teaching speaking -...
TRANSCRIPT
TEACHING SPEAKING
(An Expository Study at Speaking Class of Training Class Program at Basic
English Course in Kampung Inggris Pare)
By:
Siti Mualiyah
NIM. 1112014000054
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2017
v
ABSTRACT
SITI MUALIYAH (NIM: 1112014000054). Teaching Speaking (An
Expository Study at Speaking Class of Training Class Program at Basic
English Course in Kampung Inggris Pare). Skripsi of English Education
Department at the Faculty of Educational Sciences of Syarif Hidayatullah State
Islamic University of Jakarta, 2016.
Advisor I : Dr. Ratna Sari Dewi, M.Pd.
Advisor II : Ismalianing Eviyuliwati, M.Hum.
The objective of the study was to find the description about the processes of the
teaching speaking in Training Class (TC) program at Basic English Course in Pare
Kampung Inggris. The participants of this study were all students in speaking
classes of TC program which were taught by Mr. Adin in academic period
September-October-November (SON) 2016. There were eight classes with thirty
students of each class in average and the total participants were 240 students. This
study is a qualitative method using an expository research design which aimed to
explore the subjects of the study deeply. The primary instrument of the study was
the use of human instrument which means that the researcher placed herself as the
primary instrument in order to gather and analyze the data. Besides using the
human instrument, this study also used observation and interview forms to
investigate how the teacher conducted the teaching and learning process in
speaking classes. The data which have been collected were analyzed through
several steps; organizing and familiarizing, coding and reducing, interpreting and
representing. For the data trustworthiness, the study conducted several tests were
carried out. The tests are data and sources triangulation to meet credibility,
transferability, dependability, and confirmability of the study. Based on the data
analysis, it can be concluded that the processes of the teaching speaking in TC
program conducted by Mr. Adin in academic period September-October-
November (SON) 2016 was appropriate with the aim of the speaking curriculum
which was to help the students to reach their goal to be able to speak it. The result
of such processes was proved by the fact that all students of TC program used
English as their means of communicaton in their daily life. The success of using
English in the students’daily life was also affected by another factor. The factor
was the institution system that obligated the students of TC program to use 100%
English in their community or with other students of TC program.
Keywords: Expository Study, Teaching Speaking
vi
ABSTRAK
SITI MUALIYAH (NIM: 1112014000054). Teaching Speaking (An
Expository Study at Speaking Class of Training Class Program at Basic
English Course in Kampung Inggris Pare). Skripsi Jurusan Pendidikan Bahasa
Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta, 2016.
Advisor I : Dr. Ratna Sari Dewi, M.Pd.
Advisor II : Ismalianing Eviyuliwati, M.Hum.
Tujuan penelitian ini dilakukan adalah untuk menemukan gambaran dari
rangkaian proses pengajaran speaking di program Training Class di Basic English
Course yang berlokasi di Pare Kampung Inggris. Partisipan dari penelitian ini
adalah semua siswa kelas speaking di program Training Class yang diampu oleh
Mr. Adin pada periode akademik September-Oktober-November (SON) 2016.
Ada delapan kelas dengan jumlah tiga puluh siswa pada masing-masing kelas
secara garis besar dan total jumlah partisipannya adalah sekitar 240 siswa.
Penelitian ini adalah jenis kualitatif yang menggunakan desain kajian ekspositori
yang bertujuan untuk mengekspos subyek dari penelitian ini secara mendalam.
Instrumen utama yang digunakan pada penelitian ini adalah human instrumen
yang berarti bahwa peneliti menempatkan dirinya sendiri sebagai instrumen utama
sehinga mampu mengumpulkan dan menganalisa data. Selain menggunakan
human instrument, penelitian ini juga menggunakan form observasi dan form
interview untuk menginvestigasi bagaimana guru melakukan proses belajar dan
mengajar di dalam kelas speaking. Data yang telah dkumpulkan kemudian
dianalisa melalui beberapa langkah seperti organizing and familiarizing, coding
and reducing, interpreting and representing. Untuk mengetahui tingkat keabsahan
data, penelitian ini melakukan beberapa uji keabsahan seperti triangulasi data dan
triangulasi sumber data untuk mendapatkan credibility, transferability,
dependability, dan confirmability dari penelitian ini. Berdasarkan pada analisa
data, dapat disimpulkan bahwa rangkaian proses pengajaran speaking di program
TC yang diajarkan Mr. Adin pada periode akademik September-Oktober-
November (SON) 2016 sesuai dengan tujuan kurikulum speaking yang mana
untuk membantu siswa dalam mencapai tujuan belajar yakni agar dapat berbicara
Bahasa Inggris. Hasil dari rangkaian proses tersebut dibuktikan dengan fakta
bahwa semua siswa program TC menggunakan Bahasa Inggris dalam keseharian
mereka sebagai alat komunikasi sehari-hari. Kesuksesan penggunaan Bahasa
Inggris dalam keseharian siswa juga dipengaruhi ole faktor lain. Faktor itu adalah
sistem lembaga yang mewajibkan seluruh siswa program TC untuk menggunakan
Bahasa Inggris 100% dalam komunitas mereka atau dengan siswa program TC
lainnya.
Kata Kunci: Penelitian Ekspositori, Pengajaran Speaking
viii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful
All praises be to Allah, the Lord of the worlds, who has given the mercy and
blessing upon the writer during completing this skripsi as the final assignment in
her study. May peace and salutation always be upon the Prophet Muhammad, the
savior of the humankind, who has brought the light onto this world and turned it
into a better place.
This “Skripsi” is a scientific paper that is presented as one of the requirements
for the degree Strata-1 (S.Pd.) in English Education. Completing this skripsi is
long processes and the writer would not have been able to complete it without
help and support of lecturers, institution, family and friends. Hence, in this
occasion, the writer is pleasure to acknowledge the help and contributions by
conveying her gratitude to them who have helped her in completing this skripsi.
First, the writer would like to express the deepest gratitude to her great
parents; her dearest father Kasan and her dearest mother Almh. Sofiyah for the
support morally, mentally and physically in motivating the writer to finish her
study. Next, the writer would like to express the greatest honor and deepest
gratitude to her advisors, Dr. Ratna Sari Dewi, M.Pd. and Ismalianing
Eviyuliwati, M.Hum. for patiently guiding her and giving her the most valuable
advice, help, and support during completing this skripsi.
The writer also thanks to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Educational
Sciences.
2. Dr. Alek, M.Pd., as the Head of Department of English Education.
3. Zaharil Anasy, M.Hum., as the Secretary of Department of English Education.
4. All lecturers at Department of English Education who have given motivation,
guidance, knowledge, experience, and valuable knowledge during her study.
5. Mr. M. Kalend O., the directur of Basic English Course (BEC), who has given
her chance and permission to do research at his institution.
viii
6. All teachers of BEC and Training Class (TC) program who has given her
permission and helped the writer to conduct the research.
7. All students of TC program who have help the writer to collect any data
considered as important.
8. Her family, especially her brother Jambul, who has been her spiritual teacher
for years and place where she always comes everytime she faces any hard
problems.
9. All of her friends in the Department of English Education, especially for
members of B class of 2012 for the encouragement, support, and love.
10. All the people who cannot be mentioned one by one for their contribution to
the writer during completing her skripsi. The words are not enough to say any
appreciations for their help.
The words may not be enough to say any appreciation for their help in this
skripsi. May Allah, the Almighty bless them all. Lastly, the writer realizes that
this skripsi is still far from being perfect. Despite the help from the
aforementioned people, there are weaknesses and shortages in this skripsi that
remain as the writers’ responsibility. Therefore, she welcomes all kinds of
corrections and suggestions for a better writing.
Jakarta, Januari 11, 2017
Siti Mualiyah
ix
TABLE OF CONTENTS
APPROVAL ................................................................................................... ii
ENDORSEMENT SHEET ............................................................................ iii
Surat Pernyataan Karya Sendiri .................................................................... iv
ABSTRACT .................................................................................................... v
ABSTRAK ...................................................................................................... vi
ACKNOWLEDGEMENT ............................................................................. vii
TABLE OF CONTENTS ............................................................................... ix
LIST OF TABLES ......................................................................................... xii
LIST OF APPENDICES ............................................................................... xiii
LIST OF ABBREVIATIONS ....................................................................... xiv
CHAPTER I. INTRODUCTION ........................................................... 1
A. Background of the Study .............................................. 1
B. Identification of the Problem ....................................... 4
C. Limitation of the Problem ............................................ 4
D. Formulation of the Problem ......................................... 4
E. Objective of the Study .................................................. 4
F. Significance of the Study .............................................. 5
CHAPTER II. THEORETICAL FRAMEWORK ................................ 6
A. Speaking ....................................................................... 6
1. Nature of Speaking ................................................... 6
2. Level of Speaking ..................................................... 10
B. Teaching Speaking ........................................................ 13
1. Nature of Teaching Speaking ................................... 13
x
2. Curriculum ................................................................ 14
a. Aim.. ..................................................................... 15
b. Material of Speaking ............................................ 16
c. Classroom Management ....................................... 19
d. Methods ................................................................ 22
e. Media .................................................................... 26
f. Evaluation ............................................................. 28
C. Previous Relevant Study ............................................... 29
CHAPTER III. RESEARCH METHODOLOGY ................................... 32
A. Place and Time of the Study ......................................... 32
B. Method and Design of the Study .................................. 32
C. Data Sources ................................................................. 32
D. Data Collection Technique ........................................... 33
1. Observation ............................................................... 34
2. Interview ................................................................... 34
3. Field Note ................................................................. 35
4. Documentation .......................................................... 36
5. Instrument of the Research ....................................... 37
E. Data Analyzes Technique ............................................. 38
CHAPTER IV. FINDINGS AND DISCUSSION ................................... 40
A. Teaching-learning of Speaking .................................... 40
1. Curriculum ................................................................ 41
a. Aim ....................................................................... 41
b. Materials .............................................................. 42
c. Classroom Management ....................................... 45
d. Method ................................................................. 46
e. Media .................................................................... 50
f. Evaluation ............................................................. 50
B. Discussion .................................................................... 51
xi
CHAPTER V. CONCLUSION AND SUGGESTION ........................... 55
A. Conclusion ..................................................................... 55
B. Suggestion ..................................................................... 56
REFERENCES ............................................................................................... 58
APPENDICES ................................................................................................ 60
xii
LIST OF TABLES
Table 2.1 The Speaking Materials .............................................................................. 17
Table 3.1 Teacher Observation Guide ........................................................................ 37
Table 4.1 Speaking Class Schedule ............................................................................ 40
Table 4.2 Sample of Sentences Followed by the Translation Given by the Teacher.. 42
Table 4.3 Number of Students Remaining Sitting ...................................................... 43
Table 4.4 Common Expression ................................................................................... 44
Table 4.5 Places Which the Students Wish to Visit .................................................... 47
Table 4.6 Table of Question Given by the Students to the Performers....................... 47
Table 4.7 Table of Time Given by the Teacher to the Performers ............................. 48
Table 4.8 Table of Mistakes Done by the Students Followed by the Correction
Given by the Teacher .................................................................................. 49
xiii
LIST OF ABBREVIATIONS
BEC : Basic English Course
BTC : Basic Training Class
CTC : Candidate of Training Class
TC : Training Class
MS : Mastering System
SON : September-October-November
xiv
LIST OF APPENDICES
Appendix 1 Teacher Observation Guide.............................................................. 61
Appendix 2 Pedoman Observasi Pengajaran ..................................................... 62
Appendix 3 Pedoman Wawancara ...................................................................... 65
Appendix 4 Hasil Wawancara ............................................................................. 66
Appendix 5 Sample of Observasi Pengajaran .................................................... 79
Appendix 6 Lesson Plan of Teaching Speaking .................................................. 82
Appendix 7 Handbook/Course Book Cover ........................................................ 83
Appendix 8 Sample of Speaking Material from Handbook/Course Book .......... 84
Appendix 9 Sample of Speaking Material from Handout ................................... 85
Appendix 10 Sample of Picture Used as Media .................................................... 86
Appendix 11 Surat Izin Penelitian ......................................................................... 87
Appendix 12 Surat Keterangan Penelitian dari BEC............................................ 88
Appendix 13 Surat Bimbingan Skripsi .................................................................. 89
Appendix 14 Lembar Ujian Referensi ................................................................... 91
1
CHAPTER I
INTRODUCTION
In this chapter, the writer presents background of the study, formulation of
the problem, limitation of the problem, objective of the study, and significance of
the study.
A. Background of the Study
Speaking is one of important English skills which has a complex process that
involves thoughts and languages to interact. It can be acquired not only by the
students of formal education but also by the students who study at informal
education such as English courses. To acquire it, students need sufficient language
exposure. So, in such a way, they are able to assimilate not only vocabulary,
syntactical knowledge, grammatical order, word spelling but also they are able to
assimilate pronunciation, intonation, and stressing.
Nowadays, acquiring speaking skill is important. There are two reasons
which make it important. The first is for academic purpose. Many educational
institutions begin to employ English as their means of communication to present
or to discuss any subject especially English subjects. It can be seen that speaking
skill is important to be applied in this area. The second is for career purpose. In
this era when the government applies MEA (Asean Economic Citizen), acquiring
speaking skill could be an additional value to each person who wants to get job
because many companies tend to employ those who have this skill.
To have such a skill, people do many ways in their life such as learning it at
school and at English courses. They spend years at school to learn speaking skill,
such as at Junior High School and Senior High School. However, many of them
could not perform their speaking skill properly even though they have spent years
at school. While, those who take English course in short time tend to perform their
speaking skill well.
2
As the writer experienced when the writer did PPKT (Integrated Teaching
Program) at SMK Nusantara 02 Kesehatan for six months, many students had
some difficulties in performing their speaking skill. They claimed that they were
lack of vocabulary to express things on their minds. They also stated that they
need more time to practice their speaking skill. The students added that it was
difficult to find partner to do conversation in English. It can be drawn that the
school and the teachers did not provide sufficient opportunity which enables
students an access to acquire more vocabulary, more times, and more chances to
practice with partners. So, they could have not performed their speaking skill
well. This fact is really inappropriate with the statement which said that classroom
environment in school with teacher’s instruction is an effective way to improve
students’ speaking skill1.
Some schools have not implemented yet the teaching process which gives the
students an easy access to English. It can be most likely affected by some causes,
such as; formal education seems difficult to give such a good environment to
provide students’ desire in performing their speaking skill outside the classroom
for communication. Nevertheless, there are some formal educations provide such
environment; still English communicative activity seems to be failed. It may be
because the environment lacks of attention by the educational institution itself.
Unlike school, learning speaking skill at English courses only needs short
time to perform it well. As the writer saw when the writer stayed at “Kampung
Inggris” Pare for two years, many English courses provide teaching process with
environments that make the students gain more vocabulary, get more time and
partners to practice and to perform their speaking skill.
Teaching speaking skill needs some steps which are well-provided. The steps
should promote the process of conducting communicative activities from the
preparation to the evaluation. They could be drawn as measurement of how
teaching speaking skill may successfully be conducted. In addition, the steps
could be related to the important factor in teaching speaking skill which is the
1
Stephen D. Krashen, Formal and Informal Linguistic Environments in Language
Acquisition and Language Learning, TESOL Quarterly, Vol. 10, No. 2 Jun., 1976, pp. 157—168.
3
curriculum including the teaching aim, the materials of speaking, the classroom
management, the method used in the teaching process, the media, and the
evaluation conducted by the teacher.
The steps together with the factor could be inferred as follow. First is
preparation which consists of preparing the new language introduction. It is the
process where the teacher plans the teaching and learning process including
curriculum, the materials, techniques used, visualizing the time allocation, and
many others. The second step is presentation which is the situation where the
teacher present the materials to the students and make them perform the materials
given in a communicative purpose or in working pairs during teaching and
learning process. In the presentation, the teacher might conduct several
communicative activities where the students involved in activities which give
them opportunities to perform, to interact, or to communicate using the language
they are learning. And the last step is evaluation. It is necessary for the teacher to
employed various assessment which could be oral and written test to see the
progress of the students’ improvement.
However, there is likely to be one place which provides the teaching and
learning process that combines the steps and the factor in helping the students to
increase their ability in oral performance. It also has sufficient English
environment which gives the students opportunities to practice their speaking skill
every day. It is “Kampung Inggris” Pare, the place where has many English
courses that propose the teaching and learning process which is different from
formal school. Besides providing such effective environment for the English
learner, Pare also seems to be successfully implements the steps and the factor at
the same time. Because of such reason, the English learners can improve their
speaking skill only in few weeks. This is the same as what it said that the
environment is claimed as one of the most effective factor for language learning.2
Therefore, this study is intended to find the description about the processes of the
2
Yener Gulmez, Tej. B. Shresta, The Relative Effectiveness of Formal and Informal
Exposure in ESL Development, CNAS Journal, Vol. 20, no.1 January 1993, pp. 77—90.
