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TEACHING METHOD USED BY AN ENGLISH TEACHER IN
TEACHING SPEAKING AT XI-E
OF AMANATUL UMMAH BOARDING SCHOOL
UNDERGRADUATE THESIS
BY
SUCI FITRIANI
NIM 135110501111040
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF CULTURAL STUDIES
UNIVERSITAS BRAWIJAYA
2017
TEACHING METHOD USED BY AN ENGLISH TEACHER IN
TEACHING SPEAKING AT XI-E
OF AMANATUL UMMAH BOARDING SCHOOL
UNDERGRADUATE THESIS
Presented to
Universitas Brawijaya
in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan
BY
SUCI FITRIANI
NIM 135110501111040
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF CULTURAL STUDIES
UNIVERSITAS BRAWIJAYA
2017
v
ACKNOWLEDGEMENTS
First of all, price to God who has given the writer the mercy and blessing
and to the prophet Muhammad S.A.W. The writer wishes to express her gratitude
to Allah for His blessing and inspiration leading her to finish this thesis.
Big thanks to the writer’s beloved supervisor, Dian Novita Dewi, S.Pd.,
M.Li, for helping her in finishing this undergraduate thesis and giving her so
many revisions to make better work. Thanks to her beloved examiner, Iswahyuni,
M.Pd.
Best gratitude to the writer’s beloved parents, Supadi, Sawiyah, beloved
sister Rodiya, and her beloved brother Imam who have always support and
motivate her to finish this research paper. Thanks a lot for their supports and
prayers to her.
Thanks to Mujiono, M.Pd., as headmaster of MA Amanatul Ummah and
also Adibah S.Hum., as the English teacher, also the students of XI-E class who
gave her place and easiest way to conduct this research.
Finally, big thanks to her beloved nice friends Desi, Devie, Mega, Letysia,
Putri and Ferry. Thank you for giving the support and help her in finishing this
research.
Malang, 13th
July 2017
The researcher
vi
ABSTRACT
Fitriani, Suci.2017. Teaching Method Used by an English Teacher in Teaching
Speaking at XI-E of Amanatul Ummah Boarding School. English Education
Study Program, Universitas Brawijaya. Supervisor: Dian Novita Dewi, S.Pd.,
M.Li.
Keywords: Teaching Method, Teaching Speaking, MA Amanatul Ummah
This study is aimed at describing the method that are used by the English
teacher in teaching speaking of the XI-E class of Amanatul Ummah. This study
used a case study as the design. It was conducted in MA Amanatul Ummah,
Pacet, Mojokerto. The subject of this study the English teacher.
To collect the data, this study used three instruments, namely observation
checklist to observe the teaching and learning process in the classroom, interview
guide to get the information about the method that were used by the English
teacher in teaching speaking and also documentation to support the observation
checklist and interview guide data.
The result of this study showed that the English teacher used communicative
language teaching in teaching speaking. This method can improve students’
speaking skill. Therefore, the students enjoy the teaching and learning process.
Based on the result of this study, it is suggested that the English teacher should
look for more methodology to increase students’ speaking ability and to solve
their problems. In addition, the result of this study is expected to be useful for the
next researchers as the reference in conducting further reserach about teachers’
method in teaching speaking.
vii
ABSTRAK
Suci, Fitriani. 2017. “Metode yang Digunakan Guru Bahasa Inggris pada
Pengajaran Berbicara di Kelas XI-E Amanatul Ummah”. Program Pendidikan
Bahasa Inggris, Fakultas Ilmu Budaya. Universitas Brawijaya. Pembimbing: Dian
Novita Dewi, S.Pd., M.Li.
Kata Kunci: Pengajaran Metode, Pengajaran Berbicara, Amantul Ummah
Penelitian ini bertujuan untuk mendeskripsikan metode apa yang digunakan
guru bahasa Inggris dalam mengajar berbicara di kelas XI-E di MA Amanatul
Ummah. Penelitian ini menggunakan pola studi kasus. Penelitian tersebut
dilakuakan di MA Amanatul Ummah, Pacet, Mojokerto. Subjek dari penelitian ini
adalah guru bahasa Inggris.
Sedangkan, untuk mendapatkan datanya peneliti telah menggembangkan 3
instrument yaitu Observasi untuk mengamati proses belajar mengajar, wawancara
untuk menanyakan metode apa yang digunakan oleh guru Bahasa Inggris tersebut
dan dokumentasi untuk mendukung data yang didapat dari observasi dan
wawancara.
Hasil dari penelitian ini menunjukan bahwa guru Bahasa Inggris
menggunakan communicative language teaching pada saat mengajar. Metode ini
dapat meningkatkan kemampuan berbicara siswa. Oleh karena itu, siswa-siswi
dapat menikmati proses belajar mengajar. Dari hasil penelitian ini, menyarankan
kepada guru bahasa inggris harus mencari metode-metode lain yang bisa
meningkatkan kemampuan belajar siswa dan untuk menyelesaikan
permasalahannya. Dengan demikian, hasil dari penelitian ini dapat berguna untuk
peneliti selanjutnya sebagai referensi yang meneliti tentang pengajaran metode di
pengajaran berbicara.
viii
TABLE OF CONTENTS
TITLE PAGE ......................................................................................................... i
DECLARATION OF AUTHORSHIP ................................................................ ii
SUPERVISORS’ APPROVAL ........................................................................... iii
BOARD OF EXAMINERS’ APPROVAL ......................................................... iv
ACKNOWLEDGEMENTS ................................................................................... v
ABSTRACT .......................................................................................................... vi
ABSTAK .............................................................................................................. vii
TABLE OF CONTENTS ................................................................................... viii
LIST OF FIGURES ............................................................................................... x
LIST OF APPENDICES ..................................................................................... xi
CHAPTER I INTRODUCTION
1.1 Background of the Study ....................................................... 1
1.2 Research Problems ................................................................ 8
1.3 Objective of the Study ........................................................... 9
1.4 Significance of the Study ....................................................... 9
1.5 Scope and Limitation of the Study ........................................ 9
1.6 Definition of Key Terms ...................................................... 10
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching Methodology ........................................................ 11
2.1.1 The Grammar Translation Method ......................... 12
2.1.2 The Direct Method .................................................. 13
2.1.3 The Audiolingual Method ....................................... 14
2.1.4 Community Language Learning ............................. 14
2.1.5 Suggestopedia ........................................................ 14
2.1.6 Silent Way ............................................................... 14
2.1.7 Total Physical Response ......................................... 15
2.1.8 The Natural Approach ............................................ 15
2.1.9 Communicative Language Teaching ...................... 15
2.2 Teaching Speaking ............................................................. 16
2.2.1 Define of Speaking Skill ........................................ 16
2.2.2 Problems in Teaching and Learning Speaking ....... 18
2.2.2.1 Inhibition................................................... 19
2.2.2.2 Nothing to Say .......................................... 20
2.2.2.3 Low or Uneven Participation .................... 20
2.2.2.4 Mother-tounge Use ................................... 20
2.2.3 Teaching Speaking Method .................................... 20
2.3 Previous Studies .................................................................. 22
CHAPTER III RESEARCH METHOD
3.1 Research Design .................................................................. 25
3.2 Data and Souce of Data ....................................................... 26
ix
3.3 Research Procedure ............................................................. 27
3.4 Research Instrument ............................................................ 28
3.4.1 Observation Checklist ............................................. 29
3.4.2 Interview Guide ...................................................... 30
3.4.3 Documentation ....................................................... 31
3.5 Data Collection .................................................................... 32
3.5.1 Observation Checklist ............................................. 32
3.5.2 Interview ................................................................. 32
3.5.3 Documentation ........................................................ 33
3.6 Data Analysis ....................................................................... 33
3.7 Validity of the Study............................................................ 35
CHAPTER IV FINDINGS AND DISCUSSION
4.1 Findings ............................................................................... 37
4.1.1 The Result of Observation Checklist ...................... 37
4.1.1.1 First Observation ...................................... 38
4.1.1.2 Second Observation .................................. 39
4.1.1.3 Third Observation ..................................... 40
4.1.2 The Result of Interview .......................................... 42
4.1.2.1 Interview with the Teacher ....................... 42
4.1.2.2 Interview with the Students ...................... 43
4.2 Discussion ............................................................................ 44
4.2.1 The Teacher’s Methodology in Teaching
Speaking .................................................................. 44
4.2.2 Teacher’s Problems When Applying the
Method .................................................................... 46
4.2.3 The Effect of Applying the Method ........................ 46
CHAPTER V CONCLUSION
5.1 Conclusion ........................................................................... 48
5.2 Suggestion ........................................................................... 49
REFERENCES ..................................................................................................... 50
APPENDICES ...................................................................................................... 52
x
LIST OF FIGURES
Figure Page
3.1 Research Procedure ...................................................................................... 28
3.2 Data Analysis process Miles and Huberman (1987) .................................... 34
xi
LIST OF APPENDICES
Appendix Page
1. Profil of Amanatul Ummah .......................................................................... 52
2. Curriculum Vitae .......................................................................................... 55
3. Interview Guideline for Students .................................................................. 58
4. Interview Guideline for Teacher ................................................................... 59
5. Observation Sheet ......................................................................................... 60
6. The Result of Observation Checklist ............................................................ 62
7. Expert Validation Letter of Interview and Observation ............................... 68
8. Validation of Interview Guide ...................................................................... 69
9. Blueprint of Teacher’s Interview .................................................................. 72
10. Blueprint of Students’s Interview ................................................................. 73
11. Activities of the Students .............................................................................. 74
12. Reference Letter of Research Administration .............................................. 75
13. Student’s Speaking Result ............................................................................ 77
14. Result of student’s Interview ........................................................................ 78
15. Result of Teacher’s Interview. ..................................................................... 83
1
CHAPTER I
INTRODUCTION
This chapter covers the general account of present study. It consists of the
background of the study, research problems, the objective of the study, the
significance of the study, the scope and limitation of the study, and also definition of
key term.
