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TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION ... i
PREFACE ... ii
ACKNOWLEDGMENTS ... iii
ABSTRACT ... iv
CONTENTS ... v
LIST OF TABLE ... ix
CHAPTER I INTRODUCTION 1.1 Background 1 1.2 Research Questions 3 1.3 Objectives of the Study 3 1.4 Significance of the Study 4
1.5 Scope of the Study 4
1.6 Research Methodology 5
1.7 Clarification of Terms 7
1.8 Organization of the Paper 7
CHAPTER II THEORETICAL FOUNDATION
2.1 The Nature of Speaking 9
2.2 Aspects in Teaching Speaking 13
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2.4 Classroom Speaking Activities 26
2.4.1 Show and Tell 28
2.4.2 Presentation 30
2.4.3 Drama 32
2.4.4 Question and Answer 34
2.5 Students’ Responses 36
CHAPTER III METHODS OF THE STUDY
3.1 Research Questions 38
3.2 Site and Respondents 38
3.3 Research Designs 40
3.4 Data Collection 40
3.5 Data Analysis 42
3.6 Validity of the Data 43
CHAPTER IV FINDINGS AND DISCUUSSION 4.1 FINDINGS
4.1.1 Classroom Speaking Activities 45
4.1.2 Students’ Responses 58
4.2 DISCUSSION 61
CHAPTER V CONCLUSIONS AND SUGGESTIONS
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5.2 Suggestions 75
REFERENCES 77
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LIST OF TABLES
Figure 4.1.1.1 Activities stated in Lesson Plans ...48
Figure 4.1.1.2 Activities observed in the Classroom Observations ...51
Figure 4.1.1.3 Relevance of the Classroom Speaking Activities ...59
Panji Agnyoto, 2012
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CHAPTER I
INTRODUCTION
This chapter introduces the problem of the study. It starts with the background of the study describing classroom speaking activites within a
conversation class and the reasons to conduct the study. The purpose of the study, research questions, significance of the study, scope of the study, and clarification of technical terms follow it. This chapter is completed with organization of the
paper.
I.1. Background of the Study
It is fair to say that among other language skills, mastery of speaking is the most demanding skill for many English as a foreign or a second language
(EFL/ESL) learners. This is due to the fact that most language learners tend to focus on how much they have improved in their speaking skill as a parameter of their language learning effectiveness as well as its success (Richards, 2001).
Despite its importance, learning speaking in EFL or ESL context has great challenges. Brown (2001) sees that learners are often puzzled by discourse
constraints such as how to say things, when to speak, and how they make a choice among many possible grammatical sentences. Internally, EFL or ESL learners usually feel insecure about their level of English and they face problems in
communicating as well as expressing their ideas in the target language. As a result, they rather remain silent as they are afraid of making mistakes and do not
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To cope with the challenges of learning speaking in EFL or ESL context, teachers are required to be able to create and employ certain activites in order to
achieve language learning’s goal, i.e. Communicative Competence. In so doing, it means that the teacher plays an important role in determining what activities can
best encourage students to participate in a class as well as increase students’ speaking proficiency.
Concerning with speaking proficiency, Nunan (1991) stated:
“to most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversational in the language.”
Thus, speaking proficiency must have been given more attentions since
human being communicate and interact with others using that language proficiency. To develop English speaking proficiency, students should get as many speaking opportunities as possible and their speaking time should be slowly
but steadily to prepare them for various communicative situations. The teachers should provide them with a conducive environment that will help them develop
their speaking proficiency. In this case, there is a great role for the language teachers to assist and help their students improve speaking proficiency.
There are relatively much pedagogical research which have been
conducted to find out or even to develop learning activities for reading or writing, but speaking has likely received little concern due to its complexity and
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oral interactions (e.g. turn-taking, topic management, questioning strategies), or indirect approaches creating conditions for oral interaction through group work,
task work, and other strategies (Richards, 1990).
Based on the information and statements above, the study attempts to
investigate how the process of classroom speaking activities is conducted by the teacher within a conversation class to improve students’ speaking proficiency. Besides, it is also crucial for this research to explore students’ responses to those
activities.
I.2. Research Questions
The study is going to explore classroom speaking activities conducted by the teacher within a conversation class as well as their impacts to students’
responses. To focus on the issue, the study aims at addressing following questions:
1. How is the process of classroom speaking activities within a conversation
class?
