process of teaching speaking at the eight grade of …2) teknik yang digunakan oleh guru, penulis...
TRANSCRIPT
i
PROCESS OF TEACHING SPEAKING AT THE EIGHT GRADE OF SMPN 2
KARTASURA ACADEMIC YEAR 2017/2018
Submitted Partial of the Requirements for Getting Bachelor Degree of
Education in English Departement
By :
DENY KUSTIKA
A320130070
DEPARTEMENT OF ENGLISH EDUCATION
SCHOOL AND TEACHER TRAINING OF EDUCATION
UNIVERSITAS MUHAMMADIYAH SURAKARTA
2017
1
PROCESS OF TEACHING SPEAKING SKILL AT THE EIGHT GRADE
OF SMP N 2 KARTASURA ACADEMIC YEAR 2016/2017
UNIVERSITAS MUHAMMADIYAH SURAKARTA
Abstrack
Studi ini bertujuan untuk menjelaskan proses mengajar ketrampilan berbicara kelas delapan SMP
N 2 KARTASURA tahunn akademik 2016/2017.Secara khusus penelitian ini bertujuan untuk
menjelaskan: 1.) prosedure mengajar speaking 2.) teknik yang digunakan guru dalam mengajar
speaking 3.) materi yang digunakan guru dalam mengajar speaking. Penulis mendapatkan data dari
observasi, wawancara, dan dokumentasi. Jenis penelitian ini adalah descriptive kualitatif dan
metode pengumpulan data yang digunakan adalah observasi, wawancara dan dokumentasi. Teknik
analisa data berupa reduksi data, menampilkan data dan membuat kesimpulan. Hasil dari analisa
bahwa:1) prosedure pembelajaran speaking kelas, penulis menemukan bahwa guru memiliki
proses pembelajaran diantaranya pre-teaching, while teaching and post teaching. Pre- teaching
meliputi guru memberi sapaan kepada siswa-siswi sebelum kegiatan belajar mengajar dimulai.
While teaching adalah guru mereview materi sebelumnya serta memberikan motivasi. 2) teknik
yang digunakan oleh guru, penulis menemukan bahwa guru menggunakan teknik role play,
picture strip story dan structure vocabulary practice. 3) materi yang digunakan guru, materi yang
digunakan guru adalah teks narrative yang berdasarkan materi ktsp. Kesimpulan dalam penelitian
ini adalah, murid lebih tertarik dan interactive terhadap pembelajaran menggunakan teknik role
play.
Kata kunci: Berbicara,Teknik mengajar, motivasi.
Abstract
This study is aimed at explaining the process of teaching speaking skills at the eight grade of
SMP N 2 KARTASURA academic year 2016/2017.Specifically, the study aims to describe: 1.
the procedure of teaching speaking 2.) the techniques implemented by teacher in teaching
learning speaking and 3.) The material used by teacher in tecahing learning speaking.The
subjects of this study are students eighth grade SMP N 2 KARTASURA. The writer gets the
data from observation, interviews, and documentation. Type of this research is descriptive
qualitative. The methods used to collect the data are observation, interview and documentation.
The procedures of analyzing the data are data reduction, data display, and making conclusion.
The results of the analysis show that: 1) in the process of learning speaking in class, the writer
finds that the teacher takes the learning process covering pre-teaching, while teaching and post
teaching. Pre-teaching is done as the teacher greets the students before starting teaching and
learning activities. While teaching is done when the teacher reviews the previous material and
motivates the students. 2) the techniques applied by the teacher are role play, picture strip
story and structure vocabulary practice. 3) the teacher used narrative text as the material based
on material KTSP.
Keyword : Speaking, Teaching technique, motivation
2
1. INTRODUCTION
English is very important for us to learn. It is used by people all
around the world as an international language. Some benefits can be
obtained when learning English. For example, we can communicate
with anyone coming from other countries. By mastering English, we
will be more appreciated by other people. Since English is used in
most of scientific books, we will master technology easily if we
master English.
To make students speak English, teacher should be able to
manage effective teaching learning which includes: objective,
technique, materials, media and evaluation. According to Nunan
(1991:8) “An important aspect of teaching methodology is the
development of teaching routines, materials, and materials use in the
classroom”. It can be inferred from the statement that teaching
learning process in the classroom includes teaching techniques,
materials, media and evaluation.
