THE STRATEGIES USED BY THE TEACHER IN DEVELOPING

STUDENTS’ CONFIDENCE IN SPEAKING SKILL IN GRADE 8 OF

WARGA JUNIOR HIGH SCHOOL SURAKARTA

2016/2017 ACADEMIC YEAR

Submitted a Partial Fulfillment of the Requirements

for Getting the Bachelor Degree of Education

in English Department

by:

SITI MUNAWAROH

A320130064

DEPARTMENT OF ENGLISH EDUCATION

SCHOOL OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS MUHAMMADIYAH SURAKARTA

2017

INDOJAYA

Typewritten text

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THE STRATEGIES USED BY THE TEACHER IN DEVELOPING

STUDENTS’ CONFIDENCE AND SPEAKING SKILL IN GRADE 8

JUNIOR HIGH SCHOOL WARGA SURAKARTA

2016/2017 ACADEMIC YEAR

Abstract

This research is intended to describe (1) the strategy used by the teacher, (2)

the steps the teacher in implementing the strategies, (3) the problems faced in

implementing strategies, and (4) the way completion of the teacher in dealing with

the problem while teaching the speaking skill in the eighth grade of Junior High

School Warga Surakarta 2016/2017 academic year. The type of this research is

descriptive qualitative. The subjects of the study were teacher and students of 8C

and 8D at Junior High School Warga Surakarta. The methods of data collection

in the form of observation, interview, and documentation. The Researcher made

observations in the classroom to find out what strategies are used by the teacher in

improving students' self-confidence, besides the researcher also conducted

interviews of teacher and students to obtain the complete information about the

teaching and learning process of English, especially speaking skills. The result of

this research is teacher using Role-play strategy in learning skill. How the teacher

applies role-play techniques (1) explains the material, (2) random group division

(3) says equipment, (4) student practice (5) evaluation and appreciation. In using

role-play strategies, teachers face some problems and find solutions to the

problem. Researchers conclude be consistent with tense that English teacher in

Warga Junior High School, Surakarta used role-play strategies to improve

students' self-confidence and speaking English.

The keyword : Teaching learning strategy, Self-confidence, speaking skill,

role-play, the steps, the problems and the way completion

Abstrak

Penelitian ini ditujukan untuk mendeskripsikan (1) strategi yang di

gunakan guru, (2) langkah-langkah guru dalam menerapkan stategi, (3) masalah

yang di hadapi dalam menerapkan strategi, dan (4) cara penyelesaian guru dalam

menghadapi masalah tersebut saat mengajarkan speaking skill di kelas delapan

SMP Warga Surakarta tahun ajaran 2016/ 2017. Jenis penelitian ini adalah

deskriptif kualitatif. Subjek penelitian adalah Guru dan siswa 8C dan 8D SMP

Warga Surakarta. Metode pengumpulan data berupa observasi, wawancara, dan

dokumentasi. Peneliti melakukan observasi di dalam kelas untuk mengetahui

strategi apa yang di gunakan guru dalam meningkatkan rasa percaya diri siswa,

selain itu peneliti juga melakukan wawancara terhadap guru dan siswa untuk

memperoleh informasi yang lebih lengkap mengenai proses belajar mengajar

bahasa inggris khususnya speaking skill. Hasil dari penelitian ini adalah guru

menggunakan strategi Role-play dalam pembelajaran speaking skill. Bagaimana

cara guru menerapkan teknik role-play yaitu (1) menjelaskan materi, (2)

pembagian kelompok secara acak (3) mengatakan perlengkapan, (4) praktek siswa

(5) evaluasi dan apresiasi. Dalam menggunakan strategi role-play, guru

menghadapi beberapa masalah dan menemukan solusi atas masalah tersebut.

Peneliti menyimpulkan bahwa guru bahasa inggris di SMP Warga Surakarta

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menggunakan strategi role-play untuk meningkatkan rasa percaya diri siswa dan

berbicara bahasa inggris.

