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PROCESS OF TEACHING SPEAKING AT THE EIGHT GRADE OF SMPN 2

KARTASURA ACADEMIC YEAR 2017/2018

Submitted Partial of the Requirements for Getting Bachelor Degree of

Education in English Departement

By :

DENY KUSTIKA

A320130070

DEPARTEMENT OF ENGLISH EDUCATION

SCHOOL AND TEACHER TRAINING OF EDUCATION

UNIVERSITAS MUHAMMADIYAH SURAKARTA

2017

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PROCESS OF TEACHING SPEAKING SKILL AT THE EIGHT GRADE

OF SMP N 2 KARTASURA ACADEMIC YEAR 2016/2017

UNIVERSITAS MUHAMMADIYAH SURAKARTA

Abstrack

Studi ini bertujuan untuk menjelaskan proses mengajar ketrampilan berbicara kelas delapan SMP

N 2 KARTASURA tahunn akademik 2016/2017.Secara khusus penelitian ini bertujuan untuk

menjelaskan: 1.) prosedure mengajar speaking 2.) teknik yang digunakan guru dalam mengajar

speaking 3.) materi yang digunakan guru dalam mengajar speaking. Penulis mendapatkan data dari

observasi, wawancara, dan dokumentasi. Jenis penelitian ini adalah descriptive kualitatif dan

metode pengumpulan data yang digunakan adalah observasi, wawancara dan dokumentasi. Teknik

analisa data berupa reduksi data, menampilkan data dan membuat kesimpulan. Hasil dari analisa

bahwa:1) prosedure pembelajaran speaking kelas, penulis menemukan bahwa guru memiliki

proses pembelajaran diantaranya pre-teaching, while teaching and post teaching. Pre- teaching

meliputi guru memberi sapaan kepada siswa-siswi sebelum kegiatan belajar mengajar dimulai.

While teaching adalah guru mereview materi sebelumnya serta memberikan motivasi. 2) teknik

yang digunakan oleh guru, penulis menemukan bahwa guru menggunakan teknik role play,

picture strip story dan structure vocabulary practice. 3) materi yang digunakan guru, materi yang

digunakan guru adalah teks narrative yang berdasarkan materi ktsp. Kesimpulan dalam penelitian

ini adalah, murid lebih tertarik dan interactive terhadap pembelajaran menggunakan teknik role

play.

Kata kunci: Berbicara,Teknik mengajar, motivasi.

Abstract

This study is aimed at explaining the process of teaching speaking skills at the eight grade of

SMP N 2 KARTASURA academic year 2016/2017.Specifically, the study aims to describe: 1.

the procedure of teaching speaking 2.) the techniques implemented by teacher in teaching

learning speaking and 3.) The material used by teacher in tecahing learning speaking.The

subjects of this study are students eighth grade SMP N 2 KARTASURA. The writer gets the

data from observation, interviews, and documentation. Type of this research is descriptive

qualitative. The methods used to collect the data are observation, interview and documentation.

The procedures of analyzing the data are data reduction, data display, and making conclusion.

The results of the analysis show that: 1) in the process of learning speaking in class, the writer

finds that the teacher takes the learning process covering pre-teaching, while teaching and post

teaching. Pre-teaching is done as the teacher greets the students before starting teaching and

learning activities. While teaching is done when the teacher reviews the previous material and

motivates the students. 2) the techniques applied by the teacher are role play, picture strip

story and structure vocabulary practice. 3) the teacher used narrative text as the material based

on material KTSP.

Keyword : Speaking, Teaching technique, motivation

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1. INTRODUCTION

English is very important for us to learn. It is used by people all

around the world as an international language. Some benefits can be

obtained when learning English. For example, we can communicate

with anyone coming from other countries. By mastering English, we

will be more appreciated by other people. Since English is used in

most of scientific books, we will master technology easily if we

master English.

To make students speak English, teacher should be able to

manage effective teaching learning which includes: objective,

technique, materials, media and evaluation. According to Nunan

(1991:8) “An important aspect of teaching methodology is the

development of teaching routines, materials, and materials use in the

classroom”. It can be inferred from the statement that teaching

learning process in the classroom includes teaching techniques,

materials, media and evaluation.