In this study, the writer conducted research in SMP N 2
KARTASURA. It is located on Ahmad Yani street, Pabelan,
Sukoharjo, Central Java. The eight grade students still have low
motivation in learning especially English lesson. Based on
observation, some factors might be the source of the problem, namely:
the teaching techniques, the processes, and the materials learned. The
process of teaching needs to be observed. The teacher needs the result
of the observation to have feedback to solve the problems. The writer
examined the process of teaching speaking. In teaching speaking
English, there should be things that need to pay attention, such as
grammar, articulation, fluency, and pronunciation. The preliminary
3
observation showed that many students skill got difficulty in learning
speaking. Based on the reason, the writer was interested to observe the
teaching and learning process.
2. RESEARCH METHOD
The study categorized as descriptive qualitative. According to Uwe
and Ines (2004:3),”qualitative research is to describe lifeworlds from
the inside out, from the point of view of the people who participate. By
so doing it seeks to contribute to a better understanding of social
realities and to draw attention to process, meaning pattern and
structural features”. According to Given (2008:9) among types of
qualitative data collection focus groups and individual interviews
provide valuable opportunities for individuals to be heard in their own
words, and observations and field notes capture events in vivo.
In this study, the writer investigates the activity in the classroom
and teaching learning process which focuses on the teacher and
students especially about speaking ability students. According to Paul
and Lynee (2001:36) “Sources may be included in the document itself,
which will allow you to cross–check and validate some of the
arguments stated”. The data of this study includes interview result;
field notes, and lesson plan. The data sources of this research are
event, respondents, and the document.
The writer collects the data through observation, interview and
documentation. When teacher taught in the classroom, the writer
analyzed and did interview with teacher and students after the class
finished. To analyze the data the writer uses descriptive interactive
technique by taking the following procedures; reducing the data,
displaying the data, verifying the data. It is important to get
4
trustworthiness in this research, more that one instrument was used to
collect data. Trustworthiness was done by using triangulation
According Audrey (2013) “Triangulation also crosschecks
information to produce accurate results for certainly in data collection
“.
3. FINDING AND DISCUSSION
This section describes procedure of teaching speaking, the techniques
used by teacher, and the material of teaching speaking. Procedure of
teaching speaking concsist of three stages, namely: pre-teaching, while
teaching, and post teaching. The technique of this study used role play,
picture strip story and structure vocabulary practice.
3.1 Procedure of Teaching Speaking
Procesdure is a specific action, operation that must be executed in a
standard (same) way to always result in the same outcome of the same
state. The teaching procesess include: opening, while teaching and post
teaching.
Richards and Rodgers (in Brown, 1994) used the term procedure to
encompass: the actual moment-the moment techniques, practices, and
behaviors operated in teaching a language. Based on the observation in
SMP N 2 Kartasura, the teaching procesess consist of three stages,
namely: pre teaching, while teaching, and post teaching.
a. Pre teaching
1) Opening
In this session, the teacher opened the meeting by praying and
greeting the students. After that the teacher asked the students to
prepare the material. For example:
Teacher: Before we study, let’s pray together, pray begin!
Finish!
Good afternoon?
Students: Good afternoon.
2) While teaching
In this session, before the teacher started teaching the students, the
teacher reviewed the previous material to the students and the progress
of students. In this section, the teacher also motivated the students so
that they were motivated in the teaching and learning activities. The
5
motivation was given by giving advice. The advice was given to those
who were lazy in learning. The teacher sometimes also played joke in
order to make students more interested in learning.
Teacher:Dalam berbicara bahasa inggris, kita harus latihan dan
terus mencoba agar lancar dan terbiasa.
[In speaking English, we must practice and try to speak so
we can speak fluently.]
Students:Yes mom. (The students listen to the teacher, and other
students make a chat each other)
The material had been explained by the teacher during teaching and
learning activities. The teacher explained the material before giving
exercises. The teacher wrote the material in the blackboard then
explained what was on the blackboard. The students were not
permitted to write. The students allowed write after the teacher
finished writing. For examples:
Teacher: Hari ini kita akan belajar tentang narrative text. Apakah
kalian tahu yang dimaksud dengan narrative text ?
[Today, we will learn about narrative text? Who knows the
definitions about narrative text?]
Students: Aku tidak tahu,Bu. ( Kemudian diam)
[I don’t know, Mom (and then silent)]
Teacher: Ok, saya akan menjelaskan dan tolong diperhatikan dengan
baik.
