AN ANALYSIS OF TEACHERS’ STRATEGIES IN TEACHING SPEAKING ENGLISH ON ONLINE LEARNING CLASS AT
SMP N 7 MUARO JAMBI
THESIS
MADE BY : M. RUSANDI SN : 205172822
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI 2021
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AN ANALYSIS OF TEACHERS’ STRATEGIES IN TEACHING SPEAKING ENGLISH ON ONLINE LEARNING CLASS AT
SMP N 7 MUARO JAMBI
THESIS
Submitted to fulfill one the requirements to obtain the undergraduate degree (S1) Education
MADE BY : M. RUSANDI SN : 205172822
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI 2021
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Official Note
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Official Note
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Originality Thesis Statement
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DEDICATION
First of all, the researcher gives praise and thankfullness to Allah SWT. Because his blessing and the merciful with deeply this thesis can be finished.
I dedicated this thesis especially for :
My belove parents, there are my mother IIN DAMISRA and my father HABBI thank you for youre love, material, best support and prayer for me. Both of you always give me best motivation, youre love give a power for me to finish this
thesisi.
My beloved sistes and brother TUTI LESTARI, DEDE SUHANDRA and SRI PURWASIH. Thank you for youre support, motivation and kindness. You are so
patienly with my characteristics.
My beloved lactures, my first advisor Dr. SITI RAUDATUL JANNAH, M. Pd. I and my second advisor FAIQAH MAHMUDAH, M.Pd thank you for youre time,
helps, advice and teaching me until i finished my thesis.
Thank you for the pricipal Drs. JONI HASRI, M.Pd and Teachers at Junior High School 7 Muaro Jambi which has allowed me to do research and give me new
knowledge
My beloved friend MEISI DWI MAISELA and also my friends in Dabest Squad ANANDA PUTRI, ANA MUSTIKA, ENGGAR, FARADILLA, MARLINA,
MERI, WAHYU, JABIR and JUNITA SARI. Thank you for giving support, helping and always hear my troubles, it really help me.
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Motto
“ The pleasure of God lies in the pleasure of parents and the wrath of God lies in the wrath of parents (H.R. Tirmizi)”
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ACKNOWLEDGEMENTS
Assalamu’alaikum. wr . wb. Alhamdulillahirobbil’alamin, all praise be to Allah SWT, who always blessesand helps the writer so the writer can finish the graduating paper. Then, bless and mercy is upon great Prophet Muhammad SAW for his guidance that leads the writer to the truth.
However, this paper will not be finished without support and encouragementfrom several people and institution. Hence, the writer would like to express gratitude to:
1. Prof. Dr. H. Su’aidi MA, Ph.D Rector of the State Islamic University of Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Fadlillah, M.Pd. as Dean of Faculty of Education and Teacher Training of The StateIslamic University of Sulthan Thaha Saifuddin Jambi.
3. Wahyuni Fitria, M.Pd as the chief of English Education Program.
4. Dr. Siti Raudhatul Jannah, M.Pd.I as my first advisor and Faiqah Mahmudah M.Pd as my second advisor.
5. All lecturers at English Education Program and all lecturers the Faculty of Education and Teacher Training of The StateIslamic University of Sulthan Thaha Saifuddin Jambi.
May Allah SWT always gives guidance and blessing to us. Amin Ya Rabbal Alamin.
Jambi, April 2021 Researcher,
M. Rusandi 205172822
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ABSTRAK
Nama : M. Rusandi Nim : 205172825
Judul : An Analysis of Teachers’ Strategies in Teaching Speaking English on Online Learning at SMP N 7 Muaro Jambi
Dalam penelitian ini peneliti berfokus pada menganalisis strategi guru dalam proses pembelajaran speaking secara online di SMP N 7 Muaro Jambi.
Dalam melakukan penelitian, penulis menggunakan penelitian kualitatif. Dalam hal ini analisis langsung tentang strategi yang digunakan oleh guru dalam mengajar speaking secara online. Dalam penelitian ini peneliti menggunakan lembar observasi dan lembar wawancara untuk mengumpulkan data. Berdasarkan temuan penelitian, tentang strategi guru dalam mengajar speaking secara online, strategi yg sering guru gunakan dalam proses pengajaran speaking secara online di SMP N 7 Muaro Jmabi Menggunakan strategi dialog, storytelling, sing a song dan giving opinion/idea. Guru menggunakan strategi itu karena didasarkan pada buku pegangan dan mudah untuk dipraktikkan secara online. Beberapa strategi lain kadang digunakan oleh guru, akan tetapi itu sangat jarang karena kurang efisien digunakan dalam proses pengajaran online.
Kata kunci : Strategi berbicara, Strategi Guru, online learning
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ABSTRACT
Name : M. Rusandi Nim : 205172825
Title : An Analysis of Teachers’ Strategies in Teaching Speaking English on Online Learning at SMP N 7 Muaro Jambi
In this research the researcher focuses on analays teachers’ strategies in teaching speaking english on online learning at SMP N 7 Muaro Jambi. In conducting research, the researcher uses qualitative research. In this case, a direct analysis of the strategies used by the teachers in teaching speaking online. In this research the researcher used observation sheets and interview sheets to collect data. Based on the research findings, the teachers' strategies in teaching speaking online, the strategies that teachers often used in the online speaking teaching process at SMP N 7 Muaro Jambii used strategies dialogue, storytelling, sing a song and giving opinions / ideas. Teachers used this strategies because it is handbook based and easy to practice online. Several other strategies are sometimes used by teachers, but they are very rare because they are less efficient in the online teaching process.