4
teaching speaking which finally can improve the learners’ speaking skill
significantly.
B. Identification of the Problem
Based on the background of the study, the writer identifies some conditions
that promote the research problem as follows:
1. The teachers do not provide teaching process which includes interesting
method.
2. Students are lack of vocabulary.
3. Students do not have much time to practice their speaking skill.
4. Students do not have partners to do conversation in English.
C. Limitation of the Problem
The problem discussed in this paper is limited only in the teaching speaking
at one of the English courses in “Kampung Inggris” Pare, which is BEC (Basic
English Course). Moreover, the study was conducted in one of the classes in BEC,
which is TC (Training Class).
D. Formulation of the Problem
Based on the limitation of the problem above, the writer formulates the
question of the research as follows: “How is teaching speaking at speaking class
of Training Class (TC) Program at Basic English Course (BEC) in “Kampung
Inggris” Pare conducted?”
E. Objective of the Study
The objective of this study is to describe how the teaching speaking at
speaking class of Training Class (TC) Program at Basic English Course (BEC) in
“Kampung Inggris” Pare is conducted.
5
F. Significance of the Study
The significance of this study is to give broader knowledge to both the writer
in particular and the reader in general about teaching speaking at speaking class of
Training Class (TC) Program at Basic English Course (BEC) in “Kampung
Inggris” Pare.
6
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the writer presents nature of speaking, level of speaking,
teaching speaking, curriculum which consists of aim, materials of speaking,
classroom management, methods, media, evaluation in the teaching speaking and
the relevant study.
A. Speaking
1. Nature of Speaking
It is necessary to present the nature of speaking. Speaking is one of the most
important skills to be developed and enhanced as a means of communication
orally. In his book, Palmer states ―The vast majority of our communication is oral.
Most of our students will be asked to speak face to face with a variety of
audiences: classmates now, and someday co-workers, clients, team members, staff
and many others.‖1
Similar with Palmer, Thornbury confirms ―Speaking is so much a part of
daily life that we take it for granted.‖2 Speaking is also the delivery of any
languages through the verbal expression. In fact, to produce speaking, people
create sounds using a variety of organs of speech.
According to Brown, ―Speaking is a productive skill that can be directly and
empirically observed.‖3 Based on the definition, it can be drawn that speaking is a
means of verbal communication that is used by people and can be observed
directly when they speak.
Speaking is also the interactive process of making meaning that involves
producing, receiving, and processing information from one to another. When
people aim to speak something, they first construct meaning of what they want to
1 Erik Palmer, Teaching The Core Skills Of Listening & Speaking, (Alexandria: ASCD,
2014), p. 106. 2Scott Thornbury, How To Teach Speaking, (Longman: Pearson Education Limited, 2005), p.
1. 3 H. Douglas Brown, Language Assessment: Principles and Classroom Practices, (New
York: Pearson Longman, 2003), p. 140.
7
convey. Then, they present what is on their mind through producing utterances
using their organs of speech to the others.
As Turk defines ―Speaking is the direct route from one mind to another, and
is the way we usually choose when we want to ask a question, or give an
explanation. Research shows that ideas and information are more easily
understood and processed through speech than through writing.‖4 It means that
delivering information through speaking is much easier than through writing. That
happens because the speaker can expressively use diction, stressing, and
intonation to the listener to convey the information, Harmer further states that:
Speakers have a great range of expressive possibilities at their command.
Apart from the actual words they use they can vary their intonation and stress
which helps them to show which part of what they are saying is most
important. By varying the pitch and intonation in their voice they can clearly
convey their attitude to what they are saying, too; they can indicate interest or
lack of it, for example, and they can show whether they wish to be taken
seriously.5
In addition, people can control what they want to say. They can speak slowly
or they can speak fast depending on what kind of response they obtain.
Sometimes, people use their body gestures such as moving their hands and doing
eye contacts to their listeners in a face to face communication to convey and to
help the listeners understand the information.
Speaking can be formal or informal activity. Tillit and Bruder state ―In all
languages the forms people use when speaking formally are different from those
used informally. In English we tend to use formal speech with stranger and people
of higher status, and informal speech with family, friends, and colleagues.‖6
People use both forms of speaking formally and informally depends on many
factors. For instance, people might speak more formally when they have
conversation with their boss or when they have to convey information
academically in front of many audiences. Otherwise, people might prefer speaking
4 Christopher Turk, Effective Speaking: Communicating In Speech, (London: Taylor &
Francis e-Library, 2003), p. 9. 5 Jeremi Harmer, The Practice of English Langauge Teaching, (Edinburgh: Longman, 1991),
pp. 53. 6
Bruce Tillit & Mary Newton Bruder, Speaking Naturally, (Cambridge: Cambridge
University Press, 1999), p. Vii.
8
more informally rather than speaking formally when they are among their family
and their friends.
Furthermore, Tillit and Bruder confirm ―Informal speech is characterized
stylistically by omission, elisions, reductions, and sometimes, a faster speaking
rate. Formal speech is characterized by embedding (building information into
sentences, also characteristic of written language) and a tendency toward more
complete sentence as opposed to fragments.‖7
In addition, Louma points out ―Some speaking situations call for more literate
grammar with complete clauses and subordination. These are typically formal
speaking situations, which may involve prepared talk such as presentation.‖8
On the contrary, Turk states ―Unless they are pretending to be formal, people
usually speak in a style which is more direct, and easier to understand, than the
style in which they write; speech makes the personal interaction more
immediate.‖9 Many people tend to say ‘Sup’?’ instead of ‘What is up?’ and to use
slang in their daily communication when they speak informally.
Such a situation could happen because people choose to maintain their
relationship with their friends more than to deliver the massages as Newton argues
―Informal speaking typically involves tasks where conveying information is not as
important as maintaining friendly relationships.‖10
On the other hand, to sounds
more formal, people prefer saying the characteristic of written language
completely. For instance, some people tend to say ‘I have to go’ instead of saying
‘I gotta go.’
Students use speaking widely in the classroom interaction. It can be one of
the English language skills that most language students wish to have as their
ability. So, many of them learn it at formal schools or at English courses. As
Brown states ―Listening and speaking are two skills that are most widely used for
7 Ibid., p. Vii.
8 Sari Louma, Assessing Speaking, (Cambridge: Cambridge University Press, 2009), p. 16.
9 Turk, op. cit., p. 10.
10 Jonathan Newton, Teaching ESL/EFL Listening And Speaking, (New York: Routledge,
2009), p. 120.
9
classroom interaction.‖11
However, it is not easy for the students to learn it. Apart
from learning prescribed instructional materials which possibly make their
speaking skill better, they also need more practices not only inside the classroom
through all classroom languages in formal environment but also outside the
classroom with supporting environment provided by the institution where they
learn it in informal environment.
Speaking is affected by exposures, formal environment and informal
environment, in different ways. The former occurs when the students consciously
learn such a skill in the classroom through the instructional materials which the
teacher is presenting.12
The students go through with what the teacher asks them
to do. Sometimes, the students also do various text-related tasks.
Grauberg points out ―Speaking in the classroom thus has two functions: one
is to learn the language, the other is to use it as people do in real life.‖13
It means
that the students not only learn speaking consciously in the classroom but also use
it as many people do in real life in communication. Furthermore, Grauberg
confirms that:
Speaking to learn can turn into speaking to communicate when the teacher
can tap into two of pupils' natural desires: to be sociable with friends through
talk and games, and to express themselves. When the class is broken down
into pairs or groups of friends, one of the essential features of real-life use,
interaction, has been introduced. When situations in the foreign country are
simulated that pupils accept as likely or at least possible, a credible purpose is
given to their exchanges. Speaking becomes even closer to reality when it is
accepted that pupils remain conscious of their normal environment and wish
to express their own views or talk about their own experiences.14
Therefore, in teaching speaking, the teacher might use various activities to dig
the students‘ natural desire to perform their speaking ability through games, talks,
groups, or conversations. The teacher might also ask the students to express their
11
H. Douglas Brown, Teaching by Princples: An Interactive Approach to Language
Pedagogy, (New York: Pearson Education, 2001), p. 294. 12
Yener Gulmez, Tej. B. Shresta, The Relative Effectiveness of Formal and Informal
Exposure in ESL Development, CNAS Journal, Vol. 20, no.1 January 1993, pp. 77—90. 13
Walter Grauberg, The Elements Of Foreign Language Teaching, (Frankfurt: Multilingual
Matters, 1997), p. 201. 14
Ibid., p. 202
10
feeling about certain things or experiences related to them because placing them
in such an emotional condition can make them produce effective speaking as Turk
states ―Providing the right emotional conditions is an important factor in effective
speaking.‖15
In the other side, the latter occurs when the students acquire the
target language by doing communication with their surrounding unconsciously.
Even though they do not really good at speaking the target language, but at least
they could interact with people around them meaningfully. That is why the
students who acquire speaking skill and get sufficient exposure from informal
environment tend to have better communicative oral performance than those who
learn it at the classroom or formal school.
To sum up, speaking is the oral skill which is vast majority of people
communication and is a means of communication that connect people
interactively in oral communication. Most of people will be in situation where
they are asked to speak face to face with their society. Speaking can be formal and
informal activity. It is formal when people speak to those who have higher status
and it is informal when people speak to their family or friends.
2. Level of Speaking
Riddell states ―A class which is in some way mixed ability – and the bigger
the class the more likely this is – will always be more difficult to teach. What you
should avoid, if possible, is effectively teaching separate groups within the class,
with different tasks, etc.‖16
When teachers have to deal with a big number of
students in the class, they will deal to the fact that they have to break their focus
apart. The teachers need to focus on managing the class and the teaching and
learning process at the same time as well.
Furthermore, labeling the students level of ability is necessary as Riddell
confirms ―It is important, then, to remember that such labels are more guides to
the general and approximate level of students in a class, and that students may be
15
Turk, op. cit., p. 29. 16
David Riddell, Teach EFL, (London: Hodder, 2014), p. 254.
11
better at one aspect of the language (e.g. speaking) than another (e.g. grammar).‖17
It means that it will be much easier to teach the class with the students who have
the same level of ability than the class with those mixed-ability students.
Therefore, to separate the students based on their level of ability by labeling their
level is necessary since not only will it give more benefits to the teacher to teach
but will it also ease the teacher to manage the class. Riddell divides the level of
students‘ ability to six labels. The labels are defined as follow:
a. Beginner18
Riddell describes that the students in this level of ability should be able to do
or know: the alphabet, tell the time, give simple information about himself/herself,
ask other people for simple information about himself/herself, communicate in
simple terms in everyday places, e.g. ask for directions, order a meal, make
suggestions, buy items in a shop, listen to and understand simple, natural speech
and conversation, and complete simple tasks, read some authentic texts such as
timetables or brochures and find the information they need, do simple writing
tasks such as taking or leaving a message.
b. Elementary19
Riddell confirms that the students who finish elementary course should be
able to do or know: talk about past time, make future plans or arrangements,
describe people using simple adjectives, describe places using simple adjectives,
express his / her hopes or intentions, ask people to do something for them cope in
simple social situations e.g. talk about the weather, describe simple physical
problems, give advice, listen to natural speech and conversation, and understand
the gist of what is being said, use authentic newspapers and find specific
information required, write simple letters and be able to link ideas together.
17
Ibid., p. 254. 18
Ibid., p. 255. 19
Ibid.
12
c. Pre-intermediate20
Riddell describes that the students in this level of ability should be able to do
or know: talk about more abstract ideas, participate in discussions and be able to
interrupt politely, and take turns in communicating, give a logical argument to
support a view, converse with relative ease in everyday social situations, use
formal and informal English in appropriate social situations, help people with
problems by making suggestions and giving advice, listen to natural speech and
conversation and begin to understand nuances and subtleties, read most authentic
texts and books for pleasure, write letters, both formal and informal.
d. Intermediate21
Riddell confirms that the students who finish intermediate course should be
able to do or know: express her or his opinion, agree or disagree with other
people‘s opinions, express how he or she is feeling and their general emotions,
use conventional social language in greeting and welcoming people, talk about
hypothetical situations in the past and present, talk about past habits, speculate
about the present and future, listen to natural speech and conversation, and
understand detail, read authentic texts such as newspapers and magazines and
understand the general meaning, write letters to friends.
e. Upper intermediate22
Riddell describes that the students in this level of ability should be able to do
or know: use all the main structures and tenses in English with a high degree of
accuracy, begin to express sarcasm and irony, use appropriate speech in a wide
range of social situations, understand and express humors, argue an opinion with
confidance, follow lectures and other monologues and be able to take notes, read
most authentic texts and be able to understand them with relative ease, write
letters, compositions, reports, summaries.
20
Ibid., p. 256. 21
Ibid. 22
Ibid., p. 257.
13
f. Advanced23
Riddell confirms that the students who finish advanced course should be able
to do or know: express himself / herself easily, integrate well with people whose
first language is English, vary stress and intonation to affect meaning, follow and
understand most forms of entertainment, use a vocabulary of about 3,000 words,
study for a high-level qualification in English.
B. Teaching Speaking
1. Nature of Teaching Speaking
In general, teaching is not easy for everyone. It needs formal training to be
professional teacher who can understand and adapt every dynamic changing
which might become influences to the learning-teaching process. Ambrose,
Bridges, Lovett, DiPietro, & Norman define ―Teaching is a complex activity, and
yet most of us have not received formal training in pedagogy. Furthermore,
teaching is a highly contextualized activity because it is shaped by the students we
have, advancements in our respective fields, changes in technology, and so on.
Therefore, our teaching must constantly adapt to changing parameters.‖24
Furthermore, teaching speaking is a process where a teacher helps the
students to provide and to facilitate them to obtain the learning goal which is the
needs to improve their performance in speaking skill. The teacher might
encourage the students‘ desire in learning speaking skill during the teaching and
learning process to help them obtain their goal.
In addition, to help the students learn particular things regarding their
performance in speaking skill, the teacher could make certain interventions such
as making the students practice to speak English and giving them feedback on it.
Ambrose et al. state that:
Together, then, practice and feedback can work together such that students
are continuing to work toward a focused goal and incorporating feedback (...)
23
Ibid. 24
Susan A. Ambrose, Michael W. Bridges, Marsha C. Lovett, Michele DiPietro, & Marie K.
Norman, How Learning Works, (San Francisco: Jossey-Bass, 2010), p. 218.
14
we can prioritize them appropriately and help make the learning- teaching
process not only more effective but also more efficient.25
The interventions that could be given by the teacher take the form of giving
information, explaining the materials, listening activity, questioning and
answering activity, demonstrating speaking skill or the process of it, and testing
the students‘ understanding and capacity. In interventions, the teacher also could
facilitate the students‘ learning activity using note taking, discussion, debating,
presenting, simulation and practice.
2. Curriculum
Curriculum has a big role in educational system and in creating effective
education for people. It also becomes reference for the teaching and learning
process. Curriculum has several things to concern about. They are the objective,
the content, and all things which lead the educational process such as materials,
media, methods, assessment, and even the time management. As Brown states
―Designs for carrying out a particular language program. Features include a
primary concern with the specification of linguistic and subject-matter objectives,
sequencing, and materials to meet the needs of a designated group of learners in a
defined context.‖26
One of primary function of curriculum is to provide the students by helping
and leading them to obtain what they wish to have. Therefore, it is necessary to
conduct need analysis to develop the curriculum so that what the students want
and does not in their learning process is known. As Richards states ―One of the
basic assumption of curriculum development is that a sound educational program
should be based on an analysis of learner‘s needs. Procedures used to collect
information about learner‘s needs are known as needs analysis.‖27
There are at least four purposes of needs analysis. The first is to know
language skills that the students need to own for the certain role. For instance, the
25
Ibid., p. 152. 26
Brown, op. cit., p. 16. 27
Jack C. Richards, Curriculum Development in Language Teaching, (New York:
Cambridge University Press, 2002), p. 51.
15
teacher has to know that one student who wants to be a doctor has different needs
of language skills from those who want to be accountant. As Harmer says ―We
have said that different types of student will need to be treated differently, we also
saw that people learn languages for a variety of different reasons.‖28
The next is to help the teacher to know whether the teaching learning process
has been sufficient in providing the students‘ needs. The third is to collect certain
information about the difficulties that the students faced. So, the teacher can
prepare the solution to solve the problems. The last is to identify the gap between
the things that the students can do with what the students really need.
