A STUDY ON METHODS OF TEACHING PRODUCTIVE SKILLS (SPEAKING AND WRITING) AT SANG BINTANG SCHOOL IN MALANG
A STUDY ON METHODS OF TEACHING
PRODUCTIVE SKILLS (SPEAKING AND WRITING)
AT SANG BINTANG SCHOOL IN MALANG
THESIS
By:
TRI UTAMI INDRIYANI
ENGLISH DEPARTMENT
FACULTY OF THE TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JANUARY 2014
A STUDY ON METHODS OF TEACHING
PRODUCTIVE SKILLS (SPEAKING AND WRITING)
AT SANG BINTANG SCHOOL IN MALANG
THESIS
This thesis was submitted to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
TRI UTAMI INDRIYANI
0736236
ENGLISH DEPARTMENT
FACULTY OF THE TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JANUARY 2014
ACKNOWLEDGEMENTS
Alhamdulillah, praise be to Allah SWT; whom we can return to and whose
love has never ended. Shalawat and salaam may always be upon the Holy Prophet
Muhammad SAW, his family, his friends, and his followers.
In addition, the researcher also would like to express her highest gratitudes
to her thesis advisor Dr. Masduki, M.Pd and her Co.advicer Iswahyuni, M.Pd who
had guided her for finishing her thesis. All the processes of supervision became
good lessons that would be invaluable.
Moreover, she would like to thank the manager of SBS course who helped
her to gather the data of the research and gave new knowledge how to be a good
the teacher. She also sends her innumerable gratitudes especially to Mr. AR for
his encouragement and help in supllying her with some reference books.
The researcher also would like to thank so much to her father (Drs.
Djamal), her mother (Mas’idah), her brother (Edi), her big sister (Yuli), and her
little sister (Retno) for their unquestionable love and countless support. All of the
trust given to her would be incomparable to any other things.
The researcher would never forget to say thanks to her best friends in
group “Laskar_76” (VDA, AM, NR, IK, NA), “Girlish_07” (DV, QA, H, SM),
and ”Smantura_07” (HR, HE, FA, R) who give the best of kindness, support and
pray.
Furthermore, the researcher delivers greatest thanks to all of her friends
and partners in UKM- K JF, CENDEKIA, KAMMI who struggled and had many
best experiences together with her.
Of course, there are still a lot of names; lecturers, friends, family, and
important figures that cannot be mentioned one by one. They have inspired the
researcher much. Finally, she expects that this work would be useful in enriching
the references of teaching methods of Indonesian higher education in general.
Malang, January 2014
Tri Utami Indriyani
TABLE OF CONTENTS
APPROVAL.......................................................................................................
LEGALIZATION..............................................................................................
MOTTO & DEDICATION ............................................................................
ACKNOWLEDGEMENTS ..............................................................................
ABSTRACT.......................................................................................................
TABLE OF CONTENTS ................................................................................
