning.

Component and systematic of lesson plan

At least lesson plan consist of 1). Learning aims 2). Learning material 3).

Learning method 4). Learning source and 5). Assessment.

A lesson plan at least contains of:

1. The identity of the school, subject or theme, class/semester, and the

allocation of time;

2. Core competence, Basic competence and indicators of competencies

achievement;

3. Learning materials

4. Learning activities that include preliminary activities, main activities, and

the post activities;

5. Assessment, remedial learning and enrichment;

6. Media, tools, materials, and learning resources.

Component and systematic of lesson plan are:

School:

Subject:

Class:

Core material:

Time allocation:

Core competence:

Basic Competence and Indicator

…………….. (KD in KI-1)

…………….. (KD in KI-3)

Indicator: …………………….

…………….. (KD in KI-4)

Indicator: …………………….

44

Note:

KD 1 and KD 2 from KI-1 and KI-2 must not developed in indicator because both

of them achieve from indirect learning process. Indicator developed only for KD-3

and KD-4 achieving from direct learning process.

Learning aims

Learning material

Learning method

Media, tools, and learning source

Media

Material

Source

Learning activity

1. First meeting

First activity (……minutes)

Core activity (……minutes)

Closing (…….minutes)

2. Second meeting

First activity (……minutes)

Core activity (……minutes)

Closing (…….minutes)

Assessment

1. Kind of assessment

2. ` Form of assessment

3. Technique of assessment

Stages in Developing lesson plan

1. Analyzing syllabus

Commonly, for each core material in syllabus consist of four KD based on

core competency aspect (attitude to God, attitude to self, environment,

knowledge, and skills). To achieve these basic competency, in syllabus it is

explained that students‟ activity is consisting of exploration, elaboration,

and confirmation, there are: observing, questioning, experimenting,

associating and communicating. These activities that have to be explored in

lesson plan and teacher must make their student active. Analyzing of

syllabus also consist of formulating indicator and assessment.

2. Identifying learning material

Some aspects that have to be considered in identifying learning material

are:

45

a. Students‟ potential

b. Relevancy to local characteristics

c. Physical, intellectual, emotional, social, and students‟ spiritual

d. Usefulness for student

e. Knowledge structure

f. Actual, deep, wide learning material

g. Relevancy between students‟ need and environment

h. Time allocation

3. Deciding learning aims

Learning aims refer to indicator, at least consisting of 2 aspects: audience

(students) and behavior (skill).

4. Developing learning activity

Some aspects that have to be considered in identifying learning material

are:

a. Learning activities are arranged to make easy teacher so the teach

professional

b. Learning activities consist of activities done by teacher as in syllabus

c. The steps of learning activities for each meeting are done by teacher to

make students active.

5. Formulating assessment

Some aspect that have to be considered in formulating assessment are:

a. Assessment purposed to measure competence achievement, KD-KD in

KI-3 and KI-4

b. Criteria of assessment are based on what students achieve in learning

process

c. Using sustainable assessment

d. Result of assessment used to decide the next step

e. Assessment has to be suitable with learning experience that done in

learning process

6. Deciding time allocation

In deciding time allocation for each KD, it is based on effective week and

time allocation for each subject.

7. Deciding learning source

Learning source is object or thing used in learning activity e.g.: nature,

culture, social, physical environment. Etc.

Lesson plan is one of curriculum tools and teachers have to master in

conducting the lesson plan. The benefits of lesson plan as 2013 curriculum tools:

46

1. If curriculum tools are good, it will make a positive effect in learning

process. Curriculum tools will help the teacher in teaching and learning

process

2. Learning process will be systematic and in a good direction, also achieving

the objective because curriculum tools are preparation for teacher in

arranging a meaningful learning process

3. Although curriculum tools can make a good contribution in creating an

effective learning process, there are some factors that obstruct developing

or conducting curriculum tools especially in 2013 curriculum are as

follows:

a. Lot of changes took place in term of curriculum policies in Indonesia. It

causes teachers to feel indolent in conducting and developing

curriculum tools e.g. lesson plan

b. Sample of curriculum tools from related to educational authorities are

used by teachers although it is not balanced with situation and condition

in the school. On of the reason is the teacher did not want to be

burdened with such activities.

Lesson plans arrangement must be adapted to the syllabus. Syllabus design

is one aspect of curriculum development but is not identical with it. A syllabus is a

specification of the content of a course of instruction and lists what will be taught

and tested. Lesson plan is arranged and prepared by the teacher based on the

syllabus with the following principles:

1. Fully load basic competence of spiritual attitudes, social attitudes,

knowledge and skills;

2. Can be implemented in one or more than one session;

3. Pay attention to individual differences of learners;

4. Student-centered;

5. Context-based;

6. Contemporary-oriented;

7. Develop independent learning;

8. Provide feedback and follow-up of learning;

9. Have relevance and coherence between competencies and between content;

and

10. Utilizing information and communication technology

In addition to the innovation of syllabus development, innovation also

occurs in the development of curriculum structure. The curriculum structure

formulated after going through a process of discussion and structuring the

curriculum. For senior high school, the curriculum structure in subjects divided into

47

two groups, named the compulsory subjects and the specialization subjects. The

specialization subjects group aims such as:

1. To provide opportunities for students to develop an interest in a group of

subjects in accordance with the scientific interest in the college.

2. To develop their interest in a discipline or a particular skill. English

centered into the two groups of subjects, so it provides more opportunities

for students who have the talent and interest to improve their ability in

English.

Related to the evaluation such as the aspects and the way, there are some

differences between the evaluation in the School Based Curriculum 2006 and the

evaluation in 2013 curriculum. The emphasis of evaluation in school based

curriculum 2006 is on cognitive aspect only and tests become the dominant method

of assessment. While in cognitive, affective, and psychomotor aspect

proportionally, so that the assessment of test of portfolio are complementary.

Evaluation of learning outcomes by educators is should be implemented in

the form of authentic and non-authentic assessment includes the result of students‟

observation activities, field assignment, portfolios, projects, products, journals,

laboratory work, and performance, as well as self-assessment.

I.3. The Implementation of 2013 Curriculum

Implementation is a process of applying ideas, concepts, policies or

innovations in the form of practical actions to give effect, in the form of practical

actions to give effect, in the form of changes in knowledge, skill, values, and

attitudes. Curriculum as an object of implementation is true. This is because the

curriculum has guidelines for its implementation. This is stated in UU number 20

of 2003 year about the national education system, that the curriculum definition, is

a set of plans and arrangements regarding the purpose, contents, teaching materials,

and methods used to guide the implementation of learning activities to achieve

specific goals of education.

The implementation of 2013 curriculum on learning activity in schools by

the teachers is implemented in three dimension, those are teaching learning

planning, teaching and learning process, and learning evaluation.

1. Dimension of Teaching and Learning Planning

In this dimension, teacher outlines the vision and mission or learning

objectives to be achieved. The attempt which should be done is considering all the

48

things which are needed and used in the study in order to achieve the wanted goal.

Everything is covered in the lesson plan.

As explained previously, in 2013 curriculum, teachers are no longer in

charge of developing the syllabus but make the lesson plan only. Here, the

selection of appropriate media becomes very important in order to suit the

techniques that used in teaching learning process. Media influence learning a lot

because it will relate to the students involvement. Media can be used in in direct

instruction, active learning teaching strategies and students projects.

If we reconsider the objectives of 2013 curriculum that students are not

only smart but also must have a good attitude and ability, then the role of the media

also cannot be ruled out. Media offers both cognitive and affective experiences. It

can provoke discussion, an assessment of one‟s values, and an assessment of self if

the media provide scenes or pictures with strong emotional content. Besides,

students can hone their analytical skills by analyzing media using the theories and

concepts they are studying.

2. Dimension of Teaching and Learning Process

Learning is a process of interaction between students and students, or

students and teachers with learning resources in a learning environment. The

characteristics of an ideal learning are interactive and inspiring; fun, challenging,

and motivating learners to actively participate; contextual and collaborative;

providing enough space for innovation, creativity, and independence of learners;

and in accordance with their talents, interest, abilities and physical and

psychological development of learners.

At this dimension, the teachers implement teaching learning strategies and

methods that should be in accordance with the approach in 2013 curriculum that is

the scientific approach. The scientific approach is a science process based approach

that is done through the process of observing, questioning, exploring or

experimenting, associating, and communicating. According to Anthony, approach

is the level at which theory is put into practice and at which theory is put into

practice and at which choices are made about the particular skills to be taught, the

content to be taught and the order in which the content will be presented. Within

one approach, there can be many methods.

49

I. Teaching English Practice in Senior High School

English is taught in secondary schools in the most efficiency way possible.

There are many reasons for this, most of them historical and administrative.

English teaching is subject to many external political considerations which may

justify spending enough money to make learning successful.

As stated in School Based Curriculum, the purpose of the English subject in

senior high school is to develop communicative competence in spoken and written

English through the development of related skills. This is the way the school

graduates are expected to reach information level. The learners will be able to

support their next study level through the ability of the English communicative

competence.

The current practice of English language teaching has been focused on

preparing the students to be able to communicate effectively by using the language.

English teachers have done their job very well in motivating their students to learn

and use the languages. They always try to use various interesting activities to

present the context of the given language items being discussed. Some of them

even give the explanation on certain language items accompanied by the context of

culture in which those items used. This fact is very common in the practice foreign

language classrooms. What may becoming the main concern is on whether the

presentation of this foreign culture is accompanied by the explanation of our own

culture. This remains an important question in the current practice of English

language teaching in this country.

What the teachers commonly do in their teaching is fulfilling the objectives

of the teaching and learning goals as stated in the current curriculum. Most teachers

are busy with finding suitable and relevant materials without having critical

analysis on the cultural biases that may be covered within the source materials.

What commonly come in their minds is finding the materials which are in line with

the objectives of the teaching and learning activities as mentioned in the

curriculum. It is generally agreed so far that the practice of English language

teaching will not be effective without discussing its culture. Most educators will

agree that teaching the language will be impossible without teaching the culture.

Every sentence, expression, word needs to be put in the context of culture of the

language.

In order words we may say that an English teacher could act as a cultural

agent as well. Every English teacher needs to realize this, if not they will not only

be the cultural agents but also be the agents of the new form of imperialism.

Teachers need to consider the fact that their students come from different cultural

background. Therefore, they need to have a critical analysis on the materials as

50

well as the learning resources to be given to the students in terms of western

cultural content.

The current English language teaching practice may lead the students to

have better understanding on foreign culture rather that their own culture or even in

the extreme way could lead them to make the foreign culture as theirs own culture

and make them internalize the norms as well as foreign cultural values in their daily

he lives. Some of our young students may have deep understanding on the foreign

culture rather than mastering the language. What may be the most important impact

of the current English language teaching practice is the loss of our own culture

since our young generations are no longer have clear understanding of it. The

valuable cultural norms and values will be left behind by its descendents as they

like to have and behave by using the foreign cultural norms and values. They may

even forget their cultural identity. All individuals engaged in the foreign language

teaching and learning process need to anticipate by having the cultural awareness

of the foreign culture and start having discussion on the national culture while

explaining the foreign culture in their classrooms.

J. Previous Related Studies

Studies on the teaching of speaking based on multicultural setting has been

widely conducted. To give a portrait of teaching and learning speaking at the

boarding school, it is mentioned some related previous studies from reputable

International journals, namely Ainon J.M. (2014), Judit Sarvari (2015),

Tonbuloglu, B., Aslan, D., & Ayudin, H. (2016), Augustine Uka Nwanyanwu

(2017) and Prachi Nada (2017)

Ainon, J.M. (2014) in her study “Teaching English in Multicultural

Classroom” explored a study which aimed to examines teachers‟ understanding of

an attitudes towards multiculturalism, and in so doing find out what are the

language teaching strategies used in promoting and enhancing successful

multicultural interaction.

Judit Sarvari (2015) in his study “Teaching English in Multicultural

Classes” explored a study which aimed the topic of learning style in different

cultures and investigated how they related to the students‟ performance.

Tonbuloglu, B., Aslan, D., & Ayudin, H. (2016) in their study “Teachers’

Awareness of Multicultural Education and Diversity in School Settings” explored a

concept of multiculturalism was in general perceived in terms of ethnic background

or difference in race and it is great importance to provide comprehensive

51

educational systems in which individuals in multicultural societies can live together

in peace.

Augustine Uka Nwanyanwu (2017) in her study “Effective Teaching of The

English Language in Multicultural Classroom: explored a study which effective

learning in multicultural classroom, the potential challenges to teaching and

provides diverse strategies that may improve teaching and learning in this context.

Prachi Nada (2017) in her study “Teaching Strategies in a Multicultural

Classroom” explored a study which a multicultural classroom is a blend of students

from various cultures to form a diverse learning environment. Where cultures not

only includes tradition and religion but also races, languages, ethnicity and living

condition. To combine all these in a classroom involves lots of creativity and

management skills of the teachers.

52

CHAPTER III

RESEARCH METHODOLOGY

A. Research Setting

The setting of the research is at Attaqwa Boarding School, it is located Jln.

KH. Noer Ali Ujung Harapan Bahagia Babelan Bekasi. In this school English class

twice a week, every Thursday and Friday and every meeting was be held twice a

week for 80 minutes (2x45 minutes/meeting).

B. Research Design

The kinds of this research was descriptive research. It describes students‟

opinion on Multicultural based on teaching speaking. According to Gay (2000, p.