Here are what need to concern about in deciding and creating the teaching
and learning curriculum:
a. Aim
The aim of the teaching speaking is to provide the students a teaching and
learning speaking system which can help them to perform their oral ability so that
they can express themselves. Beside the desire to speak it well, having such
ability will help the students not only to express their needs with the target
language but also to share their feelings. As Grauberg states:
For many pupils the prime goal of learning a foreign language is to be able to
speak it. Teaching should therefore help them to achieve that goal to the best
of their ability. Yet the task is not easy, because conditions in the classroom
are very different from those in real life. There speaking normally occurs in a
domestic, social or occupational environment. Except for the fairly infrequent
occasions of a talk or a lecture, only a small group of people, typically two, is
involved. At times people speak to each other simply to demonstrate
friendliness or sociability, but much the most frequent case is that one person
has a reason to address the other: to request information or service, share
experience, suggest action. The other replies and a dialogue ensue.29
It indicates that the teacher has to help the students to obtain their goal since
the students‘ goal is the teaching and learning aim as well by giving a variety of
classroom activities. Furthermore, Riddell clarifies ―The aim of your lesson, or the
aim of the stage of the lesson, is what you hope to achieve, or what you hope your
28
Harmer, op. cit., p. 264. 29
Grauberg, op. cit., p. 201.
16
students will achieve. It answers the question ‗Why am I doing this?‘ / ‗Why am I
asking my students to do this?‘ Clear and realistic aims are essential if a lesson is
going to be successful.‖30
The teacher has to make them to practice to perform their speaking skill
whether inside or outside the classroom by providing such an environmental
language supports for the students. The teacher needs to give them any kind of
tasks and projects which need to be completed by them individually or in group as
well. In addition, to make sure that the aim has been achieved, the teacher has to
make an evaluation and to give feedback on the tasks and projects done by the
students.
b. Material of Speaking
The teachers can use any kind of teaching speaking materials which become a
course book and are prepared by the institution where they teach, the materials
provided by other people, or the materials which are made by the teachers
themselves. Of course, what materials and where the teachers take them would be
fine if they know how to teach the students by materials they take.
Therefore, when the teachers decide to teach the student using the course
book, they need to consider several things such as how good the book itself and
the place where they try to apply the book. Riddell states:
Ideally, It should have been written by experienced teachers and also be
roughly appropriate for the level intended. You can assume both. In addition,
though, the book should ideally be appropriate for the country you are
teaching in, and this can be a problem. Unfortunately, a great many books are
British in content and culture, and if not solely British then European. It‘s all
very well reading an article about British food when you are in London, but
less so when you are in Tokyo or Jakarta or New York. Photographs of
‗famous people‘, with some notable exceptions, are often not recognized by
students.31
In addition, when the teachers decide to use other materials, they might create
the materials themselves or use authentic material which is real-life material not
30
Ridell, op. cit., p. 167. 31
Ibid., p. 207.
17
specially published for the classroom teaching. Even though it is good to use the
authentic one, but the teachers need to concern on several things when they decide
to use the authentic one such as how up-to-date the material is and how
appropriate the material is. As Riddell states ―It is best to use something
reasonably up-to-date, at least as far as reading matter is concerned (so, today‘s or
yesterday‘s news, not last month‘s). It is good to use authentic material simply
because it is real and something your students might be exposed to on any day.‖32
Furthermore, Richards proposes the materials for the speaking class. They
are:
Table 2.1
Unit 1 Unit 2
Let’s get started!
1. Introducing yourself
2. Greeting people
3. Saying good-bye
Do you want to meet him?
1. Finding out about people
2. Introducing people
Are these your keys?
1. Identifying things (1)
2. Identifying things (2)
3. Complementing people
Where are they?
1. Describing where things are
2. Asking where things are
Unit 3 Unit 4
How old are you?
1. Describing personal information
2. Talking about interests (1)
3. Talking about interests (2)
Tell me about your family.
1. Talking about family members
2. Asking about family members
What does she look like?
1. Describing colors and clothing
2. Describing people
Do you like this sweater?
1. Giving opinion
2. Talking about prices
Unit 5 Unit 6
What time is it?
1. Telling the time
Tell me about yourself.
1. Talking about school
32
Ibid., p. 211.
18
2. Talking about routines
Are you busy?
1. Talking about the week
2. Talking about activities
2. Giving an opinion about school
and study
Tell me about your friend.
1. Talking about personal qualities
2. Comparing personal qualities
Unit 7 Unit 8
I love tennis!
1. Talking about routines (1)
3. Talking about routines (2)
How was your weekend?
1. Asking about the weekend
2. Talking about past events (1)
3. Talking about past events (2)
What do you have for breakfast?
1. Asking about meals
2. Talking about likes
How was your weekend?
1. Asking about wants and
preferences
Unit 9 Unit 10
You are really creative.
1. Describing qualities
2. Asking about abilities and talents
Can you play the guitar?
1. Describing abilities (1)
2. Describing abilities (2)
Let’s have coffee.
1. Asking about places
2. Describing outdoor locations
How do I get there?
1. Giving direction
Unit 11 Unit 12
Could you lend me S20?
1. Asking to borrow things
2. Describing requests and giving a reason
Let’s have apart!
1. Asking for and giving permission
2. Describing permission and giving a
reason
How was your year?
1. Talking about past experiences (1)
2. Talking about past experiences (2)
What are your plans?
1. Talking about future plans
2. Talking about wants
Speaking Materials based on Jack C. Richards33
33
Jack C. Richards, Person to Person: Communicative Speaking and Listening Skills, (New
York: Oxford University Press, 2006), p. v.
19
c. Classroom Management
The teacher‘s effort to create the learning condition and situation in the class
effectively is necessary since the students‘ learning process and learning result
depend on how the class is managed. Therefore, the teacher needs to be able to
use any potencies of the class optimally to support educational interaction process
and to reach the teaching and learning goal. Riddell states that ―Effective
classroom management is an essential ingredient in successful teaching.‖34
Here are the teacher‘s and the students‘ role in the class that might affect the
teaching and learning process:
1. The Teacher’s Role
Teacher is a profession which needs special skills that only can be owned in
formal training in pedagogy and can shape their students. Teacher also has big
roles in the teaching learning process. Harmer proposes several roles of teacher as
follow:
a). The teacher as controller35
As controller, teacher controls not only what their students do, but also
when they speak and what language they use. This role is good at certain stage
of a lesson. The stage of the introduction of new language, for instance, is
necessary to be carefully organized since this stage makes uses of accurate
reproduction and drilling techniques. The teacher can make all attention is
focused on the front of the class. Thus, the students are studying in the same
beat. This is a perfectly example of the teacher‘s role as a controller.
b). The teacher as assessor36
It is clear that one of the teacher‘s jobs is to assess the students‘ work. The
teacher assesses how well the students are performing or how well they
performed. There are two kind of assessment. They are correction and
organizing feedback. The former is where the teacher control and correct the
students‘ mistake and error instantly. The teacher not only show the students‘
34
Riddell, op. cit., p. 16. 35
Harmer, op. cit., pp. 235—242. 36
Ibid.
20
error and mistake on their work, but also help them to see what is wrong and
how to put it right. Otherwise, the latter occurs when the students have
performed several kinds of assignment. This feedback is to see the extent of the
students‘ success or failure and to give some ideas on how their problems
might be solved.
c). The teacher as organizer37
Performing this role, the teacher organizes the activities together with the
time management which will be employed in teaching and learning process.
The teacher needs to organize them well since the success of many activities
depends on not only good organization but also on the students knowing
exactly what they are to do. To organize simply means to tell the students what
they are going to do, what their assignment is, what activity is, and then
organize the feedback when it is over.
d). The teacher as prompter38
In teaching and learning process, we may face the fact that there is one
moment when the silence of the whole class comes. The teacher‘s role as
prompter is necessary in this kind of situation. If such a situation occurs in the
teaching and learning process, teacher needs to encourage the students to
participate in certain classroom activity or to suggest about what to do next
when the silence comes.
e). The teacher as participant39
When simulation is necessary to be employed in the classroom activities,
the teacher might join the simulation activities as participant or sometimes
playing roles themselves. However, the teacher has to try to not dominate the
activity when acting the role as participant and to allow the students to
participate more in the activity conducted in the classroom. The teacher needs
37
Ibid. pp. 235—242. 38
Ibid. 39
Ibid.
21
not to be afraid to participate because not only will it give the chance the
students to practice their speaking English with someone who speak it better
than they do but it will also give the new atmosphere in the teaching and
learning process.
f). The teacher as resource40
When communicative activity is taking place, the role of teacher as
resource is necessary. It is possible that the teacher will be the walking
resource. On the other hand, the teacher needs to be ready to kindly give help if
it is necessary. In addition, if the students are involved in some kind of writing
task, then the teacher has to give available time so that the students can consult
their problem faced in the writing task.
g). The teacher as tutor41
Acting this role means that the teacher becomes a coach who provides
advice and guidance for the students‘ work. For instance, the teacher lets the
students choose the way to do the self-study projects given. Then, the teacher
can help them clarify the ideas and limit the task by pointing out the errors in
their work. In addition, the teacher might offer the advices about how to do it
better if the students want to study more.
h). The teacher as investigator42
To investigate means to observe what is going on, what works well in the
class and what does not, trying cutting new techniques and activities and also
evaluating appropriacy.
2. The Students’ Role
The students are one of the important components in teaching and learning
process since they are the subjects who want to obtain their educational needs in
40
Ibid. pp. 235—242. 41
Ibid. 42
Ibid.
22
educational process. They will become the prominent factor. So, they can
influence everything that is applied by the teacher in the classroom from the
planning until the evaluating process to reach what they need. It can be seen from
what material is prepared, what method is chosen, and what media is used that are
appropriated with the students‘ characteristic.
The students need to be involved in all activities which are conducted by the
teacher. Palmer states that ―Our students listen to lectures, explanations, and
material read aloud. They ask questions, speak in small groups, and present
reports on various topics.‖43
It means that the students have big role in classroom
activities since they are the subject of learning process. Thus, they will be able to
be more active in learning process not only individually but also in group
working. In addition, it is necessary for the students to completely realize their
learning motivation and goals. So, that they will consciously accept materials
given to them and involve themselves in any kind of tasks and projects from the
teacher.
The students involvement means that they actively role in the teaching and
learning process. Their activeness needs to support by the teacher‘s role by
providing them the chances to take part in every classroom activity. Furthermore,
Riddell proposes what makes a good student as:
What makes a good student?: respect your teacher, know that you‘re not the
only student in the class, you must have a desire to study, listen, respect other
students, be interested, socialize with other students and teachers, speak in
class, pay attention, do your homework, spend time outside class using
English, go over what you have learnt in class, know why you are learning
English, respect the culture of the country, be attentive, disciplined, active in
class.44
d. Methods
To teach this skill is not easy since English is not our native language. The
teacher might have some difficulties that come from inside or from outside him or
43
Palmer, op. cit., p. 2. 44
Ridell, op. cit., p. 4.
23
her. Those which come from inside the teacher can be the lack of competencies
whether in performing speaking skill ability or in teaching speaking skill.
Some teachers cannot perform their speaking skill well. For instance, they do
not pronounce English words correctly. So, in communicative activity, the
students may misunderstand what their teacher has said and it would slow the
communicative activity. In addition, teacher may not be able to speak English
fluently which could decrease the students‘ learning desire. Other is that teacher
may lack of specific method for teaching speaking skill.
In teaching speaking skill, the teacher should make the students practice their
speaking skill since to perform this skill well the students need to practice it again
and again. To facilitate the students in practicing their speaking skill, the teacher
can give them the speaking related-instructions or provide them some methods.
Brown defines method as:
A generalized set of classroom specifications for accomplishing linguistic
objectives. Methods tend to be concerned primarily with teacher and student
roles and behaviors and secondarily with such features as linguistic and
subject-matter objectives, sequencing, and materials. They are almost always
thought of as being broadly applicable to a variety of audiences in a variety of
contexts.45
Here are some methods which can be employed by the teachers in teaching
and learning process to make the students perform their speaking skill:
1. Oral drills
Drilling can be good practice for the students who begin to learn speaking
skill since drilling gives the students opportunity to rehearse the language to
produce the accuracy. Harmer promotes some kinds of drills for the students‘
practices. They are:
a). (Four)-phase drills46
This type of drilling activity is so called because there are four phases or
stages, for instance Q-A-Q-A. The phase can be added become more or less
phases. It could become six- or eight- phase drills – or any other number for
45
Brown, op. cit., p. 16. 46
Harmer, op. cit., pp. 92—95.
24
the addition. It can have more questions and the questions can be asked in any
order.
b). Mixed questions and answer drills47
Soon after learning the language, the students can be provided with such
drills to give a good opportunity for quick revision. This type of activity is
suitable for short practice session.
c). Talking about frequency of activities48
In doing this activity, the teacher firstly prepares set of flashcards which
show activities in different places. Secondly, the teacher divided the students
into groups of four with a set of flashcards placed in front of them. The
students are asked to face downwards and to pick up a card. Afterwards, the
student has to ask another student in the group about how often a relative of
asked student performs the activity shown on the card. This activity is a
simple cue-response drill. However, the benefit of this activity is that the
students are conducting the drill themselves rather than being controlled by
their teacher.
d). Chain drills49
This type of drill is suitable for practicing particular structure over and
over again. This activity could be employed as a game or as a personal
element. If we have large class with a big amount of students, the teacher can
put the students in some groups. Such activity is an amusing way of getting
quick and involving practice of a particular structure.
2. Discussions
One of effective way to make the students practice their speaking skill is
discussion. In this classroom activity, the teacher could divided the students
47
Ibid., pp. 92—95. 48
Ibid. 49
Ibid.
25
become several groups and ask them to solve the problem given. The problem
could be from any topics such as social context or others. By doing this activity,
the students will have the responsibility to themselves and to the other members
of their group. In addition, the students will improve their speaking skill because
this activity forces them to ask information and to convey ideas through speaking
English which relates to the topic given by the teacher.
3. Debates
Standing up in front of many people to convey arguments and to persuade the
others is not easy. It takes a lot of confidence and debate helps the students
improve their self confidence. Besides performing themselves, the students could
learn from the others by paying attention on how people demonstrate their
thoughts and persuade each other. It also improves the students‘ general
knowledge since the students need to understand the topic deeply. Debate strongly
helps the students to practice their speaking skill since they need to get to
converse with others and see other people‘s point of view. This classroom activity
not only makes the students practice their speaking skill but also makes them
practice their listening skill.
4. Simulation/Role Play
Improving the students‘ ability in speaking skill also can be done by doing
role play. It allows the students to explore their hidden resources and to engage
with others. The students also can express their experiences through actions on the
stages. Therefore, they could improve their ability to perform their speaking skill.
5. Information Gap
It is an activity where the students are given a task to complete the problem.
Each student is given different missing information and they must complete the
missing information and must communicate it to the others to fill in the gaps. This
activity is one of communicative activity which can help the students to perform
their speaking skill and if this classroom activity is done regularly, it can improve
26
their speaking skill better. The example of this activity could be like students
share information to complete a class timetable.
6. Retelling Story
It is appropriate way to make the students practice their speaking skill. The
students will retell the story given to them using their own vocabulary. In
addition, this activity requires the students to make question and answer session
which will make them practice and perform more their speaking skill.
7. Speeches
The students need to practice speaking English more formally and more
consciously in front of many people. So, they can improve their ability in
speaking English. The more they do speech the better speaking skill they will get.
Doing speech in front of many people also could increase students‘ self quality.
e. Media
1. Communication Games
It provides the students an activity which involves them to engage themselves
in communicative activity could be effective way to make them practice their
speaking skill. Such a game is best implemented regularly to make the students
active in practicing their speaking skill. Games that can be used in communicative
activities are snakes and ladders, describing, finish the story, telephone, sentence
race, and many other games.
2. Movie
The teachers can use movie with English dialogues as media in teaching and
learning process. In using it as media, teacher asks the students to watch, listen,
and imitating the way all actors in the movie speak. Also, to read and to identify
the subtitles commonly used are necessary.
27
Beside facilitating the students in learning speaking skill whether by
providing them the classroom activities or by giving them speaking related-
instructions, the teacher can monitor the students‘ speech production to see what
components of speaking they already have and what areas that need to developed.
The teacher also should provide sufficient environment which could be language
environment outside the classroom for the students to help them in performing
their speaking skill ability.
