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n a a k a t s u p r e P a d a p e k n a k ir e b m e m a y a s , n a u h a t e g n e p u m li n a g n a b m e g n e p i m e D :l u d u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n U E H T N O N O I T P E C R E P ’ S T N E D U T
S IMPLEMENTATIONOF S U L U A P . T S P M S T A S S A L C R A L U C I R R U C A R T X E N O I T A S R E V N O C G N I K A E P S S T N E D U T S E S A E R C N I O T N A D U Y O M R U H U L I D U G N A P Y T I L I B A
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P 8 Desembe r2014 n a k a t a y n e m g n a Y A
i v C A R T S B A T . ) 4 1 0 2 ( . h i s A , i w it a r
P Students ’ Percepiton on the Implementaiton o f n a d u y o M r u h u L i d u g n a P s u l u a P . t S P M S t a s s a l C r a l u c ir r u c a r t x E n o it a s r e v n o C y ti li b A g n i k a e p S ’ s t n e d u t S e s a e r c n I o
t . Yogyakatra .Engilsh Language Study . y ti s r e v i n U a m r a h D a t a n a S , m a r g o r P s a h s il g n E g n i h c a e
T a foreign language i sno teasy .Since the Engilsh e g a u g n a l n i a m e h t e m o c e b t o n s e o d e g a u g n a
l , the student s have ilmtied
s l o o h c s y n a M . ti e c it c a r p o t s e it i n u tr o p p
o in Indonesia attemp tto make some
e h t f o e n O . h s il g n E k a e p s o t y ti li b a ’ s t n e d u t s e h t e v o r p m i n a c h c i h w s e it i v it c a h c i h w r a l u c ir r u c a rt x e n a g n i v i g y b s i s y a
w providesenough oppo truniitesfort he . g n i k a e p S h s il g n E e c it c a r p o t s t n e d u t
s SMP Pangud i Luhu r Moyudan also
e t a ti li c a
f s the student sby giving an ex rtacurircula rnamel y Conversaiton Class . a s e m o c e b r a l u c ir r u c a rt x E s i h
T compulsory exrtacurircula rfort hestudents .T shi y
ti v it c
a help sthe student sto improve Engilsh speaking ablitiy .Because o fthat e h t , n o s a e
r researcher wa sinsp ried to analyze the students ’percepiton on the f o n o it a t n e m e l p m
i Conversaiton Exrtacurircula rto Increase Student sSpeaking .
y ti li b
a Thereweret hreer esearchquesitonsint hi sstudy:(1 )Howi sConversaiton ? d e t n e m e l p m i s s a l C r a l u c ir r u c a rt x
e (2) Wha taret hestudents ’percepiton sont he C f o n o it a t n e m e l p m
i onversaitonclasst oi ncreaset hei rspeaking ab litiy?( 3 )Wha t ? s s a l C n o it a s r e v n o C f o n o it a t n e m e l p m i e h t e v o r p m i o t n o it s e g g u s ’ s t n e d u t s e h t s i
Answeri ng thoset hreeresearch quesitons,the researche remployed survey 7 m o r f s t n e d u t s 9 3 e r e w e r e h T . h c r a e s e
r B clas so fSMPPangud iLuhu rMoyudan t n a p i c it r a p e h t e m a c e b o h
w s o fthe study .The data were obtained by using d e t c u d n o c o s l a r e h c r a e s e r e h t , t s ri f e h t t A . w e i v r e t n i d n a e ri a n n o it s e u q i v it c a g n i n r a e l g n i h c a e t e h t e t a g it s e v n i o t n o it a v r e s b
o it se ni Conversaiton Class .
it s e u q e h t , e r o f e r e h
T onnarieconsisted o f17 tiem sofclosed-ended quesiton sand n e p o f o s m e ti
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o interviewed in orde rto ge tfu trhe r e h t s d r a w o t s n o it a m r o f n
i implementaiton o fConversaiton exrtacurircular Class. f o n o it a t n e m e l p m i e h t t a h t d e w o h s t l u s e r h c r a e s e r e h
T Conversaiton wa s
t s o m d n a d o o
g of t he student sperceived posiitve perception on ti .The student s d
e t o
n ath tt hei rspeakingablitiycouldr eallyimprove .Ther esearche ralsos howed x E n o it a s r e v n o C f o n o it a t n e m e l p m i e h t n o s e s s e n k a e w e h
t rtacurircula rClass .
s t n e d u t s e h
T gave suggesitons fo r the fu trher implementaiton o f Conversaiton Class .They suggested tha tthe teache rneeds to create creaitve
o ri v n
e nmen tin the clas sby giving any media and game sin teaching learning . s e it i v it c
a Besides,t hestudent salso suggested t oarrangetheduraitonoft eaching s t n e d u t s e h t t a h t o s r e g n o l s e it i v it c a g n i n r a e
l can have enough itme to pracitce
d n a g n i k a e p S h s il g n
E ifnallythegoa lofl anguagel earningcanbeachieved .
s d r o w y e
ii v K A R T S B A . ) 4 1 0 2 ( . h i s A , i w it a r
P Students ’ Percepiton on the Implementaiton o f r u h u L i d u g n a P s u l u a P . t S P M S t a s s a l C r a l u c i r r u c a r t x E n o it a s r e v n o C y ti li b A g n i k a e p S ’ s t n e d u t S e s a e r c n I o t n a d u y o
M .Yogyakatra .Program Stud i
a t a n a S s a ti s r e v i n U , s ir g g n I a s a h a
B Dharma.