275) a descriptive study determines and describes the way things are. Then, this

research used qualitative approach which focuses on evaluation research that

explains and describes events, phenomenon, and data happened in the field based

on the reality. Moleong (2006, p. 6) states that qualitative research is the study

intends to understand the phenomenon of what is experienced by the subject of the

research such as motivation, perception, behavior, and so on in holistic manner.

Dealing with the theories, this study has answered the questions about the

multicultural based on teaching speaking for Eleventh grade students at Attaqwa

Boarding school Bekasi.

C. Participants

The main participants of this research were eleventh grade students of

Attaqwa Boarding School. Those participants are later observed in their activity

during the English teaching and learning process. The researcher gained the data

from classroom activity, and the interview of the teacher, the vice principal of

curriculum, the vice principal of facilities, and also the vice principal of student

discipline. The research was held in about three months, includes observing

activities inside classroom, outside the classroom (the school environment) and

interview.

53

D. Research Instrument

The instrument of this research was the researcher herself by helped open-

ended questionnaire and interview guidance. As it is explained by Gay (2000,

p.19), the researcher realizes herself as the main instrument of data collection. It

means the researcher should enter the setting to get the data. In this case, certain

instrument that was used in this research, they were questionnaire and interview.

E. Data Collection Procedure

In this section, the researcher would describe the data collection or

procedures used to conduct the research. In other words, explain how the data were

collected and the procedures that were followed throughout the research. The

researcher would collect the data through observations and interviews:

1. Observation

According to Creswell (2012, p. 213) observation is the process of

gathering open-ended, firsthand information by observing people and places at a

research site. In this research, the observations were collected under natural, non-

manipulative settings using observation sheets. The observations of the participants

were conducted in their classroom which was the natural setting. The researcher

was a non-participant observer and sat in the back of room to avoid any

interference to the setting. As Creswell (2012, p. 215) a nonparticipant observer is

an observer who visits a site and records notes without becoming involved in the

activities of the participants. In the observations, some information related to

students` activities which included pre activities, main activities and post activities

in the classroom are gathered. An observation sheet was made to guide the

observation in order all the data was covered.

In this observation, the researcher conducted observational field-notes to

record the data. Creswell (2012, p. 217) divided observational field-notes into two

classifications, descriptive field-notes and reflective field-notes. In this research,

researcher conducted descriptive field-notes which means record a description of

the events, activities, and people (e.g., what happened). The observation guide was

formulated based on Creswell (2009, p.477) and the need of course to dig up some

information as follows:

54

Table 3.1 Classroom Observation Outline

NO Object Observed Activities

1. Learning Problem The problems are found during teaching and

learning speaking activities based on

multicultural setting.

2. Learning Strategy The strategies are used by the teacher and/or

students to cope with problems were found

in teaching and learning speaking activities

based on multicultural setting.

3. Teaching Strategy The strategies are used by the teacher in

teaching speaking based on multicultural

setting.

4. Teacher`s Role The roles of English teacher during

classroom teaching and learning speaking

activities based on multicultural setting.

5. Student`s Role The roles of the students in dealing with

speaking English learning activities based

on multicultural setting.

2. Interview

In the interview section, the researcher tried to obtain some information

from the English teacher about English teaching and learning process for students

at eleventh grade students, developing the English syllabus, delivering English

materials, and conducting the evaluation of teaching and learning English.

Moreover to gain information about English teaching and learning process

for students at eleventh grade, the researcher would asked questions about the

general difficulties that faced by the students at eleventh grade students, the

differences in difficulty level of one student to another in English teaching and

learning process and the strategies that teacher used to minimized those difficulties

that faced by the students at eleventh grade.

Furthermore, to know information about delivering speaking materials, the

researcher would ask about the relevance between the English syllabuses and

delivering English materials for students at eleventh grade of Attaqwa boarding

school, the course book as main references that teacher used in delivering English

materials, the reasons for the teacher using the course book as main reference, the

other reference that teacher used in delivering English materials, the methods that

teacher used in delivering English materials, the media that teacher used in

55

delivering materials and the difficulties that teacher faced in delivering English

materials for students at eleventh grade. In interview the researcher also asked

about evaluation that teacher conducted in teaching and learning English which

consists of how the teacher conducted the evaluation to know the ability level of

students at eleventh grade in teaching and learning speaking English, kinds of test

that teacher used in evaluate students in teaching and learning English.

The form of interview that the researcher conducted in this research is one-

on-one interview. As Creswell (2012, p. 218) explained that the one-on-one

interview is a data collection process in which the researcher ask questions to and

records answer from only one participant in the study at a time. In case of this

research, the researcher only interviews the English teacher. In addition, in

practice, the question in the interview can evolve as needed. There are the

formulations of four main outlines of interview as follows:

Table 3.2. Content Outline of Interviews

NO Interview Interviewee Topic Outlines

1. Interview A The English

teacher of

eleventh grade

English

teaching and

learning

process for

students at

eleventh grade

1. The teacher`s

perceptions of the

difficulties that faced

by the students in

learning speaking

English

2. The teacher`s

perceptions of the

differences in

difficulty of one

student to another in

learning speaking

English

3. The teacher`s

strategies used to

minimized those

difficulties

2. Interview B The English

teacher of

grade XI

English

syllabus for

students at

eleventh grade

1. The teacher`s

perceptions of

developing English

syllabus at eleventh

56

grade of Attaqwa

boarding school

2. The teacher`s

perceptions of

developing and

creating English

lesson plan for

students at eleventh

grade of Attaqwa

boarding school

3. The teacher`s

perception of

relevance the syllabus

and lesson plan for

students at eleventh

grade of Attaqwa

boarding school

4. The teacher`s

perceptions of the

difficulty in creating

English lesson plan

3. Interview C The English

teacher of

grade XI

English

materials for

students at

eleventh grade

1. The teacher`s

perceptions of

relevance the English

materials and existing

syllabus

2. The teacher`s

perceptions of the

course book as main

reference in

delivering English

materials

3. The teacher`s

perceptions of the

method used in

delivering English

materials

57

4. The teacher`s

perceptions of the

media used in

delivering materials

5. The teacher`s

perceptions of the

difficulty in

delivering English

materials to students

at eleventh grade of

Attaqwa boarding

school

4. Interview D The English

teacher of

grade XI

English

Evaluation for

students at

eleventh grade

of Attaqwa

boarding

school

1. The teacher`s

perceptions of

conducting the

evaluation in teaching

and learning English

for students at

eleventh grade of

Attaqwa boarding

school

2. The teacher`s

perceptions of type of

test used in

conducting evaluation

for students at

eleventh grade of

Attaqwa boarding

school

3. Documentation

The researcher collected and studied several documents such as English

syllabus form the government, Existing English syllabus, lesson plan and teaching

materials. In this research, those documentations used to study teaching and

learning activities that are commonly used. The teaching and learning activities are

developed according to the needs of students to be applied in the classroom setting

involving students at eleventh grade of Attaqwa boarding school.

58

F. Data Analysis Procedure

The data were analyzed based on the result of the open-ended questionnaire

and interview as the checking data trustworthiness. The result of interview, then

was analyzed in three steps, they are: first, reduction of the data. Second, data

display. Third is conclusion or verification of the data. According to Miles and

Huberman (2000, p. 129) to analyze the qualitative data consist of three activities,

they are:

1. Reduction of the data

The reduction of the data is interpreted as the process of the choice, interest

focused, simplifications, abstraction, and data information that exist from written

notes in the field. The reduction of the data was collected, the researcher continue

the reduction of the data by make conclusion, codification, investigate of theme,

grouping and write memorandum.

2. Data display

According to Miles and Huberman (2000, p. 11) data displays is the set of

of information that is arranged possible to give possibility to take a conclusion and

to take a treatment. In this step, the researcher analyzed teaching speaking based on

multicultural setting.

3. Conclusion for verification of the data

After reducing the data and display the data, the final step was conclusion

or verification of the data. The researcher concluded on teaching speaking based on

multicultural setting.

G. Trustworthiness

In analyzing the data, the researcher used triangulation of the data to find

clear information. According to Sugiyono (2012, p. 83) triangulation is the data

collection techniques that is combining various techniques of data collection and

data sources that already exist. Then, Moleong (2001, p. 178), triangulation is

technique of checking data trustworthiness that utilize something outside the data

as checking for comparing toward the data. In this research, the researcher did the

technique method triangulation to check the trustworthiness of the data to took the

information from the same in informants by using open-ended questionnaire and

interview.

In this research, the researcher did interview to check the trustworthiness of

the data from informant. As the first way, the researcher distributed questionnaire

to take the data from informants. Then, in order to check the credibility of the data,

the researcher did interview.

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1. Method

When the researcher will get a data by interviewing the English teacher, the

researcher then will make sure that the data were valid by getting the same data

from the observation in the classroom. In other words, in this research, method

triangulation will do to obtain the right information by different methods. Since the

methods to gain the data for this research were observation and interview, the truth

of the information that will get by applying those methods.

2. Source

In this triangulation, the researcher dig up the true significant information

through some methods and source data result. For instance, for interview the

researcher will interview the English teacher, observe the teaching and learning

activities used classroom observation note and studies several documentation to

increase the validation of data.

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CHAPTER IV

FINDING AND DISCUSSION

A. Finding

The finding will be a description of some data findings of this research. The

following points are taken into consideration as the objects of this research. The

descriptions are made in order to answer the research questions.

1. How is the teaching and learning process in the class based on

multicultural setting?

According to the interview with the English teacher, English teaching and

learning process in Attaqwa boarding school contains of two main activities, they

are a learning process which follows the Mininstry of Education which is held in a

classroom, and a learning process held out classroom.

Based on the observation that the writer conducted in class XI Attaqwa

Boarding School in 2017 the process of teaching and learning in Attaqwa Boarding

School is the same with other senior high school, either in the lesson plans or the

syllables. The process of teaching and learning which covers the four skills of

English, listening, reading, speaking and writing.

When an English teacher enter a classroom, the students are asked to stand

up and give a greeting, then they have to pray together. After that, directly the

teacher open the teaching process in the way of repeating the last material that was

taught, previously the teacher gives some points or ask some question related to the

main material that will be taught in that meeting. In this stage of learning process,

the teacher make the students to be active during the learning process by giving an

image related to the material, then ask the students to guess what material will be

taught by looking that image.

In giving the material, the teachers use the curriculum 2013, where in this

activity, the students are able to have a critical and rational thinking. In this

activity, the writer divides the study into four skill of English; a) listening, b)

speaking, c) reading and d) writing. In teaching listening skill, teacher uses a tape

recorder to convey the material and by using speech method. An English teacher

said that he tries making the students familiar with to listen a material. For the

evaluation, the teacher repeats the material and followed continuously by students

until they can comprehend what the teacher says. Besides the students study how to

give a response for teacher‟s statement, they are also asked to pronounce some

English word or sentence that the teacher says. The teacher also asks the students to

have courage to speech in front of classroom in order to make them be familiar

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with speech activity in front of others. In the way of making them be familiar with

speaking, the teacher gives a speech or conversation script to the students.

In teaching reading process, the teacher asks students to read a text that is

related to material they taught. The way that is used to convey this skill, the teacher

asks them to read the text one by one, then the teacher give a correction for their

pronunciation and give a correct one for their wrong pronunciation. In teaching

writing skill the teacher asks students to arrange some sentences, check of some

words, and also make a composition related to the material. In this activity, the

teacher tends to be active because there are some students still have some problems

with the way to write composition.

Before the teacher close the learning process, the teacher repeats, give a

conclusion about the taught material, and give some assignment as the matter for

evaluation. A teacher adds that in order to gain the speaking assessment, the

teacher always grade the students by seeing a quantity of vocabulary that they

master when they speech in front of classroom. There are some English learning

processess in Attaqwa boarding school.

1. Daily Activity

Vocabulary is one of the elements of the language that must be mastered by

students in Attaqwa boarding school to get an easier communicate, because

language is a set of basic a vocabulary. Basically, not all boarding schools are

learning vocabulary, for it is essentially vocabulary learning in boarding school to

implement the system of two languages, one of which there are in Attaqwa

boarding school, where is implementing of education system in boarding school

has two languages, namely: English and Arabic, who practiced in everyday life.

With the vocabulary needed by students to speak in Arabic and English in their

daily. There are many excess of in vocabulary learning system in Attaqwa boarding

school includes; 1) increase a vocabulary; 2) make it easier for the students to

translate a sentence; 3) streamlining the students in speaking in a language such as

Arabic and English which is done in the cottage to be applied in everyday life; 4)

those students can recite the vocabulary used in daily life properly.

Vocabulary is an important factor in all language teaching and of critical

importance to the typical language learner. It is considerably large and also varies

in number. No one can master all of the words of any language, but they can enrich

the stock of words. The larger the vocabulary of the students, the more chance they

have the ability of reading and writing. therefore, it is the task of the English

teacher to help their students to improve their vocabulary along with grammar and

pronunciation. Besides the daily learning process in classroom, the English learning

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process is also held on daily morning as long as fifteen minutes. In this morning,

each student has to memorize at least fifteen words in English. They have to

remember by saying those words, because they will get punishment if they do not

do that. If they have mastered those fifteen words, they will be given the other five

words, and so on. This activity called Morning Vocabulary.

