a 320 010 132 (teaching)

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A DESCRIPTIVE STUDY ON TEACHING SPEAKING BASED ON COMPETENCY- BASED CURRICULUM TO THE SECOND YEAR STUDENT OF LANGUAGE PROGRAM OF SMAN 1 KAJEN PEKALONGAN RESEARCH PAPER Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education in English Department by LAELA ROFI’ANA A. 320 010 132 SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2006

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  • A DESCRIPTIVE STUDY ON TEACHING SPEAKING BASED

    ON COMPETENCY- BASED CURRICULUM TO THE SECOND

    YEAR STUDENT OF LANGUAGE PROGRAM OF

    SMAN 1 KAJEN PEKALONGAN

    RESEARCH PAPER

    Submitted as a Partial Fulfillment of the Requirements

    for Getting Bachelor Degree of Education in English Department

    by

    LAELA ROFIANA A. 320 010 132

    SCHOOL OF TEACHER TRAINING AND EDUCATION

    MUHAMMADIYAH UNIVERSITY OF SURAKARTA

    2006

  • ii

    SUMMARY

    LAELA ROFIANA, A 320 010 132, A DESCRIPTIVE STUDY ON TEACHING SPEAKING BASED ON COMPETENCY-BASED CURRICULUM TO THE SECOND YEAR STUDENT OF LANGUAGE PROGRAM OF SMAN 1 KAJEN PEKALONGAN, RESEARCH PAPER, SCHOOL OF TEACHER TRAINING AND EDUCATION, MUHAM-MADIYAH UNIVERSITY OF SURAKARTA, 2006.

    This research aims at describing the teaching speaking to the second year student of language program of SMAN 1 Kajen Pekalongan. The research was conducted in May 2006. The objectives of this research are to know the objectives of teaching speaking, the method used in teaching English speaking, the problems faced by the teacher and the students.

    The writer gets the data of this research from events, informant and documents. The techniques of collecting data are observation, interview, and document analysis. The data in the research are the information dealing with the objectives of the teaching english especially in speaking skills, the method used and the problems faced by the teacher and the students at second year students of language programs of SMAN 1 Kajen Pekalongan.

    The result of the analysis shows that the objectives of teaching English speaking to the second year student of language program of SMAN 1 Kajen Pekalongan is to develop the communicative skill for preparing them to face the changing of global era. The methods used by the teacher are natural approach, direct method, audiolingual method and discussion. The teacher has the problem to make the students speak in front of the class, while the students problems are nervous feeling and anxiety and the teacher less creative.

    Consultant I

    Drs. Djoko Srijono, M.Hum

    Consultant II

    Aryati Prasetyarini, S.Pd

    Dean

    Drs. Sofyan Anif, M.Si. NIK.547

  • ii

    APPROVAL

    A DESCRIPTIVE STUDY ON TEACHING SPEAKING BASED ON

    COMPETENCY-BASED CURRICULUM TO THE SECOND YEAR

    STUDENT OF LANGUAGE PROGRAM OF SMAN 1 KAJEN

    PEKALONGAN

    by

    LAELA ROFIANA

    A. 320 010 132

    Approved by Consultant

    Consultant II Consultant I

    Aryati Prasetyarini, S.Pd. Drs. Djoko Srijono, M.Hum.

    iii

  • iii

    ACCEPTANCE

    A DESCRIPTIVE STUDY ON TEACHING SPEAKING BASED ON

    COMPETENCY-BASED CURRICULUM TO THE SECOND YEAR

    STUDENT OF LANGUAGE PROGRAM OF SMAN 1 KAJEN

    PEKALONGAN

    Accepted by the Board of Examiners

    School of Teacher Training and Education

    Muhammadiyah University of Surakarta

    on August, 2006

    Team of Examiners:

    1. Drs. Djoko Srijono, M.Hum. ( )

    Chair Person

    2. Aryati Prasetyarini, S.Pd. ( )

    Member I

    3. Drs. Maryadi, M.A. ( )

    Member II

    Dean,

    Drs. Sofyan Anif , M.Si NIK. 547

    iv

  • iv

    STATEMENT

    On this occasion, I state that there is no proposed work before in this research

    to get bachelor degree in a certain university and as long as I know, there is also no

    work idea that have ever been written or published by other people, except referred

    written in this research paper and mentioned in the bibliography.

    If it is proved there will be something wrong in my statement above later in

    the future, so I will wholly be responsible.

    Surakarta, Agustus 2006

    Laela Rofiana

    A. 320 010 132

    v

  • v

    MOTTO

    Read ! In the name of your Lord, who has created (all that exist) (Q.S. Al-Alaq: 1)

    Language is the most powerful instrument of human progress. (Maria Montessori)

    vi

  • vi

    DEDICATION

    This research paper is whole heartedly dedicated to :

    Allah SWT

    My dad and my mom,

    My little brother; Udin, and my little sister; Nisa.

    vii

  • vii

    ACKNOWLEDGEMENT

    First of all, the writer thanks to Allah, the Beneficent, the Almighty, whose

    blessing has made all possible for the writer to finish the research paper. In finishing

    this research paper entitled A DESCRIPTIVE STUDY ON TEACHING ENGLISH

    SPEAKING BASED ON COMPETENCY BASED CURRICULUM TO THE

    SECOND YEAR STUDENT OF LANGUAGE PROGRAM IN SMA N 1 KAJEN

    PEKALONGAN, the writer realizes that without the helps of other people, it is

    impossible for her to finish her work. On this good opportunity, the writer whishes to

    reveal her special gratitude to :

