2021/2022) A Skripsi
Presented to the Faculty of Educational Sciences in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English Education
by:
Nurhawary 11170140000049
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2022
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An Analysis of Teachers’ Strategies in Online Speaking Class (A Case Study on MTs Pembangunan UIN Jakarta in the Academic Year
2021/2022).
A Skripsi
Presented to the Faculty of Educational Sciences in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English Education
by:
Nurhawary 11170140000049
Approved by:
Advisor I
Dr. Fahriany, M.Pd
NIP. 19700611 199101 2 001
Advisor II
Desi Nahartini, M.Ed NIP.-
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2022
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Speaking Class (A Case Study on MTs Pembangunan UIN Jakarta in the Academic Year 2021/2022). A skripsi of Department of English Education, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic Unversity, Jakarta, 2022.
Advisor I : Dr. Fahriany, M.Pd.
Advisor II : Desi Nahartini, M.Ed.
Keywords : Teachers’ Strategies, Speaking Skill, Online Class
The objective of this study was to determine the teacher's strategy in teaching speaking skills through online classes. With the aim of this research, this study described the strategies used by teachers in teaching speaking online classes. This research was conducted in the eighth grade of Mts Pembangunan UIN Jakarta. The method used in this research was qualitative with case study design. The instruments used were interviews, observation, and document analysis. First, interviews were conducted with two eighth grade English teachers. Second, observations were made in two classes in each of the two English teachers. Third, document analysis was carried out using the lesson plans used by teachers. The researcher concluded that the teacher has four strategies to teach speaking, namely;
acting from script, communication games, discussion, and storytelling. Strategy implementation was divided into three parts, namely opening, main activities, and closing. In these three sections, the teacher carried out procedures starting from the introduction, task, monitoring, dan feedback and follow-up.
v ABSTRAK
Nurhawary (11170140000049). An Analysis of Teachers’ Strategies in Online Speaking Class (A Case Study on MTs Pembangunan UIN Jakarta in the Academic Year 2021/2022). A skripsi of Department of English Education, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic Unversity, Jakarta, 2022.
Advisor I : Dr. Fahriany, M.Pd.
Advisor II : Desi Nahartini, M.Ed.
Kata Kunci : Strategi Guru, Keterampilan Berbicara, Kelas Online
Tujuan dari penelitian ini adalah untuk mengetahui strategi guru dalam mengajarkan keterampilan berbicara melalui kelas online. Dengan tujuan penelitian ini, penelitian ini menjelaskan strategi yang digunakan oleh guru dalam mengajar kelas berbicara secara online. Penelitian ini dilakukan di kelas VIII Mts Pembangunan UIN Jakarta. Metode yang digunakan dalam penelitian ini adalah kualitatif dengan desain studi kasus. Instrumen yang digunakan adalah wawancara, observasi, dan analisis dokumen. Pertama, wawancara dilakukan dengan dua guru bahasa Inggris kelas delapan. Kedua, observasi dilakukan di dua kelas di masing- masing dua guru bahasa Inggris. Ketiga, analisis dokumen dilakukan dengan menggunakan RPP yang digunakan oleh guru. Peneliti menyimpulkan bahwa guru memiliki empat strategi mengajar berbicara, yaitu; bertindak sesuai naskah (acting from script), permainan komunikasi (communication games), diskusi (discussion), dan bercerita (storytelling). Penerapan strategi dibagi menjadi tiga bagian yaitu pembukaan, kegiatan inti, dan penutup. Pada ketiga bagian tersebut, guru melakukan prosedur mulai dari pembukaan (introduction), tugas (task), pemantauan (monitoring), dan masukan dan tindal lanjut (feedback and follow-up).
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ACKNOWLEDGMENT In the name of Allah, the Most Gracious, the Most Merciful.
All praises be to Allah SWT, the Lord of the world, who has given us blessing and guidance, and for the blessing given to the writer in finishing the skripsi entitled “An Analysis of Teachers’ Strategies in Online Speaking Class (A Case Study on MTs Pembangunan UIN Jakarta in the Academic Year 2021/2022).
Peace and blessing be upon to our Prophet Muhammad SAW, his family, his companions, and his faithful followers. The best Messenger for people all over the world. In the process of arranging this skripsi, there are a lot of people have provided motivation, advice, and support that had helped the writer.
In this opportunity, the writer would like to express the greatest honor and deepest gratitude to all of them. First, the writer’s deepest appreciation goes to her beloved parents, her father, Alm. M. Nawawi Alayyubie and her mother, Mrs. Ade Mia Hilmiah, and, for the endless love, prayer, and support, and also for her siblings, Zulfa, Fikri, and Syauqi.
Second, the writer would like to express the greatest honor and deepest gratitude to the advisors, Dr. Fahriany, M.Pd., and Desi Nahartini, M.Ed., who has guided and helped the writer patiently finishing this skripsi by giving her suggestion, guidance, and correction from the beginning to the completion of this skripsi. Besides, the writer would also deliver special gratitude to:
1. Dr. Sururin, M.Ag., the Dean of Faculty of Educational Sciences Syarif Hidayatullah State Islamic University Jakarta.
2. Didin Nuruddin Hidayat, MA. TESOL., Ph.D., as the Head of English Education Department.
3. Zaharil Anasy, M.Hum., as the Secretary of English Education Department.
4. Yenny Rahmawati, M.Ed., as the Academic Advisor of English Education Department for Class B in the Academic Year 2017/2018.
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5. All lecturers in the Department of English Education who have given their knowledge, experiences, and inspiration during the learning process at Syarif Hidayatullah State Islamic University Jakarta.
6. Mr. Drs. Yon Sugiono as the Head of Research, development and quality assurance center, and Mr. Momon Mujiburahman, M.A as the principal of Mts Pembangunan UIN Jakarta who have given the writer the opportunity and permission to do the research of the skripsi.
7. Mrs. Wiwi and Mrs. Hani as the eighth grade English teachers at Mts Pembangunan UIN, who helped and supported the writer to finish this research.
8. All of the students of English Department 2017, especially Class B, who have accompanied the writer since the first year of college.
