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Y T I S R E V I N U A M R A H D A T A N A S F O
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A ltiltepieceo fhardwork , Iwould ilket ot hank ,
y t h g i m l A d o
G Yesu sKristus,f o rHi sendles sblessing andl ove ,andf o rsending e
m e d i u g o t s ti ri p S y l o H d n a s l e g n a s i H e
m to ifnisht hist hesi .s
o t s e o g e d u ti t a r g t s e p e e d y
M myadviso rChrisitnaKrisityani ,S .Pd. ,M . .
d
P f ro he rguidance and paitence du irng the proces so fw iritng the thesis ,he r r e h s a l l e w s a e c i v d a r e h d n a , s i s e h t y m g n i d a e r e m it r e h d n e p s o t s s e n g n il li w
I t a h t o s t n e m e g a r u o c n
e cansubmtit hist hesisi n itme . Iwould ilket oexpres smy f
o l l a o t e d u ti t a r
g ELESP l ecturer s(especially C .Tutyandari ,S .Pd. ,M .Pd. , .
s r
D Barl iBram, M .Ed. ,Ph .D,. Chrisitna Lakhsmtia Anandari ,S .Pd. ,Ed . .
M , Adest iKomalasari ,S .Pd .M .A. ,and Maria Sep ityani ,S .Pd). and h
c t a b 1 1 0 2 f o s t n e d u t
s fors upporitngmyt hesi sandbeingtheparitcipant .s
e r e c n i s y
M grattiude i spresented t o my beloved famliy ,Bapak Supomo , u
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I Mariyani ,MbakBeit, Ma sWoko ,and tholeRevan .Atlhough we areno ta l l A . n o it c e f r e p m i t a h t m o r f n r a e l o t e l b a g n i e b r o f y k c u l m a I , y li m a f t c e f r e p
y l n o l li w y li m a f y m n i e r a h s d n a e c n e ir e p x e I t a h t w o r r o s d n a s s e n i p p a h
e c a f o t e m n e h t g n e rt
s ther eall fie.
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M pest l oveand grattiude are addressed t o Chatarina Ikke Wahyu it
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n a h t o t e k il o s l a d l u o
w Pancasona A ij ,S .Sn. and al lCantu sFirmu ssinger s t
n e l a t y m e r o l p x e o t s e c n a h c f o s t o l e m e v a g o h
w , expeirence wonderfu l
y m p o l e v e d d n a , s t n e m o
x o
h
w sename Icanno tmeniton one by onewho had suppo tred t he compleiton o f s
i h
t thesis. Mayal lbeing sbehappy.
i x
S T N E T N O C F O E L B A T E
G A P E L T I
T ... i E
G A P L A V O R P P
A S ... ii E
G A P N O I T A C I D E
D ... iv Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v T
C A R T S B
A ... vi K
A R T S B
A ... iv i H
A I M L I A Y R A K I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... iivi S
T N E M E G D E L W O N K C
A ... ix S
T N E T N O C F O E L B A
T ... xi S
E L B A T F O T S I
L ... vx S
E C I D N E P P A F O T S I
L ... ix v
N O I T C U D O R T N I :I R E T P A H
C ... 1 .
A ResearchBackground ... 1 .
B ResearchProblems ... 3 .
C ProblemLimtiaiton ... 3 .
D ResearchObjecitve s ... 4 .
E ResearchBenefti s ... 4 .
F Deifniitono fTerm s ... 5
: I I R E T P A H
C REVIEWOFRELATEDLITERATURE ... 9 .. .
A Theoreitca lDesc irpiton ... 9 .