2. What are students’ responses toward those classroom speaking activities?
I.3. Objectives of the Study
The study intends to do the followings:
1. to investigate the process of classroom speaking activities within a
conversation class, and
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I.4. Significance of the Study
This resesarch may give some contributions as follows:
1. It attempts to expound what are speaking activities as well as their process within a conversation class. This can be a model for developing English
speaking proficiency in the EFL/ESL class.
2. It attempts to elucidate variety of activities in teaching speaking dealing with certain circumstances or reasons.
3. It is also expected to be able to investigate students’ responses to those strategies. This process has something to do with their experiences in
classroom activities dealing with speaking instruction. This will be beneficial for the English teacher to increase the quality of speaking
instruction which can impact on the improvement of Students’ speaking proficiency.
As Pandian (2002) asserts, what teachers know and can do, affect
all the core tasks of teaching. Moreover, Harmer (2001) states that the teacher can be as a controller, organizer, assessor, prompter, participant,
resource, tutor, and observer for the learners. So, the position of teachers is important in this program.
I.5. Scope of the Study
The study focuses on investigating the process of classroom speaking activities and the impact of the activities on students’ responses. The activities
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has focused on conversation labelled as conversation class and catagorized as Basic, Intermediate, and Advance Conversation class.
I.6. Research Methodology
I.6.1. Research Design
The study employed a case study. Gay (1987: 207) states that the primary purpose of a case study is to determine the factors and relationship among the factors that have resulted in the current behavior or status of the subject of the
study. Furthermore, Robert K. Yin (2003) mentions that case study is varied based on the type of research question posed, the extent of control an investigator has
over actual behavioral events, and the degree of focus on contemporary as opposed to historical events. He further emphasizes that case study is the preferred strategy when “how” or “why” questions are being posed, when the
investigator has little control over events, and when the focus is on a contemporary phenomenon within some real-life context.The researcher applies
case study in this research because he tries to investigate the process of classroom speaking activities in teaching speaking as well as students’s responses to those
strategies.
I.6.2. Data Collection Techniques
I.6.2.1. Site & Respondents
The respondents of the research were an English teacher as well as the students of advance conversation class at Darul Hikam Junior High School. The
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existence of conversation class separated from general English subject since 2006. This special program categorizes the students into three different classes, i.e.
Basic, Intermediate, and Advance, separated from class categories in general English class. It means that students as well as the teacher of Darul Hikam Junior
High School have already contacted with considerable activities of English speaking.
I.6.2.2. Procedure
This study was started by doing observation in the classroom to see the process of speaking activities within the class. The observation was conducted in
ten meetings. The next step done afterward was interview. For the teacher, the interview was needed to validate or strengthen the observed information. For the
students, the interviews were needed to answer the second research question. I.6.3. Data Analysis
The writer analyzed the data by using qualitative case study. Since the
case study generally utilises a range of methods for analysing data rather than being restricted to a single procedure (Nunan: 1992). The writer explained and
elaborated the data descriptively by using words and numbers. Then, the writer analyzed and interpreted the data. The last process of this analysis was finding the appropriate data to answer the research questions based on their relevance to the
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I.7. Clarification of terms
In order to avoid misinterpretation, the terms used in this study are defined as
follows:
1. Investigation: in the free dictionary, it is stated that investigation is the
work of inquiring onto something thoroughly and systematically. In addition, some similar definition say that investigation is a detailed systematic search and examination to uncover facts and determine the
truth of the factors (who, what, when, why, where, and how) of accidents www.chrnl. Ubc.ca and moodle.esp-c.org.
2. Speaking: the action of expressing oneself in speech or giving speeches. (Concise Oxford Dictionary: 2001) in this case, it refers to the students’
speaking.
3. Proficiency: advancement in knowledge or skill. (Concise Oxford Dictionary: 2001). This means speaking proficiency.
4. Response: something done in reaction to something else. (Encarta Dictionary Tools: 2007)
5. Activity: something that somebody takes part in or does. (Encarta Dictionary Tools: 2007)
I.8. Organization of the paper
This paper is divided into five chapters. Chapter one presents the
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topic of the research, i.e. by presenting the background of the study and research questions. Meanwhile, the theories that support the study will be presented in
chapter two. This chapter will review related literature that is relevant to the present study. Chapter three will discuss research methodology giving description
about where the study was conducted, who the participants were, how the study was designed, how the writer collected and analyzed the data. In chapter four, the paper will present data presentation and data analysis result. Finally, this paper
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CHAPTER III
METHODS OF THE STUDY
This chapter discusses several points related to the way this study was
conducted, which consists of five sections. The first section presents the two research questions formulated in this study. The second section explains the design of the present study. The third section explains how the data were
collected. The fourth section presents the data analysis. The last section elaborates research validity.
