1
TEACHING METHODS USED BY TEACHERS TO IMPROVE STUDENTS SPEAKING SKILL IN
ENGLISH LANGUAGE TEACHING (ELT) AT SMAN 1 TAKALAR
(Descriptive Research)
A THESIS
“Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of Requirement for the Degree of
Sarjana Pendidikan in English Department”
NURINSANI 10535640115
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION UNIVERSITAS MUHAMMADIYAH MAKASSAR
2020
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
Scanned with
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
Scanned with
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
Scanned with
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
Scanned with CamScanner
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERNYATAAN Saya yang bertandatangan di bawah ini:
Nama : NURINSANI
NIM : 10535 6401 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Teaching Methods Used by Female Teachers to Improve Students Speaking Skill in English Language Teachin (ELT) at SMAN 1 Takalar.
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan dibuatkan oleh siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 2019 Yang Membuat Pernyataan
NURINSANI
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERJANJIAN
Saya yang bertandatangan di bawah ini:
Nama : NURINSANI
NIM : 10535 6401 15
Jurusan : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 2019 Yang Membuat Perjanjian
NURINSANI
ABSTRACT
Nurinsani, 2019. Teaching Methods Used by the Teachers to improve students speaking skill in English Language Teaching(ELT) at SMAN 1 Takalar. Supervised by Nurdevi Bte Abdul S.pd,M.pd and Wildhan Burhanuddin S.pd,M.Hum.
The aims of the research were to find out Teaching Methods Used by the Teachers to improve studebts speaking skill in English Language Teaching(ELT).
The sample of this research was one and only two the teachers and two students at XI MIA 1 and XII MIA I class in the 2019/2020 academic year.
This is a descriptive qualitative research. The data were collected by observation the teaching and learning process and interviewing with the English teacher and students. The transcript of learning process and the interview were made.
Based on the research findings, the teachers used some method there are:
Dialogue,presentation, and discussion. The method can make students become active and enjoyed in teaching and learning process. It can be seen from their response while the teacher asked questions during observation process. It can be concluded that the methods used by teachers dominantly were dialogue,pairs and games because this methods can be make a students active in the classroom and not sleepy.
Keywords : Learning and Teaching methods, the teachers, students’
response,English Language Teaching, teaching and learning proces.
ABSTRAK
Nurinsani, 2019. Metode Pengajaran Digunakan oleh Guru Wanita untuk meningkatkan keterampilan berbicara siswa dalam Pengajaran Bahasa Inggris (ELT) di SMAN 1 Takalar. Dibimbing oleh Nurdevi Bte Abdul S.pd, M.pd dan Wildhan Burhanuddin S.pd, M.Hum.
Tujuan dari penelitian ini adalah untuk mengetahui Metode Pengajaran yang Digunakan oleh Guru Wanita untuk meningkatkan keterampilan berbicara siswa dalam Pengajaran Bahasa Inggris (ELT). Sampel penelitian ini adalah satu dan hanya dua guru wanita dan dua siswa di kelas XI MIA 1 dan XII MIA I pada tahun akademik 2019/2020.
Ini adalah penelitian kualitatif deskriptif. Data dikumpulkan dengan mengamati proses belajar mengajar dan wawancara dengan guru dan siswa Bahasa Inggris. Transkrip proses pembelajaran dan wawancara dibuat.
Berdasarkan temuan penelitian, para guru menggunakan beberapa metode yaitu: Dialog, berpasangan, dan permainan. Metode ini dapat membuat siswa menjadi aktif dan menikmati dalam proses belajar mengajar. Hal itu dapat dilihat dari tanggapan mereka saat guru mengajukan pertanyaan selama proses observasi.
Dapat disimpulkan bahwa metode yang digunakan oleh guru dominan adalah dialog, berpasangan dan bermain karena metode ini dapat membuat siswa aktif di kelas dan tidak mengantuk.
Kata kunci: Metode Pembelajaran dan Pengajaran, guru wanita, respons siswa,
Pengajaran Bahasa Inggris, proses belajar mengajar.
MOTTO
Jangan pernah langkahi Tuhan
Semua tidak akan terjadi jika kita tidak memulai Do’a adalah kunci dari sebuah kemenangan
I dedicate this thesis to:
My beloved parents, my siblings,
and all my friends for the sincerity and support to conduct this thesis.
ACKNOWLEDGEMENT
ميحرلا نحمرلا الله مس
Alhamdulillahi Rabbil „Alamin, the researcher would like to express her deepest gratitude to the almighty Allah Subhanawata’ala, the only provider, the most merciful who gaves his guidance, inspiration and good health all the time to conduct this research till the end. Next, shalawat and salam are delivered to the greatest prophet Muhammad Sallallahu’alaihi wasallamm who has brough us with his adherent from the darkness to the lightness.
Further, the researcher decotes her highest thanks, love and appreciation to her lovely parents, the best father ever, Rasulu, who always gaves her so much love, support, attention, advices, braveness in living her life and keep struggling on facing all of the things, and her lovely mother, Haima, many thanks for love and everything that she gaves along her life. She is very proud to be your dauther.
The researcher also devotes profound appreciation the the 10 siblings she has.
Thanks for love and support that have been gaven.
The researcher realized that in carrying out this thesis, many people have contributed their valuable suggestion, guidance, assistance, and advice for the completion of this thesis. Therefore, the researcher would like to express the greatest thanks and appreciation for these people, they are:
1. Rector of Muhammadiyah University of Makassar, Prof. Dr. H. Abd. Rahman Rahim, S.E.,MM.
2. Dean of Faculty of Teacher Training and Education (FKIP), Erwin Akib, M.Pd., Ph.D.
3. Head of English Education Department, Ummi Khaerati Syam, S.Pd., M.Pd.
4. My greatest thanks are due to my first consultant Nurdevi Bte Abdul, S.Pd., M.Pd and my second consultant Wildhan Burhanuddin, S.Pd., M.Hum who have gaven their valuable time and patient, to support assistance and guidance to finish this thesis.
