THE IMPLEMENTATION OF DIALOGUE TECHNIQUE IN TEACHING OF SPEAKING AT SMP N 1 KOTO XI TARUSAN

(1)

1 THE IMPLEMENTATION OF DIALOGUE TECHNIQUE IN TEACHING OF SPEAKING AT SMP N 1 KOTO XI TARUSAN

Oleh:

**Susri Dayanti*)**

) Belinda Analido, M.Pd and ) Melati Theresia, S.S, M. Hum Staf Pengajar Program Studi Bahasa Inggris STKIP PGRI Sumatera Barat

ABSTRAK

Penerapan tekhnik dialog disekolah yang dilakukan oleh guru selama ini hanya mencakup beberapa bagian didalam prosedur tekhnik dialog. Penelitian ini bertujuan untuk mengetahui penerapan tekhnik dialog dalam kelas untuk pengajaran berbicara di SMPN 1 Tarusan. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif untuk menganalisa proses penerapan dialog teknik yang digunakan guru dalam pengajaran speaking di SMPN 1 Tarusan. Untuk kerangka analisa, peneliti menggunakan pendekatan deskriptif untuk menjawab pertanyaan penelitian. Untuk mengumpulkan data, peneliti melakukan observasi ceklist dan catatan lapangan. Hasil dari penelitian ini menunjukkan bahwa kebanyakan dari guru bahasa Inggris sudah mempunyai prosedur mereka sendiri dalam menerapkan tekhnik dialog dalam kelas, walaupun tidak semua guru yang menerapkan semua prosedur tersebut. Berdasarkan data yang didapatkan, peneliti mengambil kesimpulan bahwa satu partisipan hampir menerapkan semua langkah teknik dialog dalam indicator penelitian. Sedangkan partisipan kedua, ketiga dan keempat lebih memfokuskan kepada langkah utama dalam teknik dialog saja dan hampir tidak melakukan langkah persiapan didalam penerapannya. Untuk langkah terakhir guru lebih memilih untuk meminta anak untuk bekerja secara berpasangan atau berkelompok supaya mereka bisa saling membantu jika menemukan kesulitan.

Berdasarkan temuan tersebut, disarankan kepada guru agar merujuk kembali penerapan yang telah dilakukan selama ini sesuai dengan prosedur yang sebenarnya.

Key Words: dialogue technique, teaching speaking

*) Peneliti

**) Pembimbing

INTRODUCTION

To teach speaking, the teacher uses many techniques such as; dialogue technique and role play.

Dialogue technique is the process of memorizing the line in the dialogue to pronounce in the classroom.

Based on the researcher’s interview, in dialogue technique, teacher said that the students asked to remember the dialogue and then practice it in front of the class. Based on this condition, researcher concludes that students will get problem about how they pronounce the word, their grammar, their vocabulary, their fluency and their comprehension with the dialogue.

The students’ pronunciation in dialogue technique is will be better because the students have opportunity to asking their friend and seeing the dictionary how to pronounce unfamiliar word. Students will have good grammar in their speaking, because they can check every sentence before they memorize it. Likewise, vocabulary and fluency, students will get many vocabularies and more smoothly in their dialogue, because they have time to find the word and to memorize it before perform in front of the class.

Finally, students will have good comprehension with the dialogue that had been they made before. Hence, the students’ readiness in their dialogue is positive, because it has planned before.

Actually, dialogue technique has differences in the implementation with the other technique. Dialogue technique makes students speak well in the classroom but to do that, the students have been memorizing the dialogue before. Teacher gives students some minutes to make schema or plan what they are going to do in front of the class. The students will use the time to write the dialogue and memorize it; because they are doubt will forgetting the dialogue. When the students have a time to memorize, they will check the pronunciation, grammar, vocabulary, fluency, and comprehension.

It will make their speaking better in front of the class later. In this technique, the teacher is a supervisor.

The teacher is always control students’ activity; while the assessment is continued by the teacher. Dialogue technique have problem in using much time to memorize the dialogue for the students.

(2)

2

REVIEW OF RELATED LITERATURE

Dialogue technique is supposed to give an impression of daily speech. Daily speech is really important, because it will be explore speakers’

confidence and ability in the speaking. On the other hand, some speakers make transcript before they talk.

It will be something that had been planning and memorizing. So, dialogue technique is a good way to make foreign learner more active in speaking english without make transcript before they talk.

The clear explanation will be discussed to make this research more understandable. In this part, some expert will give some definition about dialogue technique. According to Richards and Rogers (1986:76), dialogue is one of the examples of social interaction activities compatible with a communicative approach which fluency and acceptable language that is the primary goal. Dialogue is not only about share opinion or idea, but also about fluency and acceptable language. Listener should understand with the message that speaker’sgive to them and they can give feedback based on the message itself. Dialogue also called as media social interaction between people

Littlewood in liu (2010:136) also defines that dialogue is one of the methods based on communicative language teaching which provides

“whole-task practice”, allows natural learning, and creates a context which support learning. Hence, dialogue is often implemented by the teacher in teachingforeign language learner. Dialogue becomes the teachers’ way in getting students achievement in teaching speaking. It is used to look students’ ability in speaking.

