A STUDY ON THE TECHNIQUE OF TEACHING SPEAKING EMPLOYED BY MALE AND FEMALE TEACHERS AT MA AL-AMIEN 1 PRAGAAN
A STUDY ON THE TECHNIQUE OF TEACHING SPEAKING
EMPLOYED BY MALE AND FEMALE TEACHERS
AT MA AL-AMIEN 1 PRAGAAN
THESIS
By:
ERVIN YUNITA
08360074
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JANUARY 2013
A STUDY ON THE TECHNIQUE OF TEACHING SPEAKING
EMPLOYED BY MALE AND FEMALE TEACHERS
AT MA AL-AMIEN 1 PRAGAAN
THESIS
By:
ERVIN YUNITA
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JANUARY 2013
A STUDY ON THE TECHNIQUE OF TEACHING SPEAKING
EMPLOYED BY MALE AND FEMALE TEACHERS
AT MA AL-AMIEN 1 PRAGAAN
THESIS
This thesis is submitted to fulfill one of the requirements to
achieve Sarjana Degree in English Education
By:
ERVIN YUNITA
08360074
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JANUARY 2013
M OT T O:
“Sesungguhnya Allah t idak mengubah keadaan sesuat u kaum sehingga mereka
mengubah keadaan yang ada pada diri mereka sendiri”
( Surat Ar ra’d : 11)
DEDI CAT I ON :
This Thesis Dedicated To:
My Beloved Parents
My Beloved Family
My Teachers and Lecturers
My Beloved Friends
My Future
ACKNOWLEDGMENTS
Alhamdulillahirobil’alamin the researcher’s praise is gratefully only dedicated
to Allah SWT. For His Almighty and Merciful guides and blesses, the writer can
finish this thesis. Sholawat and Salam are always given to the prophet Muhammad
SAW.
The writer realizes that this thesis will never get the success without any help
from other people. Therefore, the writer would like to give sincere gratitude to:
1. Mrs Riza Elfana, MA and Mr Dr. Masduki, M.Pd as her advisors for their
advices, suggestions, guidances, critics, and correction in completing this
thesis.
2. The writer’s beloved family, her father H.Luthfi Al-Madani, mother Hj. Elvi
Sulastri, little sisters Ervina Lutfianti and Erviana Naila Safrillah Zaizafun.
Thanks for the pray, support, and sacrifices you have given.
3. The headmaster and all teachers at MA Al-Amien 1 Pragaan.
4. Saiful Anwar, thanks for support, patience, and motivation that you have
given.
5. The writer’s beloved friends and the all members of KPRI DIAN boarding
house especially Murni, Rika, Mita, Nita, Nurul, Novi, Tika, Nelly, Lely,
thanks for your help, and for being such a nice friends in her life and for all
her friends that she cannot mention one by one she love you all and she will
never forget you.
Finally, the writer truly realizes that this thesis still needs constructive critics
and suggestions from the readers in order to be perfect and useful for the readers,
especially for English Department students.
Malang, 23 January 2013
The Writer
TABLE OF CONTENTS
APPROVAL ................................................................................................
LEGALIZATION .......................................................................................
MOTTO & DEDICATION ........................................................................
ABSTRACT ................................................................................................
ACKNOWLEDGEMENTS ........................................................................
TABLE OF CONTENTS ............................................................................
i
ii
iii
iv
v
vi
CHAPTER I: INTRODUCTION
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
Background of the Study .................................................................
Statement of the Problems ...............................................................
Purposes of the Study ......................................................................
Significance of the Study.................................................................
Scope and Limitation.......................................................................
Definition of Key Terms .................................................................
1
5
5
5
6
6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1. Speaking .........................................................................................
2.2. Teaching Speaking ..........................................................................
2.3. Teaching Technique ........................................................................
2.3.1. Criteria and Principles of Designing and Implementing
Teaching Technique .................................................................
