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answer the following questions about the approach, the design, the procedure,
and the strengths and weaknesses. Objectives of the Study : To describe and to know the method used in
teaching speaking to the second year students of SMP N 1 Karangdowo, Klaten in academic year 20122013.
Literature Review: There are several literature reviews dealing with
this research. First is by Susi Wantini, a student of Muhammadiyah University of Surakarta 2008, who writes a paper entitled “Descriptive Study on the
Method Used in Teaching Reading to the Sixth Year Student of SD Negeri 1 Tekaran Wonogiri in 20062007 Academic Year.
” Second is by Dwi Atmoko 2008, also a student of Muhammadiyah University of Surakarta, who writes
a paper entitled “A Descriptive Study on the Teaching English Method at the First Year Student in SMU N 1 Sukoharjo in 20072008 Academic Year.
” Third is by Winda Dwi Lestari 2012, she is students of Muhammadiyah
University of Surakarta. She writes a paper entitled “A Study on the Method of Teaching English to the First Year Student of SMK Muhammadiyah 3
Surakarta 20112012 Academic Year. ” Different from the previous research,
the writer has different object in analyzing the data. The writer will analyze the method in teaching speaking of SMP N 1 Karangdowo.
2. Research Method Type of the study, the writer uses descriptive qualitative, especially
ethnography research to find out the method used in teaching speaking to the
second year of SMP N 1 Karangdowo. The subject of the study is English
teacher and the second year students of SMP N 1 Karangdowo, Klaten. They
are Mr. SG and Mr. SW. Total of the students are 74 students. The object of the study focuses on the method used in teaching speaking especially in the
first semester. The content of object are the approach, design, procedure, and
strengths and weaknesses. Data and data source, The data of this research
are the field note, interview script, syllabus, and textbook. The source of the
data in this research includes event, informant, and document. Technique of collecting data, the writer uses observation, interview, and document
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analysis. Technique for analyzing data is used by the researcher is based on
the underlying theory. Miles and Huberman 1980 in Sotopo 2002, 90 defines three component of analyzing data which is contained data reduction,
data display, and conclusion drawing. 3. Research Finding and Discussion
Research Finding
The description of method used in teaching learning of speaking to the second year students of SMP N 1 Karangdowo in academic year 20122013
a. Approach for Learning Theory Based on the observation which is done by the writer, the teacher
used different learning theory in teaching speaking. The teacher, Mr. SG used constructivism theory in which the students are require to participate
and to discuss in class and trained to build creative thinking, problem solving abilities, and self confidence. The teacher asked students to join
with their friend to make conversation together. Mr. SW’s class, he used humanism theory. It focuses more on the developme
nt of individual’s self- concept and his personal sense of reality. The teacher order the students to
read the dialogue or conversation then the teacher asked the students to response to the given utterance.
b. The Design Richards and Rodgers’ outline 1986, the design includes
objectives, linguistic content, activities, learner roles, teacher roles, and the role of instructional materials.
1 Learning Objective The writer knows that almost learning objectives of speaking are
to train the students more speaking and to apply their language skills in oral communication.
Learning objective of speaking in Mr. SG’ and Mr. SW’s class is such as:
“Basically, the objective of teaching speaking in Junior High School is to train
the students in order
to speak
or do
short dialogue
transactionalinterpersonal with
other for
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interacting with around of nature.” September. 1
st
2012 From the teacher’s said, the writer can concluded the learning
objectives of speaking are to make the student speak well and to make the student write short dialog.
2 Syllabus Model Both of Mr. SG and Mr. SW used the same syllabus in teaching
speaking. They are asked to create based on their each ability. Based on the observation which is done the writer, they use text based
syllabus because in teaching learning speaking, the teacher learnt based on the material, namely: descriptive and recount texts. Text-
based syllabus can be used in teaching or learning the communicative purposes.