s i r g g n I a s a h a B n a r a j a l e p r a j a g n e
M untuk ssiwa-siswiIndone isa sebaga i . h a d u m h a l k a d it g n i s a a s a h a
b Mereka itdak memiilk ikesempatan yang cukup g g n e m a r a c i b r e b h it a l r e b k u t n
u unakan Bahasa Inggri skarena Bahasa Inggri s n
a k u
b l ahbahasautamamerekadalamkehidupan sehari-hari .Sekolah-sekolahd i n a t a i g e k n a k a y a p u g n e m a i s e n o d n
I -kegiatan yang dapa tmembantu siswa untuk n a g n e d h a l a d a a y n u t a s h a l a S . a k e r e m s i r g g n I a s a h a B n a u p m a m e k n a k t a k g n i n e m n a t a p m e s e k i r e b m e m t a p a d g n a y r e l u k i r u k a r ts k e n a k a d a g n e
m kepadas siwauntuk
h it a l r e
b berbahasa Inggris .SMP Pangud iLuhu rMoyudan juga menyediakan a m a n r e b g n a y t u b e s r e t r e l u k i r u k a r ts k
e Conversaiton Class . Ekstrakurikule r s s a l C n o it a s r e v n o
C menjad iekstrakurikule rwaijb untuk siswa .Ekstrakurikule r u t r e b t u b e s r e
t juan untuk membantu siswa meningkatkan kemampuan berbicara n a d i ti l e n e m k u t n u k i r a tr e t it il e n e p , t u b e s r e t l a h a n e r a K . a k e r e m s i r g g n I a s a h a B n a t a i g e k n a i s a t n e m e l p m i g n e p m a l a d a w si s i s p e s r e p a s il a n a g n e
m Conversaiton
s s a l
C .Ada itga rumusan masalah dalam peneilitan t ersebu t :(1)Bagaimanakah n
e
p erapanek tsraku irkule rConversaitonClass?( 2 )Bagaimanakahpersepsis iswa e p p a d a h r e
t nerapan ekstrakurikule r Conversaiton Class untuk meningkatkan ) 3 ( ? s i r g g n I a s a h a b r e B k u t n u a w s i s n a u p m a m e
k Apa sajakah saran-saran siswa k
u t n
u peningkatanpenerapanConversaitonClass? e s r e t h a l a s a m n a s u m u r a g it e k b a w a j n e m k u t n
U but ,penelti imenggunakan
e v r u
s y research .Ada 39 siswa SMP Pangud iLuhu rdar ikela s7B dar iyang i d a j n e
m responden . Data didapatkan dengan menggunakan kui isone r dan n a k t a p a d n e m k u t n u i s a v r e s b o n a k u k a l e m a g u j it il e n e p , a y n m u l e b e S . a r a c n a w a w r e l u k i r u k a r t s k e n a t a i g e k g n a t n e t i s a m r o f n
i ConversaitonClass .Kuisionert ersebu t n a d p u t u t r e t e p it n a a t a y n r e p 7 1 i s i r e
b 4 pertanyaan itpe terbuka .Penelti ijuga r e l u k i r u k a r t s k e u r u G n a d a w s i s 0 1 i a r a c n a w a w e
m Conversaiton Class untuk
. t u b e s r e t n a t a i g e k n a p a r e n e p g n a t n e t m a l a d h i b e l g n a y i s a m r o f n i n a k t a p a d n e m n e m n a it il e n e p i r a d l i s a
H unjukkan bahwa penerapan ekstrakurikuler s s a l C n o it a s r e v n o
C sudahbagu sdans iswamene irmaperseps iyangpostifi .Siswa i ti l e n e P . t a k g n i n e m a k e r e m s i r g g n I a s a h a b r e b n a u p m a m e k a w h a b n a k a t a y n e m n a k ij a y n e m a g u
j kekurangan dar ipenerapan kegiatan ektrakurikule rBahasa . s i r g g n I a w s i
S -siswa j ugamemberikan sara -n saran aga rGurudapa tmenciptakan n a a n u g g n e p n a d n a n i a m r e p n a k i r e b m e m n a g n e d f it a e r k g n a y s a l e k a n a s a u s a w s i s , u ti n i a l e S . t u b e s r e t n a r a j a l e b m e p m a l a d a i d e
m -siswa juga menyarankan
r e l u k i r u k a r t s k e n a t a i g e k k u t n u u t k a w h a b m a n e m k u t n
u Conversaiton Class
s i r g g n i a s a h a b r e b h it a l r e b k u t n u h i b e l g n a y u t k a w i k il i m e m a k e r e m a g g n i h e s . i a p a c r e t t a p a d t u b e s r e t n a r a j a l e b m e p i r a d n a u j u t a g g n i h e s i c n u k a t a
ii i v T N E M D G E L W O N K C A S r o f d o G o t e d u ti t a r g t s e p e e d y m s s e r p x e o t e k il d l u o w I , ll a f o t s ri F g n i p l e h , g n i s s e l b s y a w l a r o f m i H k n a h t I . e fi l y m o t n i n e v i g s a h e H g n i h t y r e v e r o f y r a M r e h t o M k n a h t o s l a I . s i s e h t y m f o n o it e l p m o c e h t g n ir u d e m g n i d i u g d n a s y a w l
a ilstening my prayers .She alway sgave me srtength to keep on rtying s i h t g n ir u
d challengingprocess .He rblessingr eallyworksi nt hewholeo fmyl fie . , o y t e s a r P i d r a H . g A , r o s n o p s y m o t e d u ti t a r g y m s s e r p x e o t e k il d l u o w I , d e p l e h s y a w l a o h w , A . M ,. d P .
S guided ,mo itvated andsuppo tredmepaitenltyi n r o f s u o i c e r p y r e v e r a s n o it s e g g u s d n a s n o it c e r r o c , s e c i v d a s i H . s i s e h t s i h t g n i h s i n if . s i s e h t s i h t h s i n if e
m Iwould ilket o t hankmy academicadviso rDrs .Balr iBram , d p l e h t s e b e h t g n i v i g r o f D . h P , . d E .
M u irng I studied in Sanata Dharma
. y ti s r e v i n U o t e d u ti t a r g y m t n e s e r p o t t n a w o s l a
I Ms .C .Candrairni ,S.Pd , a sthe r e v n o C f o r e h c a e t h s il g n
E saiton ex rtacurircula rclas swhoallowed met oconduc t r u h u L i d u g n a P P M S f o s t n e d u t s e h t k n a h t o t e k il d l u o w I . s s a l c r e h n i h c r a e s e r e h t f o s t n e d n o p s e r e h t s a e v it a r e p o o c g n i e b r o f s t n e d u t s B I I V , y ll a i c e p s e n a d u y o M . s i s e h t y m y m o t e d u ti t a r g d n a n o it a i c e r p p a t s e t a e r g y m e t a c i d e d o t e k il d l u o w I , e v o l t s e b r i e h t r o f m e h t d e k n a h t I . it p a r p u S L . A d n a i d u s r a M , s t n e r a p d e v o l e b r e y a r p d n a g n i d n a t s r e d n u , tr o p p u s , e c n e it a
p si n ifnishingmyt hesis . Ialsot hanked . e m o t n e v i g s a h e h g n i p l e h s i h r o f a y t e s a r P i w D a y ti d A r e h t o r b d e v o l e b y m o t k n a h t I . y li m a f g i b y m d n a r e h t o m d n a r g y m o t d e k n a h t o s l a I , e v o l f o s t o l h ti W h t t n e m e g a r u o c n e d n a g n i d n a t s r e d n u , tr o p p u s r i e h t r o f m e h
x i n i( i n i R k a b M d n a r e h t a f d n a r g d e v o l e b y m o t s e o g o s l a e d u ti t a r g y M . r a f o s m e h t o w t u o y t a h t e v e il e b I , y ti l a e r o t n i s m a e r d r u o y g n ir b d l u o c I y ll a n i F . ) m a ir o m e m . e m g n i y n a p m o c c a s y a w l a s i h r o f o r o g g n A i r T i d a s o R l e u m a S o t s e o g o s l a s s e n l u f k n a h t t a e r g y M e h e m it s u o i c e r p e h t r o f m i h k n a h t I .t n e m e g a r u o c n e d n a t r o p p u s t a e r g , e v o l t s e b o s l e e f I r e v e n e h w e m d n a t s r e d n u o t e c n e it a p s i h o s l a d n a e m o t n e v i g s a h d e s s e r p e
d du irngthi schallengingproces .s
a m u D , k u n i G a ti B d n e ir f t s e r a e d y m o t d e s s e r d d a s k n a h t e r e c n i s y M i v e G l e u n a m E o s l a d n a s e m o G t i g ir B , k i c n E t n e c n i V , g n o r d n o G e d n a N , k u h t a B , e k o j , g n i p l e h , t n e m e g a r u o c n e , g n i d n a t s r e d n u , tr o p p u s t s e b r i e h t r o f o t n a s e R , h g u a
l love ,cry and itme tha twe have spen ttogether . Ithank them fo rthe . r e h t e g o t t n e p s e v a h e w t n e m o m l u fi t u a e b n a m e t “ k n a h t o t e k il o s l a d l u o w
I -teman sepejruangan anak buah Pak d n a ) o ti T , g n e h c O , i v i V , i p E , a k i h C , n u y u Y k a b M , s i n r A k a K , i n e H ( ” t s a r
P also
ri e h t r o f m e h t k n a h t I . )i n i R ( ” n a l o d n a m e t
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p m I e h t n o n o it s e g g u S ’ s t n e d u t S .
