i
THE PROBLEMS FACED BY THE TEACHER IN TEACHING
ENGLISH SPEAKING AT ELFAST COURSE
PARE-KEDIRI
THESIS
This thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
DHEVI VIBRIANITA
07360254
UNIVERSITY OF MUHAMMADIYAH MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
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This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of University of Muhammadiyah Malang and accepted as one of the requirements to achieve
Sarjana Degree in English Education on January28th, 2012.
Appoved by:
Faculty of Teacher Training and Education University of Muhammadiyah Malang
MOTTO AND DEDICATION
•
Actually God will never change the destiny of
community if the community does not intend to
change it
(Qs. Ar Ra’d: 11)
•
Mistakes are the stepping stones to learning!
(Billy Boen)
Where there is will, there is a way
DEDICATION
I dedicated this thesis to: My beloved parents, My beloved brothers and sister,
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ACKNOWLEDGMENT
Bismillahirrohmanirrohim
Alhamdulillah, the deepest thank to Allah SWT, the most Merciful and Charitable. Because of His guidances, blessings and affections, the writer can finish this thesis finally. We always present sholawat and salam to our prophet Muhammad SAW, the last messenger of Allah who has brought us from the darkness to the brightness that is ISLAM.
The writer would like to express her deep appreciation and gratitude to her first advisor Rina Wahyu S, S.Pd., M.Ed and her second advisor Drs. Jarum, M.Ed for their patience, willingness, correction, and invaluable guidance as well as suggestions for the completion of this thesis.
Her sincere gratitude and appreciation are also extended to the director of Elfast course Pare-Kediri, Andrian Dwi Irijawanto, S.Pd who has given her a permission to
do this research.
Her grateful thanks are expressed to her beloved father and mother who always give their prayers and loves to the writer. Then, for her sister (Citra), and her brothers (Deny and Yogi) who always give attention and support to the writer. Her special thank also goes to the teacher of English course Pare-kediri, Mr. Vian who helped me during the observation. Finally, her sincere gratitude goes to her beloved friends, Dwi, Yani, A’yun, Nana, Reta, and mas Imam who always help and motivate the writer in finishing this thesis.
THE PROBLEMS FACED BY THE TEACHER IN TEACHING ENGLISH SPEAKING AT ELFAST COURSE
PARE-KEDIRI
ABSTRACT
In teaching learning process, the teacher might get some problems. The problems faced by the teacher in teaching English are divided into: the linguistic and non-linguistic problems. Linguistic problem is all the difficulties found in the target language itself which are faced by the people who learn the language, such as grammar, vocabulary, pronunciation and mother tongue interference. Next, non-linguistic problem is the problem that influences the language learning, such as students, teacher, methods, material, time, facilities and, situation and condition. In this study, the writer used descriptive qualitative design. The subject of this study was the teacher who teaches English speaking at Elfast course Pare-Kediri. The instruments used to collect the data were unstructured interview and observation. The purposes of this study were to find the linguistic and non-linguistic problems faced by the teacher and how the teacher solves the problems in teaching English speaking at Elfast course Pare-Kediri.
The result of this study indicated that the problems covered both linguistic and non-linguistic problems. In the linguistic problems, the writer only found teacher lack of vocabulary mastery and mother tongue interference. Furthermore, the non-linguistic problems were students came from different educational background knowledge, worry to make mistake, not confident to speak English and some of the students did not participate in the speaking class activity, limited facilities, and the last is the situation and condition was noises. The solutions of linguistic problems were teacher asked to the English native speaker, opened dictionary and watched the movie. In addition, the solution of non-linguistic problems were teacher gave interesting activities such as whispering games, dubbing time, watching movie, preparing talk, and role playing. Next, related to the facilities factor, the teacher had no solution with that problem. The last, in solving situation and condition, the teacher had some understanding that the teacher has never considered that noisy around the class as a disturbance, but he considered it as his challenge.
Keywords: Linguistic, Non-linguistic problem, Elfast Course Pare-Kediri.
