TEACHER’S STRATEGIES IN TEACHING SPEAKING TO
STUDENTS AT SECONDARY LEVEL
A Research Paper
Submitted to the English Education Department in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
By:
Agung Ginanjar Anjaniputra 0808476
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION
TEACHER’
S STRATEGIES IN TEACHING SPEAKING TO
STUDENTS AT SECONDARY LEVEL
Oleh
Agung Ginanjar Anjaniputra
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Agung Ginanjar Anjaniputra 2013 Universitas Pendidikan Indonesia
Maret 2013
Hak Cipta dilindungi undang-undang.
PAGE OF APPROVAL
TEACHER’S STRATEGIES IN TEACHING SPEAKING TO STUDENTS AT SECONDARY LEVEL
By
AGUNG GINANJAR ANJANIPUTRA
0808476
Approved by:
First Supervisor Second Supervisor
Prof. Dr. Nenden Sri Lengkanawati, M.Pd. Lulu Laela Amalia, S.S., M.Pd. NIP. 195111241985032001 NIP. 197504092007102001
Head of English Education Department
Faculty of Language and Fine Arts Education
Indonesia University of Education
ABSTRACT
This study is aimed at portraying teacher’s strategies in teaching speaking to students at secondary level and recognizing students’ response towards the strategies by involving an English teacher and a class of 22 students. In collecting the data, classroom observation and interview were conducted to identify the strategies of teaching speaking, and questionnaire was administered to the students to gain the data about their response towards the strategies under the umbrella of descriptive research. The result revealed that the strategies used by the teacher were cooperative activities, role-play, creative tasks, and drilling. In the meantime, students’ response towards the strategies resulted in positive attitude as they responded that the strategies helped them to speak, provided them with the presentation of material visually, motorically, and audibly, as well as concerned oral production of students whose participation was emphasized. Thus, it is suggested that teachers use strategies of teaching speaking in accordance with students’ characteristics and level of proficiency, and provide materials that involve students to be active by using various available media for the implementation of teaching speaking.
ABSTRAK
Penelitian ini bertujuan untuk menggambarkan strategi-strategi guru dalam mengajarkan speaking pada siswa-siswa di sekolah menengah dan mengetahui respon siswa terhadap strategi-strategi yang digunakan oleh guru, dengan melibatkan seorang guru Bahasa Inggris dan sebuah kelas yang terdiri dari 22 siswa. Dalam mengumpulkan data, observasi dan wawancara dilakukan untuk mengidentifikasi strategi-strategi dalam mengajarkan speaking, dan kuesioner dibagikan pada siswa guna memperoleh data mengenai respon siswa terhadap strategi-strategi tersebut berdasarkan penelitian deskriptif. Hasil penelitian ini menunjukkan bahwa strategi-strategi yang digunakan oleh guru tersebut adalah cooperative activities, role-play, creative tasks, dan drilling. Sementara itu, respon siswa terhadap strategi-strategi tersebut menghasilkan sikap positif sebagaimana siswa menanggapi bahwa strategi-strategi tersebut membantu mereka berbicara, menyajikan materi pembelajaran secara visual, motorik, dan dengan suara, dan juga mementingkan produksi lisan siswa yang partisipasinya ditekankan. Dengan demikian, diharapkan guru-guru menggunakan strategi-strategi pengajaran speaking dengan memerhatikan karakteristik siswa dan tingkat kecakapan, serta menyediakan materi-materiyang melibatkan siswa untuk aktif dengan memanfaatkan bermacam-macam media yang tersedia untuk penerapan pengajaran speaking.
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CHAPTER I INTRODUCTION
This section provides a brief description of the introduction to the area of
the research which comprises background of the research, statement of problems,
aims of the study, significance of the study, the scope of the study, and
clarification of key terms. At the end of this chapter, organization of the paper is
presented to give systematically clear view of the whole content of the research.
1.1 Background
The teaching of speaking is having high concern in many language
programs, which is due to the ever-growing needs for fluency of English. Given
the fact, teaching strategies cannot be denied as a factor influencing the teaching
outcome. Strategies employed to achieve the ability to write and speak would be
different because the goals of each skill are not the same. The former is
concerned with the ability to produce written language, whereas the latter mainly
focuses on producing oral language. Moreover, the strategies for teaching the
English skills should be made appropriate for each skill in order to attain the
expected outcomes. Regarding strategies for teaching speaking, it is ironic that,
based on experience of the researcher during studying in high school, most of
students of secondary school were not able to speak English. Furthermore, those
who graduated from secondary school do not have sufficient ability for English
(Nur, 2004; Renandya, 2004; as cited in Cahyono and Widiati, 2011). Therefore,
the portrayal of speaking-teaching strategies is going to be investigated.