The environment could be verbal and non-verbal language environment. The
former could be implemented by having conversation with student in English.
Meanwhile, the latter may be applied by labeling some important things or
building using English. Both classroom activities and language environment are
important to be implemented by the teacher to help the students improve their
speaking skill.
In teaching speaking skill, at least there are four elements that should become
sufficient exposures in the teaching and learning process. Those elements are,
first, teacher who teaches the target language to the students and provides the
facilities to make the students practice to perform their target language.
The second is teaching structure which includes all process that the teacher
conducts from planning the material to evaluation at the end of teaching and
learning process. The teaching structure also includes how the teacher develops
the curriculum, choose what method to teach, and assess the students.
Moreover, curriculum is a standard concept which lead teacher in teaching. It
could be shaped by the teacher based on the situation and the condition certain
and different place. The curriculum is developed by the teacher formally and
informally. Here, teacher prepares plans for teaching activities from the start till to
the end. Teachers may do book selections which suit to the materials in
curriculum they made before. Also, they may prepare teaching technique which is
most appropriate to the topics of the teaching materials.
Furthermore, each student has different learning style that how they learn will
automatically affect the input. Some students do not have problem with listening
to the teacher the whole period of time, but other may have. Therefore, it should
28
be concerned by the teacher through preparing the plans before, during and till the
end of teaching process.
The third is classroom management that can be handled by the teacher that
could help him or her to support the teaching and learning process in the
classroom. In addition, in this element, it can be seen how teacher conduct the
teaching and learning process and how teacher use techniques of teaching
speaking skill.
The last exposure is environment involvement which takes important role in
helping the students to practice their target language outside the classroom
unconsciously. In addition, environment where the learner learns target language
contribute in influencing learners‘ ability. The quality of the environment is very
important for learners to be successful in learning process. There are two kinds of
environment which are formal and informal environment. The formal
environment focuses on the language as a material topic. Also, this environment
provides students to learn the language from the teacher, books, or other people.50
While, the informal one provide learners communication situation encountered
outside the classroom where language become a form of social behavior.
In conclusion, teaching speaking is an activity where the teacher helps the
students to obtain their goals which are to be able to perform speaking well. This
activity requires the teacher to prepare, to implement, and to evaluate the speaking
learning-teaching process in order to make the students improve their ability in
speaking.
f. Evaluation
In the teaching and learning process, it is necessary to know the progress of
the students. To know such thing needs to employ an assessment on the students‘
learning result whether through a set of test or non-test activity. The assessment is
not only to assess the students‘ learning result but also the students‘ learning
process. Louma states ―Assessing speaking is challenging, however, because there
are so many factors that influence our impression of how well someone can speak
50
Abdul Chaer, Psikolinguistik: Kajian Teoritik, (Jakarta: PT. Rineka Cipta, 2009), p. 258.
29
a language, and because we expect test scores to be accurate, just and appropriate
for our purpose.‖ 51
It means that assessing speaking needs to be careful since
every one of us has the different background knowledge of how good speaking is.
When doing evaluation, the teacher needs to cover three things. They are how
success the teaching and learning process is, how well the students absorb the
materials taught, and what valuable information that teacher can use for the
feedback and backwash. Based on Brown‘s work, there are different five basic
types of speaking which have different type of assessment tool. They are imitative
speaking, intensive speaking, responsive speaking, interactive speaking, and
extensive speaking.
C. Previous Relevant Study
Here are the studies found by the researcher which are similar to the study
that will be conducted by the researcher. The first relevant study is ―The Relative
effectiveness of Formal and Informal Exposure in EL Development‖ and it was
conducted in Nepal. This study was conducted to know how formal and informal
environment influenced people‘s speaking skill in different ways. In this study,
the researchers had two groups of subjects who learned English in different ways
for the sampling. The researchers employed 58 subjects that were divided into two
groups consisting of 29 subjects for each group. The first group represented those
who got their English trough learning it in the classroom or formal education and
had no access to learn English outside the classroom. And, the second group was
those who never had formal education since they were child. They got English
only trough their environment such as from TVs‘ programs, radios, newspaper,
and many others.
The method which was used by the researchers was that the first group did
not have any exposures to English-speaking environment by way of visiting
English-speaking countries, nor did they have any chances to come in contact
with native English-speaking people within their own country on a sustained
51
Louma, op. cit., p. 1.
30
basis. In the other hand, the second group of the subjects had no formal schooling
at all but they had exposures to English-speaking environment through being
guides and expedition teams of mounterring and trekking for the foreigners.
The researchers used‘t’ test as the result of holistic mean of data in data
analyzing and they revealed how formal and informal environments affect
student‘s language skill in different ways. They explained that the former
promotes accuracy and the latter promotes fluency on student‘s oral performance
of the language itself.52
This study has the similar things to study with the research that was
conducted by the researcher. It is how the informal environment affects the
students‘ language skill especially on their oral performance. The difference is
that the previous study only focused on how the formal environment which is
classroom environment and informal environment affect the adults‘ speaking
performance differently. While, the study conducted by the researcher is not only
focused on how both environments affect the learners‘ speaking performance but
also focused on how other aspects may affect the learners‘ speaking performance.
The second study is ―Teaching Speaking through Story Telling (A Case
Study at the First year of SMK Puspita Bangsa Ciputat)‖. This study was
conducted by Meita Rahmania. The researcher aimed to know whether teaching
speaking through story telling techniques is more effective than teaching without
using story telling. She employed 20 subjects for the sample of the study. Meita
observed the teaching learning process of the English teacher in the classroom and
asked for the students‘ scores of speaking test with and without story telling
techniques to be compared. The researcher used t-test formula to count two
variables which were not correlated. She found that teaching speaking using story
telling is more effective than teaching speaking without story telling.53
This second study and the study conducted by the researcher have the same
focus which is teaching speaking. However, there is the difference between both
52
Gulmez & Shresta, op. cit,.. 53
Meita Rahmania, ―Teaching Speaking Through Story Telling: A Case Study at the First
Year of SMK Puspita Bangsa Ciputat‖ Skripsi at Syarif Hidayatullah State Islamic University
Jakarta, Jakarta, 2007, unpublished.
31
studies that is the study conducted by Meita used Story Telling as the technique
while the study conducted by the researcher found Describing picture as the
technique used by the teacher.
The third study is ―The Effectiveness of Using Describing Picture to Improve
Student‘s Speaking Skill in Descriptive Text (An Experimental Research at the
Eight Grade Students of SMP H. Isriati Semarang in the Academic Year of
2010/2011).‖ This study was conducted by Inta Aulia Asfa. The researcher aimed
to know which technique is suitable to use in teaching speaking since the
researcher assumed that students who have learned English for several years have
not been able to communicate used English. So, the researcher thought that there
should be a solution to cope that problem. As result, the researcher tried to use
describing picture as a method to improve students‘ speaking skill. The study was
conducted in two classes; the experimental group (VIII A) which was taught using
describing picture and the control group (VIII C) which was taught with no using
of describing picture (Direct Method) as sample. To gather the data, the researcher
gave speaking test which had been tried out to find out the validity, reliability, and
the difficulty level. The researcher used t-test formula to determine whether or not
there was a significance difference between students‘ score in experimental group
and students‘ score in control group. She found that teaching speaking using
describing picture was effective method in improving students‘ Speaking skill in
descriptive text at the eighth grade students of SMP H. Isriati Semarang.54
The last previous study and the study conducted by the researcher similarly
focus on Teaching Speaking with Describing Picture as technique used. However,
the difference of both is that the former used the experimental as the method of
the study while the latter used an expository.
54
Inta Aulia Asfa, ―The Effectiveness of Using Describing Picture to Improve Student‘s
Speaking Skill in Descriptive Text (An Experimental Research at the Eight Grade Students of
SMP H. Isriati Semarang in the Academic Year of 2010/2011).‖ Skripsi at Walisongo State
Institute For Islamic Studies Semarang, Semarang, 2010, unpublished.
32
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents place and time of the study, method and design of the
study, data sources, data collection technique, and data analyzes technique.
A. Place and Time of the Study
The research was held at Speaking Classes of Training Class Program at
Basic English Course in Kampung Inggris Pare. This research was conducted
from February 12 to November 29, 2016.
B. Method and Design of the Study
This study is a qualitative research using an expository research design. This
research design is chosen since the design provides the researcher to explore the
program, event, activity, process, individuals deeply in Pare Kampung Inggris.
Therefore, the researcher employed qualitative as the research methodology in
order to dig the clear and rich description about data and information needed
based on the real fact. In addition, it can reveal and mapped so that it can give
meaningful information for those who need it.
This research investigates how the teaching speaking is conducted from
planning to evaluation.
C. Data Sources
The researcher conducted the research at Pare which is broadly known as
“Kampung Inggris” in Kediri, East Java. Therefore, the data gained for this study
were the data taken from several sources that have competencies on the research
topic. There were two kinds of data collected in this research which were primer
and secondary data. The former included books, writings, and results of
interviews, observation and documents. On the other hand, the latter were the data
strengthened the former data which could be books, magazines, and one’s thought
words, acts, and many others.
33
Therefore, the researcher took and joined all classes to observe and to
experience from both teacher and students’ side. The participant of this study was
all students of Training Class (TC) Program. TC program consisted of eight
classes with 30 students of each class in average. So, the total participants were
about 240 students with one teacher who taught speaking. The consideration made
by the researcher of deciding the number of participants was to gain the
information as much as possible and because there is no general rule to concern
about as Ary, Jacobs, Sorensen, & Razavieh state “There is no general rule about
the number of participants to include in a qualitative study. Of course, practical
considerations such as time, money, and availability of participants influence the
size of the sample.”1
TC program emphasizes on Speaking, Grammar, Writing, and Listening. The
materials are explained using 100% English. In addition, when the students are in
come to this program, they are obligated to use 100% English as their only one
means of communication. They have to use English when they communicate with
their community (other TC students) not only in BEC area but also in the other
places outside of BEC.
TC is three months program and provides various test of final examination.
One of them is that students practice their Speaking English with foreigners in
Borobudur Temple. Besides having class on Mondays to Fridays, the students also
have General Conversation session on Fridays morning. They are all placed in
Meeting Hall of BEC and given one topic to discuss with their friends. At the end,
they will have Farewell Party and Heat to Heart Sharing session.
D. Data Collection Technique
The researcher collected data using several techniques which were considered
to give rich and deep information to the topic studied. Here are the techniques
employed by the researcher:
1 Donald Ary, Lucy Cheser Jacobs, Chris Sorensen, & Asghar Razavieh, Introduction to
Research in Education, (Belmont: Wadsworth, 2010), p. 429.
34
1. Observation
Ary et al. argue “The qualitative researcher’s goal is a complete description
of behavior in a specific setting rather than a numeric summary of occurrence or
duration of observed behaviors.”2 Therefore, the researcher directly involved in
the community to observe the subjects of the study to get the complete description
if the topic studied. They also state “Qualitative observations rely on narrative or
words to describe the setting, the behaviors, and the interactions. The goal is to
understand complex interactions in natural settings.”3
It means that the
observation employed by the researcher was to optomalize the researcher’s ability
in describing many aspects such as the setting, behaviors, and interactions in
natural setting.
Furthermore, to obtain such a goal, the researcher immersed herself into the
community under studied and played her role to be participant as observer. As
Ary et al. confirm “In the participant as observer stance, the observer actively
participates and becomes an insider in the event being observed so that he or she
experiences events in the same way as the participants. The researcher’s role is
known to the people being observed.”4 Such a role possibly makes the researcher
see the situation and feel the condition the same way with how the subjects of the
researcher see and feel at the moment.
In addition, the researcher did the research by monitoring the English teacher
when he is teaching in the classroom for ten times. The researcher observed all
activities happened in the class as well. The researcher also observed the activities
supported to the topic studied outside the class. Thus, the researcher can capture
the phenomenon from the subject’s perception and definition.
2. Interview
The researcher employed interview session to gain the data which cannot be
obtained from observation and to verify the actions which were done during the
observation. Ary et al. state that:
2 Ibid., p. 431.
3 Ibid.
4 Ibid., p. 433.
35
The interview is one of the most widely used and basic methods for obtaining
qualitative data. Interviews are used to gather data from people about
opinions, beliefs, and feelings about situations in their own words. They are
used to help understand the experiences people have and the meaning they
make of them rather than to test hypotheses. Interviews may provide
information that cannot be obtained through observation, or they can be used
to verify observations.5
The researcher used interview because, by this technique, the valid
information regarding to the topic discussed can be gathered directly from the
source. Interview also can help the researcher to see the participants’ perspective,
opinion, and feelings about the experience. Using interview as a technique, the
researcher could lead the conversation to the research topic substantively.
Therefore, the data gained is real based on the fact. In interviewing, the researcher
employed open ended format questions which become the characteristic of
qualitative research to reach the thick description about the experience, feeing,
and situation. Ary et al. state “One characteristic that all qualitative interview
formats share is that the questions are typically open ended (cannot be answered
with a yes or no or simple response) and the questions are designed to reveal what
is important to understand about the phenomenon under study.”6
In addition, the researcher combined the open ended format with structured
interview where several students were asked the same question relate to the topic
of the research. The researcher interviewed the teacher of speaking class of
Training Class to get the concepts of teaching speaking skill and several students
to see their experiences in speaking class. Finally, to gather the data collected
from interview and to ease the researcher in analyzing them, the researcher used
an audio recorder.
3. Field Note
The researcher used field note to expand the description of the brief notes
which was done during the observation or interview session to collect and to
5 Ibid., p. 438.
6 Ibid.
36
complete the data. There are two components that the researcher always to
concern about. Ary et al. propose that:
They have two components: (1) the descriptive part, which includes a
complete description of the setting, the people and their reactions and
interpersonal relationships, and accounts of events (who, when, and what was
done); and (2) the reflective part, which includes the observer’s personal
feelings or impressions about the events, comments on the research method,
decisions and problems, records of ethical issues, and speculations about data
analysis. Field notes may include photographs and audio and video
recordings.7
Therefore the researcher collected data as detail as possible during and after
the observation. She collected photographs when it seemed necessary to picture
the moment in the classroom as well. Ary et al. add that:
The researcher’s field notes present the data that will later be analyzed to
provide an understanding of the research setting and the behavior of people
within that setting. It can be said that the successful outcome of the study
relies on detailed, accurate, and extensive field notes. Record everything you
see, hear, or experience during the observation session.8
Field note is very useful to write everything happens during observation or
interview since to write eases the researcher to recall the data than to memorize it.
This technique is concerned on what participants do as routines and become
recognition that what become routine is established by watching and listening to
what people do rather than asking them directly.9
4. Documentation
In gathering the data, the researcher collected several written stuffs like
books/module used in teaching and learning process, handouts, photos, diaries,
and any other documents related to the topic discussed. Ary et al. suggest that:
Qualitative researchers may use written documents or other artifacts to gain
an understanding of the phenomenon under study. The term document here
refers to a wide range of written, physical, and visual materials, including
what other authors may term artifacts. Documents may be personal, such as
7 Ibid., p. 435.
8 Ibid.
9 David Silverman, Amir Marvasti, Doing Qualitative Research: A Comprehensive Guide,
(California: Sage, 2008), pp. 216—217.
37
autobiographies, diaries, and letters; official, such as files, reports,
memoranda, or minutes; or documents of popular culture, such as books,
films, and videos.10
For instance, the researcher made researcher-directed diary during the period
of the research in specified period of time when conducting the study in Pare. The
researcher collected the letters given by the students for the speaking teacher and
speaking matters file as well which can be used to analyze, to interpret, and draw
the conclusion.
5. Instrument of the Research
The primary instrument of the study was the researcher herself. As Ary et al.
confirm “In qualitative studies, the human investigator is the primary instrument
for the gathering and analyzing of data.”11
However, she used checklist form of
teacher observation guide as well. The researcher can focus to monitor the
teaching and learning process conducted using checklist form of teacher
observation guide as the instrument.
Table 3.1
TEACHER OBSERVATION GUIDE
Variable Aspect Indicator Items
Number
Total
Teaching
Speaking
Preparation
- Arranging Learning
-Teaching Process 1, 2 2
- Learning Preparation 3, 4, 5 3
Presentation
- Explanation of the material 6 1
- Using of instruments and media 7, 8 2
- Involving students (individually) 9 1
- Student interaction 10 1
- Organizing of the class 11, 12, 13 3
- Using of method 14, 15, 6,17 4
10
Ary et al., op. cit., p. 424. 11
Ibid., p. 442.