Keyword : Speaking Strategi, Teaches’ Strategi, Online Learning
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TABLE OF CONTENTS
Official Note ... iii
Official Note ... iv
Originality Thesis Statement ... v
DEDICATION ... vi
Motto ... vii
ACKNOWLEDGEMENTS ... viii
ABSTRAK ... ix
ABSTRACT... x
CHAPTER I ... 1
INTRODUCTION ... 1
A. Background of the Research ... 1
B. Limitation of the Problem ... 3
C. Problem Statement ... 3
D. Object of the Resrarch ... 4
E. Significant of the Research ... 4
1. Theoretical Benefit ... 4
2. Practical Benefit ... 4
CHAPTER II... 6
REVIEW OF RELATED LITERATURE ... 6
A. Theoretical Framework ... 6
1. Definition of OnlineTeaching Strategy... 6
2. Speaking ... 8
3. Teaching Approach ... 10
4. Definition of Online Learning ... 11
B. Previous study ... 13
RESEARCH METHODOLOGY ... 16
A. Design of the Study ... 16
B. Research Setting ... 17
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C. Instrument of the research ... 18
D. Technique of Data Collection ... 18
E. Technique of Data Analysis ... 20
F. Trustworthiness of Data ... 21
G. Research of Schedule ... 22
CHAPTER IV ... 23
RESEARCH FINDING AND DISCUSSION ... 23
A. Research finding... 23
B. Discusiion ... 29
CHAPTER V ... 32
CONCLUSION AND SUGGESTIONS ... 32
A. Conclusion ... 32
B. Suggestion ... 33
REFERENCES ... 34
APPENDIX ... 37
Appendix 1 ... 38
Appendix 2 Observation ... 43
Appendix 3 pictures ... 48
1 CHAPTER I
INTRODUCTION
This chapter is an introduction to the research. It describes how and why the writer chooses this topic. The basic details of the research are described as following topics: Background of the Reseach, Limitation of the Problem, Problem Statement, Objective of the Research, Significance of the Research.
A. Background of the Research
Learning foreign languages, especially English, has been used as a strategy tool and strategy for human resource development at various time in the history of education in this world. Indonesia education system obliging, students at junior high school and senior high school level must pass an English examination for graduating. That means learning English as a foreign language is very important especially in the world of education. This is also based on the explanation from Balan (2011) which states the importance of English as an international language where by education and cultures are exchanged at all levels. In educating students, the teacher plays an important role in the school. According to Fedderholdt (1997) the importance of using appropriate language learning strategies can increase language skill in a better way.
Teaching English is not easy. With different levels of skill in each class, teachers must use effective strategies that allow students to learn the material.
Teachers must be creative in choosing materials and be able to stimulate student interest. Therefore, the teacher needs to manipulate several strategies to support the teaching and learning process. Strategies can make learning “easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (Oxford, 1990). Since the end of 2019, the world has been rocked with a coronavirus or COVID-19. This virus was first
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discovered in Wuhan, Hubei, China. Until now, there are 95.124 people throughout the world exposed corona (CNN, 2020). A total of 3.254 people died, while 51.171 others were declared cured. In Indonesia the number of positive cases of coronavirus infection continues to grow. As of Wednesday (8/4/2020), positive cases of COVID-19 infection reaches 2.956 people, 240 died, and 222 patients were cured.
As a result of the COVID-19 pandemic, the entire system that runs like a government, the economy, including education in Indonesia are disrupted. As of March 11, 2020, the president of the Republic Indonesia adopted a policy of temporarily closing the teaching and learning process at schools and universities urged them to study at home, and replacing them with online learning to break the chain of viruses.
This is a challenge for all of the teachers, especially English teachers because language is a study that requires mastery of four skills. English learning can be defined as mastery of four skills. According to Richard &
Schmidt (2002), skills in language teaching are the mode or way in which the language is used. The four language skills are listening, speaking, reading, and writing. The four skills are categorized into two categories namely speaking and writing are called active or productive skills, while reading and listening are called passive or receptive skills. Mohan (1986) explains that, in a segregated skill approach, the mastery of discrete skills, such as reading and writing, or reading and speaking are considered as the key to successful language learning and language learning is typically separated from content learning (Oxford, 2001).
With that, the teachers inevitably have to apply and adapt to online learning classes in conveying English material from listening, speaking, reading, and writing so that the teaching and learning process can keep going.
According to Abbad (2009) e-learning refers to the use of information an communication technologies to enable the access to online learning or teachinf
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resources. A teacher’s confession that she experienced a little difficulty in implementing online learning classes because she rarely used it. With a short time and without training, the teacher must directly apply it. Of course, here the teacher requires adaptation and also a strategy to teach English.
Based on first observations at SMP N 7 Muaro Jambi, one of the schools located in Muaro Jambi has A agreditation and the school also has achivment in English, seen from the achievements of students who take part in various English competitions that deserve appreciation. Even though schools during the Covid-19 pandemic the learning process must be done online, the strategies used by the teacher in the English teaching process are still running properly through the zoom application.
Based on the explanation above, the researcher is interested in observing and finding how strategies used by teachers' in dealing with problems in teaching English on online learning class. Therefore, the researcher became curious and try to investigate this with a research entitled "AN ANALYSIS OF TEACHERS’ STRATEGIES IN TEACHING SPEAKING ENGLISH ON ONLINE LEARNING CLASS AT SMP N 7 MUARO JAMBI "
B. Limitation of the Problem
In this research, the researcher focus on the teachers’ strategies in teaching speaking English on online learning during the covid 19 at the Eight grade of SMP N 7 Muaro Jambi.