1.1 Background of the study
Recently, English language education was spread into worldwide. Actually
English teaching was introduced into classes since centuries ago (Intarapanich, 2012).
For the past, English was used to communicate and entertain whether in daily lives or
in professional fields. Now, the language is not only used by native for their live
activities but also taught and learned by other region. English learned as second
language or foreign language in the world. As the bloomed of English as second
language and foreign language, the teaching method bloomed as the way to teach the
language.
Communication dominant needed by the EFL learners to communicate with
other people, without communication we can not do anything. According to Qureshi
(n.d), language is a tool for communication. People communicate with others, to
express our ideas, and to know others’ idea as well. People used language in a
2
variety of situations. Also an effective speaker can gain the attention of the audience
and hold it till the completion of his message. Speaking skill are important for career
success, but certainly not limited to one’s professional aspirations and enhance one’s
personal life.
Antony (1963, cited in Brown 2000, p.14) gives definition about teaching
method as the second of three hierarchical elements after approach and before
techniques. He defines methodology is “an overall plan for systematic presentation of
language based upon a selected approach”. Brown (2000) also gives definition on
language method. He explains that teaching method as pedagogical practices how to
teach the language. Brown in his book also differs the terms of methodology and
method. He defines method as classroom management to achieve linguistic
objectives, so it is focus on the role of teacher and the students to accomplish the
course objectives. Therefore, method is the way how the teacher teaches in the
classroom.
Method plays many important roles in language teaching. Taylor (n.d) mentions
that method is important to be understood in order to make education choices, boost
learning enjoyment, and encourage students’ engagement. Tamura (2006), says “I
believe that a variety of method makes up the most successful practice, it assists to
maintain the whole attention of the students present in the class, it encourages them
and offers an attractive atmoshpere and diminishes anxiety, shyness, etc.” Thus,
teaching method is important roles in language teaching because it can make teachers
to deliver the material easier.
3
Brown (2000) mentions some methods that were used since the bloomed of
teaching method. First is The Oral Approach and Situational Language Teaching this
method focused on speaking. The target language is the language of the classroom
and in this method new language are intoduced and practiced situationally. The
Second is The Grammar-Translation Method focused on the grammar and translation
the literature and students are presented with reading passage and answer the
following questions. The Third is The Audio Lingual Method, is a method that
learner repeats the patterns until able to produce spontaneously because the method
based on the behaviorist belief. Communicative Language Teaching, this method
emphasize over forms by doing communicative competence as opposed to linguistic
competence. Usually, the learners work with authentic materials in a small group. The
Next method is Total Physical Response, this method focused on listening
comprehension emulating the early stages of mother tounge aquisition then moving to
speaking, reading and writing. The Silent Way based on the basis theoritical of
Gattegno that teaching must be subordinated to learning and thus, students must
develop their own inner criteria for correctness. In this method four skills are
empasized. Community Language Learning represent the use of counseling-learning
theory to teach languages. Because this method developed from Curran’s application
of phychological counseling techniques. Suggestopedia, this method help learners
enjoy and feel relax because dialogs are presented to accompaniment of music. The
Direct Method allows students perceive meaning directly without no translation.
Visual aids are used to clarify the meaning of vocabulary and concepts in real life.
4
And the last is Each Method or Approach, it has own strenght. Teachers play the
important roles in implementing the methods that they have been trained to use as
well as deciding which one to use and when use it.
There are four major skills that should be taught in English teaching and
learning process. There are listening, speaking, writing and reading. Students should
develop both of receptive skills and productive skills in learning English. Receptive
skills include understanding when students listen and read. They receive the langugae
and learn meaning to understand the message. Productive skills are speaking and
writing. They use the language that they have acquired and produce a message
through spoken or writen text. All of the skills are important for students to master in
English. Therefore, every students should master all skill in teaching and learning
process.
Speaking is the major skill that must be mastered in EFL learners. Ur (1996)
says, speaking is the most important skill of all the four skills (listening, speaking,
reading and writing). Speaking is considered as a necessary skill because it is very
important to facilitate the students in mastering English. It makes the students express
themselves imaginatively. Speaking skill should be taught and practiced in the
language classroom. It is not adequate for the students to learn words if they want to
produce the language in their daily communication. Learning language elements such
as grammar, vocabulary and pronounciation should be learnt by the students. So, they
can make their communication effectively and they will be able to express their
opinions in English without hesitation.
5
According to Hornby (1995) teaching is one of activity to give instruction to a
person. While speaking means to make use of words in an ordinary voice. So,
teaching speaking is an activity to give an instruction to other people to make
communication. Based on Sudjana (2013, cited in Wulansari 2016) teaching speaking
is a process that involves instruction in learning activities that must be done by the
teacher. Because of that, EFL learners regard speaking ability as the measure of
knowing a language. They consider that speaking ability as the important skill than
other skill and they assess their progress in terms of their accomplishments in spoken
communication Grace (1998). Language is used for communication tool. We used
communicate to other peoples to express our ideas, and to know others’ ideas as well
without speaking we can’t communicate with other people Mora (2010, cited in
Wulansari 2016). So, teaching speaking is importance for us to make our
communication effectively and understand each other. In teaching speaking, there are
some strategies that are involved in the classroom in order to reach the speaking skill
effectively.
There are some experts that propose speaking principles for instances Brown
(2000). He mentions seven principles for designing speaking techniques were
follows: 1) Use techniques that cover the spectrum of learner needs, from language
based focus on accuracy, interaction, meaning, and fluency, 2) Provide intrinsically
motivating techniques, 3) Encourage the use of authentic language in meaningful
contexts, 4) Provide appropriate feedback and correction, 5) Capitalize on the natural
6
link between speaking and listening, 6) Give students opportunities to initiate oral
communication, 7) Encourage the development of speaking strategies.