38
- The intensity of using English in the
Learning
-Teaching process
18, 19 2
Evaluation
- Oral Test 20 1
- Affective 21 1
- Individual work 22 1
- Group work 23 1
Total items 23
Adapted from Euis Uswatun Hasanah12
E. Data Analyzes Technique
The researcher involves several steps which are considered to be necessary to
conduct in analyzing the data which have been gathered during data collection.
Based on Ary et al. state “In different texts, the approaches to analysis of
qualitative data vary slightly, but we believe they can be described in three stages
as noted in Table 17.1: (1) organizing and familiarizing, (2) coding and reducing,
and (3) interpreting and representing.”13
Therefore, in a simple ways, the
researcher employed the stages to analyze the date gathered from the data
collected. The researcher familiarized data collected such as transcription, field
notes, and documentation by rereading and listening to them in order to capture
the thoughts, feeling, and opinion as they occur. Afterwards, she organized those
data by making several lists of data sources in some ways such as from
observation, from interview, from places, or from people. As Ary et al. state “The
major task of organizing the large body of information begins after
familiarization. Start with creating a complete list of data sources. Files can be
12
Euis Uswatun Hasanah, “Teaching Speaking Skill Using Active Learning Method (A Case
Study at the Seventh Year of SMP SMART Akselerasi Ekselensia Indonesia-Bogor).” Skripsi at
Syarif Hidayatullah State Islamic Unniversity Jakarta, Jakarta, 2007, unpublished. p. 42. 13
Ibid.
39
organized in a variety of ways, for example, by interview, by questions, by
people, or by places.”14
Then, the researcher did the coding and reducing stages by gathering the data
to see the differences and the similarities among them by breaking apart and
rearrange them into categories. The researcher also reduced the data which did not
have any relation to the topic studied. Eventually, she came to the last stage of
analyzing the data which are interpreting and representing. Ary et al. state
“Interpretation is about bringing out the meaning, telling the story, providing an
explanation, and developing plausible explanations.”15
Therefore, the researcher
reported the findings by providing the thick description and explanation to give
the whole meaning of what was studied supported by the data.
Furthermore, for the data trustworthiness, the researcher conducted several
test such as credibility to know the internal validity, transferability to know the
external ability, dependability to know the reliability, and confirmability to know
the objectivity. Therefore, the researcher did the triangulation in the data
collected, the sources to cover those trustworthiness aspects. Ary et al. states:
In data triangulation, the researcher investigates whether the data collected
with one procedure or instrument confirm data collected using a different
procedure or instrument. The researcher wants to find support for the
observations and conclusions in more than one data source. Convergence of a
major theme or pattern in the data from these various sources lends credibility
to the findings.16
Thus, the researcher conducted interview session with the teacher to
investigate whether the data gathered from several observations matched to the
data gained from other source and vice versa. If the finding results of multiple
methods are similarly found then the study is reliable as Ary et al. confirm
“Triangulation, which we have previously discussed, is also used to establish the
dependability of qualitative studies. If multiple data sources or multiple methods
result in similar findings, it enhances the reliability of the study.”17
14
Ibid., p. 482. 15
Ibid., p. 490. 16
Ibid., p. 499. 17
Ibid., p. 503.
40
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter presents the data description which consists of discussing and
analyzing the findings of the research. They are data collected from observation,
interview, field note, and documentation.
A. Teaching – Learning of Speaking
The researcher is one of the BEC alumni who had spent her nine months to
study there from 2010 to 2011. Therefore, the researcher decided to do the
research at BEC specifically in speaking classes at TC program which were
handled by Mr. Adin. In doing the research, she observed and joined the teaching
and learning process in the class for ten times to see the situation and the
condition through monitoring the teacher when he was teaching speaking. In order
to dig the data deeply and to feel the experience that the students felt, the
researcher participated herself for several times in the classroom activities. In
addition, she stayed in home stay together with two students of speaking class
where the researcher conducted the research. Therefore, she could observe them
every day and obtain the data to complete the data collected.
There are 8 classes with the difference schedules. The researcher conducted
the speaking class observation in all classes. Here are the schedules:
Table 4.1
Speaking Class Schedule
Day Time Class
Monday 06.30-08.00 B class
08.00-09.30 A class
Tuesday 06.30-08.00 F class
08.00-09.30 E class
Wednesday 06.30-08.00 C class
08.00-09.30 D class
41
Day Time Class
Thursday 06.30-08.00 G class
08.00-09.30 H class
Furthermore, the researcher has taken many things as well such as strategy,
technique, procedure, and methodology of the teaching speaking conducted by
Mr. Adin in his classes. She also obtained the practical concept of the role of
teacher and the students’ involvement in the teaching and learning context since
the researcher not only observed the teacher’s performance, students’
involvement, classroom atmosphere, and teaching technique but also interviewed
the teacher himself.
Therefore, those above became the fact to analyze carefully. The following
paragraphs try to describe the findings completely in sequence.
1. Curriculum
There were three main aspects observed in the teaching speaking conducted
by the teacher. They are planning, presentation, and evaluation. Firstly, the
researcher found and analyzed the curriculum that had been become lesson plan
used by the teacher in speaking class (see Appendix). The lesson plan became a
reference and was applied in the teaching speaking. It consisted of the number of
meetings, learning subject matter for each meeting, and the learning resources
used for each matter. From the content of lesson plan, speaking skill materials
were arranged systematically based on the students’ level of target language.
a. Aim
The objective of the teaching speaking is that students are able to produce the
utterances they used in their daily activity and have the pure ideas on the problems
or the reality they faced. Therefore, the researcher conducted the class observation
for ten times and learnt the beginning process until the end. Generally, it can be
seen that the teacher has arranged and designed the teaching planning and
objectives well by preparing the material based on the lesson plan.
42
b. Material of Speaking
There were two kinds of materials used in the teaching speaking. They were
materials in handbook and in handouts. Those materials were appropriated with
the students’ level of ability arranged and made by the institution itself. The
speaking material was taken from the handbook and handouts owned by all
students. The materials discussed in the class could be changed if the previous one
is completely discussed.
Here is the example of how the teacher used the materials in the teaching and
learning process. When the teacher explained about “impersonal it”, the students
focused on listening to the teacher while keeping their eyes on the papers in their
hands. Some of them nodded when the teacher asked them whether they
understand the explanation or not. At the end of the explanation, the teacher give
the students chance to ask any kind of questions related to the materials which
was “impersonal it”.
After questions raised were all answered, the teacher ordered the students to
be ready to write some sentences in Bahasa Indonesia. They had to translate them
in English directly soon after the teacher gave them. They only had about 20
seconds for each question before they got the new sentence to translate. Those
sentences were not taken from handbook or handout but created by the teacher.
Here is the list of the sentences followed by the translation given by the teacher:
Table 4.2
No In Bahasa Indonesia In English
1 Sekarang musim panas It is sunny
2 Udaranya sejuk It is cool
3 Hari yang Indah It is beautiful day
4 Hari yang cerah It is nice day
5 Sekarang jam 7 malam It is seven pm
6 Kemarin hari Kamis It was Thursday
43
No In Bahasa Indonesia In English
7 Jarak antara Pare dan Jombang
hanya 40 KM
It is only 40 KM from Pare to
Jombang
8 Belajar Bahasa Inggris Penting It is important to study English
9 Memasak itu susah It is difficult to cook
10 Dia (pr) lah yang aku sedang
tunggu It is her that I am waiting for
When the teacher came to the first number, he predicted that the students
might write “summer” instead of “sunny” for sentence number 1. That was the
reason he warned them that “musim panas” translated as “sunny” is totally
different from “musim kemarau” translated as “summer.” He also emphasized the
explanation in sentence number 8. He said that such sentence might be translated
using “gerund.” However, the material discussed was not about “gerund” at all but
“impersonal it.” Therefore, he warned the students to be more careful in
translating sentence in number 8.
After all sentences were given and translated by the students, the teacher
explained that he would give the right answer and asked to stand up for those
whose answer was wrong and to remain sitting for those whose answer was right.
As he argued to the researcher, this technique was employed to develop the
students’ attitudes toward their honesty.
Here are the list of who stood up and who remained sitting:
Table 4.3
Question (Q) Number of Students Remaining
Sitting
Question no. 1 Less than 10
Question no. 2 Less than 10
Question no. 3 All remained sitting
Question no. 4 Less than 10
44
Question (Q) Number of Students Remaining
Sitting
Question no. 5 More than 10
Question no. 6 Less than 10
Question no. 7 Less than 10
Question no. 8 More than 10
Question no. 9 More than 10
Question no. 10 More than 10
Finally, before he closed the meeting, he gave some common expression
which were not taken from the handbook and handout to the students and
explained for each common expression. In this session, the teacher wrote the
expressions on the white board and he read them first. He asked the students to
repeat what he said. The repeating process happened for about five times for each
expression. Afterwards, he gave the meaning of each expression and asked the
students to practice them. Then he pointed some students randomly to say the
expressions. The lists of common expressions are below:
Table 4.4
No Common Expression The Meaning
1 You are something common with me Wah, kita samaan yah?
2 Thanks anyway Makasih deh kalo gitu
3 One by one Satu satu
No Common Expression The Meaning
4 One for one Satu demi satu
5 Day by day Hari hari
6 Day for day Hari demi hari
7 All the same Biarpun demikian
8 No matter what Tak peduli apa
9 No matter when Tak peduli kapan
45
c. Classroom Management
The researcher investigated whether the teacher used English or not in the
teaching and learning process since it was clearly seen that English was the only
one language used by the students of TC program either inside or outside the
class. Such a language was used as a means of communication when they were in
BEC. The students talked each other using English. They discussed things in
English. They even expressed their feelings in English. Therefore, the researcher
conducted the class observation by joining the class for ten times. She found that
Mr. Adin explained the material and interacted with the students completely in
English. However, he used Bahasa Indonesia to emphasize any kind words
considered to be difficult to explain them in English as well.
Besides playing his role in facilitating and providing the students such
English environment in the classroom, the teacher also played his roles as follow:
To reach and to maximize the learning result, the teacher seemed to guide the
teaching learning process by giving more attention the students both inside and
outside the classroom. To obtain the better learning result, the teacher confirmed
that he did the simulation for every new technique he intended to employ. For
instance, he once came to the class a day before the teaching and learning process.
He arranged and changed the chairs arrangement for several times, he tried to find
the good composition of the chairs that might be suitable for the teaching
technique he intended to employ.
In addition, the teacher always discussed with another teacher for some
suggestions in planning the teaching process or in handling the various types of
students. Therefore, the researcher can conclude that the preparation conducted by
the teacher was planned.
The teacher noted that he always tried to make every single minutes of is
teaching and learning process to be meaningful for the students. He stated that he
did make an effort to make the student perform their oral language in every
chance he had. It was the reason of his decision to make “absences time” or
checking the attendance list not only to check whether this students or that
46
students came to the class or not but also to make the students attendance list
timing become more meaningful.
d. Method
The teacher used variety methods in order to help the students to gain their
goal which is to improve their oral performance. For instance, he once surprised
all students to look for some pieces of papers under the chair where the students
sit. Some students found it, and some others did not. The teacher asked those who
found them to come forward and gave a gift after answering the questions he
gave.
Furthermore, here is another example when the teacher conducted his
teaching speaking. In the very first minutes, the teacher always began the class by
leading the class to read “Basmallah” together then he continued by saying
“salam.” The teacher never forgot to greet the students and make sure that all his
students were in good condition. He confirmed to the researcher that such
activities were always done by him in order to tell the students that he really cared
of them indirectly. He noted that he could know whether his students were in
good condition as well.
Next, the teacher explained and asked the students to mention loudly the
favorite places they really want to go or in another occasion he asked the students
about their idol except their parents when their names is called. Many of the
students named the places in Europe such as Russia, German, Holland, England,
Finland, and France. The others named US, Australia, Papua, and Mecca. They
named the places with big enthusiasm and it was seen from how they raised their
hand then named the places with the loud voices.
After all names of the students were called, the teacher told them that he
provided time about 20 minutes and the stage together with microphone for those
who wanted to share their reason for choosing certain places. Soon after the
teacher announced such information, many students raised their hands and asked
to be chosen by the teacher to come forward the class. The teacher chose several
students to share their reasons in front of the class before other students one by
47
one. In that occasion, there were only eight students who had chance to perform
themselves in front of other students as list below:
Table 4.5
Student Name of Places
Student 1 Japan
Student 2 England
Student 3 Finland
Student 4 Mecca
Student 5 German
Student 6 Holland
Student 7 German
Student 8 Korea
Many students delivered questions for the performers. A variety questions
appeared from the students such as:
Table 4.6
No Question
1 What is the special of that place?
2 Why do you really want to go there?
3 Why not Indonesia?
4 Why do you choose that place?
5 Why don’t you continue your study in Indonesia?
The researcher found some mistakes done by the students when they
performed in front of the class or by the students asked the questions. The
mistakes were that they did not systematically arrange the utterances, misused of
certain English words, and grammatical error. Surprisingly, the teacher did not
give any correction and remained letting the students continued their performing.
He clarified that actually he knew the mistakes well. He wrote some notes for
each students and let them continued performing instead of disturbing them by
48
stopping them in the middle of their performance to correct their mistakes. He
give the correction that all students made at the end of the meeting in front of the
class order to inform other students about the certain mistakes in English. He
explained the right grammatical pattern of interrogative sentence and other
grammatical patterns. In such process, grammar was taught with inductive way.
In addition, the teacher also prepared the technique considered to be
appropriate to the content of the materials. The researcher found that after the
teacher had explained all materials, he always provided the last 30 minutes in
every meeting for the students to come forward and tell the story about the images
shown that they have described.
Afterwards, the teacher gave time and opportunity for those who had not
performed in front of the class to tell the story that they had made by describing
the image shown days before that day. All students must have performed.
However, they were not coming forward at the same time. Every meeting might
had ten to fifteen students coming forward. For that time, there were twelve
students performing in front of the class. Each student was given about one to two
minutes and maximally they got three minute as the table below:
Table 4.7
Student Time Given
Student 1 07.16-07.17
Student 2 07.18-07.21
Student 3 07.21-07.23
Student 4 07.24-07.26
Student Time Given
Student 5 07.26-07.28
Student 6 07.28-07.31
Student 7 07.31-07.33
Student 8 07.33-07.38
Student 9 07.40-07.42
49
Student Time Given
Student 10 07.43-07.46
Student 11 07.46-07.48
Student 12 07.48-07.50
In this part of teaching and learning process, the teacher did not choose the
students to come forward. He only said that he provided time and place together
with the microphone for those who had not performed yet. Therefore, the students
performed themselves one by one. There was no question and answer session
among the students in the session.
Next step was that the teacher gave the corrections of the mistakes made by
the previous performers. He read the correction while the students paid attention
to his explanation. Some corrections found by the researcher are:
Table 4.8
No Mistakes Corrections
1 Coffee Cave
2 Discussion Discussing
3 They did not asked They did not ask
4 He go yesterday Yesterday, he went...
5 Tell me who are you Tell me who you are
6 Bring Brought
7 Make me shocked Shocked me
8 They don’t They didn’t
9 Can to see Can see
Finally, he motivated the students to always feel happy from now and on. He
explained that saying simple words such as greeting could make other people
happy. Then, he asked two students to come forward in front of the students and
greet each other. Afterwards, he told them to come back to their chairs. Then he
closed the meeting by saying “salam.”
50
e. Media
He used picture as media in his class as method of teaching speaking. He put
a white board pictured several image before the students, usually four images, and
asked the students to describe them by making story based on the image shown.
For every day meeting, Mr. Adin let every student to come forward and tell the
story made to the other students.
He argued that such a media builds students’ thinking process since the
students always described soon after the images were shown. They imagined first
what might happen in the story or who might be the characters of the story. Then,
they creatively used their imagination in choosing words and making them
sentences and paragraphs until they made a story as well. Such a thinking process
considered to be important to develop the students’ thinking skill and creativity.
In addition, Mr. Adin stated that he sometimes employed other media in his
teaching such the use of puppets. It is confirmed by the researcher that at last
meeting she observed by joining his class, he played a puppet and act to be the
character of puppet he played by making his voice sounded like certain character
of animal.
f. Evaluation
Evaluation is the important step that cannot be separated from the teaching
and learning process. By evaluating the students’ learning process, the teacher can
measure how far the success of his teaching by investigating how far his students
are able to master the material that has been taught. The teacher also can see what
method and technique which are suitable and applicable to his students.
