THE METHODS OF TEACHING SPEAKING ENGLISH AT THE LANGUAGE PROGRAM OF SMA MUHAMMADIYAH I PAMEKASAN
THE METHODS OF TEACHING SPEAKING ENGLISH AT THE
LANGUAGE PROGRAM OF SMA MUHAMMADIYAH I
PAMEKASAN
THESIS
AISYIYAH CITRA PRATIWI
08360232
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
THE METHODS OF TEACHING SPEAKING ENGLISH AT THE
LANGUAGE PROGRAM OF SMA MUHAMMADIYAH I
PAMEKASAN
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
AISYIYAH CITRA PRATIWI
08360232
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
MOTTO AND DEDICATION
“maka sesungguhnya bersama kesulitan ada kemudahan dan apabila
kamu sudah selesai (dari satu urusan) kerjakanlah dengan sungguh –
sungguh (urusan yang lain)” (Al-Insyirah: 5-8)
“Hai orang-orang yang beriman, jadikanlah sabar dan sholat sebagai
penolongmu, sesungguhnya Allah beserta orang-orang yang sabar” (AlBaqarah: 153)
“Harga dari suatu keberhasilan bukan terletak pada hasil akhir, namun
terletak pada suatu proses perjuangan”
This Thesis is dedicated to:
My beloved father and mother
My beloved sisters
And my beloved friends
ACKNOWLEDGEMENT
Alhamdulillah, all Praise to Allah SWT, the Lord of Universe for blessing and
guiding that had been given to the writer, so that she was able to finish this thesis.
The writer would like to express her deepest gratitude to Drs. Imam Mahfud,
her first advisor and Dian Inayati M. Ed, her second advisor for their suggestion,
patience, guidance, correction, and advice during the consultation to complete this
thesis.
Moreover, the writer wants to send her great thankfulness and deep
appreciation to her beloved parents and sisters who have supported her morally and
spiritually so that she can finish her thesis.
Special thank is also given to all her friends especially her friends in E1 class
Mbak Inti, Ratih, Ziana, Zen, Yopi, Gagoek, Nafis, Lisa, Rinda, Maya, Ulfa and her
lovely friends in lodging house thank you for help, support, and motivation.
Malang, October 2013
Aisyiyah Citra Pratiwi
TABLE OF CONTENTS
Approval ..........................................................................................................
ii
Legalization .......................................................................................................
iii
Motto and Dedication ........................................................................................
iv
Acknowledgement ............................................................................................
v
Abstract ............................................................................................................
vi
Table of Content ................................................................................................
vii
CHAPTER I INTRODUCTION
1.1 Background of Study ..................................................................................
1
1.2 Statement of Problem ..................................................................................
4
1.3 Purpose of Study .........................................................................................
4
1.4 Significant of Study ....................................................................................
5
1.5 Scope and Limitation ..................................................................................
5
1.6 Definition of Key Terms .............................................................................
5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching and Learning Process ...................................................................
7
2.2 Speaking ....................................................................................................
10
2.2.1 Elements of Speaking ………………………………………………
11
2.2.2 Functions of Speaking………………………………………………
12
2.3 Teaching Speaking .....................................................................................
13
2.4 Methods of Teaching Speaking ...................................................................
20
2.5 Previous Study ............................................................................................
28
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .........................................................................................
31
3.2 Research Subject ........................................................................................
32
3.3 Research Instruments ..................................................................................
32
3.3.1 Interview…………………………………………………………
34
3.3.2 Observation………………………………………………………
33
3.4 Data Collection ...........................................................................................
34
3.5 Data Analysis ..............................................................................................
34
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings .......................................................................................
36
4.1.1 The Methods of Teaching Speaking Used by The Teacher .................
36
4.1.1.1 Teaching Speaking Based on the Direct Method ...................
36
4.1.1.2 Teaching Speaking Based on Audio-lingual Method ............
37
4.1.1.3 Teaching Speaking Based on Community Language Learning
37
4.1.2 The Implementation of the Methods in Teaching Speaking ................
37
4.1.2.1 Direct Method ......................................................................
38
4.1.2.2 Audio-lingualMethod ...........................................................
39
4.1.2.3 Community Language Learning……………………………..
41
4.1.3 The Advantages and the Disadvantages of Using the Methods ...........
42
4.2 Discussion ..................................................................................................
46
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion .................................................................................................