5. All of the lectures of FKIP UNISMUH who have taught all knowledge for the researcher.
6. My parents and my siblings for support and big love.
7. For someone special he my future husband and the name is Ahmad Miraj Saulatu S.T
8. The researcher‟ classmate in English Department 2015 (EDELWEISS class) and ANABEL,BUNDA (my group friendship) and other best friends that can not be mention one by one. Thanks for your love, help, support and encouragement.
9. All people who help researher and can not be mention one by one, much love for you all.
The researcher realized that the writing of this thesis is far from the perfectness and still the simplest one. Remaining errors are the researcher‟s own.
Therefore, constructive criticism and suggestions would be highly appreciated.
Finally, let the researcher prays, may all our efforts are blessed by Allah Subhanawata’ala. Amin Allahumma Amin
Makassar, Desember 2019 The researcher
Nurinsani
TABLE OF CONTENT
TITLE PAGE...
LEMBAR PENGESAHAN ... i
APPROVAL SHEET ... ii
COUNSELLING SHEET ... iii
SURAT PERNYATAAN ... iv SURAT PERJANJIAN ... v
ABSTRACT ... vi
ABSTRAK ... vii
MOTTO ... viii
ACKNOWLEDGEMENTS ... ix TABLE OF CONTENTS ... x
CHAPTER I INTRODUCTION Background ... 1
Problem Statement ... 5
The objective of the Research ... 5
Significance of the Research ... 5
Scope of the Research ... 6
CHAPTER II REVIEW OF RELATED LITERATURE Previous Research Findings ... 7
Some Pertinent Ideas ... 8
Teaching Methods... 8
Speaking Skill... 9
CHAPTER III RESEARCH METHOD Research Design ... 26
Research Subject ... 26
Research instrument Data Collecting Procedures... 27
The Technique of Data Analysis ... 28
CHAPTER VI FINDINGS AND DISCUSSION Findings ... 29
What methods used by the teachers to improve students speaking skill ... 29 Students response on teaching method used by the tecahers in
the class ... 30
Discussion ... 41 What methods used by the teachers to improve students
speaking skill ...
... 41 Students response on teaching method used by the tecahers in
the class ...
... 48
CHAPTER V CONCLUSION AND SUGGESTION
Conclusion ... 57 Suggestion ... 58 BIBLIOGRAPHY ... 59 APPENDIXES
CURRICULUM VITAE
CHAPTER I INTRODUCTION
A. Background
Teaching and learning are a process to opportunity gaven to the students to make a change and obtained from experienced teacher. The term teaching methods refers to the general principles, pedagogy and management strategies used for classroom instruction. According to Lucy Pollard (2008) There are four skills in learning English, reading, writing, speaking and listening. In the context of teaching English, writing, reading, listening and speaking are more difficult than other skills of English. Speaking skill is known as an oral skill that plays essential role in human interaction and communication when people communication their minds, ideas, and feeling to other. According to walker as cited in Herly (2015) speaking is one way of learning about one self. In speaking, someone must face problems that have history and relatively to other people, group, and the predictions we have formed for living together. Another definition by Rahman (1991) stated that speaking is a means of oral communication involving two elements, namely the speaker who gaves the messages and the listener who receives the messages in other words the oral communication involves the productive skill of speaking and the receptive skill of listening.
Generally, the Indonesian students faced the problems to communicate and express their idea in English because less of practicing, lack of vocabulary mastery, the problem in the organ of speak, and are passive to speak in the
target language. As the result, they are fear in making mistakes and feeling inferior to speak English. Moreover, in teaching speaking, the teachers must adopt and adapt varying methods and activities that appropriate for the students to increase their components of English speaking skills in terms of fluency, accuracy, and comprehensibility. Undoubtedly, teachers are supposed to create a good learning atmosphere in which students feel pleasant and enjoyedable in learning. The class would be comfortable and stimulating the learning process if the interaction between students and teacher occurs spontaneously and naturally in acquiring the target language. Harmer (1998, p.
133) gaves an illustration about one teacher who used to make students pay fine if they used the mother tongue in speaking activities. This an art of persuading students to use English, above all, it depends on the guidelines that were set, the agreement which teacher made with students, and friendly.
The students use some methode in speaking when they wish to express themselves but have problems because they lack the knowledge of the elements of language to communicate. The students try to overcome this lack of knowledge by finding ways around the problem.
Based on the information, it can be summarizing that speaking achievement is to achieve the language appropriately in social interactions.
Diversity in interactions here involves not only verbal communication but also paralinguistic components of speech such as pronunciation, vocabulary, accuracy and fluency for students. It puts on how students can use their English knowledge in their daily conversation in order to be good in speaking.
encouragement and persuasion while activities are taking place. In regard to this case, the researchers had experienced when we held a speaking class in a university, we tried to make every student in our class to be active and to use the target language during the classroom interaction. Since it was not easy to do it, we made standard norms use English only and negotiated them to the students. At the first, mostly students felt enforced to adhere to the norms but after the class runs for several meetings they adapted to. Those issues closely relate to the way lecturer organize classroom activities and perceive the individual steps connected. The well-organizing activities may essentially create the enjoyedable learning process to motivate students in learning and improve their speaking performance. Moreover, the best lecturer does know their teaching material, but they also know a lot of teaching strategies and methods. They never underestimate the power of the process to determine student learning output and outcome (Weimer, 2002). Thus, the learning strategies would guide the implementing of the methods and approaches in which they determine the appropriate methods and tactics to be used by the lecturer in managing classroom activities that consequently affect the success of the language teaching and increasing learners‟ achievement (Bin Tahir, 2012). According to Gocer (2010, pp. 439-445), the strategy is actualized with the methods, and the methods are demonstrated with the methods and tactics.
