A STUDY ON METHODS OF TEACHING PRODUCTIVE SKILLS (SPEAKING AND WRITING) AT SANG BINTANG SCHOOL IN MALANG

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A STUDY ON METHODS OF TEACHING

PRODUCTIVE SKILLS (SPEAKING AND WRITING)

AT SANG BINTANG SCHOOL IN MALANG

THESIS

By:

TRI UTAMI INDRIYANI

ENGLISH DEPARTMENT

FACULTY OF THE TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

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A STUDY ON METHODS OF TEACHING

PRODUCTIVE SKILLS (SPEAKING AND WRITING)

AT SANG BINTANG SCHOOL IN MALANG

THESIS

This thesis was submitted to meet one of the requirements to

achieve Sarjana Degree in English Education

By:

TRI UTAMI INDRIYANI

0736236

ENGLISH DEPARTMENT

FACULTY OF THE TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

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ACKNOWLEDGEMENTS

the references of teaching methods of Indonesian higher education in general.

Malang, January 2014

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LIST OF APPENDIXES

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REFERENCES

Arends, Richard I. 2004. Learning to Teach (Sixth Edition). New York: McGraw-Hill

Ary, Donald., et all. 2006. Introduction ro Reseacrh in Education (Seventh Edition). Canada: Thomson Wadsworth

Berg, Bruce L. 2001. Qualitative Methods for the Social Science (Fourth Edition). Heedam Heights: Pearson Education

Brown, H. Douglas. 2000. Principles of Language Learning and Teaching (Fourth Edition). New York: Pearson Education.

Brown, H. Douglas. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy (Fourth Edition). San Fransisco: Longman

Cahyono, Bambang Yudi. 2010. The Teaching of English Language Skills and English Language Components. Malang: State University of Malang Press

Cahyono, Bambang Yudi., & Mukminatien, Nur. 2011. Techniques and Strategies to Enhance English Language Learning. Malang: State University of Malang Press

Clark, Leonard H., & Starr, Irving S. 1986. Secondary and Middle School Teaching Methods (Fifth Edition). New York: Macmillan Publishing Company and London: Collier Macmillan Publishers

Harmer, Jeremy. 2007. The Practice of English Language Teaching (Fourth Edition). England: Pearson Education

Hidayanti, Desy Wahyu. 2007. The Problems of Learning Speaking Faced by the

First Semester Students of STTAD “LEMJIANTEK”. Unpublished

Research, UMM, Malang, East Java

Jordan, Elizabeth A., & Porath, Marion J. 2006. Educational Psychology: A Problem-Based Approach. Boston: Pearson Education

Kurniastuti, Hertina. 2008. The Problems Faced by the Teachers in Teaching Writing II to the Fourth Semester Students of English Department of the University of Muhammadiyah Malang. Unpublished Research, UMM, Malang, East Java

Lavery, Clare. 2001. Language Assistant. England: The British Council

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Pollard, Lucy. 2008. Lucy Pollard’s Guide to teaching English. (E-Book)

Richards, Jack C. 1989. The Context of Language Teaching. New York: Cambridge University Press

Richards, Jack C. 2008. Teaching Listening and Speaking: From Theory to Practice. New York: Cambridge University Press

Sari, Nunik Lukita. 2008. Students’ Strategies in Overcoming Speaking Problems in Speaking Class. Malang: Unpublished Research

Sarosdy., et all. 2006. Applied Linguistics I for BA Students in English. Bolcsesz Konzorcium

Sejnost, Roberta L. 2009. Tools for Teaching in the Block. California: Sage Company

Stake, Robert E. 2010. Qualitative Research: Studying How Things Works. New York: The Guilford Press.

Syaifullah, Didik. 2011. A Study on the Methods Implemented in Teaching Speaking at Foreign Language Development Institution (FLDI) Paiton Probolinggo. Unpublished Research, UMM, Malang, East Java

Troike., & Saville, Muriel. 2006. Introducing Second Language Acquisition. New York: Cambridge University Press.

