TEACHING TECHNIQUES USED BY MAYANTARA SCHOOL MALANG TEACHER IN TEACHING SPEAKING
CHAPTER 1
INTRODUCTION
This chapter discusses the background of study, statement of problems,
purpose of study, significance of the study, scope and limitation, and definition of key
terms.
1.1 Background of the Study
Language is commonly used by many people for everyday communication and is
the valuable skill that people have. Language is also one of the most important things
in communication and it is used as a tool of communication among nations all over
the world. As an international language, English is very important and has many
interrelationship with various aspects of life.
Nowadays, many people in this world use English to communicate and interact
with each other. International English is a kind of English which is globally
considered as the standard mean of communication in dialect and movement
diversities (Jain: 2008).
Talking about language, it means talking about skills; and speaking is one of
those skills. The way we speak is a complex process requiring not only the ability to
recognize words but also ability to pronounce them and the fluency of
communication. Therefore, teaching speaking effectively is very necessary.
It is expected that learners master the four English skills, namely: reading,
listening, speaking and writing. Each skill has different objective that has to be
achieved in order to master English Language. First, reading skill focuses on the
learners’ ability in understanding and comprehending reading passage. Second,
1
listening skill focuses that the learners must understand oral texts both from direct
conversation and cassettes. Third, speaking skill requires the learners to produce
English orally for communication. The last, writing skill focuses on the language
grammar and correct word usage which are necessary condition for good writing in
good language (Aini, 2002).
One of the most important skills to study is speaking because it is commonly
used in daily life. As we know, in modern era, we are expected to speak English well.
According to (Susilowati, 2003) speaking ability is regarded as the most important
skill in language learning because the objective of learning a foreign language is to
use the target language in real communication. Moreover, speech is considered to be
the foundation of language work. In learning a foreign language, learners should be
provided with materials and conditions that can help them to use the target language.
The condition in our country, however, shows that only few school pupils can speak
in the target language with any confidence even after learning the language for six
years or more.
It is generally understood that school cannot provide learners sufficient time
to learn English adequately. So, many learners decided to join English courses
outside their school to improve their English ability. From the reason above, English
courses are opened everywhere to fulfill learners’ needs.
Mayantara School is one of the English courses in Malang. It provides a
variety of English language courses for groups of different ages. This English course
is equipped by the new technologies that make the learning process more effective.
2
Mayantara School has special facilities such as English language courses
innovative learning systems, special teaching materials, the choice or programs and
service a complete course of study out country. These special facilities are offered to
the learners as a good quality from Mayantara School that cannot be found in other
English courses. In this case, the special concept is given to the learners by
Mayantara School. It is one class in Mayantara School not more than five learners
that purpose to teaching effectiveness. The learners will get many interesting
experiences and learning so many things that probably they have not got yet in their
school because of these special concept from Mayantara School.
According to some learners who learn English in Mayantara School, they said
that learning English in Mayantara school is more enjoyable than learning English in
the school. It cause the technique given by the more fun, the media or facilities in the
course more complete and the learners can have many friends from the other
Elementary School. In the other hand, learning English in the school make the
learners can be boring because the facilities and technique just from the school and
their friends just from the school too.
Moreover, Deputy Minister of Education and culture, English subjects
dispensed for Elementary, learners as to provide time for learners as strengthen the
ability of Indonesian before to learn foreign languages (). In conclusion, many
learners choose the English course to improve their English ability. English teachers
in this English course have various teaching techniques that make them happy in
learning English. Also, teaching media used by the teachers are so interesting that the
children prefer to learn English in Mayantara School than in their school.
3
In addition, they teach English with various teaching techniques to the
learners. Those various teaching techniques will influence the learners’ interest and
the learners’ achievement in learning English. In line with this statement, Arief
(2005) states that the different styles of teaching have great effect on pupils’
achievement. He produced a typology of teaching styles on the basis of a
questionnaire study of teacher validated by observation of sub sample.