2.3.1.1 Productivity ................................................................
2.3.1.2 Purposefulness ............................................................
2.3.1.3 Interactivity ................................................................ `
2.3.1.4 Challange....................................................................
2.3.1.5 Safety ......................................................................... `
2.3.1.6 Authenticity ................................................................
2.3.2. Techniques in Teaching Speaking
2.3.2.1 Acting from a script ....................................................
2.3.2.2 Communication Games ...............................................
2.3.2.3 Discussion ..................................................................
2.3.2.4 Prepared Talk .............................................................
2.3.2.5 Questionnaires ............................................................
2.3.2.6 Simulation and Role Play ............................................
2.4 MA Al-Amien 1 Pragaan.................................................................
8
9
11
12
12
12
13
13
13
14
16
17
18
19
20
20
22
CHAPTER III: RESEARCH METODHOLOGY
3.1. Research Design ..............................................................................
3.2. Subject of The Study .......................................................................
23
24
3.3. Data of The Study ...........................................................................
3.3.1 Data Collection Techniques ......................................................
3.3.2 Procedures of Data Collection ..................................................
3.3.3 Data Analysis ...........................................................................
24
25
27
28
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1. Research Findings ...........................................................................
4.1.1. The Speaking Teaching Technique Used by
Male English Teacher ...............................................................
4.1.2. The Speaking Teaching Technique Used by
Female English Teacher ...........................................................
4.1.3. The Procedures of Applying Speaking Teaching Technique
4.1.3.1 The Male Teacher Procedures in Applying Speaking
Teaching Technique ........................................................
4.1.3.2 The Female Teacher Procedures in Applying Speaking
Teaching Technique ........................................................
4.2. Discussions .....................................................................................
30
30
33
36
39
43
CHAPTER V: CONCLUSIONS AND SUGGESTION
5.1. Conclusions .....................................................................................
5.2. Suggestions .....................................................................................
REFERENCES
APPENDIX
45
46
REFERENCES
Ary, Donald, Jacobs, and Razavieh, 2006. Introduction to Research in Education.
New York: Wadsworth Group.
Ary, Donald, Jacobs, and Razavieh, 2010. Introduction to Research in Education.
New York: Wadsworth Group.
Anne, Statham, Richardson, and Cook.A. 1991. Gender and University teaching.
New York: State University of New York.
Brown, H. Douglas. 2001. Teaching by Principles an interactive approach to
language pedagogy. San Fransisco : Pearson Education, Inc.
Gurray, P. 1970. Teaching English as a Foreign Language. London: Longman Group
Limited.
Harmer, Jeremy. 2007. The Practice of English Language Teaching. Edinburgh:
Addison Weasley Longman Limited
Kachru, B. Braj. 1990. The Alchemy of English. Chicago: University of Illinois Press.
Kayie, Hayrie. 2006. Teaching speaking: Activities to promote speaking in a second
language. Nevada: University of Nevada.
Khadijah, Siti. 2008. A Study on The difference of Teaching Technique Employed by
Male and Female Teachers at SMAN 1 Nganjuk. Unpublished Thesis :
University of Muhammadiyah Malang.
Krisdian, Dessy. 2008. The Implementation of Speaking Class as Local Content at
SMPN 1 Singosari Malang. Malang: Unpublished Thesis.
Laird, F. Thomas. 2007. Understanding Teaching Styles Differences Between Man
And Woman. Kansas: Kansas City MO.
Patel, F.M. 2008. English Language Teaching. Jaipur: Sunrise Publisher and
Distributor.
Richard, C. Jack and Lockhart, Charles.
1996. Reflective Teaching in Second
Language Classroom. Cambridge: Cambridge University Press.
Richard, C. Jack. 2001. Curriculum Development in Language teaching. Cambridge:
Cambridge University Press.
Richard, C. Jack. 2008. Teaching Listening and Speaking. Cambridge: Cambridge
University Press.
Thornbury, Scott. 2005. How to teach Speaking. Edinburgh: Pearson Education
Limited.
Troike, Saville Muriel. 2006. Introducing Second Language Acquisition. Cambridge:
Cambridge University Press.
www. Al-Amien.ac.id (Downloaded on June 3, 2012 at 10.00 A.M)
CHAPTER 1
INTRODUCTION
This chapter presents background of the study, the statements of the study, the
purposes of the study, significance of the study, scope and limitation, and the
definition of key terms.