    1. Drs. Sofyan Anif, M.Si., as the Dean of School of Teacher Training and

    Education Faculty Muhammadiyah University of Surakarta,

    2. Koesoemo Ratih, S.Pd., M.Hum., as the head of English Department, who gave

    the opportunity in doing the research,

    3. Drs. Djoko Srijono, M.Hum., as the first consultant for this valuable guidance,

    contributed ideas, patience and helpful encouragement until completing this

    research paper,

    4. Aryati Prasetyarini, S.Pd., as the second consultant for her widsom correction,

    guidance, patience help and kindness,

    5. Drs. Maryadi, M.A. as the academic consultant and as the guest examiner who

    has given the attention and guidance during her study in this university,

    6. All lecturers at English Department of Muhammadiyah University of Surakarta

    for the useful knowledge and wisdom,

    7. Her beloved parents who always in the writers heart and give their love and

    support, to the writes and to whom the writer gives her highest respect and

    obidience,

    8. Her loved siblings: de Udin and de Nisa who always care and loves her, thanks

    for the beautiful affection,

    viii

  • viii

    9. Drs. Sumadi, M.Pd. as the headmaster of SMAN 1 Kajen, and the teacher Mr.

    Eko Susanto, S.Pd. , thanks a lot for the permission and deep help to encourage

    to the writer in conducting this research paper,

    10. Her dearest friends: Arif, Erlina, Indah, Tatics, Etik, Fenny, Dwi,

    11. Her trully and crazy friend : Sadar, thanks for all your kindness, wisdom,

    guidance, and remember that you always have a shoulder to the writer to cry, and

    have a brilliant idea to create the writers smile,

    12. Her dearest friends in Pekalongan : Ragil, Afi, Erma, thanks for our friendship,

    hopefully, it will be forever,

    13. The college library, thanks for the books. I get more from you

    14. All friends in C class, thanks for the attention and a beautiful friendship,

    15. Friends of Az-Zahra: Reni, Dian Ponco, De Dwi ,Titik, Sulis ,Ririn, De Nurul,

    etc. thanks for the kindness and togetherness,

    16. The community of Kirana boarding house; Tristia bintari, Indah IMM, En-tse

    17. Her sisters of ex-zahra : mba Endah, mba Nia, mba Via rosoneri, teh

    Wida. Thanks for the kindness,

    18. Her best friends: Aminah, mba Isna, Rahma, Rika, Linda thanks for the support

    and courage to the writer,

    19. Her sweetest friends : Ike yo, Ibune farel ( Ita ), Iis keren thanks for the nice

    moment you made,

    20. Her friends of ex-cocak rowo boarding house: Sister Eni, Yunita, ike. Thanks

    for the wonderful time.

    Surakarta, August 2006

    Writer

    ix

  • ix

    TABLE OF CONTENT

    page

    TITLE .............................................................................................................. i

    SUMMARY ..................................................................................................... ii

    APPROVAL OF CONSULTANT................................................................... iii

    ACCEPTANCE ............................................................................................... iv

    MOTTO ........................................................................................................... v

    DEDICATION ................................................................................................. vi

    ACKNOWLEDGEMENT ............................................................................... vii

    TABLE OF CONTENT ................................................................................... ix

    CHAPTER I : INTRODUCTION.................................................................... 1

    A. Background of the Study.................................................... 1

    B. Previous Study ................................................................... 3

    C. Problem of the Study.......................................................... 4

    D. Objectives of the Study ...................................................... 4

    E. Limitation of the Study ...................................................... 5

    F. Benefits of the Study.......................................................... 5

    G. Research Paper Organization ............................................. 6

    CHAPTER II : UNDERLYING THEORY

    A. The Notion of Speaking Skill............................................. 8

    B. The Method of Teaching Speaking .................................... 9

    C. The Components of Speaking Skill ................................... 11

    x

  • x

    D. Curricullum ........................................................................ 13

    E. Competency-Based Curricullum........................................ 14

    F. Standard of Material Competence Stated in the English

    Teaching Guideline ............................................................ 16

    G. The Classroom Technique ................................................. 19

    H. Role of Instructional Material ............................................ 20

    CHAPTER III : RESEARCH METHOD

    A. Type of Research ............................................................... 21

    B. Subject of the Study ........................................................... 21

    C. Object of the Study ............................................................ 22

    D. Place and Time................................................................... 22

    E. Data and Source Data......................................................... 22

    F. Method of Collecting Data................................................. 23

    G. Techniques of Analyzing Data........................................... 24

    CHAPTER IV : RESEARCH FINDING AND DISCUSSION

    A. Research Finding................................................................ 26

    1. Goal of Teaching.......................................................... 26

    2. The Method Used in Teaching English Speaking........ 28

    3. The Problems in Teaching Speaking Faced

    by the Teacher ............................................................ 33

    4. The Problems Faced by the Students ........................... 33

    xi

  • xi

    B. Discussion of the Findings................................................. 34

    1. The Objectives of Teaching Speaking ......................... 34

    2. The Method Used in Teaching English Speaking........ 34

    3. The Problems in Teaching Speaking Faced

    by the Teacher ............................................................ 38

    4. The Problems Faced by the Students ........................... 39

    CHAPTER V : CONCLUSION AND SUGGESTION

    A. Conclusion ......................................................................... 40

    B. Suggestion .......................................................................... 41

    BIBLIOGRAPHY

    APPENDIX

    xii

  • 1

    CHAPTER I

    INTRODUCTION

    A. Background of the Study

    As a foreign language in Indonesia, English is learned seriously by

    many people to have a good prospect in the community of international world.

    Recently, English becomes important. Since its important, English is taught

    widely at formal school starting from elementary school up to universities;

    even at informal school i.e. courses.

    As everybody knows, speaking is one of the four skills in English

    subject as a tool to communicate each other. According to Hornby (1985: 21),

    speaking is making use of words in an ordinary voice; uttering words;

    knowing and being able to use a language; expressing one self in words;

    making a speech. In short, speaking skill is the ability to perform the linguistic

    knowledge in the actual communication. In active effort is being made to

    improve speaking skill.

    According to the general objective of teaching English, the goal of

    teaching English in Senior High School is to enable the students to listen,

    speak, read and write in English. The goals are clearly stated in the curriculum

    of Senior High School published by the Minister of National Education. The

    main point of those goals are as follows:

    The students are able to have the skill in listening, speaking, reading, and writing with the degree of vocabulary mastery for at least 2500 words for social and exact programs students and at least 3000 words for the language programs students in the end of the school years (Depdikbud, 1995: 1)

  • 2

    The four language skills should be designed to provide intensive training to

    develop listening, speaking, reading and writing. The teacher has to make sure

    that their students acquire those skills at the end of their study at Senior High

    School.

    Teaching English speaking is not easy, because speaking is one of the

    language skills which is quite difficult to master. Some reasons may account

    for it. They are anxiety, nervousness, stress, clumsy tongue, etc.

    Thus, English teachers should consider the characteristics of their

    learners in order to apply the suitable method to the students. In this case, the

    researcher conducts a research in SMA Negeri 1 Kajen especially in language

    program. Naturally, their students are categorized as adolescence learners

    which have the characteristics, such as: They search for individual identify,

    they need self-esteem and peer approval and they may be disruptive in the

    class. Besides, based on the general objective of teaching English above, how

    the teacher realizes all of those. According to www.englishraven.com there are

    three kinds of learners namely;young learners (from ages 5-12), teenagers

    (from ages 12-18), and adult (older than 18). Therefore, the writer concludes

    that Senior High School belongs to teenagers which coincide with a time of

    rapid transition and change, both mentally and physically and they begin to

    develop more cognitive ability, they can be exposed to language learning

    techniques that requires more logical and/or abstract thinking.