Therefore, Hornby in Azizah (2012:2) states that dialogue is spoken or written conversation, talk or a discussion between people in which opinions are exchanged. In the dialogue, the speaker and the listener will get benefit from it. Thus, in this technique, listener and speaker doing exchange opinion, idea and information each other. They will get new information from the dialogue that they had been done.

Based on the explanation above, the researcher defines that dialogue is a technique to learn speaking where the opinion, idea and information that are exchanged. the speakers do discussion with the people around them and get much information that will use in their life. Dialogue also uses as a media social interaction, because people needs to do socialization with the other people. The people need to dialogue, because it seems really important to the people. In the school, the dialogue is often used by the teacher in teaching speaking.

1. Procedures of teaching speaking through dialogue technique

In teaching speaking, the teachers need to guide from some procedure that should have they follow.

There are some procedures from the expert that can follow by the teacher in teaching speaking through dialogue technique; this part will guide the teacher to know how to teach speaking through dialogue technique by some expert. It will help the teacher to make innovation in their teaching.

The clear explanation will be discussed to make this research more understandable. In this part, some expert will give some steps of teaching speaking.

According to Seite (2015: 1) the procedure of the dialogue technique is;

1. PREPARATORY STEP (OPTIONAL) 1.1 Discuss the pictures/dialogue 2. MAIN STEPS

2.1 Imitation (compulsory)

The teacher says each dialogue sentence twice, with the Indonesian version sandwiched between. Students repeat the sentences. Pictures and printed word are available.

2.2 Recognition (optional)

a. Teacher reads out complete dialogue. Students listen and follow the written text simultaneously.

2.3 Recall

a. Teacher presents dialogue. Pictures and text are available. After each sentence, the teacher allows for some time in which the students mutter the text, everyone to himself.

b. Interpretation (compulsory). Teacher presents the Indonesian version of the dialogue sentences (original order or random order).

Students respond with the English sentence.

Pictures and text are available.

c. Teacher calls out familiar word of a sentence as a signal word. Students give the complete sentence. Books closed. The signal word may be in the foreign language or in the mother tongue.

d. Teacher articulates a sentence silently, but slowly and carefully. Students try to lip-read and to recognize the facial expressions corresponding to the individual utterances.

Books closed.

e. Test (compulsory). No verbal or visual stimuli given by teacher. Books closed. Students speak sentences independently as they come to their minds.

3. TARGET STEPS (COMPULSORY)

a. Individual work. Teacher withdrawal starts here. Everyone works at his own place, or simply rests for a minute or two.

b. Class splits up in small groups corresponding to the number of parts in the dialogue. Groups can move about freely in the classroom, or

(3)

3

even go outside to practice. Teacher assists groups when they want it.

c. Some groups are called upon to perform in front of the class.

d. Self-dictation - key-word dictation (optional) Based on the procedure above, the researcher will use the procedure by Seite (2015:1), because the procedure is more understandable and specificable for second grade students’ in junior high school. Actually, all of the procedures above are useful to teaching speaking and improve students’ ability. The procedures can be use to new reference by the teacher to make innovation in their teaching. Thus, researcher hopes these procedures can help students and teacher in teaching speaking.

RESEARCH METHOD

This research conducted in descriptive research that describes the problems that happened in the school. It was supported by Gravetter and Lori (2011:364), state that descriptive research typically involves describes a variables or a set of variable as they exist naturally. Additionally, Cresswell (2012:247) state that description is a detailed rendering of people, places, or events in a setting in qualitative research; it is easiest to start the analysis after the initial reading and coding of the data. This theory supported the researcher use this design because the researcher want to analyze the implementation of dialogue technique in teaching speaking because this research explained how the dialogue technique implement and give influences to students’ speaking skill at SMP N 1 Tarusan.

FINDING AND DISCUSSION

The finding of the research would like to answer the research question that is;”how do the teachers implement the dialogue technique in teaching of speaking at SMPN 1 Tarusan”. There is one participant who almost implements all of the indicators. The indicators include: preparatory steps, main steps and target steps. The second participants are not implementing the preparatory steps but in the second observation the participant follow one sub-step in preparatory steps. On the other hand, the third participants and the fourth participants do not implement the preparatory steps. Based on the explanation above, It is not mean that the other teacher have lack in the implementation but the other teachers just have their own way to make students understand with the material. Here are some findings to answer the research question:

participants The indicators of dialogue technique

First participant

1. Preparatory steps - Teacher asks

students to observe

the dialogue 2. Main steps

- The teacher said each line of dialogue sentence twice and students repeat the sentence

- Students mutter and memorize the

dialogue by

themselves

- Teacher asks students to find the meaning of the dialogue

- Students asked to find the unfamiliar word and find the meaning in the dictionary

- Ask students to practice the dialogue in front of the class.

3. Target steps

- Teacher ask students to work in group and make their own dialogue then perform in front of the class without any help from the teacher and the text.