Thornburry, Scott. 2005. How to Teach Speaking. New York: Pearson Longman

Wijayanti, Dyan Novia. 2008. The Method of Teaching English Used by Students Teachers of the Eight Semester of the English Department of University of Muhammadiyah Malang at SMAN 02 Batu. Unpublished Research, UMM, Malang, East Java

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CHAPTER I

INTRODUCTION

This chapter presents background of the study, statement of the problems,

purposes of the study, significance of the study, scope and limitation and

definition of key terms.

1.1 Background of Study

Discussions on theories of teaching English have been centered around

how to teach the foreign language succesfully and effectively, but unfortunately it

seems that English class in Indonesia has not yet achieved the instructional

objective. Cahyani in Cahyono (2011: 222) states that although English in

Indonesia is considered as a foreign language, but in fact it is found that the

language input and practices the students get in their class are very limited.

Cahyani added one example, at the Accounting department of State Polytechnic of

Malang, the succes of English teaching is still far from the expectation despite the

objective had been arranged in such a way to make them be able to communicate

in English orally and in a written form.

The unreachable objective of teaching should bring teachers to reflect and

evaluate whether their teaching really cause learning or not. When the teachers

think back to the definition of teaching, where teaching is guiding and facilitating

learning, enabling the learner to learn, and setting conditions for learning (Brown,

2000: 7), they will evaluate their teaching and come to think that when students

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By the reflection of teaching, the teachers should find the real causes why

their students do not learn. There are some factors affecting the success of

language learning, they are sociocultural factors, teaching factors, and learner

factors. Clark stated teaching is often ineffective not always because of the

learners factors and sociocultural factors, but also because of the poor teaching,

where some teachers ignore the fact that the students are individuals with varying

backgrounds, talents, and interests, and attempt to teach everyone with same

material in the same way (1986: 36).

Some factors that cause the students do not learn force the teachers to find

any alternative solution to teach effectively. When not all materials are able to be

taught with the same way, finding various ways to teach can be one of alternative

solution. The ways to teach to accomplish the language teaching objectives can be

called as methods. According to Brown (2000:15), method is a generalized set of

classroom spesification for accomplishing linguistic objectives. So by designing

and employing the right method on right occasion can be the right solution for the

teachers.

Teachers should master a greater variety of teaching methods. To make a

better development of students’ skills and mental, the teaching method should

stress inquiry, self- expression, individual coaching, students participation on their

own learning, and personalized instruction. The various background, talents, and

interest of students become the main reasons for the teacher to master many

teaching methods.

There are two kinds of English language skill that should be taught

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categorized into receptive (listening and reading) and productive (speaking and

writing) skills. The mastery of those skills determines and becomes the indication

of succesful language teaching.

According to Cahyani in Cahyono (2011: 222), the general objectives of

teaching English is that the students will be able to communicate English orally

and in a written form to express ideas, opinions, and feelings. Without ignoring

the importance of receptive skill, the statements about language teaching

objectives implies that productive skill become really important to be mastered.

By having good proficiency of productice skill means the students have good

ability to use the language to express any ideas and can become active learners.

Although the productive skill is really important, in fact, it is found that

the mastery of productive skill is low. The students have many problems in

speaking and writing proficiency. A research done by Kurniastuti (2008) showed

that the students faced the problems in writing, such as: difficulities in limiting

and narrowing the ideas, less vocabulary, difficulities in developing paragraph

well, and could not control developing idea. In speaking, the problems faced by

the students, according to Sari (2008), are inhibition, nothing to say, low

participation, and the use of mother tongue. Another research done by Hidayanti

found that the students problems in speaking were the students felt ashamed and

worried about making mistake, the students had no idea to express their opinion,

and the students had low participation in class (2007).

These facts become a crucial task for the teachers to concern more to the

teaching of productive skill (speaking and writing) and provide the methods

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methods have already applied by some teachers in teaching speaking and writing.