1.1 Background of Study
Nowadays, English becomes the most important language in Indonesia and it
becomes the compulsory foreign language subject in school. Besides, English is a
very important subject to enroll senior high school and universities. It is also a
selection criterion for higher studies and job vacancies. (Khadijah, 2008)
In addition, Kachru (1990: ) stated that competence in English and the use of it
signify a transmutation: an added potential for material and social gain and
advantage. English is considered a symbol of modernization, a key to expanded
functional roles, and an extra arm for success and mobility in culturally and
linguistically complex and pluralistic society. Therefore, teaching and studying
English is very important.
Richard (2008:19) stated that the mastery of speaking skills in English is a
priority for many second-language or foreign-language learners.
Gurray (1970) stated that in teaching a foreign language including English,
there are four abilities to train; listening, reading, speaking, and writing. He also said
that spoken language is the real language. Therefore, learners should begin to learn to
1
speak a new language before they try to read or write it.
However, Budiharso (in Khadijah, 2008) stated that graduates of Senior High
School only mastered 1000 vocabularies and they cannot use English either oral or
written communication. Therefore, in this case English teachers have a big
responsibility and role because as stated by Richard (2001) teachers are key factor in
the successful implementation of curriculum changes.
In addition, the teacher is a resource person who provides language input for
learner to work on (Richard, 1996:34). Then, the teacher must work hard to succeed
the English teaching in the school and to make the students master the language itself
especially for communicative purposes.
For those reasons, the teacher, of course, must have the appropriate teaching
technique so that the goal can be achieved successfully and the problems in teaching
learning activities can be handled. The use of teaching technique can make students
more enthusiastic when the teacher teaches. (Khadijah, 2008). It is also found that
technique does not only have a function to save time, energy, and to avoid students
from misunderstanding, but also helps students gasp the meaning easily and quickly (
Mangayu, in Khadijah , 2008).
Stadham, Richardson, and A. Cook (1991) stated about the difference between
males and females in teaching. In their research they found that women professors
more likely than the men to use teaching strategies that enhance their relationships
with students, males tend to be oriented more technically toward their teaching and
females more interpersonally. This difference can be seen in several ways. First,
females focus on the content and on the student while males discuss their dedication
2
in terms of strategies and methods on teaching. Second, males talk to colleagues
about those methods whereas females tend to talk about their feeling concerning
particular class or students. Third, male teachers feel bad when a technique flops and
change by devising a new method. On the other hand, females feel very bad and
depressed when their classes go poorly; rectification comes from obtaining input and
evaluation.
In addition, Richard (1996:31) stated that some teachers have a personal
preference for a particular teaching pattern, arrangement, or activity because it
matches their personality. For example, a teacher loves to do a lot of drama in
conversation or his speaking class because he is an outstanding person and it suits the
way he teach.
A study by Lacey, Saleh, and Gorman (1998) also examined teaching styles
at one institution through measures of inclusion and sensitivity preferences. They
found that the styles of male and female teacher differed.
Besides, in a recent study, Starbuck (2003) examined gender differences in
teaching techniques. Starbuck measured 22 different teaching activities, ranging from
class discussion and group projects to simulations and role plays. She found that three
of the activities were significantly different by gender: small group discussion,
lecture, and the use of power-point slides.
Results from the Faculty Survey of Student Engagement (FSSE) also suggest
ways in which men and women teach differently. Women faculty members
emphasize higher order thinking skills, active and collaborative learning, and
diversity experiences more than men.
3
It was also shown in a previous research conducted by Siti Khadijah(2008)
about the differences of teaching technique employed by male and female teachers in
SMA Negeri 1 Nganjuk which was focused on reading teaching technique. She found
that there were differences on male and female teachers teaching techniques such as
the techniques used by male teacher were the description/explanation, role play, and
discovery while female teacher used description/explanation, group discussion, the
discovery and return technique.
In addition, understanding how and why men and women teach differently is
important as stated by Laird, “Understanding how and why men and women teach
differently is critical to assisting faculty in their efforts to improve their teaching”
(Laird, 2007)
With these regards, the researcher thinks that it is worth to conduct a study to
investigate the technique of teaching speaking employed by male and female
teachers. This study is intended to describe the speaking teaching techniques
employed by male and female teachers in MA Al-Amien 1 Pragaan because it is a
bilingual school and has English activities as extracurricular such us English Speech,
drama, etc. This study is not intended to make a gap or comparison among the male
and female teachers especially in teaching technique; it is merely to show the variety
of teaching technique in a particular school with the expectation that it can provide
information to teachers.
