1 ABSTRACT
Hidayati, Ryolita Nadya Vanisa. 2016. Role Play in Teaching Speaking at MTsN Takeran Magetan in Academic Year 2015/2016. Thesis, English Education Department Tarbiyah Faculty, State Islamic College of Ponorogo. Advisor Winantu K.S.A., M.Hum.
Key Words: Communicative Language Teaching (CLT), Role Play, Teaching Speaking.
Speaking is the important point in language teaching and speaking is the essential skill that must be mastererd by students. Many methods and techniques had mastered by teachers before they thought in reall class especially in teaching speaking. One of the appropriate technique in teaching speaking is Role Play.
Role play is a part of drama activity. Role play consideres in giving good impact to students‟ speaking skill, especially in MTsN Takeran Magetan.
The aims of this research are to describe role play that is applied in teaching speaking at MTsN Takeran Magetan in academic year 2015/2016, to investigate the problems that teacher faceup and the teacher efforts to overcome the problem.
This research was conducted qualitative research. The method of collecting data were observation, interview and documentation. The data were about the information of the applying Role Play in Teaching Speaking at MTsN Takeran Magetan and transcript of interview. The researcher applied some steps in analyzing are data by using Miles Huberman: covering data reduction, display and conclusion.
The result of the research are (1) The application of role play in teaching speaking at MTsN Takeran Magetan start from pre-activities, whilst-activities and post-activities. The teacher introduced role play, the way to play role play, invited students to do role play performance in front of the class, then evaluated students performance. (2) The problems that were faced by the teacher in teaching speaking are such lack of students‟ participation in communication practice, the fundamental basic especially mastering vocabularies of students is still poor, difficult to manage the class, then lack of book collections at the school that support English teaching and learning process. (3) The Teacher‟s solution to overcome role play‟s problem in teaching speaking are: overcome difficulties, encourage the students to use language productively and receptively and teacher indicator refer to asses students‟ fluency, situation of language learning in class and wifi interconnection to accsess authentic material.
In occasion, it can be concluded that role play is applied in teaching speaking.
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CHAPTER I INTRODUCTION
A. Background of the Study
Teaching and learning English consist of four language skills. They are listening, reading, writing and speaking. According to Harmer, four english skills are devided into two types. Receptive skill is a term used for reading and listening skills where meaning is extracted from the discourse.
Productive skills is the term for speaking and writing, skills where students actually have to produce language themselves.1 Those skills are crucial, but the most crucial is speaking. Speaking is an interactive process of constructing meaning that involves producing and receiving and process information.2 It means that speaking is a fundamental human behavior that people do not stop to analyze it unless there is something noticeable about it.
There are many English considered if speaking is the important point in language skill. As McDonough and Shaw argued that in many contexts, speaking is often this skill upon which the person judge „at face value‟. 3 In other words, speaking skill is the major criterion to judge the English students‟ competence are good or lack.
1Jeremi Harmer, The Practice of English Language Teaching(Fourth edition), (England:
Longman, 2002), 265
2 Kathleen M. Bailey and David Nunan, Practical English Language Teaching Speaking, ( New York: The McGraw Hill ESL/ELT Companies, 2005) 2
3 Jo MCDonough and Chistopher Shaw, Material and Methods in ELT: A Teacher Guide, (Cambridge: Blackwell Publisher, 1993), 151
According to the interview at 2 November 2015 with Mrs. Siti Choiriah, S.Pd, one of English teacher in MtsN Takeran Magetan, she said that students at the eight grade of MtsN Takeran Magetan especially in bilingual class have problem in speaking skill. Whereas, it is billingual class, usually billingual class can speak English well without simulation or technique from the teacher. But in fact, this class has different condition, the students are difficult to speak English well, they cannot make communication actively and spontaneousely with others. Moreover, she argued that the students are bored in speaking lesson if there is no stimulation from teacher. To overcome this situation there is an effective way that teaching speaking skill can be done through some various activities that can promote speaking skill. According Ms. Siti, we can choose one of the language teaching activities that are suitable with the level of our students. Another reason, Communicative Language Teaching method is appropriate method in teaching speaking at MTsN Takeran Magetan. Communicative Language Teaching method makes the students learn English enjoyable because many kind techniques applied through Communicative Language Teaching such language game, picture strip story, role play and etc.4 In this case one of Communicative Language Teaching state is role play. Role play is appropriate technique used in teaching speaking skill at MTsN Takeran Magetan. Because with role play the students more happily if speak English.
4 Look at transcript of interview code 00 in appendix as the result of this research
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Role play is defined a part of drama activity. In details, she described that there are three terms to cover the drama activities, they are mime (mimicry-memorization), role play and simulation.5 So, role play is a technique which involves fantasy or imagination to be someone else or to be ourselves in a specific situation for a while, improvising dialogue and creating a real world in scenario.6 It is aims are students encourage thinking and creativity, lets students develop and practice new language and behavioural skills in a relatively non- threatening setting, and can create the motivation and involvement necessary for learning to occur.
Role play technique is the way to teach speaking by setting up the students in the situations in pairs or groups. This means putting two or more students together and giving them a handout sheet, which they can, first, read and study, taking time to look-up unknown words and asking their friends about meanings and pronunciation. Then, give them a little more time to practice speaking, with everybody in the room reading aloud to get a feel for the role they will be playing and get used to the words sounds, phrases and the rhythm of the language.