The researchers believe that no three teachers embody a teaching method in the classroom in exactly the same way due to they have different knowledge, experience, and personality. A teacher would have different
concepts in related to the strategy in deciding how a speaking instruction is carried out. Therefore, the researchers were deeply moved to directly observe how an English speaking teachers carry out his/her class to explore what technique applied by them, to reveal how the implementation of the teaching method, and to know the students‟ perceptions toward the teachers in ELT.
The result of this study is expected theoretically to enrich insights into language teaching method. Practically, this study would enable the English language teacher to implement the appropriate methods which help the students to increase their speaking skill.
Finally, what we mean is that many students in the class who speak are still difficult to capture the material gaven by the teacher through the method or technique used. there are also many students who are very bored and afraid in speaking class for reasons we don't know yet. therefore, the researcher wants to know what is the reason for students so that it is difficult to accept material with methods used by teachers especially in ELT.
B. Problem Statement
Regarding to the background above the writer formulates the following research questions:
1. What is the methods used by the the teachers to improve speaking skill in ELT?
2. How is students‟ response on teaching methods used by teachers in ELT class?
C. Objective the Research
Relating to the problem statement mentioned above, the writer states the objectives of research are:
1. To find out what methods were used by teachers.
2. To find out how are students respons to the teaching and learning process with methods that are often used by teachers in speaking class.
D. The Significance of The Research
The result of the research is to find out information and methods used by the teachers for the students and teachers in teaching learning process, especially in ELT. And in this research can make teachers to improve the methods they used of students can be more active in the class.
E. Scope of The Research
In this research, it is necessary to limit the problem. The problem focuses on the teaching methods used by the teachers in teaching and learning process in English teaching at SMAN 1 Takalar.
20 CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
1. Abdul, N. B. In her research found the effect of Broadcasting Project as a learning activity to promote students‟ motivation in speaking.
Broadcasting Project was developed from the idea of Project Based- Learning. Markham, (2011) describes project-based learning integrates knowing and doing. Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter. In this research, the students were asked to create a video after teaching process. There were 32 students participated in this study and the data were collected from video where the students participated in doing Broadcasting Video Project. The students were gaven questionnaire and interviewed to find out their motivation after participating in finishing the project. The data were analyzed quantitatively and qualitatively. All the students have the same opportunity to take part in broadcasting project. The students planned, created, developed the idea, and presented the recent news all in English. This indicated that the participants were significantly more motivated in learning and speaking English after participating in broadcasting project.
The implication of this study was to assist the lecturers or teachers encourage students‟ motivation in speaking skill by developing creative activity.
2. Burhanuddin, W., & Kadir, H. (2015) Concluded that him research focuses on the controversial and unresolved topic method was that it would gave the students motivation to study English special in English skill. Besides that this method would make the students become more confident to express their ideas, more friendship among others, and all the students can connect a good atmosphere.
3. Bahrani, T., &Soltani, R. (2012). In his research explained that one of the main concerns of most language teachers is helping language learners to develop satisfying language skills. In this case, proficiency has received the greatest attention among language teachers and language learners. This is because speaking is an important part of the language learning process.
The main purpose of teaching skills is communicative efficiency. Learning languages must make themselves talk using their current skills. They must try to avoid confusion in the message because of pronunciation errors, grammar, or vocabulary. Correspondingly, the general characteristics of many language classes focus primarily on the language system.
Vocabulary and grammar require attention that is far greater than what is needed to use this vocabulary and grammar. To help students develop communication in speaking, instructors can use activities that speak communicative input and output languages. For this purpose, this paper tries to take a closer look at the types of activities that language teachers can use to improve speaking skills. Thus, effective instructors can talk with students by using minimal responses, discussing scripts, and language
to talk about language. This learning helps students learn to make students speak for learning.
4. Allen, E. D., & Valette, R. M. (1977) concluded that "Modern Language Classroom Methods" (1972), is to show the teacher ways of implementing and supplementing existing materials. The suggested teaching procedures may be used with classes of varying sizes and levels, and with any method. Part One of this handbook presents an overview of the language class. Ways of preparing supplementary materials are briefly reviewed. A variety of procedures for classroom management is suggested. Part Two focuses on specific methods for teaching the language itself, the sound system, grammar, and vocabulary. For the sake of simplicity, traditional grammar terminology has been used. Part Three presents ways of developing the skills of listening, speaking, reading, and writing. The aim of these procedures is to build up the student's ability to use the language as a vehicle for meaningful communication. The final section, Part Four, offers some suggestions for teaching culture, both daily life patterns and general civilization. The appendix contains sample lesson plans that show how several procedures and methods may be integrated into a single class period.
5. Nazara, S. (2011). In this research it was found that many students were difficult to receive lessons in class even though they got interesting material, empowerment activities, and the right opportunity for training, they supported to have a longer time to train. In addition, there is an
opportunity to avoid talking to scold and laugh at classmates. It was concluded by reviewing the need for a friendly and conducive environment in the classroom.