4
1.2 Statement of the Problem
1. What are speaking teaching techniques employed by male English teacher at MA
Al-Amien 1 Pragaan?
2. What are speaking teaching techniques employed by female English teacher at MA
Al-Amien 1 Pragaan?
3. How are the techniques applied by the teachers in teaching speaking at MA AlAmien 1 Pragaan?
1.3 Purpose of Study
1. To know speaking teaching techniques employed by male English teacher at MA
Al-Amien 1 Prenduan I Pragaan
2. To know speaking teaching techniques employed by female English teacher at AlAmien 1 Pragaan
3. To know how the techniques applied by the teachers in teaching speaking at MA
Al-Amien 1 Pragaan.
1.4 Significance of Study
Theoretically, the result of this study is expected to give inputs and
contributions to the English teachers in implementing the techniques in teaching
speaking.
Practically, the English teachers at MA Al-Amien 1 Pragaan can use the finding
of this study as the feedback and information to improve their teaching-learning
process, and determine the technique that can be developed to improve the students’
5
ability in English speaking.
1.5 Scope and Limitation
The scope of this study is focused on the teachers’ speaking teaching technique.
In this case, the writer wants to investigate the speaking teaching technique employed
by male and female teachers. Meanwhile, this study is limited to the teachers of MA
Al-Amien 1Pragaan.
1.6 Definition of Key Terms
The researcher defines the key term as follows:
1. Speaking: an activity of expressing thought, ideas, and feelings by using
audible symbols or visible body actions (Brown in Krisdian , 2008). In this
study, speaking is an oral skill to express thought, ideas and feelings in
English. It is a part of English teaching and learning.
2. Technique: any of a wide variety of exercise, activities, or task, used in the
language classroom for realizing lesson objectives (Brown, 2001:16). In this
study, technique is the exercise, activity or task used by teachers in teaching
speaking. The researcher will investigate the technique used by teachers in
teaching speaking.
3. Teaching speaking: to teach learners to produce the English speech sound and
patterns, to select appropriate words and sentences according to the proper
social setting, audience, situation and subject matter, to organize their thought
in a meaningful and logical sequence, to use language as means of expressing
6
values and judgment, and to use the language quickly and confidently with
few unnatural pauses which is called as fluency. (Nunan :2003).
7
EMPLOYED BY MALE AND FEMALE TEACHERS
AT MA AL-AMIEN 1 PRAGAAN
THESIS
By:
ERVIN YUNITA
08360074
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JANUARY 2013
A STUDY ON THE TECHNIQUE OF TEACHING SPEAKING
EMPLOYED BY MALE AND FEMALE TEACHERS
AT MA AL-AMIEN 1 PRAGAAN
THESIS
By:
ERVIN YUNITA
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JANUARY 2013
A STUDY ON THE TECHNIQUE OF TEACHING SPEAKING
EMPLOYED BY MALE AND FEMALE TEACHERS
AT MA AL-AMIEN 1 PRAGAAN
THESIS
This thesis is submitted to fulfill one of the requirements to
achieve Sarjana Degree in English Education
By:
ERVIN YUNITA
08360074
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JANUARY 2013
M OT T O:
“Sesungguhnya Allah t idak mengubah keadaan sesuat u kaum sehingga mereka
mengubah keadaan yang ada pada diri mereka sendiri”
( Surat Ar ra’d : 11)
DEDI CAT I ON :
This Thesis Dedicated To:
My Beloved Parents
My Beloved Family
My Teachers and Lecturers
My Beloved Friends
My Future
ACKNOWLEDGMENTS
Alhamdulillahirobil’alamin the researcher’s praise is gratefully only dedicated
to Allah SWT. For His Almighty and Merciful guides and blesses, the writer can
finish this thesis. Sholawat and Salam are always given to the prophet Muhammad
SAW.
The writer realizes that this thesis will never get the success without any help
from other people. Therefore, the writer would like to give sincere gratitude to:
1. Mrs Riza Elfana, MA and Mr Dr. Masduki, M.Pd as her advisors for their
advices, suggestions, guidances, critics, and correction in completing this
thesis.
2. The writer’s beloved family, her father H.Luthfi Al-Madani, mother Hj. Elvi
Sulastri, little sisters Ervina Lutfianti and Erviana Naila Safrillah Zaizafun.