The ability to speak is not influenced by a single factor, but a number of
factors. Those factors are linguistics knowledge, which consists of genre
knowledge, discourse knowledge, grammar, vocabulary, and phonology, and
extralinguistics knowledge, which includes topic and cultural background,
knowledge of the context, and familiarity with the other speakers (Thornbury,
2005). However, as the focus of speaking is to improve the oral production of
students, it is teachers‟ strategies to provide students a turn to speak. As Reiser
and Dick (1996) argue that teachers can use the different strategies of teaching to
achieve teaching-learning goals and objectives. This implies that it is teachers‟
responsibility to make students able to speak English by employing suitable
teaching strategies of speaking.
In addition, teachers have to choose the appropriate method and strategy
for students with different quality and quantity (Brown, 2001; Harmer 2001;
Harmer, 2002). Besides, teachers attempt to create good learning atmosphere to
make students experience the learning process by using both appropriate
materials and teaching strategies delivered by teachers. However, all teachers‟
endeavor to comply with students‟ needs has something to do with properly
selecting accurate teaching strategies.
In spite of any efforts made by teachers to use their entire competence,
master the materials, comprehend the aims, manage the programs, use method
infrastructure, teachers‟ strategies cannot be taken for granted because these
strategies play a crucial role. It is correspondingly asserted by Cole (2008) that it
is the teacher‟s role to provide effective plans/strategies in accomplishing
students‟ educational needs, whose general purpose is to be able to communicate
using the language being learnt.
The emergence of Communicative Language Teaching (CLT) interests
teachers and educators to make use of this approach because it has
“communication” as the main focus in the classroom. CLT, which is the most
current approach for teaching English to students of ESL (Richards and Rodgers,
2002), also enables students to receptively and productively engage in learning
process in order to gain communicative competence of second or foreign
language. Besides, it attracts researchers‟ attention to investigate the effect of
CLT implemented in classroom and to explore all about CLT, among others are
Littlewood (1981), Savignon (2002), Richards (2006), Chung and Huang (2009),
and Wei (2010). Seen from its role to facilitate communication, CLT seems to
originate Interactive Language Teaching in which speaking skill is considered as
the success of learning a language. One cannot say that a person masters a
language without having the ability to communicate verbally, since the aim of
learning a language is able to speak and language is viewed as a type of behavior
(Brown and Yule, 1999; Richards, 2008; Nation and Newton, 2009).
Given the facts that teacher‟s strategies are important to attain the lesson
objectives, which affect the teaching learning circumstances, and speaking skill
a language (Brown and Yule, 1999), these become the focus of the study.
Therefore, considering those explanations above, this research is conducted to
find out what strategies employed by the teacher in teaching speaking to students
of a senior high school in Sumedang and students‟ responses towards each
strategy.
1.2 Statement of Problem
In order to reach the purpose of the research, it is an obligation for the
researcher to give a rise to the problems which are going to be investigated.
Hence, the problems of the research are formulated as follows.
1. What strategies does the teacher employ in teaching speaking to students of
a senior high school?
2. How do the students respond to strategies employed by the teacher?
1.3 Aims of Study
Deriving from the title of the research, Teacher’s Strategies in Teaching
Speaking to Students at Secondary Level, and the research questions, the aims of
the study are listed as follows.
1. To portray strategies employed by the teacher in teaching speaking to
students of a senior high school in Sumedang.
2. To recognize how the students respond to strategies employed by the teacher
1.4 Significance of the Study
The study is important, especially for teachers, to provide clear view of
what strategies likely appropriate and proper in teaching speaking, alongside the
anticipation towards the emerging problems related to speaking skill so that the
implemented strategies are delivered efficiently to students. Besides, this
research enables teachers to selectively employ appropriate and proper teaching
strategies for students in a classroom. As for other researcher, it gives benefitable
information on teaching strategies in speaking implemented in the classroom in
order that they conduct further investigation in the future.
1.5 The Scope of the Study
Concerning the aims of the study, this research is limited to portray what
strategies used by the teacher and to find out students‟ response to the strategies
by involving only a teacher and a class of senior high school students.