From those researches above, it can be concluded that this research has similarities and the difference it this research. The similarities are discussed about speaking. While the differences with the previous research is the of the research are:
1. Allen, E. D., & Valette, R. M. (1977) explain about the use of
“Modern Language Classroom Methods"
2. Nazara, S. (2011) explain about problem stdent to learning English language.
3. Bahrani, T., &Soltani, R. (2012) explain about teaching skill.
4. Burhanuddin, W., & Kadir, H. (2015) focuses on the controversial and unresolved topic method.
5. Abdul, N. B (2016) explain about the effect of Broadcasting Project to promote students‟ motivation in speaking.
So, i‟m interested to research what methods were recommended or often used by teachers in the classroom to improve students' speaking skill.
B. Pertinent Ideas 1. Teaching Methods
a. Definition of Teaching Methods
According to Hornby (1995) Teaching means giving the
instruction to a person: gave a person knowledge, skill, etc.
According to stern, cited by Johnson (1991) English language teaching is defined broadly as creating situations that promote second language use and learning. It involves organizing learning environment, language development.
b. Kind of Teaching Methods
1) The Grammar Translation Method
According to Bambang Setyadi (2006) Grammar translation method is to make the students able to make the students able to read literature written in target language. There is little attention gaven to the use of the spoken language.
2) Direct Method
According to Diane Larsen Freeman (2000) Methods and Principles in Language Teaching as follows: As with the Grammar-Translation Method, the Direct Method is not new. Its principles have been applied by language teachers for many years.
The Direct Method has one basic rue: no translation allowed. In fact, Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids with no recourse to the students‟
native language. It means that the teaching and learning process is conveyed in English.
3) Audiolingual
In this method, the grammatical rules are introduced in the dialogue which is reinforced. Audiolingual Method drills the students in the use of grammatical sentence patterns. This method can be done by playing a recording of a conversation in the target language, the students listen and rehearse what they‟ve heard.
4) Presentation, Practice, and Production
In this method has similarities with Audiolingual. they are same in the use of drilling. But presentation, practice and production is contextualized by the situation that has been presented by the teacher.
According by Brown, 1994; Burn & Joyce,1997 definition of speaking is an interactive process of constructing meaning that involves producing and receiving and processing information.
5) Communicative Language Teaching (CLT)
The Communicative Language Teaching is the name which was gaven to a set of beliefs which included not only re- examination of what aspects of language to teach, but also shift in emphasis in how to teach. The “what to teach” aspect of the Communicative stressed the significance of language functions rather than focusing solely on grammar and vocabulary. A guiding principle was to train students to use these language forms appropriately in variety of contexts and for a variety of purposes.
6) In this method, the students are gaven a task to perform and only when the task is completed, the teacher discuss the language that was used, making correction and adjustment which the students‟
performance of the task has shown to be desirable. In other words, students are presented with a task they have to perform or a problem they have to solve.
7) The Silent Way
In this method, the teacher helps the students to acquire the foreign language by gesture or expression. Later students guess them. And the teacher shows the correction of students‟ guessing verbally.
8) Total Physical Respond
Total Physical Response is linked o the “trace theory” of memory in psychology (Katona 1940), which holds that the more often or the more intensively a memory connection is traced, the stronger the memory association would be and the more likely it would be recalled.
9) Suggestopedia
Suggestopedia is method developed by the Bulgari a psychiatrist-educator Georgi Lozanov. Suggestopedia is a specific set of learning recommendations derived from suggestology, which Lazanov describes as a “science concerned with the systematic study of the notational and/or nonconscious influences
that human beings are constantly responding to. Suggestopedia tries to influence and redirect them so as to optimize learning. The most conspicuous characteristics of are the decoration, furniture, and furniture, and arrangement of the classroom, the use of music, and the authoritative behavior of the teacher. The method focus on the atmosphere of teaching and learning to be closer with the target language like using song and classroom arrangement.
2. Speaking Skill
a. Definition of Speaking
1) According by Brown, 1994; Burn & Joyce,1997 definition of speaking is an interactive process of constructing meaning that involves producing and receiving and processing information.
2) Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols. Speaking is the one of the most difficult aspects for students to master.
3) In psycholinguistic, speaking is a productive language skill. It is a mental process.
4) Furthermore, speaking is one of the central elements of communication. In EFL (English as Foreign Language) teaching, it is aspects that needs special attention and instruction. Students should learn to speak the second language by interacting to others.
For this case, students should master several speaking components, such as comprehension, pronunciation, grammar, vocabulary, and
fluency.
b. Component of Speaking
According to Syakur there are at least five components of speaking skill concerned with comprehension, grammar, vocabulary, pronunciation and fluency:
1) Comprehension, for oral communication, comprehension certainly requires a subject to respond to the speech as well as to initiate it.
2) Grammar
The grammar of language is the description of the ways in which words can change their forms and can be combined in to sentences in that language. Grammar is one important aspect of speaking because if an utterance can has different meaning if the speaker uses incorrect grammar. In the other hand, Saleh (2000.29) vocabulary is a word or group word that have a certain meaning and the whole word used by someone in communication activities.
Hatch and Brown (1995.1) provide a rather similar definition, saying vocabulary is the aspect set of words as a particular language or words that individual speaker of language might use.
According to Dalle as Cited Inherly (2015) stated that grammar whose subject matter is the organization of word in to variables communication, often representing many layers of structure, such as phrase sentences and complete utterance. Harmer as cited in Primarora (2015) The grammar of a language is the
description of the ways in which words can change their forms and can be combined into sentences in that language.
3) Vocabulary
Vocabulary means list of words with their meaning. One cannot communicate effectively or express their ideas oral or written form if they do not have sufficient vocabulary.