Thanks for the pray, support, and sacrifices you have given.
3. The headmaster and all teachers at MA Al-Amien 1 Pragaan.
4. Saiful Anwar, thanks for support, patience, and motivation that you have
given.
5. The writer’s beloved friends and the all members of KPRI DIAN boarding
house especially Murni, Rika, Mita, Nita, Nurul, Novi, Tika, Nelly, Lely,
thanks for your help, and for being such a nice friends in her life and for all
her friends that she cannot mention one by one she love you all and she will
never forget you.
Finally, the writer truly realizes that this thesis still needs constructive critics
and suggestions from the readers in order to be perfect and useful for the readers,
especially for English Department students.
Malang, 23 January 2013
The Writer
TABLE OF CONTENTS
APPROVAL ................................................................................................
LEGALIZATION .......................................................................................
MOTTO & DEDICATION ........................................................................
ABSTRACT ................................................................................................
ACKNOWLEDGEMENTS ........................................................................
TABLE OF CONTENTS ............................................................................
i
ii
iii
iv
v
vi
CHAPTER I: INTRODUCTION
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
Background of the Study .................................................................
Statement of the Problems ...............................................................
Purposes of the Study ......................................................................
Significance of the Study.................................................................
Scope and Limitation.......................................................................
Definition of Key Terms .................................................................
1
5
5
5
6
6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1. Speaking .........................................................................................
2.2. Teaching Speaking ..........................................................................
2.3. Teaching Technique ........................................................................
2.3.1. Criteria and Principles of Designing and Implementing
Teaching Technique .................................................................
2.3.1.1 Productivity ................................................................
2.3.1.2 Purposefulness ............................................................
2.3.1.3 Interactivity ................................................................ `
2.3.1.4 Challange....................................................................
2.3.1.5 Safety ......................................................................... `
2.3.1.6 Authenticity ................................................................
2.3.2. Techniques in Teaching Speaking
2.3.2.1 Acting from a script ....................................................
2.3.2.2 Communication Games ...............................................
2.3.2.3 Discussion ..................................................................
2.3.2.4 Prepared Talk .............................................................
2.3.2.5 Questionnaires ............................................................
2.3.2.6 Simulation and Role Play ............................................
2.4 MA Al-Amien 1 Pragaan.................................................................
8
9
11
12
12
12
13
13
13
14
16
17
18
19
20
20
22
CHAPTER III: RESEARCH METODHOLOGY
3.1. Research Design ..............................................................................
3.2. Subject of The Study .......................................................................
23
24
3.3. Data of The Study ...........................................................................
3.3.1 Data Collection Techniques ......................................................
3.3.2 Procedures of Data Collection ..................................................
3.3.3 Data Analysis ...........................................................................
24
25
27
28
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1. Research Findings ...........................................................................
4.1.1. The Speaking Teaching Technique Used by
Male English Teacher ...............................................................
4.1.2. The Speaking Teaching Technique Used by
Female English Teacher ...........................................................
4.1.3. The Procedures of Applying Speaking Teaching Technique
4.1.3.1 The Male Teacher Procedures in Applying Speaking
Teaching Technique ........................................................
4.1.3.2 The Female Teacher Procedures in Applying Speaking
Teaching Technique ........................................................
4.2. Discussions .....................................................................................
30
30
33
36
39
43
CHAPTER V: CONCLUSIONS AND SUGGESTION
5.1. Conclusions .....................................................................................
5.2. Suggestions .....................................................................................
REFERENCES
APPENDIX
45
46
REFERENCES
Ary, Donald, Jacobs, and Razavieh, 2006. Introduction to Research in Education.
New York: Wadsworth Group.
Ary, Donald, Jacobs, and Razavieh, 2010. Introduction to Research in Education.
New York: Wadsworth Group.
Anne, Statham, Richardson, and Cook.A. 1991. Gender and University teaching.
New York: State University of New York.
Brown, H. Douglas. 2001. Teaching by Principles an interactive approach to
language pedagogy. San Fransisco : Pearson Education, Inc.
Gurray, P. 1970. Teaching English as a Foreign Language. London: Longman Group
Limited.
Harmer, Jeremy. 2007. The Practice of English Language Teaching. Edinburgh:
Addison Weasley Longman Limited
Kachru, B. Braj. 1990. The Alchemy of English. Chicago: University of Illinois Press.
