THE CLASSROOM TEACHING PROCESS OF SPEAKING ENGLISH
IN THE SENIOR HIGH SCHOOL STUDENTS
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
MASRIANI HUTASUHUT Registration Number: 8116111011
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
ABSTRAK
Hutasuhut, Masriani. Registration Number: 8116111011. The Classroom Teaching Process of Speaking English in the Senior High School Students. Sebuah Tesis: Linguistik Terapan Bahasa Inggris, Universitas Negeri Medan, 2016.
ABSTRACT
Hutasuhut, Masriani. Registration Number: 8116111011. The Classroom Teaching Process of Speaking English in the Senior High School Students. Thesis: English Applied Linguistic Program, Postgraduate School, State University of Medan, 2016.
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim.
Alhamdulillah, praise is to Allah SWT, who gives the writer blessing, health, knowledge, power and opportunity to finish this study. The writer’s deepest gratitude is only for Him, the Most Gracious and the Most Merciful. Moreover, she would like to express gratitude to her prophet, Muhammad SAW, his family, and companions for being the role model in her life.
This research could not be completed without a great deal of help of many people. So in the process of writing this thesis, the writer would like to extend her sincere and special thanks. Her gratitude is intended for her beloved parents, Ayah (Ruslan Hutasuhut), (Chaidir Aritonang) and Ibu (Alm Rohani Siagian), (Masraini Daulay) for their endless love, prays, motivations, and financial support and her beloved husband (Aris Amanda Aritonang, S.T) who never gave up supporting her in accomplishing this thesis on time . She is nothing
without you. And her beloved daughter (Nadhira Haurah Alfikriyyah
Aritonang) as a source of spirit for her in finishing her thesis.
Her enormous gratitude and best appreciation are expressed to Prof. .Dr. Berlin Sibarani, M.Pd and Pro. Dr. Sumarsih, M.Pd her brilliant advisers, who has spent precious time in giving suggestions, encouragement, guidance, advices until this thesis comes to its due time.
Then, she thanks to the headmaster of SMU NEGERI 1 SIBOLGA, (Drs.Gunung Lubis) and teachers (Namlis Lubis, S.Pd, and Lestari Marlina, S.Pd, M.M) who permit her to conduct the research in the school and also to all the students in class XI IPA for being cooperative during doing the research.
She is also deeply grateful to all her sisters and her brothers and family. Furthermore, she would like to express her gratitude to her best friends’ (Fahri Haswani, S.Pd, M.Hum), and LTBI intake XX (Ika Lestari, S.S, M.Hum, Khairun Niswa, S.Pd.I, M.Hum, Vidya Dwi Amalia Zati, S.S,M.Hum, Hikmah Sudanti, S.Pd , Patmawarni Panjaitan, S,Pd. M.Pd, Elvita Hidayat, S.Pd and friends that can not mention) for sharing ideas and developing friendship.
The writer realizes that this paper is far from being perfect. Therefore, the writer expects some suggestions and critics for this research. At last, the writer hopes that this research paper will be useful for all.
Medan, April 2016 The Writer,
TABLE OF CONTENTS
Page
ABSTRACT...i
ACKNOWLEDGEMENT...iii
TABLE OF CONTENTS...v
LIST OF TABLES ………...viii
LIST OF FIGURES...ix
LIST OF APPENDIX...x
Chapter: I INTRODUCTION………...1
1.1 Background of the Study………....1
1.2 Problems of the Study...4
1.3 The Objectives of the Study...4
1.4 The Scope of the Study...4
1.5 The Significance of the Study...5
Chapter II: REVIEW OF RELATED LITERARURE………..6
2.1 The Nature of Speaking...6
2.2 Model of Teaching...14
2.3 The Classroom Teaching Process...18
2.3.1. The Teaching of Speaking English...19
2.3.2. The Classroom Speaking English Activities…..………...23
2.3.2.1 Discussions……..………...…...24
2.3.2.3 Simulation……...………..………..26
2.3.2.4 Information GAP………..…………...………...26
2.3.2.5 Brainstorming...26
2.3.2.6 Story Telling...27
2.3.2.7 Interviewing...27
2.3.2.8 Story Completion...28
2.3.2.9 Reporting...28
2.3.2.10 Playing Cards...28
2.3.2.11 Picture Narrating...29
2.3.2.12 Picture Describing...29
2.3.2.13 Find the Differences………..……….29
2.3.2.14 Dyads...30
2.3 Teaching Speaking English in the Senior High School...31
2.4 The Conceptual Framework...33
2.5 Previous Relevant Studies...33
Chapter III: METHOD OF RESEARCH...35
3.1 Research Design...35
3.2 Subject of the Study...35
3.3 Data and Data Source...36
3.4 Technique of Collecting the Data...36
3.5 Technique for Analyzing the Data…………...…...………..38
Chapter IV:DATA ANLYSIS, FINDINGS AND DISCUSSION...43 4.1 The Classroom Teaching Process in Teaching Speaking English...43
