CHAPTER IV FINDING AND DISCUSSION
B. Discussion
The common way the teacher should know is that by giving reward or punishment that it absolutely has different influences for learners. Afterward, what should the teacher do with such kinds of regulation? Teacher indeed could activate singly or both.
Directed to investigation, the researcher found that the teacher only appoints any kinds of reward as a booster. While giving punishment, it does not held in language classroom, yet specifically in SMAN 2 Barru. Teacher chooses to avoid punishment because students are categorized as smart students in academic as the result of observation too. Students are supportive and obedient so that the teacher does not take a strong effort to give instruction.
Masih kurang
Variety of teaching approach and a wide range of creative activities intensify the efficacious teaching (Richard, 2013). Even if teacher depends on a single material, it is broader to mixture some combination of activities. After having time to deliver the material, teacher takes students in a practice. Teacher holds integrative method to get students’ engagement in all skills. Teacher could connect listening to speaking, writing to speaking, or speaking to all aspects of skills. It certainly raises different speaking activities based on the teacher links it in to the related skill.
Still, Richard (2013) Stated that creativity in education is important because it improves academic attainment. English teacher in SMAN 2 Barru employs creativity that is showed by students’ academic level in English, students’ performance in speaking, and students’ creativity within employing task.
Here is considerable explanation about employing many kinds of techniques in teaching speaking:
i. Use Speaking activities which have creative dimension
Teaching speaking includes communicative teaching that concerns to functional and situational language use (Richard, 2013). Teacher indeed agrees that creative activities such as role play and simulations could improve students’ imagination and creative thinking. Here is creative teaching to support speaking activities:
(1) Game
Teacher tries a lot of game to provoke communication among students, which classified to an information gap that students “has to talk to a partner
in order to solve a puzzle, draw a picture (describe and draw), put things in the right order (describe and arrange), or find similarities and differences between pictures” (Harmer, 2007).
For example, “Who am I? Game”, Firstly, teacher has a topic about something that is only given to the representative student of every groups.
The representative students comes forward to give a clue and other students guess who he is.
The second game is kind of information gap. Students make groups that every stands in a line like a snake. Teachers gives a sheet of paper to the student in the first line in order to read it and deliver to the second line by whispering till the last line. The students in the last tail writes in the paper.
The next game is jigsaw reading and listening. In the beginning, teacher has a paper which is stick on the wall. Students work in groups which every group has one representative student who reads it and delivers to the other members. The members then write what the speaker said.”
(2) Debate
In debate, students are challenged. They work in group cooperatively and compete between each other. The contradiction topic is interesting that they must defend their argument. Critical thinking in this situation is needed that generate risk-taking action in delivering a lot statement to dispute the opponent.
ii. Looking for new way of teaching speaking
According to Richards (2013), “Delivering lessons over time, teachers develop routines and procedures that enable these dimensions of lessons to be carried out efficiently and effortlessly.” Teacher accumulates both experience and knowledge to produce “flexibility in teaching” and “improvisational teaching” (Richards, 2011). Teacher has particularities as follows:
(1) Having ice breaker activities
Icebreaker is to create a comfortable learning environment which is connected to students’ learning, and is necessary to allow students to engage emotionally in activities as well as increase positive classroom environment (Kelly, 2005 in Tillerly, 2012)
(2) Singing a song or listening music
Teacher could play the music on and let students just listen to it, or he asks them to sing the song too. Teacher opens for request for the song to play on.
This activity is defined as enjoy learning and teaching in which both teacher and students could benefit.
(3) Watching videos
Watching video is a relaxed activity. Teacher could manage the classroom with such a way to refresh students’ mind, or make it in a task to fill which is still included in learning activity. By giving instruction such as retelling or answering related question, students would be more motivated.
(4) Building culture
This is type of teacher uniqueness that only a few teachers comply with it.
Teacher builds students’ understanding in such a religious meaning that subsequently increases their interest in learning English. This kind of creativity is strongly supposed to adjust.
iii. Customizing the lesson based on the students’ need and interest in speaking Teacher understands his students that they are less proficiency specifically in pronunciation. He then has the custom-made lesson to match their students’ need and interest (Richards, 2013).
(1) Learning vocabulary with drilling
Teacher knows that students are necessary to master so much vocabulary to foster speaking skill. He therefore makes a circumstance to bolster students’
motivation to take part in oral performance as the most language learners’ need.
(2) Learning pronunciation with tongue-twister
The most favorite material for students is that tongue-twister. It is kind of activity which focus on drilling students’ pronunciation by “a lot of repetition and look at the nuances of only a single sentence at a time” (Scruton, 2011). This activity is fun because students’ play with a sequence of words or sentence which is low risk. It takes them in relaxed situation when students seem bored in doing task. Tongue-twister could be used at all level. Hence, students of senior high school really enjoy it.
b. Making use of technology
Richard (2013) argued that “Creative use of technology in the classroom can support the development of imagination, problem-solving, risk-taking, and divergent thinking on the part of teachers and students”.
