THE INSTRUCTIONAL PROCESS OF TEACHING SPEAKING
TO BILINGUAL STUDENTS AT SMP AL-AZHAR MEDAN
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
Raisa Siska Tanjung
Registration Number: 8126111029
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
THE INSTRUCTIONAL PROCESS OF TEACHING SPEAKING
TO BILINGUAL STUDENTS AT SMP AL-AZHAR MEDAN
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
Raisa Siska Tanjung
Registration Number: 8126111029
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
ABSTRACT
Tanjung, R. S. Registration Number: 08216111029. The Instructional Process of Teaching Speaking to Bilingual Students at SMP Al-Azhar Medan. A Thesis: English Applied Linguistics Study Program. Postgraduate School, State University of Medan. 2014.
ABSTRAK
Tanjung, R. S. Instruksional Proses Pengajaran Berbicara kepada Siswa Bilingual di SMP Al-Azhar Medan. Tesis: Program Studi Terapan Linguistik Bahasa Inggris, Sekolah Pascasarjana, Universitas Negeri Medan. 2014.
ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful to whom she would like to express her sincere gratitude. Praise to Allah, Allah the almighty, who has given her blessings health, strength and patience in the process of completing this thesis, so that she can finish her thesis as partial fulfillment of the requirement and purpose graduation degree of magister Humaniora.
This thesis would not also have been possible without the help of a great many people. First, in particular, the writer would like to express her gratitude to Prof. Hj. Tina Mariany Arifin, M.A., P. hD., who has gives her every bits suggestions and corrections especially with her close supervisions until this thesis is in its present form, second Dr. Didik Santoso, M. Pd., for the generous assistance, guidance, advice, and precious time they spent on supervising and guiding her.
Third, the writer would also like to express her gratitude to Prof. Dr. Busmin Gurning, M. Pd., the Head of English Applied Linguistics Program, Dr. Sri Minda Murni, M.Sc. as the secretary and Farid who have assisted her in the administration process required during the process of completing this study program. Special thanks to all lecturers of the English Applied Linguistics Program, State University of Medan who have delivered their valuable knowledge to her.
Thanks are due to her reviewers and examiners, Prof. Dr. Busmin Gurning, M.Pd., Dr. Zainuddin, M.Hum., and Dr. Eddy Setia, M.Ed., TESP for the valuable inputs to be inserted in this thesis.
with information for analyses of this study , particularly to Arihta Saragih, S.Pd., the English teacher and to the Headmaster, Drs. H. Agustono, M.A.
Finally, this piece of academic work is dedicated to her love and sincerest gratitude to her husband, Acil Muhammad, S.Si., her parents, H.Yusri Tanjung and Hj Darwilis, his brothers, and sister for their sincere and most reliable comfort, their love and support. And also for all her friends in A1 and A2 class to their cares and advices to the writer.
May Allah Bless us!
Medan, Agustus, 2014 The writer,
Raisa Siska Tanjung
TABLE OF CONTENTS
Page
ABSTRACT ...i
ACKNOLADGEMENT ...iii
TABLE OF CONTENTS ...iv
LIST OF TABLES ...vii
LIST OF FIGURES ...viii
LIST OF APPENDICES ...ix
LIST OF ABBREVIATIONS ...xi
CHAPTER I: INTRODUCTION ... 1
1.1 The Background of the Study ... 1
1.2 The Problems of the Study ... 5
1.3 The Objectives of the Study ... 6
1.4 The Scope of the Study ... 6
1.5 The Significance of the Study ... 7
CHAPTER II: REVIEW OF LITERATURE ... 8
2.1 The Instructional Process ... 8
2.2 Kinds of Instructional Process ... 10
2.2.1 ADDIE’s (2003) Model ... 11
2.2.1.1 Analysis ... 11
2.2.1.2 Design ... 11
2.2.1.4 Implementation ... 12
2.2.1.5 Evaluation ... 12
2.2.2 Dick and Carey’s (2001) Model ... 13
2.2.3 Kemp’s (1987) Instructional Design Model ... 15
2.3 The Teaching of Speaking ... 17
2.3.1 The Nature of Speaking ... 17
2.3.2 The Teaching of Speaking English ... 19
2.3.2 .1 Mechanics ... 21
2.3.2.2 Functions ... 22
2.3.2.3 Social and cultural rules and norms ... 22
2.3.3 The Role of The Teacher ... 23
2.3.3.1 Prompter ... 23
2.3.3.2 Participant ... 23
2.3.3.3 Observer... 24
2.3.4 The Role of The Students in The Instructional Process of Teaching Speaking... 24
2.4 The Instructional Process in Teaching Speaking ... 26
2.4.1 Setting up ... 26
2.4.2 Speaking Practice ... 27
2.4.3 Feedback ... 27
2.5 The Reasons of Choosing The Instructional Process ... 28
2.5.1 The Structural View ... 28
2.5.2 The Functional View ... 28
2.6 Bilingual and Bilingualism ... 31
2.6.1 Bilingual School ... 32
2.6.2 Bilingual Class ... 32
2.6.3 Bilingual Students ... 33
2.7 The Instructional Process of Teaching English to Bilingual Students ... 35
2.7.1 Analysis ... 35
2.7.2 Preparation ... 35
2.7.3 Implementation ... 36
2.7.4 Evaluation ... 36
2.7.5 Revision ... 37
2.8 Relevant Studies ... 38
CHAPTER III: RESEARCH METHOD ... 43
3.1 Research Design ... 44
3.2 Research Setting ... 44
33. Data and Data Resources ... 44
3.4 Technique of Data Collection ... 45
3.4.1 Observation ... 45
3.4.2 Interview ... 46
3.4.3 Documentation ... 46
3.5 Technique of Data Analysis ... 47