3.1. Research questions
This study seeks to answer the following questions:
1. How is the process of classroom speaking activities within a conversation class?
2. What are the students‟ responses toward those classroom speaking activities?
3.2. Site and Respondents
3.2.1. The Research Site
This study was conducted in one of Islamic Junior High School in
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enhances the feasibility of this study. Second, the school has run a program of English conversation class which focuses on speaking skill seperated from general
English program. This provides more opportunities to conduct an investigation of speaking since the main purpose of classroom lesson is on the teaching of
speaking. This also enhances the feasibility of the present study which focuses on investigating speaking skills. In the program of Conversation Class the students are classified into three levels: Basic, Intermediate, and Advanced. The researcher
focused his investigation only on advanced class. Also, the researcher focused only on the main activities.
3.2.2. The Research Respondents
Two categories of participants were involved in this study. The first participant was an English teacher who taught English conversation focusing on speaking. At the time this study was conducted, the teacher had been teaching
English for a couple years. He comes from Somalia and he is continuing his study for master degree at a University in Bandung. The first respondent was a resource
to address validate the obtained data from lesson plans and classroom observations. The second participants in this study were students of advanced
class. There were ten students in the classroom; five are female and five are male. Unlike the first respondent, the second group of participants was a resource to figure out students‟ responses toward classroom speaking activities in which they
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achievement and participated actively in a conversation class, while the rest got the lowest level and rarely participated in a conversation class.
3.3. Research Design
This study employs qualitative explanatory case study design “to discover and understand a phenomenon” (Merriam, 1998: 11) classroom speaking activities “in its natural setting” (Denzin & Lincoln, 1994: 2) and the students‟ responses
towards those activities. In addition it employs qualitative explanatory case study design since “how” question is mainly posed as a research question, the writer has
no control over observed events, and since it focuses on a contemporary phenomenon within a real-life context (Robert K. Yin, 2003).
3.4. Data Collection
This section describes how the data were gathered in this study, which
involves techniques of data collection. Each will be discussed in the following sections.
3.4.1. Techniques of Data Collection
This research employed three techniques of data collection. The first technique used is classroom observation. This technique was intended to find the answer of the first research question posed in this study. More precisely, the
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Classroom observations were done for 8 meetings to understand deeply the phenomenon. The second technique used is interviews. The interviews were
addressed both to the teacher and the students involved in this study. For teacher, the interview was intended to enrich researcher‟s understanding about the data
obtained from classroom observation and to make clarification of what remained „blur‟ related to classroom speaking activities. For students, the interview was
intended to identify the students‟ response towards the aforementoned classroom
speaking activities in teaching speaking. The third technique used in this study is lesson plan analysis. It was aimed at validating the data from classroom observation and teacher‟s interview dealing with classroom speaking activities.
Those three techniques address triangulation principle which will be explained in
the subsequent part. 3.4.1.1. Lesson Plan
In this research, 8 lesson plans were gathered and analyzed to see what the teacher planned to do in conversation class. This analysis focused on the main
activity in which the teacher planned to conduct classroom speaking activity and its process.
3.4.1.2. Observation
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participant observation, and structure observation. This technique also relates to Merriam (1998) who describes that observation is one of the techniques used
when activity, event, or situation can be observed firsthand, when a fresh perspective is desired or when participants are not willing to discuss the topic
under the study. The observation was done in 8 meetings carried out from 12th of September 2011 until 28th of October 2011. It employed an open-ended observation to see the process of each classroom speaking activity.
3.4.1.3. Interview
In this research, interview was addressed to both the teacher and the students. For the teacher, it was used to get information about the way he taught
speaking. This data was expected to support the data gained from observation. This instrument was also employed to validate the relevance between data gained from lesson plans and data observed in classroom observation. Hence it employed
a close-ended interview in which the researcher possessed the interview schedule which is based on the data from earlier classroom observation. The interview was
made based on principles introduced by Gall, Meredith, Gall Joyce P and Borg Walter R (2003: 239), which involves (1) the informal conversational interview, (2) the general interview guide approach, and (3) the standardized open-ended
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observation. It employed a semi close-ended interview which was done in group, i.e. group interview.