Kata kunci : strategi belajar mengajar, percaya diri,kemampuan berbicara,

bermain peran , langkah-langkah, masalah, dan cara penyelesaian

1. Introduction

English is one of the largest languages spoken in the world. In the

current globalization era, English is needed to support the ability to

communicate with people abroad. English becomes a compulsory

subject in Junior High School. Basic English that must be mastered by

students consists of 4 skills of listening, speaking, reading and writing,

especially speaking.

Learning strategies used by the teacher can be defined as the

chosen, which can provide facilities or assistance to learners toward a

specific learning goal (KozmaSanjaya, 2007).

Confidence is a positive attitude of an individual that enables him

to develop positive assessment with himself and to the environment or

situation he faced (Lauter (2002:4). Speaking could not be separated

from pronunciation as it encourages learners to learn the English

sounds (Harmer in Tarigan, 1990: 12).

Actually, there are many alternative strategies that can be used by

the teachers teaching, but the problem is how to choose and use

appropriate strategies that can optimize student activity particularly in

class 8 Warga Junior High School, Surakarta.

Based on the introduction of the study, the researcher formulates

the problem statement of the study is “What are the strategies used by

the teacher in devoloping students’ confidence and speaking skill?”

Actually, there are many alternative strategies that can be used by

the teachers in teaching, but the problem is how to choose and use

appropriate strategies that can optimize student activity particularly in

class 8 Warga Junior High School, Surakarta.

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2. Research Method

This study used a qualitative approach, The qualitative research

about research that was descriptive and tends to use the analysis. The

process and the meaning ( perspective on the subject ) at installing in

the research qualitative. Bogdan and Taylor( 1975 ) quoted by

Moleong ( 2007: 4 ) say that methodology of qualitative as research

procedure that produced data descriptive of words written or spoken of

people and observable behaviour.

The subject in this reasearch are English teacher and the students

are 8C and 8D. The object of the research is the strategies used by the

teacher in developing students’ confidence and speaking skill in eighth

grade at Junior High School Warga Surakarta 2016/2017 academic

year. The researcher gets the data from sourch, such as events,

informants and documents. The writer choose observation, interview,

and, documentation as the method of collecting data in this study.

There are several techniques for analyzing data in this study they are

data reduction, data discussion, and conlusion and verification.

3. Findings and Discussion

The researcher presents research findings as follows: a ) the

strategies used by the English teacher to develop students’ confidence

and speaking skill, b) the steps in implementing the strategies, c) the

problems faced by the teacher in implementing the strategies, d) how

the teacher solved the problems.

3.1 The strategies used by English teachers to develop students’

confidence and speaking skill

Based on the observation on March 20th

, 22nd

, 27th

and 29th

2017,

there are some strategies used by the teacher in developing student

confidence is Role Play. Role-playing or role play is a kind of motion

game in which there is a purpose, a rule and also involving the element

of pleasure (Jill Hadfield, 1986)..

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Based on the interview, the teacher used the role-playing strategy

hoped that the strategy could develop students’ confidence and

speaking skill. Although it is a common strategy, it can bring them to

the real situation, because they talk something new and imagine it to

the new condition.

In this part, the researcher wants to discuss the findings. The

teacher has their own strategies to develop student self-confidence one

of them is Role Play Strategy. The teacher assumes that this strategy

can make the students more active in the classroom than just listening

the teacher’s explanation that can make students bored quickly.

This is in relevant with what was said by Santrock (1995: 272)

that states role-playing was a fun activity. A further role play is an

activity that a person undertakes to gain pleasure. Role-playing was a

conscious group guidance and counselling method and discussion of

roles in groups.

According to the statement above, the teacher used this strategy

was considered more effective to improve students' self-confidence

and speaking ability. A Role-Playing not only a fun activity but also

enables children to overcome frustration.