To support this research, there are three previous studies that are used as the
references. First previous study comes from Intrapanich (2012) who researched
Teaching Method, Approaches and Strategies found in EFL classrooms: A Case
Study in Lao PDR. The result of this study revealed Communicative Language
Teaching (CLT), Grammar Translation Method (GTM) and Total Physical Response
(TPR) are three major methods or approaches that found in the foreign language
classrooms studied. The second previous study comes from Wulansari (2016) who
researched Teacher’s Strategies to Overcome Students’ Problems in Learning
Speaking at Islamic Senior High School Soerjo Alam. This research, the researcher
used descriptive qualitative design. The subjects are 28 students and the English
teacher. The result of this study students had problems in speaking English because
peer pressure, less motivation and lack of linguistics. And the strategies that teacher
used to face the problems were group work, used simple language, choose interesting
topic, gave clear isntruction, and reminded the students to speak English. The third
previous study comes from Wulandari (2016) who researched Teacher’s Strategies on
Teaching Speaking in The Year Students at SMKN 3 Malang. This research, the
researcher used qualitative research design. The subject is one English teacher. The
results from this study there was using appropriate strategies, the students will be
7
motivated to speak English since they will try to achieve the learning objectives in
speaking.
Based on those previous studies above do not discuss about teaching method
used by an English teacher in Speaking class at Amanatul Ummah Kembang Belor,
Pacet, Mojokerto, East Java. It is important to the researcher to analyze the teaching
English Method at AMANATUL UMMAH Pacet since this school’s accreditation is
A and have special program the named are Madrasah Bertaraf International and
Layanan CI Cerdas Istimewa which produce great graduate that get scholarship in
domestic and abroad and also “Layanan CI Cerdas Istimewa”. The data show that
some students get domestic scholarship like in Institute Technology Surabaya, and so
on. Beside that, many students get some international scholarship like in Mesir,
Tunisia, Yaman, Maroko and so on. Until now, students in Amanatul Ummah have
many achievements in local, regional, national and international. Further, this school
applies National Curriculum, Al-Azhar Curriculum, and Cambridge Curriculum for
the Madrasah Bertaraf International and for the acceleration use K13 curriculum. To
join in this school the students must have Intellegence Quotient minimal 130 ( very
superior). The mission of this school is Terwujudnya manusia yang unggul, utuh dan
berakhlaqul karimah untuk Izzil Islam Wal-Muslimin dan untuk keberhasilan cita-
cita kemerdekaan dan melaksanakan system yang berlaku di Pondok Pesantren
Amanatul Ummah secara ketat dan bertanggung jawab. It means that, this boarding
school relized a superior human and for the success of the ideas of independence also
implemented the system in the boarding school tightly and responsibly.
8
The total of the students in 2016/2017 has 675 students that is devided into 27
classes. The classes consist of 11 classes in X grade, 9 classes in XI grade and also 7
classes in XII grade. Every class consist of 25 students for male and female. And the
activities of the students are 03.00-04.30am they do pray to Allah (Tahajjud, Hajat,
Tasbih) until 21.00-22.30pm dinner and Mengaji Al-Qur’an activity/Dauroh activity.
For the clear activities tobe found in appendix 6. The teachers also have good quality
in every skill, and they have nice experience like be speaker in some conferences
such as “National Keynote Speaker, Mentor Daring, English Language Instructor in
Pusat Bahasa Universitas Airlangga. For the detail information to be found in
appendix 1 and 2.
This study is expected to provide useful information for teachers and further
researchers. Hopefully, this study can be used by other teachers in applying this
teaching method in their classroom and also for the future researcher, the result of this
research can be useful for conducting further research in the same field.
1.2 Research Problems
Based on the background of the study above, the problems of the study are:
1. What kind of method is used by an English teacher in teaching speaking at
XI-E of Amanatul Ummah?
2. What are the problems during applying the speaking method?
3. What is the effect in applying the speaking method?
9
1.3 Objective of the Study
Related to the research problems above, the objectives of conducting this study
are :
1. To know the teaching method used by an English teacher in speaking class
at XI-E of Ammanatul Ummah.
2. To know the problems during applying the speaking method in speaking
class at XI-E of Ammanatul Ummah.
3. To know the effect during applying the speaking method in speaking class
at XI-E of Ammanatul Ummah.
1.4 Significance of the study
The significance of this study is to be a reference for the English teacher to
teach English focusing on speaking skill. It also can be useful for the future
researcher who would like to conduct similar research about teaching method used by
English teacher during teaching and learning process. Even to other researcher can
conduct the same research in this school but with other skill like writting, reading,
listening.
1.5 Scope and Limitation of the Study
This study only focuses on teaching method used by English teacher in teaching
speaking at XI-E of Amanatul Ummah boarding school.
10
1.6 Definition of Key Terms
In order to avoid ambiguity and misunderstanding of the terms used in this
study, some definition of the terms are stated as follows:
Teaching method : teaching method as pedagogical practices how to
teach the language (Brown, 2000).
Teaching speaking : process that involves instruction in learning
activities that must be done by the teacher
Sudjana (2013, cited in Wulansari 2016).
Teaching speaking method : pedagogical practices that involve the students to
make a small group instructions so it can make
the students easier to teach speaking.
MA Amanatul Ummah : one of boarding school that was built since 1981
by Kiai Haji Asep Saifuddin Chalim at Jalan
Tirtowening no. 12 Kembang Belor Pacet
Mojokerto. Amanatul Ummah accredited A.
11
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents some theories which are related to this study. The first
sub-chapter is about the definition of teaching method, the importance of teaching
method, kinds of method and also definition of speaking.
2.1 Teaching Method
Teaching method is the way to make easy in delivering the material in
teaching and learning process. According to Antony (1963, cited in Brown 2000,
p. 14). He gives definition about teaching method as the second of the three
hierarchical elements after approach and before techniques. He defines method is
“an overall plan for systematic presentation of language based upon a selected
approach.”
Brown (2000) also gives definition on language method. He explains that
teaching method as pedagogical practices how to teach the language. Brown in his
book also differs the terms of methodology and method. He defines method as
classroom management to achieve linguistic objectives so it is focus on the role of
teacher and the students to accomplish the course objectives. Therefore, method is
the way how the teacher teaches in the classroom.
Teaching method is an importance thing in teaching and learning process. It
can make teachers easier to deliver the material. According Taylor (n.d) mentions
12
that method is important to be understood in order to make education choices,
boost learning enjoyment, and encourage students’ engagement.
Based on Tamura (2006), he says that “I believe that a variety of method
makes up the most successful practice, it assists to maintain the whole attention of
the students present in the class, it encourages them and offers an attractive
atmoshpere and diminishes anxiety, shyness, etc.” In the other way, teaching
method also needed in teacher trainings course. It means that method is only one
factor of the successful language learning. If a teacher teaches and encourages to
use method, he or she reduces the chances of the learner in successful language
learning. Second, methodology is essential to learning language and to students’
need are important think in teaching and learning language. Harmer (2003) say
that "Method is fundamental to the learning of language classrooms where
teachers are working". It is true that teachers have to plan their classes, and they
cannot only rely on the context in which the teaching takes place.
In the fact, many teacher have different teaching method to deliver the
material in the class because teaching method have many kinds. There are:
2.1.1 The Grammar Translation Method
This method focus on grammatical rules as the basis for translating from the
second language in to native language. According to Prator and Murcia (1979,
cited in Brown 2000, p. 33) there are some characteristics of Grammar Translation
Method. In teaching the students using mother tounge with little use target
language, vocabulary are emphasized, give a long explantaion, grammar provide
13
the rules, reading in the beggining, little attention is paid to the content of the text,
drills exercises in translating, and little attention in pronounciation.
