CHAPTER I
INTRODUCTION
1.1 Background of the Study
2 interactive process of constructing meaning, receiving, and processing information. In English speaking skill, the components that should be given and studied by the students are pronunciation, vocabulary, grammar, fluency, accuracy and comprehension. But for sure, to able to communicate their ideas, the students should be given opportunity to practice their English.
Based on the preliminary observation, the learning practice especially in speaking is still low because speaking was the most difficult skill to be mastered by the students. It was proved by many students who could not speak fluently to express their ideas and they just keep silent when the teacher asked them to speak. They were able to write, read and listen but they were not able to speak as fluently as possible. They could not express their ideas because of some other factors, namely self confidence, psychological condition, and limited support facilities. According to Brown (2000), there are some features that make speaking as difficult language skill, they are clustering, redundancy, reduced forms, perfomance variables, colloquial language, rate of delivery, stress, rhythm, intonation of English and interaction. Whereas, speaking is a basic skill that should be mastered by the students to be able communicate with other people. Harmer (2001), states that the ability to speak fluently is not only knowledge of
Kursus Bahasa Asing is the one of the English learning centres in Malang which is located in UMM campus I Jl. Bandung No.1 Malang. Kursus Bahasa Asing offered kinds of 10 foreign languages programs which consist of English, France, Germany, Mandarin, Japan, Korea, Arabic, Bahasa Indonesia for foreigner, Spain, and Italy. English is the most favorite and wanted at KBA because most students who joined Kursus Bahasa Asing had some problems in English especially in speaking. They want to speak fluently but most of them had a low basic skill in speaking. There are two types of classes offered at KBA, namely native and Indonesia speaker classes. Those consist of private, English for Communication (EFC), and TOEFL preparation. English for Communication (EFC) is one of the language class programs that focuses on communication that related to the students needs in learning speaking. English for Communication (EFC) consist of six levels, those are EFC1 Beginners, EFC2 Pre Intermediate, EFC3 Intermediate, EFC4 Pre Advanced, EFC5 Advanced, and EFC6 Special Advanced. In English for Communication especially EFC1 Beginners (first level), the students are taught speaking first by the profesional teacher. It was useful for the students to communicate in English with one another as fluently as possible. In this level, they were taught to express opinions, persuade someone about something or clarify information, give instructions or to get things and to practice,
for example describe things or someone, complain about people’s behaviour,
4
overcome the student’s difficulties in speaking, the teacher should have the
appropriate teaching method for the students. By using the appropriate method, it would help the students to learn faster, get understand more about the subject and to get higher motivation in learning English especially speaking, so that the teacher should know how to make the class communicative, attractive, contextual, and finally improve their speaking skill. Teaching methods are the most important aspect of a curriculum which they serve as an interface between the learners and the philosophy of curriculum. Ningrum (2013), states that teaching method was an application of way or strategy used by a teacher. It helps the teacher achieve the goal of teaching and learning process. Teaching methods used by English teacher would increase the interest and attention of the students especially in learning speaking. Ningrum (2013) found that,
“There are three teaching methods in teaching speaking. Those were
communicative language teaching, direct method, and Audio-lingual method. In communicative language teaching applied discussion and presentation. Then, for direct method the activities are asking and answering questions. Meanwhile, in Audio-Lingual Method, the teacher applied repetition technique. The reasons of using communicative language teaching and direct method were the teacher expected the students would knew how they should speak up in a simple conversation and they would be able to communicate in English communicatively and creatively to think in the target language. Meanwhile, the reason of using Audio-lingual method especially in repetition technique was teacher expected the student’s pronunciation better than before and they could pronounce the words
correctly.”
was able to speak well in a simple thing, and make them have good pronounciation in speaking English.
Besides, Azizah (2014) found that, the English teacher in SMA Muhammadiyah 3 Batu used three methods in teaching speaking English. The methods were demonstration method, community language learning method, and communicative language teaching in teaching speaking. In using those methods, she presented the topic systematically which consisted of pre-activity, whilst-activity, and post-activity.
6 1.2 Statement of Problems
1. What are the teaching methods used by English teacher in teaching speaking of first level at Kursus Bahasa Asing University of Muhammadiyah Malang?
2. How are the students’ responses toward teaching methods used by English teacher in teaching speaking of first level at Kursus Bahasa Asing University of Muhammadiyah Malang?
1.3 Purpose of the Study
1. To analyze the teaching methods used by English teacher in teaching speaking of first level at Kursus Bahasa Asing University of Muhammadiyah Malang
2. To know the students’ responses toward teaching methods used by English teacher in teaching speaking of first level at Kursus Bahasa Asing University of Muhammadiyah Malang.
1.4 Significance of the Study
1.5 Scope and Limitation
The scope in this study are the use of teaching methods, and the students’ responses toward teaching methods used by English teacher in teaching speaking. The limitation of the study focuses on teaching methods used by English teacher in teaching speaking of first level.
1.6 Definition of Key Term
To avoid mistake or misunderstanding, it is necessary to define the key terms in this study to support the explanation of the problem
1. Teaching Method is an application of way or strategy used by a teacher which helps the teacher achieve the goal of teaching and learning process.
2. Teaching Speaking is an activity who taught by the teacher to the learners to achieve the goal of learning process in speaking.
3. Speaking is a means of communication in expressing ideas, information and feeling to others.
4. Students’ Response is a reaction of the students to answer questions or
respond in other ways that reveal understanding of content in each of the instruction.