3.2 The steps in implementing the strategies

Based on the observation on March 20th

, 22nd

, 27th

and 29th

2017 in the

speaking teaching-learningprocess, the teacher used similar steps such

as:

3.2.1 The teacher explains what the material

A week before practising, the teacher explains what the

material will they learn and students paid attention. Teachers

started to prepare media teaching learning as LCD, projector and

distributing a text. Winarno Surakhmad (1980: 98) defines the

lecture method as a form of interaction through illumination and

verbal narrative by one against a group of listeners.

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According to this statement, we can know the teacher used

this method so that students understand the material to be learned

and students understand what to do.

3.2.2 Dividing the Students into Groups Randomly

In each class dividing into 5- 6 group. Each group consists

of 4 students. Each group consists of 2 male and 2 female, but

because of the limitation of female students so, the role of

Goldilocks sometimes was replaced by male students.

According to Sanjaya (2011: 242), Group learning was a

model of learning using a small grouping system, which is between

four to six people with different backgrounds of academic ability,

gender, race, or ethnic group (heterogeneous).

According to the statement above, this technique will work

if group members work well together. The member consists of a

mixture of students with different intelligence levels such as smart,

medium and low.

3.2.3 Telling the property that will be used

The teacher tell the students which props they should use.

Props are needed, if there is no props then the teaching learning

process of role-play will feel less. If any group forgets bringing

property or something is left behind, then the teacher will reduce

groups points. Faizal (2010), defined that the teaching aids as an

audio or visual instrument used to help the learning process

become more interesting and arouse students' interest in deepening

a material.

According to the statement above, the teacher used

educational aids considered able to sharpen the students' reason in

understanding, believing, and implementing the material being

studied. Because, in the implementation of learning using this

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props use a contextual approach to combine theoretical and

practical approach, abstract and concrete.

3.2.4 Students Practice

This practice was conducted a week after the material was

discussed in the previous week. Students practice role-playing in

front of the class in seeing other friends. The teacher gave 10

minutes for every group to prepare the property and perform and

between groups were given a 5-minute break for evaluation and

performance appraisal. It is also intended to allow other groups to

get ready.

Thus, in the teaching-learning the students must be active

because without any activity, then the learning process is not

possible and role-playing involves all students participating, having

the opportunity to advance their ability to work together. Students

can also learn to use language well and correctly.

Although, in reality sometimes there are some students who

have the ability to speak and think less will have difficulty when

appearing so that it can affect the performance of fellow group

members. To anticipate this, the teacher has to be good at creating

an exciting classroom atmosphere so that students can work

together well.

3.2.5 Evaluation and Appreciation of Teacher

Based on the interview on 29th

March 2017. Teacher assess

their appearance, starting from pronunciation, appearance,

intonation and completeness property of each group. The teacher

gives criticisms to students that they perform less nice andtells how

the good and correct pronunciation. For example, when the

students said porridge /porridge/ then the teacher correcting

porridge/ˈpɒrɪdʒ/, and when the students talked not clearly the

teacher asked the student to talk more loud and clear. This was

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done that students know how to speak the correct pronunciation

and more dare to speak in front the public.

After all the groups finished appearance. The teacher

announced the best group appearance and give rewards in the form

of applause and appreciation by bperforming the video for thr next

year. This is for appreciation to the job they have done so a sense

of pride will appear and could increase their self-confidence.

Evaluation is a systematic process for determining or making

decisions to what extent teaching objectives have been achieved by

students (Purwanto, 2002). According to the statement above, the

teacher gave a reward for example nice comment and feedback to

the students so they can raise their confidence. Although,

sometimes the teacher gave criticism, it must build students'

confidence and not drop it so that students do not felt ashamed.

Negative judgments about his ability will make a student do not do

something with all the activities he has. Though maybe they

actually have the ability. The lack of self-confidence in students

can have an impact on their performance decline.

3.3 The problems faced by the teacher in implementing the strategies

3.3.1 The lack of confidence students

Many of students felt that they were not confident to

speaking English because, in 4 competence English lesson such

as listening, speaking, reading and writing. The students

assume that speaking skill is the most difficult to learn. The

students’ reason is that it was not their mother language or

daily language activity of students. In pronunciation sometimes

they were not clear and hard. The teacher have to listen

carefully, and if in pronunciation students wrong, the teacher

clarifies and asked students repeating pronunciation properly

and clearly.