2. Weekly Activity

a. Conversation

This conversation is held every Wednesday. This activity is called Morning

conversation. In this activity, each student is asked to make a conversation and

practice it with their friends. This activity is under the guidance of Central

Language Improvement. Every week this section provides the certain theme. The

students should make a conversation based on the theme provided. In the process,

students make a long line in front of their dormitory. They stand face to face with

their own partner. The language section of each dormitory look around and

supervise this activity in order to make sure that students make a conversation with

their friends. With the system of conversation there is a lot of benefits that can be

taken, namely to simplify and facilitate the students for using speaking language

(Arabic and English) and also accustom themselves to speak the language fluently,

as well as the courage of the students trained in talking with other people.

b. Speech Practice

Speech practice is held every Monday afternoon. The students are designed

in groups with the variety of class or grade. Every group has their own place and

contain of 25 – 30 students. All students are asked to make a speech script and to

practice a speech in front of others. They make a presentation of their script by

turns. Speech practice run at the school consists of three languages, namely Arabic,

English, and Indonesian. The main goal of the speech practice is to print the

students a mentally strong, able to speak in a dignified manner, and able to express

ideas and ideas to the audience, as well as adding the ability to speak both in

quantity and quality vocabulary.

The aim of daily and weekly activity is to practice and make students usual

to communicate in English with another. These activities exist under the language

institution in Attaqwa boarding school. For the curriculum, there are also the

syllabus and lesson plans. They are almost the same as the syllabus and lesson

plans of curriculum 2013. By the existing of this curriculum, it becomes one of

supporting factors of English learning process of curriculum 2013.

3. How do the students learn speaking?

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In this research, the researcher only focused on students with at eleventh

grade in Attaqwa boarding school. In this classroom there were thirty two students

with different cultures.

Furthermore, the researcher considers that it is necessary to give the

description of some features including the English teaching and learning activities

in the classroom and the students at eleventh grade in Attaqwa boarding school in

learning speaking in order to make a brief representation of the data.

a. English Activities in the Classroom

To gain the natural information as what ecxpected from case study, the

researcher had carried out the classroom observation during English teaching and

learning activities in this classroom. This classroom observation conducted about

seven times and the researcher observed by directly involving herself in the class to

do field notes. The English subject at eleventh grade of Attaqwa boarding school

conducted once a week on Friday, it began at 08.30 A.M until 10.00 A.M. The

information about classroom teaching and learning will be described into theree

stages in teaching and learning process, they are: pre-activities, main activities and

post activities.

1) First Meeting

It was the beginning second semester at Attaqwa boarding school, when the

researcher took observation classroom in eleventh grade. In the pre-activities, 1. the

teacher prepared the students to follow the learning process such as praying,

attendance, preparing textbooks. 2. The teacher motivated the students contextually

in accordance with the learning benefits of text description of the sights in

everyday life, such as tourism promotion brochures so they can choose the desired

holiday spot. 3. The teacher asking questions to review the previous material and

also about the image of the sights being displayed related to the material to be

learned. 4. Describe the learning objectives or basic competencies to be

achieved; and conveying material coverage and explanation of activity description

according to syllabus

In the main activities, teacher told the students:

Observation (5‟)

1. The students were divided into groups of 6 and saw the video about asking and

giving suggestion so they watched carefully the video.

2. The students identify phrases that show about asking and giving suggestions.

3. The students learned to find key ideas, detailed information and certain

information from the video.

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Question (5 ')

1. With teacher guidance and direction, the students asked the question about the

variation of asking and giving suggestion in English, especially about social

function, text structure, and linguistic elements.

2. The Students ask the question about the main idea, detailed information and

certain information from the video.

Collecting Information (5 ')

1. The students in groups read variations of asking and giving phrases in the form

of dialogue with appropriate pronunciation, word pressure and intonation

2. The students in groups find key ideas, certain information and detailed

information and social functions of the description text seen and heard.

Associating (5 ')

1. The students compared the expression of asking and giving suggestion from the

video with the students‟ work result in groups

2. The students got feedback from teachers and friends about each sentence they

told in groups.

Communicating (5')

1. In pairs, the students posed a dialogue about asking and giving suggestions in

accordance with the purpose of social function, structure and elements of

language.

2. The students delivered job result on asking and giving suggestion according to

the guidelines the teacher prepared.

3. Each group, publish the work of learners in groups.

In the post activities, the teacher provided feedback on learning processes

and outcomes, undertake follow-up activities in the form of individual assignments

to make the expression of asking and giving suggestions from the internet and

relevant book sources and informed the learning activity plan for the next meeting,

finally the teacher closed the lesson by asking the students to pray together.

2) Second Meeting

In the pre activities at the second meeting, the teacher greets the students,

pray together, giving motivation to learn. And the teacher opened the lesson by

asking the students about asking and giving suggestion, after students answered her

then teacher gave the brainstorming in the form of questions in accordance with the

material to be delivered such as:

a. What was you feeling?

b. Were you scared or angry?

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The teacher Explained the purpose of learning or basic competencies to be

achieved (Based on my questions previously, Now, please guess!

Delivering material coverage and explanation of activity description

according to syllabus. (ie the material of the expression states and asks about

feelings and thoughts, how social functions, text structures, language elements and

grammar, intonation, and word

In the main activity, teacher told the students:

Observation

1. The students listened and read many sentences that state and ask about opinions

contained in the video

2. The students followed the interaction of statements and questions about stating

and asking about opinions or opinions

3. The students mimic examples of sentences that state and ask about opinions or

opinions

4. The students identify sentences that express and ask about opinions or opinions

Questioning

With the guidance and direction of teachers, students question, among other

things, the differences between various expressions and ask about opinions or

thoughts in English

Exploring

1. Students are given a script in the form of dialogue and practice opinions or

opinions contained in the script in pairs

2. Students respond and provide opinions or opinions contained in the manuscript

3. The student plays a conversation about giving opinions or opinions made by the

students themselves in front of the class

In the post activity, teacher gave the task to the students to read newspapers

or magazines then provide opinions on the article and teacher closed the lesson by

asking the students to pray together.

3) Third Meeting

In the pre activity, teacher greet the students, attendance and pray together

in the classroom. Opened the lesson by asking the assignment before and review

the last material.

In the main activity, the teacher told the students:

Observation

1. The teacher showed the reading in chapter 2 of the student book

2. The teacher explains the genre in the text to be studied, the text is one example

of an article containing an author's opinion of a bullying event taken from one

of the magazines

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3. Students found many examples of articles containing opinions on magazines or

newspapers.

Questioning

1. Students are asked to read the text in the book

2. While reading the students are asked to write down questions if there is a thing

or text content that is not understood

3. After reading the students are asked to convey what they understand from the

reading, the teacher seeks to explain each paragraph by different students.

Exploring

1. The students are asked to write opinions on some of the things in textbooks

2. The students made conversations about opinions

3. The students revised the reciprocity provided by the teacher

Associate

1. Students group the same opinion by comparing the given reason

2. Students compare information in the form of facts and opinions

Communicate

Students determine the theme of a busy discussion or trending topic in the

media then students ask opinions to parents related to the theme

In the post activity, teacher closed the lesson and gave them a home work

which is the students are given the task to write down the problem in the study

journal

4) Fourth Meeting

In the pre activity, as usual teacher opened the lesson by greeting the

students and pray together, then wrote down the name of day and the date of today

on the white board. While teacher wrote down the name and the date of today,

teacher told the students that objective of English material today is about invitation.

The teacher asked the questions that relate previous knowledge to the material to be

learned then explained the learning objectives or basic competencies to be

achieved; and conveying material coverage and explanation of activity description

according to syllabus

In the main activity, teacher took out the packet book and wrote down

several vocabularies on the white board. There are fifteen vocabularies in English

language and the meaning in Indonesian language. The teacher wrote one of

example about invitation. Moreover, teacher instructed all students to take out their

book and wrote down all vocabularies on the white board into their books.

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Observing

1. The students saw the examples of invitations.

2. The students read the invitation text provided

3. The students identified and record the words of the invitations given

Questioning

1. With the guidance and direction of teachers, learners questioned, among other

things, differences and similarities between official and unofficial letter of

invitation.

2. The students asked about the various contexts of the use of official and

unofficial invitations in English and Indonesian

Collecting Data (Exploring)

1. The students identified what should be listed in an invitation letter.

2. The students answered the questions or specified parts of the invitation letter

3. The students looked for examples of invitation letters on the internet

Associating

1. The students in groups read an invitation text in Indonesian and English

2. The students in groups compare and record differences between official and

unofficial letter of invitation in Indonesian and English

Communicate

1. Students in groups report the results of comparing official and unofficial letter

of invitation in Indonesian and English

In the post activity, 1. The teacher provided feedback on learning processes

and outcomes; 2. The teacher together with learners conclude learning 3. The

teacher conducts follow-up activities in the form of individual assignments 3. The

teacher gave the students a homework to memorize those vocabularies at home. 4.

Then teacher closed the lesson by asking the students to pray together.

5) Fifth Meeting

In the pre activity, teacher opened the lesson by preparing the students to

follow the learning process such as praying, attendance, and preparing textbooks;

Motivate the students contextually according to the benefits of personal letter

writing. and describe the learning objectives or basic competencies to be achieved;

and conveying material coverage and explanation of activity description according

to syllabus.

In the main activity, teacher told the students:

Observation

1. The students were divided into groups of 4 people, then learners are asked to

see a video show about the correspondence. After analyzing the video, the

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teacher asks the students to read samples of personal letters given by the

teacher

2. The students imitated examples of pronunciation of sentences in the personal

letter with teacher guidance.

3. The students learned to find key ideas, detailed information and specific

information from personal letters that are read through some referral questions

Questioning

1. With the guidance and direction of teachers, students questioned, among other

things, differences between the various text of personal letters that exist in

English, especially about social functions, text structure, and linguistic

elements.

2. The students ask the question about the main idea, detailed information and

certain information from the text of private letters

Collecting data

1. The students in groups read descriptive text in the form of an example of a

personal letter that has been brought with the pronunciation, the exact word

pressure and intonation

2. The students in pairs found key ideas, certain information and detailed

information as well as the social function of personal letters being heard.

3. The students in groups found key ideas, certain information, detailed

information, social functions, text structures, and linguistic elements of a

personalized letter read

In the post activity, the teacher provided feedback on learning processes

and outcomes, informed the learning activity plan for the next meeting and the last,

the teacher closed the lesson by asking the students to pray together.

6) Sixth Meeting

In the pre activity, the teacher prepared the students psychologically and

physically to follow the learning process by greeting, inviting learners to tidy up

their classes and performances, inviting learners to initiate activities by praying,

and checking the attendance of learners. Teacher asks questions about learned

English material or has been known before. Teachers convey about learning

objectives or basic competencies to be achieved. Teachers deliver material

coverage and activity description according to RPP.

In the main activity, teacher told the students:

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Observation

1. The students listen and imitate teacher's remarks

2. In pairs of learners used the practice of roles by using the expression states and

asks the ability to perform an action and response by using the correct

intonation and pronunciation

3. The students identified direct phrases using expressions stating the ability to

complete the sentence of the passenger

Questioning

With teacher guidance, the students were motivated to ask questions about

social functions, text structure and linguistic elements of expression and ask the

ability to do something

Exploring

1. The students made some groups.

2. The students interviewed classmates using expressions asking for skills and

supplementing tables available on student books.

3. Group by sentence based on interview data

Associate

The students exchanged group results with other groups and mutually

correct errors

Communicate

1. The students present their revised group results

2. Together with teachers giving feedback on other group presentations

Moreover, in the post activity, Teachers and learners jointly summarized the

material already learned at this meeting, asked the questions to learners to help

them reflect on their learning activities, assigned the learner to practice giving

instructions and noting to the learner to say the phrase, explained the planned future

learning activities. And the last, the teacher closed the lesson by asking all students

to pray together.

7) Seventh Meeting

In the pre activity, the teacher prepared the learners psychologically and

physically to follow the learning process by greeting, inviting learners to tidy up

their classes and performances, inviting learners to initiate activities by praying,

and checking the attendance of learners. The teacher asked the questions about

learned English material or has been known before. The teacher conveyed about

learning objectives or basic competencies to be achieved. And the teacher delivered

material coverage and activity description according to RPP.

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In the main activity, the teacher told the students:

Observation

1. The students listened and imitated teacher speech

2. In pairs using the practice of roles by using expressions and asking the

willingness to perform an action and response by using correct intonation and

pronunciation

3. Identify a direct sentence that uses the expression states the willingness to

complete the sentence of the passenger

Questioning

With teacher guidance, students are motivated to ask questions about social

functions, the structure of texts, pronunciation, vocabulary and linguistic elements

of expression stating and asking to do something

Exploring

1. The students make some groups

2. The teacher asked students to distinguish the use of a sentence that states and

asks for ability and willingness

Associate

1. The students read a few sentences related to the expression of the willingness

2. The students rewrite sentences that use expressions of willingness

3. In pairs write some dialogue based on the picture that is on the student's book

Communicate

1. Students present their revised group results

2. Together with teachers giving feedback on other group presentations

Moreover, in the post activity, the teachers and inverts are examined

together to summarize the materials already studied in this meeting, asked the

questions to learners to help them reflect on their learning activities. explained the

planned future learning activities and the last the teacher closed the lesson by

praying together.

4. How does the teacher assess the students speaking performance?

Assessment is the most important in a learning system results at the schools,

evaluation system in Attaqwa boarding school is basically the same with other

school, but are so distinctive from other schools, that in no boarding school exam.

So, in Attaqwa boarding school has two systems of evaluation, evaluation of

school and boarding school.

In the learning process classroom, the teacher always evaluate the students

each completed lesson. Based on the results of interview with teacher: I always do

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an evaluation of the student by speaking assessment methods. Basically, English

learning can be said to be maximal if the students is able to speak and understand

to what teachers say. The teacher is not only assessing students assessment based

on their worksheet or examination but also from their daily conversation. Teacher

can score whether it is good or bad from their daily conversation. Student‟s

performance also being assessed.

