CHAPTER I INTRODUCTION INTRODUCTION
B. SUGGESTION
102
opportunities to talk by using group work, pair work, and design classroom activities.
103 REFERENCES
Agus Adib, et al., “The Effectiveness of Simulation and Role-Play in Teaching Speaking for Students with Different Level of Motivation,” English Education Journal, Vol.8 No.4, 2018.
Agustini Buchari, “Peran Guru dalam Pengelolaan Pembelajaran” Jurnal Imiah Iqra, Vol. 12, No.2, 2018.
Aidil Syah Putra, “The Correlation between Motivation and Speaking Ability,”
English Language Education and Literature Journal, Vol.11, No.1, 2017.
Alamgir Khan et al., “Communication Skill of Teacher and its Role in the Development of A students of Academic Success, Journal of Education and Practice, Vol.8, No.1, 2017.
Anastasya Inayah Pratiwi, “Group Work and Pair Work to Teach Speaking Skill for a Large Class,” (Thesis, Faculty of Tarbiyah Tadris, The State of IAIN Bengkulu), 2020.
Andi Annisa Hanifah Nursyams, “A Study Students’ Problems in Daily English Speaking Activity The Eleventh Grade Science Students of SMAN 10 Makassar”, (Thesis, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar), 2018.
Andi Atika Putri, “The Students Ability in Speaking Accuracy and Fluency at SMAN 9 Gowa”, (Thesis, Faculty of Teacher Training and Education, Muhmmadiyah University of Makassar), 2020.
Aris Setiowati, et al.” Teaching Strategy to Promote Students Speaking Skill in Extracurricular of the 2nd Grade at Azmania Boarding School in the Academic Year 2018/2019”, Journal Ilmiah Mahasiswa Universitas Muhammadiyah Ponorogo, Vol.3 No.1, 2019.
Azlina Kurniati, et.al, ”A Study on the Speaking Ability of the Second Year Students of SMK Telkom”, Journal Online Mahasiswa Fakultas Keguruan Dan Ilmu Pendidikan Universitas Riau, Vol.2, No.2, 2015.
104
Bagus Putra Krisdiana, Enny Irawati, et al., “The Effectiveness of Role-Play Integrated with Word Cards on Students’ Speaking Skill Communication,”
Jurnal Pendidikan Humaniora, Vol.6, No.2, 2018.
Cholid Narbuko & Abu Achmadi, Metodolgi Penelitian, Jakarta: PT. Bumi Aksara, 2005.
Devi Widyaningsih & Rr. Hasti Robiasih. “Teacher’s Strategies in Teaching Speaking Skill for Eleventh Grade Students at Sma Bopkri 2 Yogyakarta, Journal of English Language TeachingVol.2, No.1, 2018.
Dinda Erinastasia, “Mother Tongue Interference on Students’ Pronunciation A Study in The Eight Semester Students of English Department IAIN of Bukittinggi,” (Thesis, Faculty Of Tarbiyah IAIN Bukittinggi), 2018.
Faisal Razi, et al., “Teachers’ Strategies In Teaching Speaking Skill To Junior High School Students,” English Education Journal Vol.12, No.3, 2021.
Fani Selvia, et al., ” The use of Small Group Strategy in Teaching English Speaking,” Journal Pujangga, Vol.6, No.2, 2020.
Fanta Elpin Gulo et al., “Improving Students Speaking Skill Through
Presentation, Practice and Production Method to The Eleventh Grade Students of Sma Swasta Katolik Budi Murni 2 Medan”, Kairos ELT Journal,” Vol. 2, No.3, 2018.
Fitrah Azizah, “Using Discussion Technique to Improve Students’ Speaking Skill in English at The Eleventh Grade of SMAN 2 Camba”. (Thesis, Faculty of Teacher Training and Education, Makassar Muhammadiyah University), 2018.
Fitriah et al., “The Use of Brainstorming Technique in Increasing Students Confidence in English Speaking Skills at SMAN 4 Kota Serang”, Journal of English Education, Linguistics, and Literature Journal, Vol.1, No.2, February 2022.
