TECHNIQUES IN TEACHING SPEAKING USED BY ENGLISH TEACHER OF 8TH GRADE AT SMPN 2 NGANJUK
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter deals with the conclusion and suggestion related to the
research finding and discussion. For this purpose, the researcher will explain the
conclusion of research problems and suggestion to the teacher and for the further
researcher.
5.1 Conclusion
Based on the result of the study, the researcher found the kinds of teaching
technique in speaking used by the English teacher, how the English teacher
implemented the teachnique, problem faced by the English teacher in
implementing the technique and how the teacher coped with the problems.
From the findings of the study, the researcher concludes that:
1. The English teacher used three technique in teaching speaking to the
second year students at SMPN 2 Nganjuk. They were picture describing,
story telling, and role play.
2. In implementing teaching technique, the teacher used two kinds of
teaching technique such as role play and picture describing. In role play,
the teacher asked the students to observe the picture and imitate a dialogue
about expression of asking and giving opinion based on the picture.
Several representatives of the students in pairs were asked to practice
asking and giving opinion expression learned in front of the class. In
picture describing, the teacher asked the students to work in group to
37
38
describe a picture. Before each group described a picture that has been
prepared by the teacher, each group got some clues that represented the
picture to make it simpler for students to describe the picture.
3. There were three problems faced by the English teacher in implementing
the techniques. The problem was general problems that happened in
teaching learning activities. The first was about students’ limited
vocabulary. Second was about students’ self-confidence. The last problem
faced by the teacher was about the students’ boredom with the same
teaching technique used by the teacher.
4. The effort to cope with the problem could be done. The teacher coped the
first problem by providing a vocabulary building. For the second problem
the teacher coped the problem by giving reward point for students who
wanted present in front of the class. For the last problem, the teacher
designed a game when the teaching technique was applied to make
students not feel bored with the class activity.
5.2 Suggestion
Based on the conclusion above, the suggestion related to the research
findings are offered for English teachers and the other researchers. The researcher
hopes that the result of this study can be used as experiences and reference for the
other teachers and researchers.
5.2.1
For the English teacher
1. The English teacher has to know the way to teach that the students want,
try to others techniques make students interested in English, feel
39
comfortable in the class, enjoy speaking English in class and try to become
students’ friend because it will help the students feel more comfortable.
2. The English teacher should know the characteristics of the students who
sometimes felt shame, afraid, or unconfident in Speaking. It is important
so as to provide more understanding of the materials given.
3. The teacher should use variety of techniquess which creative and
innovative to make the students interested in the activity and they will not
get bored.
5.2.2
For the other researcher
1. The researcher expects that the findngs of this research will give
contribution as the source of data to the next research on technique of
teaching speaking.
APPENDIX 1
OBSERVATION CHECKLIST
Teacher
: Bapak Sumaji S.pd
Observer
: Nancy Martika Sari
Class
: 8G
Skill
: Speaking
Topic
: Asking and giving opinion
Date observation : 24 October 2015
Time observation : 08.20 – 9.40
No.
Activities
1.
The teacher introduce the topic before start teaching.
2.
The teacher gives an explenation the material until finish.
3.
The teacher tell the procedure of speaking material to the
students.
4.
The teacher makes a group of students in speaking activities
5.
The teacher uses Indonesian language and English to explain
the materials.
6.
The teacher always uses English inn teaching speaking.
7.
The teachers’ endorse the students to be active in asking and
answering question.
8.
The teacher uses media in teaching speaking.
9.
The teacher use the teachnique of speaking are :
a. Discussion
b. Speech
c. Role-play
d. Picture Describing
e. Story Telling
f. Playing Cards
Yes No
FIELD NOTE
1. The result of first observation
Observer
: Nancy Martika Sari
Skill
: Speaking
Day
: Saturday
Time of Observation
: 08.20 – 9.40
Technique
: Role-Play
a. Pre-teaching
1) The teacher came to the class at 08.30.