iii
iv
v
vi
vii
viii
CHAPTER I: INTRODUCTION
1.1 Background of Study ....................................................................................
1.2 Problem of Study ..........................................................................................
1.3 Purpose of Study...........................................................................................
1.4 Significance of Study....................................................................................
1.5 Scope and Limitation.....................................................................................
1.6 Definition of Key Terms ...............................................................................
1
4
5
5
6
6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Teaching. ........................................................................................................8
2.1.1 Effective Teaching ............................................................................10
2.1.2 Roles of The teacher ...........................................................................11
2.2 Teaching Methods .........................................................................................12
2.2.1 The Grammar Translation Method .....................................................12
2.2.2 Direct Method .....................................................................................13
2.2.3 Audio Lingual Method........................................................................14
2.2.4 Total Physical Response .....................................................................16
2.2.5 Silent Way...........................................................................................17
2.2.6 Suggestopedia ......................................................................................18
2.2.7 Communicative Language Teaching ...................................................19
2.2.8 Community Language Teaching..........................................................19
2.2.9 Problem-Based Learning (PBL) .........................................................20
2.2.10 Cooperative Learning ..........................................................................21
2.2.10.1 Student Teams Achievement Division (STAD) .................22
2.2.10.2 Jigsaw ...................................................................................23
2.2.10.3 Group Investigation (GI)......................................................24
2.2.10.4 The Structural Approach ......................................................26
2.3 Productive English Skill.................................................................................28
2.3.1 Speaking ..............................................................................................28
2.3.2 Writing.................................................................................................29
2.3.3 The Previous Research........................................................................31
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design.............................................................................................33
3.2 Research Subject............................................................................................34
3.3 Data................................................................................................................34
3.4 Data Collection...............................................................................................34
3.4.1 Research Instrument ............................................................................35
3.4.1.1 Observation .............................................................................35
3.3.1.2 Interview ..................................................................................36
3.3.2 Procedures of Data Collection.............................................................36
3.5 Data Analysis..................................................................................................37
CHAPTER IV: FINDINGS AND DISCUSSION
4.1 Research Findings ......................................................................................... 38
4.1.1 Methods in Teaching Productive English Skills (Speaking and
Writing) ...............................................................................................38
1.1.1.1 Direct Method in Teaching Speaking Skill
38
1.1.1.2 Communicative Language Teaching in Teaching
Speaking...................................................................................39
1.1.1.3 Cooperative Learning in Teaching Speaking .........................40
1.1.1.4 Suggestopedia Method in Teaching Speaking and
Writing Skill.............................................................................41
1.1.1.5 Grammar Translation Method in Teaching Writing ................42
4.1.2 The Implementation of Some Applied Methods in Teaching
Productive English Skills (Speaking and Writing) ...........................42
4.1.3 The The teacher’s Reason of Implementing Methods in Teaching
Productive English Skills (Speaking and Writing)..............................43
4.2 Discussion ....................................................................................................44
CHAPTER V: CONCLUSION AND SUGGESTION
5.1 Conclusion ................................................................................................... 47
5.2 Suggestions .................................................................................................. 48
REFERENCES............................................................................................ ..... 49
APPENDIXES
LIST OF APPENDIXES
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
I
II
III
IV
V
VI
: The Form of Observation
: The Interview Guides
: Research Letter
: Result of Observation
: Result of Interview
: Photos of SBS Class
REFERENCES
Arends, Richard I. 2004. Learning to Teach (Sixth Edition). New York: McGrawHill
Ary, Donald., et all. 2006. Introduction ro Reseacrh in Education (Seventh
Edition). Canada: Thomson Wadsworth
Berg, Bruce L. 2001. Qualitative Methods for the Social Science (Fourth Edition).
Heedam Heights: Pearson Education
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching (Fourth
Edition). New York: Pearson Education.
Brown, H. Douglas. 2000. Teaching by Principles: An Interactive Approach to
Language Pedagogy (Fourth Edition). San Fransisco: Longman
Cahyono, Bambang Yudi. 2010. The Teaching of English Language Skills and
English Language Components. Malang: State University of Malang Press
Cahyono, Bambang Yudi., & Mukminatien, Nur. 2011. Techniques and Strategies
to Enhance English Language Learning. Malang: State University of
Malang Press
Clark, Leonard H., & Starr, Irving S. 1986. Secondary and Middle School
Teaching Methods (Fifth Edition). New York: Macmillan Publishing
Company and London: Collier Macmillan Publishers
Harmer, Jeremy. 2007. The Practice of English Language Teaching (Fourth
Edition). England: Pearson Education
Hidayanti, Desy Wahyu. 2007. The Problems of Learning Speaking Faced by the
First Semester Students of STTAD “LEMJIANTEK”. Unpublished
Research, UMM, Malang, East Java
Jordan, Elizabeth A., & Porath, Marion J. 2006. Educational Psychology: A
Problem-Based Approach. Boston: Pearson Education
Kurniastuti, Hertina. 2008. The Problems Faced by the Teachers in Teaching
Writing II to the Fourth Semester Students of English Department of the
University of Muhammadiyah Malang. Unpublished Research, UMM,
Malang, East Java
Lavery, Clare. 2001. Language Assistant. England: The British Council
Marvasti, Amir B. 2004. Qualitative Research in Sociology. London: Sage
Publication.