C lementaitono fConversaiton
Exrtacur irculla rClas s... 45
. V R E T P A H
C CONCLUSIONSANDRECOMENDATIONS s
n o i s u l c n o C .
A ... 7 5
s n o it a d n e m m o c e R .
B ... 06
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C N E R E F E
R ... . 63
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C I D N E P P
ii x
S E L B A T F O T S I L
1 . 4 e l b a
T TheQuesitonarireResul toft heStudents ’Percepitonaboutt he l a r e n e G n i s s a l C r a l u c ir r u c a rt x E n o it a s r e v n o C f o n o it a t n e m e l p m I
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
. ... . 36
2 . 4 e l b a
T TheQuesitonnarieResul toft heStudents ’Percepitonaboutt he e h t s d r a w o t s s a l C r a l u c ir r u c a rt x E n o it a s r e v n o C f o n o it a t n e m e l p m I
e t a
M ira lWhichHaveBeenTaught. ... . 34 3
. 4 e l b a
T TheQuesitonnarieResul toft heStudents ’Percepitonaboutt he e h t s d r a w o t s s a l C r a l u c ir r u c a rt x E n o it a s r e v n o C f o n o it a t n e m e l p m I
a i d e
M whichwa sUsedi nTeachingLearningAcitviites. ... . 47 4
. 4 e l b a
T TheQuesitonnarieResul toft heStudents ’Percepitonaboutt he e h t s d r a w o t s s a l C r a l u c ir r u c a rt x E n o it a s r e v n o C f o n o it a t n e m e l p m I
ii i x
S
E
C
I
D
N
E
P
P
A
F
O
T
S
I
L
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. x i d n e p p
A ... .
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . n o i s s i m r e p f o r e tt e l e h T .
A ... . 56
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . t s il k c e h c n o it a v r e s b o e h T .
B .. 76
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. m r o f e ri a n n o it s e u q e h T .
C ... . 70
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . m r o f w e i v r e t n i e h T .
D ... .7 4
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . s tl u s e r n o it a v r e s b o e h T .
E 7 7
tl u s e r e ri a n n o it s e u Q e h T .
F ... . 08 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. t l u s e r w e i v r e t n i e h T .
G ... .8 7 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. t n ir P e u l B .
H ... .9 5
1
1 R E T P A H C
N O I T C U D O R T N I
s i h
T research i nvesitgates the students ’percepiton on t he i mplementaiton s i h T . y ti li b a g n i k a e p s ’ s t n e d u t s e s a e r c n i o t s s a l C r a l u c ir r u c a rt x E n o it a s r e v n o C f o
d n u o r g k c a b h c r a e s e r e h t t u o b a s t n e s e r p r e t p a h
c , the research problem ,s et h
, n o it a ti m il m e l b o r
p et h research objecitve ,s et h research benefti sand also the .s
m r e t f o s n o it i n if e d
.
A ResearchBackground
s a h s il g n E g n i h c a e
T a foreign language fo rIndonesian student si squ tie r
o f g n i g n e ll a h
c et h teacher .SinceEngilsh i snot impleme ent d i n daliy acitviites s
t n e d u t s e h
t a reno taccustomed t o heairng any conversaiton i n Engilsh so t hat i t make s them fa ce dfi ifculite s in learning Engilsh. Whereas, Engilsh i s very
e g a u g n a l l a n o it a n r e t n i f o e n o s i ti e s u a c e b e fi l y li a d r u o n i t n a tr o p m
i s. According
l a n o it a n r e t n i r o f d e s u s i t a h t e g a u g n a l a s i h s il g n E ) 7 0 0 2 ( n w o r B o t
y c a m o l p i d , y g o l o n h c e t , m s ir u o t , e c r e m m o c , n o it a tr o p s n a rt n i n o it a c i n u m m o c
n n o n g n o m
a aitve speaker saround the wo lrd .( p 136) .Thereby ,based on the h s il g n E k a e p s o t e l b a e b d l u o h s s t n e d u t s n a i s e n o d n I t a h t d e p o h s i t i y ti l a e r
. y lt n e u
lf s
t n e d u t s n a i s e n o d n
I who learn Engilsh a sthe foreign language have a o
d e ti m
il ppo trun tiy to use t het argetl anguage .Commonly t hey useEngilsh only e
h t n i y ti v it c a g n i n r a e l g n i h c a e t e h t g n ir u
y e h
t use Engilsh rarely because thei rdaliy lfie envrionmen tdoes no tsuppose .
e g a u g n a l t e g r a t e h t k a e p s o t m e h
t Thi skindo fcondiitonmakest hestudent s ifnd d
e d e e n s i h c i h w l li k s g n i k a e p s r i e h t e v o r p m i o t s e it l u c if fi
d in thei rfuture. Ont heothe rhands ,t oachievetheexpectaitont hatt hestudent scanmaste r
s a h s il g n
E thei nternaitonall anguage ,mos to ftheschoolsinI ndonesiastirves ome i
y ti li b a s ’t n e d u t s e h t e g a r u o c n e o t s e it i v it c a g n i g n e ll a h
c n speaking Engilsh .One
v i g y b s i s y a w e h t f
o ingEngilshspeakingexrtacurircularfort hestudents .Engilsh speaking ex rtacurircula ri sexpecte od t help the students in masteri ng Engilsh
y l e v it c
a .Thus they w ill a oble t communicate in Engilsh a sthe internaitonal .
