A DESCRIPTIVE STUDY ON TEACHING SPEAKING AT THE EIGHTH GRADE FOR EXCELLENT PROGRAM OF MTS N 1 SURAKARTA
IN 2013 / 2014 ACADEMIC YEAR
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements for Gettng Bachelor Degree of Education
in English Department
by
ZULHIDA RAHMI
A 320100269SCHOOL OF TEACHER AND TRAINING EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA
A DESCRIPTIVE STUDY ON TEACHING SPEAKING AT THE EIGHTH GRADE FOR EXCELLENT PROGRAM OF MTS N 1 SURAKARTA IN
2013 / 2014 ACADEMIC YEAR.
This research aims at describing the implementation of teaching speaking at the eight grade for excellent program of MTs N 1 Surakarta in 2013/2014 academic year, the methods used by the teacher, the techniques used by the teacher, the problems faced by the teacher and the students, and the strategies implemented by the teacher to overcome the problems. The object of this study is the teaching speaking at the eighth grade for excellent program of MTs N 1 Surakarta. The subject of this study is the teacher and the students at the eighth grade for excellent program of MTs N 1 Surakarta. In analysing data the writer applied descriptive qualitative research consisting of data reduction, data display, and drawing conclusion. The result of the research shows that: 1) the objectives of teaching speaking in excellent program of MTs N 1 Surakarta are to build the students communicative competence in speaking English and the students have to master all English language skill namely speaking, listening, reading, and writing, 2) the methods used by the teacher in teaching speaking of excellent program are Direct Method (DM), Communicative Language Teaching (CLT), and Grammar Translation Method (GTM), 3) the techniques used by the teacher in teaching speaking are cooperative learning and task-based learning. 4) the problem faced by the teacher in teaching speaking are the teacher’s difficulties to manage the students and the teacher’s difficulties to manage time in teaching, 5) the problem faced by the students in teaching speaking are the different capability to receive the material and the students’ low motivation in learning speaking English, 6) the teacher strategies to solve the problems are the teacher gives more motivation to the students, the teacher uses creative and innovative material, the teacher uses some methods and techniques in his teaching-learning process.
A. INTRODUCTION
Language is very important for human being in daily life. English language is one of the most famous and spoken languages in the world. In education world, speaking skill must be taught to the students. It can be an investment for the students to enter the international world. The learners should be capable of mastering four language skills: listening, speaking,
reading, and writing (Depdiknas, 2003: 6). Speaking is the crucial elements in English language. Speaking skill is the art of communications and one of four
productive skill, that must be mastered in learning foreign language. Speaking skill is needed by the students for communication in the target language. According to Oxford Dictionary (2008, 426), speaking is the action of conveying information or expressing one’s feelings in speech. Mastering the art of speaking is the single most important aspect of learning a second or foreign language, and the success is measured in terms of the ability to carry out a conversation in the language (Fauziati, 2010:15).
According to Chaney (1998:3), speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contexts. There are components to master speaking skill, namely pronounciation, grammar, vocabulary, and fluency. According to Nunan (1991: 54-56), there are five principles of teaching speaking, as follows: be aware of the differences between second language and foreign language learning contexts, giving students to practice with both fluency and accuracy, providing opportunities for students to talk by using group work or pair work, and limiting teacher talk, planning speaking task that involve negotiation for meaning, designing classroom activities that involve guidance and practice in both transactional and interaction speaking.
the many aspect by using English language. So, they can to be students who have high competencies. This study aims to describe the implementation of teaching speaking in excellent program of MTs N 1 Surakarta in 2013/2014 academic year.
B. RESEARCH METHOD
This research is conducted in excellent program of MTs N 1 Surakarta
in 2013/2014 academic year. This school is located at Jl. MT. Haryono 24 D Mangkubumen, Banjarsari, Surakarta. In this research the writer uses a
descriptive research. Descriptive method concerns with some natural realities in which the data collected are classified, analyzed, and interpreted (Surrakhmad, 1995: 139). Descriptive research is done to describe the natural condition and to describe the events. The aim of descriptive research is to get the information about the research itself and observes the relevant variables to make the result easier to understand.
The subjects of this research are the teacher of special program and students of the the eight grade of special program at MTs N 1 Surakarta in 2013/2014 academic year. The object of the research is teaching speaking at the eight grade for special program at MTS N 1 Surakarta in 2013/2014 academic year. Data of this resecah are the implementation of teaching speaking at special class, the problems faced by the teacher and students in speaking, the strategy used by the teacher in teaching speaking, and the method used by the teacher in teaching speaking. The instruments of this data are the field note, interview script, and syllabus. The data are taken from the result of teaching speaking in teaching-learning process. In this research, the sources of data are event, informant, and document. In this research, the writer uses three techniques in collecting data, there are observation,
C. RESEARCH FINDING AND DISCUSSION 1. Description of the school
The writer conducts the research at MTs N 1 Surakarta. This school is divided into three programs, fisrt, regular program, second, excellent program, and, third Islamic Boarding School Program. This school is located at Jl. MT. Haryono 24 D Mangkubumen, Banjarsari, Surakarta.