In line with this, Freeman (1990, p. 11) says, The Grammar-Translation
Method focused on the grammar and translation the literature and students are
presented with reading passage and answer the following questions. So, The
Grammar Translation Method is a method that focus on grammar, translation,
better in learn vocabulary, and also improved translator skill.
2.1.2 The Direct Method
It is similar with Gouins series method second language should be move
like first language learning- lots of interpretation-spontaneous use of the language,
no translation between first and sencond language little analysis of grammatical
rules. Ricard and Rogers (1986, cited in Brown 2000, p. 36) mentions eight
characteristic of direct method. The language used in the classroom these are 1).
classroom instruction is exclusively in the target langugae, 2). Only vocabulary
and sentences are teach, 3). Oral communication skill bloomed carefully, 4).
Grammar are inductively taught, 5). Modeling and practice in teaching new
points, 6). Demonstration, objects and picture are needed, 7). Speech and listening
are empasized, and 8). Correct pronounciation and grammar are emphasized.
Based on Freeman (1990, p. 23), The Direct Method, allows students
perceive meaning directly without no translation. Visual aids are used to clarify
the meaning of vocabulary and concepts in real life. So, The Direct method is a
method that students learn inductively without translation.
14
2.1.3 The Audiolingual Method
The Audiolingual Method is a method that learner repeats the patterns until
able to produce spontaneously because the method based on the behaviorist belief
(Larsen-Freeman, 1990, p. 35). According to Ricard and Rogers (1986, cited in
Brown 2000, p. 37) in Audiolingual Method, conditioning and habit formation
models of learning with the mimicry drills and pattern practices are emphasized.
So, audiolingual method is a method that the activities are drilling and repeat the
true patterns.
2.1.4 Community Language Learning
Community language learning was develop by Curran from application of
phychological counseling techniques. This method represents the use of
conunseling-learning theory to teach languages. According to Ricard and Rogers
(1986, cited in Brown 2000, p. 40) the role of counselor attend to the client’s.
2.1.5 Suggestopedia
Suggestopedia is emphasized in reducing effective filter of the learner. In
line with this, Ricard and Rogers (1986, cited in Brown 2000, p. 42) mentions that
suggestopedia creates learning on relaxed states of mind and music as central.
According to Larsen-Freeman (1990, p. 73) this method help the learners enjoy
and feel relax their mind.
2.1.6 Silent Way
Silent Way is develop by Gattegno that teaching must be subordinated to
learning and thus, students must develop their own inner criteria for correctness.
15
In this method four skills are empasized (Larsen-Freeman, 1990, p. 53). In line
with this, Ricard and Rogers (1986, cited in Brown 2000, p. 43) it is typically
utilized as materials a set of cuisenaire rods-small colored rods of varying lengths-
and a series of colourful wall charts. The teacher as stimulator but not handle.
2.1.7 Total Physical Response
In this method the students activity is listening acting. The teacher is very
directive in orchestrating a performance. It is in side with Asher (1977 cited in
Brown 2000, p. 44) that the instructor is the director of a stage play in which the
students are the actors. Total Physical Response focused on listening
comprehension emulating the early stages of mother tounge aquisition then
moving to speaking, reading and writing.
2.1.8 The Natural Approach
According to Ricard and Rogers (1986, cited in Brown 2000, p. 46) this
method is aimed in the goal of basic personal communication skills that is
language situation-conversations, shopping, listening to the radio and what they
like.
2.1.9 Communicative Language Teaching
According to Larsen-Freeman (1990, p. 121) this method emphasized by
doing communicative competence as opposed to linguistic competence. Usually,
the learners work with authentic materials in a small group.
16
2.2 Teaching Speaking
Speaking is a primary medium of communication. It is necessary to get
information and convey intention with other people. Although in language
teaching there are four skills integrated each other as the media to communicate,
spoken language is the most frequently used in our daily life. Speakers can
express their intended meaning to the listeners, so the listeners can understand
what is being said by speaker.
2.2.1 Define of Speaking Skill
There are many definitions of speaking proposed by some expert in
language learning. Fulcher (2009, cited in Wulansari 2016) says that speaking is
verbal language that used to communicate with others to express their opoinion, it
is very important for the students to develop their ability to communicate in the
target language. According to Oxford Dictionary, speaking is the action of
conveying information or expressing feeling to others. In line with this,
Littlewood (2016) says, speaking is one of activity in communicating effectively
to other people that produce in certain language form in acceptable way. From
that definition, it can be conclude that speaking is a productive skill constructing
meaning that involves producing and receiving information. Speakers should use
the language accurately to express the meaning to the listener in order to make
they understand the message well. Today and future master in English is very
important for our daily life. Therefore, students should learn English speaking so
they can express their opinions fluently without hesitation.
17
Brown (2000, p. 274) mentions seven principles for designing speaking
activities. They are 1) Use techniques that cover the spectrum of learners needs,
from language based focus on accurancy to messages-based focus on interaction,
meaning and fluency. It makes interactive language teaching enthusiastic give a
pattern of providing zesty content-based interactive activities that don’t capitalize
on grammatical pointers or pronounciation tips. 2) Provide intrinsically
motivating. it makes the activities interesting to the learners, they need
knowledge, for status, for achieving competence and autonomy. So, make all the
activities are benefit for the learners. 3) Encourage the use of authentic language
in meaningful contexts. Make the learners with meaningful interaction,
disconnected about the grammar exercise where we go around the class calling on
students one by one to pick the right answer. It makes creativity to devise
authentic context and meaningful interaction without helping anything from the
teacher. 4) Provide appropriate feedbackand correction. In EFL situations, teacher
as the fasilitator and students are totally dependent on the teacher for linguistic
feedback. So, give a kinds of corrective feedback that are appropriate for the
moment. 5) Capitalize on the natural link between speaking and listening.
Interactive techniques can be through speaking skill indirectly listening skill will
include. So, two skill can reinforce each other. 6) Give students opportunities to
initiate oral communication. A good classroom interaction is when the teacher has
initiation using language. Part of oral communication competence is the ability to
initiate conversations, nominate topics, ask questions, control the conversations
and change the subject. So, use speaking techniques allowed students to initiate
18
the language. 7) Encourage the development of speaking strategies. The concept
of strategic competence is one of that few beginning language students are aware
of. They simply have not thought about developing their own personal strategies
for accomplishing oral communicative purposes. The classroom can be one in
which students become aware of and have a chance to practice, such strategies as :
asking for clarification, asking someone to repeat something, using fillers, using
conversation maintenance cues, getting someone’s attention, using paraphrases for
structures one can’t produce, appealing for assistance from the interlocutor, using
formula expressions and using mime and nonverbal expressions to convey
meaning.
2.2.2 Problem in Teaching and Learning Speaking
Speaking is one of important skill that should be learnt by the students in
teaching and learning process. Of course, it can many problems when students
speak English. There are some reason why the students do not use English.
According to Skeffington (2000, cited in Wulansari 2016, p. 11) there are some
problems why the students afraid for making mistakes to speak English in the
class. They are peer pressure, lack of motivation and lack of support.
First, students do not use English because of peer pressure. To express their
ideas students have some problems. It is because they feel shy and afraid to make
mistakes. They will difficult to express what they want to say if the students are
under pressure. According to Harmer (2007, cited in Wulansari 2016, p.11) says
that students are afraid and shy to express their opinions in front of the class if
19
they have hesistant feeling to speak. Therefore, students should be have self
confidence to speak in front of the class.
Second, students do not use English because they have low motivation.
According to Brown (2000) says that if students have high motivation and
intention in learning speaking, automatically they can achieve the goal of teaching
and learning process easily without hesistation. In other way, if the students have
low motivation, they will difficulty to use English and they tend to keep silent in
the class. Moreover, they will fail to reach the goal in learning speaking.