There are several difficulties that the school faced. The writer takes a

conclusion that there are three points of difficulties: a) Policy. The first

difficulties faced by Attaqwa boarding school was from the law of the

government which is not the same with nowadays law. The school management

and the teachers cannot firmly treat the misbehavior students. There are some

limitation and regulation that overly indulgent the students. Previously, it is the

school‟s policies how to treat the misbehavior students. For example in treating

the students, that does not obey the regulation of language. In the previous

chapter the writer has been stated that the school required the students to use two

languages in their daily activities based the weekly schedule in Arabic week or

English week. But the headmaster adds that if there is a language infraction, the

language institution has already prepared the vest of infraction. So if there is a

student which does not speak English when in English day, they will be punished.

By this rule students are inevitably use the language and indirectly used to speak

either in English or in Arabic. In now day, this kind of regulation cannot be

completely conducted by the school it collided with government regulation. b)

Student laziness. In other hand, an English teacher adds that one obstacle factors

from their internal factor, that is the laziness of the student. Many students are

sleeping in the classroom, have students also showed their laziness in other

activities. c) Students‟ daily activities. Beside the factor above, there is also the

other factor, which is the schedule of students‟ daily activities. the students start

their day from 4 o‟clock in the morning and end it by 10 o‟clock in the night. It is

full activities which have to be done by students. Based on the observation result,

the heavy schedule makes the students tired, and it becomes one of big obstacles

in English learning system. Since, the students; time to take a rest is just a little.

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B. Discussion

Based on the data that had been presented, further verification was to make

conclusions. The researcher verified the research by making conclusion of data

finding. From this initial conclusion, there is still a possibility of changes if other

facts found.

1. Teaching and learning process based on multicultural setting in the class

Nowadays, as it was already stated above, the teaching-learning process is

learner- centred, which means that students are considered to be partners to

teachers, they are considered to be partners with teachers.In term of teaching and

learning activities for students at eleventh grade of Attaqwa boarding school, the

researcher encountered some problems based on the result of classroom

observation note and the result of interview with the English teacher. They are:

According to O‟Malley and Chamot (2000:1) “learning strategies are

special thoughts or behaviors that individuals use them comprehend, learn, or

retain new information”. There are three strategies of learning strategies by

O‟Malley and Chamot (2000, pp. 44 – 45), there are metacognitive strategies,

cognitive strategies and socio-affective strategies. The students in Attaqwa

Boarding School used almost all the learning strategies to improve their speaking

in English. In metacognitive strategies the students used Selective Attention, Self-

Management, Self-Monitoring and Self-evaluation.

The first strategy is selective attention. In learning speaking, the

students chose the topic and described it then made some concepts which include

its pronunciation, intonation, and its expression use that will be presented in

their conversation or speech.

The second strategy is self-management. In this case, after knowing their

skills bound, the students tried to do something that helped them to improve their

speaking skill. The students did some activities such as consultation with their

friends and try to create good atmosphere in order to memorize new vocab. Self-

management helped students to measure their ability and made them to create

some activities which develop their speaking.

The third strategy is self-monitoring. In this case, the students had to

understand that pronunciation, vocabulary, and expression precision are important

thing in mastering speaking skill. The students did some activities which helped

them to measure their accuracy in using of pronunciation, vocabulary, and

expression precision by using some activities such as asking lecturer, searching in

dictionary, and consulting with their friends.

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The last strategy is self-evaluation. In here, the students needed to evaluate

their speaking skill. They evaluated by having conversation with native speaker to

practice their speaking and to know how far their speaking ability.

In cognitive strategies the students used Resourcing Translation, Repetition,

Grouping, Deduction, Imagery, Keyword method, Inferencing and Note taking.

There are some strategies applied by the students

The first strategy is resourcing. From the research findings, it can be

showed that the students applied the resourcing learning strategy in

mastering their speaking skill. It could be proven that the student not only

depended on the material from the teacher but also depended on the other

materials, especially from internet, books and dictionary.

The second strategy is repetition. According to the results of interview

and observation, the writer concluded that the application of the repetition learning

strategy is good in improving speaking because the student learned the foreign

language and they had to imitate the foreign language dialect in mastering their

speaking.

The third strategy is grouping. In here, the students explained about their

manner to arrange their speaking materials. Student preferred to search the

synonym of new word in order to get new knowledge

The fourth strategy is deduction. The writer concluded deduction

learning strategy is useful to help the students in learning speaking because by

applying the rules in learning speaking.

The fifth strategy is imagery. According to the results, the writers concluded

that, imagery learning strategy helped the students in combining the students‟

concept to learn the speaking materials.

The sixth strategy is key word. In this case, the main point of key word is

remembering a new word in the second language by identifying a familiar word

in the first language that sounds like or otherwise resembles the new word.

According to the results, the writer concluded that key word learning strategy

helped students in adding their vocabulary to support them in mastering speaking

skill.

The seventh strategy in cognitive strategies is inferencing. In here, the

main point was guessing the meanings of words whose meaning did not know.

From the results, the writer concluded that the students applied the inferencing

learning strategy in mastering their speaking by guessing the meaning from the

context of the sentences and through summarizing the word that students

understand.

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The last strategy is note taking. According to the results, the writer

concluded that the students applied the note taking learning strategy in mastering

their speaking skill by writing the points or something important about the

materials and making something which helped them understand the materials such

as making a chart of concept that will be developed

In Social affective strategies the students used cooperation and questioning

for clarification. There are some strategies that used by them: The first strategy

is cooperation. In here, the main point is the students‟ activities, especially their

English conversation practices in daily activities to improve their speaking ability.

According to the results, the students try to asking their friend to help them in

memorizing sentences or vocabulary in speaking skill.

The last strategy in socio-affective strategies is question for clarification.

According to results of interview and observation, student in Attaqwa boarding

school active to ask about the pronunciation in speaking whether it is correct or

not. Based on the result above, the writer concluded that question for clarification

learning strategy is appropriate to help students in clarifying the speaking

materials that they do not understand. Those strategies that used by students in

Attaqwa boarding school make them know more about speaking English. They

can more confident in speaking English and can apply their knowledge in their

daily activity.

2. Learning speaking based on multicultural setting for students at

eleventh grade of Attaqwa boarding school

There is never enough time for everything that teachers want to do in

classrooms with their students, however, they should always find time for

practicing speaking. Speaking is a necessity in every single lesson. Students are

supposed to learn a foreign language probably at every single school in our

country, because it is considered to be very good for them and some day in the

future they will need it for sure. In our country, it is the English language that is

considered to be the most important. It can rise from the fact that English is often

labeled as a global language and everybody can speak it at least a little bit. So

children start with learning foreign languages very early; some of them want to,

some of them are not really interested in it, but they have to. Whatever the situation

is, teachers should be able to include everybody in the teaching-learning process.

Talking about English teaching and learning process at the school could not

be separated from English syllabus and lesson plan. As Nunan (2002, p.6) defined

syllabus as a statement of content which is used as the basis for planning courses of

75

various kinds, and the tasks of the syllabus designer is to select and grade this

content. Syllabus could be a term of the selection and grading of content, or

whether they it should also tempt to specify and grade learning tasks and activities.

A lesson plan is one of the key elements for an effective delivery of

knowledge in classroom from a teacher to the students. It is one of the feasible

tools that any effective teacher should have each time they walk into a classroom to

begin their daily duty. A lesson plan no doubt helps a teacher to efficiently manage

his or her class and consequently command respect among his or her students as

well as to ensure that his or her students grab the concepts with little difficulties.

However, the syllabus and lesson plan have several differences. Syllabus

usually consists of list of subject, content outline for each subject, broad time

allocation, Standard Competence (KI) and Basic Competence (KD). Syllabus

usually set up by committee who consists of people who supervise and controls

subject quality. Whereas, the lesson plan is a teacher`s detailed description of the

subject of instruction for an individual lesson to meet the objective of the lesson.

Lesson plan usually consists of lesson title, time that required completing the

lesson, list of required materials, enabling objective, instructional component and

evaluation. In other words, the content of syllabus is simplified version of a

curriculum for students` understanding, whereas the content of lesson plan is

detailed guidelines for teachers to carry out the lesson.

Based on explanation above, the English teaching and learning process for

students at eleventh grade of Attaqwa boarding school could not be separated with

English syllabus and lesson plan. In line with developing English syllabus for

students at eleventh grade of Attaqwa boarding school, the researcher also

interviewed the teacher about developing and creating the English lesson plan

because syllabus and lesson plan could not be separated in teaching and learning

process.

On the contrary, the English syllabus that teacher received from the

government was quite heavy for students at eleventh grade of Attaqwa boarding

school. It can be seen from the Standard Competence (KI) and Basic Competence

(KD) of the syllabus form the government, for instance in Standard Competence

the students with intellectual required to:

a. Understanding and applying of knowledge (factual, conceptual and

procedural) based on the students` curiosity about science, technology,

art, culture related to real phenomena and real event.

b. Processing, providing and analyzing in concrete area (using, describing,

modifying, and making) and in abstract area (writing, reading, calculating,

76

drawing, and arranging stories) which appropriate with teacher taught at

school and other source which same perspective and theories.

In term of developing and creating English lesson plan for students at

eleventh grade of Attaqwa boarding school, the teacher used this adopted syllabus

as main reference in developing and creating English lesson plan. According to the

teacher, this adopted syllabus more suitable for the students in her class. In

addition, the indicator and materials in this adopted syllabus more suitable for the

students` ability and for the students` needs.

There are many reasons why students should be put into groups and interact

with each other. This is of course the main reason to give students a chance to

communicate. Group work as such also offers many others opportunities how to

help students. They believe that activities which are not personal, such as games,

problem-solving, information gathering or reporting, should be replaced by

activities which make students sharing their feelings, beliefs and values. They

work with these six strategies:

a. Restructuring

This strategy is used to break down expected classroom structures and to

minimize students' fears. Restructuring activities are usually non-personal,

non-verbal and students communicate through actions, drawings or written

statements.

b. One-centred

It gives students an opportunity to “be heard and seen”. It provides individual

attention and acceptance of the whole group. However, it is done on a

voluntarily and students can choose, whether they would speak from their

seats or stand up in front of the class.

c. Unified group

This technique requires the participations of all students in the group. It helps

to establish co-operation and value of each group member. Everybody must do

their parts in the activity, otherwise it could not be completed successfully.

d. Dyads

Activities done in pair work. It gives students a chance to share their own

feelings and emotions and to give them some privacy at the same time. Before

the actual speaking, they can think about it and after that they can share their

thoughts and ideas.

e. Small groups

In small groups, students learn, how to co-operate with each other. Not only do

they develop their speaking skills, but they also practise their listening skills

77

and and improve the listening patterns, such as sharing their attention, fair

interruptions and turn-taking.

f. Large groups

The goals for large groups are the same as goals for smaller groups, only with

more people involved.

Teachers can either be a part of these conversation techniques, or they can

stay behind and observe their students. Mostly there are not involved in students'

activities directly, nevertheless, when students are in need, they are in roles of

facilitators and participators.

78

SYLLABUS

Nama of School : Madrasah Aliyah Attaqwa

Class : XI

Subject : English

Competency Standard : Speaking

Expressing meaning in conversation and interpersonal transactional very simple to interact with the immediate

environment

Basic

Competency

Topic Learning

Activities

Indicator Student’s

Character

Assessment Timing

Learning

Resources

3.1. Expressing

meaning in

transactional

and

interpersonal

conversation by

using a variety

of oral language

is very simple,

accurate,

current, and

thanks to

interact with the

immediate

environment

that involves

speech acts:

greeting,

farewell, thanks

and apology

Oral and

written text

for the

greeting,

take-leaving,

thanks and

apology

Social

Function

Maintain

interpersonal

relationships

with teachers

and friends

Text

Structure

(The phrase

rote, no need

Observe

Students

imitating models

of interaction

greeting, take-

leaving, thanks

and apology

With the

guidance and

direction of

teachers, students

identify traits -

traits interaction

greeting, take-

leaving, thanks,

and apologies

(social function,

structure and

elements of

language text)

Utter form

greeting, take-

leaving, thanks

and apology

Inquire form

greeting, take-

leaving, thanks

and apology

orally with

accurate,

current and

thank

Courage

Respect

Assessment

Criteria

The level of

achievement of

the social

function of

greeting, take-

leaving, thanks

and apology

The level of

accuracy of the

elements of

language:

grammar,

vocabulary,

pronunciation,

word stress

and intonation

4 x 45

minute

Text

book

Internet

79

to explain the

grammar)

A: Good

morning.

B: Good

morning

A: How are

you?

B: Fine,

thanks.

A: Good bye

B: Bye

A: Thank you

B: You are

welcome

A: I'm sorry

B: That's fine.

Question

With the

guidance and

direction of

teachers, students

questioned,

among others,

the differences

between the

various

expressions of

greeting,

farewell, thanks

and apology in

English, the

expression

differences that

exist in

Indonesian, the

possibility of

using another

expression, etc.