e g a u g n a
l a
e d n e r e h c r a e s e r e h t , h c r a e s e r s i h t n
I vor sto invesitgate the students’ n
e m e l p m i e h t s d r a w o t n o it p e c r e
p taitono fEngilshConversaitonExrtacurircular to g
n i k a e p s ’ s t n e d u t s e h t e s a e r c n
i ablitiy . In SMP Pangud i Luhu r Moyudan , Conversaiton Exrtacur ircula r become s a compulsory exrtacurircula r fo r the
.s t n e d u t
s A sweknowt ha texrtacur irculari sanopitona lacitvtiyf o rstudent ,st hey , 9 0 0 2 n I . d e e n d n a e k il y e h t t a h w n o d e s a b r a l u c ir r u c a rt x e n a e s o o h c o t e e r f e r a
Vermaas ,Dilj ,and Houd tstate “Exrtacurircula racitviite srefe rto any acitviite s r
a l u g e r e h t f o e d i s t u o e c a l p e k a t t a h
t (compulsory ) schoo l curirculum . The n o d e s a B ) 2 . p ( ” .s e d a r g e v i e c e r t o n o d s t n e d u t s e h t d n a , y r a t n u l o v e r a s e it i v it c a
r e h c r a e s e r e h
t ’ s expeirence when the researche rdid the internship program in n
a d u y o M r u h u L i d u g n a P P M
S , thi sschoolrequrie sthe 7th up to 9th grade n
i o j o t s t n e d u t
s ConversaitonExrtacurircula rprogram .Related t ot hemeaning o f ,
r a l u c ir r u c a rt x
3 c ir r u c a rt x e y r o t a d n a m e h t s a y ti v it c a s i h t s e n i m r e t e
d ularf o rstudents .Vermaa se t a.l( 2002 )noted:
a rt x e f o n o it i n if e d e h t t c i d a rt n o c o t s m e e s s i h
T -curircula racitviite s
g n i e
b voluntary ,bu tcanbei nterpreteda sanob ilgaitonf o ralls tudentst o e h t t a h t r a e l c s i tI . e c i o h c r i e h t f o y ti v it c a r a l u c ir r u c a rt x e n a n i e t a p i c it r a p . d e v l o v n i s ti r e m e h t o t e u d s e it i v it c a e s e h t n i n o it a p i c it r a p e t o m o r p s l o o h c s e v o b a d e t a t s s
A , sinceconversaiton being acompulsoryexrtacurircula,ri t e d u t s e h t t a h t d e t c e p x e s
i n’t sare able t o improve theriablitiy to speak Engilsh . e v it i s o p a e v a h s t n e d u t s e h t d e p o h s i t i r e v o e r o
M attendance and moitvaiton.
,s u h
T student scan enhance and fuflli lthe main goa lo fthe implementaiton o f y lt n e u lf h s il g n E k a e p s s i t a h t r a l u c ir r u c a rt x E n o it a s r e v n o C h s il g n E . t t u o d n if o t s t p m e tt a r e h c r a e s e r e h t , y d u t s s i h t n
I he studen’t spercepiton
s d r a w o
t t mhe i plementaiton o f thi s program ot increase et h studen ’ts g n i k a e p
s ablitiy .Szliagy iand Wallace ,(1980:70 )stated t ha tpercepiton plays i n r o r o i v a h e b s ’ e n o e m o s s e c n e u lf n i t i e c n i s s s e c o r p g n i n r a e l n i t r a p t n a tr o p m i n a t c e f f e t n a tr o p m i n a s d l o h n o it p e c r e p s ’t n e d u t S . n r a e l o t n o it a v it o m d n a s e d u ti tt a g n i h c a e t n
o learning acitviite so fConversaiton Exrtacurircular .Percepiton wli l . y ti v it c a s i h t f o n o it a t n e m e l p m i e h t s d r a w o t e d u ti tt a s ’t n e d u t s e h t t c e f f
a Besides ,
s s t e g d o H d n a , i z n e l a V , n a m tl
A (1985 : 84-86 ) explain tha t the way people r i e h t s e c n e u lf n i , y a w e v it a g e n r o e v it i s o p a n i r e h t e h w , g n i h t e m o s n o e v i e c r e p s e s n o p s e r l a r o i v a h e
b . Thereby, i f the student s have a good percep iton and s e s n o p s e
r towardst hei mplementaiton o fconversaitonexrtacurirculari twli lgive , t s a rt n o c n I . y ti li b a g n i k a e p s r i e h t e s a e r c n i l li w h c i h w , m e h t r o f t c e f f e e v it i s o p s e s n o p s e r d n a s n o it p e c r e p e v it a g e n e v a h s t n e d u t s e h t n e h
f o n o it a t n e m e l p m
i Conversaiton Exrtacur ircular, i tcan hampe rthe student sin
. y ti li b a g n i k a e p s ri e h t g n i s a e r c n i
h
T rough thi s research the researche rintended to know and analyze the s
t n e d u t
s ’ percepiton ont hei mplementaitono fConversaiton Exrtacur ircula rClas s a
e p s ’ s t n e d u t s e s a e r c n i o
t king abiilty . Then atfe r analyzing the students ’ s
s a l c r a l u c ir r u c a rt x E n o it a s r e v n o C f o n o it a t n e m e l p m i e h t n o n o it p e c r e
p , therewli l
d e d i v o r p e
b thestudents ’suggesitont owardst hei mplementaitono fConversaiton a
g n i k a e p s ’ s t n e d u t s e s a e r c n i o t s s a l C r a l u c ir r u c a rt x
E blitiy.
m e l b o r P h c r a e s e R .
B s
s a s m e l b o r p e h t s e t a l u m r o f r e ti r w e h t , e v o b a d n u o r g k c a b e h t n o d e s a B
: s w o ll o f
i w o H .
1 s Conversaiton ExrtacurircularClassi mplemented? .
2 W shati thes tudents ’percepitonont hei mplementaitono f
ConversaitonEx rtacurircula rClasst oi ncreaset heris peakingablitiy? .
3 W hatist hes tudents’s uggesitont oi mprovet hei mplementaitono f ConversaitonEx rtacurircularClass?
n o it a ti m i L m e l b o r P . C
e h
T researcher ilmtist hestudy to i dentfiyt hestudents ’percepiton i n SMP t
S . Paulu s Pangud i Luhu rMoyudan toward sthe implementaiton o f Engilsh t
n e d u t s e s a e r c n i o t r a l u c ir r u c a rt x E n o it a s r e v n o
C s’ speaking ablitiy .Among the
r u o
5 s
t n e d u t s e h t t u o d n if o t s e ir t r e h c r a e s e r e h
t ’ percepiton toward s the
f o n o it a t n e m e l p m
i Conversaiton Exrtacur irculari n term sof i ncreasing studen’t s e
c n i s ll i k s g n i k a e p s n i y ti li b
a i tbecome scompulsoryf ort hes tudent .sI nt hiss tudy s
e r e h
t earche rdoe sno tteach Engilsh Conversaiton Clas so rin Engilsh regula r .s
s a l c
.
D ResearchObjec itves
: e r a h c r a e s e r s i h t f o s m i a e h t ,s m e l b o r p h c r a e s e r e h t o t g n i d r o c c A
.