[Ok, I will explain and please listen carefully.
Students: (Diam dan memperhatikan guru)
(silent and listen the teacher)]
Teacher: Jadi, yang dimaksud narrative text adalah sebuah text yang
menceritakan tentang legenda dan memiliki suatu cerita kronologis
terhubugn yang bertujuan untuk menghibur pembacanya.
[So, the definition of narrative text is a text that tells the story of a legend
and has a chronological story connected which aims to entertain the
readers.]
(a) Practicing
After explaining the material, the teacher asked them to do the exercise or
practiced their speaking skill.
Teacher: Bagaimana apakah kalian sudah mengerti pengertian dari
narrative text beserta contohnya?
6
[So, do you understand the definitions of expression and the
examples of expression?]
Students: Ya, Bu mengerti.
[Yes, understand Mom.]
Teacher: Sekarang buka lks halaman 31. Jika suadah perhatikan
cerita golden snail.
[Now, open your book page 31. And then see the text about
the Golden Snail.]
3) Post teaching
Post teaching is the last activity in teaching learning process. In the class,
the activity of post teachings is closing. For example:
Teacher: Sebelum kita tutup pertemuan hari ini, mari kita berdoa dahulu
dan terimaksih untuk hari ini samapi jumpa.
Ok, before I close meeting today, let’s pray first and pray begin!
Finish! Thanks for today and see you.
Students: See you, Mom.
3.2 Techniques Implemented by Teacher in Teaching Learning Speaking
a. Role play
Role play is a technique that involves the role of students in the
teaching learning. Role play, help the teacher to know fluency, accuracy and
grammar pronunciation. Based on observation, role play with the golden
snail theme was played by a few groups and the group consists of 6
students. The theme of golden snail divided into several parts of the stage
(1-7). Student 1 plays a role as a Dewi Candra Kirana, Student 2 as a Dewi
Galuh, Student 3 as father’s Kirana and Galuh, Student 4 as a Raden Inu
Kertapati Student 5 as a Witch, Student 6 as old man, Student 7 as old
woman. As follows:
7
Golden Snail
Long time ago lived 2 beautiful girls Dewi Candra Kirana and Dewi Galuh.
Stage 1
Father: Dew Kirana, tomorrow we will meet Raden Inu Kertapati.
Dewi Kirana: Yes, my father I will do it for our kingdom, for you and for
men.
Dewi Galuh: what?! Why don’t me? This is not fear for me.
(The day Dewi Kirana meets with Raden Inu Kertapati.)
The king and old man: ladies and gentlemen today, my daughter Dewi
Kirana and Raden Inu Kertapati. Make promise and will married until the
end.
Raden Inu Kertapati: Thanks a lot Dewi Kirana.
Dewi Kirana: I just follow what father said to me, thank you so much.
(The ceremonial was end, and Dewi Galuh went to witch.)
Dewi Galuh: (tok tok tok)
Witch: Yes, please come beautiful girl.
Dewi Galuh: I need your help, Dewi Kiranaand Raden Inu Kertapati will
married, please cancel their event
Withc: Yes, of course I will help you.
b. Picture Strip Story
The teacher in this section used an image as a medium to communicate with
students. Teachers provide examples in the form of pictures to facilitate and
8
attract the attention , this entry from the-line material prepared by the teacher.
The students recounted according to groove.
c. Structure and vocabulary practice
In a question and answer session, the teachers asked the students to speak, read
and listen. Based on the observation, the author found that the teacher asked
some questions to students based on the images and text that teachers gave to
the students. Active students are expected in the question and answer session,
to know to what extent they understand images and text provided by the
teacher. Based on the interview and observation in class VIII D at SMP N
2Kartasura when the teacher taught about Golden Snail. Based on bservation
and interview in class VIII D at SMP N 2 Kartasura when the teacher taught
about Golden Snail. After the teacher explained the text about “Golden Snail”,
she asked the students to answer some questions. For example:
Teacher: Coba kalian perhatikan tentang Keong Emas tad.
Tunjukan kata kerja pada Golden snail tersebut!
[Let’s see on story about Golden Snail.
Show me verb of Golden Snail on the text!]
Students: Went, Mom?
Teacher: Yeah, your answer correct, Febri.