50
5.2 Suggestion .................................................................................................
51
BIBLIOGRAPHY
APPENDIX I
APPENDIX II
APPENDIX III
APPENDIX IV
APPENDIX V
APPENDIX VI
APPENDIX VII
BIBLIOGRAPHY
Ary, Donald. 2010. Introduction to Research in Education (Eight Edition).
Wadsworth Cengage Learning.
Bailey, Kathleen M. 2006. Issues in Teaching Speaking Skills to Adult ESOL
Learners. (Online), (http:// www/ncsall.net/?id=859, accessed on January 17,
2013)
Brown, H. Douglas. 2007. Principles of Language Learning and Teaching, (Fifth
Edition). New York: Pearson Education, Inc.
Davies, Paul. and Eric Pearse. 2000. Success In Language Teaching. New York:
Oxford University Press.
Fanani, Syarif. 2011. Method of Teaching English at Assalam Junior High School.
Unpublished Thesis. Surakarta: University of Muhammadiyah Surakarta
Gall, Meridith Damien and Gall, Borg. 2003. Educational Research: An Introduction.
Allyn & Bacon, Incorporated
Harmer, Jeremy. 2001. The Practice of English Language Teaching,(Third
Edition).England: Longman
Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in Second
Language.
(Online),
(http://iteslj.org/Techniques/KayiTeachingSpeaking.html, accessed on December 28, 2012)
Kimble, Garmezy. 1963. Principles of General Psychology. New York: Ronald Press
Kothari, C.R. 2004. Research Methodology Methods and Techniques (Second
Edition). New Age International
Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching.
Oxford: Oxford University Press.
Lestari, Winda Dwi. 2012. A Study on the Method of Teaching English to The First
Year Student of SMK Muhammadiyah 3 Surakarta. Unpublished Thesis.
Surakarta: University of Muhammadiyah Surakarta
Lisda, Nor. 2008. The Method of Teaching Grammar at SMK PGRI 3 Malang.
Unpublished Thesis. Malang: University of Muhammadiyah Malang
Marczyk, Geoffrey, and DeMatteo, David. 2005. Essentials of Research Design and
Methodology. In Kaufman, Alan S. (Ed.), Essentials of Behavioral Science
Series. USA: Jhon Wiley & Sons, Inc
Mc.Donough, Jo. and Christoper Shaw. 2003. Materials and Method in ELT: A
Teacher’s Guide. United Kingdom: Blackwell Publishing.
Nunan, David. 1991. Language Teaching Methodology. Prentice Hall
Nunan, David. 2003. Practical English Language Teaching. McGraw-Hill
Permatasari, Putri Lia. 2009. Teaching Speaking at the Second Year Students of
Accelerated Class at SMP Negeri 1 Malang. Unpublished Thesis. Malang:
University of Muhammadiyah Malang.
Pollard, Lucy. 2008. Guide to Teaching English.
Richard, Jack C. 2008. Teaching Listening and Speaking from Theory to Practice.
New York: Cambridge University Press.
Richard, Jack and Theodore Rodgers. 2001. Approaches and Methods in Language
Teaching (Second Edition). Cambridge: Cambridge University Press
Schreiber, James. and Asner-Self, Kimberly. 2011. Educational Research. Wiley
Global Education
Ur, Penny. 1996. A Course In Language Teaching. Cambridge University Press.
Wijayanti, Dyan Novia. 2008. The Methods of Teaching English Used by Student
Teachers of The Eight Semester of the English Department of University of
Muhammadiyah Malang at SMAN 2 Batu. Unpublished Thesis. Malang:
University of Muhammadiyah Malang
CHAPTER I
INTRODUCTION
In this chapter, the following topics will be presented by the researcher:
background of the study, statement of the problem, purpose of the study, significance
of the study, scope and limitation, and definition of key terms. Each section is
presented as follows.
1.1 Background of the Study
In Indonesia, English is a foreign language thought in schools, courses, even
in kindergarten or pre-school. There are four skills that must be taught in learning
English, they are speaking, listening, reading, and writing. Based on the KTSP
(Kurikulum Tingkat Satuan Pendidikan), students in Senior High School in Indonesia
have to learn those four language skills.