9. All of the members of Group 8 who always support each other as a team in writing the skripsi.
10. Her beloved friends, Rayhan, Gomes, Yuyun, and all of member of Menjangan, who always give strength, support, and motivation.
11. All of her friends who cannot be mentioned one by one, for sharing their knowledge, time, and being good friends
Finally, the writer hopes this skripsi will be useful for both the writer herself and the readers. The writer realized that this skripsi is far from perfect and still needs many improvements. Therefore, the writer invoked suggestions and criticisms in order to present better research in the future.
Jakarta, October 30th 2022
Nurhawary
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ABSTRACT ... IV ABSTRAK ... V TABLE OF CONTENT ... VIII LIST OF APPENDICES ..………X LIST OF TABLES ... XI
CHAPTER I ... 1
INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problem ... 5
C. Limitation of the Study ... 6
D. Formulation of the Problem ... 6
E. Objective of the Study ... 6
F. Significance of the Study ... 6
CHAPTER II ... 8
LITERATURE REVIEW ... 8
A. Teaching Strategy ... 8
1. An Overview of Teaching Strategy... 8
2. The Importance of Teaching Speaking ... 9
3. The Procedure of Teaching Speaking ... 10
4. The Types of Strategies in Teaching Speaking ... 11
B. Speaking for Junior High School ... 15
1. The Nature of Speaking ... 15
2. Purpose of Speaking for Junior High School ... 15
3. Component of Speaking for Junior High School ... 19
C. Online Learning ... 21
1. Definition of Online Learning ... 21
2. Types of Online Learning ... 22
D. Previous Study ... 23
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CHAPTER III ... 26
RESEARCH METHODOLOGY ... 26
A. Place and Time of the Research ... 26
B. Method and Design of the Research ... 26
C. Subject and Object of the Research ... 27
D. Instrument of the Research ... 27
E. The Technique of Data Collection ... 27
F. The Technique of Data Analysis ... 29
CHAPTER IV ... 30
FINDING AND DISCUSSION ... 30
A. Research Findings ... 30
1. The Result of Interview ... 30
2. The Result of Observation Checklist ... 38
3. The Result of Document Analysis ... 47
B. Discussion ... 49
CHAPTER V ... 53
CONCLUSION AND SUGGESTION ... 53
A. Conclusion ... 53
B. Suggestion ... 53
REFERENCES ... 55
APPENDICES ... 60
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LIST OF APPENDICES
Appendix 1 : The Question List of Interview ... 60
Appendix 2: The Observation Checklist ... 72
Appendix 3 : The Document Analysis ... 82
Appendix 4 : Screenshot of Zoom ... 84
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LIST OF TABLES
The Result of Teacher 1’s Strategies in Teaching Speaking (Meeting 1&2) ... 38
The Implemention of Teacher 1’s Strategies in Teaching Speaking (Meeting 1&2) ... 39
The Result of Teacher 2’s Strategies in Teaching Speaking (Meeting 1) ... 41
The Implemention of Teacher 2’s Strategies in Teaching Speaking (Meeting 1) ... 42
The Result of Teacher 2’s Strategies in Teaching Speaking (Meeting 2) ... 44
The Implemention of Teacher 2’s Strategies in Teaching Speaking (Meeting 2) ... 45
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Teaching strategy is one factors that affects the quality of teaching and learning process. Teaching strategy can be defined as a series of learning processes or activities to achieve learning objectives (Guevara et al., 2020). Teaching strategies have an essential role in helping students to achieve learning objectives. Therefore, teacher need to design and determine teaching strategies that will be used in the teaching and learning process so that students can achieve learning objectives.
Moreover, for teachers, teaching strategy is one of the characteristics of teacher professionalism. Based on constitution number 14 of 2005 concerning teachers and lecturers, article 10 states, "The competence of teachers as referred to in Article 8 includes pedagogic competence, personality competence, social competence, and professional competence obtained through professional education." teaching strategies are included in pedagogical competence that pedagogic competence is to understand students in-depth which include designing learning by applying learning and learning theories, determining learning strategies based on the characteristics of students, competencies to be achieved, and teaching materials, as well as preparing learning designs based on strategies that chosen. Furthermore, according to Husna, teachers who are knowledgeable about their subjects and pedagogy can inspire pupils to learn, employ effective teaching strategies, carry out the curriculum, and be creative (Husna et al., 2019). So, the competence of teachers who need to be possessed as professional teachers is to apply effective teaching strategies for students.
Hence, teachers can use various teaching strategies to achieve learning objectives. According to Cole (2008), in fulfilling the educational needs of students, teachers have a role to play in delivering effective teaching strategies. The teacher must select methods and strategies to suit different materials and student numbers.
Another thing, the teacher tries to create a good learning atmosphere (W et al.,
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2015). Then, students will feel the appropriate learning process between the material and learning strategies delivered by the teacher. However, all of these are the teacher's efforts to meet the needs of students in the learning process by choosing the right learning strategy. In essence, the teacher must choose a way of teaching following predetermined learning objectives to create a good atmosphere and achieve learning objectives.
Speaking skills are generally one of the most challenging skills for language learners (Rao, 2019). Language learners also find speaking difficult, even though they have studied for years. Furthermore, Nunan explains that speaking is one of the productive languages in English (Nunan, 2003). It implies someone creates a systematic vowel statement to convey meaning. Speaking is a verbal language.
People can express their ideas and thoughts. The ability to speak is a marker of mastering a language (Fauzan, 2016). Students can communicate when they have fulfilled all components such as; grammar, pronunciation, fluency, accuracy, and vocabulary. Therefore, students should learn speaking elements to improve their speaking skills.
Teaching speaking is a fundamental piece of English instruction. In the target language, the ability to communicate effectively and consistently is related to the learning outcomes at school. Indeed, teaching speaking receives significant attention in many language programs, as it requires increased fluency, especially in English. Therefore, the teaching method is one-factor influencing learning outcomes. Because the objectives of each skill are not the same, the techniques used to reach writing and speaking skills will be different. Besides, to achieve the expected outcome, the strategy for teaching English skills must be adapted to each student's learning skills (Anjaniputra, 2013).