Second observation 1. Preparatory steps

- Teacher asks students to observe the dialogue - Teacher discusses the main thing of the dialogue 2. Main steps

- Teacher reads out complete dialogue and students just listen by following the text.

- Students mutter and memorize the dialogue by themselves

- Students asked to find the unfamiliar word and find the meaning in the dictionary

(4)

4

3. Target steps

- Teacher asks students to work in group and make their own dialogue then perform in front of the class without any help from the teacher and the text.

Second participants

1. Preparatory steps - Teacher just asks

students to read the dialogue by themselves and teacher did not guide the students to read the dialogue.

2. Main steps

- Students asked to find the unfamiliar word and find the meaning in the dictionary and discuss the meaning of the dialogue. And answer the question

3. Target steps

- Teacher asks students to work in pair and make their own dialogue then perform in front of the class without any help from the teacher and the text.

- Teacher asks students to observe the dialogue 2. Main steps

- Students asked to find the unfamiliar word and find the meaning in the dictionary and discuss the meaning and the main thing in the dialogue.

And answer the question 3. Target steps

Third participants

students to read the dialogue by themselves and teacher did not guide the students to read the dialogue.

2. Main steps

- Students asked to find the unfamiliar word and find the meaning in the dictionary answer the question. Discuss about the dialogue

3. Target steps

- Teacher ask students to work in group and make their own dialogue then perform in front of the class without any help from the teacher and the text.

- Teacher just asks students to read the dialogue by themselves and teacher did not guide the students to read the dialogue.

2. Main steps

- The teacher said each

(5)

5

line of dialogue sentence twice and students repeat the sentence

- Students asked to find the unfamiliar word and find the meaning in the dictionary, discuss the main thing and answer the question

3. Target steps

- Teacher asks students to work in group and make their own dialogue then perform in front of the class without any help from the teacher and the text.

Fourth participants

students to read the dialogue by themselves.

2. Main steps

- Ask students to practice the dialogue in front of the class. After that teacher read each part of dialogue and asks students to repeat it.

Then asks students again to perform

3. Target steps

- Teacher just asks students to read the dialogue by themselves.

2. Main steps

- Teacher reads out complete dialogue and students listen by following the text. Then teacher and students discuss the main thing of the dialogue like the material and the grammar - Ask students to practice the dialogue in front of the class.

3. Target steps

CONCLUSION

There were so many information the researcher got from the observation. The observation that had been done by the researcher was aimed at getting the answer and information about the research question. On the previous chapter had explained that there were three steps in indicators of dialogue, preparatory step, main steps and target step should implement by the teacher.

On the other hand, the researcher found that the teachers did not implement all steps which were stated in procedure of dialogue technique and the implementation was not systematically. Some participants did not implement the preparatory step, because the teacher said, it would be implementing in another steps or substitute with other activity. In the target steps, the participant tends to choose pair work and group work to recall the teaching material, because it was more efficient than individual work. Based on that condition, the researcher gave some question to the teacher. Teacher said that students needed to more practice about the dialogue. Students will feel comfortable with their own dialogue when perform in front of the class. On the other hand, students will be understood with material if they are tried to make it by themselves. If the students just asked to remember the dialogue individually, students will not have many vocabularies. So, teacher thought that remake dialogue will help students in increase their grammar, vocabulary, pronunciation.

Based on the explanation above, the researcher found that the teachers did not implement all steps

(6)

6

which were stated in procedure of dialogue technique and the implementation was not systematically. In the indicators of dialogue technique, students ask to comprehend the dialogue truly but the condition that happened in the school is the teacher ask students to make again a dialogue in pair or group by their own version with the same material surely.

REFERENCES.

Creswell, John. W. 2012. Educational research:

planning, conducting, and evaluating quantitative and qualitative research. 4^th edition. Boston: Pearson education.

Emmy, el azizah. 2012. The effectiveness of using dialogue in improving students’ speaking skill at the second grade of SMP N 2 Salam.

English department: Universitas Negeri Salam. Retrieved February 2015.

[email protected].

Gay, L.R. and Peter Airasian. 2000. Educational research: competencies for analysis and application. 6^th. Colombo: Prentice Hall.

Gravetter, Frederick, and Lori Ann Forzano. 2011.

Research Methods For The Behavioral Science. New Jersey: Cengage Learning Publishing

Julinda, Marlan and suhartono. 2012. Teaching speaking through dialogue. English education study program, language and art education:

FKIP universitas Tanjung Pura. Retrieved on February 2015.

Larsen – freeman, diane. 2000. Technique and principle in language teaching. New York:

Oxford University Press.

Liu, yu. February 2010. Arousing the college students’

motivation in speaking English through role play. International Education Studies.

Vol.3.No.1.

Richard, Jack C. and Rodgers, Theodore S. 1986.

Approaches and methods in language teaching: a description and analysis. New York: Cambridge University Press.

Seite, Zuruhk. How to work with dialogue. Retrieved on june, 2015. Vol3.

THE IMPLEMENTATION OF DIALOGUE TECHNIQUE IN TEACHING OF SPEAKING AT SMP N 1 KOTO XI TARUSAN

1