1.6 Clarification of Key Terms
This research may generate some terms requiring clarification which can
bring about confusion and misunderstanding. To avoid such circumstances, the
terms will be elaborated in accordance with the research. Those terms are
teacher‟s strategies, teaching speaking, and Secondary level.
Strategy means various actions, behaviors, steps, activities, or techniques
that either teachers or students perform in the classroom (Brown, 2001,
cited in Volya, 2009), is „a combination of student activities supported by
the use of appropriate resources to provide particular learning experience
(process) and/or to bring about the desire learning (product)’.So teacher‟s
strategies in this context can be defined as any efforts made and employed
by the teacher in managing and organizing the classroom in order that the
teaching learning process may reach the objectives.
Teaching speaking is a process of giving lessons to students, in which the
objective is making and helping students speak English (Brown, 2001).
Teaching speaking in this study refers to the teaching of English skill where
speaking as the main skill is taught to achieve the objectives. The research
specifies that the students are EFL students, which English is taught and
used as foreign language in Indonesia (Lie, 2007).
Secondary level refers to schools or educational institutions above primary
school (Elementary School) and below tertiary school (University Level).
According to Lie (2007) and Holsinger and Cowell (2000), Secondary
school has the usual duration of studying between grade 7-12. Therefore,
secondary school for conducting the research can be Junior High School
(Sekolah Menengah Pertama) or Senior High School (Sekolah Menengah
Atas). However, this research is limited solely to involve Senior High
1.7 Organization of Paper
The paper entitled Teacher’s Strategies in Teaching Speaking to Students
at Secondary Level is presented into five chapters. Each chapter is broken down
into subtopics elaborating the topic being discussed. The next five paragraphs
introduce each chapter in detail.
CHAPTER I: INTRODUCTION
This chapter encompasses background of the research, statement of the problem,
aims of the study, significance of the study, the scope of the study, clarification
of key terms, and organization of paper.
CHAPTER II: THEORETICAL FOUNDATION
This chapter mainly discusses literature review related to this research,
explaining Communicative Language Teaching, Interactive Language Teaching,
the nature of speaking, the teaching of speaking, the criteria for speaking
activities, the strategies of teaching speaking, the characteristics of students at
secondary level, and related study previously conducted by experts.
CHAPTER III: RESEARCH METHODOLOGY
This chapter comprises formulation of problem, research site and participant,
research design, data collection technique, and data analysis.
CHAPTER IV: FINDINGS AND DISCUSSION
This chapter reports the findings and the discussion of the research containing
data which are gained through classroom observation, interview to teacher, and
CHAPTER V: CONCLUSION AND SUGGESTION
This chapter concludes the result of the research and suggests it to teachers as well
CHAPTER III
RESEARCH METHODOLOGY
This section discusses the methodical aspects of this research. It begins
with formulation of problems which represents the matters under investigation.
The second part relates to the participants involved and research site in this
research. The third part constitutes the research design to describe how the
research is carried out. The fourth part explains data collection techniques
through classroom observation, interview, and questionnaire. At last, it presents
the procedures to analyze the collected data.
3.1 Formulation of Problems
In order to reach the purpose of research, it is an obligation for the
researcher to formulate the problems which are going to be investigated. Hence,
the present study investigates the problems formulated as follows.
1. What strategies does the teacher employ in teaching speaking to students of
a senior high school?
2. How do the students respond to strategies employed by the teacher?
3.2 Site and Participant
In qualitative inquiry, it is important that the selection of site and
participants is not taken for granted, but decided on purpose to provide
2007). Since this research makes use of qualitative inquiry, some consideration
towards research site and participants are taken into account accordingly.
3.2.1 Research Site
The site of this research was proposed in one of state senior high schools
in Sumedang. There are some reasons for selecting this school as the research
site. The first one is that this senior high school is located in suburban area of
Sumedang. The result of this research can be useful for teachers teaching in such
area and for teachers in that school itself, to be representation of
English-speaking teaching. The second one is because of the accessibility of the school.
Although the school is considered to be a suburban school, it can be reached
easily, making it easier to cope with administrative matters for conducting
research in that school.
3.2.2 Research Participants
Along with the site of the research, the participants were involved in this
research. The participants of the research were an English teacher and a class of
students in the school. The teacher was chosen because he has taught English for
about fifteen years and is expected to have many experiences about English
teaching. In the meantime, a class of students to participate in this research was
selected from classes of the tenth graders. It is based on consideration that tenth
eleventh and twelfth graders that have been classified into Language Stream,
Natural Sciences Stream, and Social Science Stream (Lie, 2007).
