A STUDY ON THE METHODS IMPLEMENTED IN TEACHING SPEAKING AT FOREIGN LANGUAGE DEVELOPMENT INSTITUTION (FLDI) PAITON PROBOLINGGO

A STUDY ON THE METHODS IMPLEMENTED IN TEACHING SPEAKING AT FOREIGN LANGUAGE DEVELOPMENT

INSTITUTION (FLDI) PAITON PROBOLINGGO

THESIS

By: Didik Syaifullah

NIM. 06360209

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

A STUDY ON THE METHODS IMPLEMENTED IN TEACHING SPEAKING AT FOREIGN LANGUAGE DEVELOPMENT

INSTITUTION (FLDI) PAITON PROBOLINGGO

THESIS

This Thesis is Submitted to Meet One of the Requirements to Achieve Sarjana Degree in English Education

By: Didik Syaifullah

NIM. 06360209

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

ACKNOWLEDGEMENTS

Alhamdulillahi robbil alamin is the most perfect words that the writer expresses for this successful thesis writing.

The writer would like to express sincere gratitude to Ahmad Thohir Yoga, M.Pd, M.Ed, his first advisor and Drs. Jarum, M.Ed, his second advisor, for their suggestion, invaluable, guidance during the consultation period, the comments and correction during the completion of this thesis.

His deepest gratitude is also extended to Director and the teacher of FLDI, Mawardi, who had permitted him to do the research, and the elementary level for the help during the research and for their cooperation in being the subject of this study.

Next, his deepest thanks should go to his beloved parents, brothers, sisters and family who always support, motivate and pray for finishing this thesis.

Moreover, he thanks to his friends in UMM especially at English Department. For ex-member of Gang 6, thank for the confusion. For futsal team, thank for the play. For the friends in Rektorat, thank for the info. For friends who spread everywhere and The Butterfly Team in Perum Embong Anyar I G/2, arigato. The last, he thanks to her for the joy and sorrow.

Finally, the writer hopes that this thesis will be useful for readers. May Allah bless them. Amen.

TABLE OF CONTENTS

Content Page

APPROVAL SHEET ... i

LEGALIZATION ... ii

MOTTO AND DEDICATION ... iii

ACKNOWLEDGEMENTS ... iv

ABSTRACT ... v

TABLE OF CONTENT CHAPTER I: INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Statements of the Problem... 5