    Based on the phenomena above, the writer wants to analyze deeper

    about a descriptive study on teaching speaking based on competency-based

  • 3

    curriculum of language programs at SMA Negeri 1 Kajen. The reason why the

    writer chooses this school are the first, since they have special competences

    which work on linguistic field, second, SMU Negeri I Kajen is the best school

    in Pekalongan although it is located in a small town, but it employees national

    standardization curriculum, and third, the school has good achievements of

    their graduations.

    B. Previous Study

    To prove the originality of this study, the writer wants to present the

    previous researches that deal especially with the speaking skill in general.

    They are Anik Munjayanah (UMS, 2000) and Dain Nurfika (UMS, 2002).

    Anik Munjayanah (UMS, 2000) conducted a research entitled The

    Implementation of Communicative Language Teaching in Teaching Speaking

    at LIA Surakarta: An Ethnography. She aims at observing the

    implementation of communicative language teaching in teaching speaking at

    LIA Surakarta and how the strength and weakness of teaching speaking using

    CLT. The conclusion of her research is that the objective of teaching in

    conversation class at LIA Surakarta is to achieve communicative purpose. It

    enables the students to speak English in real communication.

    The next research was conducted by Dain Nurfika (UMS, 2002). He

    wrote Teaching Speaking Using Games and Role Play to the Students of

    Conversation Class at SMU Al-Islam 3 Surakarta. According to him, games

    and role-play were effective to teach conversation class at SMU Al-Islam 3

  • 4

    Surakarta. It could improve the learning motivation through amusing and

    enjoyable situation.

    C. Problem of the Study

    In this research the writer formulates the problems of the study as

    follows:

    1. What are the objectives of teaching English speaking based on

    Competency-based Curriculum to the second year student of language

    program in SMA Negeri 1 Kajen?

    2. What methods are used for teaching English Speaking based on

    Competency-based Curriculum to the second year student of language

    program in SMA Negeri 1 Kajen?

    3. What problems are faced by the teacher in teaching English speaking

    based on Competency-based Curriculum to the second year student of

    language program in SMA Negeri 1 Kajen?

    4. What problems are faced by the second year students of language program

    in SMA Negeri 1 Kajen in learning English speaking based on

    Competency-based Curriculum?

    D. Objective of the Study

    Based on the problems of the study, the writer has some objectives as

    follows:

  • 5

    1. To describe the objectives of teaching English speaking based on

    Competency-based Curriculum to the second year student of language

    programs in SMA Negeri 1 Kajen?

    2. To describe the teaching methods in teaching English speaking based on

    Competency-based Curriculum to the second year student of language

    programs in SMA Negeri 1 Kajen.

    3. To describe the problems faced by the teacher in teaching English

    speaking based on Competency-based Curriculum to the second year

    student of language program in SMA Negeri 1 Kajen.

    4. To describe the problems faced by the students to the second year student

    of language program in SMA Negeri 1 Kajen in learning English speaking

    based on Competency-based Curriculum.

    E. Limitation of the Study

    In this research, the writer limits the study on the teaching English

    speaking based on Competency-based Curriculum of the second year student

    of language program in SMA Negeri 1 Kajen. Further, the writer analyzes the

    methods and the difficulties faced by the teacher and the learners.

    F. Benefit of the Study

    There is always a sense or experience behind everything done and

    happened in the world. Different activities will have different benefits. The

    researcher hopes that this research will give some practical and theoretical

    benefits:

  • 6

    1. Practically, the result of this research will be useful to the further research

    and also to readers who are interested in analyzing teaching English

    speaking in Senior High School.

    2. Theoretically, the finding of this research will enrich the theory of

    teaching English speaking to Senior High School.

    G. Research Paper Organization

    The writer divides the research paper into five chapter as follows:

    Chapter I is Introduction. This chapter deals with the Background of

    the Study, Previous Study, Problem of the Study, Objective of the Study,

    Limitation of the Study, Benefits of the Study, and Research Paper

    Organization.

    Chapter II is Underlying Theory. This chapter deals with the Notion of

    Speaking Skill, the Notion of Teaching Speaking, the Components of

    Speaking Skill, Curriculum, Competency-based Curriculum, the competence

    that should be required in speaking skill stated in the outline of the English

    Teaching Guideline, the Classroom Technique, the Role of Instructional

    Material.

    Chapter III is Research Method. This chapter contains Type of

    Research, Subject of the Study, Object of the Study, Place and Time, Data and

    Source Data, Method of Collecting Data, and Techniques for Analyzing Data.

    Chapter IV is Data Analysis and Discussion. In this chapter discusses

    the results or findings of teaching speaking based on competency-based

  • 7

    curriculum to the second year student of language program of SMA N I Kajen

    Pekalongan.

    Chapter V is Conclusion and Suggestion.

  • 8

    CHAPTER II

    UNDERLYING THEORY

    This chapter discusses the notion of speaking skill, the method of teaching

    speaking, the components of speaking skill, curriculum, competency-based

    curriculum, standard of material competence, the classroom technique, and role of

    instructional material

    A. The Notion of Speaking Skill

    Speaking skills is the ability to perform the linguistic knowledge in

    actual communication. It function is to express one idea, feeling, thought and

    needs orally. Speaking is one of language arts that are most frequently used by

    people all over the world. Richards and Rodgers (1993: 9-10) state that the

    spoken language is primary and that this should be reflected in an oral-based

    methodology. Furthermore, oral method was very important in the classroom,

    especially in the early stages of learning (Howatt, 1985: 9-10).

    The theories above provide the starting point of for question and

    answer work, which requires the student to use the target language. The

    teacher is expected to speak for foreign language as the normal means of

    classroom communication, retaining the mother tongue only for glossing new

    words, and explaining new grammar points. According to Hornby (1995: 318)

    speaking is making of words in an ordinary voice, uttering words, knowing

    and being able to use a language; expressing oneself in words, making speech.

    8

  • 9

    B. The Method of Teaching Speaking

    Teaching speaking connects the students with the basic ability to use

    the language, to receive and to convey information.

    Teaching method of speaking that was proposed by Lambert Sauveur

    (1826-1907) in Fauziati (2002: 20) was known as the natural method. He used

    intensive oral interaction in the target language. In his Natural method, he

    argued that a foreign language could be taught without translation or the use of

    the learners native language if the meaning was conveyed directly through

    demonstration and action.