Speaking is one of the skills that have to be taught in SMA (Senior High
School). It is important to teach speaking because it is the requirement to be fluent in
English. In this globalization era people are required to speak English well.
According to Mc.Donough and Shaw (2003: 133) in many contexts, speaking is often
the skill upon which a person is judged at face value. In other words, people may
often form judgments about our language competence from our speaking rather than
any of other skills. So, speaking skill is measured in terms of the ability to carry out
the conversation in the language. This makes teachers think that speaking ability
should be mastered by their students.
1
However, there are many students who cannot speak English fluently
although they have been studying English since Elementary school. Students usually
get difficulty in learning speaking. From example, they get difficulty to make a
sentence based on appropriate grammar. So, they will be afraid to make mistake
when they speak. It can be found when the teacher asks the students to have a
conversation, they tend to keep silent. They will have a conversation after the teacher
gives a dialogue. So, it needs some efforts to improve some students’ ability in
speaking.
One of the improvements of the speaking instruction is giving some
interesting methods to students. The teacher should give an attractive teaching
method which includes materials, comfortable environment, self-confident teachers.
According to Larsen-Freeman (2000), methods offer the teachers alternative to what
they currently think and do. Methods in teaching are needed to get the teaching
learning purpose because the teaching will be effective and successful if the teachers
provide the methods in the class. Therefore, teachers need to provide attractive and
enjoyable method for students to express their ideas orally using English.
There have been some studies about the methods of teaching English. The
first is a research by Wijayanti (2008) who investigated method of teaching English
used by students’ teachers of the English Department of University of
Muhammadiyah Malang. The result showed that the teachers implemented four
methods; they were audio-lingual method especially in listening subject, direct
method especially in teaching speaking and reading subject, grammar translation
method especially in teaching writing and reading subject, and STAD (Students Team
2
Achievement Division) which was used especially in writing subject. The teachers
then implemented each of those methods through three stages; they were preactivities, whilst-activities, and post-activities. The teachers used those methods
because they could help the teachers create effective teaching learning activities.
Secondly, it is a research by Lisda (2008) who studied The Method of
Teaching Grammar at SMK PGRI 3 Malang. The result showed that the teachers used
Grammar-Translation method. There were also some strengths and weaknesses of the
method applied by the teachers. The strengths of Grammar-Translation Method were
that the students mastered the sentence pattern and were easy to understand teachers’
language. The weaknesses were the students were passive in class and got few
vocabularies, the class situation was boring and strained, the teacher gave translation
directly, and the students did not apply English as a means of communication in class.
From the previous researchers, it can be concluded that the teacher have to
know some methods for teaching English skills, the weakness and the strength. So
far, there have been no researches about the method of speaking in detail whereas
speaking skill has its own method that is different from others skill. Moreover, a
teacher also needs to know the advantages and the disadvantages of the methods. So
that, the methods of teaching speaking is very interesting to study.
Based on the background above, the research on the method of teaching
English speaking at the language program of SMA Muhammadiyah 1 Pamekasan will
be conducted. The reason of choosing this school is that it is the only private senior
high school in Pamekasan that has a language program. The language program is
chosen because it has five hours a week for English subject, whereas science and
3
social programs only have 4 hours a week for English subject. Students in language
program may have more time to study English than the other programs. The teacher
in language programs can use several activities in learning English for 5 hours. The
longer times can also be used to discuss the material that is difficult to understand by
students. Furthermore, the teacher can add several activities that make students more
fluent in speaking English. So, it is important to know the methods used in teaching
English speaking in language program.
1.2 Statement of Problem
In this part, the problem of this study are formulated as follows:
1. What are the methods of teaching English speaking used by the English
teacher at the Language program of SMA Muhammadiyah 1 Pamekasan?
2. How are the methods implemented by the English teacher at The Language
program of SMA Muhammadiyah 1 Pamekasan?
3. What are the advantages and the disadvantages of the methods implemented
by the teacher?