And the last, students do not use English because they are lack of support.
There are two kinds of support. Those are classroom atmosphere and linguistics
support. Skeffington (2004, cited in Wulansari 2016, p. 12) says to learn language
teenagers should be have the generous and patient atmosphere ideal, but it is
possible to encourage them to support each other, for example by working in a
group. According to Wulansari (2016) linguistics are factors realated to the
language. They are pronounciation, grammar, and vocabulary. In reality students
are lack of knowledge about those aspects.
In line with this, Ur (1996) mentions other problems that are commonly
appear in learning speaking. They can be defined as follows:
2.2.2.1 Inhibition
Students feel worry and fear of making mistakes when they speak their
opinions in the class.
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2.2.2.2 Nothing to say
In English teaching and learning process, the students do not give comments
or contribution in the class because they do not have any ideas. Their mother
tongue influences them in speaking English because they do not think in English,
but in their own language. In addition, students have less of knowledge and
information about the topic given by the teacher. So, the students prefer to be
silent in the class.
2.2.2.3 Low or uneven participation
In the clssroom discussion, active students try to participate and passive
students choose to be silent during learning process. The students do not want to
give contribution in discussion, because they are lazy and feel uncomfortable to
speak English.
2.2.2.4 Mother-tongue use
When the learners speak in English, the students tend to use their mother
tongue because they feel queer to speak another language.
Based on the explanation above, there should be appropriate method
implemented by the teacher to support and help the students to overcome their
problems in speaking English. Because the ability to speak English is very
important and to support their activities in learning English in the classroom.
2.2.3 Teaching Speaking Method
The role of the teacher is very important in the teaching and learning
process because the teacher is one of factors that determines whether the teaching
21
will be success or unsuccess. In teaching speaking, teacher’s method are very
important to solve the students’ problems. There are constructivist principles in
teaching and learning:
a. Focus on meaningful communication and negotiation rather than linguistic
structures. One of teaching approaches which emphasized on language use rather
than on language as structures (Larsen, 1986).
b. Focus on active cooperative learning and purposeful interactions;
c. Focus on the affective domain of the classroom as a community of learners
and creating a language-learning environment that supports risk-taking by the
learners. Richards and Rogers (1996), classroom activities in teaching speaking
method make the learners engage in communication.
d. Focus on “whole learner” learner with her/his own personal learning style,
and emotional and academic needs.
e. Ensure teachers’ role as fasilotators rather than domineering. Furthermore,
as stated by Larsen (1986), the teacher is a co-communicator between and among
students.
f. Use of “authentic” materials and realia. The use of language materials
authentic to native speakers of the target language and use realia to give the
example in teaching and learning process.
g. Use a variety of strategies to address different learning style and different
levels of language skills.
22
h. Tolerance for errors in language structure and/or form. Errors of form are
tolerated during fluency-based activities and are seen as a natural outcome of the
development of communication skill (Larsen, 1986, p. 132).
i. Teaching of a target language culture(s) to accompany language teaching.
j. Prioritise fluency above accuracy and comprehension over structure.
2.3 Previous Studies
There are three previous studies that become references of this present
studies. The first previous study comes from Intrapanich (2012) who researched
Teaching Method, Approaches and Strategies found in EFL classrooms: A Case
Study in Lao PDR. The second previous study comes from Wulansari (2016) who
researched Teacher’s Strategies to Overcome Students’ Problems in Learning
Speaking at Islamic Senior High School Soerjo Alam. And the last previous study
comes from Wulandari (2016) who researched Teacher’s Strategies on Teaching
Speaking in The Year Students at SMKN 3 Malang. This research, the
researcher used qualitative research design.
The first previous study comes from Intrapanich (2012) who researched
Teaching Method, Approaches and Strategies found in EFL classrooms: A Case
Study in Lao PDR. This previous study had a participant five teachers from school
in Vientiane Municipality. In this previous study the researcher use case study as
their research design. The data of the study was collected from some sources, they
were : (1) the participant’s journal; (2) project and self-reports; (3) and also from
the interview and the observation’s field notes. The result of this study revealed
Communicative Language Teaching (CLT), Grammar Translation Method (GTM)
23
and Total Physical Response (TPR) are three major methods or approaches that
found in the foreign language classrooms studied.
The second previous study comes from Wulansari (2016) who researched
Teacher’s Strategies to Overcome Students’ Problems in Learning Speaking at
Islamic Senior High School Soerjo Alam. This research, the researcher used
descriptive qualitative design. The subjects are 28 students and the English
teacher. The result of this study students had problems in speaking English
because peer pressure, less motivation and lack of linguistics. And the strategies
that teacher used to face the problems were group work, used simple language,
choose interesting topic, gave clear instruction, and reminded the students to
speak English.
The third previous study comes from Wulandari (2016) who researched
Teacher’s Strategies on Teaching Speaking in The Year Students at SMKN
3 Malang. This research, the researcher used qualitative research design. The
subject is one English teacher. The results from this study there was using
appropriate strategies, the students will be motivated to speak English since they
will try to achieve the learning objectives in speaking.
Based on those previous studies, there are some similarities and differences
between the previous study with the present study. For the research design in the
second and third used descriptive qualitative research design while in the present
study using case study same with the first previous study research design. The
second aspect is about the subject all of the three previous study were the English
teacher. And for the instrument the first and the present study using observation
24
and interview to collect the data while in the second and third previous study
using observation, interview and questionnaire. Those three previous studies do
not discuss about teaching method that teacher used in teaching speaking at
Amanatul Ummah Kembang Belor, Pacet, Mojokerto, East Java. So, this present
research is required to conduct.
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CHAPTER III
RESEARCH METHOD
This chapter discusses about the research design,data and sources of data,
research instruments, data collection, data analysis, and validity of the study.
3.1 Research Design
This study uses a qualitative approach and uses case study as the research
design. Qualitative approach is reputed as the appropriate approach to be used in
this study because this study observes the activities, situations, relationship that
happen in the classroom. Fraenkel and Wallen (2009) say that “research studies
that investigate the quality of relationship, activities, situations, or materials are
frequently reffered to as qualitative research”. Therefore, this is a qualitative
study, this type of study focused on describing a particular thing in detail
(Fraenkel and Wallen, 2009).
This study only focuses on one subject as the participant. Because of that,
the researcher uses case study as the design of the study. Case study is a part of
qualitative research method that focused on one subject in depth description.
According to Stake (1995, cited in Creswell 2007, p. 46), he defines case study is
a strategy of inquiry in which the researcher explores in depth a program, event,
activity, process or one or more individuals. It is in line with the aim of the study
that is to know what teaching methodology used by an English teacher. Having a
26
single unit as a focus, it aims at getting in-depth and detail description of the
object in this research design. It is suitable with the need of the researcher of this
study. The researcher needs to describe the teaching method used by English
teacher in the classroom. The researcher also needs to describe in depth
explanation about what is the method used, how the teacher explain the material,
how the teacher manages the class during the teaching and learning process.
3.2 Data and Sources of Data
This study have a participant as the main source of data. The participant of
the research is Mrs. Adibah who is one of English teachers in Amanatul Ummah
Pacet. She teaches X, XI and XII. The setting that used to conduct this research is
XI-E class which includes 25 students that all the members are female. The
researcher also interview 5 students randomly to support data.
The main point of this study is what teaching method used by English
teacher at speaking class until the students have a high enthusiastic and interest to
learning English by this teacher. As Lodico et al. (2006, cited in Jariyah 2015, p.
28) says that qualitative researchers select their participants based on their
characteristics and knowledge as they relate to the research questions being
investigated. Beside that, this teacher also has a intersting experience related with
the idea of the students . The most creative teacher in MA Amanatul Ummah
Pacet and She has been Exchange student in University of Malaya, Malaysia.
