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CHAPTER IINTRODUCTION

This paper discusses the study of teaching techniques to increase students’ spoken

interaction in EFL classroom at SMA Islam As-Syafi’iyah Sukabumi.

1. Background

In this globalization era, English has an important role in the world, in term of

communication and interaction. As an International language, most countries in the

world use English as medium of communication in entire aspects of life. Meanwhile,

In Indonesia English is considered as a foreign language (EFL). It also has been

introduced to educational institutions which is learnt from Junior High School up to

university as compulsory subject.

The ability to speak English has always become a very important goal for learners

of this language both its natural and foreign setting. Although learning English

without learning how to communicate in English is possible, today’s frequent

transactions by means of the language have made the possession of the ability to

speak in it become indispensable. However, more failures than successes have always

marked the English teaching world when attempts are made a particularly deal with

ability to communicate. Many learners know about the language, but only some of

them understand how to use it in daily social use correctly, not necessarily

appropriately.

The teaching of English in SMA is intended to provide students with a brief

knowledge of understanding any references of English, either in written or spoken.

Furthermore, one of the objectives of new curriculum (Competence Based

Curriculum / CBC) is to enable them have some skills, especially to communicate

using English as a target language. Therefore, English teaching at SMA also should

be improved through the availability of facilities such as classroom, language

laboratory, and language library. On the other hand, sufficient qualified teachers are

also needed to increase the required educational development especially in EFL

teaching implementation. By sending them to any EFL upgrading will improve the

development of teachers qualification. There are provided and introduced many of

up to date teaching techniques that may grow brightly expected teaching especially in

speaking such as role play, group discussion, simulation in English activities and so

on.

Assignment of Issues in English Language Education…………………………………………………………………..… 1

In transferring of language to students are needed appropriate techniques in order

to give new atmosphere of class interaction. In other side, by implementing various

techniques, avoid students to be bored and could stimulate them in teaching and

learning process. To make the students able to communicate in target language, the

English teacher should be aware of implementing classroom speaking process.

Moreover, Brown states :

1) Techniques should cover the spectrum of learners needs, from language-based focus on accuracy to message-based focus on interaction, meaning and fluency, 2) technique use also encourage the use intrinsically motivating, 3) technique uses should also encourage the use of authentic language in meaningful context, 4) provide appropriate feedback and correction, 5) capitalize on the natural link between speaking and listening, 6) give the students opportunities to initiate oral communication, 7) encourage the development of speaking strategies (1994 : 266)

It can be assumed that English teacher are required to be well prepared before

performing the lesson through supported activities in order to impress the students’

motivation in achieving the skill on speaking. Thus, communicative language

teaching will run more effectively and efficiently.

Based on pre-observation, some students have suggested that speaking should

be more priority treated than other skills such as reading, listening and writing. In

fact, the process of teaching learning process at SMA Islam As-Syafi’iyah Sukabumi

in teaching and learning speaking seem need serious attention and improvement. On

the other hand, the proficiency of English teacher at SMA Islam As-Syafi’iyah is still

low, because both of the teacher come from different background. Means that the

English teachers of SMA Islam As-Syafi’iyah Sukabumi are not from English

educational background. It has a big influence in transferring of English for students,

because the teachers do not understand how to teach English, in term of techniques

which is applied in teaching English as a target language. It automatically hinders of

students’ motivation to follow and learn of English well.

Based on the previous phenomenon, I’m interested to study of the teaching

techniques to increase students’ spoken interaction in EFL classroom at SMA Islam

As-Syafi’iyah Sukabumi.

2. Purpose of the Study

This study was intended to observe the teaching techniques to increase students’

spoken interaction in EFL classroom at SMA Islam As-Syafi’iyah Sukabumi.

Moreover, this research was conducted to know students’ perceptions, their learning


experiences, their difficulties in learning English, effect of teaching techniques and

find out the solution.

3. Formulation of the problem

The problem of the research were formulated as follows:

Is teaching and learning English using techniques more effective and interested than

traditional one?

4. Hypothesis

To answer the problem in this study it was hypothesized that teaching and learning

English by using techniques more effective and interested than traditional one.