1.3 Purposes of the Study... 5

1.4 Significance of the Study ... 6

1.5 The Scope and Limitation ... 6

1.6 Definition of Key Terms ... 6

CHAPTER II: REVIEW OF RELATED LITERATURE ... 8

2.1 Speaking ... 8

2.2 Teaching Speaking ... 9

2.2.1Goals of Teaching Speaking ... 9

2.2.2Types of Oral Activity ... 10

2.2.2.1 Interactional Activities ... 10

2.2.2.2 Transactional Activities... 14

2.3 Methods in Teaching Speaking... 14

2.3.1Community Language Learning (CLL)... 15

2.3.2Communicative Language Teaching (CLT) ... 16

2.4 Teaching Learning Process... 20

2.4.1Components of Teaching ... 21

2.4.1.1 Objectives ... 21

2.4.1.2 Material ... 22

2.4.1.3 Evaluation... 23

2.4.1.4 Technique ... 24

2.4.1.5 Media... 24

2.4.1Factors in Teaching ... 25

2.4.1.6 Teacher ... 25

2.4.1.7 Students ... 26

2.4.1.8 Motivation ... 28

CHAPTER III: RESEARCH METHODOLOGY... 30

3.1 Research Design... 30

3.2 Research Subject and Setting... 31

3.3 Research Instrument ... 31

3.3.1 Observation ... 31

3.3.1.1 Preliminary Observation... 32

3.3.2 Interview ... 34

3.4 Data Collection ... 36

3.5 Data Analysis ... 37

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 38

4.1 Research Findings ... 38

4.1.1 The Methods of Teaching Speaking at FLDI ... 38

4.1.1.1 Communicative Language Teaching ... 39

4.1.1.2 Audio-lingual Method ... 41

4.1.1.3 Cooperative Language Learning ... 42

4.1.3 How the Teacher Implement the Mostly Selected Method ... 43

4.2 Discussion... 45

CHAPTER: CONCLUSIONS AND SUGGESTIONS ... 48

5.1. Conclusions ... 48

5.2 Suggestions ... 49

REFERENCES APPENDIXES

TABLE OF APPENDIXES

APPENDIXES

1. FORM OF OBSERVATION

2. INTERVIEW PROTOCOL

3. PROFIL DAN JATIDIRI LPBA

4. JADWAL KBM LPBA

5. SURAT KETERANGAN PENELITIAN

6. HASIL OBSERVASI

REFERENCES

Anderson, Lorin W. 1989. The Effective Teacher: Study, Guide and Readings. New York: McGraw-Hill Publishing Company

Ary, Donald. 2002. Introduction to Research in Education Sixth Edition. London: Wadsworth Group.

Black, James A and Dean J Champion. 1976. Methods and Issues in Social Research. New York: John Willey and Sons

Brown, H Douglas. 2001. Principle of Language Learning and Teaching. New Jersey: Prentice Hall

Bygate, Martin. 1987. Speaking. New York: Oxford University Press

Callahan, Jane E and Maria A Clark. 1988. Teaching in the Middle and Secondary Schools: Planning for Competence 3rd edition. New York: Macmilan Publishing Company

Clark, Leonard H and Irving S Starr. 1986. Secondary and Middle School Teaching Methods. New York: Macmillan Publishing Company

Creswell, John W. 1994. Research Design: Qualitative and Quantitative Approaches. Thousand Oaks: Sage publication

Febianawati,. 2000.

Freeman, Diane Larsenn. 2000. Techniques and Principles in Language Teaching 2nd Edition. New York: Oxford University Press

Fulcher, Glenn. 2003. Testing Second Language Speaking. New York: Longman Publication

Gay, L. R, and Peter Airasian. 2003. Educational Research: Competencies for Analysis and Applications. New Jersey: Pearson Education, Inc

Gowin, D. Bob. 1981. Educating. New York: Cornell University Press

Jacobsen, David et.al. 1981. Methods for Teaching: A Skills Approach. Ohio: Charless E. Merill Publishing Company

Kurniawati, Merrina. 2006. A study on the Cooperative Learning Method Used in Speaking Subject in ESP Class at University of Muhammadiyah Malang. Unpublished Thesis. Malang: UMM

Rea-Dickins, Pauline and Kevin Germaine. 1992. Evaluation. New York: Oxford University Press

Richards, Jack C. 1990. The Language Teaching Matrix. New York: Cambridge University Press

Richards, Jack C and Theodore S Rodgers. 2001. Approaches and Methods in Language Teaching. New York: Cambridge University Press

Seaberg, Dorothy I. 1971. The Four Faces of Teaching: The Role of the Teacher in Humanizing Education. California: Goodyear Publishing Company, Inc Widjaja, Eko Agus. 2003. Developing of a Model of Teaching English Vocabulary

Using Communicative Approach for the Fourth-year Students at SDI Sholah Jember. Unpublished Thesis. Malang: UMM

Wijayanti, Dyan Novia. 2008. The Methods of Teaching English Used by Student-teachers of Eight Semesters of the English Department University of Muhammadiyah Malang at SMAN 02 Batu. Unpublished Thesis. Malang: UMM

1

CHAPTER I INTRODUCTION

This chapter explains about background of the study, statement of the

problems, statements of the study, significance of the study, scope and limitation,

and definition of key terms.

1.1Background of the Study

As many other languages around the world, English has also various kinds

of skills which are required to master, such as; listening, speaking, reading

writing, etc. Among these skills, speaking is the most basic skill to be capable of

since it is used to communicate with other people. According to Fulcher (2003),

speaking is the verbal use of language to communicate with others. While, Brown

(2001) stated that speaking is interactive process of constructing meaning that

involves producing and receiving and processing information. In brief, speaking

is a process of using verbal expressions of language which are commonly used in

a society to construct and convey meaning, both transactional and interactional, as

form of expression to communicate with others.