Teaching speaking skills is not an easy for teacher. In teaching speaking skills, teachers face many challenges. One of the challenges is that students feel ashamed and afraid. It is one of the challenges in teaching speaking. Therefore, students are very minimal in speaking or following the conversations discussed by the teacher.
They worry about making mistakes or being criticized. In addition, the reason of
students is ashamed and afraid is that students are anxious about the responses of other students. According to Ratnasari, students feel embarrassed because they are worried that their friends will laugh, and they feel ashamed because they do not deserve to speak English (Ratnasari, 2020). Another challenge in learning speaking skills is the lack of students' vocabulary mastery. Ratnasari stated that the challenge was caused by the lack of knowledge of students' vocabulary (Ratnasari, 2020). It makes students feel less confident.
Furthermore, this year, we are facing the COVID-19 pandemic. Because of this, the government closed schools. Teaching and learning activities are carried out online. To avoid the spread of Covid-19, the closing of class activities was carried out. Online classes are a new activity for students and teachers. An online class is a challenge for all teachers, especially English teachers in teaching speaking skills.
With this pandemic, teachers must apply and adapt to online learning classes in delivering material.
Online learning is a way to continue learning during the COVID-19 pandemic using existing technology. According to Ritonga, online learning utilizes the use of technology with various existing platforms (Ritonga et al., 2022). With various platforms, it is beneficial in the teaching and learning process in providing materials, organizing classes, and assignments with distance learning.
However, the existence of online learning that has just been implemented is not easy. The teacher experiences some obstacles. One of the obstacles encountered is the transformation of distance learning with the use of technology. Teachers and students must have adequate technology for the learning process to run well.
However, not all teachers and students have sufficient connections and technology, such as an unreachable internet connection. It will hinder the distance learning process.
Moreover, according to Salieva (2020), the problem with teaching English through online learning is the lack of student motivation in online learning. Students feel less motivated because of isolation, and the learning process is carried out
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independently. Meanwhile, Aisha Ratnasari stated that motivation is crucial for language learners; even some students feel insecure due to a lack of motivation (Ratnasari, 2020). Thus, the learning process is hampered.
Based on the explanation above, researchers feel it is important to explore teacher strategies in online learning, especially learning speaking. It is not easy for teachers to teach speaking through online learning, where teachers must continue to educate students in online learning. Face-to-face learning is still a challenge for teachers. So, with online learning, the teacher's challenges in teaching are increasing, and teachers must maximize their students' speaking skills with online learning.
In online teaching, teachers must be able to maximize teaching by using technology. That way, students will be more motivated and not easily bored.
However, at this time, teachers and students are still limited in the use of technology. Thus, this becomes a challenge for teachers in the teaching and learning process. Therefore, it is important to know and evaluate the teacher's strategies in teaching speaking used by English teachers through online learning. So, other teachers can take this research as a reference for teaching speaking.
In this study, the researcher focused on the VIII grade junior high school teacher. In the 2013 curriculum, the purpose of learning English, especially at the junior high school level, is for students to be able to communicate interpersonally, transactionally, and functionally about students' lives and activities at home, school, and community, as well as compose short and simple spoken and written texts. The purpose of learning, especially for the eighth grade, is with the material to get attention, ask for information, ask for help, simple present tense, comparison degree, recount text, announcements, etc. Thus, speaking ability is one of the objectives of learning English at the junior high school level.
At MTs Pembangunan UIN Jakarta, based on interviews with teachers, during offline learning, the teacher can ask students to work directly with other students and ask students to show the results of the tasks they have done. For example, the
teacher wants students to present the recount text assignment directly, but because of online learning, not all students can deliver it. With online learning, it is also difficult for teachers to form groups to work together in one learning class. For example, when the teacher wants to apply learning with group games. When the teacher distributes groups, the teacher cannot monitor student discussions directly.
Teachers also find it challenging to know the actual state of students, such as whether students are silent or not, whether students answer questions according to their abilities, etc. Even teachers also feel that internet connection is an obstacle in the learning process. There are differences in the internet conditions of each student, which makes the information to be received wrong because an unstable internet connection breaks communication. Those are the obstacles experienced during online learning.
Based on the description above, the researcher is interested in observing and finding out what strategies the teacher uses in teaching English using the online learning method. Therefore, researchers became curious and tried to research it with a study entitled "An Analysis of Teachers’ Strategies in Online Speaking Class ".
B. Identification of the Problem
From the research background above, the researchers identified some of the problems as below:
1. Speaking activities in the classroom are usually carried out with various obstacles to students' ability in speaking skills, such as; lack of vocabulary mastery, shame, and fear of being wrong, resulting in a lack of student participation in the learning process.
2. Due to Covid-19, face-to-face learning has been suspended and replaced by online learning in order to continue the teaching-learning process. It becomes a challenge for teachers to teach speaking skills with the limitations of teachers in using technology.
3. Students continue to learn online even though students have obstacles such as;
each student's technology and lack of motivation.
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4. It is essential to know the strategies used by teachers in teaching speaking online to achieve student learning goals, even if there are some constraints on students' abilities and the difficulty of direct interaction with students through online learning due to technological limitations.
C. Limitation of the Study
Based on the identification of the problem, the researcher limited this research to the strategies used by teachers in teaching speaking through online learning. The researcher focuses on the strategies used by the eighth-grade junior high school English teacher.
D. Formulation of the Problem
Based on the identification of the problems and limitations of the research, the researchers formulated research questions, namely:
1. What are the teachers’ strategies in teaching speaking skills through online classes?
2. How do teachers implement teaching strategies in online speaking classes?
E. Objective of the Study
Based on the formulation of the study, the purpose of this study was to identify and describe the strategies used by teachers in teaching speaking through online learning. This study described how teachers apply these strategies in online learning.
F. Significance of the Study
With this research, the researcher hopes that the results of this research can make a positive contribution to public education both theoretically and practically.
The author hopes that this research can be helpful for the process of learning English. In addition, this research can also provide benefits for knowing English speaking teaching strategies.
In addition, for teachers, researchers hope that the results of this study can provide useful references for teachers in implementing English learning strategies
through online learning, especially in teaching speaking skills. Then, this research can also be considered by the teacher as a solution in teaching so that it can help students in the teaching and learning process.This study is also expected to increase readers' understanding of speaking teaching strategies and provide a resource for future study.