5. Significance of this research

It is expected that the finding in this research will be useful to the teachers in

increasing students’ spoken interaction. In additional, the teacher are expected to

know the effectiveness of techniques in teaching and learning process in term of

students’ spoken interaction in EFL classroom.


CHAPTER IIREVIEW OF RELATED LITERATURE

A. Techniques on Teaching English as Foreign Language ( EFL )

1. Techniques

The following discussion highlight some definitions of techniques, its

basic characteristics, and classification of techniques along with examples of

action subsumed under each type of techniques.

In the advance Learner Dictionary of Current English (Oxford, 1987 :

887) stated that techniques are method of doing something expertly. While Brown

(1994 : 48) defined that techniques are the specific activities manifested in the

classroom that are consistent with a method and therefore in harmony with an

approach as well.

It can be inferred that techniques are method of specific ways of doing

something through the activities. Thus, techniques are really and it is needed to

do everything even it is intended to acquire a good result. Furthermore, it may

also help teachers to facilitate the students to get the target of language.

Some other supporting techniques that should be carried out in classroom

are role play, games, story telling, simulation and discussion. More details each of

these techniques will be shown below.

1.1 Role-play

Role-play is way of taking the students out the classroom for a while and

showing them how English can be useful for them in certain situation (Byrne,

1987 : 39). Here, the teachers are claimed to be very careful to apply this

technique, because not all students feel easy to pretend to be someone else. Thus,

as English teacher should remember some points in designing the activities.

Probably like keeping the situation simple and providing essential language might

be dominantly to be concerned.

Recent study was done by Tompkins (1998 : 1) tell us that role play is an

extremely method that can encourage thinking and creativity. Means that,

students are expected to develop and practice new language and behavior skills

by themselves, while the other side, teachers are merely needed to supply the

materials which are completed with clear information and direction. So that the

role of teachers only control the students work.


1.2 Group work

Referring to what Brookfield (1990) as citied by Heimlich (1994 : 44), this

technique is designed to serve the problem which related to problem solving,

issues or concept identification and exploration. Means, the existence of

discussion will help students to solve their problem because there are various

kinds of members’ characteristics are mixed between slow and fast students, so

that they can share and transfer their knowledge each other.

Moreover, he also proves what Jacobson, Eggen, and Kauchak (1993)

revealed in their findings that discussion activities are also intended to develop

leadership skill, summarize group opinion, move the group to consensus, require

listening skill, also permit the learners to handle controversial topics, force

participants to use paraphrasing skill, develop self-directed learning skills, and

enhance the ability of participant to analyze, synthesize and evaluate.

1.3 Pair work

Byrne (1987 : 31) said in the book technique of classroom interaction that

pair work as apart from open pairs where the students talk to one another across

the class under teachers’ control. This idea reflects to what Harmer (1987 : 207)

stated in the book of The Practice of English Language Teaching that pair work is

a way of increasing students participation in language use. Actually pair work is a

technique that should be applied in learning the target language especially in

teaching speaking, because by using this technique the students will acquire

widely opportunities to practice the language being learnt, they are also expected

to be familiar with any tasks given. Moreover they are also required to perform it

directly.

In applying this technique the teachers are demanded do designed the

activities and organize carefully in order to avoid monotonous. Perhaps the

teachers can keep students are placed in strong students or they make

combination of pair inter class. Harmer (1987) recommended as follows :

Divide the students into pairs in the most convenient ways possible, make

sure that the students know exactly what they have to do, keep the activities

simple avoid the activities go on too long, carry selective checking, control the

noise level as necessarily, and provide feedback (p.208).

It can be inferred that in designing the activities for applying pair work

technique should consider the level of students capability and the atmosphere of


classroom, so that the students will be familiar with any materials which are

relevant to the target language being learnt.

1.4 Story telling

This technique is designed to prepare the students to have capability of oral

communication. It also purposes to make students accustomed to listening and

speaking. Here, the students are provided and directed to conform the outline of

the story that would be delivered in order to make students easily telling it. But

the teachers have to precede emphasize on the characteristics of the rules. Firstly,

make sure that students are forbidden to read the story, if the teacher allow them

to see the text, means the teachers probably are already kill the story. Secondly,

make sure that students should watch others’ faces. Here, watching to

everybody’s faces is very important because every expressions produced

determine whether students are interested in, bored, or in puzzled.