Speaking is an interactive process that involves producing sound in form of
words using mouth, tongue, larynx, and respiratory tract. This process becomes an
influential fool of human due to that function as a tool for social interaction. It is also
a complex skin requiring the simultaneous use of a number of different abilities that
often develop at different rats (Maulida: 2003).
In previous research, Arief, (2005) whose research entitled Teaching
Technique in Speaking Class at Basic English Course (BEC), Pare, Kediri, found
four kinds of teaching techniques used by the teacher namely, games, role play. The
results from his research shows that the learners in speaking class at basic English
course have a good speaking skill. In the other previous research, Habiba, (2003)
whose research entitled The Teaching Employed by the Teachers in Teaching English
at TK Anak Saleh Malang, found that there were three kinds of teaching techniques
used by the teachers namely, games, drill, and song. The results from her research
shows that learners were already familiar with the words of English.
This time, the researcher is interested in conducting the research deeply about
teaching techniques used by Mayantara School. The teaching techniques used by
4
teacher in teaching English to the learners in Mayantara school will be investigated in
this study, as well as the implementation of those teaching techniques during the
teaching-learning process.
1.2 Statement of Problems
This research will investigate on the teaching techniques used by Mayantara
school teacher. Therefore, the researcher formulates the problems research as follows:
1. What are the teaching techniques used by the teacher of Mayantara School?
2. How is the implementation of the techniques in teaching English at Mayantara
School?
1.3 Purpose of Study
1. To explore the teaching techniques used by teacher of Mayantara school.
2. To describe how the teacher implemented teaching techniques in teaching
English at Mayantara School.
1.4 Significance of Study
1. To the English teachers, this study is expected to give some examples and
contribution in teaching English. Also, the finding can give new ideas or
feedbacks for the teachers to improve the teaching process.
2. To the English Department students, this study is expected to give some
information and technique about the way to teaching English.
1.5 Scope and Limitation
5
Dealing with the title of the thesis, the researcher would like to analyze
teaching techniques in improving learners’ English ability. The researcher only
focuses the discussion on the teachers’ and young learners of Mayantara school.
1.6 Definition of Key Terms
1. Teaching technique is a guideline that the teacher should master to get the job done
in classroom. It is a special way used by teacher in order to deliver his/her lesson with
a better result (Chirst, 2008). In this research, teaching technique refers to some
techniques used by the teacher in teaching English during the teaching learning
process in Mayantara School Malang.
2. Speaking is one of the skills of English in addition to reading, listening, and
writing. Speaking is the action of conveying information or expressing one’s feeling
in speech (Nunan, 2005).
3. Mayantara School is educational instutions which organizes language courses.
Mayantara school use information technologies that can be reached without bounded
distance (Mayantara School, 2014).
6
TEACHING TECHNIQUES USED BY MAYANTARA SCHOOL MALANG
TEACHER IN TEACHING SPEAKING
THESIS
By
AZLINA AYU NURMEIDA
201010100311100
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
TEACHING TECHNIQUES USED BY MAYANTARA SCHOOL MALANG
TEACHER IN TEACHING SPEAKING
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in
English Education
By
AZLINA AYU NURMEIDA
201010100311100
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
MOTTO AND DEDICATION
MOTTO
“Makasesungguhnyabesertakesulitanituadakemudahan.
Sesungguhnyabesertakesulitanituadakemudahan”.
(QS. Al-Insyiroh: 5-6)
“Ilmudankerjakerasmerupakankunciuntukmenggapaikesuksesa
n”.
Dedication:
I DEDICATE THIS THESIS TO:
My Beloved Father (H. SyaifulAqli S.H)
My Beloved Mother ( Hj. KursiahS.Sos)
and For Me (AzlinaAyuNurmeida)
ACKNOWLEDGEMENTS
Alhamdulillah, all praise to ALLAH SWT because of His gracious, mercies,
blessing, so gives the researcher a power of spirit to finish this thesis, sholawat and
salam will always be given to the beloved Prophet Muhammad SAW who brought us
from the darkness to the lightness with the true religion, namely Islam.