1 Toi dentfiyt hei mplementaitono fConversaitonExrtacur ircular .
2 To identfiy the students ’ percepiton on the implementaiton o f Conversaiton Clas sfo rincreasing students ’ablitiy in Speaking
s s a l C .
3 T o identfiy the students ’ suggesiton to improve the s
s a l C n o it a s r e v n o C f o n o it a t n e m e l p m i
.
E ResearchBeneftis r
s i h
T esearch wli l give benefti s fo r the Engilsh teache r who teache s “Engilsh Conversaiton” class ,the othe rresearcher sand fo rEngilsh Language
: m a r g o r P y d u t S n o it a c u d E
.
1 Fort het eacher h
T si research providesthei nformaiton aboutt hestuden’t spercepitonand n
o it s e g g u s o s l
a towards t hei mplementaiton o fConversaiton Exrtacurircular .By s
i h t g n i d i v o r
p o l e v e d d n a n g i s e d n a
c a new technique in implementi ng Conversaiton Exrtacurircula rbased on t hestudents ’suggesitonsot hat ti can r eallyi mprovet he
’ s t n e d u t
s speakingab litiy . .
2 Fo rotherr esearchers
r e h c r a e s e r e r u t u f e h t s p l e h h c r a e s e r s i h
T s whoarei nterestedt oconduct the n
o it a t n e m e l p m i e h t n o h c r a e s e r e m a
s fo Conversaiton Exrtacurircular clas sto .
y ti li b a g n i k a e p s ’ s t n e d u t s e v o r p m
i Fo rexamplef ort heotherr esearchers whoare e
h t t u o d n if o t d e t s e r e t n
i relaitons o f the implementaiton o f Conversaiton . g n i k a e p s h s il g n E n i s t n e d if n o c f l e s ’ s t n e d u t s e s a e r c n i o t s s a l C r a l u c ir r u c a rt x E
3 .Fo rEng ilshLanguageEducaitonStudyProgram( PBI)
Thi sresearch i sone o fcontirbuitons from Engilsh Language Educaiton y
d u t
S Program Sanata Dharma Universtiy to help one o feducaiton insttiute sin r
e tt e b e h t g n it n e m e l p m
i exrtacurircular in t hi scaseConversaiton Exrtacurircula r s
s a l
C toi mproves tudents’s peaking skilli nSMPPangud iLuhu rMoyudan .
.
F Deifni itono fTerms .
1 EngilshConversaitonExrtacurircula r
Engilsh Conversaiton i sa program which i sheld in SMP Pangud iLuhu r n
a d u y o
M .Thi sprogram i sacompulsory program fort he student sbuti tbelong s h
s i m a r g o r p s i h t f o e s o p r u p e h T . s s a l c r a l u c ir r u c a rt x e e h t s
a elpingt hestudentst o
. g n i k a e p s h s il g n E n i y ti li b a r i e h t e v o r p m
i In t hi sstudy, t het ermexrtacurirculari s m
a r g o r p a s i ti t a h t s e t a t s ) 6 0 0 2 ( it a j m u R t a h
w – addiitona lprogram-cairedou tby s
i h t o t g n i d r a g e R . e m it l o o h c s r a l u g e r e h t e d i s t u o l o o h c s e h
7 t
a h t e d u l c n o
c Conversaiton Exrtacurirculari soneo ftheacitviitest ha ttakeplace e
d i s t u
o ther egulars chools ubjec tbuti ti sstli lbeorganizedbyt hes choo.l
l li k s g n i k a e p S . 2
, y d u t s s i h t n
I speaking i sthe producitve aura/lora lskill .I tconsist so f . ) 8 4 . p , 3 0 0 2 , n a n u N ( g n i n a e m y e v o c o t s e c n a r e tt u l a b r e v c it a m e t s y s f o g n i c u d o r p
e p s n
I aking t he student scan convey thei rfeeilng sor t hough torally .Theaim o f h t e v o r p m i o t s t n e d u t s e h t g n i p l e h s i s s a l c r a l u c ir r u c a rt x e n o it a s r e v n o
C ei r
. ll i k s g n i k a e p
s Related to t hist opici tcan eb concluded tha tspeaking skill i san e
c u d o r p o t y ti li b
a words o rsentence swhich contain meaning so tha ti tcan be e
l p o e p y b d o o t s r e d n
u .
n o it p e c r e P . 3
y g a li z S o t g n i d r o c c
A and Wallace (1980:71) ,percepiton i sde ifned a sa n e h t d n a , e z i n a g r o , il u m it s g n i m o c n i o t d n e tt a s l a u d i v i d n i h c i h w y b s s e c o r p
r o n o it c a e t a ir p o r p p a n a s e t a c i d n i n r u t n i t a h t e g a s s e m a o t n i il u m it s h c u s t e r p r e t n i
.r o i v a h e
b I tmean stha teach person wli lgive d fiferen tresponse sand meaning .
g n i h t e m o s g n i o d n e h
w Int hi sstudy ,percepitond s eal wtiht hestudents ’opinion , o
n o it a t n e m e l p m i e h t n o g n il e e f d n a s t h g u o h
t fConversaitonEx rtacurircula rClass . e
r o f e r e h
T , ther esul toft hestudents’percep itoncanbeseenf romt heri behavio .rI f e
v it i s o p e h t e v i e c r e p s t n e d u t s e h
t percepiton t hei rbehaviorwli lalso eb posiitve. On the othe rhands, negaitve percep iton wli llead the student sto have negaitve
r o i v a h e
8
I I R E T P A H C
W E I V E R E R U T A R E T I L
r e t p a h c s i h
T consist sof two patrs ,namely theoreitca ldescirpiton and
t e r o e h t e h T . k r o w e m a r f l a c it e r o e h
t ica ldescirpiton provides :(1 )percepiton ,(2 )
f oact r sin lfuencing percepiton ,(3 )speaking .Whlie, the theoreitca lframework
f o m e l b o r p e h t e v l o s o t d e s u e b l li w t a h t s e ir o e h t e h t m o r f y r a m m u s f o s t s i s n o c
. y d u t s s i h t
n o it p i r c s e D l a c it e r o e h T . A
. y d u t s e h t o t d e t a l e r s e ir o e h t e m o s s e s s u c s i d r e h c r a e s e r e h t , tr a p s i h t n I
o it p ir c s e d e h t w e i v e r l li w r e h c r a e s e r e h t , s e d i s e
B n o f percepiton and the
g n i h c a e t f o s e l p i c n ir p e h t , g n i k a e p s g n i h c a e t f o e r u t a n e h t , s s e c o r p l a u t p e c r e p
. ll i k s g n i k a e p s g n i h c a e t f o c it s ir e t c a r a h c d o o g e h t o s l a d n a g n i k a e p s
.