According the observation process, the evaluation of teaching speaking
conducted by Mr. Adin has two kinds of assessment to evaluate. They are written
test and oral test. The former was employed in every meeting to know whether
they master the material given at the same time or not. The latter was conducted at
the end of the program and was more compressive test since the students had to
answer the question given from the beginning to the end of the program orally.
The teacher employed evaluation rubric for the assessment of students’ oral test.
51
In addition, the oral test was conducted for all students of TC program. The
students who had waited in front on the class building were called five by five and
asked to follow the teacher inside the classroom which had been set before the
oral test was conducted. The five students sat in front of the teacher and waited for
the question. Then, they were given question one by one. They had to answer it
soon after the teacher gave it to them. After such test, they came outside and
waited to be called again to come to another teacher. When they came to the
second teacher, they were given a piece of paper in front of them. The student in
the right side was firstly allowed to open the paper and asked to describe the
image on it directly while the other four students waited for the first student
describing the picture to get their turn.
The teacher confirmed that the assessment of oral test included five aspects to
assess. They are fluency, vocabulary, grammar, accuracy, and comprehension. In
addition, the teacher stated that he also gave some assignments to the students to
be finished at their home stay. Therefore, he can at least make them work or
discuss with other students about the assignment even though they were in their
own places.
B. Discussion
According to the description of teaching and learning process, it can be said
that the students were actively involved during the meeting. They had a freedom
and independence the learning process without any pressure from the teacher or
another side. In addition, the teacher seemed to play his roles well by giving
opportunity in any chance in teaching and learning process. He did not dominate
the learning process conducted in the class. He never forgot to motivate his
students, built the learning desire and students’ participation in every single
activity he conducted.
The level of the TC students is Advanced since the researcher found that the
students of TC program did communicate each other in English either they are in
BEC or outside of BEC. It is proved by two students of TC program who stayed
together with the researcher in the same lodging house. She observed them every
52
day and she found them talked each other and expressed their feelings used
English for every single day. Even though their roommates talked to them in
Bahasa Indonesia when they needed something to ask, these two students of TC
program seemed to response in English. It is clearly matched with what Riddell
states about the students in Advanced level. He says:
The students who finish advanced course should be able to do or know:
express himself / herself easily, integrate well with people whose first
language is English, vary stress and intonation to affect meaning, follow and
understand most forms of entertainment, use a vocabulary of about 3,000
words, study for a high-level qualification in English.1
Such a condition forced the researcher to investigate what really made them
to do so. Therefore, she interviewed Mr. Kalend O., the director of BEC and Mr.
Adin, the teacher of the speaking class. They confirmed that it was an institutional
order to use English as a means of communication among the TC students. In
addition, they clarified that all students on TC program were obligated to
communicate in English wherever they were when they met other TC students.
Furthermore, the teacher designed the curriculum together with subject
matter, objective and the sequencing to teach specific language program which is
speaking as Brown states “Designs for carrying out a particular language program.
Features include a primary concern with the specification of linguistic and
subject-matter objectives, sequencing, and materials to meet the needs of a
designated group of learners in a defined context.”2
On the other hand, the objective or the aim of the teaching speaking in TC
program is generally to make the students obtain their primary goal which is to be
able to speaking it. Such objective is linear with what Grauberd states that “For
many pupils the prime goal of learning a foreign language is to be able to speak it.
Teaching should therefore help them to achieve that goal to the best of their
ability.”3 To reach the objective, the teacher taught various materials from the
1 David Riddell, Teach EFL, (London: Hodder, 2014) p. 257.
2 H. Douglas Brown, Teaching by Princples: An Interactive Approach to Language
Pedagogy, (New York: Pearson Education, 2001), p. 16. 3 Walter Grauberg, The Elements Of Foreign Language Teaching, (Frankfurt: Multilingual
Matters, 1997), p. 201.
53
course book that was made by the institution. The materials were designed by the
experienced teachers of BEC and appropriated based on the students’ level of
ability. The using of his course book was intended since the students of TC
program needed the higher and more difficult materials. Such book is ideally used
as Riddell states “Ideally, It should have been written by experienced teachers and
also be roughly appropriate for the level intended. You can assume both. In
addition, though, the book should ideally be appropriate for the country you are
teaching in, and this can be a problem.”4
Not only did the materials that get the teacher’s attention in reaching the
teaching and learning objective, but did the classroom management get his
attention as well. The teacher played his roles in the teaching and learning process
as Harmer proposed (see the teacher’s role in Chapter II). The teacher facilitated
and provided English learning environment for the students. Therefore, the
students might to practice their English as much as possible. The teacher also
controlled what his students spoke and did and became a tutor who was students
resource in the classroom. In several chances, he became the participant of the
students’ activity in role playing. He pretended to be the student’s father when his
student performed a role play in front of the class. In addition, he always
investigated whether the teaching and learning process run well or not.
The researcher assumed that the teacher used Communicative Language
Teaching (CLT) as a method even though he did not say it explicitly. It was
proved from the learners roles in the teaching and learning process. Richards and
Rodgers states “The emphasis in Communicative Language Teaching on the
processes of communication, rather than mastery of language form, leads to
different roles for learners for those found in more traditional second language
classroom.”5 For instance, the students were given more time to learn and to
practice the effective communication. When they made mistakes in grammatical
patterns, they would not be judged and corrected as they speaking. They were let
to continue their speaking performance since the meaning was more prominent
4 Ridell, op. cit., p. 167.
5 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, (New York: Cambridge University Press, 2001), p. 166.
54
than grammar and grammar was taught inductively when the students need it.
Finally, the teacher asked the students to describe several pictures soon after the
pictures were shown before them.
55
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusions and some suggestions related to the
research findings which are discussed previously.
A. Conclusion
Based on the research findings in the previous chapter, the writer draws a
conclusion that there are some aspects in teaching speaking. They are objective,
the speaking materials, classroom management, teaching method, teaching media,
and evaluation. First is the teaching objective which is aimed to help the students
to gain their goal that is to be able to speak English. Second is the speaking
material. The teacher used the teaching materials that were taken from the course
book such as handbook and handout designed by the institution. Third is the
classroom management. Since the way the teacher manage the class will affect the
way he deliver the materials, so in applying the materials, the teacher played his
role in facilitating and providing the English learning environment for the students
to practice their oral performance for the classroom management. The teacher also
placed himself as the tutor and resource who allowed the students to ask anything
such as the materials they considered to be difficult. In addition, the teacher
always investigated whether the teaching and learning process he conducted run
well or not. Fourth aspect in the teaching and learning process is the teaching
method. The teacher used Communicative Language Teaching (CLT) as his
method. The teacher made the meaning in communication become more
prominent than grammar. He also provided sufficient time and classroom
activities to make the students to practice their speaking as much as possible. The
fourth aspect is media that was used in the teaching speaking is picture. The use of
picture as media did improve the students’ ability in target language oral
performance. In addition, by using the picture as media, the teacher is able
stimulate and maximize a variety of students’ potential ability such as the ability
to suddenly retell the story, to arrange the story sequence. Therefore, since every
56
student has to perform and convey their own story based on the picture given for
several times, their emotion and mental are regularly managed well. Thus, the
students are able to be actively involved in the process of teaching and learning
speaking.
Finally, the last aspect in the teaching and learning process of speaking class
is evaluation. The teacher employed the formative test which is written test. It is
usually given at the end of material completely discussed. The teacher gave an
oral test at the end of teaching and learning period as well. The oral test was
conducted by asking the students to describe the picture soon after the pictures
were shown to them without any preparation. Such test was aimed to make the
students in creating pure ideas about problems and the reality.
B. Suggestion
At this point, the writer would like to give some suggestions to increase the
implementation of teaching speaking in the class:
1. To the English Teachers
The prominent steps to take care about are planning, presentation or teaching,
and evaluation. The teachers are suggested to prepare them well before coming to
the teaching and learning process. To make the students actively practice their
speaking skill either inside or outside the classroom, it is necessary for the
teachers to give interesting teaching methods such as Communicative Language
Teaching (CLT) in the teaching and learning process. For instance, the use of
picture as media in teaching and learning process can help the students to express
their idea through reflecting the image shown and then presenting it with their
speaking skill. Furthermore, to stimulate and to maximize the students’ interest in
practicing their oral performance, the teachers need to provide learning
environment which gives the students sufficient chances to practice it as well. In
addition, the teachers have to make the individual approaches to the students in
order to monitor their learning development.
57
2. To the English Students
It is necessary for the students to practice their speaking every time they get
any chances. For instance, the students can make a simple conversation with other
students in the class while they are waiting for the teacher. They can practice their
speaking outside the class when they meet their classmates as well. In addition,
they can try to talk to their teacher for advice on any specific things which need to
work on, for example the students may have some words they always say them
wrong. Another suggestion is “Do not be afraid to make mistake.” The more we
speak, the faster we learn.
3. To the Next Researchers
The next researchers who intend to do research in teaching speaking are
supposed to see how students’ motivation affects their oral performance. The new
researchers need to see the topic suggested from students’ point of view since this
research has been studied from the teacher’s point of view. Students’ motivation
is considered as one of prominent factor which can increase the students’ speaking
skill and gets less attention in the study conducted by the writer. In addition, the
future researchers may try to find out how other methods are applicable in
teaching speaking.
58
REFERENCES
Ambrose, Susan A. et al. How Learning Works. San Francisco: Jossey-
Bass, 2010.
Ary, Donald et al. Introduction to Research in Education. Belmont:
Wadsworth, 2010.
Asfa, Inta Aulia. The Effectiveness of Using Describing Picture to Improve
Student’s Speaking Skill in Descriptive Text (An Experimental Research at the
Eight Grade Students of SMP H. Isriati Semarang in the Academic Year of
2010/2011. Skripsi at Walisongo State Institute For Islamic Studies Semarang,
Semarang, 2010, unpublished.
Brown, H. Douglas. Language Assessment: Principles and Classroom
Practices. New York: Pearson Longman, 2003.
Brown, H. Douglas. Teaching by Princples: An Interactive Approach to
Language Pedagogy. New York: Pearson Education, 2001.
Chaer, Abdul Psikolinguistik: Kajian Teoritik. Jakarta: PT. Rineka Cipta,
2009.
Grauberg, Walter. The Elements Of Foreign Language Teaching.
Frankfurt: Multilingual Matters, 1997.
Gulmez, Yener and Shresta, Tej. B. The Relative Effectiveness of Formal
and Informal Exposure in ESL Development, CNAS Journal, Vol. 20, no.1
January 1993.
Harmer, Jeremi. The Practice of English Langauge Teaching. Edinburgh:
Longman, 1991.
Hasanah, Euis Uswatun. Teaching Speaking Skill Using Active Learning
Method (A Case Study at the Seventh Year of SMP SMART Akselerasi Ekselensia
Indonesia-Bogor). Skripsi at Syarif Hidayatullah State Islamic Unniversity
Jakarta, Jakarta, 2007, unpublished.
Krashen, Stephen D. Formal and Informal Linguistic Environments in
Language Acquisition and Language Learning, TESOL Quarterly, Vol. 10, No. 2
Jun., 1976.
Louma, Sari. Assessing Speaking. Cambridge: Cambridge University
Press, 2009.
59
Newton, Jonathan. Teaching ESL/EFL Listening And Speaking. New
York: Routledge, 2009.
Palmer, Erik. Teaching The Core Skills Of Listening & Speaking.
Alexandria: ASCD, 2014.
Rahmania, Meita. Teaching Speaking Through Story Telling: A Case Study
at the First Year of SMK Puspita Bangsa Ciputat. Skripsi at Syarif Hidayatullah
State Islamic University Jakarta, Jakarta, 2007, Unpublished.
Richards, Jack C and Rodgers Theodore S. Approaches and Methods in
Language Teaching. New York: Cambridge University Press, 2001.
Richards, Jack C. Curriculum Development in Language Teaching. New
York: Cambridge University Press, 2002.
Richards, Jack C. Person to Person: Communicative Speaking and
Listening Skills. New York: Oxford University Press, 2006.
Riddell, David. Teach EFL. London: Hodder, 2014.
Silverman, David and Marvasti, Amir. Doing Qualitative Research: A
Comprehensive Guide. California: Sage, 2008.
Thornbury, Scott. How To Teach Speaking. Longman: Pearson Education
Limited, 2005.
Tillit, Bruce & Bruder, Mary Newton. Speaking Naturally. Cambridge:
Cambridge University Press, 1999.
Turk, Christopher. Effective Speaking: Communicating In Speech. London:
Taylor & Francis e-Library, 2003.
60
APPENDICES
61
APPENDIX 1
TEACHER OBSERVATION GUIDE
Variable Aspect Indicator Items
Number
Total
Teaching
Speaking
Preparation
- Arranging Learning-Teaching
Process 1, 2 2
- Learning Preparation 3, 4, 5 3
Presentation
- Explanation of the material 6 1
- Using of instruments and media 7, 8 2
- Involving students (individually) 9 1
- Student interaction 10 1
- Orginizing of the class 11, 12, 13 3
- Using of method 14, 15,
16,17 4
- The intensity of using English in the
Learning-Teaching process 18, 19 2
Evaluation
- Oral Test 20 1
- Affective 21 1
- Individual work 22 1
- Group work 23 1
Total items 23
62
APPENDIX 2
PEDOMAN OBSERVASI PENGAJARAN
Nama Guru :
Pokok Bahasan :
Hari/Tangal :
Waktu :
Petunjuk: Berikut ini terdapat kriteria-kriteria pengajaran dalam proses observasi
pengajaran guru di kelas. Peneliti memilih setiap butir pernyataan di
bawah ini dengan memberi tanda checklist ( ) pada kolom yang paling
mewakili penilaian peneliti.
Pilihan penilaian yang disediakan adalah sebagai berikut:
5 = sangat baik, 4 = baik, 3 = cukup, 2 = kurang, 1 = sangat kurang
No Klasifikasi Data 5 4 3 2 1 Keterangan
1 Guru merancang dan menyusun rencana pembelajaran
2 Guru merancang dan menyusun tujuan pembelajaran
3 Guru mempersiapkan sumber belajar
4 Guru mempersiapkan dan menyusun metode belajar
yang yang akan digunakan
5 Guru mempersiapkan alat dan bahan belajar (media)
6 Materi dijelaskan dengan cara yang dapat dipahami
7 Media yang digunakan bervariasi, antara lain;
Buku
Poster/gambar
Puzzle
Audio kaset
Vidio kaset
Radio
Slide
63
Komputer
8 Penggunaan media disesuaikan dengan materi yang
disampaikan
9 Siswa mendapatkan kesempatan yang sama untuk
dilibatkan dalam proses belajar
10 Terjadi interaksi dalam proses pembelajaran, antara lain;
Komunikasi satu arah
Feedback bagi guru dari siswa
Interaksi antar siswa
Interaksi antara siswa dengan siswa, siswa
dengan guru (komunikasi multi arah)
11 Guru melakukan pengelompokan siswa dalam proses
belajar
12 Kelas dikondisikan dalam pembelajaran siswa aktif
13 Pengaturan bentuk tempat duduk dikondisikan dalam
pembelajaran siswa aktif
14 Metode yang digunakan bervariasi, antara lain;
Brainstorming
Think pair share
Jigsaw
Role playing, drama, simulation
Discussion
Debates
Problem based learning
Case studies
Peer teaching
Information gap, etc.
15 Penggunaan metode sesuai dengan materi yang
disampaikan
64
16 Penggunaan metode didukung oleh fasilitas pebelajaran
yang ada
17 Penggunaan metode sesuai dengan kondisi siswa
18 Penggunaan Bahasa Inggris di kelas oleh guru sangat
sering
19 Penggunaan Bahasa Inggris di kelas oleh siswa sangat
sering
20 Guru memberikan test secara lisan kepada siswa
21 Guru menilai keaktifan siswa dalam proses
pembelajaran speaking sehari-hari
22 Guru memberikan tugas individual kepada siswa untuk
dikerjakan di rumah
23 Guru memberikan tugas kelompok kepada siswa untuk
dikerjakan di rumah
65
APPENDIX 3
PEDOMAN WAWANCARA
Nama Guru : Mr. Adin
Tujuan : Untuk memperoleh informasi tentang proses pengajaran Speaking
di kelas.
Waktu : 17 November 2016
1. Apa pendapat Bapak tentang pengajaran Bahasa Inggris di BEC khususnya
pengajaran speaking through describing picture?
2. Apa pendapat Bapak tentang pengajaran speaking through describing picture
sebagai bagian dari pengajaran Bahasa Inggris?
3. Menurut Bapak, sudah seusaikah pengajaran speaking dengan media
describing picture bagi siswa di BEC?