On this occasion, the researcher would like to express her highest gratitude,
thanks, and appreciation to all the people whom she is indebted to and who have been
involved either directly and indirectly in the process of writing this thesis. She thanks
to:
1. Her first advisor, Santi Prasetyowati, S.Pd, M.Pd and second advisor, Nina
Inayati, M.Ed, for their suggestion, corrections, encouragements,
kindness, and patience in finishing this thesis.
2. The Manager of Mayantara School Malang, RatihPutriPratiwi, S.Psi and
English teacher for young learnersTriasAgungPakarti, S.Pd who had given
the opportunity to conduct the research.
3. Her beloved parent, H.SyaifulAqli, S.H and Hj.Kursiah, S.Sos who has
supported her financially, morally, and spiritually so that she can finish
her thesis.
4. Her big family in boarding house, Sita, Pia, Dede, Panda, Rara. Thank you
for the support, care, and the beautiful moment when living together.
Thank you for becoming her second family.
5. Her beloved friends, Amalia Agustin, AlfianCahyo, Fathur Rahman
Marangka, Victor Alfian, Ahmad Hasan Azhari and Al Falah. Thank you
for being such great friends and coloring her life for these four years. She
loves you all and never forgets you all. Her beloved cousin, GaluhDwinta
thank you for the support, and care.
6. Her friends in English Department, Reni, Putri, Nila, Eka, and others who
cannot mention one by one for their support and care, thank you for your
help.
Malang, April 27th, 2015
AzlinaAyuNurmeida
TABLE OF CONTENTS
APPROVAL....................................................................................................
i
LEGALIZATION ..........................................................................................
ii
ORIGINALITY DECLARATION ...............................................................
iii
MOTTO AND DEDICATION .....................................................................
iv
ACKNOWLEDGEMENTS ...........................................................................
v
ABSTRACT ....................................................................................................
vii
TABLE OF CONTENTS ...............................................................................
viii
CHAPTER I: INTRODUCTION
1.1 Background of Study ......................................................
1
1.2 Statement of Problem ......................................................
4
1.3 Purpose of Study .............................................................
5
1.4 Significances of Study ....................................................
5
1.5 Scope and Limitation ......................................................
5
1.6 Definition of Key Terms .................................................
5
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Speaking ..........................................................................
7
2.2 The Principle of Teaching Speaking ...............................
8
2.3 Teaching Speaking ..........................................................
8
2.4 Techniques of Teaching Speaking ..................................
10
2.4.1 Kinds of Techniques in Teaching Speaking to Young
Learners……………………………………………….. .
11
2.4.1.1 Drilling…………………………………………
11
2.4.1.2 Dialogue………………………………………..
13
2.4.1.3 Fishbowl Technique……………………………
13
2.4.1.5 Games…………………………………………..
14
2.5 Teaching Methods………………………………………
14
2.6 Teaching Strategies……………………………………..
15
2.7 Characteristic of Young Learners……………………….
15
2.8 English Course………………………………………….
16
2.8.1 Purposes and Benefits of Learning Course………..
16
2.8.2 Functions of Learning Course……………………..
17
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ..............................................................
19
3.2 Research Subject .............................................................
20
3.3 Research Instruments ......................................................
20
3.3.1 Observation………………………………………
20
3.3.2 Interview ………………………………………...
21
3.4 Data Collection ...............................................................
22
3.5 Data Analysis ..................................................................
23
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1 Research Finding.............................................................