And she has been first winner of English debate in Faculty of Humanities,
27
University of Airlangga. That is why the researcher chooses Mrs. Adibah as the
participant of this study.
Beside the participant, the source of data also comes from the students. The
data are taken by doing observing and interviewing. The researcher also take the
data from observing the students during the teaching and learning process and
interviewing them.
3.3 Research Procedure
There were several procedures to conduct case study research. The research
procedure would go through the following steps:
1. Selecting Research Setting and Subject
The researcher set up the setting and the subject, such as deciding the
research subject. The researcher decided to focus on teaching method used by the
research subject. The research subject in this research was English teacher in MA
Amanatul Ummah. The researcher chose this research subject because this teacher
in one of the creative teacher in MA Amanatul Ummah.
2. Developing Instruments
The researcher developed two instruments, these were observation checklist
and interview guideline. The instrument were adapted from Curtain and Dahlberg
(2004).
3. Validating the Instrument
In order to enssure the validity of the instrument, the researcher went to
expert validator. The expert validator was one of the lectures of English Language
28
Education Program, Faculty of Culture Studies at Universitas Brawijaya. The
expert validator validated the instruments.
4. Gathering Data
The data gathered by observation checklist, interview guideline and
docummentation. The observation and interview would be conducted in May,
while conducting the interview the researcher recorded it.
5. Data Analysis
After conducting the observation and interview, the researcher transribed
the interview result. Besides, the researcher analyzed the data by describing the
result of combination in observation and interview to draw the conclusion.
The flowchart of conducting qualitative research.
Figure 3.1 Research Procedures
3.4 Research Instruments
There were three instruments to collect the data in this research, namely
observation checklist, interview guide and documentation.
Selecting the subject and the setting
Developing Instrument
Validating Instrument
Collecting Data
Data Anlysis
29
3.4.1 Observation Checklist
The researcher observed teaching and learning process in one of the classes
that the participant handled. The observation is aimed at gainning what method
that teacher used and how the condition during the teaching and learning process.
It is in line with the statement of Fraenkel and Wallen (2009, cited in Jariyah
2015, p. 29) who say that “certain kinds of research questions can best be
answered by observing how people act or how things look”. In observing the
participants during teaching and learning process, the researcher provide the
observation checklist for observing a foreign language classroom target language
use that consists of two main parts which are the part of „the teacher‟ and the other
parts is about „the student‟.
In this research, the researcher uses checklist by Curtain and Dahlberg
(2004). This checklist consists of four sub-dimension. The first sub-dimension is
use of the target language. It consist of six statements. The second sub-dimension
is lesson content consists of five statements. In the third sub-dimension is lesson
planning consists of seven statements. In the fourth sub-dimension is lesson
implementation consists of 9 statements. And the last sub-dimension is classroom
athmosphere. The researcher reduce classroom athmosphere sub dimenssion
because it is focuses on speaking method. The detail statement can be seen in
appendix 5. The procedures to use this checklist are the researcher only give the
mark which activities are appropriate in the classroom. In this observation
checklist no validation process because the researcher do not add anything in the
observation checklist. The last observation checklist the researcher will make
30
description to get the clear information. The result of the observation checklist
will conclude by the researcher.
3.4.2 Interview Guide
The researcher interviewed the participant to know the background of the
participant, the condition of the students, and also the reason of the participant‟s
teaching method used. Beside that, the researcher asked questions about the
process of teaching (pre-whilst-post) and also the engagement of the students that
appear during the learning and teaching process.As Lodico et al. (2009, p. 121)
say “the interview might be the major data collection tool of the study
(particularly when the behavior of interest cannot be easily observed) or may be
used to corroborate or verify observations”. Further, Fraenkel and Wallen (2009,
p. 445) also say “interviewing (i.e., the careful asking of relevant questions) is an
important way for a researcher to check the accuracy of—to verify or refute—the
impressions he or she has gained through observation”. In other words, the
researcher does the interview to support and confirm the data that has been taken
from observation.
In interviewing the participants, the researcher provides an interview
guidance to make the interview process become easier and structured. The
interview guidance for the teacher contains about pedagogical competence. While
the interview guidance for the students contains about the questions of their
feelings during the teaching and learning process and also about their perceptions
about the teacher. Each interview consists of six questions. The researcher
develops the interview guideline and observation checklist based on Brown
31
(2000) theory. In order to make researcher easier to developing the instruments,
the researcher uses blueprint as a basis to develop the instruments. There are 9
kinds of method (Brown, 2000) that are develop into 8 questions for interview
guideline for the teacher, 5 interview guideline for the students. Then, the
researcher consults the list of the questions in the interview wih Mrs. Frida
Unsiah, M. Pd. As an expert validator of the instrument. To make the instruments
valid, the researcher conducts consultation twice. In the first cosultation the
researcher gets some suggestion that is about the grammar and the term. So, the
researcher should be revised the instrument. In the second consultation the
instrument can be used. The expert‟s validation result can be seen in appendix 3.
After validating the instruments, the researcher conducts to use the validated
instrument to check the feasible of the instrument to collect the data needed. In
this study, the researcher also conducts triangulation process in order to make sure
that the data from the observation, interview and documentation are valid and
supporting each other. The result of the participant‟s interview is used for
verifying the observation‟s result.
3.4.3 Documentation
In this study, the researcher also conduct the documentation to support the
observation checklist and interview. Documentation is one of evidence to get any
information in the research. Gottschalk (1986, cited in Gunawan 2013),
documentation is every verification process based on any kind of sources whether
written, spoken, illustration or archeological. This study the researcher used
recording to support the data from the observation and interview. Record is
32
written or statement prepared by and for individuals or organizations with the aim
of showed the event Lincoln and Guba (1994, cited in Gunawan 2013).
3.5 Data Collection
This study is conducted to answer the questions that have emerged before.
The researcher needs some data to answer those questions.The data collected from
the sources of the participants during the implementation of the study. The
researcher uses three kinds of technique to collect the data. The first is
observation, the second is interview to support the data that has been taken from
the observation and the last is documentation. The data collection will be describe
below:
3.5.1 Observation Checklist
The researcher uses observation checklist to know the condition of the class
and to know what method that teacher used during teaching and learning process.
The researcher only give the mark () if the activities match with the dimension
and give the note if the activities are not match with the dimension.
3.5.2 Interview
The researcher interview 5 out students of 25 students and 1 English teacher
using interview guide (Apendix 3) with 5 questions for each students and 8
questions for the teacher that relate with what method that teacher used in
teaching English. In this activity the researcher conducting the interview with the
English teacher first when she finished her teaching in speaking class in XI-E and
also the researcher ask permission to recording during the interview. Next, the
33
researcher will conducting the interview with 5 students in speaking class in XI-E
who are chosen randomly.
3.5.3 Documentation
The researcher conduct the documentation that is recording the interview
with the students and the teacher. The instruments conducted by the researcher to
support the data get from the observation and interview. After that the reasearcher
make conclusion from those instruments. The documentation were syllabus, the
result of the students in speaking skill also the RPP. Here, the researcher only
record the interview do not taken the photo.
3.6 Data Analysis
Since this study is a qualitative study, all of the data that have been collected
from interview, observation and documentation would be analyzed qualitatively to
get the valid result. The researcher elaborate and explain the result in the form of
detail description. In analyzing the data that has been collected, the researcher
follow the technique of qualitative data analysis by Miles and Huberman (1994).
As stated by Miles and Huberman (1994) there are three sub-processes in doing
qualitative data analysis that there are data reduction, data display and conclusion
drawing/verification.