Hapri Octarina, “The Use of Brainstorming Strategy to Improve Students’
Speaking Ability at the Eleventh Grade of SMAN 1 Bengkulu Tengah Academic Year 2020/2021”, (Thesis, Faculty of Tarbiyah and Tadris, State Islamic of Bengkulu), 2021.
105
Hand Do Thi, “Factors Influence Learners’ English-Speaking Skill at A Vietnamisi University and Suggestions for Improvement,” Social Science Learning Education Journal, Vol.6, No.6, 2021.
Hariratuz Zakiya, Riyadi Santoso, et al., “Teachers’ Strategies in Improving Students' Ability,” International Journal of Education and Research Review, Vol.5, No.4, 2020.
Humira Azwir, “An Analysis of Teachers’ Strategies to Encourage Students’ Self Confidence in Speaking”, (Thesis, FTK UIN Ar-Raniry, Banda Aceh), 2020.
I Gusti Ayu, “Kendala dalam belajar bahasa ingrris dan cara mengatasinya”, Linguistic Community Service Journal, Vol.1 No.2, 2021.
Ika Wahyuni Lestari, “What Teaching Strategies Motivate Learners to Speak”, Journal of Foreign Language Teaching and Learning” Vol.1, No.1, 2016.
Imam Aulia Putra, “Teachers’ difficulties in teaching speaking at Islamic Boarding School (A case study of English of Islamic Boarding Junior high school in Padang Panjang”, Thesis, Faculty of Tarbiyah state Islamic collage STAIN Batu Sangkar, 2016.
Isola Rajagopalan, “Concept of Teaching” Shanlax International Journal of Education, Vol.7, No.2, 2019.
Jani Utama Putra, “An Analysis of Students’ Anxiety in English Speaking Classroom at the Third Semester”, (Thesis, Faculty of Teacher Training and Education, University of Muhammadiyah Makassar), 2018
Lai-Mei Leong & Seyedeh Masoumeh Ahmadi “An Analysis of Factors Influencing Learners’ English Speaking Skill, International Journal of Research in English Education, 2017.
Lexy J. Moleong, Meodologi Penelitian Kualitatif, Bandung: PT.Remaja Rosdakarya, 2017.
Maryanti, “The Strategies Applied by Teachers in Teaching Speaking at SMPN 1 Kota Sabang”, English Education Journal, Vol.12. No.3, July 2021
106
M. Ubaidillah Karomi Safari &Sri Wuli Fitriati “Learning Strategies Used by Learners with different Speaking Performance for Developing Speaking Ability”. English Education Journal, Vol.6, No.2, 2016.
Munawaroh, “The influence of teaching methods and learning environments to the student’s learning achievement of craft and Entrepreneurship subjects at vocational high school”, International Journal of Environmental &Science Education” Vol.12, No.4, 2017.
Nadia Ulfa, et.al, “An Analysis of Teacher Strategies in Teaching English Speaking Skill at Tenth Grade Students of MAN 2 Bojonegoro in the Academic Year of 2019/2020” Jurnal Pendidikan Edutama, Vol.9, No.1, 2022.
Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan, (Bandun: PT Remaja Rosdakarya, 2017.
Novita Indah, et.al, ”Strategies Of Teaching Speaking In Desa Bahasa Sragen’s Students”, Journal Of Teaching And Learning English In Multicultural Context”, Vol.3, No.2, 2019.
Nisya Anizar, “Teachers’ Strategies in Teaching Speaking at SMP Negeri 18 Medan”, Journal of Edulingua, Vol.6, No.2, December 2019.
Parupalli Srinivas Rao, “The Importance of Speaking Skill”, Alford Council of International English & Literature Journal, Vol.2, No.2, 2019.
Purnama Yulian, et.al, “Language Learning Strategies Used by Successful Students of the English Education Study Program at University of Bengkulu”, Journal of English Education and Teaching, Vol.2, No.4, 2018.