Pollard, Lucy. 2008. Lucy Pollard’s Guide to teaching English. (E-Book)
Richards, Jack C. 1989. The Context of Language Teaching. New York:
Cambridge University Press
Richards, Jack C. 2008. Teaching Listening and Speaking: From Theory to
Practice. New York: Cambridge University Press
Sari, Nunik Lukita. 2008. Students’ Strategies in Overcoming Speaking Problems
in Speaking Class. Malang: Unpublished Research
Sarosdy., et all. 2006. Applied Linguistics I for BA Students in English. Bolcsesz
Konzorcium
Sejnost, Roberta L. 2009. Tools for Teaching in the Block. California: Sage
Company
Stake, Robert E. 2010. Qualitative Research: Studying How Things Works. New
York: The Guilford Press.
Syaifullah, Didik. 2011. A Study on the Methods Implemented in Teaching
Speaking at Foreign Language Development Institution (FLDI) Paiton
Probolinggo. Unpublished Research, UMM, Malang, East Java
Troike., & Saville, Muriel. 2006. Introducing Second Language Acquisition. New
York: Cambridge University Press.
Thornburry, Scott. 2005. How to Teach Speaking. New York: Pearson Longman
Wijayanti, Dyan Novia. 2008. The Method of Teaching English Used by Students
Teachers of the Eight Semester of the English Department of University of
Muhammadiyah Malang at SMAN 02 Batu. Unpublished Research, UMM,
Malang, East Java
Yin, Robert K. 2011. Qualitative Research: From Start to Finish. New York: The
Guilford Press.
1
CHAPTER I
INTRODUCTION
This chapter presents background of the study, statement of the problems,
purposes of the study, significance of the study, scope and limitation and
definition of key terms.
1.1 Background of Study
Discussions on theories of teaching English have been centered around
how to teach the foreign language succesfully and effectively, but unfortunately it
seems that English class in Indonesia has not yet achieved the instructional
objective. Cahyani in Cahyono (2011: 222) states that although English in
Indonesia is considered as a foreign language, but in fact it is found that the
language input and practices the students get in their class are
very limited.
Cahyani added one example, at the Accounting department of State Polytechnic of
Malang, the succes of English teaching is still far from the expectation despite the
objective had been arranged in such a way to make them be able to communicate
in English orally and in a written form.
The unreachable objective of teaching should bring teachers to reflect and
evaluate whether their teaching really cause learning or not. When the teachers
think back to the definition of teaching, where teaching is guiding and facilitating
learning, enabling the learner to learn, and setting conditions for learning (Brown,
2000: 7), they will evaluate their teaching and come to think that when students
they are taught do not learn anything, it means they do not teach anything.
2
By the reflection of teaching, the teachers should find the real causes why
their students do not learn. There are some factors affecting the success of
language learning, they are sociocultural factors, teaching factors, and learner
factors. Clark stated teaching is often ineffective not always because of the
learners factors and sociocultural factors, but also because of the poor teaching,
where some teachers ignore the fact that the students are individuals with varying
backgrounds, talents, and interests, and attempt to teach everyone with same
material in the same way (1986: 36).
Some factors that cause the students do not learn force the teachers to find
any alternative solution to teach effectively. When not all materials are able to be
taught with the same way, finding various ways to teach can be one of alternative
solution. The ways to teach to accomplish the language teaching objectives can be
called as methods. According to Brown (2000:15), method is a generalized set of
classroom spesification for accomplishing linguistic objectives. So by designing
and employing the right method on right occasion can be the right solution for the
teachers.
Teachers should master a greater variety of teaching methods. To make a
better development of students’ skills and mental, the teaching method should
stress inquiry, self- expression, individual coaching, students participation on their
own learning, and personalized instruction. The various background, talents, and
interest of students become the main reasons for the teacher to master many
teaching methods.
There are two kinds of English language skill that should be taught
effectively by the teachers in order to be mastered well by the students, they are
3
categorized into receptive (listening and reading) and productive (speaking and
writing) skills. The mastery of those skills determines and becomes the indication
of succesful language teaching.
According to Cahyani in Cahyono (2011: 222), the general objectives of
teaching English is that the students will be able to communicate English orally
and in a written form to express ideas, opinions, and feelings. Without ignoring
the importance of receptive skill, the statements about language teaching
objectives implies that productive skill become really important to be mastered.