8 CHAPTER II LITERATURE REVIEW A. Teaching Strategy
1. An Overview of Teaching Strategy
Teaching strategy is the use of methods used to convey a lesson by achieving student learning objectives. According to Whitton, teaching strategy is a technique used in presenting a concept of learning material to students (Whitton et al., 2010).
From the previous explanation, a teaching strategy can be defined as a concept or method used by teachers as tools and facilities in delivering material to students in accordance with their learning objectives.
Moreover, Lestari explains that the teaching strategy is a teacher's plan to deliver a lesson to achieve the teaching goals and procedures planned for implementing the strategy (Lestari, 2016). Geuvara also explains that a teaching strategy is a series of learning activities designed by the teacher as mediation in achieving learning objectives (Guevara et al., 2020). It can be concluded that the teaching strategy is the design of the learning process made by the teacher as a way to deliver material in accordance with the learning objectives.
Furthermore, teaching strategy is a combination of processes in which the teacher manages the classroom and uses all facilities to improve student understanding (Fajriah, 2017). Then, the teacher's ability to manage classroom situations and use classroom facilities can form a good teaching strategy.
To form a good teaching strategy, teachers can use several teaching strategies in the learning process. According (Maulidar et al., 2019), To achieve teaching and learning goals and objectives, teachers can employ a variety of teaching strategies, but teachers must be aware that the strategies they use are a factor in whether students acquire new material successfully or not. From the explanation before, one strategy may be suitable for one topic but not necessarily for another. The teacher chooses a strategy that is suitable for use according to the topic and condition of the class. The teacher's ability to choose the appropriate strategy needs to be mastered
by the teacher. In addition, teachers can also use various strategies so that all students with different learning styles can understand the material presented.
After some explanations about teaching strategy, it can be concluded that teaching strategy can be called a student's media in the learning process. The media used is a series of learning activities arranged by the teacher in accordance with the learning objectives or the material to be studied. The teacher also adapts the teaching strategy to the situation and condition of the class.
2. The Importance of Teaching Speaking
One of the ways humans communicate is by speaking. People communicate more orally than in writing. Speaking skills can be said to be important in daily life.
Speaking ability has several essential components that must be mastered for good communication, namely: pronunciation, grammar, vocabulary, fluency, and comprehension (Leong & Ahmadi, 2017) .Based on the previous sentence, it can be interpreted that speaking skills are not easy because several components need to be mastered. Therefore, speaking skills need to be taught to students to support their next life.
Teaching speaking skills is important for teachers to teach. Hence, teaching speaking can help students achieve speaking skills. Teaching speaking is a process of gaining information about the components of speaking to increase students' ability to integrate speaking into their learning, teach students to express their thoughts, feelings, and ideas verbally, and help students feel a sense of connection by using social knowledge about the context and the subject ((Maryanti et al., 2021).
Thus, in relation to the previous explanation, it can be defined that teaching speaking is guiding students to use the speaking component properly to create good communication skills.
To increase students' oral production, the teacher plays a role in managing the class as well as possible, so that students' speaking skills can develop. Richard stated that classroom activities seem to be an important component of language courses because language teaching aims to equip students with communicative
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competence (Richards, 2005). According to Richard, the researcher defines that teacher should consider several aspects in designing and managing activities to facilitate student learning.
In addition, in teaching speaking, the teacher must control the situation in-class activities with the teacher arranging several activities in the classroom that support and build an effective learning and teaching experience (Erfiani, 2017). Teachers can use speaking activities according to the level of students and who is in the class.
Based on the previous explanation, it can be concluded that a teacher uses several activities to improve students' speaking skills according to the level of the school they will teach. Teachers can also use activities as a medium to improve students' speaking skills by adjusting the level of the school being taught.
3. The Procedure of Teaching Speaking
In organizing the class and making the process a series of learning activities, there are some basic procedures for teaching speaking skills as productive skills (Harmer, 2015):
The first is Lead-in. In the lead-in stage, the teacher can get the students interested in the subject. If we are going to play a role in the topic, the teacher can ask students what they know about a particular subject. For example, suppose the teacher asks what experiences they have had with shopping. In that case, students will think about the types of conversations that usually occur when shopping or in situations where the topic has been determined.
Second, the teacher explains what the students will do when given an assignment. The teacher may be required to illustrate the actions to be completed at this point. If students are given an assignment in pairs, the teacher can demonstrate how the activity works in teams so that everyone understands how the task is completed. Students can also be asked to repeat the work instructions that the teacher has demonstrated. Teachers also ensure that students are entitled to all the information required to accomplish their tasks.
The third is Monitoring. After students have started to work on assignments, the teacher can keep up the great work. It could entail strolling around the classroom, listening to student's work, and helping them where necessary. The last is Feedback and follow-up. The teacher can provide feedback on the task after it has been finished. Teachers can assist students in evaluating their performance.
Teachers can respond not only to the language used by students but also to the content of what they say. Teachers will emphasize the good parts of what they have accomplished rather than focusing on their failures.
4. The Types of Strategies in Teaching Speaking
In the speaking learning process, several procedures can be done. Therefore, several strategies can be used to achieve the learning objective in the speaking learning procedures. Harmer mentioned several types of teaching strategies in speaking class (Harmer, 2015):
1. Acting from Scripts a. Play Script
A play script is an exercise in which students work on a play or play script and must take a course of action as if it were a genuine performance. Therefore, the teacher should assist students in reading the script as if the teacher were a theater director so that students can focus on the appropriate stress, intonation, and speed. Drama, according to Harmer, helps kids create self-confidence, contextualize language, develop empathy for the characters of others, and involve them in good problem-solving, in addition to the benefits for pronunciation and language use in general.
b. Dialogues
Students participate in this activity by playing out textbook dialogues, dialogues they write themselves, or other scripts. In this area, the teacher must create a conducive learning environment in the classroom. Even the teacher can instruct pupils to modify the tone of the dialogue (whispering, yelling, joyously, miserably, etc.) to make it more enjoyable. Before pupils are required to perform their dialogue, teachers should allow them time to practice it. As a
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result, the teacher's involvement is critical in creating a positive atmosphere in the classroom by not allowing the shyest students to be the first participants;
instead, the instructor should allow time for pupils to practice their dialogue first.