This school is categorized as SSN (Sekolah Standar Nasional). SSN is a school that implements national curriculum based on Standar Nasional
Pendidikan (SNP ).
2. The Implementation of Teaching Speaking in Excellent Program
The main purpose of carrying excellent program is to improve the
students’ quality in academic aspect based on national education. The
objectives of teaching speaking in excellent program of MTs N 1 Surakarta are to build the students communicative competence in speaking English and the students have to master all English language skill namely speaking, listening, reading, and writing.
The material in teaching speaking should be appropriate with the curriculum. There are several differences in materials at the excellent program and regular program. Excellent Program has 8 hours for learning English. There is 6 hours for the main English subject, that is focused on national examination and 2 hours for English curriculum development that is focused on speaking. In Excellent Program, the books used are English in Focus for Grade VIII Junor High School published by CV.
Putra Nugraha wrriten by Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma and Lembar Kerja Siswa entitled Wajar publeshed by CV. Graha Pustaka. The main book that is used has been completed
School-Level-based Curriculum or in Indonesian it is called Kurikulum Tingkat Satuan Pendidikan (KTSP).
The goal of syllabus in MTs N 1 Surakarta is used to guide the teacher in teaching-learning process. The syllabus that is used by the teacher is based on School-based Curriculum. The syllabus made by the teacher used in the excellent program is the same with regular program.
Both of them, made based on Curriculum Level-based Competences. The difference between syllabus used by regular and excellent program is in
the teaching materials. The teaching material in excellent program is more than in regular class. So, the teacher has to be more creative and
innovative to develop the material based on the students’ need and the
students’ competences.
3. The Method Used by the Teacher in Teaching Speaaking
Based on the observation of teaching learning in the class from 4 until 30 November 2013, the writer found that the teaching-learning process in the class runs well. The writer observes the class VIII PK 2 that consists of 23 students, they are 11 males and 12 females. The classroom is large and the facilities in the class are complete. The facilities are LCD, computer, speakers, white-board, and every student brings their laptop. The condition of the class is condusive, so the teacher can control the class.
Based on the observation, the writer concludes that the teacher uses the method namely Direct Method (DM), Communicative Language Teaching (CLT), and Grammar Translation Method (GTM). Direct Method is the method that emphasized on oral communication without translating to other languages. In this method, the spoken language is
and second observation. The second method that is used by the teacher in teaching speaking is Communicative Language Teaching (CLT). The
goal of this method is develop the students’ communicative competence.
The teacher helps the learners in any way that motivates them to work in the target language. This method emphasized on pronunciation and communication. The techniques of this method are using dialogue and
conversation. This method was implemented in third observation. In the last meeting, the teacher used Grammar Translation Method. This
method emphasized on reading and translating. 4. Problem Faced by the Teacher in Teaching Speaking
In teaching speaking, the teacher has problems when he teaches speaking class. The problem is the teacher difficulties in managing class. Most of the students have full time in their schedule. Most of the students feel tired and bored when they got a lot of task or material. In this reason, the teacher difficulties to raise up their ability to learn Englsih when they feel tired. Sometimes, the students do not pay attention with the material and they talk to each other. The other problem is the limited teacher time in speaking class. The teacher has 2x40 minutes a week to teach speaking. It means that the teacher just has one day for one meeting. It is difficult to teach speaking more, because there is the main English subject that has to teach for the students to prepare in national examination. Most of the students more concentrate in English subject. 5. Problem Faced by the Student in Learning Speaking
The students as the object in teaching-learning process have difficulties when learn English language especially in speaking. The difficulties are the different capabilities in receiving the material, the
6. The The Strategy to Solve the Problems Used by the Teacher
Based on the problems above, the teacher has some ways to solve the problems. The ways are, the teacher gives the students motivation to always keep their spirit, the teacher uses creative materials and uses simple materials, and the teacher uses different methods or techniques. The writer concludes that the three ways to solve the problems are effort
to of the teacher in teaching speaking. 7. Discussion
Teaching speaking English has important process to learn it. Learning Speaking English as the target language is important to the students because the students get more knowledge. Teaching-learning process are important role in the class, so the teacher has to create something new to build the students skill and students knowledge. The objective of teaching should be appropriate with the goal of education in standard competences. Teaching is education activity. Teaching helps someone how to do something and make them understand the new knowledge. Achieving new knowledge is the goal of teaching.
The objective of language teaching is to develop the students language competences in speaking, listening, reading, and writing. The learners should be capable of mastering four language skills: listening, speaking, reading, and writing skill (Depdiknas, 2003: 6). The objective of teaching language in excellent program of MTs N 1 Surakarta is to develop the students communicative commpetence in speaking English and mastering four language skill in academic competences.
The objective of teaching speaking for excellent program in MTs N
1 Surakarta is to build and develop the students’ skill in speaking, and
ability to make conversation in daily life, the writer concludes that the objective teaching speaking for excellent program in MTs N 1 Surakarta is appropriate to the goal of teaching speaking. The goal of teaching
speaking is to develop the students’ competencies in communicative
conversation in the language skill. Mastering the art of speaking is the single most important aspect of learning a second or foreign language, and the success is measured in terms of the ability to carry out a conversation in the language (Fauziati, 2010: 15).