By using the role play in teaching speaking, the students may improve their knowledge in speaking skill. On the other hands, they will be able to express their ideas or their feelings by using English,
5 Ayu Diyah Harni Susanti, “Using Role Play in Teaching Speaking”, (Thesis, Syarif Hidayatullah State Islamic University, Jakarta, 2007), 14
6 Achmad, The Use of Role-Play to Motivate Students to Speak: A Classrom Experience, PROSPECT Jurnal Humaniora, Sains. Pendidikan Dan Pengajaran, Vol. 1, No. 1, November 2012:1-8 ISSN 2302-6278.
furthermore; it will become an easy way for them in mastering English as an international language for international communication.
Furthermore, the reseacher chooses MTsN Takeran because MTsN takeran is the only one region MTs in Takeran Magetan and its school has billingual class. In addition, the English teacher in MTsN Takeran used Role Play in teaching speaking to encourage students speaking skill at billingual class.
Based on the description above, the reseacher takes a research entitle ”Role Play in teaching speaking at MTsN Takeran Magetan in Academic Year 2015/2016”
B. Research Focus
This research focused on teaching speaking technique, especially is role play. The object of this research is 8 Grade Students. They are 7 classes, actually in this research took VIIIA class. Because it is bilingual class and after the teacher used role play technique the students more active and communicative.
C. Statement of the Problem
1. How is role play applied in teaching Speaking of Eight Grade Students at MTsN Takeran Magetan in Academic Year 2015/2016?
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2. What are problems that are faced up in applying role play of Eight Grade Students at MTsN Takeran Magetan in Academic Year 2015/2016?
3. What does the teacher efforts to overcome that problems in teaching speaking of Eight Grade Students at MTsN Takeran Magetan in Academic Year 2015/2016?
D. Objectives of the Study
Concerning with the problem statements, this study has some objectives described as follows:
1. To describe role play that is applied in teaching speaking class of Eight Grade Students at MTsN Takeran Magetan in Academic Year 2015/2016
2. To define the problem that teacher face up in applying role play of Eight Grade Students at MTsN Takeran Magetan in Academic Year 2015/2016.
3. To define the teacher efforts to overcome in teaching speaking of Eight Grade Students at MTsN Takeran Magetan in Academic Year 2015/2016.
E. Significances of the Study
The researcher hopes the result of this study is a valuable one. It is expected to be any theoretically and practically. It is described as follow:
1. Theoretical significance
This research is expected to add some knowledge, how to know students speaking skill and hopefully to give the information and suggestion to the writer and English Teachers in teaching speaking English activity. The research project that is written by the writer is to support the teachers and to improve the students‟ speaking skill in using English language as the communication and interaction language by using the interesting methods that will engage the students to express their ideas, feeling and to get or share the information.
2. Practical significance a. Institution
This research is expected can support more progressive learning, more meaningful, also can find a better in teaching learning method, especially about students speaking skill to a successful in their study.
b. Teacher
For teacher this research is expected to add some knowledge and some references for them. In their duty to lead their students and motivates their students to reach a successful in their learning especially in English.
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c. Writer
The result of this research is expected to add the writer‟s knowledge and experiences about role play in teaching speaking.
F. Research Methodology
This part is the research methodology used in this study. The existence of the research methodology has a good of guiding in the research in order to work systematically. The research methodology covers a set of research activities conclude by researcher. It involves Research Design, Researcher‟s Role, Research Setting, Data Sources, Technique of Collecting Data, Data analysis, Verification of Data Validity, and Research Procedure.
A. Research Design
This research applied a qualitative research. Qualitative research is conducted through an intense or prolonged contact with a field or lifesituation. These situations are typically banal or normal ones, reflective of the everyday life of individuals, groups, societies and organization.7
The purpose of research design was to guide the researcher in conducting the research activities. In this research applies qualitative approach. Creswell stated that qualitative approaches to data collection,
7 Matthew B Miles and Michael Huberman, An Expanded Sourcebook Qualitative Data Analysis, (California: Sage Publication, 1994), 6
analysis, interpretation, and report writing differ from the traditional.8 It means that qualitative research used to observe condition that the researcher as a key instrument.
According to Denzin and Licoln, qualitative research is a situated activity that locates the observer in the world. It consists of interpretive, material practices that makes the world visible. These practice turn the world into a series of representations including field notes, interviews, conversations, photographs, recordings and memos to the self. At this level, qualitative research involves an interpretive, naturalistic approach to the world. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or to interpret, phenomena in terms of the meanings people bring to them.9
In qualitative research, researcher will find some problems, and try to compare it with theory. For qualitative research, as indicated earlier, the researcher him or herself is an instrument, observing action and contexts, often intentionally playing a subjective role in the study, using his or her own personal experience in making interpretations.10
Moreover some qualitative work is aimed at developing disciplinary knowledge, while other work has a much more applied
8 John Creswell. Research Design: Qualitative, Quantitative and Mixed Method Approaches. Third edition. (London. Sage Publication.2009), xxiv
9 Jane Ritchie and Jane Lewis, Qualitative Research Practice: A Guide for Social Science Students and Researchers. (London: SAGE Publications 2008), 3
10E. Stake Robert. Qualitative Research Studying How Things Work, (New York London:
The Guilford Press 2010), 20
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orientation (e.g. in the field educational evaluation and may even take the form of action research.)