2) The teacher greeted the students by saying ” assalamualaikum “
3) The teacher checked the attendance of students.
4) The teacher gave some explanation about the material that would be
studied that day which was about asking and giving opinion expression
based on a picture.
5) The teacher used two languages, English and Indonesian in explaining
the lesson, but Indonesian was used more than English when the
teacher was teaching.
b. Whilst-teaching
1) The teacher asked the students to observe some pictures and imitate
expression about asking and giving opinion based on the picture
2) Several representative of the students in pairs were asked to practice
the dialogue in front of the class.
3) After that, the teacher asked the students to make a group consisting of
four members and each member got three pictures (actress, foods, and
kind of music). In group, each students asked and gave opinion about
the photos to every member so one student got 3 opinion and makes a
note in work sheet prepared by the teacher.
4) After that, the students in pairs practiced asking and giving opinion
expression in front of the class like they did previously in the group.
For example, Rina asked Rini “Rini, what do you think about Lee Min
Hoo ?” and Rini would give her opinion “ I think he is handsome and
very famous” then Rini asked Rina “how about you, do you think so ?“
then Rina gave her opinion “no, I think Lee Min Hoo is ugly”
5) The teacher took the score of the students one by one from their
performance.
c. Post-Teaching
1) The teacher tried to review the material of asking and giving opinion
expression and asked the students to study again the material given
that day at home.
2) The teacher closed the class by saying “wassalamualaikum and see you
next meeting”
OBSERVATION CHECKLIST
Teacher
: Bapak Sumaji S.pd
Observer
: Nancy Martika Sari
Class
: 8G
Skill
: Speaking
Topic
: Asking and giving opinion
Date observation : 26 October 2015
Time observation : 9.00 – 10.40
No.
Activities
1.
The teacher introduce the topic before start teaching.
2.
The teacher gives an explenation the material until finish.
3.
The teacher tell the procedure of speaking material to the
students.
4.
The teacher makes a group of students in speaking activities
5.
The teacher uses Indonesian language and English to explain
the materials.
6.
The teacher always uses English inn teaching speaking.
7.
The teachers’ endorse the students to be active in asking and
answering question.
8.
The teacher uses media in teaching speaking.
9.
The teacher use the teachnique of speaking are :
a. Discussion
b. Speech
c. Role-play
d. Picture Describing
e. Story Telling
f. Playing Cards
Yes
No
FIELD NOTE
2. The result of second observation
Observer
: Nancy Martika Sari
Skill
: Speaking
Day
: Monday
Time of Observation : 9.00 – 10.40
Technique
: Picture Describing
a. Pre-teaching
1) The teacher came to the class at 09.10.
2) The teacher greeted the students by saying “assalamualaikum”.
3) The teacher checked the attendances of students.
4) The teacher gave some explanation about the material that would be
studied today which was about describing some pictures.
5) The teacher mixed between two languages Indonesian and English
when explenation the lesson, but Indonesian was used more than
English in order to make students understand what the teacher says,
b. Whilst-teaching
1) The teacher formed a group, each group consisted of six members to
play a game. In the group one member played as a writer then other
members were looking for a clue that can describe a picture.
2) The teacher recited a clue to the first member of the group then he ran
to the place where the clue was posted and gave it to the writer. This
activity was repeated until all members got the clue except the writer.
3) After all clues obtained, the groups were mixed and matched the clue
and guessed all clues described for what picture. For example, when
the group got clues that represented Monas then they described Monas
with their own sentences.
4) After the group acquired a picture already guessed, the group
discussed and described the picture in eight sentences.
5) After group described the picture into eight sentences, one
representative from the group showed the picture and described the
picture in front of the class.
6) The teacher took the score by performances of each group in front of
class.
c. Post-Teaching
1) The teacher tried to review about describing picture material and asked
the students to study again the material that day at home.