Explore

Students say

hello, say

goodbye, say

thank you, and

apologized in

English

Associate

Students

compare the

How to Valuate

Work Method

Playing the

role of

interaction in

the form of

greeting, take-

leaving, thanks

and apology

The accuracy

and

appropriatenes

s of using the

structure and

elements of

language in the

expression of

greeting,

farewell,

thanks, and

apologies and

responses

Observation

Efforts to use

English to say

hello,

goodbye,

thank you, and

apologize

Seriousness of

students in the

80

expression of

greeting, take-

leaving, thanks

and apology in

English

Communicate

Students say

hello, goodbye,

thank you, and

apologized.

learning

process in

every stage

Politeness and

concern in

implementing

communicatio

n

Basic

Competency

Topic Learning

Activities

Indicator Student’s

Character

Assessment Timing

Learning

Resources

3.2. Expressing

meaning in

transactional

and

interpersonal

conversation

using a very

simple range of

spoken

language

accurately,

fluently and

thankful to

interact with the

immediate

environment

that involves

speech acts: say

hello to a

stranger,

Simple oral

and written

texts to

inquire, and

respond to

introductions

oneself

Social

Function

Introduce

yourself to

establish

interpersonal

relationships

with teachers

and friends

Text

Structure

Observate

Students follow

the interaction of

self-introduction

With the

guidance and

direction of

teachers, students

identify the

characteristics of

the interaction of

self-introduction

(social function,

the structure of

the text, and

linguistic

elements)

Question

With the

Reveals a variety

of speech acts:

Greet people

yet or already

known

Self-

Introducing or

others

Respect

Courage

Assessment

Criteria

The level of

achievement of

the social

function of self-

introduction

The

completeness

level of

introductory

text structure

The level of

accuracy of the

language

elements:

grammar,

vocabulary,

pronunciation,

word stress,

4 x 45

minute

Text

book

Internet www.dailyengli

sh.com

81

introduce

yourself or

others.

My name is

....,

I live in......

I'm......

Linguistic

Elements

Vocabulary

subject

pronoun

and

possessiv

e

adjective

Pressure

word

Intonatio

n

Topic

Various

issues related

to the

interaction

between

teachers and

students

during the

learning

process

within and

outside the

classroom

guidance and

direction of

teachers, students

questioned

Among other

differences

between the

introductory

phrase in

English,

differences in

expression with

that in

Indonesian

Explore

Students acquaint

themselves with

the English in the

context of

simulation, role-

play, and other

activities are

structured

Associate

Students

compare the

introduction of

self-expression

has been studied

that exist in

various other

intonation

How to Valuate

Work Method

Role play in the

form of self-

introduction

interaction

The accuracy

and

appropriateness

of using

structural and

linguistic

elements in self-

introduction

interaction and

response

Observation

Efforts to use

English to

introduce

themselves

when an

opportunity

arose

Seriousness of

students in the

learning process

in every stage

Conduct

mannered and

82

sources

Between

Students

compare

introductory

phrase in English

Communicate

Students acquaint

themselves with

the English

language, inside

and outside the

classroom.

Students write

down the

problems in

using English to

introduce

themselves

care in

performing

communication

Conduct honest,

disciplined,

confident, and

responsible in

implementing

communication

83

SYLLABUS

Nama of School : Madrasah Aliyah Attaqwa

Class : XI

Subject : English

Competency Standard : Speaking

Expressing meaning in oral texts short functional very simple to interact with the immediate environment

Basic

Competency

Topic Learning

Activities

Indicator Student’s

Character

Assessment Timing

Learning

Resources

4.1. Reveals

the meaning

of speech acts

very simple

short

functional

accurately,

fluently, and

thank to

interact with

the immediate

environment

Short

Functiona

l Text:

Instru

ction

Short

notice

Warn

ing

and

cautio

n

Social

Function

The

purpose, to

maintain

order in

personal

and public

safety

Observe

Students read the

several text:

instruction, short

notice, warning

and caution

Students observe

social function,

structure and

elements of

language

instruction, short

notice, warning

and caution from

various sources

Question

With the guidance

and direction of

teachers, students

questioned, among

others, the

1. Give and

deliver the text

of instruction,

short notice,

warning and

caution orally

and in writing

Responsibility

Respect

Assessment

Criteria

The

achievement

level of the

social

function of

the use of

text

The level of

completenes

s text

structure of

instruction,

signs or

warning

signs

The level of

accuracy of

the language

elements:

grammar,

3 x 45

minute

Text book

Internet www.dailyenglish.

com

84

Text

Structure

Formal

expression

:

Instru

ction:

Read

the

report

carefu

lly. No

studen

ts

should

be

late.

Alway

s

come

on

time.

Short

notice.

Keep

the

room

clean

and

tidy.

warni

ng or

differences

between various

text instruction,

short notice,

warning and

caution in English

Students are

questioning how

to find specific

information in the

text instruction,

short notice,

warning and

caution

Explore

Students read the

text of the

instruction, short

notice, warning

and caution to

friends and

teachers with

stress, intonation,

and the proper

pronunciation

Students practice

finding specific

information and

detailed

instruction in text,

short notice,

vocabulary,

pronunciatio

n, word

stress,

intonation,

spelling and

handwriting

How to Valuate

Observation

Assessment

of

responsibilit

y, caring,

cooperation,

and peace-

loving

Portfolio

A group of

student work

that reflects

the results or

outcomes of

learning

instruction

text, short

notice,

warning and

caution

85

cautio

n

Cauti

on:

Very

hot

water.

Dange

r, 240

volts.

Warn

ing

Dange

rous

chemi

cals

warning and

caution

Students obtain

feedback from

teachers and

friends of the text

instruction, short

notice, warning

and caution are

written

Students make

improvements to

the text

instruction, short

notice, warning

and caution are

written based on

feedback from

peers and teachers

Associate

Students analyze

the various text:

instruction, short

notice, warning

and caution, and

compare it with

the example given

Students analyze

the form of

sentences used in

the text

instruction, short

86

notice, warning

and caution

Communicate

Students present

the instruction

text, short notice,

warning and

caution that has

been corrected

based on input

from teachers and

friends

Students submit

the conclusion of

the study orally

Basic

Competency

Topic Learning

Activities

Indicator Student’s

Character

Assessment Timing

Learning

Resources

4.2.

Expressing

meaning in

oral texts idea

is very simple

short

functional

accurately,

fluently and

thankful to

interact with

the immediate

environment

Write a

label and a

list of

items (list)

Social

Function

Introductor

y

Identifying

Inventory

Text

Structure

The names

Observe

Students read

examples of object

names or the list

of goods in

accordance with

the classification

by taking into

account social

function,

structural text and

linguistic elements

Students imitate or

copy the example

of a structured

1. State the list

of items and

labels needed

Trustworthiness

Diligence

Assessment

Criteria

The

achievement

level of the

social

function of

the use of

text

The level of

completenes

s text

structure

The

accuracy

4 x 45

minute Text book

Oxford dictionary

87

of objects,

with or

without

number

Linguistic

Elements

article

a,

noun

plural

cardin

al 1 up

to 100

(one,

two

..., one

hundr

ed)

Spelli

ng and

handw

riting

and

print

clear

and

tidy

Speec

h, said

stress,

intona

tion,

Question

With the guidance

of teachers,

students

questioned among

other things, the

difference

between speech,

stress, intonation,

when presented

orally

Students gain

additional

knowledge about

the social

function,

expression and

structure of the

text, linguistic

elements, as well

as writing format

or delivery of a

variety of sources

Explore

Students read

examples of

written text label,

and a list of items

(list), with

attention to social

functions, text

structure and

level of

language

elements:

grammar,

vocabulary,

pronunciatio

n, word

stress,

intonation,

spelling and

handwriting

How to Valuate

Observation

Assessment

of

responsibilit

y, caring,

cooperation,

and peace-

loving

The

accuracy and

suitability in

writing write

label and a

list of items

Portfolio

A group of

students

work that

reflects the

88

when

presen

ted

orally

Topic

The

Objects

around and

relevant to

students'

lives, by

giving the

example of

the

behavior

of

discipline,

caring and

friendly

environme

nt

language elements

Associate

In group work

guided the

students analyze

the text by taking

into account social

function,

expression and

structure of the

text, linguistic

elements

Students obtain

feedback from

teachers and

friends about each

as he had in the

group work

Communicate

Students obtain

feedback from

teachers and

friends of the

resulting work

results or

outcomes of

learning

instruction

text, short

notice,

warning and

caution

89

SYLLABUS

Nama of School : Madrasah Aliyah Attaqwa

Class : XI

Subject : English

Competency Standard : Speaking

Expressing meaning in conversation and interpersonal transactional very simple to interact with the immediate

environment

Basic

Competency

Topic Learning

Activities

Indicator Student’s

Character

Assessment Timing

Learning

Resources

9.1.

Expressing

meaning in

conversation

transactional

(to get things

done) and

interpersonal

(social) is very

simple by

using a variety

of oral

language

accurately,

fluently and

thankful to

interact with

the immediate

environment

Text oral and

written in asking,

accepting and

offering help.

Observe

Students

practice

saying the

phrase asking

for and giving

services

(Asking,

Accepting

and Offering

Help, such as:

Asking for Help

A: Would you

please help me

with my

homework?

Response

B: Sorry, I cannot

right now, I'm

busy

Offering Help

Asked and

answered a variety

of information:

Asking,

Accepting and

Offering Help

Communicative

Diligence

1. Perform the

dialogue with

your friend in

the front of the

class!

2. Listen to the

expression and

respond to it,

example:

Pass me the salt,

please.

3. Create a

dialogue based

on the role cards

and perform it.

2 x 45

minute

Text

book

Internet www.dailyenglis

h.com

90

Can I help you?

Response:

Yes, please

(Accepting)

No, thank you

(Declining)

Question

With the

guidance of

teachers,

students

questioned

the role

played by

using a phrase

that has been

studied.

Explore:

Students are

trying to

actively

interact

among

learners,

between

learners and

teachers in

learning

activities.

91

Associate By working

groups,

students learn

to pronounce

the phrase

(Asking,

Accepting

and Offering

Help).

Communicate

Giving

students the

opportunity to

think,

analyze, solve

problems and

act without

fear.

Basic

Competency

Topic Learning

Activities

Indicator Student’s

Character

Assessment Timing

Learning

Resources

9.2.

Expressing

meaning in

transactional

conversation

(to get things

done) and

interpersonal

(social) is very

simple by

using a variety

Oral and written

text about Asking

and Giving

Opinion

Observation

Students

observe

examples of

phrases

asking and

giving

opinions

Students

practice

saying the

Asked and

answered a variety

of information:

Asking and

Giving Opinion

Respond

interpersonal

Diligence

Communicative

Perform a

dialogue about

asking and

giving opinion

with your own

words!

Create a

dialogue based

on the role

2 x 45

minute

Text

book

Internet www.dailyenglis

h.com

92

of oral

language

accurately,

fluently and

thankful to

interact with

the immediate

environment

that involves

speech acts:

ask and give

opinions

phrase asking

for and giving

opinions

(Asking and

Giving

Opinion),

such as:

Asking for

Opinion

What do you think

of..........?

How do you feel

about........?

Giving Opinion

I think.............

From my point of

view, ...

Question

With the

guidance of

teachers,

students

questioned

about the

vocabulary

and grammar

related to the

topic material

to be

delivered.

cards and

perform it.

93

Explore

Learners form

groups of six

people

Facilitate

learners with

diverse

learning

media

Associate

With the

working

group, the

students learn

to pronounce

the phrase ask

and give

opinions

(Asking and

Giving

Opinion).

Communicate

Two learners

around from

one group to

another group

to present the

results of their

discussions

about asking

and giving

opinions

94

SYLLABUS

Nama of School : Madrasah Aliyah Attaqwa

Class : XI

Subject : English

Competency Standard : Speaking

Expressing meaning in oral functional text and very simple short monologue form of descriptive and procedure for

interaction with the immediate environment

Basic

Competency

Topic Learning

Activities

Indicator Student’s

Character

Assessment Timing

Learning

Resources

10.1. Expressing

meaning

contained in the

oral text is very

simple short

functional by

using a variety of

oral language

accurately,

fluently and

thankful to

interact with the

immediate

environment

Short

Functional

Text:

1.

Announcement

2. Greeting

card

Observation

Students

mimicked the

phrase - a phrase

used in the

conversation

appropriate

material

Question

Students gain

additional

knowledge about

the social

function,

expression and

structure of the

text, linguistic

elements, as well

as writing format

1. Expressing

meaning in short

functional text

form:

- announcement

- Greeting card

2. Announce

something

3. Congratulating

Responsibilit

y

Diligence

Assessment

Criteria

The

achievement

level of the

social function

of the use of

text

The level of

completeness

text structure

The level of

accuracy

oflanguage

elements:

grammar,

vocabulary,

pronunciation,

word stress,

intonation,

4 x 45

menit

Text

book

95

or delivery of a

variety of

sources

Explore

Students use the

phrases that

exists in the

material in

accordance

conversation

with a friend in

pairs

Associate

In group work

guided the

students analyze

the text by taking

into account

social function,

expression and

structure of the

text, linguistic

elements

Communicate

Students obtain

feedback from

teachers and

friends of the

resulting work

spelling and

handwriting

Suitability

writing format

How to Valuate

Observation

Assessment of

responsibility,

caring,

cooperation, and

peace-loving

The accuracy

and suitability

in writing texts

written

announcement

and greeting

cards

Portfolio

A group of

student work

that supports the

process of

writing a text

announcement

and greeting

cards

96

Basic

Competency

Topic Learning

Activities

Indicator Student’s

Character

Assessment Timing

Learning

Resources

10.2. Expressing

meaning in a

short monologue

is very simple to

use variety of

oral language

accurately,

fluently, and

thanks to interact

with the

immediate

environment in

the descriptive

text and

procedure

Monolog text

form:

- Descriptive

- Procedure

1. Listen and respond

to a variety of things

about the descriptive

text and procedure

2. Pay attention to

and respond to the

explanation of

vocabulary and

grammar in text

descriptive

monologue and

procedure of How to

make a cup of tea

3. Discuss the draft

monologue

describing the group

back, conveying the

procedure with his

own words

4. Perform an oral

monologue

individually

1. Disclose

information in the

form of descriptive

text monologue and

procedure

2. Mention the

communicative

functions are heard

3. Mention the

linguistic

characteristics of

the text is heard

4. Perform a

monologue in the

form of descriptive

or procedure

Responsibilit

y

Diligence

1. Describe

something or

someone with your

own words orally in

front of the class

2. Tell your friends

how to do something

(make a cup of tea)

4 x 45

minute

Text

book

97

Furthermore, the teacher believed that simplifying the English syllabus is an

appropriate solution since it is still considering both of aspects of students`

limitation and the principles of teaching and learning.