Putri Ramadhani & Syamsul Bahri “Teachers Problems in Teaching Speaking To Young Learners”, Research in English and Education, Vol. 2, Number 1, 2017.
Ravindra D.Sarode, “Teaching Strategies, Styles and Qualities of A Teacher, A Review for Valuable High Education”, International Journal of Current Engineering and Scientific Research, Vol.5 No.5, 2018.
107
Risnawati,” The Fluency Of English Speaking Skill By The Third Semester Students Of English Education Department” Thesis University Of Muhamadiyah Makassar, 2018.
Sandu Sioto & Alisodi, Dasar Metodologi Penelitian,Yogyakarta: Literasi Media Publishing, 2015.
Sudayarno, Metode Penelitian Pendidikan, Jakarta: Kencana, 2016.
Sariakin, “Model-Based Development English Language Learning Characters in Improving Students Achievement of SMA in Banda Aceh” The International Journal of Social Sciences, Vol.4, No.2, May 2016.
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, Dan R&D, Bandung:
ALFABETA, 2018.
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Prakti, Jakarta:PT Rineka Cipta, 2013.
Tim Penyusun, Pedoman Penulisan Skripsi UIN Mataram, (Mataram: Universitas Islam Negeri (UIN) Mataram, 2020.
Tutti Sri Handayani and Leni Marlina, “Using Brainstorming Technique in Speaking Activity for Senior High School Students”, Journal of Language Teaching, Vol.8, No.1 2019.
Uswatun Hashanah,” The Use Communicative Approach To Improve The Students Fluency And Accuracy” Thesis, UIN Ar-Raniry Banda Aceh, 2021.
Yale, “Discussion Methods” in https://poorvucenter.yale.edu/resources/teaching- techniques-and-methods/discussion-methods, accessed on Mei 25, 2022. Yunita Hidayatai, “The Effect of Storytelling Towards Students’ Speaking Skill at
X Grade Students of MA Nurul Haramain Boarding School”, Journal of Languages and Language Teaching, Vol.7, No.2, 2019.
108 APPENDICES APPENDIX 1
„„Interview guidelines and the result for teachers interview to analyze teachers‟ strategies for improv ing students‟ speaking ability at SMAN 1
Pringgrata in the academic year 2022/2023.‟‟
No Focus of Research Indicators Question Answer 1 What do teachers'
strategies for improving students' speaking ability?
Role-play Strategy
1) Do the teachers apply the role- playing
strategy in speaking class?
2) Do the teachers give students
examples of role-playing scenarios before
practicing a character in this strategy?
3) How long does it take the teachers to practice this strategy in speaking class?
I always apply this strategy to many students in a large class. It is to make students encourage their vocabulary mastery and thinking creativity through practice activities. Although some are still reluctant to do it, I always try to maximize their learning process I usually give them time to practice and then give them storybooks to train them by reading. It will be helpful when they practice in front of the class to express their self- language.
I take half of their study hours to practice in a pair or groups because, in the first hour, they start learning and explain the learning flow, and in the last hour, they correct mistakes and check
whether their
understanding is unclear.
109
4) How do the teachers divide their students in practicing this strategy to be effective in speaking class?
In a class with many students, I divide three to four people into one group to build an effective learning process. It’s proven from the activities of this group that it provides positive effects and builds self-confidence when speaking because they have practiced together.
Simulation Strategy
5) Do the teachers apply simulation strategies in speaking class?
6) Why do the teachers explain the purpose and how to use the simulation strategy before practicing it?
7) Why do the teachers always form a group and determine students' respective roles when using this strategy?
8) Will the use of this strategy train students to cooperate in group
situations?
-
-
-
-
Discussion Strategy
9) Does the teachers apply a discussion
No, interspersed with the use of other strategies, such s this week using a
110
strategy in every meeting with students' in speaking class?
10) Why do the teachers guide,
facilitate, and motivate their student's interactions when using this strategy in practicing speaking?