2. Communication Games a. Information-gap games
Students are supposed to work in pairs for this activity. One student will have information that the other partner does not, and the two students will communicate it. Information gap activities can be used to solve a problem or collect data. In addition, each partner has a critical role because the task cannot be done unless the partners offer the knowledge that the others require. Because everyone has the opportunity to speak extensively in the target language, these activities are practical. For example, in order to solve a puzzle, draw a picture (describe and draw), organize objects in the appropriate order (describe and arrange), or notice similarities and differences between photos, one student must converse with a partner.
b. Television and radio games
Learning can be helped by games adapted from radio and television. These activities frequently produce well-run activities. To create varied activities in teaching spoken English, the teacher can use games from the TV or radio in the classroom.
3. Discussion
a. Buzz groups (brainstorming)
Buzz groups can help students think about more significant, formal assignments like prepared lectures or debates. It's suitable for a wide range of talks. For example, a teacher might ask students to guess the content of a reading material or to discuss their reactions when they've finished reading it.
We might ask them to talk about what should be included in a newscast or have a quick chat about the appropriate music for a wedding.
b. Formal debates
Students prepare arguments for or against various propositions in a formal debate. Students need time to plan their opinions, frequently in groups, in order to have successful debates. The teacher can divide the students into groups and then provide each group with a link to a different website. Allowing students to practice their speeches in groups before public speaking is a good idea. They will be able to acquire a sense of what they will say as a result of this.
c. Unplanned discussion
Some discussions occur spontaneously in the middle of the class; it's not teacher-planned but can provide some of the most enjoyable and rewarding speaking opportunities in language classes. Our capacity to prompt and encourage them and our ability to modify our attitude toward faults and blunders from one minute to the next will be critical to their success. Pre- planned discussions, on the other hand, rely on how we encourage students to approach the task at hand to be successful.
4. Prepared Talks and Presentations
Prepared talk, in which a student gives a presentation on their chosen topic, is a form of essential activity. Teachers should provide time for students to prepare oral presentations so that they can benefit from them. Teachers should encourage students to record and copy their presentation's first draft so they can revise it before giving it. The teacher should provide time for students to discuss with us and with each other the types of media that are appropriate for them to use (audio, video, PowerPoint, etc.). When students are listening to their peers' presentations, the teacher may ensure that they are paying attention for their personal benefit and to help the presenter. Active listening, as well as active speaking, should be a part of each presentation. Students should receive feedback from both students and teachers in order to assess what they have done and, if feasible, replicate it elsewhere. As a result, they're better at it.
5. Questionnaires
Questionnaires are helpful because they ensure that both the questioner and the respondent have something to say to each other by planning ahead of time.
They may encourage the natural repetition of particular linguistic patterns,
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depending on how tightly they are built. Students may create a questionnaire on any subject they choose. When they do, the teacher can help students with the design process by engaging them as a resource. The questionnaire's answers can subsequently be utilized as the foundation for prepared articles, conversations, or speeches.
6. Simulation and Role Play
Simulations and role-playing are student activities that simulate real-life interactions (such as business meetings, interviews, or shopping) as if they were real. They can play out the simulation as themselves or as entirely different characters, expressing sentiments and thoughts they don't have to express. We refer to simulations as role-playing games when we assign these roles to our students. Simulations and role-playing games can help students improve their overall oral fluency or prepare for specific situations. There are three advantages to simulations and role-playing games. For instance, they can be interesting, which motivates students. Second, they allow indecisive students to be more outspoken in their ideas and actions while remaining anonymous: they may 'hide' behind their characters. Third, they allow students to use a far broader range of vocabulary than some of the more task-centered activities by broadening the classroom world to involve the outside world.
7. Story Telling
Storytelling is essential to any language user's skill set, and it is particularly beneficial to language learners for various reasons. First, it is incredibly inspiring for students because it represents the type of human action we have explored.
Second, it involves skills that everyone possesses to some degree and hence is not as natural as certain language acquisition activities may appear. Furthermore, one of the critical characteristics of storytelling in real life is its high value for language learning. That is to say; we repeat the same story again and over. Our favorite anecdotes are retold, and we get a little better at doing so each time we do so.
B. Speaking for Junior High School 1. The Nature of Speaking
Speaking is a skill a person uses to communicate in everyday life, both at and outside school. According to Martin Bygate (Bygate, 2010), speaking is often considered an ordinary skill, even though speaking skills deserve attention. To communicate well, it is necessary to master speaking skills. Thus, speaking skills are essential for everyday life, where humans are social creatures who often interact.
Furthermore, according to (Baron, 2020), speaking is an interactive activity involving the production, reception, and processing of information to produce meaning. According to (Nunan, 2003), speaking is the ability to make verbal utterances to convey meaning or messages systematically. In addition, Ahmad Wael also argues that speaking is an important skill in oral communication that requires the involvement of others in conveying information through words (Wael et al., 2018). Thus, speaking can be interpreted as a person's interactive ability to express ideas, opinions, or feelings to others using words or sounds. It is also called the way a person communicates with other people.
From several opinions, it can be concluded that speaking is a productive ability.
Speaking is an ability that needs to be mastered. In communicating, someone needs the ability to speak to convey a message, idea, and idea to be understood by the other person. Thus, having good speaking skills will result in good communication.
2. Purpose of Speaking for Junior High School
To improve students' speaking abilities, we must know what the goal of speaking ability is to be improved. Based on curriculum 2013, the purpose of speaking skills for junior high school is for students to have communicative competence in interpersonal, transactional, and functional discourse, coherently using accurate and acceptable language elements, about various factual, conceptual, and procedural knowledge, as well as instilling the noble values of national character, in the context of life in the home, school, and community environment or everyday life (Kementerian Pendidikan dan Kebudayaan, 2018). So, the primary purpose of learning English in speaking is to improve students' communication ability to convey messages.
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Based on the Indonesian eighth-grade curriculum from 2013, the following is a description of speaking English (Kementerian Pendidikan dan Kebudayaan, 2018).
Basic Competencies (KD) are used to assess a person's ability to communicate in English, and the basic competencies indicated below are related to speaking skills.