1 SpeakingI IClas s ... 9 .
a Patr so fEffecitveLesson ... 9 )
ii x )
2 Developmenta lAcitviite s ... 13 )
3 ClosingAcitviite s... 51 .
b P irnciple so fTeachingSpeaking ... 61 )
1 Focu sonFluencyandAccuracy ... 71 )
2 ProvideI ntirnsicallyMoitvaitngTechnique s ... 71 )
3 ProvideaGoodModelf o rStudentt oI mtiate ... 81 )
4 ProvideStudent sOppo truniitest oI niitateOra lCommunicaiton ..
.. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. ... 91 )
5 ProvideApprop irateFeedbackandCorreciton ... 91 )
6 Mon tio rStuden tAcitvtiyConitnuously. ... 02 .
2 Characte rEducaiton ... 21 .
a Characte r ... 12 .
b TheI mpo tranceo fCharacte rEducaiton ... 4....2 .
c Teacher’ sRoleI nCharacte rEducaiton ... 6....2 )
1 Teache ra sCaregivers ... 62 )
2 Teache ra sMora lModel ... 72 )
3 Teache ra sEthica lMentor... 82 .
3 Values ... 92 .
B Theoreitca lFramework ... 33
I I I R E T P A H
C :RESEARCHMETHODOLOGY ... 53 .
A ResearchMethod ... 53 .
B ResearchSetitng ... 73 .
C ResearchParitcipants... 73 .
D ResearchI nsrtuments... 83 .
1 Observaiton... 93 .
2 FieldNotes ... 93 .
3 Quesitonnarie... 04 .
4 Interview... 14 .
E DataGatheirngTechnique ... 24 .
ii i x .
1 Dataf romFieldNotes... 44 .
2 Dataf romQuesitonnarie... 5....4 .
3 Dataf romI nterview ... 54 .
G ResearchProcedures... 64
S G N I D N I F D N A T L U S E R H C R A E S E R : V I R E T P A H
C ... 94 .
A Implementaitono fTeachingi nSpeakingI IClass ... 9....4 n
o s s e L e v it c e f f E f o s tr a P .
1 ... 94 .
a InrtoductoryAcitvtiy ... 05 .
b Developmenta lAcitvtiy ... 25 .
c ClosingAcitvtiy ... 55 .
2 P irnciple so fTeachingSpeaking ... 65 .
a Focu sonFluencyandAccuracy ... 75 .
b ProvideI ntirnsicallyMoitvaitngTechniques ... 85 .
c ProvideaGoodMode lFo raStudentt oI mtiate ... 95 .
d ProvideStuden tOppo truniitest oI niitateOra lCommunicaiton .. 06 .
e ProvideApprop irateFeedbackandCorreciton ... 16 .f Mon tio rStuden tAcitvtiyConitnuously ... 62 .... .
B Characte rEducaitonValuesi nSpeakingI IClass... 3....6 e
u l a V t c e p s e R .
1 ... 36 .
2 ResponsiblitiyValue... 76 .
3 CairngValue ... 07 .
4 Farines sValue ... 37 .
5 Trustwo trhines sValue ... 67
N O I T A D N E M O C E R D N A S N O I S U L C N O C : V R E T P A H
C ... 08
.
A Conclusions... 08 .
B Recommendaiton ... 28
S E C N E R E F E
v i x S
E C I D N E P P
v x
S E L B A T F O T S I L
e u l a V t c e p s e R e h T n o e ri a n n o it s e u Q f o t l u s e R e h T 1 .
4 ... 7..6
e u l a V y ti li b i s n o p s e R e h T n o e ri a n n o it s e u Q f o t l u s e R e h T 2 .
4 ... 07
e u l a V g n ir a C e h T n o e ri a n n o it s e u Q f o t l u s e R e h T 3 .
4 ... 3....7
e u l a V s s e n ri a F e h T n o e ri a n n o it s e u Q f o t l u s e R e h T 4 .
4 ... 6..7
e u l a V s s e n i h tr o w t s u r T e h T n o e ri a n n o it s e u Q f o t l u s e R e h T 5 .