1Percep iton
. s tr e p x e e h t y b d e t a t s e r a h c i h w n o it p e c r e p f o s n o it i n if e d e m o s e r a e r e h T
r
K etine randKinicki( 2008 )statepercepitoni sacogniitveprocesst ha tenable su s
. s g n i d n u o r r u s r u o d n a t s r e d n u d n a t e r p r e t n i o
t Therefore according to Atlman ,
e h T . y ti l a e r e h t s w e i v e n o e m o s w o h s i n o it p e c r e p , ) 5 8 9 1 ( s tt e g d o H d n a i z n e l a V
n i t n e m n o ri v n e e h t h ti w e p o c d n a d n a t s r e d n u e l p o e p s e k a m n o it p e c r e p f o s s e c o r p
h c i h
w they ilve .Besides ,Gibson ,Invancevic ,Donnely & Konopaske .R (2009)
d d
a tt ha percepitoni saproces so forganizingandi nterpreitngvairou ssitmul.i B y
n e e b e v a h h c i h w i l u m it s d e t e r p r e t n i d n a d e z i n a g r
o created, i tcreate smeaning ot
. t n e m n o ri v n e e h
9
n o s r e p f o n o it i d n o c a s a d e n if e d e b n a c n o it p e c r e p , s n o it i n if e d e s o h t m o r F
e P . d e n e p p a h h c i h w s g n i h t r a l u c it r a p t e r p r e t n i o
t oplehavedfiferen twayst o r eact
n i h t r a l u c it r a p s d r a w o
t gst hatt hey feel .I thappen sbecausepeoplehave dfiferen t
e s y e h t t a h w d n a t s r e d n u o t , d n o p s e r o t s y a
w eo rfeel ,and t herefore ot create the
e h t ,s u h T . tl e f n e e b e v a h y e h t t a h w f o g n i n a e
m ablitiyt or espondwhatt heyf elt si
. n o it p e c r e p s a d e ll a c
e h T .
2 Perceptua lProcess
n o it p e c r e p f o n o i s s u c s i d e h t t u o b a r e h tr u f o g e w e r o f e
B , tii si mpo trantt o
s n i a l p x e y lr a e l c e r u g if g n i w o ll o f e h T . n o it p e c r e p f o s s e c o r p l a u t p e c r e p e h t w o n k
o t d e d e e n e r a t a h t s e s s e c o r p r u o f e r a e r e h T . n o it p e c r e p s m r o f e n o e m o s w o h n o
o
f rmpercepiton.
s s e c o r P l a u t p e c r e P e h T 1 . 2
1 . 2 e r u g i
F (Atlman te tall. ,1985: 68 )
t t
A he frist ,percepiton come sfrom the sitmuil .When people have the
il u m it
s , i twli lbe selected in the brain .The resul to fselecitng sitmul ii sin the
n i a r b e h t m o r f e m o c s a h h c i h w n o it a m r o f n i e h t , e r o f e r e h T . n o it a m r o f n i f o m r o f
l a r o i v a h e B
e s n o p s e r ,
n o it p e c r e P
d n a n o it a z i n a g r O
f o n o it a t e r p r e t n i
il u m it s ’
s r o s n e S
f o n o it c e l e s
il u m it s il
a d e t e r p r e t n i d n a d e z i n a g r o e b l li
w nd ifnally i twli lbe rtanslated into meaning .
d n a d e z i n a g r o s i h c i h w n o it a m r o f n i n o it a l s n a rt f o t l u s e r e h t s i n o it p e c r e p , y b e r e h T
f i , e c n e H . e s n o p s e r l a r o i v a h e b s e m o c e b t i y ll a n if d n a g n i n a e m o t n i d e t e r p r e t n i
a e r c l li w y e h t n o it p e c r e p e v it i s o p s a h e n o e m o
s teposiitvebehavio ralso .
n o it p e c r e P g n i c n e u lf n I s r o t c a F . 3
l a t e n o s b i
G .( 2009 ,p.98- 11 ) 0 explainst heperceptua lprocessi naf ormo f
tr e p x e e h T . m a r g a i
d s deifnetheperceptua lprocessi n six f actor swhich i nlfuence
fl e s ) c ( y ti v it c e l e s ) b ( g n i p y t o e r e t s ) a ( n o it p e c r e
p -concep t(d )stiuaiton (e )need s
. n o it o m e ) f (
.
a Stereotyping
i
Gbson e t al . (2009 ) deifne s a stereotype a s “an ove r generailzed ,
m i s r e v
o p ilifed , and sefl-perpetuaitng beile f abou t people’ s persona l
ir e t c a r a h
c sitc .s” Anothe rdeifniiton o fstereotypei st old by Atlzmane ta.l( 1985 )
e h t s i g n i p y t o e r e t s t a h t d e t a t
s proces so fcatego irzing peopleor t hing sbased on a
f o t n u o m a d e ti m
il informaiton .Astereotypei sani ndividua’l sse to fbeilef sabou t
t hecharacteirsitc so ratt irbute so fagroup( Kretine r&Kinicki ,2008 ,p .191) .
y ti v it c e l e S .
B
d n o c e s e h
T facto ri sselecitvtiy .Selecitvtiy i san ablitiy to iftle rcetrain
e b d l u o h s s i s g n i h t e h t r e h t e h w s g n i h t r a l u c it r a p f o t n u o m
a received o r ignored .
e k a m r o t c a f s i h
T speopleperceivesomethingi ndfiferen tandvairou sview spoint .
i
1 1
c i h
w h makes someone comfo trable . He o r she may ignore the negaitve
. n o it a m r o f n i
t p e c n o C f l e S . c
S . t p e c n o c f l e s t u o b a s i r o t c a f d ri h t e h
T el fconcepti st hewayt o lookand
m e h t e v i e c r e
p selves .People who can perceive themselve si shaving a posiitve
g n i h t r a l u c it r a p n i a tr e c e v i e c r e p o t s y a
w shappeni nt hei renvrionmen.tThist hing
f n i n i t n a tr o p m i y r e v s
i luencingsomeone’ spercepiton.Accordingt oGibsone tal .