    Berlitz (1852-1921) in Fauziati (2002: 20) used a kind of method

    called Direct Method. Together with sauveur, Berlitz successfully used the

    method in commerical schools in the US and Europe. In practice, it stands for

    the following principles: (1) Classroom was conducted exclusively in the

    target language; (2) Only everyday vocabulary and sentences were taught; (3)

    Oral communication skills were built up in a carefully graded progression

    organized around question and answer exchanges between teachers and

    students in small, intensive class; (4) Grammar was taught inductively; (5)

    New teaching points were introduced orally; (6) Concrete vocabulary was

    taught through demonstration of objects and pictures, whereas abstract

    vocabulary was taught by association of ideas; (7) Both speech and listening

    comprehension were taught; and (8) Correct pronunciation and grammar were

    emphasized (Richards and Rodgers (1993) in Fauziati, (2002: 20-21))

  • 10

    Thus, teaching method of speaking is related to the concept of oral

    based methodology, where the activity immediately setting the students

    speaking competence.

    Whereas, Nunan (1991: 51-52) states that learning to speak in a second

    or foreign language will be facilitated when learners are actively engaged in

    attempting to communicate. The following exercise constitute the sum total of

    speaking practice which leaners received in the cource: (1) Learner listens to

    and reads two-line dialogues and practices with a partner; (2) Listen and

    repeat; (3) Listen to a model dialogue and repeat, interpreting own name;

    (4) Read question cue and make up question; (5) Read two line skeleton

    dialogue and practice with partner; (6) Listen or read a model question and ask

    a partner; (7) Read a model dialogue and have a similar conversation using

    cues provided; (8) Study a substitution table and make-up sentences; (9) Study

    questions and answers in a model dialogue and make up similar questions

    using cue words; (9) Look at a picture and study model sentences. Make up

    similar sentences about a similar; (10) Listen to numbers and dates. Read

    numbers and dates and say them; (11) Listen to tape script and written

    comprehension questions; (12) Listen to an interview. Ask and answer similar

    questions with a partner; (13) Look at diagram of clock with a partner ask and

    answer questions about time; (14) Listen to a model, study a map and say the

    route from one specified point to another (Nunan, 1991: 51-52).

  • 11

    C. The Components of Speaking Skill

    According to Syakur (1987: 5), speaking skill is a complex skill

    because at least it concerns with components of pronunciation, grammar,

    vocabulary and fluency. The description is as follows:

    1. Pronunciation

    When teachers teach English, they need to be sure that their

    students can be understood when they speak. Students need to be able to

    say what they want to say. Pronounciation is the students way to utter

    English well and it deals with phonology. According to Srijono (2001: 35),

    phonology refers to the component of a grammar made up of the elements

    and principles that determine how sounds vary and pattern in a language.

    2. Grammar

    It concerns with how to arrange to correct sentence in conversation.

    It is line with the explanation given by Heaton (1978: 5) that students

    ability to manipulate structure and to distinguish appropriate grammatical

    forms from in appropriate ones. The utility of grammar is also to learn the

    correct way to gain expertise in a language both in oral and written form.

    Language students need to learn the lexis of language. They need

    to learn what words mean and how they are used. It is very needed by the

    students when the knowledge of grammar is essentiall to compete the

    language use. For example: they need to know what kind verbs used by

    after the third person in simple present form (he swims, she runs). It

    concerns with how to arrange to correct sentence in conversation.

  • 12

    3. Vocabulary

    Vocabulary means the appropriate diction which is used in

    conversation. Without having a sufficient vocabulary, one cant

    communicate effectively or express ideas in both oral and written form.

    Having a limited vocabulary is also a barrier that precludes learners from

    learning a language. When they do not know how to enrich their

    vocabulary, for example, they often gradually lost interest in learning.

    Thus, they should have good ideas how to expand their vocabulary so that

    they can improve their interest in learning the language. Language

    teachers, therefore, should possess considerable knowledge on how to

    manage an interesting classroom so that the learners can gain a great

    success in their vocabulary learning.

    4. Fluency

    It can be defined as the ability to speak fluently and accurately

    suited with professional necessity. Basically, being fluent means being

    able to keep the language coming. There may be mistakes, fillers and

    repetitions, but there are no unusually language pauses in the flow of talk.

    In interactive speaking activities, the teachers are trying to get their

    students to communicate their own ideas, opinion and wishes. They are

    fully aware of the meaning they wish to convey, but the exact content of

    their message is unpredictable, and the teacher cannot give them the exact

    language they need to communicate. As a result the students will not

  • 13

    always be aware in their use of the language, but this is not important, so

    long as the speakers are able to be understand. This emphasis on fluency

    implies two things. First, an error correction policy should reflect his

    emphasis particularly in speaking, its important that the teachers should

    encourage the risk takers. Second, the activities the teacher present should

    reflect promote fluency. The teachers want to find ways of stimulating our

    students so that they want to speak and this desire to speak to overcome

    their inhibitions about expressing themselves in English (Klippel,

    Frederike, 1984.www.Teachingenglish.org.uk/think/speak/ speaking.skill.

    html).

    D. Curriculum

    Nunan (1997: 8) states that curriculum is concerned with planning,

    implementation, evaluation, management, and administration of education

    programs.

    In general, curriculum is defined as a plan development to facilitate the

    teaching learning procedure, as the direction and guidance of schools, college,

    and its staff members. The curriculum includes all planning, activities, and

    events, which take place in education institutions. Curriculum is the plan made

    for guiding learning in schools usually represented in retrievable documents of

    several levels of generality, and the implementation of these plans in the

    classroom, those experiences take place in a learning environment that also

    influences what is learned (Clark, 1987: 84).

  • 14

    There are four reasons why the curriculum should be developed :

    1. To anticipate the different purposes of the learners

    2. To improve the quality of education

    3. To make effective in teaching learning process

    4. To plan the effective and successful language teaching learning

    E. Competency-based Curriculum

    According to Mulyasa (2002: 37), competency represents the mixture

    of knowledge, skill, assessment and attitude reflecting in the habit of thinking

    and acting. Competency also means as knowledge, skill and ability mastered

    by people who have become the part of them. So they can conduct the

    cognitive, affective, and psychomotoric behaviors as good as possible. It

    indicates that competency covers the duty, skill, attitude, and appreciation,

    which must be owned by learner to be able to carry out the learning tasks that

    are suitable to certain job. Thus, there is a link between task studied by the

    learners at school and the ability or skill needed by the work field. For the

    reason, curriculum claims the good cooperation between education and the

    work fields, especially to identify and to analyze the competencies to be taught

    to the learners at school.