Although SMAN 2 Barru’s students could not make use of internet, they could use the digital dictionary to support learning. Teacher also uses kind of electronic media, including notebook, projector and resources from internet.
c. Applying Communicative Language Teaching
As the recommended language teaching method, CLT is “one of the compulsory subjects to be learned at school based on the High School syllabus”
(Kimtafsirah et al, 2009). To gain the communicative competence, teacher therefore sets the following approach:
i. Students-centered approach
In a student-centered classroom, students are involved in learning process because they get more “talking time”. Jones (2007) explained that different learning styles can be accommodated to be enjoyable and stimulating.
ii. Cooperative learning
When students are working in group, they would talk more to share ideas, be involved in task and learn from each other, feel safer and less anxious, and be enjoy using English to communicate in a meaningful way (Jones, 2007).
iii. Interactive learning
Rivers (1987) stated that through interaction, students:
...can increase their language stores as they listen to or read authentic linguistic material, or even the output of their fellow students in discussion, skits, join
problem-solving tasks, or dialogue journals. In interaction, students can use all they possess of the language – all they have learned or casually absorbed – in real-life exchanges where expressing their real meaning is important to them.
d. Establishing Classroom Routines
One of the characteristics of professional teacher is that having a repertoire of routines to manage the classroom (Richards, 2011). It helps students understanding in elaborating with language classroom. These are teacher’s way to settle the disciplines:
i. Students-could either get reward or punishment
Both reward and punishment influence students learning. All of those take either positive or negative side to control behavior and achievement of the students.
Hence with it, they would make effort to get reward or avoid punishment.
ii. Students have to use English
The use of English is prominently dominant to maintain students’ speaking.
Teacher obliges students to do so as a habit. It is because the students’ interaction in English constructs positively classroom climate.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents both conclusion of the research and suggestion. The researcher concludes clearly the point of research problems based on the finding and discussion. In suggestion, the researcher recommends the solution to help teacher maximizes his creativities in teaching speaking as foreign language.
F. Conclusion
As the purpose of the research, (1) teacher’s creative teaching strategies and (2) the students’ perception toward the teacher’s creative teaching strategies in teaching speaking was described in previous chapter. The researcher finally summarizes it as the following points:
1. The Creative Teaching Strategies Used by the Teacher in Teaching Speaking a. Employing Many Kinds of Technique in Teaching Speaking
Teacher sets up creativity in teaching speaking by: (a) Using speaking activities which have creative dimensions, including: Game, and debate; (b) Looking for new ways of teaching speaking, including having icebreaker activities, singing a song, listening music, watching videos, and building culture (c) Customizing the lesson based on students’ need and interest, such as learning vocabulary with drilling and learning pronounciation with tongu-twister.
b. Making Use Technology
Teacher uses many kinds of technology, for example internet, LCD, projector, and so on. While students only use digital dictionary in their own learning.
c. Applying Communicative Language Teaching Method
Some aspects of CLT that is applied by the teacher are students- centered learning, cooperative learning, and interactive learning.
d. Establishing Classroom Routines
Teacher makes some disciplines for students by adjusting reward or getting point and the use of English in communication.
2. Students’ Perceptions Toward the Creative Teaching Strategies Used by the Teacher in Teaching Speaking
The conclusion on the perception of teachers’ creative teaching strategies that can be drawn from the findings and discussion. The majority of students at SMAN 2 Barru were aware that their teachers’ creative teaching strategies strategies gave positive impact. Their perception of their teachers’ creative teaching strategies which cover knowledgeable, confidence, committed to help learners succeed, creative teacher is non- conformist, familiar with a wide range of strategies and techniques, risk-taker, seeks to achieve learner-centered lesson, reflective, during teaching and learning process influenced to the success of students in developing English skills.
G. Suggestion
The researcher utters some word as suggestion in order to make this research more beneficial. It is proposed to reader, specifically for:
1. SMAN 2 Barru
Teacher’s creative teaching strategies at school is adequately supported. But it needs more improvement especially for English language learner. Students indeed are necessary to have a conducive classroom as a regular place. It is hopefully able to create classroom actively which creatively rich of learning tool or media.
2. The English Teachers
English teacher is impressive as for he could makes creative ways to teach English. It progressively needs to increase or to enlarge students’ proficiency especially in speaking skill.