In mastering speaking, there must be a lot of problems encountered by the

students. Febianawati (2000) showed that the students had problems with their

speaking ability particularly in term of inhabitation, nothing to say, low or uneven

participation, mother tongue use, speech act (pronunciation, grammar,

2

In addition, the researcher views that inhabitation is the greatest problem

among the others. The learners merely practice their English in a narrow place

with an allocation of time provided. They usually practice inside the class only

without any additional time outside the class. Hence, that is why the learners get

inhabitation as their problem. However, some linguists said that learning a

language is a matter of setting and forming a habit. In other words, the more the

person learns language, the sooner the habit can be formed. Thus, it is harmonious

with the proverb “Practice makes perfect”, which probably the proverb’s been

mentioned could be motivating clause for English learners, specifically for those

who focus on whetting their speaking ability, since the more the learners practice

and often speak the language they learn about the more their opportunity to

acquire speaking.

Along with the obstacles mentioned, the goal of the teaching speaking

would have been difficult to achieve by the end of the class as long as such

problems exist. Also, the planning which has been designed before teaching will

be rather hard to implement as the learners would have stayed in silence by the

time the teacher encourage them to speak. This silence is caused by their

unwilling to practice English. While, teaching can be considered to be a trial of

interrelated and sequential acts with planning and followed by implementing and

evaluating (Jacobsen et. al, 1981). If the teaching process is not followed by an

implementation, it will be considered unsuccessful or even failed. All teaching

begins with some kinds of planning. The first step of the planning phase is the

3

students quiet for an hour or as lofty as developing the students’ moral or spiritual

values. The establishment of some types of goal or purpose is the first priority in

teaching (Jacobsen et. al, 1981). So, in the end the teaching-learning process

which should be throughout by the learner, they, at least, have to practice and

implement all the things they achieve from that process in their daily life.

The problems above should gradually be overcome, for it belongs to such

complex problem to solve. Creating a good, interactive, conducive

teaching-learning process is one way or solution. Corder (1971) uttered that a good

teaching-learning process must be able to create an equal situation with the

situation of language acquisition where the interaction continuously happens

where the teacher gives more attention to the communicated meaning rather than

only to the structure. In this case, creating conducive condition which supports the

successfulness study of learning is demanding. The condition itself has to be

fully-representative for every element who involves in the teaching learning

process. Based on the research conducted Wijaya (2003), the students need to

have relaxed learning environment.

Besides, in creating a relaxed learning environment, selecting the

appropriate method would be something determining to the successfulness of

teaching or learning. For instance, the teacher chooses Communicative Language

Teaching (CLT) as his method in teaching speaking which encourages the

learners to talk a lot by designing the class as communicative as possible, or he

applies Community Language Learning (CLL) that setting a community of

4

since the interaction between teacher and students only happens for about 2x40

minutes for Junior High School (SMP) and 2x45 minutes for Senior High Student

(SMA). Furthermore, some teachers merely focus on accomplishing student’s

worksheet (LKS), rather than teaching English well in front of the class. Thus, the

CLL could probably be held in informal education or informal English course

which gives more time to study English outside the school. Based on the research

by Wijayanti (2008), the methods of teaching English used by student teachers of

the eight semester of the English Department of University of Muhammadiyah

Malang at SMAN 02 Batu are: Audio-lingual Method especially in listening

subject, Direct Method especially in teaching speaking and reading subject,

Grammar-translation method especially in teaching writing and reading subject.

Meanwhile, Kurniawati (2006) analyzed on the Cooperative Learning Method

used in speaking subject in ESP class of University of Muhammadiyah Malang

which is successful while applied in heterogeneous group.

In line with that explanation, the writer is really interested in analyzing the

method implemented in Foreign Language Development Institution (FLDI).

Foreign Language Development Institution (FLDI) is an informal education.

Informal education is a general term for education outside of a standard school

setting. It refers to various forms of alternative education, such as: Unschooling or

Homeschooling, Auto didacticism (Self-teaching) and Youth Work (Wikipedia,

2010). Informal education may exist in different kinds, both in individual or in

group such as: the mass media (including television, video games, magazines,

5

organizations and cultural institutions. Therefore, Foreign Language Development

Institution (FLDI) is a community-based organization and cultural institution

which is located in Paiton, Probolinggo where it implements bilingual program,

English-Arabic, for santri of Nurul Jadid Islamic Boarding School.