Basic competence is each subject for each class which is derived from core competencies.The objectives of the curriculum include four competencies, namely (1) the competence of students' spiritual attitudes during the learning process, (2) students' social attitudes, (3) knowledge that will be learned by students, and (4) skills mastered by students.Speaking is a skill in learning English. The following learning objectives are in accordance with basic competency number four.
4.1 menyusun teks interaksi interpersonal lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan meminta perhatian, mengecek pemahaman, menghargai kinerja, serta meminta dan mengungkapkan pendapat, dan menanggapinya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
4.2 menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait kemampuan dan kemauan, melakukan suatu tindakan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
4.3 menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keharusan, larangan, dan himbauan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks 4.4. menyusun teks interaksi interpersonal lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan menyuruh, mengajak, meminta ijin, dan menanggapinya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
4.5 menyusun teks khusus dalam bentuk greeting card, sangat pendek dan sederhana, terkait hari - hari spesial dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks 4.6 menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keberadaan orang, benda, binatang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks 4.7 menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/ kegiatan/kejadian yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum, dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks 4.8 menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/kegiatan/kejadian yang sedang dilakukan/
berlangsung saat diucapkan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
4.9 menyusun teks interaksi lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait perbandingan jumlah dan sifat orang, binatang, benda, dengan memperhatikan fungsi sosial, teks, dan unsur kebahasaan yang benar dan sesuai konteks
4.10menyusun teks interaksi untuk transaksional dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keadaan / tindakan kegiatan / kejadian yang dilakukan / terjadi, rutin maupun tidak rutin, atau menjadi kebenaran umum di waktu terakhir, dengan memperhatikan fungsi sosial, struktur teks, dan tidak kebahasaan yang benar dan sesuai konteks
4.11 teks recount
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4.11.1 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks recount lisan dan tulis, sangat pendek dan sederhana, terkait pengalaman pribadi di waktu lampau (personal recount) 4.11.2 menyusun teks recount lisan dan tulis, sangat pendek dan sederhana, terkait pengalaman pribadi di waktu lampau (personal recount), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
4.12 teks pesan singkat dan pengumuman/pemberitahuan (notice)
4.12.1 menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan pesan singkat dan pengumuman/pemberitahuan (notice) lisan dan tulis, sangat pendek dan sederhana, terkait kegiatan sekolah
4.13 menangkap makna secara kontekstual terkait fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMP / MTs
From these basic competencies, there are several materials that must be mastered by class VIII students including; the first material is 4.1 about expressing opinions. Second, 4.2 about providing information related to ability and willingness. Third, 4.3 regarding asking for information about prohibitions, orders, and appeals. The fourth is 4.4 about inviting and asking permission. Fifth, 4.6 regarding asking for information on the whereabouts of people, objects, or animals.
Sixth, 4.7 regarding information that is carried out routinely. Seventh, 4.8 about asking for information about the activities being carried out. Eighth, 4.9 concerning the comparison of the number and nature of people and animals. The ninth is 4.10 information about past experiences. Ninth, personal recount (text recount). Lastly, announcements. Other basic competencies are not discussed because they are not included in the objectives of learning speaking.
However, according to Ricard, there are three functions of speaking skill such as: (Richards, 2008)
1. Talk as Interaction
Talk as interaction explains exchanges that perform a major social role and defines what is meant by "conversation." When people meet, they exchange greetings, engage in small talk, share recent experiences, and so on, in order to be friendly and establish a comfortable zone for social interaction. In interaction, people who wish to present themselves to each other take precedence over the message. Depending on the circumstances, the conversation can be casual or professional. Besides, the conversation is very engaging and forms a collaborative chat. The audience provides continual feedback, including laughing, to encourage the speaker to continue speaking.
2. Talk as Transaction
Talk as transaction refers to situations where the focus is on what is said or done. The message and making oneself understood clearly and accurately is the central focus, rather than the participants and how they interact socially with each other.
3. Talk as Performance
Talk as performance is a term that relates to public speaking, or speaking in front of an audience, such as school presentations, public announcements, and speeches. Talk as performance is usually monologue rather than dialogue, has a recognizable format (e.g., a welcome speech), and is closer to written language than conversational language. Similarly, it is frequently assessed based on its effectiveness or impact on the listener, which is unlikely to occur in the case of discourse as an engagement or transaction.
3. Component of Speaking for Junior High School
Speaking is called productive ability. Improving speaking skills could not be achieved instantly. Speaking is a very complex interactive skill that can vary in complexity. So, it requires routine drill activities to activate speaking skills. Then, regular speaking practice can build confidence and habit in speaking English. The teacher needs to allow students to speak. Speaking opportunities are advantageous for students to practice their language as much as possible. To have a good speaking skill, based on the eighth-grade English book in the 2013 curriculum, four
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components are used as aspects of the assessment at the eighth-grade junior high school level, namely; (Wachidah et al., 2017)
a. Pronunciation
Pronunciation is a way of pronouncing a word in speech. According to Yates 2002 cited in (Gilakjani, 2016), pronunciation is the production of sound used to make meaning in speaking. So, it relates to the phonological process, which refers to the grammatical component consisting of elements and principles that determine how varied the sounds and patterns are in a language.
Pronunciation is one of the components that must be considered in communication. Pronunciation is the technique that helps students' words come out clearly (Hamouda, 2020). Thus, Pronunciation can be defined as the process of producing a word. If there is an error in pronouncing a word, it can lead to misunderstanding in capturing the message the speaker conveys or the listener accepting other meanings of the word spoken.
b. Fluency
Fluency can be referred to as the ability to speak fluently and accurately.
Fluency typically refers to the ability to speak freely and uninterruptedly (Hamouda, 2020). Many language learners make speaking fluency their goal. A relatively fast speech rate and few pauses are signs of fluency (Ali, 2018).