C. Problem Statement
Based on the background of the Statement, the researcher formulate problem as follow:
How are the teachers’ strategies in teaching speaking English on online learning class during the COVID-19 pandemic at SMP N 7 Muaro Jambi?
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D. Object of the Resrarch
The objective of the Research is listed below:
To know the teaching strategies in speaking English on online learning class during the COVID-19 pandemic at SMP N 7 Muaro Jambi.
E. Significant of the Research 1. Theoretical Benefit
This research will give good information related to the teachers’
strategies in speaking English on online learning class. Also this study provides a favorable description for further research that wants to study the same case, so this research becomes helpful information and a useful reference for the next study.
2. Practical Benefit
a. For the English teacher
The researcher hopes that the result of this study will be useful for the other teachers’ in applying strategies for teaching speaking English on online learning class. So, the teachers can improve teaching and English learning to become more active, effective, and efficient even through online learning class.
b. For students
By using online learning appropriate strategies, the researcher hopes that students will get enjoyable in the teaching and learning process. The students will not feel forced in English learning but they will feel happy to learn since they are put in an enjoyable situation
6 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the theoretical framework of the related literature that relevant to the topic that is about the definition of online teaching strategy, defination of speaking, speaking strategies, teaching approach, definition of online learning. Also this chapter consists of the previous research studies.
A. Theoretical Framework
1. Definition of OnlineTeaching Strategy
In the study of educational technology, the strategy is included in the realm of learning design. The development of strategy as a science has developed starting from the military world and then used in education. In warfare, strategy is needed to obtain victory. Likewise with the learning process, educators must identify all those related to the learning process that will be carried out. Educators need to know who will be their students, how different levels of intelligence, from what background they come from, how they are motivated, and so forth.
Haidir and Salim (2012) states the word strategy is often interpreted by technique or method, which is a way to convey a message in this case subject matter to students to achieve the stated learning goals. Thus, the word strategy is related to the way, tactics or methods to do something.
The online teaching strategy is also a description or designed by the teacher to carry out online teaching activities so that these activities run properly, in the online teaching process that is carried out through zoom or other technology the teacher must first design the strategy that
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will be carried out in the teaching process because the strategies that the teacher uses will have an impact on student understanding. According to Dabbagh (2005) Online learning is an open and distributed learning environment that uses pedagogical tools, enable by internet and web based technologies, to facilitate learning and knowledge building through meaningful action and interaction. From the definitions put forward by Dabbagh above, it can be concluded that online learning is an open learning environment by considering aspects of learning and perhaps using internet and web-based technology to facilitate the learning process and build meaningful knowledge. Meanwhile, according to Carliner (1999) in Anderson and Elloumi (2001) online learning as educational material that is presented on a computer. Based on Carliner's definition, online learning is an educational material that is broadcast using a computer.
The basic element in teaching and learning is the teacher (Kunandar, 2007). Teacher is a professional educator who has responsibility in educating, teaching, supervising, directing, training, assessing, and evaluating learners (Depdiknas, 2005). Therefore, teacher has to be able to create a comfortable and conducive class environment to make the students enjoy the class and learn the material at the same time. As a result, the goal of the learning can be achieved.
Since students are various in characteristics and background, teacher needs to be careful in choosing the right way to be implemented in order to help the students achieve the learning goal. Therefore, a carefully designed procedure is primary in teaching and learning activities. In other words, teacher needs a certain strategy to reach a certain goal in teaching and learning.
A strategy is defined as a set of procedures in learning, thinking, teaching, etc. that is used as a way to achieve a cetain goal (Richards, et al, 1992). Every individual has his or her own way to reach the goal/s
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that she or he set. That also happens to teacher. A strategy used by one teacher might be different with another teacher. It depends on the needs of their students or the learning objectives that they want to achieve.
Where 1s teaching is a series of events experienced by a teacher to present and want change in students’ behavior. It brings changes in thinking, feeling and student actions. This helps them to adapt to their environment.
From some of the definitions above, it can be concluded that the teaching strategy is a method, technique, and tactic used by a teacher to teach students. Teaching strategies have been designed before,and this is very necessary so that a learning goal can be achieved, and the material can be delivered easily.
2. Speaking
a. Defination of Speaking
Tarigan (1990:3-4) defines that speaking is a language skill that is developed in child life, which is produced by listening skill, and at that period speaking skill is learned.
Based on Competence Based Curriculum speaking is one of the four basic competences that the students should gain well. It has an important role in communication. Speaking can find in spoken cycle especially in Joint Construction of Text stage (Departmen Pendidikan Nasional, 2004). In carrying out speaking, students face some difficulties one of them is about language its self. In fact, most of students get difficulties to speak even though they have a lot of vocabularies and have written them well. The problems are afraid for students to make mistakes.
Speaking is the productive skill. It could not be separated from listening. When we speak we produce the text and it should be
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meaningful. In the nature of communication, we can find the speaker, the listener, the message and the feedback. Speaking could not be separated from pronunciation as it encourages learners to learn the English sounds.
b. Speaking Strategy
Faucette (2001:272) states that speaking strategies can be seen as the ways in which an individual speaker manages to compensate for this gap between what she wishes to communicate and her immediately available linguistics resources. It can thus be assumed that they play a predominantly reactive role by helping learners to deal with problems with getting their messages across in the course of communication.
