A. Research Design
The design employed in this research would be qualitative descriptive research. The type of this research that does not use any calculating or numbering. The purpose of qualitative research is to know the deeper understanding of particular event or research. In this researcher would describe teaching methods used by the teacher to improve speaking skill.
B. Research Subject
The subjects of this research are English teachers at SMAN 1 Takalar.
It consists of two teachers. The teachers teach English in second and third grade. Those teachers have about 10th teaching experiences in that school.
C. Research Instrument
The instrument that used in this research are observation and interview.
The first instrument is observation. Observation would be used to observe teachers teaching methods, especially in teaching speaking.
The second research instrument is interview. Interview is flexible tool for data collection, enabling multisensory channels to be used, verbal and non- verbal, spoken and heard (Cohen 2007). There are three kinds of interview:
free or unguided interview, guided interview, and free guided interview. In this research, the researcher uses guided interview, it means that the interviewer prepares the set of questions before conduct the interview. The
aims of interview is to get more valid data from the questioner and to get the information about what the methods that used by teachers in teaching. The interview is conducted to the English teachers at SMAN 1 Takalar. There are six English teachers at SMAN 1 Takalar but only two teachers that would be interview
D. Data Collection Procedure
The data collected from the teachers, there are observation and field notes. And then interview session, the researcher gaves some questions to teachers and get the quantitative data.
1. Observation
The researcher would observe teacher‟s interaction in the class.
2. Interview
Interview is the process to get explanation by asking questions face to face between researcher and respondent using interview guide.
Interview has been used extenvely across all the principle of the social science and in educational research as a key methods of data collection.
Interview is a dialogue which is done by interviewer gain information by interviewer. The researcher as interview provides some questions, ask for explanation, take not, etc. The interview are teachers and students answer the question, explain and sometimes gave question back to the interview.
3. Documentation
Documentation method is a technique of data collection by gathering and analyzing documents, whether written documents, drawings
and electronic. Documents are mainly written text which relate to some aspect of the social word. Such written text or documents range from official documents to private and personal records, such as diaries, letters and photographs, which may have been intended for the public gaze.
E. Data Analysis
Data analysis is an effort which is done by researcher to embrace the data accurately. After collecting data, researcher analyzed the data.it can be defined as the process of analyzing data required from the result of the research.
The data are analyzed through the following steps:
1. Collecting the data
The researcher observes and write down every object of researcher based on what researcher has found during research took place.
2. Documentation and identification
Documentation is process of documenting the data it was done after collecting the data. After the data being documented, the accuracy of interview result would identify.
Identifying would done with gave code in the questionnaire and interview were gaven code to helped researcher identified the data.
3. Classification
Classification is the process of classifying all sufficient data based on category. After answering the teachers‟ and students‟ questionnaire, the researcher started to make a classification base teachers‟ and students‟
answer the questionnaire.
4. Interpretation
After classification the data, researcher has to interpret data, gave the meaning to information, evaluate, conclude, responden appropriately and predicts the result, identification and evaluation.
45 CHAPTER VI
FINDINGS AND DISCUSSION
In this chapter, the result of the study are presented. The chapter is devided in two main sections; they are findings and the discussion of the research. The findings presented the result of the data analysis collected through observation and interview. The discussion deals with interpretation of the findings in the research.
A. Findings
The finding cover the data about information about teaching method used by the teacher in SMAN 1 Takalar and students responding to the teaching and learning process with methods that are often used by teachers in ELT specially speaking class. The process of collecting data applied observation and interview. In observation section, there were second and third grade in SMAN 1 Takalar observed by gave some questions related to the research in order determine the students who have more experience in speaking. The research observed two teachers of SMAN 1 Takalar in teaching in XI. MIPA 1 and XII MIPA 1.
1. The Methods Used by the the Teachers to Improve Speaking Skill in ELT
The researcher have done observation at SMAN 1 Takalar in XI MIPA 1 and XII MIPA 1. The researcher found the methods used by the teachers in English language. The researcher gave opininon based on observation and interview. The researcher ask questions about teaching
methods. The methods used by the teachers can be seen on the interview as follows :
The researcher did interview with the teachers. From the interview, the researcher found some methods used by teachers 1 as follows:
1) Role-play
Based on the observation result, the researcher found that the teacher 1 used role play. Because in teaching teacher gave a topic and the students presentation based on the role. The statements above the partial line with the result of interview. When the researcher asked about their wouldingness to gave response during the discussion. Based on the interview the teacher said
Extract 01
“In speaking skill I used role-play to improve students speaking skill because this method very easy to applied in the class and students enjoyed in the class”
2) Pairs
Based on the observation the researcher saw the presentation by students with the task. The teacher order students to search pairs with friends and presentation in the class. Based on the interview the teacher said
“when I gave a topic the students’ shared pair and made a task with their friends or pairs”
Extract 01
“yes, in teaching Elnglish especially in speaking skill I usually applied two method in learning process depends on the students’
condition but when I want to improve students speaking skill I used Role-play and pairs because students’ enjoyeded in the class and more than active to learn.”