By having good proficiency of productice skill means the students have good
ability to use the language to express any ideas and can become active learners.
Although the productive skill is really important, in fact,
it is found that
the mastery of productive skill is low. The students have many problems in
speaking and writing proficiency. A research done by Kurniastuti (2008) showed
that the students faced the problems in writing, such as: difficulities in limiting
and narrowing the ideas, less vocabulary, difficulities in developing paragraph
well, and could not control developing idea. In speaking, the problems faced by
the students, according to Sari (2008), are inhibition, nothing to say, low
participation, and the use of mother tongue. Another research done by Hidayanti
found that the students problems in speaking were the students felt ashamed and
worried about making mistake, the students had no idea to express their opinion,
and the students had low participation in class (2007).
These facts become a crucial task for the teachers to concern more to the
teaching of productive skill (speaking and writing) and provide the methods
appropiately in reaching the real objectives of English language teaching. Some
4
methods have already applied by some teachers in teaching speaking and writing.
A research done by Syaifullah (2011) at Foreign Language Development
Institution (FLDI) showed that the methods apply in teaching speaking were
Communicative Language Teaching , Audio-lingual Method, and Cooperative
Language Learning. The result of a research done by Wijayanti (2008) described
that the methods applied by the student- teachers of the English department of
University of Muhammadiyah Malang in teaching writing in the first grade at
SMAN 02 Batu were grammar translation methods and STAD (Student Teams
Achievement Divisions).
From all explanations above, it will be interesting to investigate the
methods applied in teaching productive English skill due to the importance of
productive English skill proficiency to enable the students to use language to
express any ideas and become active learners. Finally, the writer chooses SBS
course to be observed because the writer thinks that it has the unique methods in
teaching English as a foreign language. This course offers 6 weeks for mastering
some basic skills in English for example mastering more than 1000 vocabulary
items, 16 tenses and basic grammar, speaking, reading, writing, listening, and
presentation techniques. Generally, this course combines the balance of the right
and the left brain function. The course’s motto is Teaching by Heart and Learning
by Mind.
1. 2 Problems of the Study
Related to the background of the study above, the problems of the study are
formulated as follow:
5
1. What kind of teaching methods are employed in teaching productive
English skills at SBS?
2. How do the teachers
apply those teaching methods in teaching
productive English skills at SBS?
3. Why do the teachers employ those teaching methods in teaching
productive English skills?
1. 3 Purposes of the Study
Based on the problems stated above, the purpose of the study attempts:
1. To know the teaching methods employed in teaching productive English
skills at SBS
2. To investigate how teachers
apply those teaching methods in teaching
productive English skills at SBS
3. To investigate why the teachers employ those teaching methods in
teaching productive English skills
1. 4 Significance of the Study
The findings of this study are expected to provide important informations
for the teachers to improve their teaching and learning process and there will be
good feed back between teacher and students. From the explanation above stated
when the students aren’t learning, it is assumed to be fault on the methods, the
materials, or the teachers. It might be good decision if the teachers give more
attention and may change the methods of teaching especially in teaching
productive english skill (speaking and writing). Specifically, it is also expected
6
that this study can develop the teaching learning process of English department at
University of Muhammadiyah Malang.
For the students, this result will increase their English motivation and
achievement. Besides, the students become more motivated and active in
learning English especially in speaking and writing.
1. 5 Scope and Limitation
There are many components in teaching and learning language that are
interesting to be searched. But based on the problems of study that stated above,
the writer considers to make scope only focus on the methods of teaching
productive English skill and limited only for the teachers in SBS English course in
Malang at the year 2013.
1. 6 Definiton of Key Terms
Before discussing further, to avoid the missunderstanding or the terms
used in this study, the writer clarify the key terms as follows:
1. Teaching : guiding and facilitating learning, enabling the learner to
learn, and setting conditions for learning (Brown, 2000: 7). When the
the students do not learn anything, it means the teachers do not teach
anything because the main point of teaching is making students to
learn not just lecturing in front of the class.
2. Methods
:
a
generalized
set
of
classroom
spesification
for
accomplishing linguistic objectives (Brown, 2000:15). Applying the
7
methods aims at helping the teachers in accomplishing and achieving
the instructional objectives.