    Based on the definition of competency above, the competency-based

    curriculum can be interpreted as a curriculum concept emphasizing at the

    development of competency to certain standard performance, so that the result

    can be felt by the learner in the form of the mastering to a set of certain

    competency. According to Gordon (1988: 109) in Mulyasa, (2002: 38) there

    are several aspect in the concept of competence :

  • 15

    1. Knowledge, that is awareness on the cognitive field, for example a teacher

    knows the way to identify the learning need and conduct the lesson

    (teaching learning process) suitable with the learner needs.

    2. Understanding that is cognitive and affective deepness having by

    individual. For examples, the teacher who will conduct the lesson should

    have good understanding about the characteristic and condition of the

    learner. So he/she can execute the teaching learning process effectively

    and efficiently.

    3. Skill; that is something owned by the individual to conduct the duty of

    work charge upon. For example teacher ability to make and choose simple

    teaching aid in order to give ease on the study of the students.

    4. Value; that is behavior standard of someone that have been believed and

    had been unity psychologically. For example teacher behavior standard

    (politeness, responsibilities, opened, etc.)

    5. Attitude; that is feeling (like, dislike) or reaction to the incoming

    stimulation from outside.

    6. Interest; that is someone tendency to conduct an action or activity for

    example to learn or to do something.

    Mulyasa (2002: 39), states that competency-based curriculum can be

    interpreted as a curriculum concept emphasizing on the development of ability

    to conduct certain competence. The target of competency-based curriculum is

    self-supporting or school mounting in competency development to be

    submitted by educative participant, according to environmental condition.

  • 16

    Competency-based curriculum is used systemic functional approach

    which views a language as a system used by human to exchange meaning.

    This curriculum is conducted to develop knowledge of understanding, attitude

    value, and enthusiam of learners in the form of ability, efficacy and accuracy

    with responsibility.

    F. Standard of Material Competence stated in the English Teaching

    Guideline

    Give expression to the meaning nuance on the transactional

    expression and/or oral monologue especially in connection with descriptive,

    narrative, anecdote, exposition analysis and exposition hortatory.

    The indicator that must be conducted by the students to show that they have

    based competency in speaking skill : (a) Do various speech in transactional

    oral expression like, (b) Give expression about feelings, (c) Do monologue

    (narrative, procedure, spoof/recount, report, news item, say)

    Based on the teaching guideline in the 2004 curriculum, there are five

    competence that should be reached; Actional competence, discourse

    competence, socio culture competence, and strategic competence.

    1. Actional Competence is a basic competence for all of skills. There are four

    skills in this competence; listening, speaking, reading and writing.

    2. Discourse Competence refers to the ability to apply the elements to

    produce some texts that are arranged by integrating (coherent) it using

    cohesive devices, personal pronoun, coherencies devices, and

    conversation, in order to the coherent text can reached.

  • 17

    a. Cohesive devices

    1) Reference (Do you know Danau Toba? Yes, it is the largest

    lake in Sumatra).

    2) Substitution (Do you see the motorcycles? The big one is mine;

    John left the room immediately. I did the same. I did so, too).

    3) Ellipsis (I have read a lot of novels, but this is the best []; we

    bought some oranges, and Toni [] some apples).

    4) Connector (and, that, or, because, when, .)

    5) Words that be connected or repeated.

    6) Same structure (she likes swimming and playing tennis)

    b. Personal pronoun (my friend, we, you, him,.)

    1) Spatial (here, there; this, that)

    2) Temporal (now, then; after, before)

    3) Textual (the following chart; the example above)

    c. Coherencies devices

    1) Expression and understanding the meaning and the aim of the text.

    2) Placing of theme.

    3) Arranging the old information and new information.

    4) Using the structure of meaning

    5) Continuity and change of genre

    6) Narration, interview, the market serving, observation report, etc.

    d. Conversation structure

    1) How to open the new conversation

  • 18

    2) How to change the conversation topic

    3) How to give a chance to other people

    4) How to cut the conversation

    5) How to close the conversation

    3. Linguistic Competence

    This competence refers to the ability to apply and understand the

    elements of structure, vocabulary, pronunciation, and spelling in the texts.

    4. Socio Cultural Competence

    This competence refers to the ability to express the message and

    receive the message based on socio culture connected with the

    communicative events.

    5. Strategic competence

    This competence refers to the ability and skill to apply every

    strategies of communication.

    a. To understand and produce written and oral text.

    b. To understand oral text that heard directly from native speaker or

    electronic media.

    c. To overcome the difficulties of communication.

    d. To understand the text (scanning, skimming, reading club)

    e. To produce written text that cohesive and coherent.

  • 19

    G. The Classroom Technique

    Fauziati (2002: 127) state that there are some activities that include in

    teaching the speaking skill namely: role-play, games, problem solving, songs

    and discussion.

    1. Role Playing Role-play is method to develop speaking skill which is by

    creating a dramatic situation in a classroom. 2. Games

    Games are activities that can create dynamic, innovatif classes, and it suitable not only for children but also for adults.

    3. Problem Solving Offer further opportunities for students to work in, pairs or

    small groups, to share information. 4. Discussion

    Fauziati (2002: 134), states that the aim of group discussion is one strategy to improve fluency. Next, the more advanced class, however, can be given a factual article from a newspaper, journal, and the sale brochure of an ear film.

    5. Song Using song in English foreign language classroom, especially

    speaking one can be both enjoyable and educational. From a pedagogical standpoint, songs can be incorporated into the classroom for a variety of reasons.

    Grant (1991: 35-43) state that there are three kinds of speech work namely: (a) Drilling, drills are mechanical: the students practice the sounds or grammar of the language without having to think much and focus on accuracy; (b) Communication Activities, the students will learn how to communicate by communicating by using the language. Communication focused more on fluency than on accuracy; c natural language Use, it is important to bring ordinary, everyday human speech naturally and spontaneously interaction with, and between, the students into the classroom.

    One method by which teachers might develop lots of example for

    teaching students to communicate more effectively is IPTT (Individual Pupil

    Talking Time). It is presented by West (1968) in Fauziati (2002: 126), which

    the teacher must concern with the development of student-to-student

    interaction. In further, this intends to discuss classroom activities that aim at

    encouraging communication or interaction between students to talk to each

    other in pairs or in groups.

  • 20

    H. Role of Instructional Material

    Material has important role in teaching-learning process. The teacher

    uses the material to develop the students ability and knowledge and

    hopefully, it should help the students to understand the lesson easily. The

    material should be appropriate to the syllabus.

    According to Hardjono (1998: 93) there are some function of

    instructional material are : (a) medium of information, (b) to stimulate the

    student interest, (c) to develop the ability, and (d) to illustrate the things to the

    students.

    Teacher has responsibility in the choosing the materials: sometimes it

    makes them feel overwhelmed. Before the choosing the right material, they

    are supposed to consider the factor especially for the suitability of their class.