In this study, the writer conducted research in SMP N 2

KARTASURA. It is located on Ahmad Yani street, Pabelan,

Sukoharjo, Central Java. The eight grade students still have low

motivation in learning especially English lesson. Based on

observation, some factors might be the source of the problem, namely:

the teaching techniques, the processes, and the materials learned. The

process of teaching needs to be observed. The teacher needs the result

of the observation to have feedback to solve the problems. The writer

examined the process of teaching speaking. In teaching speaking

English, there should be things that need to pay attention, such as

grammar, articulation, fluency, and pronunciation. The preliminary

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observation showed that many students skill got difficulty in learning

speaking. Based on the reason, the writer was interested to observe the

teaching and learning process.

2. RESEARCH METHOD

The study categorized as descriptive qualitative. According to Uwe

and Ines (2004:3),”qualitative research is to describe lifeworlds from

the inside out, from the point of view of the people who participate. By

so doing it seeks to contribute to a better understanding of social

realities and to draw attention to process, meaning pattern and

structural features”. According to Given (2008:9) among types of

qualitative data collection focus groups and individual interviews

provide valuable opportunities for individuals to be heard in their own

words, and observations and field notes capture events in vivo.

In this study, the writer investigates the activity in the classroom

and teaching learning process which focuses on the teacher and

students especially about speaking ability students. According to Paul

and Lynee (2001:36) “Sources may be included in the document itself,

which will allow you to cross–check and validate some of the

arguments stated”. The data of this study includes interview result;

field notes, and lesson plan. The data sources of this research are

event, respondents, and the document.

The writer collects the data through observation, interview and

documentation. When teacher taught in the classroom, the writer

analyzed and did interview with teacher and students after the class

finished. To analyze the data the writer uses descriptive interactive

technique by taking the following procedures; reducing the data,

displaying the data, verifying the data. It is important to get

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trustworthiness in this research, more that one instrument was used to

collect data. Trustworthiness was done by using triangulation

According Audrey (2013) “Triangulation also crosschecks

information to produce accurate results for certainly in data collection

“.

3. FINDING AND DISCUSSION

This section describes procedure of teaching speaking, the techniques

used by teacher, and the material of teaching speaking. Procedure of

teaching speaking concsist of three stages, namely: pre-teaching, while

teaching, and post teaching. The technique of this study used role play,

picture strip story and structure vocabulary practice.

3.1 Procedure of Teaching Speaking

Procesdure is a specific action, operation that must be executed in a

standard (same) way to always result in the same outcome of the same

state. The teaching procesess include: opening, while teaching and post

teaching.

Richards and Rodgers (in Brown, 1994) used the term procedure to

encompass: the actual moment-the moment techniques, practices, and

behaviors operated in teaching a language. Based on the observation in

SMP N 2 Kartasura, the teaching procesess consist of three stages,

namely: pre teaching, while teaching, and post teaching.

a. Pre teaching

1) Opening

In this session, the teacher opened the meeting by praying and

greeting the students. After that the teacher asked the students to

prepare the material. For example:

Teacher: Before we study, let’s pray together, pray begin!

Finish!

Good afternoon?

Students: Good afternoon.

2) While teaching

In this session, before the teacher started teaching the students, the

teacher reviewed the previous material to the students and the progress

of students. In this section, the teacher also motivated the students so

that they were motivated in the teaching and learning activities. The

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motivation was given by giving advice. The advice was given to those

who were lazy in learning. The teacher sometimes also played joke in

order to make students more interested in learning.

Teacher:Dalam berbicara bahasa inggris, kita harus latihan dan

terus mencoba agar lancar dan terbiasa.

[In speaking English, we must practice and try to speak so

we can speak fluently.]

Students:Yes mom. (The students listen to the teacher, and other

students make a chat each other)

The material had been explained by the teacher during teaching and

learning activities. The teacher explained the material before giving

exercises. The teacher wrote the material in the blackboard then

explained what was on the blackboard. The students were not

permitted to write. The students allowed write after the teacher

finished writing. For examples:

Teacher: Hari ini kita akan belajar tentang narrative text. Apakah

kalian tahu yang dimaksud dengan narrative text ?