CHAPTER IV: DATA ANALYSIS, FINDINGS AND DISCUSSION ... 50
4.1 Data Analysis ... 50
4.2 The Instructional process ... 54
4.2.1 The Analysis ... 54
4.2.2 The Preparation ... 60
4.2.3 The Implementation ... 63
4.2.4 Evaluation / Assessment ... 67
4.2 Findings ... 74
4.3 Discussion ... 77
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 81
5.1 Conclusions ... 81
5.2 Suggestions ... 83
REFERENCES ... 84
LIST OF TABLES
Table Page
4.1 : Observation Sheet ... 50
4.2 : The teacher Activities ... 51
4.3 : The Conclusion of The Four Instructional Process ... 70
4.4 : The Differences and The Similarities among Theories and
Findings ... 77
LIST OF FIGURES
Figures Page
2.1 : ADDIE’s (2003) Model ... 13
2.2 : Dick and Carey‘s (2001) System Approach Model. ... 15
2.3 : Kemp’s (1987) Instructional Design Model ... 17
LIST OF APPENDICES
Appendix Page
I : Observation Guide (English Teacher) ... 89
II : Interview Guide (English Teacher). ... 90
III : Interview Guide (Students) ... 91
IV : Interview Guide (Other English Teachers) ... 92
V : Observation Sheet (Observation I) ... 93
VI : Observation Sheet (Observation II). ... 99
VII : Observation Sheet (Observation III) ... 107
VIII : Interview Sheet (English Teacher) ... 111
IX : Interview Sheet (Student 1) ... 113
X : Interview Sheet (Student 2) ... 116
XI : Interview Sheet (Student 3) ... 117
XII : Interview Sheet (Student 4) ... 118
XIII : Interview Sheet (Student 5) ... 119
XIV : Interview Sheet Other English Teachers (Teacher 1) ... 120
XV : Interview Sheet Other English Teachers (Teacher 2) ... 122
XVII : Interview Sheet Other English Teachers (Teacher 4) ... 127
XVIII : Interview Sheet Other English Teachers (Teacher 5) ... 129
XIX : Data Reduction ... 132
XX : The Documentation (Lesson Plan) ... 143
LIST OF ABBREVATIONS
EFL : English as Foreign Language Teaching
CTL : Contextual Teaching Learning
ISS : International Standard School
USAID : United State Agency for International Development
ID : Instructional Design
ICC : Intercultural Communicative Competence
NNES : Non Native English Speaking
IP : Interactional Process
Obs : Observation
Intv : Interview
Doc : Document
Coding of Indonesian Version
CMP : The way in opening the lesson (Cara Membuka Pelajaran)
CMnyP : The way in preparing the lesson (Cara Menyiapkan Pelajaran)
CMSp : The way in teaching speaking (Cara Mengajar Speaking)
CMnP : The way in assessing the lesson (Cara Menilai Pembelajaran)
Obs : Observations
Intv : Interviews
CHAPTER I
INTRODUCTION
1.1 Background of the Study
The teaching of English as a Foreign Language (EFL) has long become a necessity which should be taught in the Indonesian education system. English as a compulsory subject is taught for three years at Junior High Schools (Sekolah Menengah Pertama: SMP) and for another three years at Senior High Schools (Sekolah Menengah Atas: SMA) (Lauder, 2008). English also has been taught in Elementary Schools as an elective subject since the implementation of the 1994 Curriculum. It seems that the development of English language teaching in Indonesia touches the recent English curriculum objectives, Educational Unit Level Curriculum (Kurikulum Tingkat Satuan Pendidikan: KTSP) curriculum in 2008 and 2013 which consider English as the national curriculum for Junior High and Senior High Schools.
government emphasizes English subject is not only studied as theory but also it should be applied in a real context.
The necessity of mastery English make schools should produce qualified graduates to face the global competitions and challenges. Those have made the Indonesian government to implement a bilingual program, and this program has been implemented around five years since 2008. Even though it is not taught since January 8th 2013, the bilingual programs are still needed to be maintained in schools and some bilingual schools are given the official approval to conduct such program. As stated by Idris (2013), that the International Standard School must complete the program which has been running since the beginning until the end of the school year. Although the International Standard School has been stopped, the programs which are running, is needed to be maintained such as Information Technology (IT) -based learning, learning bilingual, and the relationship with the educational institutions aboard. Those needs should be completed until the end of the school year. Moreover bilingual program can be included into the program which implements one of the contents in the 2013 curriculum which is the implementation of English into real contexts.
teach speaking just as a repetition of drills or memorization of dialogues. Thalal (2010) states that there are many cases in which students’ expectations do not match with the reality of learning performance showing that their English proficiency is still low and they do not have significant English ability after many years of study. Moreover, students of foreign language education programs are considered successful if they can communicate effectively in the language (Riggenback & Lazaraton, in Budiati 1991). So in this case speaking ability is a crucial problem for students especially in bilingual class.