    Beside using the handbook for the material, the teacher can use the cassette,

    flashcard, poster, picture the dictionary or videotape cassette to support the

    teaching learning process (House; 1997: 13-15).

  • 21

    CHAPTER III

    RESEARCH METHOD

    Research method is an important part in a research. It is used for

    researcher to apply an appropriate method. It is necessary to reduce the possible

    mistake in conducting a research. Hadi (1983: 9) states that a research is a

    phenomenon effort to develop and to verify the truth of knowledge. In other

    words, research is an overall plan to investigate all of the problems. Therefore, by

    research all the problems are able to be solved. The writer uses the descriptive

    qualitative method in this research.

    A. Type of Research

    The type of this research is descriptive qualitative research with

    observational study. The product of the observation is notes or narratives of

    pictures of a situation of teaching English speaking. It focuses on the methods

    which is used in teaching English speaking, and problems faced by the teacher

    and learners to second years students of language programs in SMA Negeri 1

    Kajen.

    B. Subject of the Study

    The subject of the study is the English teacher and the second year

    student of language program of SMA Negeri 1 Kajen. The number of student

    is 38.

    21

  • 22

    C. Object of the Study

    The object of the study is the teaching English speaking based on

    Competency-based Curriculum in the second year students of language

    programs in SMA Negeri 1 Kajen. In this case, the writer describes the

    objective of teaching speaking, the method and problems faced by the teacher

    and students.

    D. Place and Time

    This research is conducted in SMA Negeri 1 Kajen Pekalongan

    especially of second year student of language programs and is done in May

    2006.

    E. Data and Source Data

    Data are some information in word derived from the observation and

    interview notes accumulated in the field, documents and records. The writer

    took the data from various sources;

    1. Event, that is teaching and learning English speaking in a natural setting.

    2. Informant. That is the teacher of English, the headmaster, the other teacher

    and the second year students of language programs in SMA Negeri 1

    Kajen.

    3. Documents. That is writing materials or others, which add and enrich the

    data in teaching English speaking at the second year students of language

    programs in SMA Negeri 1 Kajen. The writer gather written information

  • 23

    materials or documents, such as curriculum, material program, planning

    documents, lesson plan, handbook, etc.

    Data are some information found in setting and engaged a wide range

    of activities, the data in a setting are including: participants, student teacher

    interactions, the process of teaching and learning, the materials, the text used,

    the notes taken by the students, teacher plans, configuration of the rooms and

    organization of desks and the furniture (Brause and Mayher, 1991: 131-132).

    F. Method of Collecting Data

    The writer collects the data of the research through observation,

    documentation, and interview.

    1. Observation

    The researcher observes to the second year students of language

    programs in SMA Negeri 1 Kajen directly to get a comprehensive picture

    of a situation and to know the process of teaching English speaking to find

    the data needed. The steps of observation are; select the aspect of behavior

    to be observed, clearly defined the behavior falling within a chosen

    category, developing a system for qualifying observation, developing

    specific procedures for recording the behavior.

    Observation is an activity in a certain situation to get the data.

    Richards and Lockhart (1979: 12) state that observation involves visiting a

    class to observe different aspect of teaching. Observation is suggested as a

  • 24

    way of gathering information about teaching rather than a way of

    evaluating teaching.

    2. Documentation

    The document is needed to complete the data in arranging the

    research paper as the evidence. The form of the documents can be writing

    materials such curriculum, material program, planning document, lesson

    plan, handbook and the pictures.

    3. Interview

    The researcher also conducts some interviews to the teacher,

    headmaster and students to gather the data about the teaching learning

    process of English and all things dealing with it.

    4. Field Notes

    The writer notes everything she gets from her observation relating

    to her research in teaching English speaking in second year students of

    language programs in SMA Negeri 1 Kajen in every visit. She will note

    what she sees and hears from the observation in the classroom and also

    conducts some interviews to the teacher and headmaster about the

    speaking English teaching learning process in the second year students of

    language programs in SMA Negeri 1 Kajen.

    G. Techniques for Analyzing Data

    The technique of analyzing the data in this research is non-statistical

    method by observing the methods used in teaching English speaking and the

  • 25

    problem faced by teacher and students. Descriptive qualitative research is the

    process of simplification of the data in order to make it easier to read

    (Singarimbun, 1995: 263). The technique used in analyzing the data is as

    follows:

    1. Collecting field notes taken from the interview and observation.

    2. Grouping related information of field notes whether it is relevant or not

    with the research.

    3. Classifying and defining the strategies in teaching English Speaking.

    4. Concluding the result and giving the suggestions.

  • 26

    CHAPTER IV

    RESEARCH FINDING AND DISCUSSION

    This chapter presents the research finding and discussion of the

    teaching English Speaking process, the objectives of teaching, the method

    used in teaching speaking, the problems faced by the teacher and the students

    in teaching speaking of the second year students of language program in SMA

    Negeri 1 Kajen Pekalongan.

    A. Research Findings

    1. Goal of Teaching

    From the interview and the observation in the classroom at the

    second year students of language programs of SMA N 1 Kajen

    Pekalongan, the goal of teaching is to develop the communicative

    competence of the students in four language skills.

    The teacher said that :

    Tujuan pengajaran bahasa Inggris yaitu untuk

    menerapkan keempat skill berbahasa yaitu salah satunya

    speaking, (May 2nd, 2006)

    Based on the teaching guideline in the 2004 Curriculum, the

    general objective of the language teaching at the senior high school is to

    develop the four language skills. The four language skills have to be taught

    in integrative way, including two other components: vocabulary and

    26

  • 27

    grammar. The specific objective of the language teaching learning process

    at SMA N 1 Kajen especially in language program is to make students

    active in the any class both in oral and written, and to apply the four

    language skills.

    According to headmaster of SMA N 1 Kajen the purpose of

    teaching-learning process especially in language program can be

    categorized into short plan and long plan. Initially, the students are

    expected to be able to use one of languages that they have got from the

    teacher and apply it in their community in order to face the change of

    globalization era. The second, in the long plan, the graduates from

    language programs are expected to go on their studies into university in

    order to develop and to deepen their skill.

    a. Type of Syllabus

    Syllabus refers to the content of knowledge. Hutchin and

    Waters (1987: 80) define syllabus generally as document, which

    says what will or at least should be learnt.

    Syllabus is used in teaching learning-process by teacher as the

    teaching guideline in giving the material to the students in the

    classroom activities. The type of syllabus in the second year students

    of SMA N 1 Kajen is topic-based syllabus. As a matter of fact, the

    content of syllabus in general is about the description of the material;

    spesifically it contains themes and topics. The teaching and learning

    activity in classroom which is carried out is based on the topic in book.