FLDI or known as LPBA (Lembaga Pengembangan Bahasa Asing) was

found in 1989. FLDI formerly was a study group who had interest in studying

English, especially speaking. Then, as the number of the members increase, FLDI

was found to accommodate them in an institution where it was the first language

institution established in Nurul Jadid Islamic Boarding School.

1.2Statement of the Problems

Based on the background of the study above, the writer formulates, at

least, three statements of the problems as follow:

1. What methods of teaching speaking are implemented at Foreign Language

Development Institution (FLDI)?

2. What method is mostly used in teaching speaking at Foreign Language

Development Institution (FLDI)?

6

1.3Purposes of the Study

After knowing the statement of the problems above, the purposes of the

study are:

1. To know the methods of teaching speaking implemented at Foreign Language

Development Institution (FLDI).

2. To investigate the mostly dominant method used in teaching speaking at

Foreign Language Development Institution (FLDI).

3. To know how the teachers implement the mostly selected method.

1.4Significance of the Study

Basically the significance of the study is to give contribution and

advantage for the teachers especially for those who teach speaking. In addition,

the writer intends to enlarge or enrich teachers’ insight in order that the teachers

are able to develop or improve their teaching English competence especially in

teaching speaking. Furthermore, it can be a feedback for Foreign Development

Institution (FLDI) teachers to maintain and improve their teaching strategy.

1.5Scope and Limitation

The scope of the study will strictly focus on method of teaching

implemented in Foreign Language Development Institution (FLDI). The subject

of the study is merely limited to the method of teaching for elementary students of

7

1.6Definition of Key Terms

Teaching : teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something,

providing with knowledge, causing to know, or understand (Brown,

2000: 7).

Method : methods can serve as models of integration of theory (the principles) and practice (the techniques) or a method is a coherent

set of thought-in-action links (Larsenn-Freeman, 2000)

Non-formal education: non-formal education is an education that is administered at non-formal education either institutional or not

In addition, the researcher views that inhabitation is the greatest problem among the others. The learners merely practice their English in a narrow place with an allocation of time provided. They usually practice inside the class only without any additional time outside the class. Hence, that is why the learners get inhabitation as their problem. However, some linguists said that learning a language is a matter of setting and forming a habit. In other words, the more the person learns language, the sooner the habit can be formed. Thus, it is harmonious with the proverb “Practice makes perfect”, which probably the proverb’s been mentioned could be motivating clause for English learners, specifically for those who focus on whetting their speaking ability, since the more the learners practice and often speak the language they learn about the more their opportunity to acquire speaking.

Along with the obstacles mentioned, the goal of the teaching speaking would have been difficult to achieve by the end of the class as long as such problems exist. Also, the planning which has been designed before teaching will be rather hard to implement as the learners would have stayed in silence by the time the teacher encourage them to speak. This silence is caused by their unwilling to practice English. While, teaching can be considered to be a trial of interrelated and sequential acts with planning and followed by implementing and evaluating (Jacobsen et. al, 1981). If the teaching process is not followed by an implementation, it will be considered unsuccessful or even failed. All teaching begins with some kinds of planning. The first step of the planning phase is the establishment of some kinds of goal. This goal may be a mundane as keeping the

students quiet for an hour or as lofty as developing the students’ moral or spiritual values. The establishment of some types of goal or purpose is the first priority in teaching (Jacobsen et. al, 1981). So, in the end the teaching-learning process which should be throughout by the learner, they, at least, have to practice and implement all the things they achieve from that process in their daily life.

The problems above should gradually be overcome, for it belongs to such complex problem to solve. Creating a good, interactive, conducive teaching-learning process is one way or solution. Corder (1971) uttered that a good teaching-learning process must be able to create an equal situation with the situation of language acquisition where the interaction continuously happens where the teacher gives more attention to the communicated meaning rather than only to the structure. In this case, creating conducive condition which supports the successfulness study of learning is demanding. The condition itself has to be fully-representative for every element who involves in the teaching learning process. Based on the research conducted Wijaya (2003), the students need to have relaxed learning environment.