Malang, January 28th, 2012
The Advisor, The Writer,
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TABLE OF CONTENTS
Content Page
APPROVAL SHEET ... i
LEGALIZATION ... ii
MOTTO ANDDEDICATION ... iii
ACKNOWLEDGEMENTS... iv
CHAPTER II: REVIEW OF RELATED LITERATURE ... 7
2.1 Teaching Speaking ... 7
2.2 The Activities to Promote Speaking Skills ... 8
2.3 The Effective Teacher ... 10
2.4Participant of Learning Process ... 13
2.4.1 Teacher’s Roles.……….. ... 13
2.4.2Learner Types……….……….. 16
2.5 The Problems of Teaching English……… 20
2.5.1 The Linguistic Problems………. 21
2.5.2 The Non-Linguistic Problems………. 23
CHAPTER III: RESEARCH METHODOLOGY ... 26
3.1 Research Design ... 26
3.2 Research Subject ... 27
3.3.1 Observation ... 27
3.3.2 Interview ... 28
3.4 Data Collection ... 30
3.5 Data Analysis ... 30
CHAPTER IV: FINDING AND DISCUSSION ... 30
4.1 Research Findings ... 31
4.1.1 The Linguistic Problems Faced by the teacher in Teaching English Speaking at Elfast Course Pare-Kediri ... 31
4.1.2 The Non-Linguistic Problems Faced by the teacher in Teaching English Speaking at Elfast Course Pare-Kediri ……….. 32
4.1.3 The Ways to Solve Linguistic and Non-Linguistic Problems Faced by the teacher in Teaching English Speaking at Elfast Course Pare-Kediri……….. 34
4.2 Discussion ... 37
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 40
5.1. Conclusions ... 40
5.2 Suggestions ... 41
REFERENCES APPENDIXES
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REFERENCES
Ary, Donald, et.al.2002. Introduction to Research in Education. Sixth Edition. New York: Wadsworth Group.
Brown, H. D. 2000. Principles of Language Learning and Teaching Fourth Edition. New York: Addison Wesley Longman, Inc.
Cahyono, B.Y and Mukminatien, N. 2011. Teachniques and Strategies to Enhance
English Language Learning. Malang: State University of Malang Press.
Cahyono, B.Y and Widiati, U. 2011. The Teaching of English as a Foreign Language
in Indonesia. Malang: State University of Malang Press.
Cahyono, B.Y. 2010 The Teaching of English Language Skills and English Language
Components. Malang: State University of Malang Press.
Callahan and Clark. 1988. Teaching in the Middle and Secondary Schools Planning
for Competence. Third Edition. New York: Collier Macmillan Publishers.
Prasetyowati, Eko. 2007.The Problems Faced by the Students in Practice Teaching of English for Young Learner at English Department University of
Muhammadiyah Malang. Unpublished Thesis. Malang. University of
Muhammadiyah Malang.
Harmer, J. 2007. The Practice of English Language Teaching. Fourth Edition. Harlow, UK: Pearson Longman. (Online),
(http://www.amazon.co.uk/Practice-Language-Teaching-Handbooks-Teachers/dp/1405853115).
Harmer, J. 2001. The Practice of English Language Teaching. Third Edition. Edinburg Gate: Pearson Longman.
Klein, Stephen B. 1987. Learning: Principles and Applications. New York: McGraw-Hill Book Company.
Lavery, Clare. 2001. Language Assistant. England as a Clarity: The British Counsil. (Online),(http://www.amazon.co.uk/Language-Assistant-Clare-
Lavery/dp/0863554873).
Nirawati. 2009. The Problems Faced by the Teachers in Teaching Speaking for ESP Program at Communication Department of University of Muhammadiyah
Malang. Unpublished Thesis. Malang: University of Muhammadiyah Malang.
Nurwanto, Didik. 2007. The Non-Linguistic Problems faced by the Teachers in English to Young Learners Teaching Practice at English Department in
University of Muhammadiyah Malang. Unpublished Thesis. Malang:
University of Muhammadiyah Malang.
Pollard, Lucy. 2008. Teaching English. A Book to Help You through Your First Two
Years in Teaching. London and New York. (Online),
(http://ebook3000.com/Lucy-Pollard-s-Guide-to-Teaching-English_88689.html).
Richard, Jack C and Renandya. 2002. Methodology in Language Teaching. An
Anthology of Current Practice. Cambridge: Cambridge University Press.
Sadtono, E.2003. Setan Bahasa dan Pemahaman Lintas Budaya. Semarang: Masscom Media.
Sarosdy, et .all. 2006. Applied Linguistic I for BA Students in English. Bolcsesz Konzorcium. (Online), (http://www.scribd.com/doc/23414839/Applied-Linguistics-1).
Thornbury, Scott. 2005. How to Teach Speaking. New York: Longman. (Online),
(http://www.amazon.co.uk/How-Teach-Speaking-Scott-Thornbury/dp/0582853591)
Wharton, Sue and Race. 1999. 500 Tips for TESOL. RoutledgeFalmer:Taylor and Francis Goup. (Online),
(http://books.google.co.id/books?id=7iAHuEd_AOYC&printsec=frontcover& hl=id#v=onepage&q&f=false)
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CHAPTER 1
INTRODUCTION
This chapter presents such topics as: background of the study, statement of the problems, purposes of the study, significance of the study, scope and limitation, and definition of key terms. Each section is presented as follows:
1.1Background of the Study
English is an international language that is widely used for different fields. Considering the importance of English, nowadays many people that come from different countries learn it to communicate with others in larger society. Moreover, we have entered globalization that many foreigners come to Indonesia for certain purposes such as business, politic, etc. Most of them speak English although they do not come from England or the USA. Therefore, mastering English is one of the most important things to be learned because we can communicate well with foreigners if we master English.
classroom, some English teachers teach speaking to student with boring and uninteresting way.