There are five kinds of qualitative research, narrative research, phenomenology, grounded theory, ethnography and case study. This research is case study research. It means that this research phenomena or case happened in some place and time.11
Case study research is a special kind of qualitative work that investigates a contextualized contemporary (as opposed to historical) phenomenon within specified boundaries, Merriam (1998) offers examples of such bounded phenomena in education: “a program, an event, a person, a process, an institution, or a social group”. Defining the boundaries or specifying the unit of analysis is the key decision point in case study design.12
A case study is empirical enquiry that investigates a contemporary phenomenon within is real-life context; when the boundaries between phenomenon and context are not clearly evident; and which multiple sources of evidence are used.13
11 J. Amos Hatch, Doing Qualitative Research in Educational Setting, (New York: State University of New York Press, 2002), 20
12 Ibid., 43.
13 David Nunan, Research Method in Language Learning, (New York: Cambridge University Press, 1992), 76
B. Researcher’s Role
Creswell said, “The characteristic of qualitative research is researcher as key instrument”.14 It means that researcher has a role as an actor and data collector. Qualitative researcher collect data themselves through examining documents, observing behavior or interviewing participants.
In this research, the data is collected naturally by observing the role play in teaching at Eight grade students of MTsN Takeran in Academic Year 2015/2016. The researcher plays a role an documentation and interviewer to collect and analyze data.
C. Research Setting
This research toke place at MTsN Takeran Magetan. It is located at Takeran Magetan. Researcher chose this school for some reasons:
a. This school is only one region MTs in Takeran Magetan.
b. MTsN Takeran Magetan has billingual class.
c. The teacher used Role Play to teach speaking.
D. Data Sources
Data source in the research are the subject where the data and information to be found.15 In scientific research, data play in important role. The data are information from observation; interview and
14John Creswell. Research Design: Qualitative, Quantitative and Mixed Method Approaches. Third edition. 175
15John Creswell. Educational Research: Planning, Conducting, And Evaluating Quantitative and Qualitative Research , (Upper Saddle River, NJ: Pearson, 2005), 201
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documentation. Data are used to answer the research problem. It this research, the data sources were:
a. Primary data are data that are collected for the specific research problem at hand, using procedures that fit the research problem best. On every occasion that primary data are collected, new data are added to be existing store of social knowledge.16 In this research, the primary data in this research was teacher‟s transcript of interview to gain teachers‟ problem and solution to overcome that problems.
b. Secondary data are data that gathered and maintained by others.17 In this research the secondary sources were including documents taken from books or webpage resources related to research problem.
E. Technique of Collecting Data
In this research, researcher used interview and documentation to collect data.
a. Observation
Observation is method of collecting data that apply a direct communication between researcher and informant. Here, the researcher does not participate in activities at the setting.
He or she looks at the scene literally or figuratively through a
16. Joop J.Hox and Hennie R.Boeije. “Data Collection, Primary vs. Secondary”, Ensyclopedia of Social Measurement, Vol. 1, (Netherland,2005), 593
17. Piet Daas and Judit Arends-Toth, Secondary Data Collection, (Netherland:Statistics Netherland, 2012), 4
one way mirror.18 Here, researcher researched the phenomenon directly.
In qualitative research, Marshall and Rossman said that observation is a fundamental and highly important method in all qualitative inquiry. It frequently referred to as field note- detailed, nonjudgmental, concrete descriptions of what has been observed.19
Based on the statement above, it can be concluded that observation is a kind of methods for collecting data used to observe phenomenon while it is happening and to gather data from the subject of research.
In this research, the observation was applied role play in teaching speaking at MTsN Takeran Magetan in academic year 2015/2016.
b. Interview
Interview is a method for collecting data. The researcher may obtain information by asking question to get some answer about what the researcher wants to know. In interview, the researcher conduct to face to face interviews with participants, interviews by telephone or engage in focus group interview
18 Robert C. Bogdan & Sari Knopp Biklen, Qualitative Research for Education an Introduction to Theory and Method, (United state of America: Allyn and Bacon, 1992), 88
19 Catherine, Designing Qualitative Research, (California: Sage Publication, 2006), 3.
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with six to eight interviewees in each group.20 It means that interview is a conversation between interviewer and interviewee with a purpose to get some information. The researcher interviewed the information such as English teacher of MTsN Takeran Magetan to give real information about the applying role play in teaching speaking to the Eight Grade students of MTsN Takeran Magetan, the problems and solutions.
c. Documentation
Documentary involves the study of existing document, either to understand their substantive content or to illuminate deeper meanings which may be revealed by their style and coverage. The may be public documents like media report, government paper, or publicity materials, procedural documents like minutes of meetings, formal letters or financial account, or personal documents like diaries, letters or photographs.21
The research also used documentation to collect the data.
The documentation were in term of transcript of interview and photos.