2) The teacher closed the class by saying “wassalamualaikum and see you
next meeting”
APPENDIX 2
RESULT OF INTERVIEW
X
: Berapa lama anda mengajar bahasa Inggris ?
Y
: Saya mengajar bahasa Inggris sejak 2001 di SD dan di SMP dari 2003
hingga sekarang.
X
: Sebelum memulai mengajar speaking, apakah ada persiapan yang bapak
lakukan ?
Y
: Saya mempersiapkan materi, peraga dan alat evaluasi yang berdasarkan
RPP dan silabus agar tujuan pembelajaran tercapai.
X
: Apakah anda menggunakan tehnik mengajar dalam speaking ?
Y
: Pasti saya menggunakan tehnik dalam mengajar yang mana sesuai dengan
materi dan tujuan pembelajaran yang di laksanakan.
X
: Apa saja tehnik mengajar yang anda gunakan ?
Y
: - Role-Play
- Picture Describing
- Story Telling
X
: Kenapa anda menggunakan tehik tersebut ?
Y
: Karena kebutuhan dalam pembelajaran dan materi yang akan di sampaikan
membutuhkan tehnik tersebut.
X
: Jadi, mana yang paling efektif dari tehnik tersebut ?
Y
: Tergantung materinya, seperti materi ungkapan transaksional bisa di
gunakan Role-Play jadi efektif atau tidaknya tergantung materi apa dan
tujuan apa yang kita harapkan.
X
: Bagaimana anda mengimplementasikan tehnik tersebut dalam mengajar
speaking ?
Y
: Contoh untuk materi meminta pendapat saya menggunakan Role-Play.
Peserta didik di beri gambar benda kemudian mereka di minta untuk
meminta pendapat kepada teman-temanya.
X
: Apakah ada tehnik yang dominan saat anda mengaplikasikan tehnik
tersebut ?
Y
: Tergantung dari materi dan tujuan pembelajaran. Jadi, tidak ada dominan
dalam penggunaan tehnik jika tidak efektif kita evaluasi lagi.
X
: Dari penggunaan tehnik mengajar tersebut, apakkah bapak merasakan
adanya peningkatan hasil belajar siswa ?
Y
: Peningkatan pasti ada jika di banding dengan tidak menggunakan tehnik
mengajar.
X
: Apakah anda mengaplikasikan tehnik yang berbeda di setiap pertemuan ?
Y
: Kalo materi yang di sampaikan berbeda pasti saya menggunakan tehnik
yang berbeda tetapi karena dalam speaking SMP tehnik mengajarnya
terbatas terkadang saya menambahkan game dalam pengaplikasian tehnik.
X
: Adakah masalah yag bapak alami selama mengimplementasikan tehnik
speaking tersebut ?
Y
: 1. Vocabulary siswa yang terbatas.
2. Motivasi belajar siswa yang berbeda ada anak yang bermotivasi tinggi
dalam belajar dan anak yang bermotivasi rendah
3. Penggunaan tehnik mengajar yang sama yang membuat siswa bosan.
X
: Bagaimana anda mengatasi masalah tersebut ?
Y
: 1. Saya mengadakan vocab building sebelum masuk ke materi.
2. Saya biasa memberikan nilai tambahan untuk siswa yang mau maju
kedepan.
3. Penambahan game dalam penyampaian materi agar siswa tidak bosan
dengan tehnik yang itu-itu saja.
X
: Menurut
bapak
apa
tehnik
yang
paling
mudah
unntuk
di
implementasikan?
Y
: Role-Play dan picture describing karena petunjuk jelas dan mudah untuk di
aplikasikan.
X
: Setelah bapak selesai menjalaskan semua materi kepada siswa, bagaimana
bapak mengakhiri kegiatan belajar mengajar ?
Y
: Di kegiatan akhir ada refleksi tentang apa saja kesulitan yang di alami
murid dan bagaimana cara mengatasinya.