3) Games
In this methods very like by students because the students using their handphone. The teacher gave material in application and gave example to students what students do and the students enjoyed and anthusiastic to learn. Based on the interview the teacher said “sometimes I was used handpone to teaching and learning process depend the material”
Extract 02
Teacher: Yes sometimes in teaching English for made students speak in the class I usaully applied methods in the classroom. But in speaking skill I usually see with the students condtion. What I used two methods to improve students speaking skill in the classroom I used Role-play and Games. In addition to arousing students’ enthuassiasm, they also enjoyeded to easy students by results by achieved.
Based on the result observation and interview above, the researchers concluded that teaching methods used by the teachers to improve students speaking skill. From the the teacher. The teacher was gave explained above the material and made students to creative. After students get a material from teachers. Using expressions in the form of dialogue is an easier way for students to understand expressions rather than just memorizing them freely students can develop their creativityin this section and it wasbecame very
excited and challenging for them to be able to produce good dialogue. After students practice in pairs, the teachers can motivated students to perform in front of the class. Students look very creative in making dialogue. By displaying their dialogue in front of the class, the teacher can not only assess students‟ speaking skills (pronounciation and intonation) but also show a students‟ level of courage and confidence to speak using English language.
This section feels very exciting, enjoyeded, and students‟ feel very enthuastiastic in watching their friends perform and support their friends with applause and cheers.
2. Students’ response on teaching methods used by teachers in ELT class to improve their speaking
When the researcher conducted interviews with the students outside of the class the researcher found that some students response when the teachers taught in the class, as follows :
a. Feeling enjoyed
Based on observation the students enjoyed with the methods used by teacher in English language teaching. Based the interview students said
“I’m feeling enjoyed in the method used by the teachers because this mathod make students want to learn”
b. Active in the class using English language.
Because when the researcher observed in the class the researcher saw the students very active using english language in teaching an learning
process. Based on the interview with students, students said “method used by teacher make students otomatically using English language in the class”
c. Increasing in vocabulary
In this method would increased vocabulary of students because teachers used English language it can made the students‟ corious to know what the meaning of teachers say. These statement above were in partial line with the result of interview. When the researcher asked student‟s opinion about teaching and learning process one of them said “I liked the methods used by teachers becausedthe teachers explained using English so we as students are corious to used English and automatically it can be increased our vocabulary”
This part is aimed to find out students‟ responses on teaching methods used by the teachers in English Language Teaching class to improve their speaking at SMAN 1 Takalar the gained through interview toward 10 students.
The researcher found that the information of students. The teacher used the methods used: role play ,pairs and games . Which means the sudents responses toword these method because used the method to supporting the lesson so the students can study easyli and the explanation of the teacher in explanation short and esasy to understand. The teachers got the responses agree with the methods. The teachers in teaching the material and the methods used by the teachers almost the students agree and motivated to study. The teacher monitoring the students while in lesson processand corected their task and
with this method the teacher is easier to got the students score and students easily to got the lesson. The teacher 2 also using Role-play and games as well as with the teacher 1 , teacher 2 focus on the types word of the text,predict, and drawing conclusion and make students can be more active with using the Role-play. The teachers tell about the text to students ,the teacher retell the story. The methods used by teacher to improve students speaking skill also role-play: discussion and presentation with used the card. The teacher demonstrated the material and retell the story also some students agree from this methods because, they were most have they self confi ESZdence in speaking and suggest their opinion and to found new words. Some the students brave and have confidence to suggest their opinion and represent their discussion in front of the class. With the theme gaven, students can created their own in expressing their opinions.
B. Discussion
From the problem statements ,the researcher investigated that are the methods used by the teachers in English Language Teaching to improve students speaking class and Students‟ response on teaching methods used by the teachers in ELT class to improve their speaking. The teachers have methods in teaching English specially speaking, the point realized only when used the appropriate methods and the material, so teachers way of teaching English affected students‟ enhaement and that appear in students speaking skill.
1. The Methods Used by the Teachers to Improve Speaking Skill in ELT.
Based on the findings that reseacher explained before, there are methods used by the teacher. The first observation, the methods used by the teacher in teaching English.
According to the teachers this methods were easy to apply in classroom. The teachers using role-play and pairs for some teaching material which needed more explanation before. The Role-play had advantages and disadvantage. In classroom the method used by the teachers in speaking. The convergence Nasir(2018), research and the result of the study research and the result of study conducted to the procedure of teaching with used instruction on speaking class. Related to the procedure of teaching where it might be observed the standard performance.