In summary, the important point in developing English syllabus for students

at eleventh grade of Attaqwa boarding school is how to support English teaching

and learning activities for those students who have limitations in vocabularies and

to make them more comfortable in English teaching and learning activities in

multicultural setting.

3. The teacher teaches speaking to the students based on multicultural setting

There are many materials that are used in language learning-and-teaching

process and Richards (2008, pp. 79 – 80) name three kinds of them important for

CLT: text-based materials (focused on speaking), task-based (games, role-plays,

simulations, jigsaw) and realia (authentic materials in the classrooms –

newspapers, magazines, maps).

Authentic materials are any materials that were not created for teaching-

learning process originally.

g. Authentic audio and audio-visual materials: TV programmes (commercials,

sitcoms, cartoons, news, weather forecast), radio programmes (ads, songs)

h. Authentic visual materials: photographs, pictures from magazines, postcards,

maps

i. Authentic printed materials: newspapers (articles, astrology columns,

horoscopes, sport reports, advice columns), song lyrics, restaurant menus,

tourist information brochures, timetables, cooking recipes.

According to the categorization mentioned above, it may seem that

authentic materials are more compatible with receptive skills, but they can

definitely help to develop productive skills as well. For instance, after a reading

activity, students can comment on the topic and have a discussion about it. They

can also do various speaking activities using realia, such as guessing game,

describing items, narrative stories and so on.

The English materials presented in the teaching and learning process for

the students at eleventh grade of Attaqwa boarding school. the writer has

collected the data which did by observation, analyzed the materials with the

syllabus, lesson plan and the book, and interview with the teacher. In the term

of contents of the materials above the writer used the theories from “Richard

suggests the following qualities each unit in the materials should reflect: gives

learners something they can take away from the lesson, teaches something

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learners feel they can use.” And Rownee (1997, p.92) said good materials do

many of the things that a teacher would normally do as part of his or her

teaching. They should arise the learner‟s interest” and also “Tomlinson (2003,

p.21) also suggests that good language teaching materials have the

characteristics as materials should achieve impact. From the theories above

we have known that materials should arise the learners‟ interest and achieve

an impact, the teacher has said that it almost appropriate with the theories above.

Because in the syllabus, the purpose of the learning especially in the speaking, it

was mentioned that “Identification of social function, text structure, and the

language substance in interaction text for spoken and written interpersonal

which included the expressions of greeting, leaving, thanking, and

apologizing, also for perceive it suitable with it useful” and in the column of the

learning materials which included in the first item as an social function

(invitation, bullying, personal letter etc) for keep the interpersonal

relationship between teacher and friends.

From the description above, the writer concluded that the materials can

improve the students‟ ability in speaking based on multicultural setting and it

was suitable with the theories and the purpose of the learning especially in

speaking which existed in the syllabus and lesson plan. But in the fact there

were also some students who have the minimize IQ therefore they could not

improve their ability although they have learned English. The students who have

the minimize IQ could not get the purpose of the learning. And for the

students‟ comprehension in learning English, every student has the different IQ

because of the different environment. The students who have the high IQ could

get more knowledge when they have learned English but the students who have

the lower IQ, still could not get more knowledge. Therefore the

learning English back to their ambitions, their supports, and their lives. In

the addition, the writer has gotten the data that the teacher has done the

learning English and all the materials were appropriate with the syllabus,

lesson plan, and the book. And for the contents of the materials, the writer

included that the materials appropriate with the theories from the expert.

Classroom management is the ability to create the conditions for the

teaching-learning process. It includes both actions as well as decisions; all

participants of the teaching-learning process must interact not only with each

other, but also with their environment. There are some areas that fall into the

classroom management:

99

j. Grouping and seating

Forming groupings is essential (students work alone, in pairs or groups, they

can mingle), which is closely connected to arranging and rearranging seating

(it should be done as quickly and quietly as possible). Teachers also must

decide, where they should stand or sit, whether to walk around or take notes.

The most crucial moment is to reform class as a whole group after activities

and be able to smoothly continue in the teaching-learning process.

k. Classroom interaction

This area includes teacher's and student's talk. Obviously, students should be

those who speak more, and teachers can help them by increasing student to

student interaction also through seating arrangement.

l. Activities – important in the whole process of learning-and-teaching, so they

should be prepared properly. Logical connection between the activities is

better than jumping from one subject to another. Students should know, why

they are asked to do particular tasks and what they will learn.

m. Authority

The personality of teachers should be recognizable. They must be able to to

gather and hold students' attention, give orders and requests. However, teacher

should also be friendly, understandable, confident and fair. In other words, teachers

should be human.

n. Critical moments

For fluent and pleasant course of the lesson, teachers must be very good and

skilful at starting and finishing lessons, dealing with unexpected problems

and maintaining appropriate discipline.

o. Tools and techniques

There are many things that can be used throughout the teaching-learning

process, for instance: black/whiteboard (it provides visual input), body

language (using gestures and facial expressions to clarify instructions or

explanations), voice (not only volume and speed, also silence is acceptable in

some occasions).

p. Working with people

Teachers also must have many competences, not only teaching skills. They

should be able to spread their attention evenly and appropriately to all their

students, not only communicate with talkative students. Working with people

at schools is similar to working with people anywhere else. Mainly in this

time, when all the teaching-learning process is learner-centred; students'

feelings and emotions are very important, teachers must be aware of this fact

100

and be able to help them when it is necessary.

The vocabularies which included in the materials is not too difficult to

understand for them. And also can increase the students‟ interest because the

materials including the pictures, therefore the students feel interest to learning

English when they saw the book. And it was appropriate with theory from Rownee

which said good materials do many of the things that a teacher would normally

do as part of his or her teaching. They should arises the learner‟s

interest”The materials also can develop their confident, because from the

materials in the textbook, they would study and understanding it, then they can

practice it in their daily life, and they felt more confidence because they can

speak English, therefore the materials can develop their confidence. It was

appropriate with the theory from Tomlinson which said “Materials should help

learners to development confidence”

101

The materials also can give the students something they can get and

apply in the daily life. The materials in the textbook existed the content

which appropriate with the life. In the end of the learning, the students also can

reflex their achievement when they learned. Therefore they can know which

they understand the materials. It was appropriate with the theory from

Richard “Richard suggests the following qualities each unit in the

materials should reflect: gives learners something they can take away from the

lesson, teaches something learners feel they can use”.

Materials in the textbook also can maximize the students‟

potential cause the materials provide some exercise such as do an

observation and make a reflection for what they learned. It was appropriate with

the theory from Tomlinson which said “Material should maximize learning

potential by intellectual, aesthetic, and emotional involvement that stimulates

both right and left brain activities.

4. The assessment used by the teacher

Assessment is something that occurs in the teaching-learning process and

plays a big role in it. Why is it essential? It has several functions: diagnostic,

motivating, checking and so on. For our purposes the most significant is the

motivating function. How can students be motivated by assessment? Firstly, there

are two different types of assessment:

Formative assessment is used whenever during lessons, it is informal and

unplanned. Teachers do not use it to express students' progress by marks, but they

apply it to encourage them in their work by using facial expressions, body

language or a short feedback. It can be realized during group work, when teachers

have time to observe and evaluate students' work. The most important thing for

teachers is to be positive and praise students for their accomplishments and effort.

Summative assessment, on the other hand, concentrates on the results of

learning. It is formal, planned and it measures students' progress at the end of

some period (at the end of semester, lesson or unit).

So how can teachers' assessment influence students' desire to talk, or even

help to enhance their speaking performances? The essential key here is to apply

formative, which means informal assessment as often as possible to be positive

and make students notice their success and improvement. Positively appraised

students are more motivated to speak and make their learning process more

effective.

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However, we must also include some basic information about oral

performance and examination.

1. Oral performance and examination

Oral examination takes maximally 15 minutes and students also have

twenty minutes to prepare. During the preparation, students are allowed to make

some notes and use them afterwards. It is also permitted to use dictionaries.

Students have a worksheet that specifies instructions of the oral examination. The

worksheet has a unified structure and it has 4 parts:

a. Motivational introduction and students' responds to examiner's questions. These

are related to general topics.

b. Oral performance of students including common topics with the help of their

outline and stimuli (for instance photographs, maps)

c. Oral performance or interaction with regard to specific or technical topics set by

schools themselves.

d. Interaction between students and examiners within common communicative

situations and general topics.

2. Type of tasks

There are two basic types of tasks used, namely open and closed tasks.

Open tasks are the same for both levels; however, only first three of closed tasks

are used for all students.

Open tasks can be divided into:

a. Short answers: students make their own answers, which are very brief and

short, for example numbers, letters, one to three words

b. Wide answers: students make their own answers, which could be consistent

written, oral performance or interaction.

Closed tasks have different forms, such as:

a. Multiple choice selection – according to information from their text, students

choose from more options, mostly there are three or four alternatives,

b. True or false selection – according to information from their text, students

decide whether the given possibilities are true or false,

c. Matching – with the help of their text, students match short parts of the text

(for instance, headlines) from two different groups. There is always just one

correct option.

d. Multiple matching – students work with a few short texts that are marked with

letters as alternatives. Then they match one just one right alternative to one of

the tasks. Each task has just one correct solution. However, some of the

alternatives could be used repeatedly, so they could be a solution to more than

103

one task.

e. Sequencing – students try to sequence some parts of their text into the right

order due to certain rules.

Assessment scale for speaking

How students are assessed and what is necessary for the final mark form

their exam, is listed in the following table. The examiners have to observe several

categories in order to agree on students' marks after their performance. Students

can obtain three, two, one or zero points for each category. All four parts of the

speaking exam are taken into consideration:

Assignment/Content and

performance

Lexical competence Grammatical

competence

Phonological

competence

- students' performances - (specific) vocabulary - the range of - students' speech is correspond with the assignments. is of wide range, it is language means, so fluent that the Their speech is purposeful, clear used correctly including texture addressee and detailed enough - mistakes do not make and structure, is understands perfectly - it is also continuous with a the understanding wide and they are - their pronunciation

3 linear sequence of their thoughts/coherent

difficult/do not disturb the

used correctly - mistakes do not

and intonation is correct and

- communicative strategies are understanding make the natural/effective used adequately and the help of Understanding

the examiners is not necessary difficult/do not

disturb the

understanding

- students' performances mostly - (specific) vocabulary - the range of - students' speech is correspond with the assignments. is mostly of wide language means, so fluent that the Their speech is usually range, usually it is including texture addressee does not purposeful, clear and detailed used correctly and structure, is have to make a lot of Enough - mistakes sometimes mostly wide effort to understand - in most cases their speech is make the - they are used Them

2 continuous with a linear understanding correctly in many - their pronunciation sequence of their difficult/disturb the Cases and intonation is thoughts/coherent understanding - mistakes mostly correct and - communicative strategies are sometimes make the natural/effective mostly used adequately – Understanding

sometimes the help of the difficult/disturb the

examiners is necessary understanding

- students' performances mostly - (specific) vocabulary - the range of - students' speech is do not correspond with the is limited, usually it is language means, so incoherent that the assignments. Their speech is not not used correctly including texture addressee has to usually purposeful, clear and - in most cases, and structure, is make a lot of effort to detailed enough mistakes make the mostly limited understand them - in most cases their speech is understanding - they are not used - their pronunciation

104

1 not continuous with a linear sequence of their

difficult/disturb the understanding

correctly in many cases

is mostly incorrect -their intonation is a

thoughts/coherent - mistakes often little bit - in most cases, communicative make the natural/effective strategies are not used Understanding

Adequately difficult/disturb the

- the help of the examiners is Understanding

required a lot

- the assignment does not - (specific) vocabulary - the range of - students' speech is correspond with students' oral does not cover the language means, so incoherent that the performance despite examiners' adequate range, it is including texture addressee cannot constant help not used correctly and structure, does follow it - mistakes make the not cover the - their pronunciation

0 understanding

difficult/disturb the adequate range - they are not used

makes is difficult to understand

understanding Correctly -their intonation is - mistakes make the unnatural Understanding

difficult/disturb the

Understanding

The communicative approach stresses the needs to teach communicative

competence, rather than linguistic competence that was used before within the

previous methods. Communicative approach is learner-centred, students usually

work in small groups or in pairs and they practise communicative activities. It

also emphasizes the importance of learning to communicate through interaction

in the target language.

Accuracy and fluency are both significant for students' speaking skills. In

accuracy oriented tasks students practise speaking in a controlled way, so they

can show their ability to use their knowledge of the English language. It includes

pronunciation, grammar and phrases. These tasks are often used with beginners to

help them practise in a safe environment and learn how to use the language.

Fluency tasks, on the other hand, are not controlled, students' knowledge of

the language is used freely, the answers are not anticipated, teachers do not know,

what kind of language are students about to use exactly. It develops students'

ability to communicate freely and fluently in a foreign language. The focus is

aimed at the development of speaking sub-skills.

Grammatical competence, represents the knowledge of language as a set of

forms and rules: the grammatical rules, the lexicon, the phonology, spelling,

pronunciation, etc. These rules are very important for language learners and they

give them the ability to produce grammatically or phonologically accurate

sentences.