Besides, in creating a relaxed learning environment, selecting the appropriate method would be something determining to the successfulness of teaching or learning. For instance, the teacher chooses Communicative Language Teaching (CLT) as his method in teaching speaking which encourages the learners to talk a lot by designing the class as communicative as possible, or he applies Community Language Learning (CLL) that setting a community of language learners is needed. However, CLL is difficult to apply inside the class

since the interaction between teacher and students only happens for about 2x40 minutes for Junior High School (SMP) and 2x45 minutes for Senior High Student (SMA). Furthermore, some teachers merely focus on accomplishing student’s worksheet (LKS), rather than teaching English well in front of the class. Thus, the CLL could probably be held in informal education or informal English course which gives more time to study English outside the school. Based on the research by Wijayanti (2008), the methods of teaching English used by student teachers of the eight semester of the English Department of University of Muhammadiyah Malang at SMAN 02 Batu are: Audio-lingual Method especially in listening subject, Direct Method especially in teaching speaking and reading subject, Grammar-translation method especially in teaching writing and reading subject. Meanwhile, Kurniawati (2006) analyzed on the Cooperative Learning Method used in speaking subject in ESP class of University of Muhammadiyah Malang which is successful while applied in heterogeneous group.

In line with that explanation, the writer is really interested in analyzing the method implemented in Foreign Language Development Institution (FLDI). Foreign Language Development Institution (FLDI) is an informal education. Informal education is a general term for education outside of a standard school setting. It refers to various forms of alternative education, such as: Unschooling or Homeschooling, Auto didacticism (Self-teaching) and Youth Work (Wikipedia, 2010). Informal education may exist in different kinds, both in individual or in group such as: the mass media (including television, video games, magazines, etc), museums, libraries, after-school groups and other community-based

organizations and cultural institutions. Therefore, Foreign Language Development Institution (FLDI) is a community-based organization and cultural institution which is located in Paiton, Probolinggo where it implements bilingual program, English-Arabic, for santri of Nurul Jadid Islamic Boarding School.

FLDI or known as LPBA (Lembaga Pengembangan Bahasa Asing) was found in 1989. FLDI formerly was a study group who had interest in studying English, especially speaking. Then, as the number of the members increase, FLDI was found to accommodate them in an institution where it was the first language institution established in Nurul Jadid Islamic Boarding School.

1.2Statement of the Problems

Based on the background of the study above, the writer formulates, at least, three statements of the problems as follow:

1. What methods of teaching speaking are implemented at Foreign Language Development Institution (FLDI)?

2. What method is mostly used in teaching speaking at Foreign Language Development Institution (FLDI)?

1.3Purposes of the Study

After knowing the statement of the problems above, the purposes of the study are:

1. To know the methods of teaching speaking implemented at Foreign Language Development Institution (FLDI).

2. To investigate the mostly dominant method used in teaching speaking at Foreign Language Development Institution (FLDI).

3. To know how the teachers implement the mostly selected method.

1.4Significance of the Study

Basically the significance of the study is to give contribution and advantage for the teachers especially for those who teach speaking. In addition, the writer intends to enlarge or enrich teachers’ insight in order that the teachers are able to develop or improve their teaching English competence especially in teaching speaking. Furthermore, it can be a feedback for Foreign Development Institution (FLDI) teachers to maintain and improve their teaching strategy.

1.5Scope and Limitation

The scope of the study will strictly focus on method of teaching implemented in Foreign Language Development Institution (FLDI). The subject of the study is merely limited to the method of teaching for elementary students of Foreign Language Development Institution (FLDI).

1.6Definition of Key Terms

Teaching : teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know, or understand (Brown, 2000: 7).

Method : methods can serve as models of integration of theory (the principles) and practice (the techniques) or a method is a coherent set of thought-in-action links (Larsenn-Freeman, 2000)

Non-formal education: non-formal education is an education that is administered at non-formal education either institutional or not (Government Rule no. 73/1991 about non-formal education).