20 John Creswell. Research Design: Qualitative, Quantitative and Mixed Method Approaches. Third edition, 214
21 Ibid., 35.
F. Data Analysis
Data analysis is a systematic search for meaning. It is a way to process qualitative data so that what has been learned can be communicated to others. Analysis means organizing and interrogating data in ways that allow researchers to see patterns, identify themes, discover relationship, develop explanations, make interpretations, mount critiques or generate theories.22
Qualitative data analysis consists of three current flows of activity: data reduction, data display, data verification. There are clear explanations about data analysis process of this research:
a. Data Reduction
Data reduction is a stage of summarizing, classifying and focusing on essential things. In this stages, researcher needs to separate the accurate data from the inaccurate ones. Through data reduction, researcher may focus on the data that will be analyzed.
Data reduction is not something separate from analysis. It is part of analysis. Data reduction is a form of analysis that sharpens, sort, focuses, discard and organizes data in such a way that final conclusions can be drawn and verified. Qualitative data can be reduced and transformed in many ways: through selection, through summary or
22 J.Amos Hatch. Doing Qualitative Research in Education Setting, 148
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paraphrase, through being subsumed in a larger pattern and so on.23
In this stage, the researcher is concentrating in how is Role Play applied in Teaching Speaking at MTsN Takeran Magetan, identifying the problems and teacher‟s solution in applying Role Play.
b. Data Display
Data display means a visual format that presents information systematically so the researcher can draw conclusion and take needed action.24 So, data display is a stage of organizing the data into patterns of relationship.
The data display can make the collected data easier to be understood. In this stage, data display presented in narrative text and matrix of interview about the applying of Role Play in Teaching Speaking, problem that teacher faceup and the teacher overcome.
c. Conclusion Drawing and Verification
Drawing conclusion and verification normally appear in what we call an analytic text or narrative.
Analytic narrative draws attention to the features of the displayed data and makes sense of them, knitting them
23 Matthew B.miles & A.Michael Huberman, Qualitative Data Analysis Second Edition, (London New Delhi:Sage Publication, 1994), 11
24 Matthew B. Miles et. all, Qualitative Data Analysis a Methods Sourcebook 3rd Edition, (Washington DC: SAGE), 108
together and permitting the analyst to draw conclusions and add interpretations.25
In this stage, the researcher drawn conclusions and added interpretations about the application of Role Play in Teaching Speaking, problem that teacher faceup and the teacher overcome.
G. Verification of Data Validity
In qualitative research, the credibility of data is verificated using diligence observation and triangulation. The diligence observation in this study is doing intensive observation toward collecting data about role play in teaching speaking at MTsN Takeran Magetan.
Triangulation involves the use of different methods and sources to check the integrity of or extend, inferences drawn from the data. It has been widely adopted and developed as a concept by qualitative researchers as a means of investigating the convergence of both the data and the conclusions derived from them.26 . If themes are established based on converging several sources of data or perspectives from participants, then this process can be claimed as adding to the validity of the study.27
H. Research Procedure
There are four procedures in this research as follow :
25 Ibid., 117.
26 Jane Ritchie and Jane Lewis, Qualitative Research Practice: A guide for Social Science Students and Researchers.( London: SAGE Publications 2008), 43
27John Creswell. Research Design: Qualitative, Quantitative and Mixed Method Approaches. Third edition, 91
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1. Pre research phase
This procedure includes arranging the research plan, choosing the field of the research location, organizing permission, observing preparing instrument, and something that related research ethic.
2. Application
This procedures involves understanding the research preparation, entering the field, and interact with the subject while collecting data.
3. The data analysis
This process include analyzing data along and after collecting data
4. Research report
It includes reporting the result of the research in a form of thesis.
G. Organization of the Thesis
The organization of thesis is given to make the reader understand the content of the thesis. This research report will be organized in five chapters, interact each other. They are:
CHAPTER 1: INTRODUCTION. This chapter introduces the whole of the research that involves: background of the study, research focus, statement of problems objectives of the study, significances of the study, research methodology and organization of the thesis.
CHAPTER II: REVIEW OF RELATED LITERATURE. This chapter applies the used theory as the frame work in conducting the research. It involves the theory of speaking, speaking skill, teaching speaking, language teaching method, and Communicative Language Teaching method.
CHAPTER III: RESEARCH FINDING. This chapter contains the general data of role play in teaching speaking at MTsN Takeran Magetan. It involves the reason of role play apply in teaching speaking, the problem that teacher face up in applying role play, and the teacher does to overcome in teaching speaking by using role play.
CHAPTER IV: DISSCUSSION. This chapter contains data analysis of role play in teaching speaking at MTsN Takeran Magetan.
CHAPTER V : CONCLUSION. This chapter consists of conclusion of the research discussion and recommendation
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REVIEW OF RELATED LITERATURE
This section presents review of related literatures used in this study. The views of related literature have a goal in providing information concerned with the research problems. The researcher chooses some literatures; speaking, speaking skill, language teaching method, and Communicative Language Teaching method.
1. Theoretical background
This chapter, the researcher presents review of literature is used in this study. The reviews of literature have a purpose to give information that concerned with this research problem, including speaking, speaking skill, language teaching method, and Communicative Language Teaching method.
A. Speaking
As the reseacher wrote in the first chapter, there are four skills in learning English language and the most important one is speaking.
Speaking is the essential skill from any other language skill that must be mastererd by students. As Richard, speaking is one of the central element of communication.28 In other word speaking is fundamental human behavior to communication with others. Indeed, the following explain about speaking clearly.