1.5 Simulation

This technique is related to Jones’ idea (1982) as revealed by Tompkins

(1998), he states that another approach often used in language teaching

simulation, where the event is not happened in reality as it what role-play applied,

moreover, simulation also requires a structure built around some problems and it

must be sufficiently explicit to preserve the reality of function.

Although role play and simulation are quite similar, there are two major

distinctions exist between both of them. A role play includes an audience role,

whereas a simulation involves all participants in the action, moreover, a role play

focuses on the effective relationships, while simulation focuses on an outcome.

1.6 Games

There are some valuable language games that may foster the teachers to

avoid students’ fed up to learn English. Moreover, the games may make the class

enjoyable for students. There can also be effective for classroom practice

especially in speaking. Those are guessing games, questionnaires, and quizzes.

There are some tasks that teachers instruct the students to do the activities in

guessing games as Byrne claimed (1987 : 21) :

Name the object, spell the name of object, say something about the object, say what they would do with the object if they had it, make up sentence using the object, link the object on the right to the left object.


Meanwhile, questionnaires are also designed to make the students practice real

class condition.

2. Students’ interaction

Based on the views explored widely above, all of the instructional approaches aim

to increase and develop students competence in the language, oral or written. To

realize the aims, syllabus design must be arranged closely with the students’ need in

the real life situation. Hence, increasing and developing teacher-students and

students-students interaction is focus of teacher technique/strategy in teaching and

learning process.

In order to realize the international competence, the instructional theory widely

explored above can be adapted in teaching-learning process. The interaction

between the teacher and students is aimed to increase students’ proficiency in

English.


CHAPTER IIIMETHODOLOGY OF THE RESEARCH

1. Research design

The research was carried out to describe students opinions, perceptions toward

the teaching English by using techniques. Moreover, the researcher wanted to know

the effectiveness of the techniques in increasing students interaction in EFL

classroom.

2. Setting of the research

This research was conducted by asking students opinion and perception based on

their experience in learning English. The question was given by the researcher to the

students in written. They answered some questions on a piece of paper provided.

3. Subject of the study

The subjects of this study were students of SMA Islam As-Syafi’iyah Sukabumi at

the third class. There are consists of 2 classes, social and science classes. Social Class

has 26 students and science class has 25 students. The subject are taken randomly.

Researcher was taken 15 students in each class. Number of sample in this research

was 30 students. All of the students have been learning English since the first class

and have been thought by the different teacher.

4. Technique of data collection

The data were collected by giving the students a questionnaire to find out the

students’ opinions and perceptions based on their experiences in learning English.

5. Technique of data analysis

In the process of data analysis, the data were presented in a list of students’ opinions

and perceptions in learning English. Then their opinion and perception were tallied

on the kind of learning English, by using techniques. If mostly students say / state

that teacher who thought using techniques are better and more interested than not,

means that the employing of techniques in teaching and learning process of English

were effective. Finally, their opinions and perceptions were compared, to find out the

effectiveness of teaching technique in learning English.


CHAPTER IVRESEACH RESULT AND DISCUSSION

A. RESEARCH FINDING

The data of this research was students’ opinion in implementing of teaching

technique to increase their spoken interaction in EFL classroom. From 30

respondents that was taken as sample in this research, can be described the result as

follows:

1. From 30 respondents, 20 or 67 % respondents reveal that the teacher usually open

the lesson by greeting and warming up first. So, students are guided their brain to

come to the English material indirectly.

2. Asking about the language medium that teacher used in instructing the subject, 15

/ 50 % respondents stated that the English teacher used English as language

instruction. Meanwhile, when they were asked whether they understood or not, 5

respondents/17 % answered yes, 18 respondents / 60 % were doubt by choosing

sometimes and 7 respondents / 23,3 % didn’t understand.

