TECHNIQUES OFTEACHING SPEAKING AT THE SIXTH
GRADE STUDENTS OF SDN CEMPAKA BARU 05 PAGI
JAKARTA PUSAT IN 2012/2013 ACADEMIC YEAR
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements for Getting the Bachelor Degree of Education
in English Department
by
NIKI HUDANI A 320 080 137
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
TECHNIQUES OF TEACHING SPEAKING AT THE SIXTH GRADE STUDENTS OF SDN CEMPAKA BARU 05 PAGI JAKARTA PUSAT
2012/2013 ACADEMIC YEAR
NIKI HUDANI A 320080137
ABTRACT
This research aims at describing teaching techniques of speaking to the sixth year students of SDN Cempaka Baru 05 Pagi Jakarta Pusat, in 2012/2013 academic year. The objectives of this research paper are to describe: 1) the techniques used by the teacher in teaching speaking English, 2) the problem faced by the teacher and students in teaching learning speaking, 3) the ways of problem solving used by the teacher to overcome the problem faced by the students in learning speaking at SDN Cempaka Baru 05 Pagi.The type of this research is descriptive qualitative. The data of this research are collected by observing the English class and interviewing the English teacher. The data of this research are the sixth year student’s activities in speaking in SDN Cempaka Baru 05 Pagi in 2012/2013 academic year, field note and data from interviewing English teacher. The subject of this research is English teacher and the sixth grade students of SDN Cempaka Baru 05 Pagi, Jakarta Pusat. The object of this research is techniques in teaching speaking to the sixth year students in SDN Cempaka Baru 05 Pagi. The methods of collecting the data of the research are observation, interview, and documents.Based on the resultoftheanalysis, the teacher uses discussion, problem solving, game, and song, as the techniques in teaching speaking. The teacher’s problems are a) the different competences of the students, b) classroom management, c) time allotment and then the problem faced by the students are a) limited vocabulary, b) students pronunciation, c) students self-confidence. To solve the problem a) repeat and drill vocabulary, b) the teacher give new vocabularies in every meeting, c) the teacher use game to minimize the students’ anxiety.
I. INTRODUCTION
Everybody knows that English as an international language has been recognized since many years ago until now. Indonesia constitutes a developing country which needs to prepare the citizen to master English language. According to Fauziati (2008:163) based on the government’s planning to the nine year basic education, English at elementary school is adopted as a local content. It means that English language is introduced by the government since elementary school, because elementary school is the basic concept education. So it is the precious step to learn languange accordance the government objectives.
Elementary school students refer to as young learners who are active and enthusiastic. Teacher must be professional to teach them, because the material taught by the teacher can be the big foundation in their learning. Young learners also can learn fast and good in imitating their teacher. So, the teachers must become good models in their learning process. Young learners have a big motivation if they learn what they like, such as: their hobby, they can be very enthusiastic in learning and also enjoy their lesson.
In teaching speaking, teachers have to able to master the materials and make them interested in order to make the students do not feel bored in the process of teaching. The way of teaching depends on the class condition because the condition determines how to teach speaking in any circumstances. Moreover, it also depends on the process of teaching speaking because through that process, we can determine what techniques and approaches used by the teacher to select appropriate material and media to reach good result in teaching speaking for intermediate class.
about the techniques used by the teacher and some difficulties faced by the teacher and students in teaching learning process.
The writer’s reason chooses SDN Cempaka Baru 05 Pagi, Jakarta Pusat because SDN Cempaka Baru 05 Pagi has implemented English teaching program. Fauziati (2010:15) states that “the teaching of speaking skill should be figured as central in foreign language pedagogy”. It shows that teaching speaking needs appropriate methods and technique to achieve the goal of the learning process, before learning the other skills. So the teacher must have good ability in teaching speaking and the students should dare to try study English, especially in speaking skill.
To develop the skill, the students have to master the part of speaking, namely vocabulary, pronunciation, grammar, comprehension, and fluency. All of these components must be controlled by someone who learned English language, particularly learning speaking. The communication process between two people can be called successful when they can speak clearly and the message can be understood each other during the learning speaking process. Because of that, the writer is interested to observe the teaching in that school. The observation is about the techniques that the teacher uses in teaching speaking.