[Today, we will learn about narrative text? Who knows the

definitions about narrative text?]

Students: Aku tidak tahu,Bu. ( Kemudian diam)

[I don’t know, Mom (and then silent)]

Teacher: Ok, saya akan menjelaskan dan tolong diperhatikan dengan

baik.

[Ok, I will explain and please listen carefully.

Students: (Diam dan memperhatikan guru)

(silent and listen the teacher)]

Teacher: Jadi, yang dimaksud narrative text adalah sebuah text yang

menceritakan tentang legenda dan memiliki suatu cerita kronologis

terhubugn yang bertujuan untuk menghibur pembacanya.

[So, the definition of narrative text is a text that tells the story of a legend

and has a chronological story connected which aims to entertain the

readers.]

(a) Practicing

After explaining the material, the teacher asked them to do the exercise or

practiced their speaking skill.

Teacher: Bagaimana apakah kalian sudah mengerti pengertian dari

narrative text beserta contohnya?

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[So, do you understand the definitions of expression and the

examples of expression?]

Students: Ya, Bu mengerti.

[Yes, understand Mom.]

Teacher: Sekarang buka lks halaman 31. Jika suadah perhatikan

cerita golden snail.

[Now, open your book page 31. And then see the text about

the Golden Snail.]

3) Post teaching

Post teaching is the last activity in teaching learning process. In the class,

the activity of post teachings is closing. For example:

Teacher: Sebelum kita tutup pertemuan hari ini, mari kita berdoa dahulu

dan terimaksih untuk hari ini samapi jumpa.

Ok, before I close meeting today, let’s pray first and pray begin!

Finish! Thanks for today and see you.

Students: See you, Mom.

3.2 Techniques Implemented by Teacher in Teaching Learning Speaking

a. Role play

Role play is a technique that involves the role of students in the

teaching learning. Role play, help the teacher to know fluency, accuracy and

grammar pronunciation. Based on observation, role play with the golden

snail theme was played by a few groups and the group consists of 6

students. The theme of golden snail divided into several parts of the stage

(1-7). Student 1 plays a role as a Dewi Candra Kirana, Student 2 as a Dewi

Galuh, Student 3 as father’s Kirana and Galuh, Student 4 as a Raden Inu

Kertapati Student 5 as a Witch, Student 6 as old man, Student 7 as old

woman. As follows:

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Golden Snail

Long time ago lived 2 beautiful girls Dewi Candra Kirana and Dewi Galuh.

Stage 1

Father: Dew Kirana, tomorrow we will meet Raden Inu Kertapati.

Dewi Kirana: Yes, my father I will do it for our kingdom, for you and for

men.

Dewi Galuh: what?! Why don’t me? This is not fear for me.

(The day Dewi Kirana meets with Raden Inu Kertapati.)

The king and old man: ladies and gentlemen today, my daughter Dewi

Kirana and Raden Inu Kertapati. Make promise and will married until the

end.

Raden Inu Kertapati: Thanks a lot Dewi Kirana.

Dewi Kirana: I just follow what father said to me, thank you so much.

(The ceremonial was end, and Dewi Galuh went to witch.)

Dewi Galuh: (tok tok tok)

Witch: Yes, please come beautiful girl.

Dewi Galuh: I need your help, Dewi Kiranaand Raden Inu Kertapati will

married, please cancel their event

Withc: Yes, of course I will help you.

b. Picture Strip Story

The teacher in this section used an image as a medium to communicate with

students. Teachers provide examples in the form of pictures to facilitate and

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attract the attention , this entry from the-line material prepared by the teacher.

The students recounted according to groove.

c. Structure and vocabulary practice

In a question and answer session, the teachers asked the students to speak, read

and listen. Based on the observation, the author found that the teacher asked

some questions to students based on the images and text that teachers gave to

the students. Active students are expected in the question and answer session,

to know to what extent they understand images and text provided by the

teacher. Based on the interview and observation in class VIII D at SMP N

2Kartasura when the teacher taught about Golden Snail. Based on bservation

and interview in class VIII D at SMP N 2 Kartasura when the teacher taught

about Golden Snail. After the teacher explained the text about “Golden Snail”,

she asked the students to answer some questions. For example:

Teacher: Coba kalian perhatikan tentang Keong Emas tad.