Irma (2019) vocabulary is list of word that used the idea or the other meaning that must be mastery first to learn foreign language. The more vocabulary in the learner have, the easier for them to develop their four skill (speaking, listening, reading, and writing). According to Klippel as Cited Inherly (2015) vocabularies are list of word, etc as dictionary or glossary and all of words used a language or by a person group etc.
4) Pronunciation
Pronunciation is an essential aspect of learning to speak a foreign language. If a student does not pronounce a word correctly, it can be very difficult. Pronunciation is the way for students produce clearer language when they speak.
5) Fluency
Fluency in speaking the aim of many language learners.
Signs of fluency include a reasonably fast speed of speaking and only small number of pauses and “ems” or “ers”.
c. Concept of Speaking
The concept of speaking activity is that speakers communicate their massage to the listeners. In this case, the speaker and listener should be able to understand each other. The speaker can produce the sounds that involved the massages and the listener can receive, process, and response the massages.
d. Types of Speaking
Brown (2001) says that much of our language teaching is devoted to instruction in mastering English conversation. He classifies the types of oral language as the figure below:
1. Monologue
Planned Unplanned
2. Dialogue
Interpersonal Transactional
Brown also provides type of classroom speaking performance, they are:
1) Imitative
A very limited portion of classroom speaking time may legitimately be spent generating “Human tape-recorder” speech,
where for example, learner practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaning full interaction, but for focusing on some particular element of language form.
2) Intensive
Intensive speaking goes one-step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of the language. Intensive speaking can be self-imitated or can even from part of some pair work activity, where learners are “going over” certain forms of language.
3) Responsive
The student‟s speech in the classroom is responsive short replies to teacher or students initiate questions or comment. These replies are usually sufficient and do not extend into dialogues. Such speech can be meaningful and authentic.
4) Transactional (dialogue)
Transactional dialogue, which is carried out for the purpose of conveying or exchanging specific information is to extend form of responsive language. Conversation, for example may have more of a negotiate nature to them than does responsive speech.
5) Interpersonal (dialogue)
Interpersonal dialogue carried out more for maintaining
social relationship that for the transmission of the facts and information. The conversations are tittle trickier for learner because they can involve come or all of the following factors: a casual register, colloquial language, emotionally charged language, slag, ellipsis, sarcasm, and a covert “agenda”.
6) Intensive (monologue)
Students at intermediate to advanced level are called on to gave extended monologue in the form of oral reports, summaries, or perhaps short speeches. In this, the register is more formal and deliberative. This monologue can be planned or impromptu.
e. The activities to promote speaking skill Many activities can be done by
1) Discussions
Muria (2001) stated discussion is probably the most commonly use activity in the oral skill class. Teacher must take care in planning and setting up a discussion activity. First, planned (versus random) grouping or pairing of students may be necessary to ensure a successful outcome. Second, student need to be reminded that each person should have specific responsibility in the discussion, whether it to keep time, take notes, or report result are made by group members. Finally, the students need to be clear about what they are to discuss, why they are discussing it, and what outcome is expected. This activity helps the students to critical
thinking and quick decision making, and justify themselves in polite ways while disagreeing with the others.
2) Role-play
In this activity, the students created a dramatic situation in a classroom or in part, simply acting out dialogues, but also in part relabeling objects and people in the room to prepare imaginative role in role-playing. The teacher gaves information to the learners such as who they think or feel. Role play has appeal for students because it allows the students to be creative and to put themselves in another person‟s place for a while.
3) Simulations
In simulation, students can bring items to the class to create a realistic environment. For instance, if a student‟s acting as a singer, she brings a microphone to sing and so on. Second, Harmer (1984) said that simulation can increase the self-confidence of hesitant of students, because in role play and simulation activities, they would have a different role and do not have to speak for themselves, which means they do not have to take the same responsibility.
4) Information Gap
In this activity, students are supposed to be working in pairs. One student would have the information that other partners would does not have and the partners would share their
information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information.
5) Story Telling
Students can briefly summarize a take or story they heard from somebody beforehand, or they may create their own stories to tell their classmate. Story telling fosters creative thinking. It also helps students‟ express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening.
In this way, the teacher not only know students‟ speaking ability, but also get the attention of the class.
6) Interview
Students can conduct interviews on select topics with people freely. It is good idea that the teacher provides a rubric to students so that they know what type of questions that they can ask or what path to follow, but students should prepare their own interviews questions. Conducting interview with people gaves students a chance to practice their speaking ability not only in class but also outside and helps the becoming socialized.
7) Story Completion
For this activity, a teacher starts telling a story, after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. Students can add new characters, event, descriptions and so on.
8) Reporting
Before coming to class, students are asked to read a newspaper or magazine and they report to their friends what they find as the most interesting news in the class. Students can also talk about whether they have experience anything valuable to share with their friends.
9) Playing Card
In this game, students should make a group consist of four students. Each group suit would represent a topic. Then, each student would write 4-5 questions about the topic to ask the other people in the group. However, the teacher should begin of the activity that students not allowed to proper yes-not questions, because by saying yes or no get little practice in spoken language production. Rather, students ask open-ended questions to each other so that they reply in complete sentences.
10) Picture Narrating
This activity has several sequential pictures. Students are
asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric:
Rubrics can include the vocabulary or structures, they need to use while narrating.
11) Picture Describing
Another way to make use of pictures in a speaking activity is to gave students only one picture and ask them to describe what it is in the picture. For this activity students can form groups and each groups is gaven by different picture. Students discuss the picture with their groups, then a person for each group describes the picture in the class.
f. Micro and Macro speaking skill
Brown (2004) defined that a list of speaking skill can be drawn up for the purpose to serve as taxonomy of skills from which we select one or several that would become the objective of assessment task.