24
4.1.1 The Teacher’s Techniques in Teaching Speaking..
25
4.1.1.1 Drilling Technique…………………………..
25
4.1.1.3 Dialogue Technique…………………………
26
4.1.1.4 Games Technique…………………………... .
27
4.1.2 The Implementation of Techniques .......................
28
4.1.2.1 Using Drilling Technique……………………
29
4.1.2.3 Using Dialogue Technique…………………..
31
4.1.2.4 Using Games Technique……………………..
31
4.2 Discussion………………………………………………
32
CHAPTER V: CONCLUSION AND DISCUSSION
5.1 Conclusion ......................................................................
35
5.2 Suggestion .......................................................................
36
REFERENCES
APPENDIXS
Appendix 1: Answer interview
Appendix 2: The observation check list
Appendix 3: Field note
Appendix 4: Approval
REFERENCES
Arief, Bobby Kusuma. 2005. Teaching Technique in Speaking Class at Basic English
Course (BEC) Pare, Kediri. Unpublished Thesis. Malang: University of
Muhammadiyah Malang.
Ary, Donald; Lucy Cheser Jacobs; Chris Sorensen; Asghar Razavieh, 2010.
Introduction to Research in Education. America: Wadsworth, Cengange
Learning.
Atik, Nurul Aini. 2002. The Students’ Needs in Learning English Skill for the First
Year Students at SMUN 10 Malang. Unpublished Thesis. Malang: University
of Muhammadiyah Malang.
Brown, H.Douglas. 2000. Principles of Language Learning and Teaching. America:
San Francisco State University.
Brown, H.Douglas. 2008. Principles of Language Learning and Teaching. America:
San Francisco State University.
Burgess, RG. 1991. Keeping Field Notes. London: Routledge.
Cresswell, John.W. 2012. Planning, Conducting,and Evaluating Quantitative and
Qualitative Research. Lincoln: University of Nebraska.
Davis, Paul. 2000. Success in English Teaching. New York: Oxford University Press.
Jerrin, Issac. 2011.Methods and Strategies of Teaching. Competences, Vol.14 No.1,
http://www.slideshare.net. Accessed on 19th January 2015.
Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in Second
Language. Article. The Internet TESL Journal. Vol.XII, No.11.
Lamasiara, Dasmin. 2004. The Implementation of Teaching of Speaking Skill at SLTP
17 Palu. Malang: Malang UM. Unpublished Thesis.
Linse, Caroline.T. 2005. Practical English Language Teaching: Young Learners.
North America: The McGraw-Hill Companies.
Maulida. 2003. The Correlation Between Students’ Intelligent Quotient (IQ) and their
speaking Ability in the Third Year of SMU Widya Darma Turen-Malang
2002-2003. Malang: Muhammadiyah University Press.
Mayantara School. 2014. Profil-Lembaga Mayantara School. Vol. 1, No. 1,
http://mayantara.sch.id. Accessed on 7th December 2014.
Mutmainah. 2003. Pengaruh Bimbingan Belajar Terhadap Prestasi Belajar Siswa di
MI Al-Umron Bendosewu Talun, Blitar.
Nunan, David. 2005. Practical English Language Teaching: Young Learners. North
America: The McGraw-Hill Companies.
Paringan, Ipung Djoko. 1997. A Study on Techniques in Teaching English Speaking
at IEC Malang: Muhammadiyah University Press.
Putri, Maria Habiba. 2003. The Teaching Technique Employed by the Teachers in
Teaching English at TK Anak Saleh. Unpublished Thesis. Malang: University
of Muhammadiyah Malang.
Ratnamizn. 2014. Polemik Pembelajaran Bahasa Inggris di Sekolah Dasar. Vol. 12
No. 1, http://blogspot.com. Accessed on 13th May 2015.
Scoot, Wendy A and Ytreberg, Lisbeth H. 2000. Teaching English to Children.
Ukraina: Longman Inc.
INTRODUCTION
This chapter discusses the background of study, statement of problems,
purpose of study, significance of the study, scope and limitation, and definition of key
terms.
1.1 Background of the Study
Language is commonly used by many people for everyday communication and is
the valuable skill that people have. Language is also one of the most important things
in communication and it is used as a tool of communication among nations all over
the world. As an international language, English is very important and has many
interrelationship with various aspects of life.