1.3 Purpose of The Study
Related to the statement of the problems stated previously, the purposes of the
study are:
1. To know the teaching methods of speaking used by the English teacher at the
Language Department of SMA Muhammadiyah 1 Pamekasan.
2. To describe how the methods are implemented by the English teacher at The
Language Department of SMA Muhammadiyah 1 Pamekasan.
4
3. To know the advantages and disadvantages of the methods implemented by the
teacher.
1.4 Significance of the Study
This study is important to be done because it will give some knowledge to the
readers especially English Departments’ students about the teaching method of
speaking at the Language program of SMA Muhammadiyah 1 Pamekasan. So, it can
increase and enlarge their view about the kinds of teaching methods and how to use
the method in the class.
For the English teachers, it will give some reference how to use the teaching
method, especially in teaching speaking. So, it can help the teacher to choose an
appropriate teaching method for their students.
1.5 Scope and Limitation
The study focuses on the teaching method of speaking at SMA
Muhammadiyah 1 Pamekasan. It is limited to investigating the teaching method of
English speaking used by the English teacher at the language program of SMA
Muhammadiyah 1 Pamekasan.
1.6 Definition of the Key Terms.
In order to make the reader understand what the writer wants to analyse
concerning her study, the definition of the key terms would like to be explained as
follows.
1. Method
Method is a generalized set of classroom specifications for accomplishing
linguistic objectives (Brown, 2001:16).
5
2. Teaching Speaking
Teaching speaking is showing or helping someone to learn how to speak or
communicate orally, giving instruction, guiding in the study of speaking or
how to speak using verbal language (Kimble &Garmezy, 1963).
3. Language Program
Language program is a class, which focuses on the language teaching
program especially foreign languages.
6
LANGUAGE PROGRAM OF SMA MUHAMMADIYAH I
PAMEKASAN
THESIS
AISYIYAH CITRA PRATIWI
08360232
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
THE METHODS OF TEACHING SPEAKING ENGLISH AT THE
LANGUAGE PROGRAM OF SMA MUHAMMADIYAH I
PAMEKASAN
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
AISYIYAH CITRA PRATIWI
08360232
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
MOTTO AND DEDICATION
“maka sesungguhnya bersama kesulitan ada kemudahan dan apabila
kamu sudah selesai (dari satu urusan) kerjakanlah dengan sungguh –
sungguh (urusan yang lain)” (Al-Insyirah: 5-8)
“Hai orang-orang yang beriman, jadikanlah sabar dan sholat sebagai
penolongmu, sesungguhnya Allah beserta orang-orang yang sabar” (AlBaqarah: 153)
“Harga dari suatu keberhasilan bukan terletak pada hasil akhir, namun
terletak pada suatu proses perjuangan”
This Thesis is dedicated to:
My beloved father and mother
My beloved sisters
And my beloved friends
ACKNOWLEDGEMENT
Alhamdulillah, all Praise to Allah SWT, the Lord of Universe for blessing and
guiding that had been given to the writer, so that she was able to finish this thesis.
The writer would like to express her deepest gratitude to Drs. Imam Mahfud,
her first advisor and Dian Inayati M. Ed, her second advisor for their suggestion,
patience, guidance, correction, and advice during the consultation to complete this
thesis.
Moreover, the writer wants to send her great thankfulness and deep
appreciation to her beloved parents and sisters who have supported her morally and
spiritually so that she can finish her thesis.
Special thank is also given to all her friends especially her friends in E1 class
Mbak Inti, Ratih, Ziana, Zen, Yopi, Gagoek, Nafis, Lisa, Rinda, Maya, Ulfa and her
lovely friends in lodging house thank you for help, support, and motivation.
Malang, October 2013
Aisyiyah Citra Pratiwi
TABLE OF CONTENTS
Approval ..........................................................................................................
ii
Legalization .......................................................................................................
iii
Motto and Dedication ........................................................................................
iv
Acknowledgement ............................................................................................
v
Abstract ............................................................................................................
vi
Table of Content ................................................................................................
vii
CHAPTER I INTRODUCTION
1.1 Background of Study ..................................................................................
1
1.2 Statement of Problem ..................................................................................
4
1.3 Purpose of Study .........................................................................................
4
1.4 Significant of Study ....................................................................................
5
1.5 Scope and Limitation ..................................................................................
5
1.6 Definition of Key Terms .............................................................................
5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching and Learning Process ...................................................................