3 Teacher’s Role The teacher has the biggest role in the classroom.
a Teacher as a Manager. The teacher as a manager should be able to manage the class in order that make the teaching learning speaking
effective and meaningful. For example: The teacher asked the students to prepare the
material before begin the lesson. The teacher reminds the students whom make
noisy in the class.
b Teacher as facilitator. The teacher facilitates the students in order that understand the material well. For example:
The teacher delivers the material clearly. The teacher gives chance to ask for the students
every time when the students don’t understand about the material. And then the teacher will
explain again.
c Teacher as motivator. The teacher always gives motivation to the students. For example:
The teacher said to the students to make their own to active practice the conversation in front
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of class. And to the students who not active the teacher gives spirit in order to brave perform
and speak confidently. ”please students show
your performance in front of class. I will give you point if you want to perform.”
4 Student’s Role In this case, the students have the role as doer of learning. They
practice the short dialogue to be conducted in front of class with their partner. Beside that, they asked to retell the stories about some topics
on front of class too. They must be active in the class. So, they are not only as object in which just got the material from the teacher.
5 Evaluation Based on the observation that is done by the writer, the Mr. SG
and Mr. SW almost have same technique for evaluating the students’ competence and to know how far the students understand the material.
The evaluation is done by mid-test and final-test. Beside that, the evaluation was usually held by the teachers was called periodical test.
6 Instructional Material and Media The material in writing is based on syllabus, but sometimes the
teacher takes the material from internet, book, or other resources. The material that is used by Mr. SG and Mr. SW in teaching speaking is
taken from handout, the handout is taken from book “Intan Pariwara”. Based on the writer’s observation, the teachers always use
whiteboard to write new vocabularies and also it is used by the students to write their idea in the classroom.
c. Classroom Procedure The classroom is divided into pre-activity, main-activity, and post-
activity. 1 Pre-activity
In this activity includes the apperception and motivation. Before did teaching learning process, the teacher open the meeting by
greeting.
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a Apperception Based on the observation done by the writer, the teacher did
review to the students by using answering question about the characteristics and example of descriptive text.
For example: T :
Based on the explanation that I give yesterday, please show me the
characteristics about the descriptive text.
S : Describe the place, people, and
thing. T :
Any other? b Motivation
The teacher explained the activities which will be done by the students and give motivation the students in order to the students
are more active in classroom activity. T :
Now, we will learn about the monolog descriptive that the topic is place. In here,
you must be active to speak English in front of the class. And the students want do
monolog or practice in front of class, I will give appreciation.
2 Main-activity In this main activity, the activity includes the exploration,
elaboration, and the confirmation. In this activity the students are hoped more active to speak.
a Exploration In this activity the teacher engage the students actively in the
lesson, it’s like practice the monolog which is available in the book. The teacher asked the students to open their book then
explain what the students will be learnt. b Elaboration
The activities are done in this session are as follow: the teacher accustoms the students are brave to do conversation in
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front of the class or the public. It’s means to convoy descriptive text orally.
T : In this material we should practice
and practice again to deepen your experience about something.
The teacher facilitates the students through giving assignment, discussion and another. The students answer the
questions about descriptive text which had been practiced. c Confirmation
In the confirmation part, the teacher asked to the students about the thing that the students are not understand. Beside that the
teacher gives positive feedback based on the students’ performance.
T : You perform the conversation in front of
class is good, especially to the active students. To the students have decrease
active, I hope more active again in the next meeting. But totally, you are good.
3 Post-activity In the last activity is post-activity. It is consist of giving
evaluation, explain the next material, and giving chance to ask for question, giving homework, and closing.
a Giving evaluation, explain the next material, and giving chance to ask for question.
The teacher gives chance the students to ask for question about the material which is not understood. Then, teacher asked the
students to study the next material will be learn next meeting. Example:
T : Any question about the material
today? Ss :
No, Sir. T :
Ok. The next meeting, we will learn about the monolog descriptive. So, I
hope you learn in the home before.