The material is one of important parts in teaching, because the material influences the interest of students motivation to learn the
subject. Excellent program of MTs N 1 Surakarta uses two guide books which can help the students to understand the material. There are Lembar
Kerja Siswa (LKS) Wajar and English in Focuse for Grade VIII. Beside that, the teacher uses other materials from other sources to develop the material such as internet and other books that are appropriated to the material. Sometimes, the teacher uses game to change the materials, so the students can be more active and enjoy in the class. The material that is used by the teacher supports the students to improve their ability to speak in English language and to make the students more active in speaking.
The writer concludes that the material that is used by the teacher is appropriate with the ministry of education goverment that suggets to use Buku Sekolah Elektronik (BSE) book and Lembar Kerja Siswa (LKS).
Beside that, the material used by the teacher are creative and innovative, because the teacher should make the different material in every meeting. The other hand, the curriculum in excellent program should be used by teacher to develop the material based on standard competences.
The procedures in teaching speaking used by the teacher in excellent class are divided into three parts. The first is pre-speaking, whilst-speaking, and post-speaking. In pre-speaking, the teacher explains
specified (Fauziati, 2010: 15). Method is the parts of teaching learning method. Method can help the teacher to teach English clearly by the one step to another steps. They are a lot of methods that can be used by the teacher to teach the material. In excellent program of MTs N 1 Surakarta the teacher used three methods in teaching-learning process, namely Direct Method (DM), Communicative Language Teaching (CLT), and
Grammar Translation Method (GTM). However, the writer concludes that both of the method is effective method to teach speaking, not only in
speaking but also in grammar. The teacher uses different method in every meeting, so the students feel enjoy and not bored to learn it. Beside that, the teacher gives them motivation in learning English.
The next is technique. Tecnique is implementation which actually takes place in a classroom. It is a particular trick, strategy, or contrivance used to accomplish an immediate objective (Anthony (1965) in Fauziati, 2010: 17). The other words, teacnique is the classroom practice which is done by the teacher when presenting the materials. In excellent program of MTs N Surakarta 1, the techniques used by the teacher in teaching speaking are games, conversation, discussing, dialogues, role-play, movie and song. Those techniques are effective techniques to teach speaking because the students are more active in class and they can practice their ability when using English language. The teacher uses many tecniques in his class, it makes the students feel excited to learn and undesrtand the materials.
However, in teaching speaking, the teacher has problems when he teaches speaking class. The problem is the teacher difficulties in managing class. Most of the students have full time in their schedule.
minutes a week to teach speaking. It means that the teacher just has one day for one meeting. It is difficult to teach speaking more, because there is the main English subject that has to teach for the students to prepare in national examination. Most of the students more concentrate in English subject.
The students as the object in teaching-learning process have
difficulties when learn English language especially in speaking. The difficulties are the different capabilities in receiving the material, the
students’ low motivation to teach English, the students have full time in
their subject, and the students’ difficulties in pronunciation and vocabulary. Based on the problems above, the teacher has some ways to solve the problems. The ways are, the teacher gives the students motivation to always keep their spirit, the teacher uses creative materials and uses simple materials, and the teacher uses different methods or techniques.
The writer concludes that the three ways to solve the problems are effort to of the teacher in teaching speaking. Beside that, the teacher uses some media to make the class feel happy and fun. The facilities in excellent program of MTs N 1 Surakarta support the teaching-learning process such as LCD, AC, computer, speaker, white-board, ect. There are six important parts in teaching learning process, namely material, media, teacher, students, method, and evaluation. All those parts are appropriate in teaching speaking learning process at excellent program of MTs N 1 Surakarta.
D. CONCLUSION
The writer presents the conlcusion of the study about teaching
speaking to the excellent program of MTs N 1 Surakarta in 2013/2014 academic year. The objectives of teaching speaking in excellent program of
by the teacher to teach speaking in excellent program are English Work Book entitled Wajar and English textbook entitled English in Focus for Grade VIII. The teacher uses interesting methods. The methods used by the teacher in teaching speaking of excellent program are Direct Method (DM), Communicative Language Teaching (CLT), and Grammar Translation Method (GTM). The teaching procedures used by the teacher in teaching
speaking are divided into three parts namely pre-speaking, whilst-speaking, and post-speaking. In pre-speaking, the teacher explains the material, in
whilst-speaking, the teacher gives the main activity and the last in post-speaking, the teacher reviews the lesson. The teacher uses interesting technique such as games, group work, discussion, dialogue, and presentation.
There are two problems faced by the teacher in teaching speaking of excellent program at MTs N 1 Surakarta. The fisrt problem is the teacher difficulties in managing the students. The second problem is the teacher has limited time in teaching speaking. There are some problems faced by the students in speaking language. The fisrt is the different capability to receive
the material. The second is the students’ low motivation in learning speaking
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