3. The researcher also asked them whether they were sleepy and bored when the

teaching and learning process taken place. 5 respondents / 17 % answered yes, 20

respondents revealed sometimes and 5 respondents stated no. But when they were

asked why they were sleepy and bored when the process of teaching and learning

in the classroom, 19 students/63,3 % stated that they were sleepy and bored fastly

because of uninterested / traditional/monotones techniques which was used by

the teacher, 8 respondents / 27 % were doubt, and 3 students / 10 % stated no. It

indicated that various techniques implemented by the teacher could reduce

students’ saturated in teaching and learning process.

4. Based on the effect of various techniques implemented by the teacher in

stimulating students participations, 20 respondents / 67% revealed that various

techniques made them interested and stimulated to follow the lesson, 7 students /

23,3% were doubt by choosing sometimes and 3 students / 3,3% stated no. Means

that Mostly students were interested and stimulated to participate in the

classroom.


5. Various techniques also made them understand faster rather than monotonous /

traditional one. The research result indicated that 24 students / 80 % revealed yes

or 5 17% were doubt (sometimes) and 1 student / 3,3 % didn’t.

6. The researcher also gave them a question about stimulus that was given by the

teacher in practicing English everyday. 15 / 50% of the students stated that

stimulus that was given by teacher could increase their motivation and also fully

attention in learning English yes, 9 students / 30 % were doubt (sometimes) and 6

students / 20% didn’t.

7. To find out their purpose in learning English, the students were asked about their

motivation and purposes in learning English. Most of them stated that they learnt

in order to be bale to speak in English, some of them revealed in order to be able

to answer of the English test (UAS/UAN) and so on.

8. The researcher also asked them whether stimulus from the teacher could increase

their motivation and participation particularly in speaking, 22 respondents / 73%

agreed with it, 6 respondents/16,6% were doubt and 2 persons/6,7% weren’t.

Moreover, Researcher also gave students some essay questions based on their

opinion and perception in learning English using different techniques. Mostly are

interested and motivated in following process of learning English. They argued that

teaching and learning process with various models/technique wanted that in teaching

and learning process, the teacher should prepare a suitable techniques in term of

teaching speaking English. Furthermore, they wish in teaching and learning process

should focus on students-oriented / students centered. Means that Students are guided

to do something themselves under control of teacher as facilitator in the classroom.

2. DISCUSSION

The topic discuss about the result of the study, that is in what extent the

techniques in teaching and learning process can increase students’ interaction in EFL

class. As explained previous that mostly students considered that techniques which is

applied by teacher in teaching and learning process could increase and improve

students ability to comprehend the English material, especially in term of students’

interaction in the classroom. From the data described above could be concluded that

from 30 students as respondents in this research, 20 students or 67 % revealed that

the teacher should give pre activities first by greeting, warming students up, so the

brain of the learners became fresh.


Meanwhile, based on the medium which was used by teacher in guiding the

lesson, they agreed if the teacher uses English as language guiding, even though some

of them didn’t understand et all entirely what teacher said. But, most of students

argued that by using English in guiding students’ learning, at least, they could

practice and train their ear to listen again and again. Moreover, it can motivate

students to imitate what teacher expressed in English.

The main issues has been asked to students, whether techniques in teaching and

learning process might be increase their motivation, activeness, attention and also

their comprehension to the materials. 20 students or around 67 % revealed that

various methods made them interested to follow the subject actively. Furthermore,

they were also able to comprehend what teacher explained. Even though, 24

students / 80 % stated that techniques/methods that’s applied by teacher could be

understood/comprehended faster rather than monotonous/traditional techniques.


CHAPTER VCONCLUSION AND SUGGESTION

A. CONCLUSION

1. Students were interested to learn English as foreign language in order to be able

to communicate in English, answer of test (UAS, UAN, SMPB) etc.

2. Students had problems in terms of teaching learning process. They wish the

instructor/guide should prepare themselves by mastering English materials, and

also various kinds of teaching techniques, especially in teaching speaking.

3. They had different motivation and comprehension in learning English. One of the

main factors to enhance their motivation and understanding were the

implementing of various kinds of techniques in process of learning English

4. Techniques in teaching and learning process must be mastered and owned by

teacher.

5. The effect of using technique / method in teaching and learning process were

perceived by students as a good activity, because it could increase their

motivation and comprehension in following the learning process.