0 2
( 09) ,someonewho ha sgood sel fconcept( understand shi so rhe rsefl)i seasie r
. y l e t a r u c c a s r e h t o e e s o t
n o it a u ti S . d
o it a u ti s t u o b a s i r o t c a f h tr u o f e h
T n .Thist hing also i n lfuence ssomeone’ s
n i h t e m o s e v i e c r e p o t n o it p e c r e
p g A . cetrain paritcula r thing and people
t c e f f a n a c s e c n e ir e p x
e somethingt ha tpeopleperceive .According t o Gibsone tal .
l a u t p e c r e p s e c n e u lf n i y l u rt n o it a u ti s ) 9 0 0 2
( accuracy and here stiuaiton i sabou t
. d n u o r a e l p o e p d n a e m it
d e e N . e s
d e e n t u o b a s i r o t c a f h tf if e h
T s .Need become sa facto rtha tin lfuence
n o s b i G o t g n i d r o c c A . n o it p e c r e p s ’ e n o e m o
s e t a.l (2009) percepiton si
n y b d e c n e u lf n i y lt n a c if i n g i
s eed sand desries .Regarding to thi smeaning ,i ti s
e n o e m o s t a h t d e t a t s y lr a e l
c ’ spercepiton i sin lfuenced by which peo ple want .
l e e f y e h t fi g n i h t y n a o d l li w e n o e m o
S they need t o od .ti T his k find o things si
.f Emo iton
e h
T las tfacto ri sabou temoiton .Emo iton also hold san impo tran tthing
s ’ e n o e m o s s e c n e u lf n i t a h
t percepiton .Emoiton i skind o f iftle rto look beyond
r e h t e h
w thet hing scont irbute sbeneifcialt hing so rnot .Therefore ,fit het hing scan
b e v i
g eneifcia limpact ,someone wli lperceive aposiitvepercepiton t owards the
t e g y e h t s g n i h
t .Thereare somedeifniiton so fpercepiton and howt hepercepiton
f o c it s ir e t c a r a h c d o o g e h t t u o b a n i a l p x e l li w n o i s s u c s i d g n i w o ll o f e h T . d e t a e r c s i
. e g a u g n a l n g i e r o f e h t s a g n i k a e p s g n i h c a e t
4 .TeachingSpeaking
o g e r o f e
B i ng fu trhe rabou tthe discussion o fspeaking ,i ti simpo tran tto
f o g n i n a e m e h t w o n
k speakingi ngeneral .Speakingi soneo faspectsi n l anguage
f o t g n i h c a e
t uflli lcommunicaitvecompetence .Ass tatedbyGohandBurns (2012 ,
p . 25 - 35 )t heaimoft eachings peakingi st ohelpl earnerst obebetteri ncombining
s s e c o r p d n a s ll i k s s u o ir a
v e sdu irng language produciton .O n the othe rhands ti ,
p l e h o s l
a s thel earne rspeech sufferf rom problem ssuchast he lfuencie sand l ack
. y ti x e l p m o c d n a y c a r u c c a l a c it a m m a r g f
o Therefore ,according to Hymes (1979)
y b d e ti c s
a Goh and Burns (2012 , .p 5 )1 , an individua’l s communicaitve
e c n e t e p m o
c i s hi s o r he r ablitiy to use language effecitvely in actua l
e c n e t e p m o c e v it a c i n u m m o c f o l e v e l h g i h a h ti w s l a u d i v i d n I . n o it a c i n u m m o c
r o f y s a e , e t a r u c c a y ll a c it a m m a r g e r a t a h t s e c n a r e tt u e c u d o r
p ilstener to process ,
n
a dcontextuallyapprop irateand acceptable .A sNunan( 2003 )statedinhi sbook,
3 1 n a e m y e v n o c o t s e c n a r e tt u l a b r e
v i ” ng. (p .48) Iti sclealry stated t ha tspeakingi s
. n o s r e p e h t o t g n i h t e m o s f o g n i n a e m e h t y e v n o c o t y ti li b a n a g n i k a e p S g n i h c a e T f o e r u t a N e h T . a h s i u g n it s i d y b d e v e i h c a e b n a c g n i k a e p s g n i h c a e t f o e r u t a n e h
T i ng
o t g n i d r o c c A . e g a u g n a l n e tt ir w d n a n e k o p s e h t n e e w t e
b Brown and Yule a s
y b d e t o u
q Nunan ( 1989 :26- 72 )w irtten l anguagei scharacteirzed a swellf ormed
n O . h p a r g a r a p d e r u t c u rt s y l h g i h o t n i d e t a r g e t n i e r a h c i h w e c n e t n e
s theothe rhand ,
e g a u g n a l n e k o p
s consists o fsho tr ,o tfen fragmentary utterances ,in range o f
. e c it c a r p d n a t n r a e l e b o t s a h y ll a r e n e g t a h t ll i k s a s i tI . n o it a i c n u n o r p e b d l u o h s t a h t s n o it s e u q f o s e p y t e m o s d e t s il ) 3 8 9 1 ( e l u Y d n a n w o r B : e g a u g n a l n e k o p s e h t g n i h c a e t h ti w d e n r e c n o c e r a o h w s r e h c a e t y b d e r e d i s n o c m r o f e t a ir p o r p p a e h t e r a t a h W )
1 s ofs pokenl anguaget oteach?
g n a l n g i e r o f l l a o t s e r u t c u rt s e m a s e h t h c a e t o t e t a ir p o r p p a t i s I )
6 uage
e h t g n i n r a e l n i s n o it n e t n i r i e h t r o s i e g a r i e h t t a h w r e tt a m o n , s t n e d u t s
? e g a u g n a l n e k o p s
e r u t c u rt s e s o h t e r A )
7 s which are descirbed in standard grammar s the
n e h w e c u d o r p o t d e t c e p x e e b d l u o h s s t n e d u t s r u o h c i h w s e r u t c u rt
s they
? h s il g n E k a e p s
e c it c a r p l u f g n i n a e m f o t r o s y n a s t n e d u t s e v i g o t e l b i s s o p t i s i w o H )
8 in
e l u Y d n a n w o r B ? h s il g n E n e k o p s g n i c u d o r
p (1983)
e m o s e r a e s o h
T quesitonst hats houldbeconsideredbyt het eache rwhoare
h ti w d e n r e c n o
c the t eaching of speaking l anguage .On t hefollowing discussion ,
e s e r e h
t arche rwli lprovidep irnciples oft eachings peakingclass .
b .ThePrincipleo fTeachingSpeakingClass
e d i s n o c d l u o h s g n i k a e p s g n i h c a e t , e v o b a d e t a t s s
A r ifvei mpo trantt hings .
, s u h
T a sthe faclitiato rthe teache rshould hold those ifve p irnciple sin orde rto
t n e d u t s e h t e c n a h n
e ’ sablitiy i n speaking Eng ilsh .According t o Baliy (1994 )a s
y b d e ti
c Nunan( 2003 : - 6545 ,)t hereare ifvep irnciplesf ort eachings peaking .
o f d n a e g a u g n a l d n o c e s n e e w t e b s e c n e r e f fi d e h t f o e r a w a e B )
1 reign l anguage
. t x e t n o c g n i n r a e l
d e s u s i e g a u g n a l e h t r e h t e h w w o n k o t t n a tr o p m i s i ti , g n i k a e p s g n i h c a e t n I
t n e r e f fi d e v a h s g n i h t o w t e s o h T . e g a u g n a l n g i e r o f r o e g a u g n a l d n o c e s r o f
5 1 i c o s e h t n i n o it a c i n u m m o
c ety . Here , learning language i s very challenging
e h t n i e g a u g n a l t e g r a t e h t e s u o t s e it i n u tr o p p o w e f y r e v e v a h s t n e d u t s e h t e s u a c e b e g a u g n a l t e g r a t e h t e r e h w e n o s i t x e t n o c e g a u g n a l d n o c e s A . e fi l f o n o it a u ti s l a e r e i c o s n i n o it a c i n u m m o c f o e g a u g n a l e h t s
i ty . Related to the fact , atfe r
e h t r o f e g a u g n a l d n o c e s d n a n g i e r o f e h t n e e w t e b t n e r e f fi d e h t g n i d n a t s r e d n u r o f s i ti r e h t e h w l a ir e t a m r e p o r p e h t e r a p e r p o t e g n e ll a h c e r a s r e h c a e t e h t ,s t n e d u t s e g a u g n a l d n o c e s e h t r o n g i e r o f e h
t learners .