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b Giving homework. The teacher gives homework to the students about the
material that learnt today. It’s meant in order to the students can deep the material and the students study in the home.
c Closing In this activity, the teacher closed the meeting.
T : Because nothing the questions, lets close
our meeting by saying Hamdalah together.
Ss : Alhamdulillah hirobbil ’alamin…
T : W
assalamu’alaikum Wr. Wb. See you next time.
Ss : Walaikumusalam Wr. Wb.
d. Strengths and Weaknesses Strengths and weaknesses are:
1 Strengths a The teacher had complete role. One of the example of the role is he
can motivate the students to be active in teaching speaking. b The students as a subject, so the students more active and creative
in teaching speaking. c The material which is used “Intan Pariwara”. This handbook is
completed by picture so the students easily to understand. 2 The Weaknesses
a The teacher didn’t use the media maximally. b Target language is used rarely, it makes the students less
understand in English.
Discussion
Here, the writer compares the result of the finding with the previous research and theory. Approach is the theory which underlain the teaching
learning process. The teacher used constructivism and humanism approaches. In constructivism, the students asked to join with their friend to make
conversation together. In humanism, the teacher orders the students to read the
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dialogue or conversation then the teacher asked the students to response to the given utterance. This activity can be applied in the theory of Fauziati 2005.
The design includes objectives, linguistic content, activities, learner roles, teacher roles, and the role of instructional materials. From the data
which is gotten by the writer, learning objective of speaking is basically to make students speaking well and increase the ability of students speaking in
order to they can communicative efficiently with the correct pronunciation, grammar, vocabulary, and fluency. The writer tried to compare the objective
of Harris theory. The type of syllabus of speaking in second year students of SMP N 1 Karangdowo is text based syllabus. Teachers hold an important role
in teaching speaking, and they have same roles. As facilitator, the teacher provides the material to the students. As classroom manager, the teacher
manages the class by reminding the students who make noises in the classroom. As instructor, teacher gives direction and instruction to the students
in the teaching learning process. Littlewood 1981: 92 stated the roles of the teacher in teaching learning are as facilitator, as classroom manager, as
instructor, as consultant, and as evaluator. The writer concludes that the te
acher’s role in teaching speaking is suitable with Littlewood’s theory. The students as the subject not object, the teacher give them opportunity to express
their ideas, the teacher motivates the students to be active. Johnson and Paulson 1976 in Richard 1986 stated that l
earner’s role to plain their own learning program and this ultimately assume responsibility for what they do in
the classroom. The material used by the teacher is book that title “Intan
Pariwara” Yusak 2004 defines the material of speaking such as: spoof, report, recount, narrative, procedure, description, explanation, and discussion.
Here the most of material of speaking used in teaching speaking is genre texts. The writer concludes that the material of speaking
has suitability with Yusak’s theory. And the media used by the teacher is whiteboard and LCD.
The procedure is divided into three activities, namely; pre activity, main activity, and post activity. Carolina Terry said in her article “How to
Teach Speaking in an EFL Class” that teaching speaking has three stages or
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procedures, namely: pre-communicative stage, practice stage, and communicative interaction or production stage. So, the writer concludes that
the process of students’ speaking is suitable with the theory of Carolina Terry in her article. Classroom technique used by the teacher is discussion and
problem solving, but the teacher is more dominant with using discussion than problem solving. Fauziati 2010: 18-28 stated the techniques that can include
in classroom activity are role playing, games, problem solving, discussion, and song. The writer concludes that the classroom technique of speaking has
suitability with Fauziati’s theory. Based on the writer’s observation, teaching learning process of
speaking has strength and weakness which has difference and similarity with the previous finding.Strengths are the teacher had complete role. One of the
example of the role is he can motivate the students to be active in teaching speaking, the students as a subject, so the students more active and creative in
teaching speaking, the material which is u sed “Intan Pariwara”. This
handbook is completed by picture so the students easily to understand. The Weaknesses are the teacher
didn’t use the media maximally, target language is used rarely, it makes the students less understand in English.
4. Conclusion