3. Productive English skill : Kind of skills when students working with
their language production and operating towards communicative end
of the communication continuum (Sarosdy, 2006).
PRODUCTIVE SKILLS (SPEAKING AND WRITING)
AT SANG BINTANG SCHOOL IN MALANG
THESIS
By:
TRI UTAMI INDRIYANI
ENGLISH DEPARTMENT
FACULTY OF THE TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JANUARY 2014
A STUDY ON METHODS OF TEACHING
PRODUCTIVE SKILLS (SPEAKING AND WRITING)
AT SANG BINTANG SCHOOL IN MALANG
THESIS
This thesis was submitted to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
TRI UTAMI INDRIYANI
0736236
ENGLISH DEPARTMENT
FACULTY OF THE TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JANUARY 2014
ACKNOWLEDGEMENTS
Alhamdulillah, praise be to Allah SWT; whom we can return to and whose
love has never ended. Shalawat and salaam may always be upon the Holy Prophet
Muhammad SAW, his family, his friends, and his followers.
In addition, the researcher also would like to express her highest gratitudes
to her thesis advisor Dr. Masduki, M.Pd and her Co.advicer Iswahyuni, M.Pd who
had guided her for finishing her thesis. All the processes of supervision became
good lessons that would be invaluable.
Moreover, she would like to thank the manager of SBS course who helped
her to gather the data of the research and gave new knowledge how to be a good
the teacher. She also sends her innumerable gratitudes especially to Mr. AR for
his encouragement and help in supllying her with some reference books.
The researcher also would like to thank so much to her father (Drs.
Djamal), her mother (Mas’idah), her brother (Edi), her big sister (Yuli), and her
little sister (Retno) for their unquestionable love and countless support. All of the
trust given to her would be incomparable to any other things.
The researcher would never forget to say thanks to her best friends in
group “Laskar_76” (VDA, AM, NR, IK, NA), “Girlish_07” (DV, QA, H, SM),
and ”Smantura_07” (HR, HE, FA, R) who give the best of kindness, support and
pray.
Furthermore, the researcher delivers greatest thanks to all of her friends
and partners in UKM- K JF, CENDEKIA, KAMMI who struggled and had many
best experiences together with her.
Of course, there are still a lot of names; lecturers, friends, family, and
important figures that cannot be mentioned one by one. They have inspired the
researcher much. Finally, she expects that this work would be useful in enriching
the references of teaching methods of Indonesian higher education in general.
Malang, January 2014
Tri Utami Indriyani
TABLE OF CONTENTS
APPROVAL.......................................................................................................
LEGALIZATION..............................................................................................
MOTTO & DEDICATION ............................................................................
ACKNOWLEDGEMENTS ..............................................................................
ABSTRACT.......................................................................................................
TABLE OF CONTENTS ................................................................................