105

Sociolinguistic competence however, concentration only on grammatical

rules is not sufficient enough. Learners also have to be able to recognize the

situation and differentiate between formal and informal contexts. In other words:

the appropriateness of utterances within different social contexts must be tied to

communicative function, it cannot be isolated.

Strategic competence – it is the ability to get the message across. It is important

to organize the utterances as effectively as possible and be able to prevent the

breakdowns in communication. Another significant element of this competence is

compensation – trying to avoid silence and find a way to get around the word that

is not in our vocabulary range and we are not able to produce. It is also the ability

to use both verbal and non-verbal communication strategies.

Harmer (2007, pp. 87 – 88) provides three basic reasons why speaking

tasks should be included in classrooms. Language that is used in such activities is

encouraging fluency, thus it is not controlled and anticipated at all times, students

use “any and all the language at their command to perform some kind of oral

task.” These reasons are:

Rehearsal – it is a chance for students to practise the conversation in the safe

environment of the classroom, and gives them an opportunity to rehearse some

situations, which they can deal with in real life. For instance, students take a part

in a role-play at an airport check-in desk and the phrases they use may help them

with real-life situations.

Feedback, for students and for teachers as well. Speaking activities where

students use any language they are able to, help them realize the mistakes or

uncertainty they may have. Teachers can see these problems and it also gives

them the feedback on their teaching strategies.

Engagement, students should be motivated by all the speaking activities

and participate fully. It requires a good preparation from teachers and willingness

of students to enjoy these activities.

106

107

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the explanation in all previous chapters, in terms of

teaching English as a foreign language for students at eleventh grade of

Attaqwa boarding school Bekasi, the researcher concluded this research into

several points based on the findings and discussion.

Multicultural education as a vehicle for the development of education

is very important, especially in management education. because this

education involves the activities of parents, principals, teachers, school

physical buildings, teaching-learning process, treatment of students, the

opportunity to engage in group learning activities to compare comparisons of

different cultures in multicultural education.

In Attaqwa boarding school, the English syllabus was developing by

English teacher by adopting the syllabus from government. Regarding with

English materials for students at eleventh grade, teacher got the packet book

as the main reference in delivering English materials. In English delivering

materials, teacher used the lesson plan from government by including

multicultural setting during teaching and learning activities. For this reason,

teacher always gave to the students some vocabularies based on the subject

material which study in the classroom. Moreover, teacher also used several

methods in delivering materials such as lecture method, demonstration

method and giving an assignment for the students. In delivering materials

teacher used media to help students to understand English materials easily.

And the last, the English teacher at Attaqwa boarding school

conducted the evaluation for these students. The kinds of test are made by

the teacher were written test and spoken test for students, written test usually

used in daily test, midterm test and final test. In daily test, the teacher usually

used “fill the blank” form. Whereas, for midterm test and final test, teacher

usually used “multiple choice” form and essays. In addition, teacher

conducted the daily test about two or three times in each semester. In spoken

test, teacher usually gave the issue to the students and they must practice in

front of the class.

108

B. Suggestion

After analyzing the data and conducting the result of the research, the

researcher promoted some suggestions. First, for the English teacher, it is

important to create enjoyable and suitable learning activities. These students

at eleventh grade of Attaqwa boarding school suitable strategies and

appropriate approaches in teaching and learning activities so they can learn

with high motivation, interest and encouragement in order to manage their

difficulties in teaching learning process.

Furthermore, in term of developing English syllabus, the researcher

suggests the teacher to be able to create an actual modification in some

features of English subject which commonly to be a burdensome for

students.

Finally, the further researcher who are interested in carrying out the

similar issue about teaching speaking based on multicultural setting, are

expected to do observation more profoundly on the cognitive and social

behavior of students to observe teachers implementing the curriculum by

developing syllabus and lesson plan.

109

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Appendix 1

INTERVIEW A

(Interview to the headmaster of Senior High School in Attaqwa Boarding

School Bekasi)

Interviewee : Ustzh. Hj. Abidah Noer, MA

Interviewer : Husnul Khotimah (the writer)

Date : 21 November 2017

: The Writer

a. : The headmaster

No. Interviews and Answers

1.

Siapa saja pengelola pondok pesantren Attaqwa ini?

a. Ketua umum : Ustzh. Hj. Atiqoh Noer, MA

b. Kepsek Madrasah Aliyah : Ustzh . Hj. Abidah Noer, MA

c. Kepsek Madrasa Tsanawiyah : Ustzh Mahmudah, Lc

2. Apa visi dan misi pondok pesantren Attaqwa?

a. Visi: Berilmu amaliah beramal ilmiah dengan landasan Al-Qur‟an

dan Sunnah Rasulullah SAW yang diformulasikan dalam kalimat

singkat, ikhlas, berdzikir, berfikir dan beramal.

b. Misi: Membentuk insan shaleh/shalehah yang mampu menegakkan

ajaran islam dalam aspek kehidupannya.

3. Apa saja kegiatan yang diselenggarakan di pondok pesantren

Attaqwa?

a. Kegiatan yang diadakan seperti Maulid Nabi Muhammad SAW, Isra

dan Mi‟raj, Musabaqoh, pameran buku-buku dan keterampilan bakat

para santri dalam upacara 17 Agustus.

4. Apakah percakapan bahasa inggris berjalan di pondok pesantren

Attaqwa?

a. Iya.. karena santri diharuskan berbahasa Arab dan Inggris sesuai

waktu yang ditentukan

114

Appendix 2

INTERVIEW B

(Interview to the English Teacher for Eleventh Grade of Attaqwa Boarding

School Bekasi)

Interviewee : Ms. Aisyaturridho, Lc (the English Teacher for eleventh grade of

Attaqwa Boarding School)

Interviewer : Husnul Khotimah (the writer)

Date : 24 November 2017

: The Writer

b. : The English Teacher

No. Interviews and Answers

1.

Apa pendapat ibu tentang pengajaran Bahasa Inggris di

Indonesia?

a. Pengajaran bahasa inggris sebagai bahasa asing dan dianggap sebagai

bahasa yang perlu diajarkan dalam kegiatan belajar disekolah-

sekolah ataupun pesantren. Dalam hal ini di pondok pesantren

Attaqwa, bahasa inggris tidak digunakan sebagai bahasa pengantar

dalam setiap kegiatan yang berlangsung. Tetapi di Pondok Pesantren

Attaqwa ini bahasa inggris diposisikan sebagai bahasa kedua. Hal ini

berarti bahwa bahasa inggris berusaha diterapkan sebagai bahasa

pengantar dalam kegiatan pembelajaran maupun dalam berbagai

aktifitas di pesantren.

2. Apa pendapat ibu tentang pengajaran speaking berbasis

multibudaya sebagai bagian dari pengajaran bahasa inggris?

a. Belajar bahasa inggris berarti belajar bagaimana cara berkomunikasi

dan juga sambil memahami budaya antar siswa. Untuk itu speaking

menjadi hal yang diberikan porsi lebih, bukan hanya di kelas tetapi

pada kegiatan sehari-hari. Misalnya, dalam kegiatan pengajaran guru

berusaha berbahasa inggris kepada mereka. Apalagi ketika dikelas

115

bahasa inggris digunakan sebagai bahasa pengantar. Pentingnya

pengajaran speaking akan terlihat ketika anak-anak diikutsertakan

dalam perlombaan berbahasa inggris seperti pidato bahasa inggris,

story telling dan debat bahasa inggris. Kemampuan mereka yang

telah terlatih melalui proses pengajaran speaking akan sangat

bermanfaat ketika mengikuti perlombaan tersebut. Oleh karena itu,

input program dan waktu yang lebih bagi pengajaran speaking

menempati porsi yang sang sangat penting di pondok pesantren

Attaqwa.

3. Menurut ibu seberapa pentingnya pengajaran speaking di

pondok pesantren Attaqwa?

a. Pentingnya pengajaran speaking di pondok pesantren attaqwa putri

yaitu: ketika anak dibekali kemampuan speaking maka mereka akan

menguasai kosa kata berbahasa inggris sehingga dapat membantu

mereka untuk bisa mengikuti ujian test bahasa inggris seperti

TOEFL, IELTS dll. Maka dari itu mereka tidak akan menemui

kendala yang berarti ketika mereka akan melanjutkan studi keluar

negeri karena mereka sudah tidak menemui masalah dalam hal

berkomunikasi dengan bahasa inggris. Sebab jika anak-anak pintar

secara akademis tetapi mereka tidak memiliki kemampuan

kemampuan berbahasa inggris yang baik, hal itu akan menjadi

sebuah hambatan yang besar.

b. Kedua, bahan bacaan saat ini banyak sekali yang menggunakan

bahasa inggris. Jika siswa sudah dibekali kemampuan baik speaking

maupun reading yang baik maka mereka tidak akan kesulitan dalam

memahami beragam buku yang berbahasa inggris. Dengan demikian

bisa terlihat pentingnya bahasa inggris sebagai kunci ilmu.

4. Bagaimana seharusnya guru mengajar speaking dikelas?

a. Pengajaran speaking di pondok pesantren Attaqwa, para guru

mampu menciptakan suasana belajar yang aktif, kreatif serta harus

memahami latar belakang budaya yang siswa miliki sehingga

mampu mengembangkan kemampuan berfikir siswanya serta

kesemuanya itu harus dikemas dalama suasana yang menyenangkan.

5. Kesulitan atau hambatan apa saja yang ibu alami ketika dalam

pengajaran speaking?

a. Salah satu hambatan dalam pengajaran speaking adalah adanya

116

berapa siswa yang belum menguasai banyak kosa kata bahasa

inggris sehingga ketika percakapan mereka sulit untuk mengutarakan

dalam bahasa inggris.

6. Bagaimana ibu merancang perencanaan pembelajaran? Apakah

ibu ada waktu khusus untuk membuat perencanaan

pembelajaran?

a. Di awal pembelajaran tahun pelajaran baru, para guru sudah

membuat silabus, Rencana proses pembelajaran (RPP), program

semester (prosem), program tahunan (prota) dan kriteria ketuntasan

minimal (kkm). Kesemuanya itu telah dirancang secara sistematis.

Jadi ketika guru akan mengajar, mereka tinggal melihat silabus yang

ada kemudian dicari kompetensi dasar yang ingin dicapai dari

pengajaran bahasa inggris setelah itu diterapkan sesuai dengan

situasi kelas.

b. Tidak ada waktu khusus dalam pembuatannya karena semuanya

mengacu pada silabus yang telah dirancang sebelumnya. Biasanya

ketika diterapkan dikelas akan terjadi sedikit perubahan dan

penambahan hal baru yang disesuaikan dengan kondisi belajar.

7. Bagaimana ibu mengelola kelas anak agar bisa menjadikan siswa

aktif dalam berbicara bahasa inggris?

a. Masalah pengolahan kelas atau classroom management berkaitan

dengan beberapa hal sebagai berikut:

o Pengaturan tempat duduk: jika proses belajarnya membutuhkan

aktifitas yang banyak bergerak maka meja duduk tidak

digunakan. Sedangkan untuk proses belajar tertentu yang

membutuhkan meja dan bangku seperti proses membaca

(reading) maka meja dan bangku digunakan.

o Pengaturan siswa: terdapat proses peer teaching, dimana siswa

yang kurang mampu secara akademis dikelompokkan dengan

siswa yang pintar. Sedangkan yang takut untuk berbicara maka

akan terus diberi kesempatan lebih untuk berbicara dibandingkan

dengan yang pintar.

o Interaksi dikelas merupakan interaksi bebas, komunikasi datang

dari berbagai sudut baik komunikasi guru dan siswa serta

komunikasi antara siswa dan siswa. Serta guru harus mempunyai

strategi untuk memotivasi siswa sehingga mereka lebih baik dan

berani berbicara didepan kelas.

117

8. Bagaimana ibu memberikan penilaian terhadap hasil belajar

siswa dalam pelajaran bahasa inggris?

a. Jenis penilaian yang saya lakukan sesuai dengan kurikulum 2013

o Sikap spiritual

o Sikap social

o Nilai pengetahuan terdiri dari nilai tugas, ulangan harian,

penilaian tengah semester 1 dan 2 serta penilaian akhir

semester atau penilaian akhir tahun.

o Nilai keterampilan terdiri dari praktek, project, portofolio,

dan product dll.

9. Jenis test apa yang ibu berikan kepada siswa khususnya dalam

pengajaran speaking? Kapan test tersebut diberikan?

a. Jenis test yang digunakan dalam pengajaran speaking adalah Rubrik,

dimana ada lima skill yang dinilai yaitu fluency, pronunciation,

accuracy, understanding dan vocabulary. Penilaian speaking

memang bersifat sangat subjektif. Oleh karena itu, kita berikan skala

penilaian skill tadi. Mengenai kapan waktu diberikan test tersebut,

biasanya di setiap tahapan ulangan dan ujian praktek.

10. Apakah ibu memberikan tugas atau homework kepada siswa?

Dalam bentuk apa tugas tersebut diberikan?

a. Saya paling jarang memberikan homework karena saya menganggap

hal tersebut kurang efektif dalam meningkatkan kemampuan belajar

siswa. Biasanya homework diberikan jika materi nya sudah sering

mengerjakan latihan, agar saya mengetahui seberapa besar

kemampuan siswa dalam memahami materi tersebut. Sedangkan

tugas diberikan didalam kelas dengan mengerjakan latihan – latihan

setelah materi tersebut dijelaskan untuk mengukur pemahaman si

anak pada materi tersebut.