Kayie, Hayrie. 2006. Teaching speaking: Activities to promote speaking in a second
language. Nevada: University of Nevada.
Khadijah, Siti. 2008. A Study on The difference of Teaching Technique Employed by
Male and Female Teachers at SMAN 1 Nganjuk. Unpublished Thesis :
University of Muhammadiyah Malang.
Krisdian, Dessy. 2008. The Implementation of Speaking Class as Local Content at
SMPN 1 Singosari Malang. Malang: Unpublished Thesis.
Laird, F. Thomas. 2007. Understanding Teaching Styles Differences Between Man
And Woman. Kansas: Kansas City MO.
Patel, F.M. 2008. English Language Teaching. Jaipur: Sunrise Publisher and
Distributor.
Richard, C. Jack and Lockhart, Charles.
1996. Reflective Teaching in Second
Language Classroom. Cambridge: Cambridge University Press.
Richard, C. Jack. 2001. Curriculum Development in Language teaching. Cambridge:
Cambridge University Press.
Richard, C. Jack. 2008. Teaching Listening and Speaking. Cambridge: Cambridge
University Press.
Thornbury, Scott. 2005. How to teach Speaking. Edinburgh: Pearson Education
Limited.
Troike, Saville Muriel. 2006. Introducing Second Language Acquisition. Cambridge:
Cambridge University Press.
www. Al-Amien.ac.id (Downloaded on June 3, 2012 at 10.00 A.M)
CHAPTER 1
INTRODUCTION
This chapter presents background of the study, the statements of the study, the
purposes of the study, significance of the study, scope and limitation, and the
definition of key terms.
1.1 Background of Study
Nowadays, English becomes the most important language in Indonesia and it
becomes the compulsory foreign language subject in school. Besides, English is a
very important subject to enroll senior high school and universities. It is also a
selection criterion for higher studies and job vacancies. (Khadijah, 2008)
In addition, Kachru (1990: ) stated that competence in English and the use of it
signify a transmutation: an added potential for material and social gain and
advantage. English is considered a symbol of modernization, a key to expanded
functional roles, and an extra arm for success and mobility in culturally and
linguistically complex and pluralistic society. Therefore, teaching and studying
English is very important.
Richard (2008:19) stated that the mastery of speaking skills in English is a
priority for many second-language or foreign-language learners.
Gurray (1970) stated that in teaching a foreign language including English,
there are four abilities to train; listening, reading, speaking, and writing. He also said
that spoken language is the real language. Therefore, learners should begin to learn to
1
speak a new language before they try to read or write it.
However, Budiharso (in Khadijah, 2008) stated that graduates of Senior High
School only mastered 1000 vocabularies and they cannot use English either oral or
written communication. Therefore, in this case English teachers have a big
responsibility and role because as stated by Richard (2001) teachers are key factor in
the successful implementation of curriculum changes.
In addition, the teacher is a resource person who provides language input for
learner to work on (Richard, 1996:34). Then, the teacher must work hard to succeed
the English teaching in the school and to make the students master the language itself
especially for communicative purposes.
For those reasons, the teacher, of course, must have the appropriate teaching
technique so that the goal can be achieved successfully and the problems in teaching
learning activities can be handled. The use of teaching technique can make students
more enthusiastic when the teacher teaches. (Khadijah, 2008). It is also found that
technique does not only have a function to save time, energy, and to avoid students
from misunderstanding, but also helps students gasp the meaning easily and quickly (
Mangayu, in Khadijah , 2008).
Stadham, Richardson, and A. Cook (1991) stated about the difference between
males and females in teaching. In their research they found that women professors
more likely than the men to use teaching strategies that enhance their relationships
with students, males tend to be oriented more technically toward their teaching and
females more interpersonally. This difference can be seen in several ways. First,
females focus on the content and on the student while males discuss their dedication
2
in terms of strategies and methods on teaching. Second, males talk to colleagues
about those methods whereas females tend to talk about their feeling concerning
particular class or students. Third, male teachers feel bad when a technique flops and
change by devising a new method. On the other hand, females feel very bad and
depressed when their classes go poorly; rectification comes from obtaining input and
evaluation.