  • 28

    b. Language Teaching Material

    Material is such kind of part of the matter that the teacher needs

    to consider to what content they will be taught. Then, how they will

    present to the students and what should happen in the classroom based

    on the teachers best professional judgement to choose certain material

    to be presented should be correlated to the syllabus. The material for

    teaching English speaking is a student worksheet for second year

    student of language programs

    c. Role of Instruction Material

    The students get models of language from worksheet and from

    audiovisual or video. The teacher uses a worksheet, which concludes

    the material that is appropriate with the syllabus. The teacher compiles

    it in order to be mastered by the students and it contains the material

    that have to be taught during the teaching learning process. Most of

    instructional materials, especially textbooks, are not designed in a way

    that corresponds to the nature of concept learning. Thus, the role of

    instructional material is significant for teaching learning activity in

    supporting the teaching learning abilities, of course, material as the

    basic resource material.

    2. The Method Used in Teaching English Speaking

    The writer finds that the English teacher in teaching speaking

    English in second year student of language program in SMA N 1 Kajen

  • 29

    Pekalongan come teaching methods. Those methods are used in English

    teaching English speaking process to get the goal of teaching learning

    process of English language especially in teaching English speaking.

    Those methods are:

    a. Natural Approach

    The techniques and classroom procedures in natural approach

    are adopted from some other methods. From the observation the writer

    saw the classroom activities dealing with natural approach as follows:

    1) It starts with TPR commands. At first, the commands are quite

    simple.

    The Teacher : Student, check the volume of your booth and use

    your headset

    The Students : (They check the volume and use the headset)

    2) It introduces classroom terms and properties into command

    For example :

    The Teacher : Student! pay attention to the picture that you have

    got, in this case you should choose the best answer

    according to the native speaker wants

    3) It uses visuals; teacher gives the picture to the students to make

    clear and to correct the answer and also to introduce new

    vocabulary. All of the students are asked a question and they must

  • 30

    answer what the subject was doing in each pictures or where the

    correct answer is.

    For example :

    The Teacher : Who has the picture of umbrella in column A

    The Students : Sally (bringing an umbrella because its raining)

    The Teacher : After you heard from Native Speaker. Where

    Sally would go?

    The Students : Go to movie

    4) Using several pictures, the teacher asks students to point the picture

    being described. In this case the students give some pictures and

    then the teacher asked them to describe.

    For example :

    The Teacher : In picture no 1, where will Sally go?

    The Students : Go to the movie

    The Teacher : Describe the order of each column (A B C D)

    The Students : Describe what they have heard from the native

    speaker

    b. Direct Method

    The writer finds that some principles in direct method are used

    in teaching English speaking process in the second years students of

    language program of SMU N 1 Kajen Pekalongan, they are as follows:

  • 31

    1) Only every day vocabulary and sentences were taught

    The teacher only presents the daily vocabulary for the

    student to be easier for students to apply everyday.

    For example :

    The Teacher : Good morning, students!

    The Students : Good morning, Sir ! (chorally)

    The Teacher : How are you today?

    The Students : Fine, thanks (chorally)

    2) Concrete vocabulary was taught through some pictures, whereas

    abstract vocabulary was taught by association of ideas. For

    example:

    The teacher shows the answer by showing the clear picture by

    using computer. While the abstract think vocabulary teacher

    associate of the ideas for example the word reform, the teacher

    associate with the meaning to make a new order.

    3) Language is viewed as primarily spoken not written. Therefore,

    students study everyday in target language. This is done at least

    when the students start and finish the lesson such as greeting.

    4) Oral communication skills were built up in a carefully graded

    progression organized around question and answer exchanges

    between teachers and students in small, intensive class

    5) Both speech and listening comprehension were taught

    In teaching speaking the teacher teaches speaking preceded by

    listening, then the student repeat what they have heard.

  • 32

    6) Correct pronunciation and grammar were emphasized

    The teacher also gives the pattern of how to make a question

    in English.In this case, the teacher teaches the topic of question-

    taq.

    ` The teacher gives the pattern and gives some.it can see bellow:

    a)Giving the pattern

    Yes/No Auxiliary + Be + S + verb/complement.? b)Giving some example

    Example : Do you speak.?

    Are you ready?

    Besides the teacher also corrects the students pronounce from

    the student utterances.For example is the word proud. one of the

    students utter the word proud by [prod] then the teacher corrects

    the word by saying [pra: d].

    c. Audio-lingual Method

    During observation teacher also uses laboratories to teach

    speaking. The students learn the vocabularies from computer by

    looking at the picture. In this case the teacher checks the pronunciation

    of his students. The principle in Audio-lingual Method that used in

    teaching English speaking in second year student of SMA N I Kajen

    Pekalongan is that the students listen to a model dialogue. In this case

    the students repeat an utterance as loud as possible after hearing from

    the the cassette. They do this without looking at a printed text.

  • 33

    d. Discussion

    Through the observation, the writer sees the students are very

    enthusiastic when the teacher teaches speaking through a discussion.

    The students can expose their opinions, make them fluent in speaking

    and a lot of new vocabularies are received by the students, and when

    the teacher asks about their opinions, the students also have a great

    attention to the teacher.

    3. The Problem in Teaching Speaking Faced by the Teacher

    The writer has conducted the interview and observation to the

    teacher dealing with the teaching English speaking process in

    second year students of languange program in SMA N 1 Kajen

    Pekalongan to know her problems in teaching English speaking.

    According to him, to make students to be active in front of the class is

    difficult since the students feel nervous and the material is only from

    student worksheet. Next, related to the laboratory, sometimes the

    electricity is wiped out. As the result, the class in laboratories will be

    noisy. On the other hand, the teacher is also difficult in managing the time

    if the material is limited.

    4. The Problems Faced by the Students

    Based on the observation, the students have some problems that are

    explained as follows:

  • 34

    Some of them have the great motivation while the other have not great

    motivation. Besides, the lack of vocabulary makes the students be nervous

    when they speak, and the students are difficult in uttering the

    pronounciation.

    B. Discussion of the Findings

    1. The Objectives of Teaching Speaking

    Based on the finding above, the objectives of teaching English

    speaking of second year students of language program of SMA N 1 kajen

    pekalongan is to develop the communicative competence of the students in

    four language skill. Besides, in speakinhg skill the students are expected to

    be able to use English language to apply it in their community in order to

    face the change of global era

    2. The Method Used in Teaching English Speaking

    Based on the findings, the writer knows that the process of

    teaching English speaking in second year student of language programs in

    SMA N 1 Kajen uses some English teaching methods such as; Natural

    Approach, Direct Method, and Audio-lingual Method.

    a. Natural Approach

    In teaching English speaking, the teacher in second year

    students of language program applies some principle of Natural

    Approach such as; (a) it starts with TPR commands, (b) introduces

  • 35

    classroom terms and properties into commands, (c) using several

    picture asking the students to point to the picture being described.