i v x
S E C I D N E P P A F O T S I L :
1 x i d n e p p
A Quesitonnarie... 78
: 2 x i d n e p p
A QuesitonnarieResul tClas sA... 98
: 3 x i d n e p p
A QuesitonnarieResul tClas sF ... 19
: 4 x i d n e p p
A QuesitonnarieFina lResutl ... 39
: 5 x i d n e p p
A InterviewQuesiton ... 59
: 6 x i d n e p p
A InterviewResutl... 69
: 7 x i d n e p p
A FieldNotes Clas sA ... 1 5.. 0
: 8 x i d n e p p
1 R E T P A H
C I
N O I T C U D O R T N I
Thi schapte rconsist so fsix secitons .Frislty ,the research background t
n e s e r
p st heresearcher’ sreason i n choosing thet opicoft he research .Secondl y, h c r a e s e r e h t h c i h w h c r a e s e r e h t n i s m e l b o r p e h t s t n e s e r p n o it a l u m r o f m e l b o r
p e r
n o it a ti m il m e l b o r p , y l d ri h T . s s u c s i d o t s t n a
w descirbest hef ocu sandt hescopeo f .
y d u t s e h
t Fou trhly ,research objecitves presen t the objecitve so fthi sresearch . h
tf i
F ly,r esearch beneftis epr s entthebenefti soft hisr esearch .Laslty de ifniiton o f r
e
t m sexplainss omekeyt erm susedi nt hi sresearch.
.
A ResearchBackground
n o it a v o n n i d n a y ti v it a e r c y b d e n i m r e t e d % 5 4 s i y rt n u o c a f o s s e c c u s e h T
. y rt n u o c e h t f o r o t c a
f That i st heresul to fresearch conducted by Wo lrd Bank i n s
e ir t n u o c 0 5
1 (Dirjen Pendidikan Dasar ,2011 .) Creaitvtiy and i nnovaiton facto r d o o g e v a h h c i h w s n o it a n y l n O . n o it a n e h t f o r e t c a r a h c e h t o t d e t a l e r y l e s o l c e r a
r e t c a r a h
c s wli lcreate and inven tmany innovaiton s(Dirjen Pendidikan Dasar , )
1 1 0
2 . A naiton’ scharacter i san impo tran tpillar fo rthe coun rty because i t n
e z it i c s p o l e v e
d s tohavegoodheatr ,mind ,andaciton . tIi scleart ha tcharacte ro f y
rt n u o c a f o s s e c c u s e h t e n i m r e t e d l li w n o it a n
a .
r e t c a r a h
C can be stated a show “good” a person i s(McB iren & Brand , ,
7 9 9
1 pp .17-18) .I tmean stha ta person wtih good characte ri sthe one who .
y t e i c o s e h t n i y ti l a u q l a n o s r e p e l b a ri s e d s p o l e v e d d n a s m r o f r e
a n o k c i
L (1991) ,characte rrefers t o “…the l fie o f irgh tconduct-irgh tconduct i n o
t n o it a l e r n i d n a s n o s r e p r e h t o o t n o it a l e
r onesefl”( a sctiedi nWinatapurta ,2010 , m
o r F . ) 7 .
p those deifniitons , i t can be concluded tha t characte r i s good .
s r e h t o d n a f l e s e n o r o f e fi l l u f g n i n a e m a e v il o t n o s r e p a f o y ti l a n o s r e
p According
, ) 0 1 0 2 ( i n i a s u H n i d e ti c s a , s i b u L r a h t c o M o
t Indonesian people have negaitve s
r e t c a r a h
c which should beomitted .Thati swhy characte reducaiton i ssrtongly .
y r o l g s ti o t k c a b a i s e n o d n I g n ir b o t d e d e e
n Characte reducaiton i sexpected t obe o
t n o it u l o s
a curren tnaitona lproblems .The succes so fcharacte reducation in e h t f o h t w o r g e h t t s o o b o t n o it a r e n e g r e tt e b e k a m l li w e g e ll o c d n a s l o o h c s
. y rt n u o
c F or tha treason the researche ri schallenged to conduct research o n .