4.1.1 Helping the Students to Overcome their Initial Reluctance to Speak..44
4.1.1.1 Encouraging the Students to Speak...45
4.1.1.2 Propiding Opportunity for the Students to Speak...49
4.1.2 Providing Appropriate Feedback...59
4.2 The Underlying Reasons of the Teachers’ Ways in the Teaching of Speaking English in the Classroom Teaching Process...64
4.2.1 Teachers Belief on the Importance of Relaxation in Learning Speaking...64
4.2.2 Realizing that the Students are Lack of Vocabulary Mastery...66 4.2.3 Teachers’ Belief that the Students Utterances Allow the Evaluation of
the Students’ Achievement………...………..67 4.2.4 Teachers’ Belief on the Importance of Controlling the Students’
Achievement in Using Vocabulary………...………...68
4.2.5 Teacher’s Knowledge of the Objective of Teaching “asking and givingan opinion”…...………69
4.2.6 Teachers’ Knowledge about the Importance of Self – Confidence in Learning Speaking...71
4.3 Research Findings...73
Chapter V: CONCLUSION AND SUGGESTION...76
5.1 Conclusion...76
5.2 Suggestions...77
REFERENCES...78
LIST OF TABLES
Table 2.1 The Nature of Speaking English...13
LIST OF FIGURES
Figure 2.1 Dunkin and Biddle’s Model of Classroom Teaching...18
Figure 3.5 Model of Data Analysis………...………..39
Figure 4.1The Data Displayed of Helping the Student to Overcome thei Initial Reluctance to Speak...57 Figure 4.2 The Data Displayed of Teachers’ways of Teaching Speaking in
LIST OF APPENDIXES
APPENDIX...Page
A. The Transcripts of Observation...81
B. The Data Analysis of Observation Transcripts...111
C. The Teacher Behavior in Classroom Process of Teaching Speaking...157
D. The Transcripts of Teacher Interview...181
CHAPTER I
INTRODUCTION
1.1 Background of the study
English as an international language is used by many people all over the
world to communicate among nations either in spoken and written interactions.
In Indonesia, it is taught as a foreign language. As a language of science in this
globalized era, it is very important for information and communication. Based
on the curriculum, the Indonesian Department of National Education
(Departemen Pendidikan Nasional) has stated that English is as a compulsory
subject at Indonesian school. This fact makes the government forces the
learners to master English.
In learning and teaching English, there are four basic language skills
should be mastered namely: listening, speaking, reading and writing. Speaking
is one of the crucial parts of second language learning and teaching. As one of
the language skills, it enables people to communicate directly each other and
also plays an important role for the success of language learning. According to
Richards and Renandya in Widiati and Cahyono (2006:1), a large percentage of
world’s language learners study English is in order to develop proficiency in
speaking. Students of second/foreign language education programs are
considered successful if they can communicate effectively in the language
can be told that he or she is capable in communicate effectively if he or she is
able to show his or her English by practicing it through speaking. Finochiaro
(1974) claimed that speaking is a real language, which means that the
capability to communicate in a language can be shown through the skill of
speaking. The skill of speaking refers to the students’ ability to express mind or
feeling orally or the capability to deliver messages directly.
Despite its importance, for many years, teaching speaking has been
under valued and English language teachers always continue to teach speaking
just teaching the grammar, repetition of drills or memorization of dialogues.
Rustam (1993:32) reports his investigation that most Indonesian English
teachers do not develop their own syllabus and material systematically based
on the teacher preferences and the learner’s need. The students taught to be
achieved the target in institutional curriculum or their own syllabus. As the
result, in learning English especially in speaking, most students are reluctant to
speak. Mulyadi and Puspita (1991) stated that the most difficult part of the
task of the teachers in the teaching English in senior high school especially in
speaking class laid on how to encourage students to speak. The student seems
often reluctant and afraid to speak when they involved in speaking class
activities. The same problem also uttered by Chastain (1976) that many of the
EFL students are self conscious and do not like to make mistake or appear
stupid in front of their friends.