3.3 The Material Used by Teacher in Teaching Learning Speaking
According to Richards and Rodgers (2011), instructional materials can
provide detail specification of content, event in the absence syllabus in
addition to the pictures. The teacher also gives the text to facilitate
students in the pronunciation of spoken English. The real teacher already
provides images and text so students speak based on the instruction of
teacher, after that the students create instances based on the images and
9
text that has been given by the teacher. It can be seen from the interview
with the teacher as follows:
Teacher: Speaking itu meliputi ungkapan, karena speaking ada
beberapa materi ktsp: ungkapan, reading itu meliputi narrative text
seperti pada golden snail diatas, short functional text. Anak-anak saya
suruh baca jika salah kemudian saya beri contoh kemudian saya
terangkan tema saat itu, mereka menciba membuat beberapa
ungkapan setelah itu membuat text dialog yang ada ungkapan tersebut
dan dipresentasikan didepan kelas. Cerita tentang Golden Snail, siswa
dituntut untuk memerankan totkoh yang ada paad cerita Golden Snail.
Secara garis besar golden snail itu menceritkan gadis cantik yang
berubah menjadi keong meas yang dikutuk oleh saudara kandungnya
snediri.
3.2.1 Discussion of the Finding
Based on observation and the writer concluded that 1.)The teacher used
a procesess that includes few sessions. The first is pre-teaching or opening.
In this session, the teacher opened the meeting by praying and greeting the
students. After that the teacher asked the students to prepare the material.
The next part is while teaching. In this session, before teacher started
teaching the students, the teacher ensured in advance about the material
previously. Post teaching is the last activity in teaching learning process. In
the class, the activity of the post's teachings is closing 2.) The techniques of
teaching in the classroom are Role play, Strip and Picture Structure and
vocabulary practice. Based on observation, the students were asked to
portray the story of the golden snail. In the story of the one class into several
group. Picture strip story is the technique of composing the image based on
the story line that was given by the teacher. In structure and Vocabulary
practice, based on the observation the teacher provided question and answer
10
session to students so teacher knew the extent to which the students
understand the structure and grammar. Then on the last part is a material, 3.)
the material is either using a syllabus by the teacher. In teaching learning
process the teacher used media images and text.
Krashen (Fauziati, 2014:101) gives examples of some activities which
can be applied in teaching speaking, such as role play, picture strip story,
information gap, and drama. Language Games which are truly
communicative (according to Morrow, 1981:34) can also be applied. The
three features of communication involve are information gap, choice, and
feedback. In this study, the teacher used role play, structure and vocabulary
practice, and picture strip story. The writer found the use of role play where
the students play a story of golden snail. In Picture strip story, the writer
also found the story strip image in teaching and learning activities. Students
were requested to arranged the picture based of the story.
Compared to the results of previous study, the writer finds the resulst of
reaserch’s Shaed Khaksarithat role play is effective as a technique in
teaching speaking. And then the results of research conducted by Dahlia
shows that the role of the teacher in the learning speaking skills based on
communicative approach has been conducted properly. In the study, the
writer finds that engineering role play in speaking class is more active,
creative. William also argued that students become more confident and able
to develop their speaking ability. In this study, William also applies games
to attract students to improve English speaking. From some previous study,
it can be seen that the role play technique was effective and make students
more confident in speaking or learning English. However, it is in fact based
on the obeservation has been performed by the writer. Role play technique
is not interesting for the students in SMP N 2 Kartasura. The writer
concluded role play technique is not suitable to apply in SMP N 2
Kartasura.
11
BIBLIOGRAPHY
Given, Lisa. (2008). Qualitative Reasearch Methods. London: Sage Publication
Ltd.
Fauziati, E. (2014). Mehtod of teaching Eenglish as a foreign language. Surakarta:
Pustaka utama.
Margono. (1997). Metodologi penelitian kualitatif. Jakarta: PT.Rineke Cipta.
Nunan, D. (1991). Research Method in Language Learning. Australia: Press
sandicate.
Patiung, D., Tolla, A., Anshari.,Dolla, A.(2015). The study of learning speaking
skills based on communicative approach. Journal of language teaching and
research,5, 1093-1098.
Richards, Jack C and Lockhart Charles. (1996). Reflective teaching in second
language classrooms. Cambridge University Press: new York.
Saeed, K. M., Khaksari, M., Eng, L. S., Ghani, A. M. A. (2016) The role of
learner-learner interaction in the development of speaking skills. Journal of
theory and practice in language studies, 6, 235-241.