There are Micro and Macro skills ins peaking, as follow:
1) Micro skills of speaking
a) Produce chunks of language of different lights
b) Orally produce differences among the English phonemes and allophonic variants
c) Produce English stress patters, word in stressed and unstressed position, rhythmic structure, and intonation contours.
d) Produce reduce forms of words phrases
e) Use an adequate number or lexical units (words) in order to accomplish pragmatic purposes.
f) Produce fluent speech a different rate of delivery
g) Monitor ones‟ own oral production and use various strategic devices-pauses filers, self-corrections, backtracking to enhance the clarify of the massage.
h) Use grammatical word classes (nouns, verbs, etc), system (e.g, tense, agreement, pluralization), word order, patterns, rules, and elliptical forms.
i) Express a particular meaning in different grammatical forms j) Express a particular meaning in different grammatical forms k) Use cohesive devices in spoken discourse
l) Accomplish appropriately communicative function according to situations, principals, and goals.
m) Use appropriate registers, implicate, pragmatic, conventions, and other sociolinguistic features in face to face conversations.
n) Convey links and connections between events and communicate such relation as main idea, supporting ideas, new information, gaven information, generalization, and exemplification.
o) Use facial features, kinesics, body language, and other nonverbal along with verbal language convey meanings.
p) Develop and use a battery of speaking strategies, such as
emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you.
2) Macro skills of speaking
a) Appropriately accomplish communicative function according to situations, participants, and goals.
b) Use appropriate styles, registers, implicate, redundancies, pragmatic conventions, conversation rules, floor keeping and yielding, interrupting and other sociolinguistic features in face to face conversation.
c) Convey links and corrections between events and communicate such relations as focal and peripheral ideas, events and feelings new information, generalization and exemplification.
d) Convey facial features kinesics, body language, and other nonverbal cues along with verbal language
e) Develop and use a battery of speaking strategies, such as emphasizing key words rephrasing, providing a context for interpreting the meaning of words rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor understanding you.
Based on the theories above, it can be concluded that micro
skills and macro skills contain ingredients of difficulties, depending on the stage and context of the task takers, but macro skills have appearance of being more complex than micro skills. The micro skills concern to produce the smaller chunks of language such as phonemes, morphemes, words, collocation, fluency, and phrasal units. The macro skills the speaker‟s focus on the large elements:
fluency discourse, function style, cohesion, nonverbal communication, and strategies options.
g. Teaching Speaking Skill
Teaching speaking is very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teacher pay great attention to teaching speaking. Rather that leading students to pure memorization, providing a reach and environment where meaningful communication takes place is desired.
Nunan in this case formulated what is meant by teaching speaking.
1) Produce the English speech sounds and sound patterns
2) Use word and sentence stress, intonation patterns, and rhythm of the second language.
3) Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.
4) Organizer their thoughts in meaningful and logical sequence
5) Use language as a means of expressing values and judgements 6) Use the language quickly and confidently with view unnatural
pauses, which is called as fluency.
In addition, Hayrie some suggestions for English Teacher in Teaching speaking as we can see in the following:
1) Provide maximum opportunity to students to speak the target language by providing a rich environment the contains collaborative work, authentic material and tasks, and shared knowledge.
2) Try to involve each student in every speaking activity, for this aims, practice different ways of students‟ participation
3) Reduce teacher speaking time in class while increasing students speaking time, step back and observe students.
4) Indicate positive signs when commenting on student‟s response.
41 CHAPTER III RESEARCH METHOD
A. Research Design
The design employed in this research would be qualitative descriptive research. The type of this research that does not use any calculating or numbering. The purpose of qualitative research is to know the deeper understanding of particular event or research. In this researcher would describe teaching methods used by the teacher to improve speaking skill.
B. Research Subject
The subjects of this research are English teachers at SMAN 1 Takalar.
It consists of two teachers. The teachers teach English in second and third grade. Those teachers have about 10th teaching experiences in that school.
C. Research Instrument
The instrument that used in this research are observation and interview.
The first instrument is observation. Observation would be used to observe teachers teaching methods, especially in teaching speaking.
The second research instrument is interview. Interview is flexible tool for data collection, enabling multisensory channels to be used, verbal and non- verbal, spoken and heard (Cohen 2007). There are three kinds of interview:
free or unguided interview, guided interview, and free guided interview. In this research, the researcher uses guided interview, it means that the interviewer prepares the set of questions before conduct the interview. The
aims of interview is to get more valid data from the questioner and to get the information about what the methods that used by teachers in teaching. The interview is conducted to the English teachers at SMAN 1 Takalar. There are six English teachers at SMAN 1 Takalar but only two teachers that would be interview
D. Data Collection Procedure
The data collected from the teachers, there are observation and field notes. And then interview session, the researcher gaves some questions to teachers and get the quantitative data.
1. Observation
The researcher would observe teacher‟s interaction in the class.
2. Interview
Interview is the process to get explanation by asking questions face to face between researcher and respondent using interview guide.
Interview has been used extenvely across all the principle of the social science and in educational research as a key methods of data collection.
Interview is a dialogue which is done by interviewer gain information by interviewer. The researcher as interview provides some questions, ask for explanation, take not, etc. The interview are teachers and students answer the question, explain and sometimes gave question back to the interview.
3. Documentation
Documentation method is a technique of data collection by gathering and analyzing documents, whether written documents, drawings
and electronic. Documents are mainly written text which relate to some aspect of the social word. Such written text or documents range from official documents to private and personal records, such as diaries, letters and photographs, which may have been intended for the public gaze.
E. Data Analysis
Data analysis is an effort which is done by researcher to embrace the data accurately. After collecting data, researcher analyzed the data.it can be defined as the process of analyzing data required from the result of the research.