Tunjukan kata kerja pada Golden snail tersebut!

[Let’s see on story about Golden Snail.

Show me verb of Golden Snail on the text!]

Students: Went, Mom?

Teacher: Yeah, your answer correct, Febri.

3.3 The Material Used by Teacher in Teaching Learning Speaking

According to Richards and Rodgers (2011), instructional materials can

provide detail specification of content, event in the absence syllabus in

addition to the pictures. The teacher also gives the text to facilitate

students in the pronunciation of spoken English. The real teacher already

provides images and text so students speak based on the instruction of

teacher, after that the students create instances based on the images and

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text that has been given by the teacher. It can be seen from the interview

with the teacher as follows:

Teacher: Speaking itu meliputi ungkapan, karena speaking ada

beberapa materi ktsp: ungkapan, reading itu meliputi narrative text

seperti pada golden snail diatas, short functional text. Anak-anak saya

suruh baca jika salah kemudian saya beri contoh kemudian saya

terangkan tema saat itu, mereka menciba membuat beberapa

ungkapan setelah itu membuat text dialog yang ada ungkapan tersebut

dan dipresentasikan didepan kelas. Cerita tentang Golden Snail, siswa

dituntut untuk memerankan totkoh yang ada paad cerita Golden Snail.

Secara garis besar golden snail itu menceritkan gadis cantik yang

berubah menjadi keong meas yang dikutuk oleh saudara kandungnya

snediri.

3.2.1 Discussion of the Finding

Based on observation and the writer concluded that 1.)The teacher used

a procesess that includes few sessions. The first is pre-teaching or opening.

In this session, the teacher opened the meeting by praying and greeting the

students. After that the teacher asked the students to prepare the material.

The next part is while teaching. In this session, before teacher started

teaching the students, the teacher ensured in advance about the material

previously. Post teaching is the last activity in teaching learning process. In

the class, the activity of the post's teachings is closing 2.) The techniques of

teaching in the classroom are Role play, Strip and Picture Structure and

vocabulary practice. Based on observation, the students were asked to

portray the story of the golden snail. In the story of the one class into several

group. Picture strip story is the technique of composing the image based on

the story line that was given by the teacher. In structure and Vocabulary

practice, based on the observation the teacher provided question and answer

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session to students so teacher knew the extent to which the students

understand the structure and grammar. Then on the last part is a material, 3.)

the material is either using a syllabus by the teacher. In teaching learning

process the teacher used media images and text.

Krashen (Fauziati, 2014:101) gives examples of some activities which

can be applied in teaching speaking, such as role play, picture strip story,

information gap, and drama. Language Games which are truly

communicative (according to Morrow, 1981:34) can also be applied. The

three features of communication involve are information gap, choice, and

feedback. In this study, the teacher used role play, structure and vocabulary

practice, and picture strip story. The writer found the use of role play where

the students play a story of golden snail. In Picture strip story, the writer

also found the story strip image in teaching and learning activities. Students

were requested to arranged the picture based of the story.

Compared to the results of previous study, the writer finds the resulst of

reaserch’s Shaed Khaksarithat role play is effective as a technique in

teaching speaking. And then the results of research conducted by Dahlia

shows that the role of the teacher in the learning speaking skills based on

communicative approach has been conducted properly. In the study, the

writer finds that engineering role play in speaking class is more active,

creative. William also argued that students become more confident and able

to develop their speaking ability. In this study, William also applies games

to attract students to improve English speaking. From some previous study,

it can be seen that the role play technique was effective and make students

more confident in speaking or learning English. However, it is in fact based

on the obeservation has been performed by the writer. Role play technique

is not interesting for the students in SMP N 2 Kartasura. The writer

concluded role play technique is not suitable to apply in SMP N 2

Kartasura.

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