APPENDIX 3
CONCLUSION AND SUGGESTIONS
This chapter deals with the conclusion and suggestion related to the
research finding and discussion. For this purpose, the researcher will explain the
conclusion of research problems and suggestion to the teacher and for the further
researcher.
5.1 Conclusion
Based on the result of the study, the researcher found the kinds of teaching
technique in speaking used by the English teacher, how the English teacher
implemented the teachnique, problem faced by the English teacher in
implementing the technique and how the teacher coped with the problems.
From the findings of the study, the researcher concludes that:
1. The English teacher used three technique in teaching speaking to the
second year students at SMPN 2 Nganjuk. They were picture describing,
story telling, and role play.
2. In implementing teaching technique, the teacher used two kinds of
teaching technique such as role play and picture describing. In role play,
the teacher asked the students to observe the picture and imitate a dialogue
about expression of asking and giving opinion based on the picture.
Several representatives of the students in pairs were asked to practice
asking and giving opinion expression learned in front of the class. In
picture describing, the teacher asked the students to work in group to
37
38
describe a picture. Before each group described a picture that has been
prepared by the teacher, each group got some clues that represented the
picture to make it simpler for students to describe the picture.
3. There were three problems faced by the English teacher in implementing
the techniques. The problem was general problems that happened in
teaching learning activities. The first was about students’ limited
vocabulary. Second was about students’ self-confidence. The last problem
faced by the teacher was about the students’ boredom with the same
teaching technique used by the teacher.
4. The effort to cope with the problem could be done. The teacher coped the
first problem by providing a vocabulary building. For the second problem
the teacher coped the problem by giving reward point for students who
wanted present in front of the class. For the last problem, the teacher
designed a game when the teaching technique was applied to make
students not feel bored with the class activity.
5.2 Suggestion
Based on the conclusion above, the suggestion related to the research
findings are offered for English teachers and the other researchers. The researcher
hopes that the result of this study can be used as experiences and reference for the
other teachers and researchers.
5.2.1
For the English teacher
1. The English teacher has to know the way to teach that the students want,
try to others techniques make students interested in English, feel
39
comfortable in the class, enjoy speaking English in class and try to become
students’ friend because it will help the students feel more comfortable.
2. The English teacher should know the characteristics of the students who
sometimes felt shame, afraid, or unconfident in Speaking. It is important
so as to provide more understanding of the materials given.
3. The teacher should use variety of techniquess which creative and
innovative to make the students interested in the activity and they will not
get bored.
5.2.2
For the other researcher
1. The researcher expects that the findngs of this research will give
contribution as the source of data to the next research on technique of
teaching speaking.
APPENDIX 1
OBSERVATION CHECKLIST
Teacher
: Bapak Sumaji S.pd
Observer
: Nancy Martika Sari
Class
: 8G
Skill
: Speaking
Topic
: Asking and giving opinion
Date observation : 24 October 2015
Time observation : 08.20 – 9.40
No.
Activities
1.
The teacher introduce the topic before start teaching.
2.
The teacher gives an explenation the material until finish.
3.
The teacher tell the procedure of speaking material to the
students.
4.
The teacher makes a group of students in speaking activities
5.
The teacher uses Indonesian language and English to explain
the materials.
6.
The teacher always uses English inn teaching speaking.
7.
The teachers’ endorse the students to be active in asking and
answering question.
8.
The teacher uses media in teaching speaking.
9.
The teacher use the teachnique of speaking are :
a. Discussion
b. Speech
c. Role-play
d. Picture Describing
e. Story Telling
f. Playing Cards
Yes No
FIELD NOTE
1. The result of first observation
Observer
: Nancy Martika Sari
Skill
: Speaking
Day
: Saturday
Time of Observation
: 08.20 – 9.40
Technique
: Role-Play
a. Pre-teaching
1) The teacher came to the class at 08.30.