In reality, based on an observation at SMP Al-Azhar Medan, there are still very limited numbers of bilingual students who are able to communicate in English actively. Based on the data from the English teacher there are 25 % of bilingual students who are not able to speaking English effectively. And also based on the observation of the instructional process of teaching speaking in bilingual classroom, the teacher instructed the student to make the dialogue, memorize the dialogue and presenting it in front of the class.
real situation. Actually every teacher has a reason and believes in the teaching of students, what is called by instructional process.
The instructional process leads the students to achieve the lesson which is taught by teachers. It can be seen from the approaches and methods in teaching. Based on Petrone’s view (2011) the instructional process starts with the definition
of what the learners should know and finishes with the evaluation of what the learners actually know. Basically the teacher has to decide what to teach, and how to teach, i.e. the teacher has to choose the skills and methods of her/his teaching activity.
Bilingual program at SMP Al-Azhar has been running for eight years, this program emphasizes on the use of English as a language used in the classroom in bilingual class, moreover English has become the main focuses in this school, many activities which have been done at SMP Al-Azhar in improving English namely English Debate, Story Telling, Spelling Bee, and Teaching from Native speakers, etc.
SMP Al-Azhar Medan still implements bilingual program which is in line with the national curriculum. The instructional process of teaching speaking class is needs to be observed because the bilingual students who can only speak English effectively are very limited.
English is taught at SMP of Al Azhar Medan especially in speaking skill. Besides, teacher and students need to have a higher standard of teaching - learning process inside the classrooms particularly speaking skill.
Therefore, it is very interesting to examine how the English teacher conducts the instructional process of teaching speaking in bilingual classes. Furthermore Volya (2009) states that, a professional teacher should have an adequate theory of teaching speaking. As the focus of teaching speaking, it is important to observe the process in teaching the oral production of the bilingual students, considering that this program uses English as their language of instruction, and how the instructional process of the teacher is done by the teaching of speaking to bilingual students at SMP Al-Azhar Medan. The researcher will discover the answers of those questions in this study.
1.2 The Problems of the Study
Based on the background described in the previous section, the problems are formulated as follows:
1) What instructional process is implemented in the teaching of speaking to bilingual students at SMP Al-Azhar Medan?
2) How does the instructional process of speaking to bilingual students occur?
1.3 The Objectives of the Study
Based on the problems of the study, the objectives of the study are to:
1) discover the instructional process of teaching speaking to bilingual students at SMP Al-Azhar Medan.
2) determine how the instructional process of teaching speaking to bilingual at SMP Al-Azhar Medan is, and
3) determine the reasons why the instructional process of teaching speaking occurred the way it does.
1.4 The Scope of the Study
1.5 The Significance of the Study
The findings of this study are expected to be useful:
1.5.1 Theoretically
A contribution for those who want to enrich their knowledge on the instructional process, develop or implement the theory on the instructional process of speaking to bilingual students and to discover how the theory is put into practice for the development of teaching itself.
1.5.2 Practically
1. This research is expected to be able to add the knowledge of English teacher in managing the teaching speaking to bilingual students.
2. To help the English teacher gets recent methods and strategies in improving the teaching of speaking especially in modifying, designing and implementing the teaching of speaking to bilingual students.
3. To the Headmaster in deciding a teaching - learning methods and strategies to English teachers in the instructional process of teaching speaking.
4. Students in understanding the steps of learning how to speak in order to be active in studying speaking.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
After analyzing the instructional process the researcher presents the conclusion of the instructional process of teaching speaking used by teacher in SMP Al Azhar Medan consists of four steps which are Analysis, Preparation, Implementation and Evaluation.
This instructional process of teaching speaking to bilingual students at SMP Al-Azhar Medan tend to implement the using of the ADDIE model, which is Analysis; this is setting process which was happened when the teacher gave an apperception and in the opening and in the main activity this process was made in
order to recognize the students’ ability and identifying the goal of the lesson,
5.2 Suggestions
In relation to the conclusions, some suggestions are presented as follows:
1. To other researcher, since this study did not involve all aspects of interactional process of teaching speaking to bilingual students, it is expected that other researchers can develop this research in other school. 2. It is expected that the teacher and the headmaster to cooperate in
designing the instructional process, especially the English teacher to modify the instructional process of teaching speaking to bilingual students in order to encourage the teachers’ teaching strategies.
3. It is also suggested to other students of English Applied Linguistics Study Program:
a. to study and apply the instructional process which has not been used in teaching speaking.
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