4. Bagaimana Bapak merancang perencanaan pembelajaran? Apakah Bapak
membutuhkan waktu khusus untuk membuat perencanaan pembelajaran?
5. Teknik apa yang digunakan di dalam proses pembelajaran dan bagaimana
penerapannya di kelas TC?
6. Apa saja kesulitan atau hambatan yang dihadapi dalam penerapan teknik
tersebut?
7. Apakah pengajaran speaking hanya dilakukan di dalam kelas saja? Adakah
kegiatan lain yang Bapak lakukan untuk membangun kemampuan speaking
siswa?
8. Menurut Bapak, seberapa besar pengaruh lingkungan dalam membangun
kemampuan speaking siswa disini?
9. Bagaimana Bapak memandang siswa dalam pembelajaran? Bagaimana peran
Bapak sebagai guru terhadap siswa dalam proses pembelajaran?
10. Bagaimana Bapak mengolah kelas untuk menjadikan siswa aktif dalam
menggunakan Bahasa Inggris?
11. Bagaimana Bapak melakukan penilaian terhadap hasil belajar siswa? Jenis tes
seperti apa yang Bapak berikan kepada kepada siswa khususnya dalam
pengajaran speaking? Kapan tes tersebut diberikan?
66
APPENDIX 4
HASIL WAWANCARA
Nama Guru : Mr. Adin
Tujuan : Untuk memperoleh informasi tentang proses pengajaran Speaking
di kelas.
Waktu : 17 November 2016
1. Apa pendapat Bapak tentang pengajaran Bahasa Inggris di BEC khususnya
pengajaran speaking through describing picture?
Kalau untuk pribadi saya, karena program yang kita bahas di sini adalah
Bahasa Inggris yang diajarkan di program TC. TC adalah program perioritas
utama di BEC khususnya di program 3 bulan terakhir yang mana setiap siswa
wajib menggunakan 100% Bahasa Inggris baik saat berkomunikasi dengan dewan
guru ataupun juga dengan siswa. Maka dari itu, penggunaan media describing
picture ini memudahkan anak berbicara sesuai dengan sekenario yang dibuat. Jadi
bahasa yang disampaikan lebih terstruktur dan jadi lebih terarah. Poin utama
dalam penggunaan media ini adalah mulai dari cerita pembukaan, kemudian poin
dari gambar yang disampaikan dan sampai dengan bagian yang terakhir. Sehingga
dari situ guru dapat mengendalikan atau mengontrol jenis vocab yang dipakai
anak melalui pronounciationnya. Kemudian guru juga dapat mengamati grammar
yang dipakai apakah itu menggunakan tenses simple present kemudian simple
past atau yang lain. Jadi lebih memudahkan guru untuk mengontrol setiap siswa
yang melakukan describing picture saat dia maju ke depan kelas atau mungkin dia
perform atau mungkin saat mendesrkipsikan gambar tersebut.
Namun, ada kelemahan tersendiri waktu kita mengajar menggunakan media
tersebut apalagi gambar yang ditunjukkan masih baru untuk anak tersebut. Nah
maka dari itu, mungkin dengan mempersiapkan sebuah catatan, anak tersebut
sudah mempunyai sesuatu yang akan disampaikan. Minimal dia bisa
menyampaikan satu, dua atau tiga, bahkan empat kalimat saja sudah cukup bagi
kami. Yang penting adalah dia mampu memberanikan dirinya. Karena proses
untuk merubah anak dari program CTC yang masih menggunakan Bahasa
67
Indonesia kemudian dipaksa untuk menggunakan Bahasa Inggris 100% di
program TC itu tidak mudah. Minimal anak tersebut sudah berani maju ke depan
dan berani menyampaikan apa yang sudah dia siapkan pun sudah menjadi awal
yang baik bagi dirinya. Walaupun dalam kenyataannya dia masih menghafal yang
dia siapkan dan terkadang dia lupa dan dia tidak dapat menyampaikanya. Namun
itu adalah proses baginya untuk ke depan agar berani berbicara, in syaa Allah itu
sebagai langkah awal mereka untuk berani menyampaikan ide. Walaupun banyak
sekali koreksi daripada penampilannya.
Sebenarnya, kalau dari setiap gambar yang kami tunjukkan ke anak-anak itu
kami membatasi mereka untuk membuat 10 kalimat tetapi lebih dari itu akan
lebuh baik. Dan mereka bukan menceritakan apa yang ada di dalam gambar
namun lebih mengarah kepada conversation. Jadi mereka seperti membuat sebuah
percakapan yang di dalamnya terdapat kalimat langsung dan tidak langsung.
Sehinga pada waktu dia menggambarkan, dia akan benar-benar menjadi seseorang
yang menggambarkan sebuah peristiwa. Jadi bukan seperti menghafal atau
menceritakan kembali. Tapi lebih memberikan komunikasi dan dialog di dalam
penggambarannya. Kemudian, biasanya untuk bulan pertama kami membatasi
mereka untuk membuat kalimat mulai dari 10 kalimat saja. Setelah itu, mereka
diharapkan sudah tidak melihat gambar saat menggambarkan tetapi langsung
menceritakan kepada teman-temannya dan jumlah kalimatnya harus lebih banyak
dari gambar yang pertama dan seterusnya. Walaupun, terkadang masih ada
beberapa anak yang berpatokan harus membuat 10 kalimat saja. Biasanya itu
menjadi sebuah proses bagi anak yang cenderung pasif. Tetapi, minimal dia sudah
berani mengeluarkan suaranya dan berani berbicara di depan publik pun sudah
cukup buat kami. Karena penilaian kami sesungguhnya bukan pada banyak dan
tidaknya kalimat yan mereka buat tetapi pada bagaimana anak tersebut
mengontrol pronunciationnya, pola tensesnya, dan juga khususnya dalam urutan
dari mulai ide pokok hingga penejelasn dan inti gambar itu. Bagaimana mereka
membuat kalimatnya menjadi berarah dan sesuai dengan gambar yang
disampaikan itu.
68
Untuk durasi pemampilnya kami batasi minimal 4 menit sampai maksimal 10
menit tergantung pada anaknya. Tapi biasanya anak menghabiskan waktu
penampilan sekitar 5 sampai 7 menit berhubung dengan banyaknya siswa yang
maju ke depan jadi kami batasi maksimal 10 menit sudah cukup. Tetapi untuk
minimal waktunya sekitar 3 sampai 4 menit. Tapi kalo dibawah batas minimal
tersebut kami akan menyarankan anak tersebut untuk mengulangi lagi pada
pertemuan selanjutnya. Jika dia tidak mau mengulanginya maka nilai anak
tersebut minus. Tetapi jika anak tersebut bersedia merubahnya maka dia akan
mendapatkan poin tambahan.
Ada guru yang memakai timer untuk mengontrol waktu penampilan anak.
Tetapi saya membawa dan memakai stopwatch. Jadi kalau sudah bunyi “tek”
maka sudah harus selesai. Terkadang saya melihat ke arah siswa untuk memberi
isyarat menandakan waktu mereka sudah habis atau mungkin bisa juga lewat
kertas. Biasanya kalau waktunya sudah selesai saya akan mengulurkan kertas
untuk penanda bahwa waktunya udah selesai agar anak tidak stagnan. Kalau saya
sudah menyodorkan kertasnya berarti waktu mereka sudah habis. Nah seperti itu.
Jadi ada beberapa kode yang anak harus tau sebagai penanda waktu penampilan
mereka telah selesai.
2. Apa pendapat Bapak tentang pengajaran speaking through describing picture
sebagai bagian dari pengajaran Bahasa Inggris?
Mungkin describing picture adalah salah satu media dalam mengajarkan
speaking selain memakai role play, musik, atau retelling story dan sebagainya.
Kalau dalam penggunaan describing picture kami mengaharapkan mereka
mempunyai ide murni terhadap sesuatu masalah atau realitas. Contohnya pada
waktu anak mendapatkan topik di suasana pasar, maka mereka menggambarkan
dan menyusun kalimat menjadi sebuah cerita yang mana cerita tersebut dapat
dilaporkan kepada orang lain. Jadi secara tidak langsung, hal tersebut
mengajarkan anak mulai dari tenses, penggunaan artikel, noun dan sebagainya
yang dapat dikoreksi secara langsung oleh guru. Jadi sebenarnya jika belajar
speaking melalui describing picture, maka kami menguji 4 skil langsung yaitu skil
69
menulis, skil berbicara, skil mendengarkan, dan skil membaca. Hal itu juga akan
melatih controlling dan emosi anak saat mereka berbicara seperti intonasi dan
lainnya. Jadi itu yang kami harapkan, melalui describing picture anak dapat
menyampaikan ide murni mereka. Saya pribadi selalu merangsang anak dengan
bebrapa teknik. Contohnya sebelum saya menyebutkan absen saya meminta ke
pada anak “Tolong sebutkan idola yang disukai.” Itu sebagai cara agar anak berani
mengangkat tangan dan berani memberikan sebuah opini dan dia akan memilih
“Ini idola saya.” Agar apa, agar minimal anak dirangsang untuk menyampaikan
sesuatu yang berhubungan dengan idola mereka. Mereka awalnya tidak tahu apa
yang akan disampaikan dan harus menyampaikan sesuai dengan artis atau idola
yang yang dia sebut. Jadi kalau dia maju kedan dan menggambarkan sebuah
gambar itu, kalau lupa minimal dia sudah menghafalnya dan mengingat apa yang
akan disampaikan.
Biasanya agar anak tidak terlalu monolog dalam describing picture, pada
awal-awal pertemuan saya selalu memberikan penjelasan pada saat describing
picture ibaratkan diri kamu adalah seorang ayah atau seorang story teller yang
ingin menceritakan sesuatu. Keluarkanlah semua emosi, ekspresi, dan sebagainya.
Sehingga pada waktu anda melakukan describing picture, anak yang lain akan
tertarik dan tidak datar. Karena ada anak yang melakukan describing picture,
hanya berbentuk cerita tapi seperti membaca. Maka akan terdengar seperti
mendengarkan radio saja. Bagaimana cara menggunakan emosi bagaimana
menggunakan gerakan tubuh dan sebagainya sehingga terkesan kita benar-benar
menceritakan sesuatu. Jadi agar anak tidak menjadi pasif. Walaupun pada
kenyataannya pada saat ada anak maju ke depan untuk melakukan describing
picture ada yang merasa ngantuk. Menurut saya emosi dan ekspresi adalah faktor
utama, dan juga power atau kekuatan suara. Mungkin karena suaranya pelan
sehingga membuat tidak teralalu mendengar apa yang disampaikan sehingga
mereka mengabaikannya dan menggunakan waktu tersebut untuk tidur atau
mengobrol dengan anak yang lainnya. Sehingga, memunculkan kesan saat cerita
describing picture sudah dimulai ada yang mengobrol sendiri tidak
memperhatikan anak yang maju ke depan dan lain sebagainya.
70
Biasanya saya selalu memberikan idiom, ekspresi, dan ungkapan dan menulis
beberapa koreksi dari vocab yang salah kemudian saya meminta mereka untuk
mengikuti apa yang saya katakan persis dengan nada yang saya keluarkan. Secara
tidak langsung saya memaksa anak untuk menggunakan intonasi, emosi, dan
tekanan dalam berbicara karena dalam speaking itu tidak mungkin kita berbicara
dengan datar. Ada beberapa anak yang langsung dapat menangkap apa yang saya
jelaskan sehingga pada pertemuan selanjutnya mereka dapat bercerita lebih baik
lagi dari sebelumnya.
Tata cara dalam penggunaan media gambar adalah seperti berikut, sebelum
anak maju ke depan untuk describing picture akan diberikan gambar yang baru
dan saya menyampaikan bahwa gambar tersebut akan dipakai untuk pembelajar di
pertemuan selanjutnya. Kemudia saya mempersilahkan anak untuk
mempersiapkannya. Saat mereka maju ke depan untuk describing picture, ada
beberapa anak yang langsung memberikan teks deskriptif mereka untuk dikoreksi.
Namun, ada juga yang setelah penampilan describing picture baru memberikan
teksnya.
3. Menurut Bapak, sudah seusaikah pengajaran speaking dengan media describing
picture bagi siswa di BEC?
Penggunaan media describing picture berawal dari materi listening yang
dalam pengajarannya anak diminta mengisi blank-blank sembari mendengarkan
lagu yang diputar. Materi listening tersebut berdurasi satu jam setengah dan
terkadang guru kekuranga topik untuk diajarkan kepada murid. Juga, anak akan
menjadi pasif dalam kelas jika hanya diminta mendengarkan lagu atau suara yang
diputar. Meskipun beberapa kali murid diberikan beberapa idiom dan ungkapan.
Jika gurunya aktif mungkin dia kan meminta murid untuk melakukan role play.
Jadi, sebelum describing picture belum diberlakukan di BEC khususnya di kelas
TC, anak hanya diminta untuk mendengarkan kaset “Tuning in USA” yang
diputar. Setelah itu guru menjelaskan beberapa idiom yang ada didalam kaset
setelah itu guru meninggalkan kelas. Kemudian guru kembali ke kelas dan
memilih beberapa orang untuk menampilkan seperti yang didengarkan di dalam
71
kaset tersebut. Kalau topik yang dibahas di dalam kaset berkaitan dengan recycle
bin maka anak diminta melakukan penampilan terkait topik yang dibahas. Lalu
bagaimana dengan anak-anak yang tidak mendapatkan kesempatan untuk tampil?
Kemudian dewan guru mencari inovsai baru yang memungkinkan semua anak
dapat berperan aktif semuanya. Maka dari itu, di kelas listening hanya diberikan
satu kali dalam sebulan dan pertemuan lain untuk describing picture. Keuntungan
media describing picture adalah memaksa anak mau tidak mau wajib berbicara
maju ke depan kelas bagi setiap personalnya. Karena ada penilaian khusus dari
penampilan describing picture. Kalau memang murid dapat menampilkannya
dengan lancar maka diberikan nilai bagus dan jika pada penampilan selanjutnya
tidak lancar maka guru akan memberikan tanda penurunan nilai. Kalau menurut
saya media describing picture sudah sangat cocok untuk di program TC karena
media ini memaksa anak-anak yang dulunya tidak mau berbicara sedikit demi
sedikit sehingga anak siap ke depan dan itu cocok dengan peraturan yang
diterapkan di program TC yaitu wajib berbicara menggunakan Bahasa Inggris
100%.
4. Bagaimana Bapak merancang perencanaan pembelajaran? Apakah Bapak
membutuhkan waktu khusus untuk membuat perencanaan pembelajaran?
Sebenarnya, untuk materi sudah kami sampaikan di awal pertemuan. Guru
sudah memiliki lesson plan untuk minggu pertama hingga minggu terakhir selama
3 bulan dan anak sudah tau tentang itu. Jadi, materi untuk dua hari ini apa dan
untuk dua hari selanjutnya apa. Sehingga anak tau topik apa saja yang akan
diberikan. Saya ingin anak-anak merasakan pengalaman public speaking maka
dari itu saya menyiapkan satu set microphone dengan sound system di dalam
kelas. Karena banyak anak yang merasa pobia dengan michrophone, saya
menyiapknnya agar itu dapat menjadi teman bagi anak-anak sehingga mereka
terbiasa dan berani menggunakannya. Sehingga saat mereka mendapatkan giliran
untuk sudden speech in syaa Allah aka siap menggunakannya. Untuk
menindaklanjutinya, pada akhir program setelah tiga bulan beakhir saya bertanya
kepada anak-anak “apa manfaat menggunakan microphone pada penampilan
72
kalian?” Mereka bilang “ya Sir awalnya saya merasa takut jika berbicara
menggunakan microphone dan sekarang saya sudah berani menggunakannya
karena sudah terbiasa menggunakannya”. Kemudian, melalui media lain seperti
gambar.
Saya sering melakukan ice breaking secara spontan. Jadi saya hanya memilki
bayangan atau gambaran saja sebelum masuk ke kelas tertentu. Karena saya sudah
pernah masuk ke kelas tersebut jadi saya paham betul karakter murid di kelas
tersebut pada detik-detik tertentu. Sehingga pada waktu masuk ke kelas kita
mempunyai beberapa cadangan ice dan untuk brain stormingnya. Jika saya
merasa kalau itu berhasil diterapkan di kelas tersebut maka saya akan
menerapkannya di kelas lain. Namun jika dirasa ada kelas yang tidak cocok
dengan penerapan itu maka saat otu pula kita bbisa menggantinya dengan
cadangan lain yang kira-kira dapat menarik perhatian anak sehingga mereka dapat
mengikuti lagi proses belajar mengajar dan mampu mencairkan suasana kelas
yang beku. Satu lagi, kami para dewan guru diberikan pesan oleh Mr. Kalend
bahwa mengajar itu bukan semata membuat anak itu mendapatkan sesuatu. Maka
prinsipnya adalah mengajarlah dengan cinta, keikhlasan, dan kasih sayang.