Of all four skills (listening, speaking, reading, and writing), speaking is considered to be the most important skill (Ur, in Cahyono 2010:10). Ur states that learning speaking becomes the greatest interest for foreign language learners. Furthermore, according to Sinatra (2009, in Cahyono 2010:15), the latest survey shows that the classroom situation in the teaching and learning of speaking is not conductive.
The common situation in speaking class is not alive, with the teacher’s domination of the speaking activity. It can be concluded that the class is passive and the teacher is not innovative in presenting the material, without trying to explore student’s potentials in speaking. The students show low participation as they try to avoid the speaking turn by pointing to others to speak. Most students are shy and unwilling to speak Moreover when they practice speaking activity in the class, they read their paper which consists of some sentences.
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On the other hand, people in Indonesia get difficulty in speaking English because most of them get English just in formal institutions like schools or courses not in daily life. With the regards to the students’ frequent errors in speaking, Mukminatien and Cahyono (2011) suggested teachers provide their learners with more sufficient input for acquisition in the classroom and encourage them to use English either in or outside the classroom.
Speaking is often one of the most difficult skills in learning English as a second language. For students who learn English as a second language, it is difficult to understand and feel in new language quickly. So, teacher must focus on speaking English in order to help students in learning speaking and improve their listening comprehension.
Learning foreign language is also influenced by linguistic and non-linguistic problem. Linguistic problem is the problem which comes from the language itself. Some linguistic factors that can cause difficulties to the students are system of sound, vocabulary, grammar etc. Whereas, Non-linguistic problem is the problem that influence the language learning, such as student, teacher, method, material, time, facilities (Sadtono, 2003:85).
questionnaire and supported by interview and observation. The result of research showed that linguistic problems included following aspect; pronunciation, structure, vocabulary, dialect, language style and culture background.
Another research was done by Nurwanto (2007) and it described the non linguistic problems faced by the teachers in English to young learners teaching practice at English Department in UMM. In his study, he used descriptive research design. The object of the study were 15 teachers who taught English in the third and fourth grades, namely Fun Class. The instruments used to collect the data were unstructured questionnaire and observation. The result of the study indicated that the problems covered non-linguistic problems. The non-linguistic problems were from the sides of the teachers, students, time allocation and facilities.
Based on the statement above, the writer is interested in analyzing the linguistic and non-linguistic problems faced by the teachers in teaching speaking at Elfast Course because of some reasons. Every class in Elfast course has unique students of different age, ability, and educational background knowledge. By doing this research, the teacher will know the teacher’s problem and its situations, when knowing the solutions of those problems; the teacher may improve the teaching speaking learning process.
1.2Statement of the Problems
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2. What are the non-linguistic problems faced by the teacher of Elfast Course, Pare-Kediri in teaching speaking?
3. How does the teacher cope with the problems in teaching speaking?
1.3. Purposes of the Study
1. To know the linguistic problems faced by the teacher of Elfast Course, Pare Kediri in teaching speaking
2. To know the non-linguistic problems faced by the teacher of Elfast Course, Pare-Kediri in teaching speaking
3. To describe how the teacher cope with the problems in teaching speaking
1.3Significance of the Study
1. The result of this study is expected to give something meaningful to the readers especially to the students of English Department University of Muhammadiyah Malang about the linguistic and non-linguistic problems faced by the teachers. Therefore, the readers can use the suitable technique and method of teaching speaking when they become teachers.
1.4Scope and Limitation
This study is analyzing problems in teaching speaking and knowing how the teachers solve the linguistic and non linguistic problems. This study is only limited on teaching speaking in Elfast course, Pare-Kediri.
1.5Definition of Key Terms
1. Problem is a situation in which a person is motivated to reach a goal but some
obstacle block the attainment of the goal (Klein, 1987:328).
2. Linguistic problem is all the difficulties found in the target language itself
which are faced by the students who learn the language, such as grammar, vocabulary, pronunciation, sound and language style (Sadtono, 2003:85).
3. Non linguistic problem is the problem that influences the language learning,
such as students, teachers, methods, material, facility, time, situation and condition (Sadtono, 2003:85).
4. Teaching is guiding and facilitating learning, enabling the learner to learn,
setting the conditions for learning (Brown, 2000:5).
5. Speaking is the process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of context (Kayi, 2008, cited in Cahyono 2010)