Fluency indicates that the speaker does not need to spend a lot of time searching for the language needed to express the message.
c. Accuracy
Accuracy is a language skill focusing on phonology, syntax, and discourse aspects in spoken output (Harmer, 2010). This ability to focus on precision is a core language competence.
d. Intonation
The melody of speech is known as intonation. In intonation, we look at how the pitch of a speaker's voice rises and falls and how they employ this pitch variation to express linguistic and pragmatic meaning (Aarts & McMahon, 2006). It also includes the study of speech rhythm, as well as how the interplay
of accented, stressed, and unstressed syllables serves as a foundation for attaching intonation patterns.
C. Online Learning
1. Definition of Online Learning
Online learning is a teaching and learning process that is carried out online and utilizes technology. According to Adedoyin, Online learning is the process of creating educational resources, delivering teaching, and managing a program using the internet and other significant technologies (Adedoyin & Soykan, 2020). In addition, according to (Anderson, 2008), Online learning is the process of accessing educational resources via the internet, interacting with other materials, teachers, and students, and obtaining support during the learning process to acquire knowledge, create personal meaning, and develop as a result of the learning process. Based on the previous explanation, online learning is the use of technology for delivering materials, accessing materials, and communicating between students and teachers, as a learning process.
Moreover, online learning can also be referred to as flexible learning. Learning can be carried out anywhere and anytime. In Anderson's opinion, online learning is a delivery method that offers flexibility in access, typically at any time and from any location. Still, learning must adhere to sound instructional design standards (Anderson, 2008).
Furthermore, the implementation of online learning can use several technologies or applications during online learning, where the technology used can support the activities of the teaching and learning process between students and teachers. According to Donmus, online learning is a type of distance learning in which the course material and supplementary materials are delivered online and where the student-student and student-teacher interactions are carried out via online discussion forums, email, and other communication tools, as well as assessment.
An evaluation was done using how many people participated in the online tests and activities (Vildan & Akpinar, 2021). Other than that, according to Ritonga, online
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learning policies utilize various platforms such as e-learning, WhatsApp Group, Google Classroom, zoom meetings, and teacher room (Ritonga et al., 2022).
So, from the explanation above, it can be concluded that online learning is learning done with various technologies and internet access, where everyone can access learning materials anywhere and anytime, without any time limit.
2. Types of Online Learning
According to Tian Belawati, based on interaction and communication design, online learning is divided into two types, namely, synchronous and asynchronous online learning (Belawati, 2019).
1. Synchronous
Synchronous learning is online learning in the form of real-time interaction.
Students and teachers will be present at the same time using online communication media. According to (Hyder et al., 2007), the focus of synchronous learning is learning that occurs directly, interactively (collaboratively), and with the use of electronic media. So, synchronous learning is a learning process that occurs directly and in real time between teachers and students through electronic media. Examples of media that can be used in synchronous learning are virtual classrooms, webcasting, web conferencing, video conferencing, webinars, live e-learning, conferencing, and others.
2. Asynchronous
Asynchronous is a learning process that does not depend on time. Students and teachers are not at the same time in the learning process. Asynchronous learning, according to Mayadas 1997 cited in (Shahabadi & Uplane, 2015), is a way of learning which is not constrained by time, location, or the classroom. So, asynchronous is a learning process that can be done anywhere and anytime.
Students and teachers can carry out the teaching and learning process flexibly.
They can determine their own time so that it is more flexible. Teacher and student interactions also do not occur directly. Examples of communication media are e-mail, discussion boards, message boards, or other online forums, including social media.
D. Previous Study
There are three previous studies conducted by several researchers relevant to this research, and the following explains those previous studies.
The first title of the previous study is Teacher’s Speaking Strategies at Vocational High School by Syafrizala and Cucum Rohmawati. The name of the publisher of this research is The Journal of English Language Studies, Sultan Agung Tirtayasa University. The study aimed to describe the teacher's strategy in teaching speaking to students at the vocational high school level and identify students' responses to the strategy. The method used was qualitative by collecting class observation data, Interviews were conducted to identify speaking teaching strategies, and questionnaires were given to students to obtain data about their responses to the strategies used by the teacher (Syafrizal & Rohmawati, 2017).
The result revealed that the strategies used by the teacher were cooperative activities, role-play, creative tasks, and drilling. In the meantime, students’ response to the strategies resulted in a positive attitude as they responded that the strategies helped them to speak, as well as concerned oral production of students whose participation was emphasized (Syafrizal & Rohmawati, 2017).
The second title of the previous study is An Analysis of Teachers’ Strategies in Conducting Speaking Assessments at Mtsn Andalan Pekanbaru by Andi Idayani and Rugaiyah. The name of the publisher of this research is J-SHMIC: Journal of English for Academic. This research aims to find out exploring teachers’ strategies for assessing speaking skills. The method used in this research is a qualitative approach. Data collection used observations, questionnaires and interviews to collect data and involved five teachers from MTsN Andalan Pekanbaru (Idayani &
Rugaiyah, 2017)
The results of this study show that teachers implement strategies for conducting speaking assessments in the classroom, starting with how they identify classroom assessment techniques, the purpose of speaking assessments, types of assessments, then choosing teacher strategies and finally, teachers' perceptions of
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the effectiveness of classroom assessments. In general, teachers apply several strategies in conducting speaking assessments: discussion and conversation, question and answer, role play, and repetition (Idayani & Rugaiyah, 2017)
The third title of the previous study is Experienced EFL Teachers’
Challenges and Strategies in Teaching Speaking for Introvert Students by M. Arif Rahman Hakim. The name of the publisher of this research is the European Journal of Social Sciences. This study aims to determine the experience of EFL teachers related to challenges and strategies in the teaching and learning process of speaking subjects for introverted students. The method used is qualitative by collecting data from observations and interviews. The researcher conducted class observations on lecturers who were experienced in speaking classes. The indicator for teachers to be observed is five years of teaching experience for speaking courses (Hakim, 2015).
The results of this study indicate that the strategy used by the teacher in teaching speaking is to design cooperative learning. That way, students have the opportunity to talk and share with others. The challenge faced is when there are students who lack motivation (Hakim, 2015).
Previous research and this research have some similarities and differences.
For similarities, the first similarity is the method used in previous studies. The method used is qualitative. The second similarity is the topic discussed. It's about teaching strategies and speaking skills. The third similarity is the use of several ways of collecting data, namely observation and interviews.