According to Hussain S. (2018), a variety of functions based activities and tasks can be used to develop the speaking skills given below:
1) Dialogue is a Classroom tecnique used for practicing functions of language like greeting, agreeing, disagreeing, apologizing, suggeting, asking information etc.
2) Role play is a popular technique used in the classes to practice speaking skills in the class.
3) Opinion/Ideas When we ask for opinions on controversial topics or situations, students are asked to express their opinions about a topic that is being discussed. Here, students have many languages to communicate their ideas. This online learning process can be effectively via zoom.
4) Problems (Group work) are good sources for making the learners speak. While engaged in gripping the problem.
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5) Surveys and interviews, this is also an interesting function based technique in whice an interviewer or surveyor tyr to find out a person’s test, preferences, attitudes, information etc.
6) Dreams or Ambitions Every student must have their dreams and ambitions. This can be used as a good interaction. This activity ended openly which caused many students to speak.
7) Songs The learners enjoy songs and it can be used for developing EFL speaking skills. For instance to practice simple question forms this may be beautifully used.
3. Teaching Approach
According to Arvind (2017) there are various approaches which are useSd in teaching learning process. The following are the main approaches of teaching learning:
a. Teacher centered approach
Teacher centered approaches are more traditional in nature, focusing on the teacher as instructor. They are sometimes referred to as direct instruction, deductive teaching or expository teaching, and are typified by the lecture type presentation. In these methods of teaching, the teacher controls what is to be taught and how students are presented with the information that they are to lean
b. Student centered approach
Student centered approaches (sometimes referred to as discovery learning, inductive learning, or inquiry learning) place a much stronger emphasis on the learner’s role in the learning process.
When you are using student- centered approaches to teaching, you still set the learning agenda but you have much less direct control over what and how students learn.
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c. Inductive and Deductive approach
In inductive approach students moves towards specified (example) to general (rules). At first many examples are put forward to student and then he draws out a conclusion on the basis of theseexamples. Deductive approach is opposite to inductive approach because in it first a principle or rule is put in front of students and then it is clarified by giving examples.
4. Definition of Online Learning
In this era computers are one of the technologies that can be utilized to increase effectiveness in the learning process of teaching.
Through a computer connected to the internet network students can access a wide range of information. The widespread utilization of the internet is a potential for the development of learning with online systems. Online learning allows participants to access information flexibly without limited time and place. Online learning media more good at increasing student knowledge in learning English use of offline learning media. This reasonable, because online learning media is an open and well-known learning systep by using pedagogical devices (tools educational aids), made possible through internet and network-based technology for learning ordering process and knowledge through action and interactionmeans (Dabbagh and Ritland 2005: 15).
Use of online learning media in learning English allows students to direct and exercise direct control on sources of information, so that students can control and access what is became his necessity. Learning with online media also supports free teachers interact with students so learning that makes learning focused on the information being studied.
There are several E-learning platform used in the process of online learning
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1. Google Classroom
Google Classroom (or in Indonesian, namely Google Classroom) is a mixed learning platform devoted to each scope of education which is intended to find solutions to difficulties in creating, sharing and classifying each paperless assignment.The creation and assignment of assignments can be completed via Google Drive while using Gmail to generate notifications in Google classrooms. Students can be invited to a classroom in several ways, namely through the institution's database, through a personal code which can then be added to the student interface or imported individually from the School Information Management System. Google Classroom integrates with the Google Calendar of students and teachers. Each class is created with a file that is separated by Google Classroom in each Google service where students can submit their work to be classified by a teacher.
2. Zoom
Zoom Video Communications is a platform that focuses on developing video conferencing technology. Like Google Hangout, zoom can also be used for online learning, especially for teachers who prefer to face to face online with their students.With zoom, we can do everything online from meetings, webinars, conference rooms, telephone, file sharing to online learning
3. WhatsApp
WhatsApp is a trending application that is widely used in online communication. Through WhatsApp, people are free to form groups according to their needs; both for the purposes of discussion, sharing
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information and the learning process.WhatsApp for the learning process. With WhatsApp the teacher can create discussion groups in virtual classrooms. Discussion groups are a form of learning community which is a component of the Contextual Teaching Learning model.
B. Previous study
Previously, to avoid unnecessary replication, the writer reviewed several studies that have correlated with this study. The researcher can make a comparison of the result of each strategy used by the teacher and also the researcher can conclude what extend the strategy helps the teacher in online learning class.
The first from Gamara Dea.(2018). An Analysis Of Teachers’
Strategi in Teaching English Speaking at SMP Islam Al-Hamidiyah NW Kediri. The strategies used by the English teachers in teaching English speaking were: Improving students discussion, forming role play, creating story-telling, and Training interview. Also the mostly strategy used by the teachers in teaching English speaking was forming role play strategy because the teachers concluded that by applying the forming role play strategy, students became more confident and active in playing the role based on the materials which were given by the teachers in the class.
Forming role play strategy also made the students become so enthusiastic in learning and became more active to talk with their seatmates or group.
From the research above, there are similarities from the research above with the speaking strategy of this research, namely the strategy used jointly using storytelling, discussion or delivery of ides so that students think more creatively and generate student self-confidence. The difference is that the strategy above uses training interview so that students are more
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diligent to ask questions, while the researcher uses dialogue so that students express what they think through talking.