A research done by Syaifullah (2011) at Foreign Language Development

Institution (FLDI) showed that the methods apply in teaching speaking were

Communicative Language Teaching , Audio-lingual Method, and Cooperative

Language Learning. The result of a research done by Wijayanti (2008) described

that the methods applied by the student- teachers of the English department of

University of Muhammadiyah Malang in teaching writing in the first grade at

SMAN 02 Batu were grammar translation methods and STAD (Student Teams

Achievement Divisions).

From all explanations above, it will be interesting to investigate the

methods applied in teaching productive English skill due to the importance of

productive English skill proficiency to enable the students to use language to

express any ideas and become active learners. Finally, the writer chooses SBS

course to be observed because the writer thinks that it has the unique methods in

teaching English as a foreign language. This course offers 6 weeks for mastering

some basic skills in English for example mastering more than 1000 vocabulary

items, 16 tenses and basic grammar, speaking, reading, writing, listening, and

presentation techniques. Generally, this course combines the balance of the right

and the left brain function. The course’s motto is Teaching by Heart and Learning

by Mind.

1. 2 Problems of the Study

Related to the background of the study above, the problems of the study are

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1. What kind of teaching methods are employed in teaching productive

English skills at SBS?

2. How do the teachers apply those teaching methods in teaching

productive English skills at SBS?

3. Why do the teachers employ those teaching methods in teaching

productive English skills?

1. 3 Purposes of the Study

Based on the problems stated above, the purpose of the study attempts:

1. To know the teaching methods employed in teaching productive English

skills at SBS

2. To investigate how teachers apply those teaching methods in teaching

productive English skills at SBS

3. To investigate why the teachers employ those teaching methods in

teaching productive English skills

1.4 Significance of the Study

The findings of this study are expected to provide important informations

for the teachers to improve their teaching and learning process and there will be

good feed back between teacher and students. From the explanation above stated

when the students aren’t learning, it is assumed to be fault on the methods, the

materials, or the teachers. It might be good decision if the teachers give more

attention and may change the methods of teaching especially in teaching

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that this study can develop the teaching learning process of English department at

University of Muhammadiyah Malang.

For the students, this result will increase their English motivation and

achievement. Besides, the students become more motivated and active in

learning English especially in speaking and writing.

1. 5 Scope and Limitation

There are many components in teaching and learning language that are

interesting to be searched. But based on the problems of study that stated above,

the writer considers to make scope only focus on the methods of teaching

productive English skill and limited only for the teachers in SBS English course in

Malang at the year 2013.

1.6 Definiton of Key Terms

Before discussing further, to avoid the missunderstanding or the terms

used in this study, the writer clarify the key terms as follows:

1. Teaching : guiding and facilitating learning, enabling the learner to

learn, and setting conditions for learning (Brown, 2000: 7). When the

the students do not learn anything, it means the teachers do not teach

anything because the main point of teaching is making students to

learn not just lecturing in front of the class.

2. Methods : a generalized set of classroom spesification for

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methods aims at helping the teachers in accomplishing and achieving

the instructional objectives.

3. Productive English skill : Kind of skills when students working with

their language production and operating towards communicative end

A STUDY ON METHODS OF TEACHING PRODUCTIVE SKILLS (SPEAKING AND WRITING) AT SANG BINTANG SCHOOL IN MALANG

A STUDY ON METHODS OF TEACHING

PRODUCTIVE SKILLS (SPEAKING AND WRITING)

AT SANG BINTANG SCHOOL IN MALANG

THESIS

By:

TRI UTAMI INDRIYANI

ENGLISH DEPARTMENT

FACULTY OF THE TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

A STUDY ON METHODS OF TEACHING

PRODUCTIVE SKILLS (SPEAKING AND WRITING)

AT SANG BINTANG SCHOOL IN MALANG

THESIS

This thesis was submitted to meet one of the requirements to

achieve Sarjana Degree in English Education

By:

TRI UTAMI INDRIYANI

0736236

ENGLISH DEPARTMENT

FACULTY OF THE TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF APPENDIXES