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Self-confidence refers to an individual's view of himself.

Confidence also refers to self-esteem or self-image (Santrock,

2011: 92). According to the statement above, in eighth grade at

Warga Junior High School, Surakarta, the students who have

higher self-confidence will have higher achievements as well.

Conversely, if students do not have confidence then students

will tend to close themselves and can not develop the ability.

So the teacher must be clever in choosing a learning strategy,

whether the strategy can improve student self-confidence or

even drop the students' confidence.

3.3.2 The motivation of the students to learn.

Sometimes students do not learn at home about the

vocabulary that has been learned in school, so much of the

vocabulary of students who are often forgotten. This is what

makes students and teachers feel difficult due to the limited

vocabulary of students..

According to Gie (1998), interest is busy, interested, or

clearly visible with something because it is aware of things

activity. Thus, interest in learning is full of students with all

conscious activity attentively to gain knowledge and

achievement of an understanding of the scientific knowledge it

needs in school.

According to the statement above, the teachers used

creative strategies like Role-Play so that students do not get

bored quickly, and give awards or gifts as a form of appreciation

so as to attract students' interest in learning English.

3.3.3 The Limit of English Lesson Time.

The teacher considers timeless because the curriculum

prioritizes the ability of reading and writing. Therefore, the time

to teach speaking skill less than the maximum. Time can be

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interpreted as when the process happens and how long that

process going on.

3.3.4 Teaching-learning condition.

Many students are joking when other friends perform.

Students who do not play sometimes laugh at their peers who is

performing, so that students feel shy, They forget their dialogue

and their voice out is not clear. The condition of the class greatly

affected the teaching-learning process. Moch. Uzer Usman (1995)

in one of his books suggests that an optimal teaching-learning

condition could be achieved if the teacher is able to organize the

pupil and the means of learning and control it in a pleasant

condition to achieve the purpose of teaching..

According to the statement above, the teacher still can not

control the class completely. this is seen from some students who

are still crowded or busy themselves, thus disturbing other students

who are performing.

3.4 The teacher solve the problems

Based on the interview, the teacher solves the problems with this

solution:

3.4.1 Teacher gave reward

Teacher gave reward as an appreciation for students who perform

well and gave the most score. Hopefully, by rewarding, students

will feel appreciated so that student confidence will emerge. The

reward is important for a child to increase the like childhood of

efforts to improve performance; awards are vital to increasing the

motivation of productive activities (Kartamihardja and Ardiwinata,

1997: 142).

3.4.2 The teacher requested an extra hour on the day outside the lesson,

usually held on Saturday after school. This is very helpful for the

students whose lesson value less than standard..

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3.4.3 Gives them a warning or punishment for students who are noisy in

class, which can annoy other students who practice/practice

speaking. This is evident from the student's reaction after receiving

the warning. students become calmer and listen to lessons or

appearances of students who are performing.

4. Conclusion

In this part, the researcher makes the conclusion of this study. Based

on some observations at Warga Junior High School, Surakarta, the

findings and discussion can be concluded as follows:

4.1 The strategies used by the English teacher is Role-Play Strategy. It can

help students to understand the material easily because the role-playing

strategy is a fun and can improve students' creativity.

4.2 The steps in implementing the strategies used by the English teacher

are explain the material, dividing the students into groups randomly,

prepared props what it is in use for practice, then students practice and

the last is evaluation and appreciation of teachers..

4.3 The problems faced by the teacher in implementing the strategies are

the lack of confidence students, lack spirit of the students to learn

English, Lack of time lessons speaking, and the last teaching-learning

condition, class atmosphere and lesson hours are too late so that

students easily lost concentration.

4.4 The way the teacher solve the problems used by the English teacher are

giving a reward, giving quizzes to students, the teacher requested an

extra hour on the day outside the lesson, and the last gives them a

warning until punishment for students who are noisy in class.

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