11. Apakah pondok pesantren Attaqwa sudah memberikan fasilitas

yang cukup untuk pengajaran bahasa inggris?

a. Pihak sekolah cukup memfasilitasi kegiatan belajar mengajar bahasa

inggris disini. Sebagai contoh d ruang kelas sudah disediakan

projector, infokus dan speaker. Adanya perpustakaan untuk

membantu siswa dalam mencari tambahan ilmu. Serta tersedia nya

lab bahasa.

118

Appendix 3

INTERVIEW C

(The Vice Principle of Curriculum for Eleventh Grade of Attaqwa Boarding School

Bekasi)

Interviewee : Sumiyati, S.Pd.I (The Vice Principle of Curriculum for Eleventh Grade

of Attaqwa Boarding School)

Interviewer : Husnul Khotimah (the writer)

Date : 24 November 2017

The Writer

a. : The Vice Principle of Curriculum

No Question and Answer

1. Apakah tugas wakil Kepala Bidang Kurikulum di Pondok Pesantren

Attaqwa Putri?

a. Di Tahun pelajaran baru menyusun segala program yang berkaitan dengan

sekolah seperti membuat dokumen 1 Kurikulum Tingkat Satuan Pendidikan

Pondok Pesantren Attaqwa, SK Pembagian Tugas Kegiatan Belajar

Mengajar,program kerja selama 1 tahun, jadwal KBM, kalender pendidikan,

administrasi kelas, administrasi pokok (silabus, RPP, program semester,

program tahunan, kkm), buku penilaian, kegiatan supervise, dan pelaksanaan

penilaian tengah semester dan penilaian akhir semester serta kegiatan akhir

sekolah. manajemen sekolah dengan guru.

2. Bagaimanakah prosedur yang ada di pondok pesantren Attaqwa?

a. Setiap tahun ajaran baru, pondok pesantren attaqwa mengadakan rapat kerja

dengan pimpinan yayasan berkaitan dengan program kerja yang direncanakan

selama 1 tahun beserta anggarannya, kinerja tugas pembinaan terhadap guru,

akan dilihat procedurenya seperti apa, alurnya seperti apa dan dimulai dari

mana dulu dimulainya. Seperti, penginstruksian dari kepala sekolah kepada

saya (bagian kurikulum), lalu saya menyiapkan arahan dan langkah-langkah ke

guru-guru, lalu melihat feedbacknya bagaimana, dan sebagainya.

b. Pondok pesantren Attaqwa mempunyai procedure atau alur kerja yang ada di

setiap wakil kepala bidang dan di musyawarahkan kepada seluruh tenaga

pendiidk dan kependidikan..

c. Kepala Sekolah langsung melihat kepada hasil penilaian guru, bagaimana

penilaian yang didapat lalu apa tindakan selanjutnya (dalam rapat).

119

3. Bagaimanakah menjaga kinerja tenaga pendidik dan kependidikan?

a. Setiap awal tahun pelajaran baru selalu ada rapat kerja terhadap guru dan

karyawan dan menjelaskan tata tertib yang ada di pondok pesantren Attaqwa.

Setiap bulan ada rapat bulanan dengan pihak sekolah maupun yayasan serta

mengevalusi kinerja keseluruhan serta dimasukkan kegiatan pengajian dan

workshop

b. Klo guru, kita mengacu ke kode etik dan tata tertib guru, yang ada di undang-

undang yayasan pondok pesantren Attaqwa

c. Setiap awal tahun ajaran baru setiap guru membuat administrasi pokok, jika

deadline nya sudah habis maka akan mendapatkan surat teguran, klo belum

selesai juga akan diberi waktu beberapa hari, lalu akan mendapatkan surat SP

(surat peringatan) 1, 2 dan seterusnya. Ini berkaitan dengan kedisiplinan

kinerja, yang berimbas kepada penilaian kinerja guru, mungkin nanti nilainya

jadi kurang bagus.

120

Appendix 4

Lembar Observasi

1. Sekolah : Madarasah Aliyah Attaqwa

2. Mata Pelajaran : Bahasa Inggris

3. Hari/Tanggal : Kamis, 15 September 2018

ASPEK YANG DIAMATI

Petunjuk Umum

Berilah tanda () atau nilai pada kolom yang sesuai dengan penilaian anda dan

catatlah hal-hal yang penting yang berhubungan dengan aspek yang diamati pada

kolom keterangan.

1. Tidak baik (0-40)

2. Kurang baik (41-80)

3. Cukup (81-130)

4. Baik (131-160)

5. Sangat baik (161-200)

Lembar Observasi

No Aspek yang diamati 1 2 3 4 5 Keterangan

I. Kegiatan Pembelajaran.

A. Penyusunan Silabus

1. Identitas mata pelajaran atau

tema pelajaran √

2. Standar kompetensi √

3. Kompetensi dasar √

4. Materi pembelajaran √

5. Kegiatan pembelajaran √

6. Indikator pencapaian

Kompetensi √

7. Penilaian √

8. Alokasi waktu √

9. Sumber belajar √

121

B. Penyusunan RPP

10. Identitas mata pelajaran √

11. Standar Kompetensi √

12. Kompetensi Dasar √

13. Indikator pencapaian

Kompetensi √

14.

Kejelasan perumusan tujuan

Pembelajaran(tidak

menimbulkan penafsiran

ganda dan mengandung

perilaku hasil belajar)

√

15.

Pemilihan materi Ajar(sesuai

dengan tujuan dan

karakteristik peserta didik)

√

16.

Pengorganisasian materi ajar

(keruntutan, sistematika,

materi dan kesesuaian

dengan alokasi Waktu),

√

17. Kesesuian penggunaan

metode pembelajaran √

18.

Kejelasan skenario langkah-

langkah Pembelajaran

a) Pendahuluan

b) Inti

c) Penutup

√

19.

Kelengkapan instrumen

Penilaian Hasil Belajar (soal,

kunci, pedoman penskoran)

√

20. Kelengkapan Sumber Belajar √

C. Pelaksanaan Proses

Pembelajaran

21. Mempersiapkan siswa untuk

belajar √

22. Melakukan kegiatan

apersepsi √

23. Menguasai materi

pembelajaran √

122

24.

Mengaitkan materi dengan

pengetahuan lain yang

relavan

√

25.

Menyampaikan materi

dengan jelas, sesuai dengan

hierarki belajar dan

karakteristik siswa

√

26. Mengkaitkan materi dengan

realitas kehidupan √

27.

Melaksanakan pembelajaran

sesuai dengan

kompetensi(tujuan) yang

akan dicapai dan

karakteristik siswa

√

28. Menggunakan media secara

efektif dan efisien √

29. Menghasilkan pesan yang

menarik √

30. Melibatkan siswa dalam

pemanfaatan media √

31.

Menumbuhkan partisipasi

aktif siswa dalam

pembelajaran

√

32. Menunjukkan sikap terbuka

terhadap respon siswa √

33.

Menumbuhkan keceriaan dan

antusiasme siswa dalam

belajar

√

34. Memantau kemajuan belajar

selama proses √

35.

Menggunakan bahasa lisan

dan tuliasan secara jelas, baik

dan benar

√

36. Menyampaikan pesan dengan

gaya yang sesuai √

37. Melakukan refleksi atau

membuat rangkuman dengan √

123

melibatkan siswa

38.

Melakukan penilaian akhir

sesuai dengan kompetensi

(tujuan)

√

39.

Melakukan tindak lanjut

dengan memberikan arahan,

kegiatan, atau tugas sebagai

bagian remedi/pengayaan

√

40. ……………………………

….

Total 165 = Sangat Baik

124

Appendix 5

1. Kabupaten : Bekasi

2. Sekolah : Madrasah Aliyah Attaqwa

3. Mata Pelajaran : Bahasa Inggris

4. Hari/Tanggal : Kamis, 15 September 2017

Hasil Observasi

No Komponen yang

dianalisis Aspek yang disupervisi

Hasil penilaian

1 2 3 4 5

1. Tahap sebelum

observasi

Contoh:

1. Persiapan mengajar yang

disiapkan

2. Konsep yang akan dibahas

3. Tujuan yang akan dicapai

√

√

√

2. Tahap

pelaksanaan

observasi

4. Langkah-langkah penyajian

5. Pemanfaatan media

6. Proses interaksi

7. Kejelasan konsep

8. Tingkat keberhasilan

9. Penggunaan media

10. Efektivitas interaksi

√

√

√

√

√

√

√

3. Tahap sesudah

observasi

11. Kesan-kesan penampilan

12. Kemampuan mengidentifikasi

ketrampilan yang sudah baik

13. Kemampuan mengidentifikasi

ketrampilan yang belum berhasil

14. Diskusi tentang gagasan-gagasan

alternative

√

√

√

√

4. Dan seterusnya 15. …………………..

20. ………………………..

Jumlah

Rata-rata

125

Rentang Penilaian

1. Tidak baik (0-40) 2. Kurang baik (41-54) 3. Cukup (55-74) 4. Baik (75-90) 5. Sangat baik (91-100)

126

Appendix 6

INSTRUMEN PERENCANAAN KEGIATAN PEMBELAJARAN

1. Nama Guru : Ustadzah AIsyaturridho, Lc

2. Sekolah : Madrasah Aliyah Attaqwa

3. Kelas, Semester : XI/1

4. Identitas Mata pelajaran : Bahasa Inggris

5. Hari tanggal : Kamis, 15 September 2017

No URAIAN KEGIATAN KRITERIA NILAI

1 2 3 4

1. Menentukan identitas mata pelajaran √

2. Menentukan standar Kompetensi √

3. Menentukan kompetensi dasar √

4. Menentukan indikator pencapaian kompetensi √

5. Menentukan tujuan pembelajaran √

6. Menentukan materi ajar √

7. Menentukan alokasi waktu √

8. Menentukan metode pembelajaran √

9. Menentukan kegiatan pembelajaran √

10. Menentukan penilaian hasil belajar √

11. Menentukan sumber belajar √

Jumlah NILAI RIIL = 38

Jumlah NILAI IDEAL = 44 KLASIFIKASI

……………………. Nilai PERSENTASI = 86%

SARAN PEMBINAAN :

………………………………………………

………………………………...

Bekasi, 15 September 2017

Guru Mata Pelajaran

Ustadzah Aisyaturridho, Lc

C : Cukup : 26% - 55%

A : Baik Sekali : 76% - 100%

B : Baik : 56% - 75%

D : Kurang : 0% - 25%

127

Appendix 7

INSTRUMEN SUPERVISI KUNJUNGAN KELAS

OBSERVASI PROSES PEMBELAJARAN

1. Nama Guru : Ustadzah Aisyaturridho, Lc

2. Sekolah : Madrasah Aliyah Attaqwa

3. Kelas, Semester : XI/1

4. Identitas Mata pelajaran : Bahasa Inggris

5. Hari tanggal : Kamis, 15 September 2017

No URAIAN KEGIATAN KRITERIA NILAI

1 2 3 4

1. Menjelaskan tujuan dan kompetensi dasar √

2. Menyampaikan cakupan materi dan uraian kegiatan

sesuai dengan silabus

√

3. Menjelaskan isi kegiatan kepada siswa/langkah

kegiatan

√

4. Menggunakan ekspresi dalam berkomunikasi

dengan siswa

√

5. Menggunakan respon siswa dalam

menyelenggarakan kegiatan

√

6. Menggunakan media dan alat pembelajaran yang

sesuai dengan tujuan

√

7. Menyelenggarakan kegiatan dengan urutan yang

logis

√

8. Menggunakan berbagai metode dalam menjelaskan

isi kegiatan

√

9. Membimbing siswa dalam mengikuti kegiatan

secara individual maupun kelompok

√

10.

Memberikan banyak kesempatan kepada siswa

untuk berpartisipasi dalam kegiatan yang

dilaksanakan

√

11. Memberikan penguatan kepada siswa √

128

12. Melaksanakan penilaian selama kegiatan

berlangsung

√

13. Menutup kegiatan dengan tepat √

14. Memberikan tugas/PR √

Jumlah NILAI RIIL = 49

Jumlah NILAI IDEAL = 56 KLASIFIKASI

A= Baik Sekali Nilai PERSENTASI = 88%

A : Baik Sekali : 76% - 100%

B : Baik : 56% - 75%

C : Cukup : 26% - 55%

D : Kurang : 0% - 25%

129

Appendix 8

INSTRUMEN KUNJUNGAN KELAS

OBSERVASI PERFORMANSI GURU

Nama Guru : Ustadzah Aisyaturridho, Lc

Kelas : XI/1

Identitas Mata Pelajaran : Bahasa Inggris

Waktu : 08.30 – 10.00

Hari tanggal : Kamis, 15 September 2017

No URAIAN KEGIATAN Kriteria Penilaian

1 2 3 4

1. Persiapan dan apersepsi √

2. Relevansi materi dengan tujuan pembelajaran √

3. Penguasaan materi √

4. Strategi √

5. Metode √

6. Media √

7. Manajemen kelas √

8. Pemberian motivasi kepada siswa √

9. Nada dan suara √

10 Penggunaan Bahasa √

11 Gaya dan sikap perilaku √

Jumlah NILAI RIIL = 40

Jumlah NILAI IDEAL = 44 KLASIFIKASI

A = Baik Sekali Nilai PERSENTASI = 91%

Saran Pembinaan

..........................................................................

................................................

..........................................................................

................................................

A : Baik Sekali : 76% - 100%

11100% B : Baik : 56% - 75%

C : Cukup : 26% - 55%

D : Kurang : 0% - 25%

130

Appendix 9 Photo