Actually there are several factors caused the students reluctant to speak
style which are called internal factors. The other factor is external factor, such
as environments, family, teacher and learning process in the class. Speaking
activities which are given by a teacher in classroom are argued as external
factor that crucial in determining speaking achievement of students.
Based on the researcher’s observation, the same case also occurred to
the students in several senior high school of SIBOLGA in which most of the
teachers always teach grammar and vocabulary to the students. The fact is, of
course being the problem for the teachers especially in teaching speaking.
Teaching speaking is a complex process which can be affected by many
factors. These include teacher and student characteristics, institutional culture,
syllabus, materials and approaches to the teaching and learning demonstrated
by teachers and students (Dunkin & Biddle, 1974).
In this study, the researcher concern with the process variables namely
the classroom process, these variables are the main focus in this study of
teaching speaking English. Dunkin and Biddle (1974) defined these process
variables as the activities taking place during the teaching process of speaking
1.2 Problems of the Study
The purposes of this study are to provide answer to the following
questions:
1. How does the classroom teaching process of speaking English take place in
senior high school students?
2. Why does the classroom teaching process of speaking English take place the
way it does in senior high school students?
1.3 The Objectives of the Study
Based on all these descriptions and the research problems formulated
above, this study attempted:
1. To describe the classroom teaching process of speaking English take place
in senior high school students.
2. To elaborate the reasons of why does the classroom teaching process of
speaking English in senior high school students take place the way it does.
1.4 The Scope of the Study
The present study will be limited to one of four teaching variables as
proposed by Dunkin and Biddle (1974). The process variable refers what is the
happening or what is being done by the teacher in the classroom teaching
process of speaking English. So the focus is teacher behaviors during the real
classroom activities. What is going on there in the classroom is the form of
teaching materials which is derived from predetermined syllabus, lesson plan
predetermined on which the teacher’s behavior are based on the position of
these related aspects supporting aids in the attempt to understand the teachers’
and the students’ behavior during the teaching process as the process variable
as mentioned by Dunkin and Biddle (1974). So based on the frame work, the
process variables or teachers’ behavior during the classroom teaching process
is considered as the focused. And this research will be limited to describe the
classroom teaching process of speaking English in second grade Senior High
School of SMAN 1 Sibolga.
1.5 The Significance of the Study
The research findings are expected to give a valuable contribution both
theoretically and practically for the readers, students, and English teachers.
Theoretically, the research findings are expected to enrich the theories and
references of the classroom teaching process of speaking English. And
practically, it is to be useful and to be input for the students, teachers, and
educational institution and the other researcher of the classroom teaching
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on research findings, it can be concluded that:
1. There were twodiffeent ways the teachers applied in the teaching of
speaking English in the classroom teaching process,they are: (1) helping
the students to overcome their initial reluctance to speak which consist of;
a) encouraging the students to speak, b) providing opportunity for the
students to speak, and (2) providing appropriate feedback. The two ways
were lack to facilitate the students to be confident in speaking where the
teacher cannot develop the students to be skillful and be able to speak
confidently. Based on this finding, it is concluded that the teacher has not
taught the speaking properly.
2. The underlying reason of the teachers’ ways in the teaching of speaking
English was due to six reasons, they are; (1) Teachers belief on the
importance of relaxation in learning speaking, (2) Realizing that the
students are lack of vocabulary mastery,(3) Teachers’ belief that the
students utterances allow the evaluation of the students achievement, (4)
Teachers’ belief on the importance of controlling the students’
achievement in using vocabulary,(5) Teacher’s knowledge of the
objectives of teaching “Asking and Giving Opinion” and (6) Teachers
concluded that the application of the improper ways is caused by the
teachers’ lack of knowledge of the nature of speaking and lack of
knowledge of how people learn to speak or to express himself in
communicative events.
5.2 Suggestion
Based on the above conclusions, the following suggestions are given as follows;
1. The teacher should learn more about the nature of speaking in order that the
teacher does not confine the teaching of speaking to the teaching of
vocabulary and pronunciation.
2. Encouraging the students to have confidence in speaking English should not
be limited to physical regulating, like pointing and nominating, but it should
be organized in a more cognitive ways, like fitting the speaking activities to
the students’ entry level, and charactheristics.
3. To overcome the students’ lexical problem in teaching speaking should not
be conducted by translating the expression commonly used in speaking, the
teacher should be better expose written text, encourage the students to study
vocabularies found in the texts, and develop a speaking activities based on