n o it a c u d e r e t c a r a h c
d e t c u d n o c s a w h c r a e s e r e h
T inSanataDharmaUniverstiy(SDU) .Thisi sa t
a
C hoilc universtiy ,more speci ifcally a Jesuti Universtiy .The goa lo fJesuti y
ti s r e v i n
U i sbased on t he Jesui tEducaiton .Fr .Pedro Arrupe states i n Ignaitan h
c a o r p p a l a c it c a r p A : y d o g a d e
P tha tthe goa lo fJesui tEducaiton i s“…forming
h t o r o f n e m o w d n a n e
m er .s” tI i smatchwtiht hecontex to fcharacte reducaiton.I t . a m r a h D a t a n a S n i t p e c n o c w e n a r e g n o l o n s i n o it a c u d e r e t c a r a h c t a h t n e e s e b n a c
s e z i s a h p m e y ti s r e v i n U a m r a h D a t a n a S n i n o it a c u d e e h
T on the developmen to f
e b o t d e t c e p x e e r a y e h T . e l p o e p g n u o
y the agents o fchange fo rthe counrty . o
y s p l e h y ti s r e v i n U a m r a h D a t a n a S , n o it a t c e p x e t a h t m o r f g n it r a t
S ung people t o
m e h t p o l e v e
d selvesto bet heagents o fchangef ort hecoun rty ( Adi ,Dwiatmoko , ,
o t n a s r a y r a M & , a h a r g u N , o n o t s
I 2010 ,p.12) .Thedevelopments o fyoung people e
r a a m r a h D a t a n a S n
humani s(intelilgen tand humanist) .Sanata Dharma aim sto produce no tonly
s e t a u d a r g e n a m u h o s l a t u b t n e g il l e t n
i ; whohavecompetencet os olvet heproblem, havecompassionf orothe rpeople ,andhavecharactert obulidt hecounrty.
e h
T vision o fSanataDharmaUniverstiy shouldbemanfiested i nlearning s
s e c o r
p e s in the universtiy including in the Eng ilsh Language Educaiton Study m
a r g o r
P (ELESP). Oneoft heclassesi sSpeakingI Iclass ,wheret her esearchwa s l
c e h T . d e t c u d n o
c as swa schosenbecausethestudent swerenew students( second )
r e t s e m e
s so tii sbene ifcialt oknowt hei rp iro rcharacter sanddevelop t hei rgood B
. s r e t c a r a h
c ecause speaking i sone o fthe producitve skills ,the student sin e
v it c a e r a s s a l c g n i k a e p
s .There aremany i nteraciton samong student soccurs in .
s s a l c e h
t Ther esearche risi nterestedtoknowwha tvalue so fcharacte reducaiton e
r e
w developedi nt heclass .Ther esearche ralsowants kto nowhowt heclas swa s .
d e t c u d n o c
.
B ProblemFormula iton
s n o it s e u q o w t s e s i a r r e h c r a e s e r e h t ,t r a p s i h t n
I tobediscussed .Tho esea r .s
w o ll o f s a
.
1 Howi st eachingandl earningacitvtiyconductedinSpeakingI Iclass? t
a h W .
2 characte reducaitonvalue sarefoundinSpeakingI Iclass?
.
C ProblemLimtia iton
h c r a e s e r s i h
s e s s a l
c ,clas sA and F, ou to fsix classe so fSpeaking I Iclass .The student so f A
s s a l c I I g n i k a e p
S and F weret heclas so f2011 .Each clas sconsists fo moreo r s
s e
l thitry( 30 )students .Thet ota lparitcipant soft hisr esearchwli lbemoreorl es s s
t n e d u t s ) 0 6 ( y t x i
s .Thi snumbero fstudentsi ssufifcien tasther epresentaitves fo 1
1 0 2 h c t a
b student .s
e b ir c s e d l li w t i ,t s ri F . s t n i o p n i a m o w t n o s u c o f ll i w h c r a e s e r e h
T howt he
s s a l
c wa sconducted . tI showst hemethod andt echniqueusedi nclas ,s i nteraciton ,
r e r u t c e l d n a s t n e d u t s n e e w t e
b and al lacitviite sin the clas.s Second ,i twli l y
fi t n e d
i characte reducaitonvaluespresentint heclass .
s e v it c e j b O h c r a e s e R . D
t s m i a h c r a e s e r s i h
T o obtain informaiton on how Speaking I Iclas si s c
u d n o
c ted .Anothe robjecitve to achieve i ,s t hrough the research ,the researche r s
r e d a e r d n
a know t hecharacte reducaiton value sfound in the class .From t hose t
a h t d e t c e p x e s i ti , s e v it c e j b
o studentss howcharacte reducaitonvalue sa smanya s n
a c y e h
t inclas .s
s ti f e n e B h c r a e s e R . E
r e h c r a e s e r e h
T expectst ha tther esul toft hisr esearchwli lbebeneifcialf or e
l p o e p g n i w o ll o f e h
t :
.