iii
iv
v
vi
vii
viii
CHAPTER I: INTRODUCTION
1.1 Background of Study ....................................................................................
1.2 Problem of Study ..........................................................................................
1.3 Purpose of Study...........................................................................................
1.4 Significance of Study....................................................................................
1.5 Scope and Limitation.....................................................................................
1.6 Definition of Key Terms ...............................................................................
1
4
5
5
6
6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Teaching. ........................................................................................................8
2.1.1 Effective Teaching ............................................................................10
2.1.2 Roles of The teacher ...........................................................................11
2.2 Teaching Methods .........................................................................................12
2.2.1 The Grammar Translation Method .....................................................12
2.2.2 Direct Method .....................................................................................13
2.2.3 Audio Lingual Method........................................................................14
2.2.4 Total Physical Response .....................................................................16
2.2.5 Silent Way...........................................................................................17
2.2.6 Suggestopedia ......................................................................................18
2.2.7 Communicative Language Teaching ...................................................19
2.2.8 Community Language Teaching..........................................................19
2.2.9 Problem-Based Learning (PBL) .........................................................20
2.2.10 Cooperative Learning ..........................................................................21
2.2.10.1 Student Teams Achievement Division (STAD) .................22
2.2.10.2 Jigsaw ...................................................................................23
2.2.10.3 Group Investigation (GI)......................................................24
2.2.10.4 The Structural Approach ......................................................26
2.3 Productive English Skill.................................................................................28
2.3.1 Speaking ..............................................................................................28
2.3.2 Writing.................................................................................................29
2.3.3 The Previous Research........................................................................31
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design.............................................................................................33
3.2 Research Subject............................................................................................34
3.3 Data................................................................................................................34
3.4 Data Collection...............................................................................................34
3.4.1 Research Instrument ............................................................................35
3.4.1.1 Observation .............................................................................35
3.3.1.2 Interview ..................................................................................36
3.3.2 Procedures of Data Collection.............................................................36
3.5 Data Analysis..................................................................................................37
CHAPTER IV: FINDINGS AND DISCUSSION
4.1 Research Findings ......................................................................................... 38
4.1.1 Methods in Teaching Productive English Skills (Speaking and
Writing) ...............................................................................................38
1.1.1.1 Direct Method in Teaching Speaking Skill
38
1.1.1.2 Communicative Language Teaching in Teaching
Speaking...................................................................................39
1.1.1.3 Cooperative Learning in Teaching Speaking .........................40
1.1.1.4 Suggestopedia Method in Teaching Speaking and
Writing Skill.............................................................................41
1.1.1.5 Grammar Translation Method in Teaching Writing ................42
4.1.2 The Implementation of Some Applied Methods in Teaching
Productive English Skills (Speaking and Writing) ...........................42
4.1.3 The The teacher’s Reason of Implementing Methods in Teaching
Productive English Skills (Speaking and Writing)..............................43
4.2 Discussion ....................................................................................................44
CHAPTER V: CONCLUSION AND SUGGESTION
5.1 Conclusion ................................................................................................... 47
5.2 Suggestions .................................................................................................. 48
REFERENCES............................................................................................ ..... 49
APPENDIXES
LIST OF APPENDIXES
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
I
II
III
IV
V
VI
: The Form of Observation
: The Interview Guides
: Research Letter
: Result of Observation
: Result of Interview
: Photos of SBS Class
REFERENCES
Arends, Richard I. 2004. Learning to Teach (Sixth Edition). New York: McGrawHill
Ary, Donald., et all. 2006. Introduction ro Reseacrh in Education (Seventh
Edition). Canada: Thomson Wadsworth
Berg, Bruce L. 2001. Qualitative Methods for the Social Science (Fourth Edition).
Heedam Heights: Pearson Education
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching (Fourth
Edition). New York: Pearson Education.
Brown, H. Douglas. 2000. Teaching by Principles: An Interactive Approach to
Language Pedagogy (Fourth Edition). San Fransisco: Longman
Cahyono, Bambang Yudi. 2010. The Teaching of English Language Skills and
English Language Components. Malang: State University of Malang Press
Cahyono, Bambang Yudi., & Mukminatien, Nur. 2011. Techniques and Strategies
to Enhance English Language Learning. Malang: State University of
Malang Press
Clark, Leonard H., & Starr, Irving S. 1986. Secondary and Middle School
Teaching Methods (Fifth Edition). New York: Macmillan Publishing
Company and London: Collier Macmillan Publishers
Harmer, Jeremy. 2007. The Practice of English Language Teaching (Fourth
Edition). England: Pearson Education
Hidayanti, Desy Wahyu. 2007. The Problems of Learning Speaking Faced by the
First Semester Students of STTAD “LEMJIANTEK”. Unpublished
Research, UMM, Malang, East Java
Jordan, Elizabeth A., & Porath, Marion J. 2006. Educational Psychology: A
Problem-Based Approach. Boston: Pearson Education
Kurniastuti, Hertina. 2008. The Problems Faced by the Teachers in Teaching
Writing II to the Fourth Semester Students of English Department of the
University of Muhammadiyah Malang. Unpublished Research, UMM,
Malang, East Java
Lavery, Clare. 2001. Language Assistant. England: The British Council
Marvasti, Amir B. 2004. Qualitative Research in Sociology. London: Sage
Publication.