28 Jack C. Richards and Willy A. Renandya, Metodology in Language Teaching, (United States of America: Cambridge University Press, 2002), 210
a. Definition of Speaking
Everyday, we need to interact with others. Somehow, interaction cannot separate from speaking activities. The interaction used to show our felling, sense, situation,mideas, etc. Speaking is one way to interact with others, according flores in Khatleen M. Bailey book, Speaking is an interactive process of constructing meaning that involves producing and receiving and process information.29 Here, delivery of information is the aim of speaking. Good information is easy to understand. So, the participant can receive, produce and process the information.
Brown stated that “speaking is oral interaction when participants need to negotiate meaning in ideas, feeling and information and manage in term of who is to what, to what about what”.30 In this case, the participant must know the aim of their interaction. Between ideas, felling and informationneed to negotiatebthe meaning. Finnaly, participant can interact to other clearly. Here, participant involve the speakier and listener where their aims are to deliver the information or intention during the conversation. When people start to speak, it means they want to deliver or share their ideas to the others.
b. Speaking Skill
Having the skill in speaking is very important, it is required by human being to build social interaction with other. Speaking skill is used to express their ideas and to communicate to other people. Most
29 Kathleen M. Bailey and David Nunan, Practical English Language Teaching Speaking, ( New York: The McGraw Hill ESL/ELT Companies, 2005), 2
30 H Douglas Brown, Teaching the Spoken Language, (New York, Cambridge, 1983), 25
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students still get hard to be good speakers, because speaking is productive skill to build speakers‟ have a good speech.31
According Savignon, in Khatleen book, in language teaching we often talk about the four language skill (listening, speaking, reading and writing) in term of direction and modality, Language generated by the learners (in their speech or writing) is considered productive and language directed at the learners (in reading and listening) is known as receptive language. Speaking is productive skill. Speaking refers to produce systematic verbal utterances in order to convoy meaning.32 In speaking skill, there are some components that recognized in analysing of speech process. They are pronounciation, grammar, vocabulary, fluency and comprehension.
Speaking skill is the ability to use the language in oral form. In junior and senior high school, this skill is given in limited to stimulate the ability in producing a simple conversation on some subject (e.g.
expressing regret, gratitude, agreement, offer, etc). Through simple conversation the students will be familiar in using English Language.
c. Component of Speaking 1. Pronounciation
Another element of speaking skills is „pronunciation‟.
It is the way for students to produce clearer language when they speak. It deals with the phonological process that refers
31 Kathleen M. Bailey and David Nunan, Practical English Language Teaching Speaking, 2
32 Ibid., 2.
to the component of a grammar made up of the elements and principles that determine how sounds vary and pattern in a language. Correct pronunciation of individual sounds and words make the listener able to hear and distinguish the words we are saying. In this case, there are two features of pronunciation: segmental and supra-segmental features.
Segmental features include vowels and consonants, while supra-segmental features refer to stress andintonation. Thus, recognizing all English vowels, consonants, stresses, and intonations are very important for helping to produce correct sounds on both single words and combinations of words, like phrases, clauses, and whole sentences either in dialogues or in monologues.33 So, pronounciation is how the word, phrase, sentences used in communication. When speaker says, he/she will give an emphasis to certain words suitable with pronounciation. For example, the symbol on the e’s in resume. It means that the emphasize of the word is located on the e.
2. Vocabulary
The vocabulary is also important in speaking skills.
Large vocabulary should be improved in order that the words might be used appropriately. One cannot
33 Andi Tenri Ampa et.all, ”The Students’ Needs in Developing Learning Materials for Speaking Skills in Indonesia“, Journal of Education and Practice ISSN 2222-1735 (Paper) ISSN 2222-288X (Online),2013, Vol.4, No.17, www.iiste.org
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communicate effectively or express their ideas both oral and written form if they do not have sufficient vocabulary, without vocabulary nothing can be conveyed.34 It means that vocabulary means the appropriate diction which is used in communication. Without having a sufficient vocabulary, one cannot communicate effectively or express their ideas in both oral and written form.
3. Grammar
If someone speaks English, the understanding of the English grammar should be paid attention in order that the utterances produced are grammatically correct, so that the listener understands those utterances.35 So, grammar structure of language that is to constructs the sentences through combine the word with set of it rules and grammar is one of factor that is influents the students speaking skill.
4. Fluency
Which is the ability to speak spontaneously and eloquently with no pausing and with absence of disturbing hesitation markers. It also refers to some aspects like responding coherently within the turns of the conversation, using linking words and phrases, keeping in mind a comprehensible pronunciation and adequate intonation
34 Ibid., 174.
35 Ibid., 174.
without too much hesitation.36 So, fluency is also important to speak English well. Because the features which give speech the qualities of being natural and normal, including native, like of pausing, rhythm, intonation, stress, rate of speaking, and use of interjections.
5. Accuracy
Accuracy it refers to the mastery of phonology elements, grammar and discourse. It also refers to the linguistic competence that deals with the correction of the utterances to get a correct communication.37 It means, an important thing for teachers to understand the complexities of learner face when they are speaking English.
So, the students have good and development speaking skill, if they have used speak English with good pronounciation, selecting the correct words, as well as using grammatical patterns. They also must balancing accuracy and fluency when they are speaking English. Because both of them are works the rules before, such as: the students must use pronounciation, selecting the word, and using gramatical rules accurately and fluidly.