The second from Robert N. F. & Pane W. S. (2020) Teacher’s Strategies in Teaching English Speaking SMP Negeri 18 Medan. the strategies of teaching speaking that the teacher used were role play, storytelling, social strategy and discussion. The second is the implementation of teacher strategies, first teacher implement learn while playing and applied the role play method after that, storytelling and conversations. Second Teacher implement it by conversation.
Conversations using simple, short and clear sentences to students. The teachers chooses a strategy based on the principles of teaching speaking.
The teacher uses several strategies to help students are more motivated to learn and can add to their new vocabulary.
From the research above, there are several research similarities above, namely the strategies in teaching speaking both use opinion and discussion to increase student vocabulary and encourage students’ self-confidence so that students can convey their ideas. The difference is that the researchers above used the storytelling to encourage students to dare to speak while research uses strategy dialogue and song.
The last from Anjaniputra A.G. (2013).Teacher’s strategies in teaching speaking to studant at secondary level. The strategies of teaching speaking that the teacher used were cooperative activities, creative task, role play, and drilling. While, students’ responses towards the strategies reveal positive attitude as they responded that the strategies helped them to speak, as well as concerned oral production of students whose participation was emphasized. Thus, it is suggested that teachers use strategies teaching speaking in acaccordance with students’
characteristics and level of proficiency, and provide materials involving
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students to be active by using various available media for the implementation of teaching speaking
From the research above, there are several similarities in the speaking strategies used by researchers, namely provoking student creativity by using the delivery of ideas and creative tasc. The difference from the above research is that the researcher uses dreams and dialogue to encourage student confidence to dare to appear, while the above research use rolplay.
16 CHAPTER III
RESEARCH METHODOLOGY
In this chapter the writer would like to explain the methods of this research. It consists of the design of the study, research setting, instrument of the research, the technique of data collection, technique of data analysis, trustworthiness of data and research of schedule.
A. Design of the Study
In this research, the writer used descriptive qualitative research that focuses on the analysis of teachers strategies in speaking English on online learning class. It describes the strategies of speaking used by the english teachers in Junior High School 7 Muaro Jambi. Qualitative research is used to describe and analyze the abilities, forms, uniqueness, variations of words produced by teachers in online learning class.
According to Creswell (2014:2) qualitative research is a research with an approach to understanding the meaning of individual or group and exploring social or human problems. In general, qualitative research can used for community life, history, behavior, organizational, functionalization, social activities, and etc. One of the reasons for using it the experience of researcher where research on qualitative approach to this method can used to find and understand what is hidden behind a phenomenon which is something difficult to grasp satisfactorily. This type of research was inductive, where data at the location would be the main source of the phenomenon and problems in the observation process.
So it can be concluded that descriptive qualitative trying to describe a social phenomenon in the form of words. The main purpose of descriptive research is to describe the state of view as it exists today.
Simply stated, this is a fact-finding investigation. In descriptive research,
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conclusions can certainly be accepted, but it doesn’t build a cause and effect relationship.
B. Research Setting 1. Research Time
The researcher has been conducted at Februari 17th, 2021. with several teachers at SMP N 7 Muaro Jambi
Observation
First observation Wednesday February 17, 2021 Second observation Thursday February 18, 2021 Third observation Wednesday February 24, 2021 Fourth obsevation Thursday February 25, 2021
Interview
First interview Tuesday February 23, 2021 Second interview Thursday February 25, 2021
2. Research Place
The research location was the coverage area on which the research is based. In this research, because of the existence of covid 19, which requires learning activities to be online learning, so the research was conducted at SMP N 7 Muaro Jambi. This school located at JL. Lintas Sumatera , Mendalo Darat, kecamatan Jaluko, Kabupaten Muaro Jambi.
3. Research Subject
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In this research, the subject has been take the English teachers.
Because here the researcher was analyze the teachers’ strategies in teaching speaking English on online learning class. The research subject are two peoples, thay are teachers at SMP N 7 Muaro Jambi.
C. Instrument of the research
The instrument of this research is the researcher herself because the research is the descriptive qualitative research. The researcher has the main role in looking for the data or information related to teachers’
strategies in teaching speaking Englis on online learning class that researcher focused on.
The researcher also uses some supporting instruments;
a. Observasi
The Research has been observations to the school to 4 times and saw the teacher teaching through zoom, the researcher used file note when the learning process took place and documented it.
b. Interview
The Research has conducted interviews with 2 English teachers and recorded what the teacher said. The researcher also did documentation and file note to strengthen the data.
D. Technique of Data Collection
In this research the data was collected using observation and interview.
1. Observation
Observation is a process that is preceded by observation then recording which is systematic, logical, objective and rational towards
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various kinds of phenomena in actual situations, as well as artificial situations (Kristanto 2018). The purpose of observation is in the form of descriptions, giving birth to theories and hypotheses or testing theories and hypotheses.
Researchers use this type of participatory observation where the data collection method is used to collect research data through observation and sensing where the researcher is involved in the daily activities of the informants.
In direct observation, the researcher observes the strategies used by the teacher in teaching English speaking through zooming by sitting next to the informant because the researcher wants to see and observe the learning process directly without joining the zoom application because it avoids students not focusing on the learning process.
2. Interview
In simple terms, it can be said that the interview is an event or a process of interaction between the interviewer and the source of information or the person being interviewed through direct communication (Yusuf, 2014). Interviewing aims to achieve opinions, feelings, emotions, and other things related to the individual in the interview. organization.
The technique of conducting interviews is carried out systematically, what is meant by systematically is the interview conducted by first the researcher arranges an interview guide instrument. Researchers use a type of quided interview where the researcher asks the informant about the things that have been prepared beforehand.