Nowadays, many people in this world use English to communicate and interact
with each other. International English is a kind of English which is globally
considered as the standard mean of communication in dialect and movement
diversities (Jain: 2008).
Talking about language, it means talking about skills; and speaking is one of
those skills. The way we speak is a complex process requiring not only the ability to
recognize words but also ability to pronounce them and the fluency of
communication. Therefore, teaching speaking effectively is very necessary.
It is expected that learners master the four English skills, namely: reading,
listening, speaking and writing. Each skill has different objective that has to be
achieved in order to master English Language. First, reading skill focuses on the
learners’ ability in understanding and comprehending reading passage. Second,
1
listening skill focuses that the learners must understand oral texts both from direct
conversation and cassettes. Third, speaking skill requires the learners to produce
English orally for communication. The last, writing skill focuses on the language
grammar and correct word usage which are necessary condition for good writing in
good language (Aini, 2002).
One of the most important skills to study is speaking because it is commonly
used in daily life. As we know, in modern era, we are expected to speak English well.
According to (Susilowati, 2003) speaking ability is regarded as the most important
skill in language learning because the objective of learning a foreign language is to
use the target language in real communication. Moreover, speech is considered to be
the foundation of language work. In learning a foreign language, learners should be
provided with materials and conditions that can help them to use the target language.
The condition in our country, however, shows that only few school pupils can speak
in the target language with any confidence even after learning the language for six
years or more.
It is generally understood that school cannot provide learners sufficient time
to learn English adequately. So, many learners decided to join English courses
outside their school to improve their English ability. From the reason above, English
courses are opened everywhere to fulfill learners’ needs.
Mayantara School is one of the English courses in Malang. It provides a
variety of English language courses for groups of different ages. This English course
is equipped by the new technologies that make the learning process more effective.
2
Mayantara School has special facilities such as English language courses
innovative learning systems, special teaching materials, the choice or programs and
service a complete course of study out country. These special facilities are offered to
the learners as a good quality from Mayantara School that cannot be found in other
English courses. In this case, the special concept is given to the learners by
Mayantara School. It is one class in Mayantara School not more than five learners
that purpose to teaching effectiveness. The learners will get many interesting
experiences and learning so many things that probably they have not got yet in their
school because of these special concept from Mayantara School.
According to some learners who learn English in Mayantara School, they said
that learning English in Mayantara school is more enjoyable than learning English in
the school. It cause the technique given by the more fun, the media or facilities in the
course more complete and the learners can have many friends from the other
Elementary School. In the other hand, learning English in the school make the
learners can be boring because the facilities and technique just from the school and
their friends just from the school too.
Moreover, Deputy Minister of Education and culture, English subjects
dispensed for Elementary, learners as to provide time for learners as strengthen the
ability of Indonesian before to learn foreign languages (). In conclusion, many
learners choose the English course to improve their English ability. English teachers
in this English course have various teaching techniques that make them happy in
learning English. Also, teaching media used by the teachers are so interesting that the
children prefer to learn English in Mayantara School than in their school.
3
In addition, they teach English with various teaching techniques to the
learners. Those various teaching techniques will influence the learners’ interest and
the learners’ achievement in learning English. In line with this statement, Arief
(2005) states that the different styles of teaching have great effect on pupils’
achievement. He produced a typology of teaching styles on the basis of a
questionnaire study of teacher validated by observation of sub sample.
Speaking is an interactive process that involves producing sound in form of
words using mouth, tongue, larynx, and respiratory tract. This process becomes an
influential fool of human due to that function as a tool for social interaction. It is also
a complex skin requiring the simultaneous use of a number of different abilities that
often develop at different rats (Maulida: 2003).