36 Rais Ahmed Attamimi, ”Effectiveness of Cooperative Learning in Enhancing Speaking Skills and Attitudes towards Learning English”, International Journal of Linguistics ISSN 1948- 5425 2014, Vol. 6, No. 4, http://dx.doi.org/10.5296/ijl.v6i4.6114
37Ibid ., 32.
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d. Kinds of Speaking activity
According to Kayi in Journal of Education and Practice there are some activities to promote speaking as follows:
1. Group interaction
The aims of Group interactionis to help the English language learning classroom enjoy practicing speaking in English, use interactive strategies to help students build fluency when speaking, spend time talking about favorite topics and practice as a group, so that the class feels more interesting. It also leads a discussion on favorite movies to everyone, gives every student the chance to retell the story in his own words.
They may need time to organize their thoughts and check pronunciations of uncommon words, and the story-telling should be easy with familiar tales.38
2. Discussion
„Discussion‟ is one of the activities in practicing the speaking skills. It may help the students think about what happened during the lesson and to draw lessons that they can apply in other contexts. It also gives the students opportunity to discover for themselves the importance of human right values, to propose ways of actually living according to these values.
38 Andi Tenri Ampa et.all, ”The Students’ Needs in Developing Learning Materials for Speaking Skills in Indonesia“, Journal of Education and Practice ISSN 2222-1735 (Paper) ISSN 2222-288X (Online),2013, Vol.4, No.17, www.iiste.org
The discussion also encourages to fully participate by giving them the opportunity. The aim is to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Here the teacher can form groups of students and each group works on their topic for a given time period, and present their opinions to the class.39
3. Dialogue
Dialogues may also be used to practice speaking skills. It helps the students practice in speech, pronunciation, intonation, and stress. In „dialogue‟, the students ask and response questions to reach new levels of understanding. They inquire together to make their thinking processes, rather than assuming that they automatically know what is intended. They inquire to learn, rather than to make points or to confirm their own assumptions. Therefore, using dialogue either shortor long in teaching speaking skills, the students are also motivated to practice and Have self-confidence to speak English.40
4. Role Play
Role play in the classroom involves students actively in learning process by enabling them to act in areal scenario. The teacher selects particular event or situation related to the topics of the study. The format of interaction can be varied depending
39 Ibid., 174.
40 Ibid., 174.
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on the time andresources available. The primary objective is to allow the learners to become actively involved in the learning process, which leads to better and deeper learning. Role playing is used in the learning process to provide participation and involvement in the learning process. It allows the learner to receive objective feedback about one's performance. Role playing can be used to diagnose interactive skills, to provide models and practice,and to motivate individuals to pay more attention to their interpersonal impact. One of its primary benefits is that it allows the learner to experience a real life situation in a protected environment. Role play has appeal for students because it allows the students to be creativeand to put themselves in another person‟s place for a while.41
5. Interviews
Conducting interviews with people gives students a chance to practice their speaking skills not only in class but also outside and helps them becoming socialized. Itconsists of a series of questions asked to determine and discover information.
After interviews, each student can present the results to the class.42
41 Ibid., 174.
42 Ibid., 174.
6. Reporting
„Reporting‟ activity may be conducted in training the students‟ speaking skills. The students are asked to report what they find or watch as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their dailylives before class.43
7. Presentation
Presentation is the other activities to develop speaking skills. The teachers may give the students opportunities to present information in class, for example, hold an informal show and tell day where everyone brings something from home to share with the class. Give the class notice make the students can prepare and practice ahead of time. Offer class time let them ask the teacher‟s questions on any particular words they need. Models for them, how and what the teacher want them do notmake shy students stand in front of the classroom.44
So, The following activities are also helpful in getting students to practice „speaking-as-a-skill‟.
e. Strategy to develop speaking skill.
According to hadfield there are some strategy to develop speaking as follows:
43 Ibid., 174.
44 Ibid., 174.
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1. Finding ideas
There are several way in which can help learners get over this problem of „I don‟t know what to say‟:
a. Provide some initial input in the form of a short reading passage or listening text on the topic. This will contain some useful vocabulary, and can get the students thingking around the topic and stimulate ideas.
b. Provide help with what to say. We can provide learners with role cards or information card which give them an outline or suggestions of what they can say. They can expand the ideas on the card, adding ideas of their own.
c. Set precise task. It helps if there is a goal or final ourcome rather than an open-ended discussion.
d. Break the task down. A general discussion question can seem daunting, but if you break it down into smaller question, this makes it easier for the learners.45
2. Developing confidence
Learners who are shy to speak in their own langauge may find it even more difficult in a nem langauge. We can help develop their convidence in several ways:
45 Jill Hadfield & Charles Hadfield, Introducing to Teaching English,(UK. Oxford University Press, 2008), 105-106
a. Give planning time. If learners are given time to have ideas and think out what they want to say, this will help them to feel more confident.
b. Let the learners warm up by sharing ideas in pairs before they have to speak in a gruop or to the class.
c. Use activities where everyone has to participate in order to achieve the outcome.
d. Build in repetition. Repeating something a second time will give the learners more confidence and fluency.46
3. Developing fluency
To develop fluency, learners need as much practice as possible. This means, organizing the speaking lesson to give them as much opportunity to speak as possible and getting learners to work in pairs and group rather than in teacher- student interaction. There are several ways to developing fluency:
a. Monitoring and feedback. It also means taking a back seat while they speak. Interrupting learners to correct them while they are speaking means that they will not get the chance to develop fluency.