Pollard, Lucy. 2008. Lucy Pollard’s Guide to teaching English. (E-Book)
Richards, Jack C. 1989. The Context of Language Teaching. New York:
Cambridge University Press
Richards, Jack C. 2008. Teaching Listening and Speaking: From Theory to
Practice. New York: Cambridge University Press
Sari, Nunik Lukita. 2008. Students’ Strategies in Overcoming Speaking Problems
in Speaking Class. Malang: Unpublished Research
Sarosdy., et all. 2006. Applied Linguistics I for BA Students in English. Bolcsesz
Konzorcium
Sejnost, Roberta L. 2009. Tools for Teaching in the Block. California: Sage
Company
Stake, Robert E. 2010. Qualitative Research: Studying How Things Works. New
York: The Guilford Press.
Syaifullah, Didik. 2011. A Study on the Methods Implemented in Teaching
Speaking at Foreign Language Development Institution (FLDI) Paiton
Probolinggo. Unpublished Research, UMM, Malang, East Java
Troike., & Saville, Muriel. 2006. Introducing Second Language Acquisition. New
York: Cambridge University Press.
Thornburry, Scott. 2005. How to Teach Speaking. New York: Pearson Longman
Wijayanti, Dyan Novia. 2008. The Method of Teaching English Used by Students
Teachers of the Eight Semester of the English Department of University of
Muhammadiyah Malang at SMAN 02 Batu. Unpublished Research, UMM,
Malang, East Java
Yin, Robert K. 2011. Qualitative Research: From Start to Finish. New York: The
Guilford Press.
1
CHAPTER I
INTRODUCTION
This chapter presents background of the study, statement of the problems,
purposes of the study, significance of the study, scope and limitation and
definition of key terms.
1.1 Background of Study
Discussions on theories of teaching English have been centered around
how to teach the foreign language succesfully and effectively, but unfortunately it
seems that English class in Indonesia has not yet achieved the instructional
objective. Cahyani in Cahyono (2011: 222) states that although English in
Indonesia is considered as a foreign language, but in fact it is found that the
language input and practices the students get in their class are
very limited.
Cahyani added one example, at the Accounting department of State Polytechnic of
Malang, the succes of English teaching is still far from the expectation despite the
objective had been arranged in such a way to make them be able to communicate
in English orally and in a written form.
The unreachable objective of teaching should bring teachers to reflect and
evaluate whether their teaching really cause learning or not. When the teachers
think back to the definition of teaching, where teaching is guiding and facilitating
learning, enabling the learner to learn, and setting conditions for learning (Brown,
2000: 7), they will evaluate their teaching and come to think that when students
they are taught do not learn anything, it means they do not teach anything.
2
By the reflection of teaching, the teachers should find the real causes why
their students do not learn. There are some factors affecting the success of
language learning, they are sociocultural factors, teaching factors, and learner
factors. Clark stated teaching is often ineffective not always because of the
learners factors and sociocultural factors, but also because of the poor teaching,
where some teachers ignore the fact that the students are individuals with varying
backgrounds, talents, and interests, and attempt to teach everyone with same
material in the same way (1986: 36).
Some factors that cause the students do not learn force the teachers to find
any alternative solution to teach effectively. When not all materials are able to be
taught with the same way, finding various ways to teach can be one of alternative
solution. The ways to teach to accomplish the language teaching objectives can be
called as methods. According to Brown (2000:15), method is a generalized set of
classroom spesification for accomplishing linguistic objectives. So by designing
and employing the right method on right occasion can be the right solution for the
teachers.
Teachers should master a greater variety of teaching methods. To make a
better development of students’ skills and mental, the teaching method should
stress inquiry, self- expression, individual coaching, students participation on their
own learning, and personalized instruction. The various background, talents, and
interest of students become the main reasons for the teacher to master many
teaching methods.
There are two kinds of English language skill that should be taught
effectively by the teachers in order to be mastered well by the students, they are
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categorized into receptive (listening and reading) and productive (speaking and
writing) skills. The mastery of those skills determines and becomes the indication
of succesful language teaching.
According to Cahyani in Cahyono (2011: 222), the general objectives of
teaching English is that the students will be able to communicate English orally
and in a written form to express ideas, opinions, and feelings. Without ignoring
the importance of receptive skill, the statements about language teaching
objectives implies that productive skill become really important to be mastered.
By having good proficiency of productice skill means the students have good
ability to use the language to express any ideas and can become active learners.