1 Lecturero fSpeakingI IClass
y a rt r o p h c r a e s e r s i h
a m s s a l
c nagemen tcanber eviewedf ort hebettert eachingi nt hef uture.Beside ,si t o
g e h t r e h t e h w e t a u l a v e o s l a n a
c a lo facetrainmeeitngi sachieved .Moreove,rt he h
c t a h w w o n k o t e l b a e r a s r e r u t c e
l aracte reducaitonvalue sarefoundi nclass .The t
h g i m r e r u t c e
l no tbeawaret ha tsheha sgiven mora lvaluei nhert eaching ,sot hi s n
a c h c r a e s e
r beuseda sar e lfecitont oprovidedeilberatemora lvalue steaching . .
2 Student so fEngilshLanguageEduca itonStudyProgram
ti f e n e b e v i g o s l a t h g i m h c r a e s e r s i h
T s fort he students .A tferreading t he tl
u s e
r s oft hi sresearch, t he student sareablet o know how good t heri class i s i n s
e u l a v n o it a c u d e r e t c a r a h c g n i m r o f r e
p . I twli lbe bene ifcia lfor t hem t o know i t e
v o r p m i d n a n i a g n a c y e h t e s u a c e
b characte reducaiton values. Beside ,s t heycan . h g i h r e d i s n o c y e h t s e u l a v n o it a c u d e r e t c a r a h c p o l e v e d n e v e r o n i a t n i a m o s l
a tIi s
t a h t d e t c e p x
e they can be good-characte rmen and women fo /rwtih other swho .
y rt n u o c e h t f o h t w o r g e h t t s o o b l li
w
.
3 SanataDharmaUniverstiy
e b l li w h c r a e s e r s i h
T beneifcia lfo rSanata Dharma Universtiy .I tgive s w
o h n o n o it p ir c s e
d theclassi sconductedandwha tcharacte reducaitonvalue sare n
u o
f d ni classrooms .The students ’character swli lshow the qualtiy o fSanata DharmaUniverstiyands howwhethert hel earningproces sha sbeenon ti srtackt o
e h t e v e i h c
a SanataDharmaUniverstiy’ svision .
s m r e T f o n o it i n if e D . F
l a r e v e s e r a e r e h
T termsi n t hi sstudy t ha tparitculalryneedclea rdeifniiton n
i d n a t s r e d n u s i m d i o v a o
g n i k a e p S .
1 I IClass
g n i k a e p
S I Iclas si sone o ft he classe sin Engilsh Language Educaiton .
y ti s r e v i n U a m r a h D a t a n a S n i m a r g o r P y d u t
S Thi sclas si sconducted in the s t s i s n o c m e h t f o h c a e ; s s a l c I I g n i k a e p S f o s e s s a l c x i s e r a e r e h T . r e t s e m e s d n o c e s
.s t n e d u t s ) 0 3 ( y tr i h t s s e l r o e r o m f
o Fo r2011/2012academicyea ,rt herewere ifve s
r e r u t c e
l who are in charge to teach the students. Each clas shad two dfifer ent m
a e t a s a w t i e s u a c e b s r e r u t c e
l teaching .Theclas saimsto enhancet hestudents ’ ,
s e c a l p , e l p o e p e b ir c s e d o t y ti li b a d n a y c n e u
lf objects ,processes ,scenes ,and n
o it a u ti
s s . The learning srtategie s used in thi s clas s are class/smal l group .
s t n e m n g i s s a l a u d i v i d n i d n a n o i s s u c s i d
.
2 Character
e v it i s o p a s a d e n if e d e b n a c r e t c a r a h c , ) 0 1 0 2 ( i rt n a m u S o t g n i d r o c c A
d n a , n o it a t u p e r , y ti l a u
q uniquenes so fsomeonewhichmakehimo rhe ratrtacitv .e e
v a g o s l a a t n i m r a d a w r e o
P a deifniiton tha t characte r i s someone’ s nature , d
n a , n o it i s o p s i
d moral swhichdfiferen itateoneand another(a sctiedi nSumantir , .)