The problem statement of this research are “What are the techniques used by the teacher in teaching speaking English to students of elementary school of SDN Cempaka Baru 05 Pagi?”, “What are the problems faced by the teacher and students in implementing the teaching technique at the SDN Cempaka Baru 05 Pagi?, ”What are the problems solving used by the teacher to overcome the problem faced by the students in learning speaking?”
The previous studies about teaching speaking are: Suhartini (UMS, 2007) who conducted her research entitled “The Discussion Technique in Teaching Speaking Based on School level-based Curriculum in the second
year of SMPN 3 Kartasura in 2006/2007 Academic Year”. She finds many
problem faced by the teacher and students. The problems of the teacher are the limited capability of students and the mentality. On the other side the student’s problems are the performance, nervousness, vocabulary, pronunciation and grammar.Titik Ngawiyah (UMS, 2005) who conducted a research entitled “Improving Speaking Competence through Problem Solving at the first year students of SMP Negeri 1 Wanadadi – Banjarnegara in 2004/2005 Academic Year”. She describes the implementation of teaching speaking by using problem solving technique. She conducted that teaching speaking through problem solving is successful and effective to the first year students of SMP Negeri I Wanadadi – Banjarnegara.
Based on the explanation above the writer interests to study theteaching techniques of speaking at the sixth grades in SDN CempakaBaru 05 Pagi, through the research entitled The Teaching Techniques of Speaking at the Sixth Grades in SDN Cempaka Baru 05 Pagi Jakarta Pusat In 2011/2012 Academic Year, the writer wants to describe the teaching techniques of speaking in SDN Cempaka Baru 05 Pagi Jakarta Pusat which is applying speaking class and problem faced by the teacher.
II. METHOD OF COLLECTING DATA
SDN CempakaBaru 05 Pagi, Jakarta Pusat.The data of this research are the information of the sixth grade students and the teacher’s activities in speaking in SDN CempakaBaru 05 Pagi, Jakarta Pusat in 2011/2012 academic year.In this study, there are three sources of data namely field notes, informant, and document. In analyzing the data after collecting data, the writer uses three techniques they are: data reduction, data display, and verification.
III. RESEARCH FINDING AND DISCUSSION A.Research Finding
1. The Techniques in Teaching Speaking to the Sixth Year Students of SDN Cempaka Baru 05 Pagi Jakarta Pusat
a. Discussion
The teacher used discussion technique in the first writer’s observation. The aim of discussion technique is to increase the student’s speaking skill and to make the students confident to share their thought with other friends in the class. The discussion technique used by the teacher to explain the material about hobbies (like and dislike).
discussion technique used by the teacher is to improve the student’s speaking ability.
b. Problem Solving
The problem solving technique is used by the teacher also in the first observation. This technique is focused on solving the material’s problem, sharing information about the material, and presenting the argument of the topic. The material is continuity from the topic before. The topic given by the teacher was telling hobbies. In here, teacher asks the students to work in small group; every group is consisting of five students. Each member of the group should tell his hobby to others. So, every student can share their opinion each other. Then the teacher gives the worksheet to all groups. The teacher asks the students to make a simple dialogue about their hobbies. The question of dialogue should appropriate with the worksheet that gave by the teacher.
Besides, the students work in their group, they also can ask to the teacher related to the material. The teacher gives some solution when the students find some difficulties to complete their worksheet. Usually the students feel difficult to translate English to Indonesian and also Indonesian to English. Then the teacher asks them to look for in dictionary first. But, if they can not find it, the teacher will help them to translate it. The purpose of this technique is to stimulate the students to more be active in the class and also to improve their oral skill through sharing their opinion.
how to pronounce the word correctly and give them some advices to increase their vocabulary. The problem solving technique is effective to improve the student’s speaking skill.
c. Game
This technique is good to develop speaking ability for elementary students. Because the students will feel enjoyed and interested in the material through playing a game. This technique used by teacher in the second observation. The teacher uses “make
commands and requests” game to teach commands material to the
students.
In here, the teacher asks the students to make a group; every group is consisting of two or three students. Before the students start playing the game, he explains the rule of the game. In this game the teacher use a paper of game which consists of some squares, in squares there are pictures and words that related to commands or requests. Beside that, the teacher also prepare dice, it used to decided who start the game first and in square where they can stop. The rules of the games are use a dice to play and decided who start the game first. Every stop in a square, make a sentence based on picture or words which including in that square, and the winner is the member who fastest reach the finish line.