7
2.2 Speaking ....................................................................................................
10
2.2.1 Elements of Speaking ………………………………………………
11
2.2.2 Functions of Speaking………………………………………………
12
2.3 Teaching Speaking .....................................................................................
13
2.4 Methods of Teaching Speaking ...................................................................
20
2.5 Previous Study ............................................................................................
28
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .........................................................................................
31
3.2 Research Subject ........................................................................................
32
3.3 Research Instruments ..................................................................................
32
3.3.1 Interview…………………………………………………………
34
3.3.2 Observation………………………………………………………
33
3.4 Data Collection ...........................................................................................
34
3.5 Data Analysis ..............................................................................................
34
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings .......................................................................................
36
4.1.1 The Methods of Teaching Speaking Used by The Teacher .................
36
4.1.1.1 Teaching Speaking Based on the Direct Method ...................
36
4.1.1.2 Teaching Speaking Based on Audio-lingual Method ............
37
4.1.1.3 Teaching Speaking Based on Community Language Learning
37
4.1.2 The Implementation of the Methods in Teaching Speaking ................
37
4.1.2.1 Direct Method ......................................................................
38
4.1.2.2 Audio-lingualMethod ...........................................................
39
4.1.2.3 Community Language Learning……………………………..
41
4.1.3 The Advantages and the Disadvantages of Using the Methods ...........
42
4.2 Discussion ..................................................................................................
46
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion .................................................................................................
50
5.2 Suggestion .................................................................................................
51
BIBLIOGRAPHY
APPENDIX I
APPENDIX II
APPENDIX III
APPENDIX IV
APPENDIX V
APPENDIX VI
APPENDIX VII
BIBLIOGRAPHY
Ary, Donald. 2010. Introduction to Research in Education (Eight Edition).
Wadsworth Cengage Learning.
Bailey, Kathleen M. 2006. Issues in Teaching Speaking Skills to Adult ESOL
Learners. (Online), (http:// www/ncsall.net/?id=859, accessed on January 17,
2013)
Brown, H. Douglas. 2007. Principles of Language Learning and Teaching, (Fifth
Edition). New York: Pearson Education, Inc.
Davies, Paul. and Eric Pearse. 2000. Success In Language Teaching. New York:
Oxford University Press.
Fanani, Syarif. 2011. Method of Teaching English at Assalam Junior High School.
Unpublished Thesis. Surakarta: University of Muhammadiyah Surakarta
Gall, Meridith Damien and Gall, Borg. 2003. Educational Research: An Introduction.
Allyn & Bacon, Incorporated
Harmer, Jeremy. 2001. The Practice of English Language Teaching,(Third
Edition).England: Longman
Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in Second
Language.
(Online),
(http://iteslj.org/Techniques/KayiTeachingSpeaking.html, accessed on December 28, 2012)
Kimble, Garmezy. 1963. Principles of General Psychology. New York: Ronald Press
Kothari, C.R. 2004. Research Methodology Methods and Techniques (Second
Edition). New Age International
Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching.
Oxford: Oxford University Press.
Lestari, Winda Dwi. 2012. A Study on the Method of Teaching English to The First
Year Student of SMK Muhammadiyah 3 Surakarta. Unpublished Thesis.
Surakarta: University of Muhammadiyah Surakarta
Lisda, Nor. 2008. The Method of Teaching Grammar at SMK PGRI 3 Malang.
Unpublished Thesis. Malang: University of Muhammadiyah Malang
Marczyk, Geoffrey, and DeMatteo, David. 2005. Essentials of Research Design and
Methodology. In Kaufman, Alan S. (Ed.), Essentials of Behavioral Science
Series. USA: Jhon Wiley & Sons, Inc
Mc.Donough, Jo. and Christoper Shaw. 2003. Materials and Method in ELT: A
Teacher’s Guide. United Kingdom: Blackwell Publishing.
Nunan, David. 1991. Language Teaching Methodology. Prentice Hall
Nunan, David. 2003. Practical English Language Teaching. McGraw-Hill
Permatasari, Putri Lia. 2009. Teaching Speaking at the Second Year Students of
Accelerated Class at SMP Negeri 1 Malang. Unpublished Thesis. Malang:
University of Muhammadiyah Malang.