11) Will this strategy make teachers lower the
inhabitation of students who are unwilling to speak in front of the class?
discussion strategy and next week it is different, depending on the material in their learning book.
That is a crucial thing that teachers do because it’s part of a teacher’s responsibility to hone students' abilities and help them learn materials to achieve successful learning by creating an environment that supports students in facilitating what they need in education and motivating them to grow their thinking and spirit in the learning process.
Ya, this strategy will be adequate proper to overcome the students who are ashamed, nervous, and fearful of being wrong in pronouncing words, phrases, and sentences.
Brainstorm ing
strategy
12) How many times do teachers apply brainstorming strategies in speaking class?
In each meeting, according to material in learning books, such as games activity, continue words or sentences to guide students in fun learning and create excitement for students so that they don’t get bored with the way the teachers give them, as
well as make
conversation in a theme
111
13) Why do the teachers divide their students into group
discussions?
14) Do the teachers constantly stimulate their students to be ready to express their opinion before practicing this strategy?
15) Do the teachers give students
opportunities to convey a statement of opinion or ideas in every meeting?
with a pair group.
Because it can be an effective way to build students' personalities to socialize with other people, which can make them communicate effectively to discuss the topic.
Of course, in a way that catches students' attention and builds interaction between teachers and students, such as beginning the lesson with an exciting fact, encouraging
enthusiasm and
engagement with writing, grammar, spelling, and reading. With the way to create sentences around things they like, for example, the police shoot his gun at the sky to stop the thief.
Of course, always give them opportunities for anything in the learning context, and control their learning process. At the end of the lesson, the teachers review and confirm whether the material they have learned is unclear or not.
Story Telling Strategy
16) How often do the teachers
use a
storytelling strategy in their speaking class?
Not necessarily how often, depending on the context of material in their learning books.
112
17) Before practicing this strategy, do the teachers always give students
examples of a story?
18) Why do the teachers instruct their students on how to process storyteller facial
expressions, body
movements, and voice in speaking practice?
19) Why do the teachers often ask their students to produce their own stories for their
classmates?
Sometimes, the teachers give the example story before they choose the story's topic, depending on their age and relation to the subject of the lesson learned by students.
Because that’s part of the essential aspects, such as gestures or facial expressions, to see and judge the storyteller from facial expressions and body language, whether or not they are understanding, body movements to explain if the storyteller does not know how to say something in English words, and voice in a loud and clear voice, it can be easily heard by their friends who are in the back seat during practice.
To know their interest and seriousness in learning and to hone their skills when composing a story based on experience or even that they have experienced.
113 Drilling Strategy
20) How many times do teachers apply this strategy in speaking class?
21) What are the advantages to students when using this strategy?
22) Do the teachers make learning more enjoyable when using this strategy?
23) Can the use of this strategy
provide students fluency when speaking practice?
In every meeting, to increase students' vocabulary mastery, in the middle of the meeting, teachers give some vocabulary, then ask them to memorize, and teachers check at the end of the session.
It is used in teaching- learning by training students to do an activity repeatedly until they are able to demonstrate the ability to pronounce words, phrases, or sentences correctly, as exemplified.
Of course, they are marked by their activeness during the learning process takes place.
Yes, gradually, in each lesson when students practice speaking to convey something.
This school lacks
facilities and
infrastructure such as reference books, dictionaries, and language development outside class hours.
As much as possible, with the collaboration between teachers and 2 What are the
obstacles faced by teachers in improving students' speaking ability?
Inadequate Facilities and Infrastruct ure
24) Does the school don't provide
facilities and infrastructure?
25) How do the teachers promote their
114
students' ability if the school has incomplete reference books and dictionaries?
students to bring repective dictionaries and techers endeavors to bring reference book based on students need.
Less effective, besauce they use Bahasa in daily life, which is the local language. it is difficult to be effective when they enter the classroom, because it can affect their concentration while studying, such as disturbing each other, making noise, but teacher always try to make an agreemen if in the classroom, they may not use their respective reginal language during learning process.