3.3 Research Design
Relevant to the purpose of the study and the research question which are
aimed at exploring teacher’s strategies in teaching speaking and students’
response to the strategies employed by the teacher, the design of this study is
based on qualitative design, employing descriptive study. Hatch (2002) argues
that qualitative study is intended to explore reality about human behaviors within
naturally present settings and contexts. It is not based upon hypothesis, so there is
no interference in the form of control or treatment to the students as well as the
teacher but this research describes and investigates the situation as it is. As
asserted by Grimes and Schulz (2002:145) a descriptive study is “concerned with
and designed only to describe the existing distribution of variables, without
regards to causal or other hypothesis”.
In this research, neither the teacher nor the speaking teaching strategies are
investigated with interference in the form of control or treatment. Therefore, it
ascertains the suitability of descriptive study to achieve the goals of this research
as what this research deals with is describing its variables, teacher’s strategies in
teaching speaking and students’ response to it, which has nothing to do with
measurement to discover the effectiveness of one variable to another.
In order to be in line and consistent with research design employed in this
focus of the research is quality (Alwasilah, 2008). Rather than try to correlate one
variable with another or to measure an effect of one variable to another, this
research focuses on understanding a single phenomenon of interest, which is
teacher’s strategies in teaching speaking. Second, the aim is description, findings,
and understanding, which comprise the analysis of words or pictures to describe
central phenomenon under study instead of using statistics. The result may be
descriptions which entail themes or broad categories that represent findings to
provide crucial understanding about phenomenon under research (Fraenkel and
Wallen, 2006; Creswell, 2007; Alwasilah, 2008). The findings of this research
describe teacher’s strategies in teaching speaking as well as students’ response to
it and the themes are generated to understand this occurrence.
Third, the settings are natural, in which there is nothing such control and
treatment for subjects or variables of research, but rather within the context of its
natural occurrence (Hatch, 2002; Alwasilah, 2008). In this research, there was no
intervention from the researcher to the teaching of speaking as it is the teacher’s
obligation to decide speaking strategies to be used. Fourth, the sample is small
and purposive, meaning that the participants involved in collecting data do not
have to be large in number, but it is selected purposively in accordance with the
necessity of the investigation since researcher can gather as much information as
possible from any accounts (Fraenkel and Wallen, 2006; Creswell, 2007;
Alwasilah, 2008). This research involved a teacher and a class of students at
The last one, the data collection consists of researcher as the main
instrument (Hatch, 2002; Alwasilah, 2008). Researcher as the main instrument
implies that regardless of what instrument used for data collection, it is
researcher’s duty to collect the data through the instruments in use. In this
research, the data were collected through classroom observation, interview to a
teacher, and questionnaire to a class of students, which were conducted by the
researcher. As Hatch (2002) explains this notion, data for qualitative study are
collected through observation and interview by the researchers themselves. Even,
these data do not make any sense until they are processed using human
intelligence of the researchers. It points out the significant role of researchers in
qualitative works that all the data gathered cannot be meaningful to generate
findings and understandings of subject being studied unless the researchers are to
intervene in analyzing the data.
3.4 Data Collection Techniques
As data collection is carried on, researchers have to look back to research
questions to keep their observations on track. Wolcott (1995, as cited in Hatch,
2002) suggests that researchers keep in mind what their research is aimed at:
Try to assess what you are doing (that is, your participation), what you are observing, and what you are recording, in terms of the kind of information you will need to report rather than the kind of information you feel you ought to gather.
Therefore, in order to answer research questions, in collecting data, there
and questionnaire. The three data collection techniques are thoroughly presented
as follows:
3.4.1 Classroom Observation
The observation with video recording was administered four times to
answer the first research questions when the teacher teaches speaking as the skill
prioritized. It encompasses identifying teacher’s strategies in teaching speaking,
which make students speak up, problems faced by the teacher and how to deal
with it. The instruments used in this research were observation sheet, which was
adapted, developed, and translated from Brown (2001), and fieldnote to keep
details of what happen in the classroom. Hatch (2002) States that the goal of
observation is to understand the culture, setting, or social phenomenon being
studied from the perspectives of the participants. Conducting the observation
attempts to see something in the position of participants by listening to and
watching what they are saying and doing as observation can enrich data that
could not be attained through interview (Maxwell, 1996; Hatch, 2002; Moyles,
2002, as cited in Cohen, Manion, and Morrison, 2007). Thus, observation can
provide with ample data necessary to achieve the purpose of this research.