After they finish playing the game, the teacher asks the students to practice the commands sentences that they made with other friends. And then he asks the students to write the sentence on the blackboard. After that, the students read the sentence together. So, the teacher can check the student’s pronunciation, if there is a mistake the teacher explains how to pronounce it correctly. The game technique is better to motivate the students in learning speaking.
In the third observation, the song technique is used by the teacher in teaching-learning speaking. The song must easy listening and simply to sung by the students. The teacher chooses a child song entitled “Are you sleeping?”, because that song is very familiar to the children. So, the students can sing the song easily. The teacher writes the lyric of the song on the blackboard and asks the students to write the lyric in their book or a piece of paper.
After they finish write the lyric, the teacher asks the students to read it for a minute. And then he tries to sing the song first and the students pay attentions how to the teacher sing that song. After that, he asks the students to try sing the song with look the lyric that they wrote. They are repeating sing the song in many times together until they can memorize the entire of lyric without look the lyric. The goals of song technique are to improve the students speaking ability and make the students feel enjoy and relax while learning speaking.
2. The Problem Faced by the Teacher and the Students in Implementing the Teaching Technique at SDN Cempaka Baru 05
Pagi
a. The Problem Faced by the Teacher in Implementing the Teaching Technique
1) The Different Competences of the Students
2) Classroom Management
Classroom management became a problem in implementing the teacher’s technique. The sixth year of SDN Cempaka Baru 05 Pagi Jakarta Pusat is consisting of thirty five students. It is called overload class in learning speaking. If the class consist of too many students, the teacher will difficult to manage and control the situation in teaching-learning process. Based on the writer’s observation, when the teacher give explanation about the material, some of them pay attention to the teacher, and the others just playing around. So, the teacher can not be optimal in implementing the technique, because the students as young learners still difficult to be controlled.
3) Time Allotment
The schedule of English lesson is 2x35 minutes a week. It is very limited to implement the teacher’s technique in teaching speaking. When study English, especially speaking skill, the students should speak one by one in order to the teacher know the student’s speaking ability. Sometimes the teacher also asked them to work in group. The teacher need a very long time to implementing it. So, the time schedule did not enough to checking the student’s speaking skill one by one. b. The Problem Faced by the Students in Learning Speaking
1) Student’s Pronunciation
need some of times to adaptation with the pronunciation in English language.
2) Limited Vocabulary
Student’s limited vocabulary make the teaching learning process does not run well. Because in teaching speaking needs to enrich the vocabulary in order to the student can express their thought. As young learners, the sixth year students of elementary school still lacking of vocabulary. They only know about some easy and simple vocabulary, for example number, fruit, color, etc. Because they difficult to memorize a complex vocabulary. So, the students can not use many vocabularies in teaching-learning speaking.
3) Student’s Self-confidence
The student’s self-confidence became a problem in teaching-learning process. The nervousness of the students might happen because the lack of vocabulary in learning speaking. Beside that, the students did not feel confident, if they make a mistake because the written and the spoken are different in English language. They will feel anxious to pronounce unfamiliar and complex word. The students also afraid and shy to asked their difficulties to the teacher. So, it is decrease the student’s self-confidence in learning English language, especially speaking skill.
3. The Problem Solving used by the Teacher to Overcome the Problem Faced by the Students in Learning Speaking in SDN Cempaka Baru 05 Pagi Jakarta Pusat
Based on the writer’s observation, there are some problems solving used by the teacher to overcome the problem faced by the students of SDN Cempaka Baru 05 Pagi Jakarta Pusat.
To solve student’s pronunciation problem, the teacher drilled and ask to the students to repeat the vocabulary after the teacher. Then the teacher also asks the students to practice one by one in order to the teacher know and attentively they can pronounce it correctly or not. Beside that, the teacher give advices to repeat practice pronounce the vocabulary with their friends or parents at home. So, the students can improve their pronunciation ability in English language.
b. Limited Vocabulary.