Opening, main activity and closing had been particular steps on teaching performance. The main activity had been focus on the standard performance of instructional delivery and assesment. Instructional delivery was conducted to the teacher explanatio; demonstration and practice were implemented to improve students‟ skill in English speaking build on strategy used. The assesment was target of teacher to evaluate how far they got the point about subject matter with presentation performing were learnt in meeting previously. The closing step was part of teaching to gave students‟ information about the primary point on the materials i next meeting.
According to jack C. Richard that to understand the incoming input students should have a good competence in mastering grammar and lexical aspects. Underwood and wallance(2012) on the research that was reducing word and listing vocabulary have gaven comfortable for students‟ speak out then it was a way appearing habit to speak out every meeting on learning process. Related to the result of study on standard performance,instructional delivery that was significantly explained the spesific materials necessary English natural then it was needed reducing word(simplification of word,expression and sentence). With the result that the teacher had got easiness implemented of English on teaching performance. Throughout that section, they had been habitual with English performance then the teacher performance on communication aspect was being guide for them how to be a good speaker every meeting. Throughout that was to know about the students need in English subect. As the time,students‟ focus held controls the successful of learning. It was classified interest and mood;interest had been upgrade when the teacher used emotional approach (confied,talk show and so on) or attractive method (game,question-answer,puzzle, and joke time) finally,all of them woul be realized with te result that they got lovely mood to attend every meeting on learning process.
The teacher also said that students like Role-play method beacuse they can be more active in learning process. When the taecher applied group discussion, the students enthusiastic in learning. Most of student
also like if the teachers ask for the students to make group or pairs and presentation in the class.
2. Students’ Response on Teaching Methods Used by Teachers in ELT Class to Improve Their Speaking
The method used by teachers in teaching English in skill speaking, they were gained a positive responses from the students. The interviews consist of statements items. We nitice the teachers replies on teaching. The teacher show the normal teaching basically same to the other teachers. All the methods used by teachers gained agree responses from the students can accustomed to the way of learning process and enjoyedable study in the classroom. The teacher explain the material with demonstrain the teacher explanation clear and easy to undersatnding so the students can motivated to study. Gaven question and answer in the classroom, the students gaven question by teacher and students answer it, the teacher gave question related with the material or topic teach in classroom. The students like the methods used by teacher because the stdents can understanding easy get the knowledge or the material. The explanation of the teacher can easy to understand and remeber by the students. The students also like the story and role play and because their can motivated and enjoyedable to study in classroom. The way of explanation and the monitoring the lesson process can the learning process goes well,the teacher can monitoring the students participant in class and guide the students to focus on the learning. The students difficult in speaking because lack of vocabulary and have not self-confidence. But the teacher
gained agree response from the students.
Based on the findings above the teacher used some method in applied classroom, the teachers often uses it in the classroom and is very efficient at stimulating students to learn. But this method is not applied in third grade because they needs to improve their vocabulary through reading
comprehension. First grade and two grade is recommended to used games because we see the condition of students who are not so many active in the classroom so the use of these games is very encouraging in learning.
55 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings and discussion,the researcher conclude:
1. The English teachers in SMAN 1 Takalar have their respective methods in the class,they assume that “if you want to learn we have to see the material to be taught and how the conditions in the class so that students are stimulated to learn”.
2. The method used by teachers are using Role-play,pairs and games in English Language teaching(ELT) process. The teachers considers that in that way students are more active and try to speak using English that would only listen to the teachers in front.
3. The method used by the teachers also make students can be more active in the classroom, enjoyedable the ongoing in learning process and grow up the students‟ confidence in speaking using English language.
B. Suggestion
For English teacher, they should pay attention on appropriated the methods that can be applied to help students to improve speaking skill. The teachers basically has to have a myriad of creativity and must be good at applying the right methods in teaching without purpose, teaching improperly, teaching by not playing attention to the psychological condition of students, teaching carelessly, conveying material as long as it is finished and done
should no longer be done by teachers today. The researcher belive that if sudents receive material with pleasant condition, without coercion, without pressure, feel comfortable and enthusiastic, then students would absorbs and accept the material more easily and with maximum results and bonuses for a pleasant learning experince Teacher might consider the methods aspect in teaching to improve students speaking skill. Methods in metacognitive should be applied by the teachers, which means they should be plan, monitor and evaluate the English in speaking skill. And the social, the teachers build the interaction with the students. In addition, teachers might find and used other methods for teaching in speaking skill. Finally,further research might want to focus on benefit and challenge which are faced by the teacher in using this methods and analyze the students speaking skill. Since this study focused on the methods used by the teachers and students responses about the methods used by the teacher.