The data are analyzed through the following steps:
1. Collecting the data
The researcher observes and write down every object of researcher based on what researcher has found during research took place.
2. Documentation and identification
Documentation is process of documenting the data it was done after collecting the data. After the data being documented, the accuracy of interview result would identify.
Identifying would done with gave code in the questionnaire and interview were gaven code to helped researcher identified the data.
3. Classification
Classification is the process of classifying all sufficient data based on category. After answering the teachers‟ and students‟ questionnaire, the researcher started to make a classification base teachers‟ and students‟
answer the questionnaire.
4. Interpretation
After classification the data, researcher has to interpret data, gave the meaning to information, evaluate, conclude, responden appropriately and predicts the result, identification and evaluation.
45 CHAPTER VI
FINDINGS AND DISCUSSION
In this chapter, the result of the study are presented. The chapter is devided in two main sections; they are findings and the discussion of the research. The findings presented the result of the data analysis collected through observation and interview. The discussion deals with interpretation of the findings in the research.
A. Findings
The finding cover the data about information about teaching method used by the teacher in SMAN 1 Takalar and students responding to the teaching and learning process with methods that are often used by teachers in ELT specially speaking class. The process of collecting data applied observation and interview. In observation section, there were second and third grade in SMAN 1 Takalar observed by gave some questions related to the research in order determine the students who have more experience in speaking. The research observed two teachers of SMAN 1 Takalar in teaching in XI. MIPA 1 and XII MIPA 1.
1. The Methods Used by the the Teachers to Improve Speaking Skill in ELT
The researcher have done observation at SMAN 1 Takalar in XI MIPA 1 and XII MIPA 1. The researcher found the methods used by the teachers in English language. The researcher gave opininon based on observation and interview. The researcher ask questions about teaching
methods. The methods used by the teachers can be seen on the interview as follows :
The researcher did interview with the teachers. From the interview, the researcher found some methods used by teachers 1 as follows:
1) Role-play
Based on the observation result, the researcher found that the teacher 1 used role play. Because in teaching teacher gave a topic and the students presentation based on the role. The statements above the partial line with the result of interview. When the researcher asked about their wouldingness to gave response during the discussion. Based on the interview the teacher said
Extract 01
“In speaking skill I used role-play to improve students speaking skill because this method very easy to applied in the class and students enjoyed in the class”
2) Pairs
Based on the observation the researcher saw the presentation by students with the task. The teacher order students to search pairs with friends and presentation in the class. Based on the interview the teacher said
“when I gave a topic the students’ shared pair and made a task with their friends or pairs”
Extract 01
“yes, in teaching Elnglish especially in speaking skill I usually applied two method in learning process depends on the students’
condition but when I want to improve students speaking skill I used Role-play and pairs because students’ enjoyeded in the class and more than active to learn.”
3) Games
In this methods very like by students because the students using their handphone. The teacher gave material in application and gave example to students what students do and the students enjoyed and anthusiastic to learn. Based on the interview the teacher said “sometimes I was used handpone to teaching and learning process depend the material”
Extract 02
Teacher: Yes sometimes in teaching English for made students speak in the class I usaully applied methods in the classroom. But in speaking skill I usually see with the students condtion. What I used two methods to improve students speaking skill in the classroom I used Role-play and Games. In addition to arousing students’ enthuassiasm, they also enjoyeded to easy students by results by achieved.
Based on the result observation and interview above, the researchers concluded that teaching methods used by the teachers to improve students speaking skill. From the the teacher. The teacher was gave explained above the material and made students to creative. After students get a material from teachers. Using expressions in the form of dialogue is an easier way for students to understand expressions rather than just memorizing them freely students can develop their creativityin this section and it wasbecame very
excited and challenging for them to be able to produce good dialogue. After students practice in pairs, the teachers can motivated students to perform in front of the class. Students look very creative in making dialogue. By displaying their dialogue in front of the class, the teacher can not only assess students‟ speaking skills (pronounciation and intonation) but also show a students‟ level of courage and confidence to speak using English language.
This section feels very exciting, enjoyeded, and students‟ feel very enthuastiastic in watching their friends perform and support their friends with applause and cheers.
2. Students’ response on teaching methods used by teachers in ELT class to improve their speaking
When the researcher conducted interviews with the students outside of the class the researcher found that some students response when the teachers taught in the class, as follows :
a. Feeling enjoyed
Based on observation the students enjoyed with the methods used by teacher in English language teaching. Based the interview students said
“I’m feeling enjoyed in the method used by the teachers because this mathod make students want to learn”
b. Active in the class using English language.
Because when the researcher observed in the class the researcher saw the students very active using english language in teaching an learning
process. Based on the interview with students, students said “method used by teacher make students otomatically using English language in the class”
c. Increasing in vocabulary
In this method would increased vocabulary of students because teachers used English language it can made the students‟ corious to know what the meaning of teachers say. These statement above were in partial line with the result of interview. When the researcher asked student‟s opinion about teaching and learning process one of them said “I liked the methods used by teachers becausedthe teachers explained using English so we as students are corious to used English and automatically it can be increased our vocabulary”
This part is aimed to find out students‟ responses on teaching methods used by the teachers in English Language Teaching class to improve their speaking at SMAN 1 Takalar the gained through interview toward 10 students.
