English Speaking Skill

This study is aimed in describing (1) classroom technique used by the teacher in Teaching English at SMP Muhammadiyah 1 Surakarta (2) the purposes of each classroom technique (3) the students’ role (4) the teachers’ role. This type of the research is descriptive qualitative research especially naturalistic. The method of collecting data are observation, interview, and documentation. The result is some classroom techniques used by the teacher to develop students’ English skill, especially speaking skill such as question and answer in group, conversation practice, discussion, role play, playing cards, picture describing, retelling video, and story telling. The teacher has roles such as teacher as controller, teacher as organizer, teacher as prompter, teacher as resource, teacher as tutor, teacher as observer, and teacher as model. The student has roles such as student as planner, student as group, student as tutor, student as monitor and evaluator. The conclusion of this research is that the English teacher at SMP Muhammadiyah 1 Surakarta used various classroom techniques in teaching- learning process that can develop the students ’ English Speaking skill. T he various classroom techniques make the students interested and enjoy in learning English language. Therefore, the student will not be bored and lazy in the class. The students can understand the material, the students become more active and creative, especially in learning speaking skill and the student can interested, so the student enjoys in learning English speaking skill.

This study is aimed in describing (1) Classroom technique used by the teacher in Teaching English at SMP Muhammadiyah 1 Surakarta (2) The purposes of each classroom technique (3) The students’ role (4) The teachers’ role. This type of the research is descriptive qualitative research especially naturalistic. The method of collecting data are observation, interview, and documentation. The result is some classroom techniques used by the teacher to develop students’ English skill, especially speaking skill such as question and answer in group, conversation practice, discussion, role play, playing cards, picture describing, retelling video, and storytelling. The teacher has roles such as teacher as controller, teacher as organizer, teacher as prompter, teacher as resource, teacher as tutor, teacher as observer, and teacher as model. The student has roles such as student as planner, student as group, student as tutor, student as monitor and evaluator. The conclusion of this research is that the English teacher at SMP Muhammadiyah 1 Surakarta used various classroom techniques in the teaching-learning process that can develop the students’ English Speaking skill. The various classroom techniques make the students interested and enjoy in learning English language. Therefore, the student will not be bored and lazy in the class. The students can understand the material, the students become more active and creative, especially in learning speaking skill and the student can interested, so the student enjoys in learning English speaking skills.

This action research aimed to improve students’ English speaking skill of PGSD students in STKIP PGRI Pacitan through communicative activities and to describe the classroom situation when communicative activities are implemented in the speaking class. The research method used in this research is a classroom action research, which conducted in two cycles. In collecting the data, the researcher used questionnaire, observation, interview, document analysis and tests. The researcher conducted the test before research (pre-test) and after implementing communicative activities (post test 1 and 2). The mean scores of each test were compared to know the students improvements in speaking ability. The improvement can be seen from the improvement of the mean score of pre-test (50), post test of cycle 1 (70) and the cycle 2 (77). Besides, the improvement of the classroom situation includes: 1) the class was more alive because the students participate actively; 2) there was an equal participation during the speaking class; 3) the students were motivated to speak English than Indonesian; 4) the students’ interaction improved significantly. Keywords: Speaking skill, communicative activities, classroom action research.

The objective of the research is to describe the types of social/affective learning strategies used by students of English Departement UMS in speaking II class. This is a qualitative research. The research is a case study of social/affective learning strategy in speaking ability of students of UMS . The subject of the research is three students of English Department Muhammadiyah University of Surakarta namely S1, S2, and S3 based on their ability in Speaking skill. The methods of collecting data are observation and interview. To analyze the data the writer applied critic analytic technique. The result of this research shows that social/affective learning strategies play a significant role in speaking. Social learning strategy which most frequently used is asking for clarification, asking for correction, and cooperating with others. Social learning strategy gives directly contribution to the students who have a middle or poor ability in speaking skill to overcome their misunderstanding with lecturer’s explanation because the lecturer is a native speaker. Affective learning strategy which most frequently used is using laughter, deep breathing, and discussing with others. In addition, the students can reduce their anxiety in speaking class using affective learning strategy which leads them to speak fluently while they get a topic from the lecturer especially a native speaker.

The writer thinks it is not strong enough to prove the correlation between linguistic intelligence and English speaking skill achievement. Therefore it is better to see the concept of intelligence to know what the most determining the intelligence itself. Intelligence, according to Gardner is Bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are value in a culture. Based on this definition, intelligence is the biological capacity which its development depends on how culture and environment affect on it. It is supported by the Spearman's intelligence theory. Spearman found that human behavior is caused by two factors, that is: (1) general factor (g) and (2) special factor (s). Spearman viewed that general factor is human basic factor (it is similar with biological factor) and special factor is affected by experience (environment and education). One thing that makes the human behavior is different with others is not caused by "g" factor but is caused by "s" factor. This explanation clearly can be illustrated like this: 74