4 . p , 0 1 0
2 Characteri sagood qualtiy o faperson so t ha the o rshe knowst he s
e o d d n a , d o o g e h t s e ri s e d , d o o
g thegood (Winatapurta ,2010). In t hisr esearch , n
o s r e p s i r e t c a r a h
c altiyanddisposiitonofs tudentsi nEngilshLanguageEducaiton h
w y ti s r e v i n U a m r a h D a t a n a S f o ) P S E L E ( m a r g o r P y d u t
S ich i sshown through
r o i v a h e
b du irngt hel earningprocessi nSpeakingI Iclass . .
3 CharacterEduca iton
n i d e ti c s a a n o k c i
L ElkindandSweet( 2004)s tatedt hat : r
e t c a r a h
C educaitoni st hedeilberateeffo trt ohelppeopleunderstand ,care s
t c a d n a , t u o b
e l b a e b o t m e h t t n a w e w t a h t r a e l c s i ti , n e r d li h c r u o r o f t n a w e w r e t c a r a h c
t a h w o d n e h t d n a , t h g ir s i t a h w t u o b a y l p e e d e r a c , t h g ir s i t a h w e g d u j o t
s s e r p f o e c a f e h t n i n e v e , t h g ir e b o t e v e il e b y e h
t uref romwtihou tand
n i h ti w m o r f n o it a t p m e
t .
In Winatapurta (2010 : 8), characte r educaiton i s “..t.he teaching fo , d o o g , c i v i c , l a r o m s a y l s u o ir a v p o l e v e d m e h t p l e h l li w t a h t r e n n a m a n i n e r d li h c
, d e r e n n a
m behaved , non bullying , heatlhy , c iritcal , successful , rtadiitonal , y
ll a i c o s r o / d n a t n a il p m o
c acceptablebeings .”
g n it n a l p m i n i t r o f f e d n a s s e c o r p e h t s i n o it a c u d e r e t c a r a h c , y d u t s s i h t n I d o o
g /ethicalvalue sofl fiet ot hestudentsi nELESPo fSanataDharmaUniverstiy o
g m r o f r e p n a c s t n e d u t s e h t t a h t o
s od behavio rand aciton in clas sand in the .
y t e i c o s
.
4 Values
g n i d r o c c
A toLickona( 1991 ,)t herearet wokind so fvalue :mora landnon -n
o n d n a l a s r e v i n u o t n i n w o d n e k o r b e r a s e u l a v l a r o M . e u l a v l a r o
m -universa l
r e p l l a d n i b s e u l a v l a r o m l a s r e v i n U . s e u l a v l a r o
m son severywhere because they .
) 8 3 . p ( y ti n g i d d n a h tr o w n a m u h l a t n e m a d n u f r u o m ri f f
a The example o f
d n a y lt s u j e l p o e p l l a g n it a e rt e r a , a n o k c i L o t g n i d r o c c a , s e u l a v l a r o m l a s r e v i n u
. y ti l a u q e d n a , y tr e b il , s e v il r i e h t g n it c e p s e r
s e u l a v , h c r a e s e r s i h t n
I a re students’ beilef which affrims fundamenta l i
n g i d d n a h tr o w n a m u
h ty ,con rtols thei rbehavio rint heSpeakingI Iclassteaching s
s e c o r p g n i n r a e l d n
a and decides whati swrong o r irght. eT ch haracte reducaiton s
e u l a
n i a t n o
c severa lbasic value s such as : rtustwotrhiness , respect , responsiblitiy , .
p i h s n e z it i c d n a , g n ir a c , s s e n ri a
9 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
r e t p a h c s i h
T consist s o f two main secitons . They are theoreitca l e m o s s t n e s e r p n o it p ir c s e d l a c it 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 d n a n o it p ir c s e d
s t p e c n o c e h T . h c r a e s e r e h t o t d e t a l e r s t p e c n o c t n a tr o p m
i are :(1 )speaking class , v
) 3 ( d n a , n o it a c u d e r e t c a r a h c ) 2
( alue .s I n t het heoreitcalf ramework,t het heo ire s d
e z ir a m m u s e r
a andcombinedtos olvet her esearchproblem .s
.