In undertaking the observation, the role of observer-as-participant
(Fraenkel and Wallen, 2006) was used to fill observation sheet and jot down
fieldnote about detail descriptions of what happens in the classroom. Before
undertaking classroom observation, some considerations of the steps were taken
obtaining the permissions necessary to get access to the research site beforehand;
2) keep in mind of what or who to observe; 3) ascertain observer’s role in the
observation. As aforesaid, the role of an observer-as-participant was taken since
there was no interfere to the teaching-learning process; 4) design an
observational protocol for recording notes in the field; 5) make a video-recording
of teaching-learning process (Creswell, 2007: 134-135). Following these steps
was intended to make sure whether or not the preparation for observation had
been set up.
3.4.2 Interview
To support the validity of data collection, interview was administered to
the teacher. The interview was developed to cover some questions about
teacher’s strategies. Interview is used as directive means of finding what people
are thinking, feeling, and doing (Given, 2008). In other words, it is intended to
know what happen to people. According to Cohen, Manion, and Morrison
(2007), interviews functions to look into participants’ experience and concern of
situations from their own point of view. For this reason, interviewing teacher was
supposed to avoid subjectivity of in answering the first research questions about
speaking teaching strategies used by the teachers.
A semi-structured interview (Given, 2008) was employed in this research
where it was planned to create a set of open-ended questions for the interview,
but additional questions to explore much more information needed from
was simultaneously carried out with audiotaping. Creswell (2007) and Given
(2008) mention taking audiotape while interviewing the participants has a
number of benefits. First, researchers are free to think creatively while the
interviews are taking place, in case making notes is needed.
In addition, tape-recording the interviews allows researchers to later
analyze interviewees’ statement thoroughly, comparing them with previous or
following statements and with the interviews given to others as well.
Furthermore, recording participants’ words ensures reliability of the data as the
whole data are recorded. As a result, audiotaping participants’ interviews make
researchers more assured that they are capturing “the true essence of
interviewees’ intents” (Given, 2008). Meanwhile, the interview consists of 7
questions which are specifically organized based on the following guideline.
Table 1
Guideline of the Interview
No Details Item number
1. Identifying teacher’s preparation in teaching speaking 1, 2
2. Identifying teacher’s strategies in teaching speaking 3, 4, 5
3. The problems faced by teacher in teaching speaking 6, 7
3.4.3 Questionnaire
The questionnaire was administered to the students to gain the data about
the teacher. It is a closed questionnaire and Likert-Scale comprising 35
close-ended statements. The statements were given in Bahasa Indonesia in order to
help the students express their thoughts and feelings more easily. The
respondents marked SS (Sangat Setuju) if they strongly agree, S (Setuju) if they
agree, RR (Ragu-Ragu) if they hesitate, TS (Tidak Setuju) if they disagree, and
STS (Sangat Tidak Setuju) if they strongly disagree. In the meantime, the
questionnaire was constructed based on some considerations about the attitude
towards English, the response towards lesson content, strategies, and the impact
of the strategies. The categorization of each statement is presented in the
2. Students’ response towards the materials
given in the teaching of speaking
4. Students’ response towards the impact of the
strategies.
30,31,32,33,3
Table 3
The Rating Scale Score of Questionnaire
Statement Strongly
Agree Agree Hesitate Disagree
Strongly Disagree
Positive 5 4 3 2 1
Negative 1 2 3 4 5
3.5 Data Analysis
Data analysis is very important to make sense of or to give meaning to the
data. It may come about simultaneously since researchers begin to undertake
data collection up until the purposes of the research are pursued and completed
(Denzin and Lincoln, 1998; Fraenkel and Wallen, 2006; Creswell, 2008). It
implies that data analysis is interrelated to data collection and considered as an
ongoing process throughout research investigation.
Having collected the data, several steps were undertaken to analyze the
data gained. The steps undertaken for data analysis were divided into three main
parts, which were analyzing video of classroom observation, analyzing interview
data from the teacher, and analyzing questionnaire data from students. The first
step to do before analyzing the data was to transcribe the data from classroom
observation (fieldnote and classroom interaction), and from interviews
administered to the teacher. The data from classroom observation and interview
with the teacher were then categorized into broader themes, which were intended
labeling the strategies; CA for cooperative activities, RP for role play, CT for
creative tasks, and DR for drilling. In the meantime, questionnaire administered
to the students was used to portray students’ responses towards speaking teaching
strategies employed by the teacher.