s t n e d u t s e v i G )
2 pracitce wtih both o f lfuency and accuracy .
g n i v a h y b g n i k a e p s d o o g f o s s e r g o r p t s e b e h t e v e i h c a l li w s t n e d u t s , e r e H r o f s e it i n u tr o p p o e d i v o r p d l u o h s r e h c a e t e h t , e s a c s i h t n I . s e it i n u tr o p p o e v i s n e t x e r i e h t p o l e v e d o t s t n e d u t s e h
t lfuencyandaccuracy .Accordingt oRichards( 2012) ,
g n i k a e p s f o t e c a f t n a tr o p m i n a y lr a e l c s i ) ” l a c it a m m a r g g n i e b “ ( y c a r u c c a d n o c e s t n e t e p m o C . t n e i c if f u s n i s i , r e v e w o h , e n o l a y c a r u c c A . e c n e t e p m o c y ll u fl li k s h c e e p s e s u o t e l b a e b o s l a t s u m s r e k a e p s e g a u g n a
l to achieve thei r
. s l a o g e v it a c i n u m m o
c Beside ,st het eachershould oa ls reailzet hats omemistake s
. e g a u g n a l w e n g n i n r a e l n i s n e p p a h y l n o m m o c t i d n a s g n i h t l a r u t a n e r a w r i a p r o k r o w p u o r g g n i s u y b k l a t o t s t n e d u t s r o f s e it i n u tr o p p o e d i v o r P )
3 ork ,
d n
a ilmiitngt eachert alk.
y B . m o o r s s a l c e h t n i s e t a r g n i k l a t ri e h t ti m il o t r e h c a e t r o f t n a tr o p m i s i tI f o t n u o m a e h t e s a e r c n i o t d e s u e b n a c t i ,s e it i v it c a k r o w p u o r g r o k r o w r i a p g n i v i g . n o s s e l e h t g n ir u d k a e p s o t t e g s r e n r a e l t a h t e m it i t a h t s k s a t g n i k a e p s n a l P )
4 nvolve negotiaiton fo r meaning.
d n a d i a s s a h e n o e m o s t a h w d n a t s r e d n u o t y rt s r e n r a e l e h t e s a h p s i h t n I . e g a u g n a l d e m ri f n o
c tha tsomeone ha sunderstood t he meaning .Thi sthing i scalled a s
. g n i n a e m r o f g n it a it o g e n h t o b n i e c it c a r p d n a e c n a d i u g e v l o v n i t a h t s e it i v it c a m o o r s s a l c n g i s e D ) 5 . g n i k a e p s l a n o it c a r e t n i d n a l a n o it c a s n a rt l a i c o s r o f e n o e m o s h ti w g n it a c i n u m m o c s i h c e e p s l a n o it c a r e t n
I a purpose .
s a e r e h
W rtansacitona lspeech involve scommunicaitng to ge tsomething done ,
o g f o e g n a h c x e e h t g n i d u l c n
i od sand/ors ervices .
e v if e s o h t g n i v a h e li h
W p irnciples o f teaching speaking , media and
. s s a l c e h t n i s e it i v it c a g n i n r a e l n i d e s u e b o t t n a tr o p m i e r a s e i g e t a rt s g n i h c a e t , d e t o n a i c r u
M “Engilsh Foreign Learner’ s(EFL)t eacher sneed t o beparitcula lry
h t u a e r a t a h t s e it i v it c a s s a l c g n i z i n a g r o t a t p e d
a enitc ,moitvated andva ired .Ift he
n o i s i v e l e t d e d r o c e r r o s e i v o m g n i w o h s , e l b a li a v a s i y g o l o n h c e t y r a s s e c e n s e p a t o i d u a g n i y a l p d n a s m a r g o r
p o fprogram scan be enjoyable fo rstudents . ..”
.) 0 1 1 . p (
hT su ,t o encouraget hestudents ’wliilngnes sto speak Engilsh t het eache r
e v it a n e h t h ti w t c a r e t n i d n a e c it c a r p c it n e h t u a e v a h o t s e it i n u tr o p p o e d i v o r p n a c r u M s a , s r e k a e p
s cia (2001 )suggested “ the teache rcan invtie naitve Engilsh
, s e d i s e B . ) 1 1 1 . p ( ” s n o it a t n e s e r p r o s k l a t ,s e h c e e p s e v i g o t s s a l c e h t o t s r e k a e p s n a c r e h c a e t e h
t create the othe rinteresitng teaching srtategie sby asking the
h ti w t c a r e t n i d n a t e e m n a c y e h t e r e h w e c a l p a o g o t s t n e d u t
s thenaitvespeakers .
7 1
On the othe rhands ,according to Riddle (2003 )speaking i sno dfiferen t
m o o r s s a l c f o d n i k r e h t o y n a m o r
f acitv tiy,i tneed splanningandprope rexecuiton .
t n a tr o p m i s a s i r e h c a e t e h t f o e l o r e h
T wtih speaking a si ti swtih teaching
e b d l u o c r e h c a e t e h t f o e l o r e h T . t n e r e f fi d y r e v s i e l o r e h t t u b , r a m m a r g .r e tf a d n a g n ir u d , e r o f e b : s e g a t s e e r h t n i d e r e d i s n o
c oM reover ,Riddle (2003 )
, s u h T . n o s s e l e h t f o m i a e h t w o n k d l u o h s r e h c a e t e h t n o s s e l e h t e r o f e b d e d d a e h t n i e v l o v n i d l u o h s r e h c a e t e h t y ti v it c a e h t g n ir u
d acitviites .Thet eache rneed s
n o y r e v e t a h t e r u s n e o
t e ha sunderstood , speak smoslty use Engilsh and the
o t s d e e n r e h c a e t e h t y ti v it c a e h t r e tf a , t s a l e h T . s m e l b o r p y n a e v a h t o n o d s t n e d u t s .s s a l c e h t m o r f s k c a b d e e f e m o s t e g s s a l C g n i k a e p S d o o G f o c it s i r e t c a r a h C . c . s r e n r a e l e h t y b d e r e t s a m e b d l u o h s l li k s g n i k a e p
S The good and
o t s t n e d u t s e h t p l e h n a c s s a l c g n i k a e p s e t a ir p o r p p
a achieve the goal steaching
. g n i k a e p
s According to Brow