34
The First Activity
Data Reduction
Relevant Data Irrelevant Data
Classified and Analyzed Eliminated
The Second Activity
Data Display
Figure 3.2 Data Analysis process (adapted from data analysis: interactive model by
Miles and Hubberman, 1987)
First step in analyzing qualitative data is data reduction. As Miles and Huberman
(1994, p. 10) say that data reduction refers to the process of selecting, focusing,
simplifying, abstracting, and transforming the data that appear in written-up field
notes or transcription. So, in this step the researcher selects the important data and
discards the data that is not needed for the second step of data analysis. The
second step is the data display. According to Milles and Huberman (1994, p. 11),
“a display is an organized, compressed assembly of information that permits
conclusion drawing and action”. It can be concluded that the data display is step
which the writer organize the information in order to make the conclusion can be
drawn. The last step are conclusion drawing and verification. This step relates to
the researcher‟s interpretation of the data display. It is also called as drawing
meaning from displayed data.
The Third Activity
Conclusion Drawing
35
The researcher also conducts triangulation process in order to make sure that
the data from the observation, interview and documentation are valid and
supporting each other. The triangulation process is conducted to ensure whether
analysis of data from each of both instruments lead to the same results. Each of
data from interview to the teacher and the students and also from observation
during the teaching and learning process will be analyzed to know the result of
each data. Those results gathered to know the compatibility of each datum to get
the final result. From the final result, the researcher explain and elaborate the
result in the form of detail description which will contain of the teaching method
that teacher used in teaching and learning process.
3.7 Validity of the Study
Validity is defined as the quality of an instrument measure what it claimed
to measure. Qualitative validity means the level of accuracy between the data that
occurs in the research object with data that can be reported by the researcher
(Sugiyono, 2011, p. 267). Measuring validity is important in a research because a
valid instrument can help to draw meaningful and appropriate interpretation made.
To ensure validity of the data that used in this study, researcher asked the
lecturers of English Language Education Program who is expert in English
language method and speaking skill. This process was also known as the expert
validation process. As explained before, the researcher conducted several
consultations with the lecturers as an expert. Several suggestions were given by
the lecturers. Then, the researcher revised and edited several parts of instruments
until the instrument were considered eligible to be administer.
36
The validity of the instruments made the data more valid. According to
Creswell (2012, p. 162), reseracher should examine whether the scores from the
instrument (not the instrument itself) were valid. If the instruments or the data
gathered from the sample were invalid, the conclusion that the researcher took
also became invalid. It also may not reflect the real condition of the sample.
Beside doing an expert validation , the researcher also crosschecked the data
from observation checklist and the data of interview guide. In this part called as
triagulation. The triangulation process is conducted to ensure whether analysis of
data from each of both instruments lead to the same results. In line with this,
Gunawan (2013, p. 218) triagulation is a technique to investigate the validity of
the data.
37
CHAPTER IV
FINDING AND DISCUSSION
This chapter presents two sections, namely finding and discussion of the
study. The first section discusses the finding on the observation and interview. In
the second section presents the discussion.
4.1 Finding
This finding of this study is based on the data collection from the
observation checklist and interview guideline. This study describes the teaching
methodology used by an English teacher in teaching speaking at XI-E of
Amanatul Ummah. The following is the explanation of the finding taken from
each instrument.
4.1.1 The Result of Observation Checklist
In this part, the researcher describes about the teaching methodology used
by an English teacher in teaching speaking. It was obtained from the result of
observation checklist (see Appendix 4). The researcher observed the teaching and
learning process in a series of meeting. The English teaching and learning process
consist of 4 times in a week, in different day, different skill and also different
teacher. Here the researcher only observed in the speaking class that conducted on
Thursday.
38
4.1.1.1 First Observation
The first meeting of the observations was conducted on Thursday, 10:50
a.m, 27 April 2017 in XI-E class. The result of the first sub dimension was use the
target language. It showed that the teacher used the target language in teaching
and learning process also she used target language as the normal and expected
means of classroom communication. The second and third sub-dimension were
about lesson content and lesson planning. In this aspect the researcher did not find
because the activities only come forward practices their result about Conversation
on the Phone. And the last sub-dimension was about lesson implementation. It
showed that the teacher used a variety of techniques, gave clear direction. In the
first observation, the teacher taught the material about Conversation on the Phone.
Here, the teacher continued the material before the researcher conducted the
observation. In this meeting the teacher asked to the students to show their result
by making a conversation on the phone in front of the class with their partner. In
addition, the teacher also used easy language in giving the comment and
suggestion by using other word in order to make the students do not
misunderstand with the explanation.
In this meeting, the teacher just asked the students to come foward to
present the dialogue with their partners. Here, the English teacher was rather
difficult to catch the sound of the students because the place is too large without
giving the diveider. And most of them who be the audience were noisy, sleepy in
the class and busy with their business so that they did not pay attention to their
friends who practiced their dialogue in front of the class.
39
4.1.1.2 Second Observation
The second observation was conducted on Thursday, 10:50 a.m, 04 May
2017 in XI-E class. The topic given on that day was Future Job. The result of the
observation checklist were in the use of the target language the teacher used
gestures, facial expressions, body language but the teacher used fast speed and
intonation. Also the teacher used concrete referents such as props, realia,
manipulative, visual (especially with entry-level students). The teacher used
linguistic modifications when necesssary to make the target language more
comprehensible for the students. The second sub-dimenssion about lesson content.
It showed that the lesson shows a balance of language, culture and subject content
goal. Language components of lesson emphasize language in use and contain
information and experiences drawn from the target culture(s). The third sub-
dimenssion was lesson planning, the teacher used lessons incorporate both new
and familiar material, lesson, content, and activities are part of an overall plan that
includes careful preparation and follow-up. The activities provide students with
successful learning experiences and provides smooth, logical transitions from one
activity to another. And for the last sub-dimenssion lesson implementation, the
teacher used a variety of classroom techniques, used visual and realia effectively,
used many and varied concrete materials and realia, gave a clear direction and
example and changed activities frequently and logically and also there are varied
groupings of students and varied interaction patterns teacher/students,
student/teacher and student/student.
40
In other way, the material was an interesting topic because in this topic the
teacher asked the students about their future job. After that, the teacher defined the
occupation by using flashcards. Besides, the teacher showed the flascard which
has the description of the occupation. In delivering the material, the teacher used
simple language in order to make the students understand with the material and
the teacher also paid attention to all of the students by approaching to particular
students who did not pay attention. So, it can make the students easier to
understood the material. After that, the teacher asked to the students to make a
pair work. Here, the teacher tended to use role play strategies. One of the students
mentioned the description about one of the name occupation and another guessed
what job it is. In the last section for the next meeting, the teacher asked to the
students to make an portofolio about their future job with short description and
practice their result in front of the class in the next meeting.
4.1.1.3 Third Observation
This is the last meeting of the observation that was conducted on Thursday,
10:50 a.m, 11 May 2017. The topic given on that day was Future Job. Here, the
teacher continued the material from the previous meeting. The result of the
observation checklist showed that the used of the target language as the normal
and expected means of classroom communication, there was evidence of detailed
planning, lesson and content also activities are appropriate to age and
developmental level of the class. The lesson implementation the teacher used a
variety of classroom techniques. Furthermore, this meeting the teacher asked the
students to practice their result in front of the class by explaining the future job.
41
When one of the students came in front of the class, and the other students who
being audience must give 2 questions related with the portofolio. In addition, the
teacher monitored all of them who were active and passive in the class by chosen
the other students who did not say any thing and remind the students who gave
much comment or questions. Besides, the teacher did the reflection in the end of
the meeting by asking the students to conclude and evaluate the today materials.
From the finding of the observation, it shows that the teacher used
communicative language teaching in teaching speaking, such as the English
teacher used simple or easy language during the teaching and learning process,
made group work in delivering the material which has interesting topic, and role
play strategies to present their result. Besides, the English teacher also paid
attention and gave clear instruction to the students. In addition, the English
teacher warned the students to switch their mother tounge into English although it
was difficult for them. For example by using easy language, the students
understood and responded the teacher’s explanation well. In making group work,
the students became more confident to speak and delivered their idea. Role play
strategies can make students encourage thinking and creativity in a relatively non-
threatening setting. When the teacher gave an interesting topic, it attracted
students attention and motivated them to speak. Then, the students had been
exposured to speak English because the English teacher always warned them to
switched their mother tongue into English.