Although the productive skill is really important, in fact,
it is found that
the mastery of productive skill is low. The students have many problems in
speaking and writing proficiency. A research done by Kurniastuti (2008) showed
that the students faced the problems in writing, such as: difficulities in limiting
and narrowing the ideas, less vocabulary, difficulities in developing paragraph
well, and could not control developing idea. In speaking, the problems faced by
the students, according to Sari (2008), are inhibition, nothing to say, low
participation, and the use of mother tongue. Another research done by Hidayanti
found that the students problems in speaking were the students felt ashamed and
worried about making mistake, the students had no idea to express their opinion,
and the students had low participation in class (2007).
These facts become a crucial task for the teachers to concern more to the
teaching of productive skill (speaking and writing) and provide the methods
appropiately in reaching the real objectives of English language teaching. Some
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methods have already applied by some teachers in teaching speaking and writing.
A research done by Syaifullah (2011) at Foreign Language Development
Institution (FLDI) showed that the methods apply in teaching speaking were
Communicative Language Teaching , Audio-lingual Method, and Cooperative
Language Learning. The result of a research done by Wijayanti (2008) described
that the methods applied by the student- teachers of the English department of
University of Muhammadiyah Malang in teaching writing in the first grade at
SMAN 02 Batu were grammar translation methods and STAD (Student Teams
Achievement Divisions).
From all explanations above, it will be interesting to investigate the
methods applied in teaching productive English skill due to the importance of
productive English skill proficiency to enable the students to use language to
express any ideas and become active learners. Finally, the writer chooses SBS
course to be observed because the writer thinks that it has the unique methods in
teaching English as a foreign language. This course offers 6 weeks for mastering
some basic skills in English for example mastering more than 1000 vocabulary
items, 16 tenses and basic grammar, speaking, reading, writing, listening, and
presentation techniques. Generally, this course combines the balance of the right
and the left brain function. The course’s motto is Teaching by Heart and Learning
by Mind.
1. 2 Problems of the Study
Related to the background of the study above, the problems of the study are
formulated as follow:
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1. What kind of teaching methods are employed in teaching productive
English skills at SBS?
2. How do the teachers
apply those teaching methods in teaching
productive English skills at SBS?
3. Why do the teachers employ those teaching methods in teaching
productive English skills?
1. 3 Purposes of the Study
Based on the problems stated above, the purpose of the study attempts:
1. To know the teaching methods employed in teaching productive English
skills at SBS
2. To investigate how teachers
apply those teaching methods in teaching
productive English skills at SBS
3. To investigate why the teachers employ those teaching methods in
teaching productive English skills
1. 4 Significance of the Study
The findings of this study are expected to provide important informations
for the teachers to improve their teaching and learning process and there will be
good feed back between teacher and students. From the explanation above stated
when the students aren’t learning, it is assumed to be fault on the methods, the
materials, or the teachers. It might be good decision if the teachers give more
attention and may change the methods of teaching especially in teaching
productive english skill (speaking and writing). Specifically, it is also expected
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that this study can develop the teaching learning process of English department at
University of Muhammadiyah Malang.
For the students, this result will increase their English motivation and
achievement. Besides, the students become more motivated and active in
learning English especially in speaking and writing.
1. 5 Scope and Limitation
There are many components in teaching and learning language that are
interesting to be searched. But based on the problems of study that stated above,
the writer considers to make scope only focus on the methods of teaching
productive English skill and limited only for the teachers in SBS English course in
Malang at the year 2013.
1. 6 Definiton of Key Terms
Before discussing further, to avoid the missunderstanding or the terms
used in this study, the writer clarify the key terms as follows:
1. Teaching : guiding and facilitating learning, enabling the learner to
learn, and setting conditions for learning (Brown, 2000: 7). When the
the students do not learn anything, it means the teachers do not teach
anything because the main point of teaching is making students to
learn not just lecturing in front of the class.
2. Methods
:
a
generalized
set
of
classroom
spesification
for
accomplishing linguistic objectives (Brown, 2000:15). Applying the
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methods aims at helping the teachers in accomplishing and achieving
the instructional objectives.
3. Productive English skill : Kind of skills when students working with
their language production and operating towards communicative end
of the communication continuum (Sarosdy, 2006).