In addition, there are some differences between previous studies and this study's research objectives. The first difference is the purpose of the first previous study, which is to discuss how students respond to the strategies applied by the teacher, while in this study, the focus is on the teacher's strategies and how to implement them. Second, the second previous study discussed the teacher's strategy in assessing speaking ability, while this study discussed the teacher's strategy in
teaching speaking. Third, the third previous study discussed the challenges faced by teachers in teaching, but this study did not discuss it.
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RESEARCH METHODOLOGY A. Place and Time of the Research
This research was carried out at MTs Pembangunan UIN Jakarta, located in Jl.
Ibnu Taimia IV Komp. UIN Jakarta, Pondok Pinang, Kec. Kebayoran Lama, Kota Jakarta Selatan, Prov. D.K.I. Jakarta. The school where the author conducts the research is located in an area of 6,293 m2 with four floors with several classes, each floor has seven rooms with two teacher rooms on the second floor, and each floor has a toilet. The school building is rectangular. The researcher collected data for class VIII in the second semester of the 2021/2022 academic year. The study was conducted for approximately two weeks in March.
B. Method and Design of the Research
In this study, researchers used qualitative methods. The qualitative method is research that is descriptive or analyzes a thing. In addition, the qualitative method is a procedure used to investigate and comprehend the meaning that people or groups ascribe to social or human problems through the process of naturally occurring research questions, data collection, and data analysis to interpret the meaning of the data (W. J. Creswell & Creswell, 2018). Thus, this study explored the teachers’ strategy in teaching online speaking classes through data collection and then analyzes the results of the data obtained.
While the research design used in this study was a case study. In using this design, the results of the data from the teachers’ strategy in teaching the online speaking class are to find out strategies used by the teacher in the online speaking class. Further explanation, the case study is a qualitative approach in which the researcher explores real-life, multiple limited systems (cases) over time through detailed and in-depth data collection involving multiple sources of information (e.g., observations, interviews, audiovisual materials, and documents and reports), and case description reports and case themes (J. W. Creswell, 2013). Thus, the researcher analyzed more deeply by using several instruments, namely, observation, questionnaire, and document analysis. Researchers want to know in
detail the strategies used by teachers to students in teaching speaking during online classes. In the results of this study, researchers describe the results of the analysis based on the data that has been taken.
C. Subject and Object of the Research
The subjects used in this study were two eighth-grade English teachers at MTs Pembangunan UIN Jakarta in the 2021/2022 academic year who teach through online learning. In addition, teachers faced obstacles in the online soccer learning process. Thus, the object of this research was the strategy of the English teacher in teaching speaking skills.
In selecting the subject, the researcher used a purposeful sample to obtain the results of the research objectives. Purposeful sampling is sampling individuals and locations to study or understand a central phenomenon. That way, the researcher chose the teacher as the subject to find out the strategies used by the teacher in teaching speaking through online classes.
D. Instrument of the Research
This study used three instruments in data collection; interviews, observations, and document analysis. The interview was conducted by two English teachers in eighth grade. There were six questions as a guide to find out the strategies used by teachers in teaching speaking skills in online classes. Every teacher made observations in two classes by participating in online learning via Zoom. In the observation process, there was an observation checklist sheet as an observation guide to find out the strategies used and the implementation of strategies used by teachers in teaching speaking online. In addition, document analysis was carried out by analyzing documents owned by teachers, namely lesson plans from two observation meetings. This analysis document became a data validation.
E. The Technique of Data Collection
In this research data collection technique, researchers used three instruments to obtain data. According to (J. w. Creswell, 2012), there were four categories of data
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collection techniques with qualitative methods, namely; observations, interviews and questionnaires, documents, audiovisual materials specification.
1. Observation
Observation is a technique of obtaining first-hand data by paying attention to the people and environment at the research site. Thus, in this study, observation is data collection by observing teacher activities in the classroom.
The researcher observes the teacher during the learning process. This observation aims to observe the teachers’ strategies in teaching speaking through online classes and the implementation of teachers’ strategies in online speaking class. This observation will be done via Zoom, where the learning will take place.
In this study, the author acts as a non-participant observer, where the non- participant observer is someone who visits a location and takes notes without being involved in the participant's activities. The writer also observed the students' participation in the meeting via Zoom. In addition, during the online learning process, the author made notes with an observation checklist.
2. Interview
Interview is a way of getting data by giving some questions to the interviewee. According to Creswell, interviews occur when researchers ask open-ended questions so that participants can answer according to their experiences without being limited by previous findings. In this study, the author asks the English teacher what strategies are used in teaching speaking.
In addition, the questions asked to participants were based on a list of existing questions.
3. Document Analysis
Document analyses are public and private records that qualitative researchers obtain about sites or research participants, including newspapers, meeting minutes, personal journals, and letters. In this study, researchers will analyze what teachers use as a learning process, namely lesson plans. RPP includes personal data owned by a teacher as a document of the learning process.
F. The Technique of Data Analysis
Data analysis is fundamental to understanding or giving meaning to data.
Data analysis is interrelated with data collection and is an ongoing process throughout the research. Researchers will take several steps to analyze the data obtained. The steps to be carried out for analysis are divided into three: analyzing classroom observations, interviewing data from teachers, and documents from students. According to Miles and Huberman cited in (Sugiyono, 2013), there are three processes for analyzing data: data reduction, data presentation, and conclusion/verification.
1. Data Reduction
The researchers have obtained data from interviews, obervations, and collected documents. The data will be educated. Reduction is to summarize, choose the main thing, focus on the important things, and find the topic. The researcher will choose the main things from the data that has been collected.
2. Data Display
After reducing the data and keeping the important parts, the next step is to display the data. In displaying data, you can use graphs, tables, charts, or quotes. In qualitative research, data can be presented with a brief narrative, table, flow chart, or linkages between categories. At this stage, researchers begin to understand the data in depth to bring up certain relationships between one item and another to create certain patterns. After the pattern is found, the researcher will present the data which is supported by the data throughout the study and is displayed at the end of the report.
3. Conclusion or Verification
At this stage, the researcher will draw conclusions and verification that involves the interpretation of the researcher to understand the data. This includes a discussion of the instruments used in the research focus. The instruments used in this study were observation and questionnaire.