In previous research, Arief, (2005) whose research entitled Teaching
Technique in Speaking Class at Basic English Course (BEC), Pare, Kediri, found
four kinds of teaching techniques used by the teacher namely, games, role play. The
results from his research shows that the learners in speaking class at basic English
course have a good speaking skill. In the other previous research, Habiba, (2003)
whose research entitled The Teaching Employed by the Teachers in Teaching English
at TK Anak Saleh Malang, found that there were three kinds of teaching techniques
used by the teachers namely, games, drill, and song. The results from her research
shows that learners were already familiar with the words of English.
This time, the researcher is interested in conducting the research deeply about
teaching techniques used by Mayantara School. The teaching techniques used by
4
teacher in teaching English to the learners in Mayantara school will be investigated in
this study, as well as the implementation of those teaching techniques during the
teaching-learning process.
1.2 Statement of Problems
This research will investigate on the teaching techniques used by Mayantara
school teacher. Therefore, the researcher formulates the problems research as follows:
1. What are the teaching techniques used by the teacher of Mayantara School?
2. How is the implementation of the techniques in teaching English at Mayantara
School?
1.3 Purpose of Study
1. To explore the teaching techniques used by teacher of Mayantara school.
2. To describe how the teacher implemented teaching techniques in teaching
English at Mayantara School.
1.4 Significance of Study
1. To the English teachers, this study is expected to give some examples and
contribution in teaching English. Also, the finding can give new ideas or
feedbacks for the teachers to improve the teaching process.
2. To the English Department students, this study is expected to give some
information and technique about the way to teaching English.
1.5 Scope and Limitation
5
Dealing with the title of the thesis, the researcher would like to analyze
teaching techniques in improving learners’ English ability. The researcher only
focuses the discussion on the teachers’ and young learners of Mayantara school.
1.6 Definition of Key Terms
1. Teaching technique is a guideline that the teacher should master to get the job done
in classroom. It is a special way used by teacher in order to deliver his/her lesson with
a better result (Chirst, 2008). In this research, teaching technique refers to some
techniques used by the teacher in teaching English during the teaching learning
process in Mayantara School Malang.
2. Speaking is one of the skills of English in addition to reading, listening, and
writing. Speaking is the action of conveying information or expressing one’s feeling
in speech (Nunan, 2005).
3. Mayantara School is educational instutions which organizes language courses.
Mayantara school use information technologies that can be reached without bounded
distance (Mayantara School, 2014).
6
TEACHING TECHNIQUES USED BY MAYANTARA SCHOOL MALANG
TEACHER IN TEACHING SPEAKING
THESIS
By
AZLINA AYU NURMEIDA
201010100311100
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
TEACHING TECHNIQUES USED BY MAYANTARA SCHOOL MALANG
TEACHER IN TEACHING SPEAKING
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in
English Education
By
AZLINA AYU NURMEIDA
201010100311100
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
MOTTO AND DEDICATION
MOTTO
“Makasesungguhnyabesertakesulitanituadakemudahan.
Sesungguhnyabesertakesulitanituadakemudahan”.
(QS. Al-Insyiroh: 5-6)
“Ilmudankerjakerasmerupakankunciuntukmenggapaikesuksesa
n”.
Dedication:
I DEDICATE THIS THESIS TO:
My Beloved Father (H. SyaifulAqli S.H)
My Beloved Mother ( Hj. KursiahS.Sos)
and For Me (AzlinaAyuNurmeida)
ACKNOWLEDGEMENTS
Alhamdulillah, all praise to ALLAH SWT because of His gracious, mercies,
blessing, so gives the researcher a power of spirit to finish this thesis, sholawat and
salam will always be given to the beloved Prophet Muhammad SAW who brought us
from the darkness to the lightness with the true religion, namely Islam.
On this occasion, the researcher would like to express her highest gratitude,
thanks, and appreciation to all the people whom she is indebted to and who have been
involved either directly and indirectly in the process of writing this thesis. She thanks
to:
1. Her first advisor, Santi Prasetyowati, S.Pd, M.Pd and second advisor, Nina
Inayati, M.Ed, for their suggestion, corrections, encouragements,
kindness, and patience in finishing this thesis.