2) The teacher greeted the students by saying ” assalamualaikum “
3) The teacher checked the attendance of students.
4) The teacher gave some explanation about the material that would be
studied that day which was about asking and giving opinion expression
based on a picture.
5) The teacher used two languages, English and Indonesian in explaining
the lesson, but Indonesian was used more than English when the
teacher was teaching.
b. Whilst-teaching
1) The teacher asked the students to observe some pictures and imitate
expression about asking and giving opinion based on the picture
2) Several representative of the students in pairs were asked to practice
the dialogue in front of the class.
3) After that, the teacher asked the students to make a group consisting of
four members and each member got three pictures (actress, foods, and
kind of music). In group, each students asked and gave opinion about
the photos to every member so one student got 3 opinion and makes a
note in work sheet prepared by the teacher.
4) After that, the students in pairs practiced asking and giving opinion
expression in front of the class like they did previously in the group.
For example, Rina asked Rini “Rini, what do you think about Lee Min
Hoo ?” and Rini would give her opinion “ I think he is handsome and
very famous” then Rini asked Rina “how about you, do you think so ?“
then Rina gave her opinion “no, I think Lee Min Hoo is ugly”
5) The teacher took the score of the students one by one from their
performance.
c. Post-Teaching
1) The teacher tried to review the material of asking and giving opinion
expression and asked the students to study again the material given
that day at home.
2) The teacher closed the class by saying “wassalamualaikum and see you
next meeting”
OBSERVATION CHECKLIST
Teacher
: Bapak Sumaji S.pd
Observer
: Nancy Martika Sari
Class
: 8G
Skill
: Speaking
Topic
: Asking and giving opinion
Date observation : 26 October 2015
Time observation : 9.00 – 10.40
No.
Activities
1.
The teacher introduce the topic before start teaching.
2.
The teacher gives an explenation the material until finish.
3.
The teacher tell the procedure of speaking material to the
students.
4.
The teacher makes a group of students in speaking activities
5.
The teacher uses Indonesian language and English to explain
the materials.
6.
The teacher always uses English inn teaching speaking.
7.
The teachers’ endorse the students to be active in asking and
answering question.
8.
The teacher uses media in teaching speaking.
9.
The teacher use the teachnique of speaking are :
a. Discussion
b. Speech
c. Role-play
d. Picture Describing
e. Story Telling
f. Playing Cards
Yes
No
FIELD NOTE
2. The result of second observation
Observer
: Nancy Martika Sari
Skill
: Speaking
Day
: Monday
Time of Observation : 9.00 – 10.40
Technique
: Picture Describing
a. Pre-teaching
1) The teacher came to the class at 09.10.
2) The teacher greeted the students by saying “assalamualaikum”.
3) The teacher checked the attendances of students.
4) The teacher gave some explanation about the material that would be
studied today which was about describing some pictures.
5) The teacher mixed between two languages Indonesian and English
when explenation the lesson, but Indonesian was used more than
English in order to make students understand what the teacher says,
b. Whilst-teaching
1) The teacher formed a group, each group consisted of six members to
play a game. In the group one member played as a writer then other
members were looking for a clue that can describe a picture.
2) The teacher recited a clue to the first member of the group then he ran
to the place where the clue was posted and gave it to the writer. This
activity was repeated until all members got the clue except the writer.
3) After all clues obtained, the groups were mixed and matched the clue
and guessed all clues described for what picture. For example, when
the group got clues that represented Monas then they described Monas
with their own sentences.
4) After the group acquired a picture already guessed, the group
discussed and described the picture in eight sentences.
5) After group described the picture into eight sentences, one
representative from the group showed the picture and described the
picture in front of the class.
6) The teacher took the score by performances of each group in front of
class.
c. Post-Teaching
1) The teacher tried to review about describing picture material and asked
the students to study again the material that day at home.