There were two activities in the task phase, and these two activities were role-play activities. In ACTIVITY 5, the students were asked to work in pairs; they were asked to create a dialogue and then conduct the dialogue based on the given information card with their partner in front of the class. In this activity, one student acted as a guest who was going to book a room in the hotel, and her or his partner would act as the receiver who was working in the front desk. In ACTIVITY 6, the students were still asked to take a role-play activity, but this time, they needed to change their roles with each other based on their roles in activity 5; that was, the student who acted as the receiver should change the role to be the guest. During the activity, the students seemed liked and got used to the way of teaching, they didn’t feel shy or nervous; they came to the platform immediately once the researcher called their names. Moreover, their speaking ability was getting better than the previous meetings. In this performance, except two students slipped tongues because they spoke too fast, all of them could say the words with correct pronunciations and could properly use the sentence patterns that were learned in the pre-task, Furthermore, compared with the previous meeting, the frequency for taking a look at the information card in this meeting was reduced. Most of them didn’t need to take a look at the information card as they have remembered the key information in mind, and some of them just created their own information. Here below was a dialogue created and conducted by a pair of students:

This study investigates strategies for developing speaking skill used by students of English Education Department of Muhammadiyah University of Surakarta. The purpose of this study is to describe the strategies in developing speaking skill. Type of the research conducted by the writer is case study. In this research, the object of the research is strategies for developing speaking skills which are used by 3 students of third semester of English Education Department of UMS. The data of this research are elicited by field note and interview. The data include the students’ attitude in learning English speaking skill, their behaviors toward English speaking skill, and their habits of using the strategies in learning English especially to master speaking skill. The result of this research shows that the students applied almost all of the strategies proposed by O’Malley et al including meta-cognitive strategies, cognitive strategies, and socio-affective strategies in mastering their speaking skill. In meta-cognitive strategies, the students use seven to eight strategies, namely: advance organizer, selective attention, self management, functional planning, self monitoring, and self evaluation. In cognitive strategies, the students used twelve to fourteen strategies, namely: repetition, resourcing, grouping, note taking, deduction, recombination, imagery, auditory representation, key word, contextualization, elaboration, and inferencing. And in socio-affective strategies, the students used two strategies, namely: cooperation and question for clarification.

This study investigates strategies for developing speaking skill used by students of English Education Department of Muhammadiyah University of Surakarta. The purpose of this study is to describe the strategies in developing speaking skill. Type of the research conducted by the writer is case study. In this research, the object of the research is strategies for developing speaking skills which are used by 3 students of third semester of English Education Department of UMS. The data of this research are elicited by field note and interview. The data include the students’ attitude in learning English speaking skill, their behaviors toward English speaking skill, and their habits of using the strategies in learning English especially to master speaking skill. The result of this research shows that the students applied almost all of the strategies proposed by O’Malley et al including meta-cognitive strategies, cognitive strategies, and socio-affective strategies in mastering their speaking skill. In meta-cognitive strategies, the students use seven to eight strategies, namely: advance organizer, selective attention, self management, functional planning, self monitoring, and self evaluation. In cognitive strategies, the students used twelve to fourteen strategies, namely: repetition, resourcing, grouping, note taking, deduction, recombination, imagery, auditory representation, key word, contextualization, elaboration, and inferencing. And in socio-affective strategies, the students used two strategies, namely: cooperation and question for clarification.

Speaking skill is an important requirement in a speech which consists of the use of words even sentences while having conversations in daily life without any misunderstanding. Then it could be understood well, so they can be more confident in speaking English. Speaking skill also has big roles to lead the students to their academic and non-academic success. It means that English is the International standard. Many people use these qualities as part of everyday conversation. The solution is learning how to consciously apply these qualities to a public speech. They need to be learned as skills. Mastery of these skills in a speech delivery will make someone more confident. Then confidence will enable us to better use these qualities. The result will be speech mastery. In truth, this skill plays a part of many influences such as, influence the speech and confidence.

The aim of this research was to find out the correlation between 1) students’ habit in watching English films with English subtitles and speaking skill; (2) students’ grammatical competence and speaking skill; and (3) students’ habit in watching English films with English subtitles and grammatical competence simultaneously to speaking skill.

Endah, Jiati, The correlation between Students’ Ability in Listening to the English Songs and Their Vocabulary mastery, e-Journal of English Language Teaching Society(ELTS), Vol 1, No. 1, 2013. Fauzi, Endang, Teaching Of English As A Foreign Language, Surakarta,

for many is particularly conducive for learning. He also states that there is a fundamental difference between knowledge and skill. Both can be understood and memorized, while only a skill can be imitated and practiced. Furthermore he clarifies that there are two basic ways in which something we do can be seen as a skill (1997: 5). The first is motor-perceptive skills that involve perceiving, recalling, and articulating in the correct order sounds and structures of the language. The second is interaction skills that involve making decisions about communication, such as: what to say, how to say it, and whether to develop it, in accordance with one’s intention while maintaining the desired relations with others. The notions of what is right or wrong now depend on such things as what we have decided to say, how successful we have been so far, whether it is useful to continue the point, what our intentions are, and what sorts of relations we intend to establish or maintain with our interlocutors.

Teaching and learning English is a process of achieving the target of education curriculum. In achieving the target of English learning with functional language target at junior high school, it is not easy project for English teachers. Fauziati (2009: 131) states that understanding of English is not only understanding about knowledge of language but also the ability how to use it in communication. The mastery of English will face some supporting and some obstacle factors in achieving the target of language learning. As a result, language learning needs some supporting factors in its process.