Penggunaan ice breaker tergantung pada susana murid. Itulah kenapa pada
satu minggu pertama saya berusaha membaca setiap karakter personal di tiap
kelas. Saya juga mewajibkan diri saya untuk menghafal nama setiap anak,
karakter mereka, dan suasana tiap kelas pada dua minggu pertama proses belajar
mengajar. Bahkan setiap ketua kelas pun wajib saya hafalkan dan ketahui
karakternya. Karena jika tidak demikian, saya akan kerepotan untuk selalu
mencoba mencari cara yang sesuai setiap kali akan masuk ke kelas. Cara saya
mengetahui karatker setiap anak adalah di saat saya mengabsen nama anak saya
selalu menanyakan opini atau pendapat mereka tentang sesuatu, hal itu membuat
saya memahami karakter anak dengan cepat. Dengan demikian, karena saya sudah
mengetahui perbedaan karakter dan suasana setiap kelas, saya pun dapat
menyiapkan cara atau alat yang akan dipergunakan untuk kelas tertentu. Biasaya
alat dan cara tertentu sudah saya persiapkan saat malam hari atau satu jam
sebelum saya masuk ke kelas. Seperti contoh, sebelum masuk kelas jam 06.30,
73
saya sudah masuk kelas duku sekitar jam 05.30 untuk menata dan mempersiapkan
sekenario dalam kelas dan meletak alat yang diperlukan di kelas.
5. Teknik apa yang digunakan di dalam proses pembelajaran dan bagaimana
penerapannya di kelas TC?
Pertama kali, anak diperkenalkan dengan gambar yang baru mereka lihat.
Kemudian saya berikan beberapa pentunjuk yang berupa kalimat seperti “in the
middle on the way.” Selain itu saya juga memberikan kalimat yang harus
diterapkan dalam pembuatan kalimat selanjutnya oleh anak. Tujuannya adalah
agar anak mengurangi kesalahan-kesalahan. Tekniknya seperti itu saja. Untuk
pengembangannya, saya berfikir dan mencari solusi untuk program TC pada
periode depan.
6. Apa saja kesulitan atau hambatan yang dihadapi dalam penerapan teknik
tersebut?
Beberapa anak mengantuk saat proses belajar. Kemudian saya mencoba untuk
masuk ke kelas dan mengamati apa saja yang menyebabkan hal itu terjadi. Saya
melihat susunan kursinya sangat kurang menarik. Contohnya, kursi yang dipakai
di dalam kelas adalah kursi berwarna merah yang membuat suasana kelas menjadi
pudar. Akhirnya saya meminta agar kursi diganti dengan kursi yang berwarna
lebih cerah yaitu kursi berwarna hijau. Kemudian kondisi kelasnya saya perbaiki
dengan meletakan semua gambar yang awalnya berada di depan kelas saya
pndahkan di belakang kelas. Kemudian, saya meminta agar kelas mempunyai
tambahan satu kipas angin lagi agar saat proses belajar murid tidak merasa
kepanasan. Untuk teknik di kelas selalu saya pikirkan setiap malamnya sebelum
masuk ke kelas dan berfikir bagaimana caranya agar mulai dari detik awal hingga
anak-anak keluar dari kelas dalam keadaan ceria dan harus tersenyum. Meskipun
terkadang saya melakukan sesuatu yang berlebihan. Seperti melakukan jogedan-
jogedan dan menggunakan ekspresi yang berlebihan. Tetapi yan saya tekankan
adalah bagaimana caranya agar anak keluar dari kelas dengan ceria dan
tersenyum. Karena menurut sumber yang saya baca itu mengatakan
74
“cenderungnya pengajaran itu dapat dikatakan sukses jika anak itu ceria dan
gembira setelah keluar dari kelas.” Sehingga saat anak tidak masuk maka dia akan
berfikir “apa yah yang akan guru saya sampaikan besok, kalau saya tidak masuk
kelas rugi.” Jadi ada sesuatu atau rahasia yang anak tidak tahu sehingga saat
masuk kelas lagi dia akan mendapatkan sesuatu yang baru daripada hari
sebelumnya. Jadi selalu ada tanda tanya di benak anak-anak. Saya bertanya
kepada anak-anak apakah ada yang kurang dari hari pertama sampai hari terakhir
dan alhamdulillah mereka mengatakan tidak ada.
Untuk controlingnya kendala saya adalah anak-anak yang kurang aktif dan
selalu duduk di belakang kelas. Maka dari itu saya menggunakan satu cara yang
dapat membuat mereka maju ke depan untuk berbpartisi aktif dan berbicara di
depan kelas. Yaitu, saya menempelkan beberapa kertas di kursi-kursi yang
biasanya menjadi tempat duduk anak-anak yang kurang aktif tersebut. Agar saat
mereka maju tidak memberikan kesan bahwa saya menghakimi anak tersebut
kalau dia tidak aktif di kelas. Tetapi membuat semacam drama sehingga saat saya
bertanya kepada anak “siapa yang memegang kertas ini?” akhirnya mau tidak mau
anak yang mempunyai kertas itu maju ke depan. Nah, setelah kedan, biar anak
tersebut merasa dihargai akhirnya saya memberika sesuatu kepada anak-anak ini.
Biasanya berupa kata motivasi pada stiker. Mereka akan mendapatkan stiker
tersebut setelah mereka menjawab pertanyaan saya.
7. Apakah pengajaran speaking hanya dilakukan di dalam kelas saja? Adakah
kegiatan lain yang Bapak lakukan untuk membangun kemampuan speaking
siswa?
Sebenarnya, di TC itu ada dua kelas yang saling berhubungan, yang pertama
kelas EIU (English In Use) yang dipegang sama Mr. Fu dan satunya kelas
speaking yang saya pegang ini. Keduanya saling berhubungan. Kalo di kelas yang
pertama lebih menerapkan pengajaran ke personal anak. Kalo kelas saya lebih
mengarah kepada bagaimana speaking itu sendiri dan lebih fokus pada bagaimana
penggunaan grammar dalam speaking dan sebagainya.
75
8. Menurut Bapak, seberapa besar pengaruh lingkungan dalam membangun
kemampuan speaking siswa disini?
Kami memakai sistem seperti ini, jika anak sudah keluar dari lingkungan
BEC, mereka tetap wajib berkomunikasi menggunakan 100% Bahasa Inggris
kepada sesama anak TC yang lain atau dengan komunitasnya. Jika mereka
terbukti atau kami mendapatkan laporan bahwa ada siswa yang melanggarnya
maka kami akan memberikan kartu kuning kepada anak tersebut. Tujuannya
adalah, kami ingin menanamkan kepada anak-anak bahwa pada program TC itu
anak benar-benar diwajibkan untuk berbicara 100% menggunakan Bahasa Inggris
di dalam ataupun di luar lingkungan BEC denga sesama komunitas anak TC.
Mereka boleh menggunakan Bahasa Indonesia jika mereka pergi ke warung dan
berkomunikasi dengan penjual warungnya atau dengan orang lain yang bukan
anak TC lainnya. Pernah suatu ketika ada beberapa anak mengadakan pertemuan
di salah satu tempat nongkrong yang letaknya lumayan jauh dari BEC. Mereka
mungkin menganggap jika bertemu di tempat nongkrong tersebut akan bebas
berbicara Bahasa Indonesia. Tetapi ada anak lain yang peduli dengan peraturan
BEC dan dia melaporkan perbuatan anal-anak yang menggunakan Bahasa
Indonesia. Akhirnya pada hari jumat saat acara conversation, mereka dipanggil ke
depan ratusan anak lain dan mereka diberikan karu kuning menandakan kalau
sekali lagi mereka melanggar peraturan BEC maka mereka akan mendapatkan
kartu merah dan dan tidak berhak mendapatkan sertifikat dari BEC. Bagi yang
mendapat kartu kuning, dia dapat memperbaiki kesalahannya dengan cara harus
berpartisipasi aktif di kelas seperti menjawab pertanyaan dari guru atau sering
maju ke depan saat guru memberikan kesempatan. Kartu kuning ini memberikan
motivasi kepada anak tersebut untuk terus berpartisipasi aktif di setiap
kesempatan yang ada.
9. Bagaimana Bapak memandang siswa dalam pembelajaran? Bagaimana peran
Bapak sebagai guru terhadap siswa dalam proses pembelajaran?
Pertama, guru mendampingi anak dan mengerti apa yag dia harapkan. Kami
semua sadar bahwa sebenarnya guru-guru BEC itu mengajar untuk pengabdian.
76
Karena guru bukanlah hanya guru yang memberikan materi tetapi guru adalah
orang yang memposisikan dirinya sebagai mitra dan teman belajar anak. Sehingga
kalau mereka punya masalah, kami siap untuk menjadi pemberi solusinya dan
kalau mereka punya kendala kami siap menjadi guidenya dan lain sebagainya.
Jadi peran guru tidak hanya menyampaikan materi saat di kellas saja dan selesai
saat kelas selesai saja. Tetapi kami mem-follow up perkembangan anak sampai di
luar kelas. Maka dari itu, terkadang kami mengikuti acara anak-anak di luar kelas
dan tidak ada hubungannya sama sekali dengan BEC. Seperti contoh, biasanya
mereka mengaja guru begini “Sir, kami mau main futsal di sana.” Ya akhirnya
kami ikut, meskipun di sela-sela kesibukan para guru masing-masing. Dan saat
bermain futsal pun kami membuat aturan untuk tidak berbicara menggunakan
Bahasa Indonesia melainkan 100% menggunakan Bahasa Inggris. Terkadang
anak-anak mengadakan diskusi di luar BEC dan mereka melibatkan para guru dan
alhamdulillah dengan demikian guru dapat mengenal karakter tiap anak dengan
mudah. Jadi memang kami selalu memantau kegiatan anak di luar BEC. Jadi saya
memposisikan diri saya sebagai orang tua kedua mereka.
Saya menganggap murid itu sebagai anak didik saya bukan sebagai peserta
didik di dalam kelas saja. Jika ada anak didik saya yang mendapatkan masalah in
syaa Allah saya selalu siap memposisikan diri saya sebagai teman mereka untuk
memberikan masukan dan solusi. Hanya tidak masalah pribadi yang biasanya
anak ceritakan, terkadang mereka bercerita juga tentang kesulitan yang mereka
hadapi di kelas saat proses belajar mengajar.
10.Bagaimana Bapak mengolah kelas untuk menjadikan siswa aktif dalam
menggunakan Bahasa Inggris?
Mulai dari guru dulu, saya harus aktif di dalam kelas. Menurut saya, guru itu
tidak hanya sebagai seorang figure sebagai artis. Seorang artis harus mengerti
bagaimana dia mengikat para penontonnya. Ketika seorang artis sudah mampu
mengikat para penontonnya maka mereka akan selalu mengikuti kemana perginya
artis tersebut. Bahkan terkadang ketika kita ingin minita tanda tanganpun harus
saling berebut dulu hingga terinjak-injak. Sama dengan guru, mau tidak mau guru
77
harus aktif karena kalau tidak begitu lalu bagaimana dengan siswa. Walaupun
kadang saya malu melakukan sesuatu seperti joged-joged saat mengekspresikan
suatu kosa kata baru. Sejatinya aktor dan aktris dalam keidupan bukanlah mereka
yang tampil di TV tetapi guru. Karena guru adalah public figure dan yang
disampaikan guru adalah pencerah atau lentera bagi anak. terkadang saya
memberikan masukan kepada beberapa anak yang kurang baik penampilannya
dan gugup saat di depan kelas. Saya mengajari bagaimana memegang microphone
yang benar, bagaimana mengendalikan suara saat berbicara, dan mengajari gerak
tubuh pada saat penampilan. Saya jarang menunjuk orang untuk maju ke depan,
saya lebih sering memberikan kesempatan bagi yang ingin maju kedepan. Tetapi
jika yang maju adalah anak-anak tertentu saja, maka saya akan menunjuk anak
yang jarang sekali maju ke depan untuk maju. Dalam mengapresiasi penampilan
anak, saya selalu mengatakan kalau penampilan mereka bagus dengan
mengucapkan “good, good.” Tujuannya adalah agar anak tersebut merasa sudah
bisa.
Selain sharing di dalam kelas, saya juga melakukan private sharing di luar
kelas dengan beberapa anak yang kurang aktif. Biasanya saya memanggil mereka
dan menanyakan apa masalahnya setelah itu saya memberika solusi dan masukan
kepada mereka. Tujuannya adalah agar anak-anak ini tidak merasa diabaikan oleh
guru dan tidak menganggap bahwa guru hanya peduli dengan murid yang pintar
saja. Karena sebenarnya guru itu memberikan sesuatu yang sama kepada setiap
anak dan tidak pernah membeda-bedakan mereka.
11. Bagaimana Bapak melakukan penilaian terhadap hasil belajar siswa? Jenis tes
seperti apa yang Bapak berikan kepada kepada siswa khususnya dalam pengajaran
speaking? Kapan tes tersebut diberikan?
Melalui ujian. Ujian yang dilakukan setiap hari dan juga ujian yang dilakukan
pada akhir program. Selain itu, kami juga menguji karakter anak karena di BEC
ini kental sekali dengan yang namanya ujian karakter yang berupa penilaian
bagaimana anak itu hormat dengan guru dan lain sebagianya. Itu dikarenakan
kami tidak hanya mengajarkan skil kepada anak tetapi juga karakter. Maka sekali
78
lagi untuk menilai hasil belajar anak tidak hanya melalui kemampuan speaking
mereka saja tetapi juga melalui karakter mereka baik itu pakaian anak atau yang
lainnya. Seperti contoh yang saya lakukan di kelas saya adalah saat ada anak yang
datang terlambat ke kelas tetap saya biarkan masuk tetapi saya berikan tanda
tersendiri untuk anak tersebut. Kemudian saya hitung tandanya, jika sudah anak
tersebut sudah mendapatkan tiga tanda berarti nilai dia sudah minus. Misalkan
saat sebelu terlambat anak itu mendaptkan nilai 90 maka setiap terlambat satu kali
maka nilainya kan dikurang 5. Secara kesuluran, saya memberikan penilaian pada
keaktifan anak setiap harinya, juga koreksi-koreksi pada tata bahasa yang
digunakan.
Untuk memberikan koreksi pada penampilan anak, dulu saya pernah mencoba
memberikan koreksi segera setelah anak tampil describing picture di depan kelas.
Saat itu, saya menghitung jumlah anak yang tampil describing picture hanya tiga
sampai empat anak saja karena saat beberapa anak mendapatkan banyak sekali
koreksi pada penampilannya sehingga menghabiskan waktu yang tidak sedikit dan
membuat anak lain tidak mendapatkan waktu untuk maju ke depan. Saya rasa cara
seperti itu sangat time consuming. Selain itu, jika saya memberikan koreksi segera
setelah anak tampil akan memebrikan sedikit trauma karena mereka menganggap
seperti ini “ini yang pinter aja salah, apalagi saya yang biasa saja.” Hal tersebut
akan membuat anak yang merasa dirinya kurang bisa menjadi tidak bergairah
maju ke depan untuk describing picture.
Selain itu, untuk penilaian juga kami perlakukan ujian di akhir program yang
berupa ujian tulis dan ujian lisan. Dalam bentuk tulis, kami memberikan gambar
kepada anak dan mereka diminta untuk membuat teks deskriptif dari gambar
tersebut sebanyak 10 kalimat. Sedangkan dalam bentuk lisan, anak akan diberikan
gambar yang benar-benar baru bagi mereka dan diminta untuk menggambarkan
saat itu juga tanpa persiapan apapun. Setelah selesai dengan describing picture,
anak akan diminta untuk menjawab pertanyaan tentang materi yang selama ini
sudah mereka pelajari dalam bentuk lisan pula. Dengan tujuan untuk mengetahui
apakah anak masih inget dengan materi dan contoh-contoh yang diberikan.
82
APPENDIX 6
LESSON PLAN OF TEACHING SPEAKING
83
APPENDIX 7
HANDBOOK/COURSE BOOK COVER
84
APPENDIX 8
Sample of Speaking Material from HANDBOOK/COURSE BOOK
85
APPENDIX 9
Sample of Speaking Material from HANDOUT
86
APPENDIX 10
Sample of Picture as Media