B. SUGGESTION

1. To improve students’ motivation in teaching and learning process, the English

teachers should prepare themselves by adequate materials and apply various kinds

of techniques / methods.

2. Government could be a facilitator in term of teachers’ training, in order to

increase teachers’ ability in teaching English particularly.

3. The researcher realizes that this research is not really perfect yet, because of

limitations. Further researcher with various population are recommended to

make finding more accurate.


BIBLIOGHRAPHY

Alwashilah, Chaedar A. 2004 Perspektif Pendidikan Bahasa Inggris di Indonesia dalam

Konteks Persaingan Global, Bandung : CV. Andira

Arikunto, Suharsimi 2002 Prosedur Penelitian Suatu Pendekatan Praktis. Jakarta :

Rineka Cipta

Brown, H.D. 2000 Teaching by Principles, an Interactive Approach to Language

Pedagogy, New York : Longman

Byrne, Donn 1980 English Teaching perspective, Singapore : Longman

Harmer, Jeremy 2002 The Practice of English Language Teaching, New York :

Longman

Harmer, Jeremy 2003 How to Teach English, New York : Longman

Huda, Nuril 1999 Language Learning and Teaching Issues and Trends, Malang : IKIP

Malang Publisher

Wright, Andrew dkk 1995 Games for Language Learning, New York : Cambridge

University press


1. Research finding

In this sub-topic discusses the ability of students in speaking after teaching them

using some techniques, especially in speaking skill. The difference ability of the

students in speaking can be seen from the result of the test.

GROUP PRE-TEST INDEPENDENT VARIABLE

POST TEST

E T1 X T2C T2 - T2

E = Experiment group, C = Control group, T1 = Pre-test, T2 = Post-test, X =Treatment

One class (class 2-1) as control group and the other (class 2-2) as experiment group.

In experimental group, the students are manipulated by teaching them using some

techniques of speaking for several times. Meanwhile, the control group wasn’t.

3. Instrument of the study

The instrument of this study was test. The test was divided into 2 parts. Pre test, the

test was given before the treatment, and post test that was given after treatment. In

two groups (control and experiment group) were given at the same kind of test,

whether in pre test or post test. To obtain the information concerned to students’

attainment, the study determines a table percentage scale and qualification as follows:

Percentage Scale Qualification

75 % - 100 %

50 % - 74 %

0 % - 49 %

High

Sufficient

Low

2. Teaching Speaking as Productive skill

Even though reading is considered as receptive skill that become reading as

priority skill, each student should own that, but speaking is the most priority of

productive skill. It also can not be separated with the listening, moreover listening

should precede speaking. It relates to decoding message that call for as active

participant.

It is obvious that listening has a strictly connection with speaking. So that

listening competence is also needed by students before producing the sentences on

speaking as productive skill. There are three works of productive skill as Harmer


(1987 : 50) reveals; those are introducing new language, practice and communicative

activities.

3. The concept Teaching speaking in classroom performance

Commonly, English teachers are demanded to develop speaking skill as EFL, either

related to materials designed, technique adjusted, procedures of assessing students’

progress even how the students are evaluated . These activities require participating

in well conditioned to extend the capability of having speaking as intended skill

(Brown, 1994 : 266).

Therefore, to prove classroom speaking as productive skill the English teachers

must be bale to implement the typical class as suggested by Brown (1994 : 266) that

the class should be full of : 1) imitative, 2) intensive, 3) responsive, 4) transactional

(dialogue), 5) interpersonal, and 6) extensive (monologue).

4. Teacher’s role on Teaching Speaking

Based on the CBC, the materials which covered in it designed much focus on

student-centered, where most activity encourage the students to participate actively in

language communication, even it also promotes various of current topics that may

allow the teacher to have an authority to develop in order to motivate and encourage

students’ need, of course it should adjustable with the students’ intent.

It is obvious, teacher should be aware with their role either as controller,

director, manager, facilitator, or resource for the students in classroom (Brown,

1994 ; 164). Then, when they get involved learning together, they are expected to be

freely in applying any adjustable techniques and methods that may make students

well motivated and encouraged to what speaking activities supplied. Hence, the

students will drastically feel thirst on the intended skill as it has been expected.


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