To analyze data, Denzin and Lincoln (1998) propose an interactive model
as this is an ongoing process throughout the whole investigation process,
containing three subprocesses: data reduction, data display, and conclusion
drawing/verification (Miles and Huberman, 1984, 1994, as cited in Denzin and
Lincoln, 1998). The procedures of data analysis can be illustrated as the figure
below:
Figure 1
Components of Data Analysis: Interactive Model
Adapted from Denzin and Lincoln (1998: 181)
DATA COLLECTION
DATA DISPLAY DATA REDUCTION
CONCLUSION
3.5.1 Data Reduction
Having gained the data from classroom observation, interviews, and
questionnaire gathered, data reduction was then conducted. Data reduction
functions to select the data essential and relevant to the study under investigation.
In reducing the data, coding process (Creswell, 2008) was employed to go for the
needed one, which, in turn, was useful in generalizing broad themes. This
reduction of data was carried out based upon research questions and purpose of
the research.
3.5.2 Data Display
Once the data was reduced, the next step to undertake was displaying the
data. According to Denzin and Lincoln (1998), data display can be presented in
the forms of “structured summaries, synopses, vignettes, networklike or other
diagrams, and matrices with text”. It enables researchers to give clear view of
what was happening and of what to do in further analysis as well as conclusion
drawing about its meanings. So, this step is on the point of interpreting the
condensed data by relating them to the central theme of research questions,
which generating the findings to answer research questions.
3.5.3 Conclusion Drawing and Verification
Having the data reduced and displayed, the last step was to draw and to
verify conclusion. Conclusion drawing and verification involve interpretation of
used in conclusion drawing as a part of coding process taken in the previous step
of analysis. The findings are processed here and compared with one data to
another. In this sense Denzin and Lincoln (1998) call it “Data Transformation”,
where data is condensed, clustered, sorted, and linked over time (See figure 3.1:
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This section provides conclusions and suggestions related to teacher’s
strategies in teaching speaking to students at secondary level and students’
response to the strategies employed by the teacher. Conclusions are formulated
from findings and discussions of the research, and suggestions are directed to
English teacher and further researcher.
5.1 Conclusions
Having investigated and portray teacher strategies in teaching speaking to
students at secondary level, and students’ response towards the strategies that the
teacher used, the following are conclusions derived from findings and
discussions of this research.
1. The strategies of teaching speaking that the teacher used were cooperative
activities which was employed in the first, second, and third observation,
creative task which was employed in the third and fourth observation, role
play which was employed in the first and second observation, and drilling
which was employed by the teacher in each observation conducted by the
researcher.
2. Students’ response towards the strategies used by the teacher reveal
positive attitude as they responded that the strategies helped them to speak,
audibly, as well as concerned oral production of students whose
participation was emphasized.
3. Students’ confidence are crucial to be built up in speaking activities so that
students, who were or were not accustomed to class performance, are
motivated to do their best and willing to perform. This implies that any
mistakes that students make do not destroy their confidence, instead
feedbacks and corrections enhance students enjoying the learning process.
4. The selection of material presented in speaking lesson is also vital in
achieving learning objectives. Materials which are contextual and related
to students’ daily life help them generate their existing knowledge to do
the task requiring new knowledge.
5. Integrating four skills of language in teaching speaking to students at
secondary level inevitably exists. The teaching of speaking does not solely
include speaking skill as the other skills of language are intertwined.
Before speaking, listening activity is necessary if new knowledge to be
delivered, even it is sometimes inevitable that reading and writing is
included in the teaching of speaking. However, from the very beginning, it
is decided that the expected output is oral production of students or
5.2 Suggestions
There are some suggestions which can be useful for English teachers and
further researchers. The suggestions, which are based upon findings of the
research, are as follows.
1. It is suggested that teachers use other strategies of teaching speaking in
accordance with students’ characteristics and level of proficiency.
2. Teachers are to provide interactive materials which involve students to be
active by using various available media for the implementation of teaching
speaking.
3. For another further research, it is important to make other attempt in other
three skills of language, listening, reading, and writing. Besides, further
research may portray the strategies of teaching speaking by comparing the
use of speaking strategies in urban and suburban areas. In addition to the
strategies in urban and suburban areas, further research may focus on
problems of the implementation of speaking teaching strategies in urban or
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