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E. Technique of Data Analysis
This study used qualitative data analysis techniques. Data analysis is an integral part of the research process which is poured either in writing or not. Study with a qualitative approach, the focus of the research problems demanded researcher conduct systematically, deep, and meaningful assessment as confirmed by Burgess below. Sudarwan Dnim and Dervish, (2003) In qualitative research, all investigators or researchers focus on the problems studied, guided by the conceptual or theoretical framework.
Data analysis in qualitative research is often carried out simultaneously or together with data collection. Then, Sirajuddin (2010:283) stated that the data analysis in this study included several steps or stages; Data reduction, data display, and make conclusions or interpretations. More clearly as follows,
1. Data Reduction
Reducing data means summarizing, choosing the main thing, focusing on the things that are important, as well as being sought theme and pattern. Thus the reduced data will provide a clearer view, and make it easier for researchers to conduct further data collection, and look for it if necessary. Data reduction can be assisted with equipment, such as computers, notebooks, and so on. In reducing data, the researcher has been guided by the objectives to be achieved. In this stage, the researcher obtained data from interviews with the teacher, which shows how the teachers strategies on English online learning classs. In this step, the required data is entered while irrelevant data is not used.
2. Data Display
After the data is reduced, the next step is presenting data.
According to Miles and Huberman (2014:249), the most frequently used to present data in qualitative research is with narrative text. With the presentation of data, it has made it easier to understand what is
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happening and plan the next work based on what has been done understood. In this study, the researcher displayed data using an essay, this is the most commonly used display in qualitative research.
3. Drawing Conclusion
The conclusion is the final stage in data analysis. The conclusion in qualitative research is new findings that have never before existed.
Findings can be in the form of description or description of an object before still dim or even dark, so after being investigated becomes clear. This conclusion can be either a casual relationship or an interactive, as well as hypothesis or theories. In the conclusion stage, the researcher began to see and examine all data then tell the story by making a relationship between the story so that the researcher got the results and conclusions from the study.
F. Trustworthiness of Data
In the research, researcher must obtain data are valid. This part of research points how the way data can get the trustworthiness. To check the trustworthiness of the data, the researcher used theoretical triangulation.
The researcher uses triangulation checking the data. Acording to Creswell (2007) is member checking is to increase credibility of resesrch findings and explanations whice stuted by Linclon and Guba cited in Creswell (2007) the most critical technique for establishing credibility. In memeber checking, the researcher delivers the transcript and also data interpretation to the participants to verify the data accuracy.
In this research, the researcher has been used triangulation to collect and to compare the data from observation to interview result, when researching comparing the general statement to the personal statement about the result of observation.
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G. Research of Schedule
No Activities Month
October Novembe r
December January February March April
1. Preparation x x 2. Arranging
proposal
x X X X x
3. Preparation of seminar
x x x x x
4. Improvement of seminar
x x
5. Making research permission
x x x X
6. Collecting data
x x x x
7. Arranging research list
x x x x
8. Writing final report
x x x x x x
9. Examination
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research finding
The research got the data through observation and interview.
Researchers collected data by making observations while the teacher was doing the learning process on Wednesday February 17, 2021, Thursday February 18, 2021, Wednesday 24, 2021 and Thursday 25, 2021 and the researcher interviewed two teachers on Tuesday February 23, 2021 and Thursday February 25, 2021. Researchers analyzed the strategies used by the teachers’ in the process of learning English online at SMP N 7 Muaro Jambi.
Based on the results of data collection and analysis, the researcher found several strategies used in the online speaking learning process, namely story telling, dialogue, opinion or idea and sing a song.
1. Storytelling
Storytelling is one of the strategies that the teacher used in the speaking learning process because it is more effectively used during the online learning process, this storytelling aims for students to share their experiences or stories. Based on the results of interviews and observations before carring out the learning process, the teacher determined the topics and material would be studied by students then the teacher shares them via WhatsApp group, during the learning process carried but through zoom first the teacher gaves an example about themes would be told and students practice, nexts the teacher gaves an example to students, if the students have understood the explanation given by the teacher so students are asked one by one to tell about their experiences so that their friends can pay attention and tell
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their experiences more easily. The used of storytelling strategies in the speaking learning process can improved students' vocabulary and encourage students' imagination when telling stories. This statement is reinforced from the results of interview that the researcher has conducted with one of the English language teachers:
“For the online learning process, I often use pictures for students to describe it and also storytalling so that students can share stories or share their experience, dialogue and opinions to practice students' speaking because this strategy is also effectively used in online learning.”(Teacher 1)
From the above interview results, the researcher has analyzed the data on the strategies used by the teacher in the online learning process, the teacher used storytelling strategies in online learning to increase vocabulary and encourage students' imagination so that students can express their minds through storytelling.
From the observations that has been conducted by researchers at the time of the English language learning process, teachers used storytelling strategy in online learning through the zoom, the students asked to tell about their experience that good or bad, hobbies and ideals.
Before asked students to tell stories, the teacher would tell stories first so that students pay attention to the correct prounoncation, so students would be asked to write stories they was share with their friends, if the time to tell stories is lacking then students are asked to record their stories and send them via WhatsApp. This storytelling strategy is carried out through zoom because to be more effective for students, so that students initially lacked confidence to speak in front of their class would be more confident if only through zooming.