46 Ibid., 106.
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b. Stretching language. This is important to help learners become more fluent speakers. Using English outside classroom, learners will not be in a predictable situation where language is selected and controlled.
c. Interacting. Learners interacting in pairs or group may need some help with typical language we use for turn- taking in coversation. They may need how to interupt politely, how to go back to an earlier point in the conversation and so on.47
So, with some strategy above it will supporting the learners to develop their speaking skill.
B. Teaching Speaking
Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance.
47 Ibid., 108.
a. Definition of teaching speaking
According to Nunan as quoted by Kayi (2006) teaching speaking is to teach English learners to:
. produce the English speech sounds and sound patterns.
. use word and sentence stress, intonation pattern and the rhythm of the second language .
. select appropriate words and sentences according to the proper social setting, audience, situational subject matter.
. organise their thoughts in a meaningful and logical sequence.
. use language as a means of expressing values and judgments.
. use the language quickly and confidently with few unneutral pauses, which is called fluency.
The above statements show that teaching speaking needs great effort as speaking English explores the learners‟ skills.
These skills cover grammar, pronunciation, choice of words, and organising their thoughts to use the language. In addition, teaching speaking needs strategies to motivate students to speak.
Harmer (1998) said: “...good speaking activities can and should be highly motivating. If all the students are participating fully- and if the teacher has set up the activity properly and can then give sympathetic and useful feedback they will get tremendous satisfaction from it. Many speaking tasks (role-playing,
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discussion, problem-solving etc.) are intrinsically enjoyable in themselves”.48
b. How to teach speaking
When teaching young learners we constantly have to keep in mind the fact that what we have in front of us is a mixed class with varied abilities, expectations, motivation level, knowledge and last but not least, different learning styles. Thus, we need to vary our approaches and offer as much opportunity as possible to make the whole class find a little something to hold on to, expand and grow.
Young learners are like sponges, they soak up everything we say and how we say it. Thus clear and correct pronunciation is of vital importance, since young learners repeat exactly what they hear. What has been learned at an early stage is difficult to change later on. One rule that applied here is slowly and steadily through constant revision and recycling. With the help of mixed activities, such as dialogues, choral revision, chants, songs, poems and rhymes, students speaking abilities grow, their pronunciation gets better and their awareness of the language improves.
When applying the above-mentioned tools into the teaching
48 Achmad, The Use Of Role-Play To Motivate Students to Speak: A Classrom Experience, PROSPECT Jurnal Humaniora , Sains. Pendidikan Dan Pengajaran, (online), Vol. 1, No. 1, November 2012:1-8 ISSN 2302-6278. http://repo.iain-tulungagung.ac.id
practice, what should be kept in mind is that interaction is an important way of learning. Therefore, increased oral emphasis should be included in our teaching to give the students as much speaking time as possible.49
Now many linguistics and ESL teachers agree on that students learn to speak in the second language by "interacting".
Communicative language teaching and collaborative learning serve best for this aim. Communicative language teaching is based on real-life situations that require communication. By using this method in ESL classes, students will have the opportunity of communicating with each other in the target language. In brief, ESL teachers should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote oral language. This can occur when students collaborate in groups to achieve a goal or to complete a task.50
c. Teaching Techniques
There are thirteen techniques that can be fruitfull to improve speaking activites. They are :
49 Ayu Diyah Harni Susanti, “Using Role Play In Teaching Speaking”, (Thesis, Syarif Hidayatullah State Islamic University, Jakarta, 2007), 8, https://saidnazulfiqar.files.wordpress.com
50 Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, The Internet TESL Journal, Vol. XII, No. 11, November 2006.
http://iteslj.org/Articles/Kayi-Teaching Speaking.html.
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1. Discussions
After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other about irrelevant things. For example, students can become involved in agree/disagree discussions. In this type of discussions, the teacher can form groups of students, preferably 4 or 5 in each group, and provide controversial sentences like “people learn best when they read vs. people learn best when they travel”. Then each group works on their topic for a given time period, and presents their opinions to the class. It is essential that the speaking should be equally divided among group members. At the end, the class decides on the winning group who defended the idea in the best way. This activity fosters critical thinking and quick decision making, and students learn how to express and justify themselves in polite ways while disagreeing with the others. For efficient group discussions, it is always better not to form large groups, because quiet students may avoid contributing in large groups. The group members can be either assigned by the teacher or the students may determine it by themselves, but groups should be rearranged in every discussion activity so that students can work with various people and learn to be open to different ideas. Lastly, in class
or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on.51
2. Role Play
One other way of getting students to speak is role-playing.
Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984).52
3. Simulations
Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on. Role plays and simulations have many advantages. First, since they are entertaining, they motivate the students.
Second, as Harmer (1984) suggests, they increase the self-confidence of hesitant students, because in role play and simulation activities, they will
51 Ibid., 20.
52 Ibid., 20.
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have a different role and do not have to speak for themselves, which means they do not have to take the same responsibility.53
4. Information Gap
In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. These activities are effective because everybody has the opportunity to talk extensively in the target language.54
5. Brainstorming
On a given topic, students can produce ideas in a limited time.
Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristics of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.55
6. Storytelling
Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students
53 Achmad, The Use Of Role-Play To Motivate Students to Speak: A Classrom Experience, PROSPECT Jurnal Humaniora , Sains. Pendidikan Dan Pengajaran, (online), Vol. 1, No. 1, November 2012:1-8 ISSN 2302-6278. http://repo.iain-tulungagung.ac.id
54 Ibid., 3.
55 Ibid., 3.
express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening. In this way, not only will the teacher address students‟
speaking ability, but also get the attention of the class.56 7. Interviews
Students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class.57
8. Story Completion
This is a very enjoyable, whole-class, free-speaking activity for which students sit in a circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped.
56 Ibid., 3.
57 Ibid., 4.
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Each student is supposed to add from four to ten sentences. Students can add new characters, events, descriptions and so on.58
9. Reporting
Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.59
10. Playing Cards
In this game, students should form groups of four. Each suit will represent a topic. For instance:
1. Diamonds: Earning money
2. Hearts: Love and relationships
3. Spades: An unforgettable memory
4. Clubs: Best teacher
Each student in a group will choose a card. Then, each student will write 4-5 questions about that topic to ask the other people in the group.
Example:
If the topic "Diamonds: Earning Money" is selected, here are some possible questions:
Is money important in your life? Why?
What is the easiest way of earning money?
58 Ayu Diyah Harni Susanti, “Using Role Play In Teaching Speaking”, (Thesis, Syarif Hidayatullah State Islamic University, Jakarta, 2007), 11
59Ibid ., 11.
What do you think about lottery? Etc.
However, the teacher should state at the very beginning of the activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production. Rather, students ask open-ended questions to each other so that they reply in complete sentences.60
11. Picture Narrating
This activity is based on several sequential pictures. Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating.61 12. Picture Describing
Another way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture. For this activity students can form groups and each group is given a different picture. Students discuss the picture with their groups, then a spokesperson for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills.62
13. Find the Difference
For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football
60Ibid ., 11.
61Ibid ., 11.
62 Ibid., 11.
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and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures.63
C. Language Teaching Method
Method very needed in teaching and learning process, teching method set of procedures which teachers are to follow in the classroom.
According David Nunan, A language teaching method is a single set of procedures which teachers are follow in the classroom. Methods are also usually based on a set of beliefs about the nature of language and learning.
For many years, the goal of langauge pedagogy was to “find the right method”-a methodological magic formula that would work for all learners at all times. Method contrast with approaches, which more general, philosopical orientations such as Communicative Language Teaching (CLT) that can encompass a range of different procedures.64
Based on definition above, method is very need in teaching and learning process. One of method is Communicative language teaching (CLT).
D. Comminicative Language Teaching (CLT)
Freeman purpose a communicative language teaching aim broadly to apply the theoretical perspective of communicative approach by making communicative competencethe goal of language teaching and by
63 Ibid., 12.
64 David Nunan, Practical English Language Teaching, (McGraw-Hill,International Editor 2003), 5
acknowledging the independence of language and communication. 65 So, the reseacher will discuss about CLT.
1. Definition of CLT
A major strand of CLT centres around the essential belief that if students are involved in meaning-focused communicative task, then
„language learning will take care of itself‟, and that plentiful exsposure to language in use and plenty of opportunities to use it are vitally important for students development of knowledge and skill.66 It means that activities in CLT typically involve students in real or realistic communication, where the succesful achievement of the communicative task they are performing is at least as the accuracy of their language use.
Communicative Language Teaching (CLT) is one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspect of language.67 It means using procedures where learners work in pairs or groups employing available language resources in problem solving task.
Basede on definition above the writer states that CLT is one of methods which design to help english learners to use the target language for daily communication that can improve the students knowledge and skill especially in speaking skill.
65 Diane Larsen-Freeman. Techiques and Principles in Language Teaching,(UK: Oxford University Press, 2000), 121
66 Jeremi Harmer, The Practice of English Language Teaching,(Fourth edition), (England: longman, 2002), 69
67 Jack C. Richards and Theodore S. Rodgers, Approach and Methods Language Teaching, (New York: Cambirge University Press, 2001), 155
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2. The Puprose of CLT
Freeman clasifies the goal of CLT is to enable students to communicate in the target language. To do this students need knowledge of the lingustic form, meaning and function.68 It means, the students must be able to choose from among these the most appropriate form, given the social context and the roles of the interlocutors. Then students must be able to manage the process of negotiating meaning with their interlocutors.
Communication is a process, knowledge of the form of language.
According to hymes in Richards book, the goal of the communicative language teaching is to develope communicative competence. In his view, a person who acquires communicative competence acquires both knowledge and ability for language use with respect to;
1. Whether (and to what degree) something is formally possible.
2. Whether (and to what degree) something is feasible in virtue of the means of implementation available.
3. Whether (and to what degree) something is appropriate to relation in contextin which it useed and evaluated.
4. Whether (and to what degree) something is in fact done, actually performed and its doing entails.69
68 Diane Larsen-Freeman. Techiques and Principles in Language Teaching, 128
69 Jack C. Richards and Theodore S. Rodgers, Approach and Methods Language Teaching, 159