The researcher found that the information of students. The teacher used the methods used: role play ,pairs and games . Which means the sudents responses toword these method because used the method to supporting the lesson so the students can study easyli and the explanation of the teacher in explanation short and esasy to understand. The teachers got the responses agree with the methods. The teachers in teaching the material and the methods used by the teachers almost the students agree and motivated to study. The teacher monitoring the students while in lesson processand corected their task and
with this method the teacher is easier to got the students score and students easily to got the lesson. The teacher 2 also using Role-play and games as well as with the teacher 1 , teacher 2 focus on the types word of the text,predict, and drawing conclusion and make students can be more active with using the Role-play. The teachers tell about the text to students ,the teacher retell the story. The methods used by teacher to improve students speaking skill also role-play: discussion and presentation with used the card. The teacher demonstrated the material and retell the story also some students agree from this methods because, they were most have they self confi ESZdence in speaking and suggest their opinion and to found new words. Some the students brave and have confidence to suggest their opinion and represent their discussion in front of the class. With the theme gaven, students can created their own in expressing their opinions.
B. Discussion
From the problem statements ,the researcher investigated that are the methods used by the teachers in English Language Teaching to improve students speaking class and Students‟ response on teaching methods used by the teachers in ELT class to improve their speaking. The teachers have methods in teaching English specially speaking, the point realized only when used the appropriate methods and the material, so teachers way of teaching English affected students‟ enhaement and that appear in students speaking skill.
1. The Methods Used by the Teachers to Improve Speaking Skill in ELT.
Based on the findings that reseacher explained before, there are methods used by the teacher. The first observation, the methods used by the teacher in teaching English.
According to the teachers this methods were easy to apply in classroom. The teachers using role-play and pairs for some teaching material which needed more explanation before. The Role-play had advantages and disadvantage. In classroom the method used by the teachers in speaking. The convergence Nasir(2018), research and the result of the study research and the result of study conducted to the procedure of teaching with used instruction on speaking class. Related to the procedure of teaching where it might be observed the standard performance.
Opening, main activity and closing had been particular steps on teaching performance. The main activity had been focus on the standard performance of instructional delivery and assesment. Instructional delivery was conducted to the teacher explanatio; demonstration and practice were implemented to improve students‟ skill in English speaking build on strategy used. The assesment was target of teacher to evaluate how far they got the point about subject matter with presentation performing were learnt in meeting previously. The closing step was part of teaching to gave students‟ information about the primary point on the materials i next meeting.
According to jack C. Richard that to understand the incoming input students should have a good competence in mastering grammar and lexical aspects. Underwood and wallance(2012) on the research that was reducing word and listing vocabulary have gaven comfortable for students‟ speak out then it was a way appearing habit to speak out every meeting on learning process. Related to the result of study on standard performance,instructional delivery that was significantly explained the spesific materials necessary English natural then it was needed reducing word(simplification of word,expression and sentence). With the result that the teacher had got easiness implemented of English on teaching performance. Throughout that section, they had been habitual with English performance then the teacher performance on communication aspect was being guide for them how to be a good speaker every meeting. Throughout that was to know about the students need in English subect. As the time,students‟ focus held controls the successful of learning. It was classified interest and mood;interest had been upgrade when the teacher used emotional approach (confied,talk show and so on) or attractive method (game,question-answer,puzzle, and joke time) finally,all of them woul be realized with te result that they got lovely mood to attend every meeting on learning process.
The teacher also said that students like Role-play method beacuse they can be more active in learning process. When the taecher applied group discussion, the students enthusiastic in learning. Most of student
also like if the teachers ask for the students to make group or pairs and presentation in the class.
2. Students’ Response on Teaching Methods Used by Teachers in ELT Class to Improve Their Speaking
The method used by teachers in teaching English in skill speaking, they were gained a positive responses from the students. The interviews consist of statements items. We nitice the teachers replies on teaching. The teacher show the normal teaching basically same to the other teachers. All the methods used by teachers gained agree responses from the students can accustomed to the way of learning process and enjoyedable study in the classroom. The teacher explain the material with demonstrain the teacher explanation clear and easy to undersatnding so the students can motivated to study. Gaven question and answer in the classroom, the students gaven question by teacher and students answer it, the teacher gave question related with the material or topic teach in classroom. The students like the methods used by teacher because the stdents can understanding easy get the knowledge or the material. The explanation of the teacher can easy to understand and remeber by the students. The students also like the story and role play and because their can motivated and enjoyedable to study in classroom. The way of explanation and the monitoring the lesson process can the learning process goes well,the teacher can monitoring the students participant in class and guide the students to focus on the learning. The students difficult in speaking because lack of vocabulary and have not self-confidence. But the teacher
gained agree response from the students.
Based on the findings above the teacher used some method in applied classroom, the teachers often uses it in the classroom and is very efficient at stimulating students to learn. But this method is not applied in third grade because they needs to improve their vocabulary through reading
comprehension. First grade and two grade is recommended to used games because we see the condition of students who are not so many active in the classroom so the use of these games is very encouraging in learning.
55 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings and discussion,the researcher conclude:
1. The English teachers in SMAN 1 Takalar have their respective methods in the class,they assume that “if you want to learn we have to see the material to be taught and how the conditions in the class so that students are stimulated to learn”.
2. The method used by teachers are using Role-play,pairs and games in English Language teaching(ELT) process. The teachers considers that in that way students are more active and try to speak using English that would only listen to the teachers in front.
3. The method used by the teachers also make students can be more active in the classroom, enjoyedable the ongoing in learning process and grow up the students‟ confidence in speaking using English language.
B. Suggestion
For English teacher, they should pay attention on appropriated the methods that can be applied to help students to improve speaking skill. The teachers basically has to have a myriad of creativity and must be good at applying the right methods in teaching without purpose, teaching improperly, teaching by not playing attention to the psychological condition of students, teaching carelessly, conveying material as long as it is finished and done