2) The teacher closed the class by saying “wassalamualaikum and see you
next meeting”
APPENDIX 2
RESULT OF INTERVIEW
X
: Berapa lama anda mengajar bahasa Inggris ?
Y
: Saya mengajar bahasa Inggris sejak 2001 di SD dan di SMP dari 2003
hingga sekarang.
X
: Sebelum memulai mengajar speaking, apakah ada persiapan yang bapak
lakukan ?
Y
: Saya mempersiapkan materi, peraga dan alat evaluasi yang berdasarkan
RPP dan silabus agar tujuan pembelajaran tercapai.
X
: Apakah anda menggunakan tehnik mengajar dalam speaking ?
Y
: Pasti saya menggunakan tehnik dalam mengajar yang mana sesuai dengan
materi dan tujuan pembelajaran yang di laksanakan.
X
: Apa saja tehnik mengajar yang anda gunakan ?
Y
: - Role-Play
- Picture Describing
- Story Telling
X
: Kenapa anda menggunakan tehik tersebut ?
Y
: Karena kebutuhan dalam pembelajaran dan materi yang akan di sampaikan
membutuhkan tehnik tersebut.
X
: Jadi, mana yang paling efektif dari tehnik tersebut ?
Y
: Tergantung materinya, seperti materi ungkapan transaksional bisa di
gunakan Role-Play jadi efektif atau tidaknya tergantung materi apa dan
tujuan apa yang kita harapkan.
X
: Bagaimana anda mengimplementasikan tehnik tersebut dalam mengajar
speaking ?
Y
: Contoh untuk materi meminta pendapat saya menggunakan Role-Play.
Peserta didik di beri gambar benda kemudian mereka di minta untuk
meminta pendapat kepada teman-temanya.
X
: Apakah ada tehnik yang dominan saat anda mengaplikasikan tehnik
tersebut ?
Y
: Tergantung dari materi dan tujuan pembelajaran. Jadi, tidak ada dominan
dalam penggunaan tehnik jika tidak efektif kita evaluasi lagi.
X
: Dari penggunaan tehnik mengajar tersebut, apakkah bapak merasakan
adanya peningkatan hasil belajar siswa ?
Y
: Peningkatan pasti ada jika di banding dengan tidak menggunakan tehnik
mengajar.
X
: Apakah anda mengaplikasikan tehnik yang berbeda di setiap pertemuan ?
Y
: Kalo materi yang di sampaikan berbeda pasti saya menggunakan tehnik
yang berbeda tetapi karena dalam speaking SMP tehnik mengajarnya
terbatas terkadang saya menambahkan game dalam pengaplikasian tehnik.
X
: Adakah masalah yag bapak alami selama mengimplementasikan tehnik
speaking tersebut ?
Y
: 1. Vocabulary siswa yang terbatas.
2. Motivasi belajar siswa yang berbeda ada anak yang bermotivasi tinggi
dalam belajar dan anak yang bermotivasi rendah
3. Penggunaan tehnik mengajar yang sama yang membuat siswa bosan.
X
: Bagaimana anda mengatasi masalah tersebut ?
Y
: 1. Saya mengadakan vocab building sebelum masuk ke materi.
2. Saya biasa memberikan nilai tambahan untuk siswa yang mau maju
kedepan.
3. Penambahan game dalam penyampaian materi agar siswa tidak bosan
dengan tehnik yang itu-itu saja.
X
: Menurut
bapak
apa
tehnik
yang
paling
mudah
unntuk
di
implementasikan?
Y
: Role-Play dan picture describing karena petunjuk jelas dan mudah untuk di
aplikasikan.
X
: Setelah bapak selesai menjalaskan semua materi kepada siswa, bagaimana
bapak mengakhiri kegiatan belajar mengajar ?
Y
: Di kegiatan akhir ada refleksi tentang apa saja kesulitan yang di alami
murid dan bagaimana cara mengatasinya.
APPENDIX 3