In here, every meeting in English lesson the teacher make a list of vocabulary at least three vocabularies. And then the students write it in their book. The teacher give they chance to read it for a minute and also to memorize all of vocabularies. Then the teacher drilled the vocabulary and also repeats it in Indonesian language in order to the students knows the meaning of vocabulary. Beside that, the teacher also gives vocabulary test periodically, which aims to increase the student’s vocabulary.
c. The Student’s Self-confidence
B.Discussion
Based on the result of the observation, conducted by the writer, she knows the teacher’s techniques in teaching speaking at the sixth year students of SDN Cempaka Baru 05 Pagi Jakarta Pusat, the problem faced by the teacher and the students in implementing the techniques in teaching-learning speaking, and the problem solving by the teacher to overcome the student’s problem in learning speaking. The writer draws the conclusion that the goal of teaching speaking at SDN Cempaka Baru 05 Pagi Jakarta Pusat were to develop their speaking skill, prepare to face junior high school grade. The techniques used by the teacher in teaching speaking are appropriate with syllabus and lesson plan.
According to the observation and interviewing the teacher and the students of SDN Cempaka Baru 05 Pagi Jakarta Pusat, the techniques in teaching speaking used by the teacher there are discussion, problem solving, game, and song technique.In teaching learning speaking, the teacher finds some problems they are: different competence of the students,classroom management, and time allotment.
To overcome the problems, the teacher has some problem solving, first is student’s pronunciation. The teacher drilled and asks to the students to repeat the vocabulary after the teacher. The second is limited vocabulary. Every meeting in English lesson the teacher make a list of vocabulary at least three vocabularies. And then the students write it in their book. The last is student’s self-confidence. The solution given by the teacher is sharing some advices and motivation to the students.
principle of principle in teaching English to children.
The teacher also implemented principle of teaching speaking by Nunan (1991; 54-56), such as give the students practice with both fluency and accuracy in this theory the teacher applied songs technique. The technique that was used by the teacher in teaching speaking is good to improve the student’s speaking ability. Problem solving technique is effective to improve the student’s speaking skill, because the teacher as a counselor will help the students when they find some difficulties. Game and song technique is better to motivate the students in learning speaking. And discussion technique is good to improve the student’s speaking ability. In this technique the students demanded to speak actively and share their opinion each other.
IV. CONCLUSION
Based on the result of the research, the writer would like to draw the conclusion. The Teacher’s Techniques in Teaching Speaking at the Sixth Grade of SDN Cempaka Baru 05 Pagi Jakarta Pusat, the first is discussion. The goal of discussion technique is to improve the student’s speaking ability and make the students confidence to share their opinion with other friends. The second is problem solving. In problem solving technique, the teacher asks the students to work in small groups. This technique is focus on solve the material’s problem, share information about the material, and present the argument of the topic. The teacher also helps the students to solve their difficulties. The third is game; the purpose of this technique is to motivate the students to increase their speaking ability. And the last is song. Song is one of the technique that used by the teacher in teaching speaking. Song technique is better to help the students practice pronunciation more correctly.
management,and time allotment. The problems faced by the students in learning speaking namely Student’s pronunciation, limited vocabularies, andStudent’s self-confidence.
The problem solving used by the teacher to overcome the problem faced by the students in learning speaking are: The teacher give the solution to solve the problem of the student’s pronunciation is asked the students to repeat the vocabulary after him and drilled them continuously. The problem solving used by the teacher in limited vocabulary problem is give the students new vocabulary at least three vocabularies in every meeting. Then the students have anxiousness in learning speaking,the teacher sometimes in teaching speaking uses a game or makes the students to work in group. It is aim to reduce their nervousness in learning speaking.
REFERENCES
Fauziati, Endang. 2008. Teaching English as a Foreign Language. Surakarta: Muhammadiyah University of Surakarta.
Fauziati, Endang. 2010. Teaching English as a Foreign Language (TEFL). Surakarta: Era Pustaka Utama.
Herdiansyah, Haris. 2010. Metodologi Penelitian Kualitatif Untuk Ilmu-ilmu Sosial. Jakarta: Salemba Humani
Ngawiyah, Titik. 2005. Improving Speaking Competence through Problem Solving at the First Year Students of SMPN 1 Wanadadi-Banjarnegara in 2004/2005 Academic Year. Unpublished S1 Research Paper. Surakarta: Muhammadiyah University of Surakarta.
Nunan, David.1991. Language Teaching Methodology. New York: Prentice Hall. Suhartini. 2007. The Discussion Technique in Teaching Speaking Based on School