Giving punishment when they use the local language in speaking class, it is useful to increase their curiosity to try and use English language even if it’s
wrong both in
pronounciation and grammar.
Non –
English environme nt
26) How can
the non-
English environment be effective
for the
language learning process?
27) Why do the teachers give
punishment if students use their mother tongue in the speaking learning process?
Students cannot remember
28) Why do the students lack
Because not all students are enthusiastic and motivated about learning,
115 anything to say
vocabulary and grammar mistakes?
some are lazy, feel ashamed, and are afraid of being wrong, and their curiosity about language is lacking.
Students characters
29) Do the students' characters influences their learning process?
30) Do the students' character crucial thing to achieving learning goals?
It's very influential to their teaching-learning process in the classroom because it is essential to know and understand the characteristics of each student may achieve better learning.
Of course, the methods used can grow positive student characters.
3 Teachers' strategies to overcome the obstacle in improving students’ speaking ability?
Giving motivation
31) Do the teachers always
motivate the students to achieve an expected learning goal?
32) Why do the teachers always
appreciate what they are looking at in front of their
Always motivate the students to be happy, comfortable, and excited to begin learning well before starting the learning process.
Of course, the teachers always appreciate the student when they seem to be doing their best or not. Still, by encouraging them, congratulation them, and always
116
friends? supporting whatever they do, they will always strive to do better than before.
Giving the students practice both fluency and accuracy.
33) Do the teachers give opportunities to practice to students who are not fluent in speaking class?
34) How do the teachers train all students in a class to build fluency in speaking?
35) Does fluency refer
to how
successfully students in speaking?
Of course, in every meeting, teachers give time one-third of the lesson to practice do not feel nervous before coming forward.
By practicing in pairs, for example, with their classmates, they are then listening to each other, correcting each other, and understanding each other, whether their understanding is clear or not, and what they show in front of each other.
The learning process of students who is not fluent can hinder the learning process of teaching in the class. On the other hand, if students are fluent in communicating, they will be able to understand various more demanding and longer texts that students hear in English and can also express their ideas fluently and spontaneously without having to stop to think about the right words, phrases, or sentences to use.
Giving the opportuniti es for students to
36) Are group work and pair work effective in building the
Yes, It is very influential
in building
communication
effectiveness with a
117 talk by using group work and pair work
students' effectiveness in speaking learning?
group member.
Designing classroom activities
37) Do the teachers and students
design classroom activities effectively for their teaching- learning process?
Yes, teachers always conducted them to design classroom activities that are fun, uplifting with a comfortable atmosphere, and receive material in an easy-to-understand way.
118 APPENDIX 2
OBSERVATION GUIDELINES
“Observation guidelines and the result for teachers interview to analyze teachers‟ strategies for improv ing students‟ speaking ability at SMAN 1
Pringgrata in the academic year 2022/2023.‟‟
No Focus of Research
Indicators Statement Yes No 3. What do
teachers' strategies for improving students' speaking ability?
Role-play Strategy
1) The teachers often practice role- playing strategies in speaking class.
2) The teachers give students examples of role-playing scenarios before practicings a character in this strategy in speaking class.
3) The teachers give students time for a third of one meeting to practice this strategy in speaking class.
4) The teachers divide their students into three or four groups to be an effective learning process in a speaking class.
119 Simulation Strategy
5) The teachers often apply this strategy in speaking class.
6) The teachers explain the purpose and how to use the simulation strategy to the students before practicing it.
7) When using this strategy, the teachers form a
group and
determine students' respective roles. 8) The teacher trains
students to
cooperate in group situations when using this strategy.
Discussion Strategy
9) The teachers often apply this strategy in every meeting of the speaking class.
10) The teacher guide, facilitate, and motivate their students'
interactions and activities in discussion strategy to be effective in speaking class.
11) Through strategy, teachers lower the inhibition of students unwilling to speak in front of the class during the learning process.