A Theoreitca lDescrip iton
s e s s u c s i d y l n i a m n o it p ir c s e d l a c it e r o e h t e h
T the theo ires related to the e
h T . y d u t
s y aretheo iresabou tspeakingclass ,characte reducaiton ,andvalue .s
.
1 SpeakingClass
s i h t n
I seciton ,two main theo ires, namely pa tr so feffecitve lesson and ir
p nciple soft eaching speaking ,arepresented. Theset heo ire saim a tguiding the e
l p m
i mentaiton o f learning and teaching proces s in Speaking I I clas .s T he s
s a l c I I g n i k a e p S n i s e ir o e h t e s e h t f o n o it a t n e m e l p m
i wli ldeterminet hes ucces so f .s
s e c o r p g n i h c a e t d n a g n i n r a e l
.
a Part so fanE ffecitveLesson
e v e i h c a o
T thegoa lo fal esson ,tii si mpo trantt oapplyaneffecitvel esson . t
,) 0 1 0 2 ( d r y B d n a n e d r u B o t g n i d r o c c
A herearet hreepatr so faneffecitvel esson . e
r a y e h
T in rtoductory ,developmental ,and closingacitviites .Thoset hreepatr so f d
u l c n i t c e j b u s y r e v e r o f e l b a ti u s e r a n o s s e l e v it c e f f
d n e m m o c e
r having those patrs i n each l esson t o make t he l esson effecitve. The u
c s i d e h t s i g n i w o ll o
f ssionoft hoset hreepatr so faneffecitvel esson. )
1 IntroductoryAc itviites
r u
B den and Byrd (2010 )state the purpose o fthese acitviite sare, …“ to s
t n e d u t s e r u t p a c , s t n e d u t s e h t o t t n e t n o c e h t e c u d o rt n
i ’ attenitonand i nterest ,and s
e it i v it c a l a t n e m p o l e v e d e h t r o f e g a t s e h t t e
s tha tfollow” (p .64). Inrtoductory t
a d e t n e m e l p m i e r a s e it i v it c
a the beginning o fa lesson . Serdyukov and Ryan t
s e g g u s ) 8 0 0 2
( type so facitviite swhichareo tfenusedatt hebeginningo fal esson s
a h c u
s , “Relaitngt hel esson t o aspect so fstudents ’ ilve ,s r eviewingpreviou skey s
n o s s e l m o r f s t n i o
p and staitng t heobjecitve sand t hei rpurpose ,and ifnding ou t n
i a t e r s t n e d u t s e g d e l w o n k r o ir p t a h
w …”( a sctiedi nBurden&Byrd ,2010 ,p .64 .) e b l li w y e h t t a h w d n a t s r e d n u s t n e d u t s p l e h s e it i v it c a y r o t c u d o rt n i e h T
, g n i y d u t
s ge tthem ready for the lesson, enable them to relate the lesson wtih n
o s s e l s u o i v e r
p , andf tithel essoni ntoalargerf rameworkoft hecourseconten.t tI t
n a tr o p m i o s l a s
i to t ellstudentst he objecitve sof t he l essons and wha tstudent s w
o n k d l u o h
s b y the end o fthe lesson because i twli lbe posiitvely related to t
n e m e v e i h c a ’ s t n e d u t
s (Burden & Byrd ,2010) .Burden and Byrd (2010 )also n
o it n e
m detalie d acitviite s to guide the teacher s to implemen t inrtoductory e
r a y e h T . s e it i v it c
a asf o llow .s )
a TakingA ttendance
e k a t d l u o h s s r e h c a e t e h t , y lt s ri
F attendance ta thebeginning oft hel esson . i
, r e v e w o
H ti ssuggested no tto hold up the beginning o fthe clas sto take T
. e c n a d n e tt
r e h c