THE TEACHING METHOD USED BY ENGLISH TEACHER
IN TEACHING SPEAKING OF FIRST LEVEL AT “
KURSUS
BAHASA ASING”
UNIVERSITY OF MUHAMMADIYAH
MALANG
THESIS
By:
SETIAWATI RAHAYU
201110100311041
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
THE TEACHING METHOD USED BY ENGLISH TEACHER
IN TEACHING SPEAKING OF FIRST LEVEL AT “
KURSUS
BAHASA ASING”
UNIVERSITY OF MUHAMMADIYAH
MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
SETIAWATI RAHAYU
201110100311041
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
MOTTO AND DEDICATION
Motto
If you are working on something exciting that you are really care about,
you don’t have to be pushed. The vision pulls you
-Steve Jobs-
A pessimist sees the difficulty in every opportunity, an optimist sees the
opportunity in every difficulty
-Sir Winston Churchill-
Dedication
I dedicate this thesis to:
My beloved parents (Mr. Mulyana, Mrs. Inawati )
My father and mother-in-law (Mr.Sutirto, Mrs.Khotidjah)
My husband (Mr. Alkho)
My brother (Ade Taufik)
My big family in Kupang-NTT
My Comrades:
Class A (Rani, Bian, Ussi, Rossa)
ACKNOWLEDMENTS
In the name of Allah SWT, the beneficent and merciful. All praise is merely to The Mightiest Allah SWT, the lord of the worlds for the gracious mercy and tremendous blessing that enable me to accomplish this thesis. This thesis entitled “The Teaching Method Used by English Teacher in Teaching
Speaking of First Level at “Kursus Bahasa Asing”University of Muhammadiyah
Malang”, is submitted to fulfill one of the requirements in accomplishing the Sarjana Degree Program at the English Department of Teacher Training and Education Faculty in University of Muhammadiyah Malang.
There are many individuals who have generously suggested to improve this thesis. First of all the researcher would like to express her sincere gratitude and respect to her first advisor, Dr. Masduki, M.Pd and her second advisor, Rahmawati Khadijah Maro, S.Pd, M.PEd, who have contributed and given their valuable evaluations, comments, and suggestions during the completion and accomplishing of this thesis.
The researcher also wants to extend her appreciation to Dr. Sri Hartiningsih, M.M the head of UPT UMM Kursus Bahasa Asing (KBA), for providing the opportunity to conduct this research. Then, next appreciation is addressed to Mr. Andika Agus Dewantara, M.Pd as the English teacher in Kursus Bahasa Asing for being so helpful during the research process in his class.
English departement 2011 in Muhammadiyah Malang University. Thank you so much for being such a great companion along the way in finishing this thesis and for the unbreakable friendship. The other supports also come from mbak depis, mbak intan, mas agis, mas ardi, mas sandi, mbak nhiya, mas wahyu. Thank you so much for all of your precious supports.
Last but not least, her special gratitude and indebtedness are dedicated to her beloved mother, Inawati Mulyana and her beloved father, Yan Yan Mulyana, who always give their loves, prayers, supports, and encouragements for every single path the researcher chooses. Special thankfullness is also due to her beloved husband Alkho Widymantara, her son Elraka Naufar P.W and her brother Ade Taufik Mulyana, also my father and mother-in-law Sutirto and Khotidjah for their loves, prayers, supports.
Hopefully, this thesis would give a positive contribution to the educational development or those who want to carry out further research.
Malang, 11 November 2015 Researcher,
TABLE OF CONTENT
APPROVAL ... ...i
APPROVAL ... ..ii
LEGALIZATION ... .iii
MOTTO AND DEDICATION ... .iv
ABSTRACT ... ..v
ACKNOWLEDGEMENTS ... .vi
TABLE OF CONTENTS ... viii
CHAPTER I INTRODUCTION 1.1Background of the study ... 1
1.2Statement of problems ... 6
1.3Purposes of study... 6
1.4Significance of study ... 6
1.5Scope and limitation ... 7
1.6Definition of key terms... 7
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching and Learning Process ... 8
2.2 Speaking ... 10
2.4 Types of Speaking ... 13
2.5 Teaching Speaking ... 14
2.6 Methods in Teaching Speaking ... 18
2.6.1 Direct Method ... 19
2.6.2 Audio-Lingual Method... 21
2.6.3 Silent Way ... 23
2.6.4 Community Language Learning ... 25
2.6.5 Communicative Language Teaching... 27
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 30
3.2 Research Subject ... 31
3.3 Research Instrument ... 31
3.3.1 Observation ... 32
3.3.2Interview ... 34
3.4 Data Collection ... 35
3.4.1 Procedures of Data Collection ... 36
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1. Reasearch Findings ... 39
4.1.1 The method of teaching speaking used by English teacher ... 40
4.1.2 The Students’ Responses toward teaching method ... 50
4.2. Discussion ... 58
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... 62
5.2 Suggestion ... 63
REFERENCES ... 64
APPENDICES Appendix I: Fieldnotes First Observation ... 68
Appendix II: Fieldnotes Second Observation ... 72
Appendix III: Fieldnotes Third Observation ... 76
Appendix IV:Interview guide arrangement ... 78
Appendix V: Transcript of Interview ... 79
Appendix VI: Schedule of the Research ... 85
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