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2. Dialogue
Dialogue is one of the strategies in the online speaking learning process, from the results of data collection and analysis that several teachers often used this strategy in the online learning process because it be the classroom atmosphere not bored. Based on the results of observations and interviews, the researcher found a dialogue strategy that was often used by English teachers, before the learning process began through zoom the teacher first determined the material and theme that the students would used later for dialogue, so the teacher would gave an example of having a dialogue with one of the students. so that his friends pay attention and be able to understand it, the teacher gaves an example, students would be asked to have a dialog via zoom or used records sent via WhatsApp. Giving examples of dialogue can also be used through records so that students can listen to it over and over again so that students find it easier to pronounce the prounoncation. This statement was also conveyed by one of the English teachers:
“For the online learning process, I often use. ... dialogue and opinion to practice students' speaking because this strategy is also effectively used in online learning”(Teacher 1)
This statement was also conveyed by another English teacher who also used a dialogue strategy because it could be considered to be the classroom atmosphere more attractive to students:
“I usually use dialogue so that the class is more fun and less boring”(Teacher 2)
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From the statement conveyed by the first teacher and the second teacher that dialogue strategies are often used in the online learning process because they feeled that dialogue strategy can effectively during the online learning process because in the learning process asked students to speak through zoom and this strategy can improved vocabularies, correct students pronouncation and also can to be the classroom atmosphere less boring for students.
Based on the results of observations has been by researchers during the English learning process, learning activities used the dialogue strategy carried out through the zoom application, before asked students to have a dialogue the teacher would gave an example first to dialogue with one of the students, so the students be asked 2 people to practice dialogue and the teacher correct it so that other students can improve it, this statement was also strengthened by one of the English teachers :
“When asking students to have a dialogue I usually use the zoom application, before that I will give an example of a dialogue with one of the students so that other students will see and it's easier to practice.” (Teacher 1)
Based on the results of the interview above, the researcher concluded the dialogue strategy used by one of the English teachers when learning online through the zoom application so the teacher can gave direct examples to students so that students can practice it younger when they have watched their friends dialogue repeatedly. This zoom application can not only be accessed via a laptop or computer but can also be used via a smartphone so that it can be easier for students to used it.
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3. Opinion / idea
Opinion / idea is one of the strategies that effectively used in the online learning process, based on the results of observations and interviews that researchers have conducted on the learning process, in this opinion / idea strategy the teacher used images for students described to convey their opinions. Before began the learning process, the teacher first determines the theme and material to be studied, the teacher look for images related to the theme distributed to students via WhatsApp group so that students can learn it first, when the learning process through the application zoom the teacher display the image then explain and provide examples of opinions / ideas to describe the image so that students can understand how to convey good and correct opinions / ideas, so the teacher displays the next picture then asked students to gave their opinion regarding the image. This statement was also conveyed by the English teacher regarding the opinion / idea strategy during the learning process.
“Usually I often use dialogue so that the class is more fun and not boring, then I also use giving opinions / ideas to increase the thinking power of students because I prefer students to express opinions according to their opinions / ideas, then sing a song because I think this strategy can work effectively used through zoom and also so that students remember the santences they conveyed.”(Teacher 2)
Another statement was also conveyed by other English teachers who used opinion / idea strategies because this strategy in addition to improved students’ speaking skills could also encourage students' imagination so that students could convey their ideas as creatively as possible.
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“If for the online learning process I often use pictures for students to describe it and ... opinions to practice students' speaking because this strategy is also effectively used in online learning”(Teacher 2)
Based on the statements conveyed by the first and second English teachers from the results of the analysis conducted by researchers, this strategy of delivering opinions / ideas can also be effective in the online learning process because it can encourage students' creativity in conveying their ideas so that it can be students more confident in speaking.
The researcher has been observations during online learning activities, the researcher analyzed that the strategy for delivering opinions / ideas could not only be done through zooming but also through WhatsApp groups, the teacher would later provide discussion topics that would be discussed first by students, so that students would younger later when conveying their opinion / idea.
4. Sing a song
Sing a song is one of the speaking strategies that can be used through the online learning process, this strategy is often used by the teacher because it can create a class that enjoys it, from the results of data collection through observation and interviews, the researcher has analyzed the data, before carrying out learning process First the teacher determined the theme of the song that would be sung by students, students given 1 same song to sing, before that the teacher asked students to listen and memorized English song, so students asked to record the song they sing and send via WhatsApp. This statement was
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also strengthened by one of the English teachers regarding the sing a song strategy:
“....Then I use the sing a song strategy because I think this strategy can be used effectively via zoom and WhatsApp so that students remember the santences they conveyed.”(Teacher 2)
Based on the results of an interview that the researcher has conducted on one of the English teachers, the researcher has analyzed that the teacher used the sing a song strategy to improved students' vocabulary and improved their prounoncation.
From the results of observations by the researcher during the online learning process, the researcher has analyzed that the sing a song strategy can be the class more enjoyable and less tense, this strategy can be done via zoom or WhatsApp, before students asked to sing them first would listen the song so that later it be easier for students in its prounoncation and students also find it easier to practice it because the song can be heard over and over again.
B. Discusiion
This research focuses on the analysis of teachers’ strategies in the process of learning English speaking online at SMP N 7 Muaro Jambi. The researchers collected data by conducting observations and interviews with 2 English teachers. The results of this research, the researchers found several strategies used by the teacher in teaching speaking online.
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In this part, the researcher would explain deeply about the finding and the deliver of research results regarding the strategies that teachers used in the process of teaching speaking online. Based on the data that has been collected and the analysis that has been carried out, the researcher concludes that the teacher used storytelling strategies, dialogue, opinions / ideas and sing a song in the online learning process because it can be effective and can be done via WhatsApp and also zoom.