2. The Manager of Mayantara School Malang, RatihPutriPratiwi, S.Psi and
English teacher for young learnersTriasAgungPakarti, S.Pd who had given
the opportunity to conduct the research.
3. Her beloved parent, H.SyaifulAqli, S.H and Hj.Kursiah, S.Sos who has
supported her financially, morally, and spiritually so that she can finish
her thesis.
4. Her big family in boarding house, Sita, Pia, Dede, Panda, Rara. Thank you
for the support, care, and the beautiful moment when living together.
Thank you for becoming her second family.
5. Her beloved friends, Amalia Agustin, AlfianCahyo, Fathur Rahman
Marangka, Victor Alfian, Ahmad Hasan Azhari and Al Falah. Thank you
for being such great friends and coloring her life for these four years. She
loves you all and never forgets you all. Her beloved cousin, GaluhDwinta
thank you for the support, and care.
6. Her friends in English Department, Reni, Putri, Nila, Eka, and others who
cannot mention one by one for their support and care, thank you for your
help.
Malang, April 27th, 2015
AzlinaAyuNurmeida
TABLE OF CONTENTS
APPROVAL....................................................................................................
i
LEGALIZATION ..........................................................................................
ii
ORIGINALITY DECLARATION ...............................................................
iii
MOTTO AND DEDICATION .....................................................................
iv
ACKNOWLEDGEMENTS ...........................................................................
v
ABSTRACT ....................................................................................................
vii
TABLE OF CONTENTS ...............................................................................
viii
CHAPTER I: INTRODUCTION
1.1 Background of Study ......................................................
1
1.2 Statement of Problem ......................................................
4
1.3 Purpose of Study .............................................................
5
1.4 Significances of Study ....................................................
5
1.5 Scope and Limitation ......................................................
5
1.6 Definition of Key Terms .................................................
5
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Speaking ..........................................................................
7
2.2 The Principle of Teaching Speaking ...............................
8
2.3 Teaching Speaking ..........................................................
8
2.4 Techniques of Teaching Speaking ..................................
10
2.4.1 Kinds of Techniques in Teaching Speaking to Young
Learners……………………………………………….. .
11
2.4.1.1 Drilling…………………………………………
11
2.4.1.2 Dialogue………………………………………..
13
2.4.1.3 Fishbowl Technique……………………………
13
2.4.1.5 Games…………………………………………..
14
2.5 Teaching Methods………………………………………
14
2.6 Teaching Strategies……………………………………..
15
2.7 Characteristic of Young Learners……………………….
15
2.8 English Course………………………………………….
16
2.8.1 Purposes and Benefits of Learning Course………..
16
2.8.2 Functions of Learning Course……………………..
17
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ..............................................................
19
3.2 Research Subject .............................................................
20
3.3 Research Instruments ......................................................
20
3.3.1 Observation………………………………………
20
3.3.2 Interview ………………………………………...
21
3.4 Data Collection ...............................................................
22
3.5 Data Analysis ..................................................................
23
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1 Research Finding.............................................................
24
4.1.1 The Teacher’s Techniques in Teaching Speaking..
25
4.1.1.1 Drilling Technique…………………………..
25
4.1.1.3 Dialogue Technique…………………………
26
4.1.1.4 Games Technique…………………………... .
27
4.1.2 The Implementation of Techniques .......................
28
4.1.2.1 Using Drilling Technique……………………
29
4.1.2.3 Using Dialogue Technique…………………..
31
4.1.2.4 Using Games Technique……………………..
31
4.2 Discussion………………………………………………
32
CHAPTER V: CONCLUSION AND DISCUSSION
5.1 Conclusion ......................................................................
35
5.2 Suggestion .......................................................................
36
REFERENCES
APPENDIXS
Appendix 1: Answer interview
Appendix 2: The observation check list
Appendix 3: Field note
Appendix 4: Approval
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