3.5. Data Analysis
After the data had been collected, the researcher analyzed them based on common procedures in qualitative research. The data from observation used to
identify the classroom speaking activities within a conversation class were classified based on types of activities.
Meanwhile, the interview data is used to verify classroom speaking activities within the conversation class as well as identify the students‟ response towards the classroom speaking activities within a conversation class were
transcribed, coded, and re-read to make sure that the transcription had matched the data. After that, the data were classified based on types of activities employed by
the teacher. In this way, the data had been condensed for the intended purpose of the research. In conclusion, the collaboration of arranging data from classroom observation, teacher‟s and students‟ interviews, and lesson plan analysis were to
enhance the researcher‟s understanding of the phenomenon. Moreover, data
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discovered what is prominant to be learned, which in turn led the researcher to decide what are going to be told to others.
3.6. The Validity of the Data
Validity is one of the important issues in conducting both quantitative and qualitative research. In quantitative method, validity refers to the extent that a particular test (instrument) really measures what is intended to be measured (see
Alwasilah, 2000). In qualitative method, validity refers to the “trustworthiness” (Erlandson et al, 1993 in Creswell, 1994: 157) of a study, or “how research
findings match reality” (Merriam, 1998: 201), and “can be applied to other
situations” (Merriam, 1998: 207).
Since the design of the present study is qualitative, the discussion focuses only on how to meet validity in qualitative research. There are several strategies that can be used to meet the research validity in qualitative reserach, i.e.
triangulation, member checks, long-term observation, peer examination,
participatory or collaborative modes of research, and researcher’s biases, thick
description, typicality or modal category, and multisite designs (Merriam, 1998
see also Alwasilah, 2000: 170-185).
To validate the data, the present study employed a thick description by
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter concludes the present study. It summarizes the findings and
the delimitation of the study. Following the conclusion, there will be suggestions for the next study which investigates the same field of inquiry and for teachers.
4.1. Conclusions
Two research questions were formulated dealing with activities used by teacher in speaking skill. The first problem concerns the process of classroom
speaking activities in a conversation class. The second concerns the students’ responses to those activities.
It can be concluded that this study reveals four classroom speaking activities employed by the teacher in teaching speaking skill, i.e. Show and Tell, Presentation, Drama, and Question and Answer. Drama comes to be the most
dominant activity among three other activities. Within all the four activities, this study identifies that uncontrolled practice which encourages students’ speaking
involvement and fluency are more dominant than aspects of knowledge in speaking (i.e. extralinguistic and linguistic). The data obtained also show that the teacher did a lot of speaking, i.e. feedback and elaboration of the grammar focus
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This is a prominant resource to create a conducive speaking activities in which the students feel confident and comfortable of their performance.
Meaningful context may raise students’ awareness of the language being
studied. They will be in an attention situation to notice language focus from the
context, which in turn comprehend the understanding elucidated by the teacher. By this, the learning may be teacher’s center. It means that the teacher needs to
move on another context by giving autonomy activity for the student, i.e. students’ center. For example, the teacher gives the students chance to talk about
their own life in praticular context. This type of autonomy can improve students
fluency and confidence in speaking activities.
Besides, confidence can also be achieved by giving feedback after students’ performance or giving example before students’ performance to the students. These two forms of teacher’s guide can reduce the pressure on students
in performing certain activities, especially in the context of ‘prepared talks’.
Concerning students’ responses, it has been very clear that process in
classroom speaking activities can impact on students’ responses, which in turn can
impact on how the activities themselves proceed. Negative responses may result in students’ low participation, while positive responses cause the students
participate fully.
4.2. Suggestions
The findings of the present study offer some suggestion for the next
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Since this study involved merely one teacher as a participant, further study is suggested to involve more teachers as participants. More techniques of teaching
speaking may be found from a large number of participants since they have different knowledge and skill in teaching; some of the teachers must be more
proficient than others.
For teachers, especially for English teacher, they should find many techniques of teaching speaking skill which may cover the three functions of
speaking: transactional, interpersonal, and performance. These three functions should be balanced in terms of their involvement in the speaking activities since
each has different characteristics which require different forms of utterance. Besides, teachers should take all aspects of speaking into consideration, i.e. aspect
of knowledge (extralinguistic/linguistic), by which the students are equipped during speaking activities. Fluency is the primary focus of speaking class, whereas accuracy should not be ignored at all. There must be times when
knowledge of language (extralinguistic/linguistic) is highlighted through speaking activities.
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