    The teacher only uses some principles of Natural Approach that

    are suitable to improve the student ability in speaking skill. However,

    those principles include the basic principle of Natural Approach. Thus,

    the use of Natural Approach in teaching English speaking in second

    year students of language program of SMA N 1 Kajen is suitable with

    Natural Approach.

    The objective of using Natural Approach in teaching English

    speaking at SMA N 1 Kajen Pekalongan of second year students of

    language program is to make the students learn English in natural order

    as the children acquire their mother tongue. By giving a lot of the

    teachers words, the students are expected to be able to use the English

    language.

    The teacher has some roles in natural approach in teaching

    English speaking in second year student of language program in SMA

    N 1 Kajen Pekalongan.

    1) Teacher as a Source of Information

    He transfers his knowledge to the students. In delivering the

    materials he gives much information to the students. The teacher

    gives a lot of input in the form of his English words. The students

    always ask the teacher what their difficulty is.

    For example : The teacher asks about the meaning of reformation

  • 36

    The teacher : What do you know about reformation ?

    The students : Reformation is an effort to make a new order

    government

    The teacher : Yes. All right

    Reformation means an effort to make a new orde to

    make clear government from CCN (Corruption,

    Collusion and Nepotism)

    2) Teacher as Facilitator

    The teacher fasilities the students to learn. It makes the

    students understand the lesson when teaching learning speaking

    process is done. The teacher gives the material explanation briefly

    then makes the students understand the target language. He

    provides some pictures so that the students will catch the material

    more easily. Furthermore, he always gives a chance to the students

    to ask about the material every time they are confused and then he

    explains to the students.

    3) Teacher as an Instructor

    The students repeat what the teacher says. They repeat it

    first chorally and then individually.In this case, the teacher can

    correct the pronounciation of the students.

    b. Direct Method

    Based on the findings, the use of direct method in teaching

    English speaking can help the student in increasing the vocabulary and

  • 37

    in speaking more fluently. The objectives of Direct Method in teaching

    English speaking in second year students at language program is to

    make the students able to use English for communication.

    The teachers role in direct method in second year students in

    second year students of SMA N 1 Kajen Pekalongan

    1) The teacher as a model

    He teaches student by reading the text in worksheet and

    then he acts out the English words until the students understand the

    meaning in their tongue. Then the students repeat what the teacher

    has said.

    2) Teacher as facilitator

    He provides some media like pictures to alleviate the

    students in understanding the material and to increase their

    vocabulary.

    3) Teacher as a source of information

    He introduces new English vocabulary to the students. The

    teacher gives a brief explanation about the material and the

    students always ask him everything they do not understand.

    In this case, the learners role in direct method are imitator, passive

    learners and also an object of learning. They only have a little and

    limited idea to manage their speaking.

    c. Audio-lingual Method

    Based on the findings, the teacher also uses the laboratories that

    apply for the principle of Audio-lingual Method. For example is when

  • 38

    the teacher asks students to repeat what they have heard from the

    native speaker. The role of teacher were only as an instructor who asks

    the students to repeat what they have heard. In this case, the teacher

    checks the correct pronounciation of his students.

    Based on the observation, the students seem bored and un

    interested in following the lesson because they just repeat and imitate

    the native speaker says. In this case they just imitate the native

    speakers utterace.

    d.Discussion

    At the discussion, the students speak more fluently and more

    active although material of discussion is merely from the worksheet or

    the teacher. They are able to express their idea and their opinion freely.

    They can say everything according to their opinion without faling

    anxious and nervouce.

    3. The Problem Faced by the Teacher

    Based on the findings, the teacher has some problems. Some of

    them are that the students are difficult in practicing the conversation of

    their speech in front of the class and sometimes difficult in managing the

    class if the material is limited. Besides, when the time is still available it

    makes the students noisy and the students become less motivated when

    they get bored.

  • 39

    4. The Problems Faced by the Students

    Based on the findings, the students seem too less motivated and

    nervous when the teacher asks them to speak in front of the class. The

    teacher is less creative in conducting such atmosphere to the students.

    Therefore, the students often seem bored at the laboratory or classroom.

    The students also have the problem in lack vocabulary and grammar.

    When they want to explore their idea they do not know the word in

    English and the grammar accurately.

  • 40

    CHAPTER V

    CONCLUSION AND SUGGESTION

    In this chapter, the writer draws the conclusion and proposes the

    suggestion as follows :

    A. Conclusion

    After describing and analyzing the data, the writer draws some

    conclusions based on the result of observation of English teaching speaking

    process to second year students of language programs in SMA N 1 Kajen

    Pekalongan as follows:

    1) The objectives of teaching speaking in second year students of language

    program in SMA N 1 Kajen are to make the students being active to speak

    in English. Besides, the students are expected to use the English in order

    to face the change of global era.

    2) The method used in teaching English speaking in second year student of

    language programs in SMA N 1 Kajen Pekalongan are : Natural Approach,

    Direct Method, Audio-lingual Method, and using strategy of Discussion.

    3) The problems faced by the teacher in teaching speaking in second year

    student of language program in SMA N I Kajen Pekalongan are : the

    students are difficult to speak in front of the class, and the different

    40

  • 41

    competence of each student make the teacher difficult in making

    conversation class

    4) The problems faced by the students in learning English speaking process

    are; they feel nervous and anxious when speaking in front of the class.

    besides, they get bored in the classroom since the teacher is less creative in

    conducting such interesting teaching learning atmosphere for the students.

    B. Suggestion

    Having concluded the teaching English speaking in second year

    student of language programs in SMA N 1 Kajen Pekalongan, the writer likes

    to propose some suggestions as follows:

    1. For the teacher. The teacher should improve the students

    motivation in the classroom, because motivation is a great solution for the

    students boredom. In this case, the teacher should create some interesting

    classroom activities and improve them. Besides, the teacher ought to make the

    students more active.

    The teacher should apply another tricks to dig the students skill

    especially in speaking skill and make the situation of teaching speaking as free

    atmosphere in order to make student free to expose their ideas and their

    knowledge.

    2. For the students, they can give some helpful feedback to the teacher

    or practice with their friends. For example is by giving extra attention or even

  • 42

    by practicing the material much more with their friends both in the classroom

    or outside of the classroom.