In addition, Richard (1996:31) stated that some teachers have a personal
preference for a particular teaching pattern, arrangement, or activity because it
matches their personality. For example, a teacher loves to do a lot of drama in
conversation or his speaking class because he is an outstanding person and it suits the
way he teach.
A study by Lacey, Saleh, and Gorman (1998) also examined teaching styles
at one institution through measures of inclusion and sensitivity preferences. They
found that the styles of male and female teacher differed.
Besides, in a recent study, Starbuck (2003) examined gender differences in
teaching techniques. Starbuck measured 22 different teaching activities, ranging from
class discussion and group projects to simulations and role plays. She found that three
of the activities were significantly different by gender: small group discussion,
lecture, and the use of power-point slides.
Results from the Faculty Survey of Student Engagement (FSSE) also suggest
ways in which men and women teach differently. Women faculty members
emphasize higher order thinking skills, active and collaborative learning, and
diversity experiences more than men.
3
It was also shown in a previous research conducted by Siti Khadijah(2008)
about the differences of teaching technique employed by male and female teachers in
SMA Negeri 1 Nganjuk which was focused on reading teaching technique. She found
that there were differences on male and female teachers teaching techniques such as
the techniques used by male teacher were the description/explanation, role play, and
discovery while female teacher used description/explanation, group discussion, the
discovery and return technique.
In addition, understanding how and why men and women teach differently is
important as stated by Laird, “Understanding how and why men and women teach
differently is critical to assisting faculty in their efforts to improve their teaching”
(Laird, 2007)
With these regards, the researcher thinks that it is worth to conduct a study to
investigate the technique of teaching speaking employed by male and female
teachers. This study is intended to describe the speaking teaching techniques
employed by male and female teachers in MA Al-Amien 1 Pragaan because it is a
bilingual school and has English activities as extracurricular such us English Speech,
drama, etc. This study is not intended to make a gap or comparison among the male
and female teachers especially in teaching technique; it is merely to show the variety
of teaching technique in a particular school with the expectation that it can provide
information to teachers.
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1.2 Statement of the Problem
1. What are speaking teaching techniques employed by male English teacher at MA
Al-Amien 1 Pragaan?
2. What are speaking teaching techniques employed by female English teacher at MA
Al-Amien 1 Pragaan?
3. How are the techniques applied by the teachers in teaching speaking at MA AlAmien 1 Pragaan?
1.3 Purpose of Study
1. To know speaking teaching techniques employed by male English teacher at MA
Al-Amien 1 Prenduan I Pragaan
2. To know speaking teaching techniques employed by female English teacher at AlAmien 1 Pragaan
3. To know how the techniques applied by the teachers in teaching speaking at MA
Al-Amien 1 Pragaan.
1.4 Significance of Study
Theoretically, the result of this study is expected to give inputs and
contributions to the English teachers in implementing the techniques in teaching
speaking.
Practically, the English teachers at MA Al-Amien 1 Pragaan can use the finding
of this study as the feedback and information to improve their teaching-learning
process, and determine the technique that can be developed to improve the students’
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ability in English speaking.
1.5 Scope and Limitation
The scope of this study is focused on the teachers’ speaking teaching technique.
In this case, the writer wants to investigate the speaking teaching technique employed
by male and female teachers. Meanwhile, this study is limited to the teachers of MA
Al-Amien 1Pragaan.
1.6 Definition of Key Terms
The researcher defines the key term as follows:
1. Speaking: an activity of expressing thought, ideas, and feelings by using
audible symbols or visible body actions (Brown in Krisdian , 2008). In this
study, speaking is an oral skill to express thought, ideas and feelings in
English. It is a part of English teaching and learning.
2. Technique: any of a wide variety of exercise, activities, or task, used in the
language classroom for realizing lesson objectives (Brown, 2001:16). In this
study, technique is the exercise, activity or task used by teachers in teaching
speaking. The researcher will investigate the technique used by teachers in
teaching speaking.
3. Teaching speaking: to teach learners to produce the English speech sound and
patterns, to select appropriate words and sentences according to the proper
social setting, audience, situation and subject matter, to organize their thought
in a meaningful and logical sequence, to use language as means of expressing
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values and judgment, and to use the language quickly and confidently with
few unnatural pauses which is called as fluency. (Nunan :2003).
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