3. The Language Learners
Language learners seem skillful in speaking that they always use it in the classroom. They have to maintain it as a habit and to build responsibility, that language learners need not only speak the language for purposeful learning but also for daily routines and everyday life.
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INSTRUMENT OF PROTOCOL INTERVIEW A. Interview for the teacher.
1. Do you think creativity in teaching English is necessary. Why ? 2. What method did you use to teach English particularly speaking ?
3. In teaching English we need to encourage the students, which activities that you apply to support the students ?
4. When assigning a task did you put a challenge and the end the student will solve the challenge ?
5. When teaching speaking the classroom, sometimes our lesson plan ( RPP ) is different than the situation in the class, were you adjusting and modifying the teaching in flexible way, during the lesson ?
6. Textbook is one of types material in teaching speaking did you use other resources beside the textbook ?
7. Different class or different grade has it own characteristic even the same grade occasionally it has different characteristic, how do you customizing your lesson when the class is the same level but different needs and interest ?
8. What types of technique did you use in learning process ? 9. What activities did you use to motivate students ?
B. Interview for the students
1. What do you think about the method used by your teacher in English class ? Why ? 2. Is the method according to your need and interest ?
3. Is the assignment help you to learn solving the problem ? 4. Is your teacher master the subject of area ? why ?
5. Did you use another resource beside the text book ?
6. Is your teacher provides activities that encourage you in the classroom ? 7. Is your teacher use technology as a teaching media ?
8. How do you keep your English in the class ?
TRANSCRIPT OF THE INTERVIEW’S RESULTS Note:
R ( Reseacher) T (Teacher) S (Students)
A. Interview with the teacher
R: Do you think creativity in teaching English is necessary. Why ?
T: it is really important. Without creativity, the students will not have motivation to study. Probably because their mother tongue. We must change the image, therefore in the classroom, they are not allowed to speak buginese. How do we do this, we advice them to tell them to be honest and to be discipline and we must impress the students. The students should go home happily and think that today I am learning English, to be successful they must used a good language.
R: What method did you use to teach English particularly speaking ?
T: Generally, we used communicative language teaching method and Contextual Teaching and Learning.
R: In teaching English we need to encourage the students, which activities that you apply to support the students ?
T: Brainstorming games, motivational videos, funny pictures, humor stories, I applied that in order to make students feel relax and encourage them to love English. It is actually not only for speaking. But before delivering a comment orally, they should make a note so that it is included in writing.
After having written concept, they practice to convey their opinions. Just
like in listening, they do not only listen, but rather to speak later. After listening to the speaker, they answer the questions and followed by speaking to answer orally. Therefore, listening and speaking are merged.
Some skills are usually integrated to be one activity
R: When assigning a task did you put a challenge and the end the student will solve the challenge ?
T: to challenge the students we wrote on the whiteboard. Then they will discussed it. After that, their friends will checked the answer and make some correction, if the discussion was stuck, the teacher take over. And then, explained the correct answered. But important the students must worked out and make correction together. Usually I spent 5 to 6 minutes to summarize the lesson, in order to avoid the students’ curiosity last longer.
R: When teaching speaking the classroom, sometimes our lesson plan ( RPP ) is different than the situation in the class, were you adjusting and modifying the teaching in flexible way, during the lesson ?
T: Right. Not always we followed the lesson ordered. But it is not always we were not following the lesson plan, but we were changing the step. The lesson plan only a guidance but we were teaching, we should determine the classroom situation or condition.
R: Textbook is one of types material in teaching speaking did you use other resources beside the textbook ?
T: They are allowed to online dictionary event it a cellphone. But not all the time, particularly Alfalink is okay because there was no side effect
different then cellphone we limit the use to avoid addicted so they can spoke well. Internet is not allowed. Cellphone moreover cannot be used.
They are maximally allowed to use digital dictionary namely Alfa link.
Internet is surely important, but it is limited. This is the problem. Hence, teacher should be the one who is depended for. Teacher has to look for the way of using internet.
R: Different class or different grade has it own characteristic even the same grade occasionally it has different characteristic, how do you customizing your lesson when the class is the same level but different needs and interest ?
T: Even the same topics or material the students characteristics as an example, Science students are different that Social students. When it was coming to introduction in English class, we cannot spoke English all the time like Science students. We should do some step. Introduce in English the followed by bahasa. Even, in all Science class as you can saw from Science 1 till 5 all classes had different characteristics so the orientation was to make them understand. Therefore, they will not hate us, and they will not hate the lesson
R: What types of technique did you use in learning process ?
T: Story telling is usually interesting. There is also speech, but speech is less interesting because of lack interaction with audience. While storytelling, they require to bring some stuff, doll, picture, or puppet. That is interesting to get students active. The more interesting activity is drama. Storytelling,