Storytelling is a strategy that teachers used in the online learning process to tell a story either in the form of experiences, pasts or hobbies.
Storytelling is often used in the teaching and learning process, this strategy is useful for encouraging students’ imagination, training students' speaking and be the classroom atmosphere so they don't get bored. This statement is also strengthened by Asfandiya (2007: 2) storytelling is a creative process of students in its development, always activating intellectual, sensitivity, emotional aspects and encouraging students' imagination which not only prioritizes the ability of the left brain but also the right brain.
Dialogue is a conversation that is held between two or more people who discuss a problem topic that is done to improve speaking skills, the application of dialogue strategies can also be done online via zoom. This strategy is often used by the teacher so that students can be creative with each other, the used of the dialogue strategy can encourage students to be more active in speaking and can improve students' vocabulary. This statement is also strengthened by Al-Nahlawi (2014) dialogue is a conversation that is carried out between two or more people related to a certain topic to encourage the creativity of students' speech. In previous research conducted by anjaniputra A. G. (2013) the use of dialogue strategies is carried out by playing the roles and characters of students so that students can dialogue while expressing their ideas creatively.
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Opinions / ideas are one of the speaking skills in English that students do to convey their opinions based on what they think, this aims to make students broader in thinking and giving opinions. This statement was also conveyed by Olii and Erlita (2011: 39) opinion or statement about the thoughts or attitudes of a controversial issue. The application of an opinion / idea strategy can encourage students' ideas because by exchanging student opinions it can add to their insights with each other
Sing a song is one of the strategies used in the speaking learning process where students be asked to memorize a song, the use of this strategy can also create a more enjoyable classroom situation so that later students can learn casually, this statement is also strengthened from the theory. which is conveyed by Kumari (2014: 16) the application of the sing a song can create a learning process that enjoy it can be used for developing EFL speaking skills. The sing a song strategy can also be used in the online learning process because this strategy is easy to implement, students can practice it via zoom or record and send via WhatsApp.
Compared with the results of using the strategy used by researchers in previous research on the used of storytelling strategies and opinions / ideas that are often used by English teachers to improve students' speaking skills and train students how to convey their ideas properly and correctly, this strategy is used in addition to the learning process ofline also can be effectively used during the online learning process, whereas from previous research that has been done by Gamara Dea (2018) on analyzing strategies used by teachers in the speaking learning process, teachers often use strategies to improve student discussions, making storytelling and interview training. This strategy is more often used because it can increase student activity so that students are more creative in speaking and expressing their opinions regarding a material.
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CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter deals with the conclusion and suggestion related to the research finding and discussion. For this purpose, the researcher will explain the conclusion of research problems and suggestion to the teacher and for the further researcher.
A. Conclusion
Based on the result of the study, the researcher found the kinds of teaching strategy in speaking english on oline learning used by the English teachers, how the English teachers implemented the strategy on online learning.
The strategies that are usually used by teachers in the online speaking learning process, namely the first storytelling strategy is a strategy where students are asked to tell stories about experiences, aspirations and hobbies, this strategy aims to encourage students' imagination when speaking. Second dialogue strategies are conversations between 2 or more people. This strategy aims for students to be able to express their ideas through dialogue. The third strategies of giving opinion / idea are strategies that provoke students to convey their ideas or what they think, this strategy aims to encourage the development of students' reasoning so that students have no difficulty in choosing vocabulary. The last sing a song strategies where students are asked to memorize a song and sing it, this strategy aims to create a classroom atmosphere to make it more enjoyable and improve students' prounons when singing. Some of these strategies are used by the teacher because they are more effectively used when learning online.
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B. Suggestion
Based on the conclusion above, the suggestion related to the research findings are offered for English teachers and the other researchers. The researcher hopes that the result of this study can be used as experiences and reference for the other teachers and researchers.
1. For the English teacher
The teacher must know the character of students in advance in order to choose what strategies used in the online learning process in order to be able to be effective. Teachers can use this study as learning in analing the learning process online.
2. For the other researcher
The researcher expects that the findngs of this research will give contribution as the source of data to the next research on strategies of teaching speaking on online learning process and also for the other researchers to do observation in online learning via WhatsApp, Zoom and etc, it is recommended to join directly in the learning process.
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APPENDIX
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Appendix 1
List of interview
1. Bagaimana pendapat Ibu tentang pembelajaran speaking secara online selama covid 19?
( What do you think about learning speaking online during Covid 19?) 2. Di masa covid 19 sekarang, bagaimana ibu menyampaikan materi
pembelajaran speaking secara online kepada siswa?
(In this Era covid 19, how do mothers deliver speaking learning materials online to students?)
3. Strategi apa yang sering ibu gunakan dalam proses pembelajaran speaking secara online?
(What strategies do you often use in speaking on online learning process?) 4. Apa yang ibu lakukan saat meminta siswa berbicara pada pembelajaran
secara online?
(What do you do when asking students to speak on online learning)
5. Bagaimana ibu mengatasi jika ada siswa yang kurang aktif dalam pembelajaran speaking secara online
(How do you cope if there are students who are less active in learning speaking online ?)
6. Bagaiman pendapat ibu, apakah siswa rajin dalam mengerjakan tugas yang ibu berikan dalam pembelajaran speaking secara online?
(how your opinion, are the students diligent in doing the assignments that mother gave them in learning speaking online?)