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4.1.2 The Result of Interview
The result of the interview with the teacher and the students can be defined:
4.1.2.1 Interview with the Teacher
The first interview was conducted by the researcher with the English teacher
on Thursday, 10:50 a.m, 11 May 2017. The English teacher who became the
subject of this study was Adibah S.Hum. The researcher conducted the interview
with the teacher who has attractive method in teaching English expecially in
speaking class. The questions delivered to the teacher are about experience and
teaching method. She has been teaching English for 4 years. She started to teach
English at MTs Miftahul Ulum, Pasuruan on 2013 before teaching in Amanatul
Ummah since 2013 until now and to be English Language Instructor in Pusat
Bahasa, Universitas Surabaya. Therefore, the researcher wanted to know about the
methodology used by the English teacher in teaching speaking.
The interview was conducted after teaching and learning process. The
teacher always used the method when she taught in the classroom. The method
that was used by the English teacher was Communicative Language Teaching. In
addition, easy language is used to deliver the material, games, group work, and
role play were also used by the English teacher. Based on the interview result, the
method can develop students’ speaking skill expecially fluency in the target
language.
In teaching speaking English, the teacher also tended to use easy language
in order to make the students understand with the material given. The teacher give
clear definition and always give instruction when the teacher asked the the
43
students to do something. If the students felt difficulties and got confused with the
material, she switched English by giving the real picture and used the other word.
The aim of switching her English with giving the real picture and using other
word were to make the students understand well with the material given.
Furthermore, in teaching English the teacher also chose interesting topic to
stimulate students’ interest. Since the books used by the student is developed by
the teacher. During teaching and learning process, the teacher selected the topics
that were Profession: What do you do?. The teacher chose those topics because
the topics according to the course outline and they were familiar with those topics
that make them easier to understand. Therefore, the students became interested in
the material given and felt enjoyable to join the lessons.
4.1.2.2 Interview with the Students
Based on the interview result with the students, the researcher conluded that
the teacher used attractive method to teach them. With the teacher’s method the
students more confidence to speak in front of the class. They felt more enjoyable
during teaching and learning English with the teacher. One of the students felt
bored with the duty that the teacher gave. They said that the duty was too much
and the reslut should be presented in front of the class. Not only that, the students
confused with the teacher explanation because the teacher speak too fast.
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4.2 Discussion
In this subchapter, the researcher discusses the findings of the study based
on the data collection from the observation checklist and interview. It covers the
teaching methodology used by an English teacher in teaching speaking.
4.2.1 The teacher’s Method in Teaching Speaking
From the findings of observation and interview, it could be concluded that
the teacher always used many techniques which refers to communicative language
teaching during the teaching and learning process. Moreover, using some
techniques were important because it makes the students can solve their obstacles
in speaking English. In teaching speaking the teacher used Communicative
Language Teaching. Besides, the students will be fluency in the target language.
The method, teacher used Communicative language teaching method because the
goal of this method let students to communicate in the target language and used in
their daily live. Freeman (1990) says that Communicative language teaching
emphasized by doing the communicative competence as opposed to linguistic
competence.
The teacher also used group working in teaching speaking. Using group
working can increase students’ speaking skill. Here, the students can share the
information, make conversation, and get additional vocabulary. Ur (1996) says
that group work processes for learning when two or more people join or work the
task together. It becomes an effective tool for the students in learning speaking.
This method also trains the students who are shy and afraid of making mistakes to
45
speak in the class. Moreover, it can make the students comfortable to learn
speaking English.
The last strategy is the English teacher used role play in teaching speaking.
Role play is another way of promoting speaking. Using role play can make
students encourage thinking and creativity in a relatively non-threatening setting
also can increase students’ self-confidence and encourages the students to speak
English. As Ur (1996) says students act out their roles trying to reach the goal.
The students perform their dialogue in different ways, different moods, and
different role relationships. The dialogue is a good way for the students to
increase their speaking and can increase students’ vocabularies.
It can be concluded that group working and role play strategies refer to
communicative language teaching. It is supported by Adi (2008) says
communicative language teaching can occur if communicative activities happen
while working in pairs, language input is authentic language used in daily life.
Students are compelled to dare to produce genuine language and meaningful
communication, and classroom tasks are oriented to prepare the student to be able
to use the language outside of the classroom. And the goal of this method let
students to communicate in the target language while know the situation and the
context. Freeman (1990) says that Communicative language teaching emphasized
by doing the communicative competence as opposed to linguistic competence.
The teacher hope by using communicative langugae teaching, the students can
learn and use the target language in the daily life.
46
4.2.2 Teacher’s Problems When Applying the Method
In addition, the teacher say that most of the students have different ability
in English so they did not speak fluently, unconfidently and they did not talk to
much in the class while the aim of the speaking class was speak just speak
everything in their mind in English. Therefore, it was challenge of the teacher
because not everyone can express their idea in English because lack of
vocabulary. In line with this, Nunan (1989, cited in Brown 2000, p. 125) mentions
the activities of communicative language teaching is involving real
communication, sharing, carrying out meaningful tasks, and using language which
is meaningful to the learner promote the learning. Furthermore, communicative
language teaching can not be used to all students accorind to the teacher’s
expectation, because students have many characteristic such as unconfidently.
Students with low level proficiency in the target language will be difficult to
participate in communicative activities.
4.2.3 The Effect of Applying the Method
In other way using communicative language teaching during 2,5 years the
students of XI-E class has a high score. Most of the students has score above the
KKM. Although the KKM of this school is 85. Using communicative language
teaching the students to be students center learning and students can do their
project by themselve by making a pair, group discussions. The teacher only give
the project and also the teacher hope my using the method the students can learn
and used the target language in daily life. In line with this, Freeman (1990, p. 130)
says the teacher may present some part of the lesson, such as when working with
47
linguistic accuracy and the students interact a great deal with one another by pairs,
triads, small groups, and whole group. Communicative language teaching has
some advantages, there are: in CLT, increase interaction between teacher-students
and students-students Turkeyen (2014). It makes both teacher and students active
in the learning process. CLT provides the opportunities for the students to speak.
Every students should speak in order to communicate something. And the students
can learn the target language enjoyable (Turkeyen, 2014). They will use their
natural language and communicate as they can talk in their real life. So they will
not realize if they are learning speaking, because the learning process is set as
creative and contextual.
48
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion from the first until the fourth chapter of
this research. And this chapter the researcher also provides some suggestion
concerned with teaching method.
5.1 Conclusion
Teaching method is the way how the teacher teach in the classroom. the
objective of this research is to find out teaching method used by an English
teacher in speaking class. The researcher analyzed the teaching method used by an
English teacher with a theory about teaching method from Brown (2000) and
Nunan (1989).
From the findings and discussion in the previous chapter, the researcher
concluded that there were some methods that teacher used in teaching speaking.
There were three teaching methods based on Brown (2000) and Ur (1996) that
were used by the teacher, they are: communicative language teaching, role-play,
and games. Those method were appropriate with the students, it can make the
students to increase their self confidence in speaking in front of the class and their
daily life.
49
5.2 Suggestion
The suggestion that can be given based on the reserach are as follow:
1. For this school, it should give references and training to the teacher in
developing teaching English ability especially in the development of
teaching methodology.
2. For the English teacher, she should look for more method to increase
students’ speaking ability and to solve their problems. In addition, the
teacher should add simple task.
3. For future researchers, the result of this study is expected to be useful for
the next researchers as the reference in conducting further reserach about
teachers’ method in teaching speaking.
50
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