Pollard, Lucy. 2008. Guide to Teaching English.
Richard, Jack C. 2008. Teaching Listening and Speaking from Theory to Practice.
New York: Cambridge University Press.
Richard, Jack and Theodore Rodgers. 2001. Approaches and Methods in Language
Teaching (Second Edition). Cambridge: Cambridge University Press
Schreiber, James. and Asner-Self, Kimberly. 2011. Educational Research. Wiley
Global Education
Ur, Penny. 1996. A Course In Language Teaching. Cambridge University Press.
Wijayanti, Dyan Novia. 2008. The Methods of Teaching English Used by Student
Teachers of The Eight Semester of the English Department of University of
Muhammadiyah Malang at SMAN 2 Batu. Unpublished Thesis. Malang:
University of Muhammadiyah Malang
CHAPTER I
INTRODUCTION
In this chapter, the following topics will be presented by the researcher:
background of the study, statement of the problem, purpose of the study, significance
of the study, scope and limitation, and definition of key terms. Each section is
presented as follows.
1.1 Background of the Study
In Indonesia, English is a foreign language thought in schools, courses, even
in kindergarten or pre-school. There are four skills that must be taught in learning
English, they are speaking, listening, reading, and writing. Based on the KTSP
(Kurikulum Tingkat Satuan Pendidikan), students in Senior High School in Indonesia
have to learn those four language skills.
Speaking is one of the skills that have to be taught in SMA (Senior High
School). It is important to teach speaking because it is the requirement to be fluent in
English. In this globalization era people are required to speak English well.
According to Mc.Donough and Shaw (2003: 133) in many contexts, speaking is often
the skill upon which a person is judged at face value. In other words, people may
often form judgments about our language competence from our speaking rather than
any of other skills. So, speaking skill is measured in terms of the ability to carry out
the conversation in the language. This makes teachers think that speaking ability
should be mastered by their students.
1
However, there are many students who cannot speak English fluently
although they have been studying English since Elementary school. Students usually
get difficulty in learning speaking. From example, they get difficulty to make a
sentence based on appropriate grammar. So, they will be afraid to make mistake
when they speak. It can be found when the teacher asks the students to have a
conversation, they tend to keep silent. They will have a conversation after the teacher
gives a dialogue. So, it needs some efforts to improve some students’ ability in
speaking.
One of the improvements of the speaking instruction is giving some
interesting methods to students. The teacher should give an attractive teaching
method which includes materials, comfortable environment, self-confident teachers.
According to Larsen-Freeman (2000), methods offer the teachers alternative to what
they currently think and do. Methods in teaching are needed to get the teaching
learning purpose because the teaching will be effective and successful if the teachers
provide the methods in the class. Therefore, teachers need to provide attractive and
enjoyable method for students to express their ideas orally using English.
There have been some studies about the methods of teaching English. The
first is a research by Wijayanti (2008) who investigated method of teaching English
used by students’ teachers of the English Department of University of
Muhammadiyah Malang. The result showed that the teachers implemented four
methods; they were audio-lingual method especially in listening subject, direct
method especially in teaching speaking and reading subject, grammar translation
method especially in teaching writing and reading subject, and STAD (Students Team
2
Achievement Division) which was used especially in writing subject. The teachers
then implemented each of those methods through three stages; they were preactivities, whilst-activities, and post-activities. The teachers used those methods
because they could help the teachers create effective teaching learning activities.
Secondly, it is a research by Lisda (2008) who studied The Method of
Teaching Grammar at SMK PGRI 3 Malang. The result showed that the teachers used
Grammar-Translation method. There were also some strengths and weaknesses of the
method applied by the teachers. The strengths of Grammar-Translation Method were
that the students mastered the sentence pattern and were easy to understand teachers’
language. The weaknesses were the students were passive in class and got few
vocabularies, the class situation was boring and strained, the teacher gave translation
directly, and the students did not apply English as a means of communication in class.
From the previous researchers, it can be concluded that the teacher have to
know some methods for teaching English skills, the weakness and the strength. So
far, there have been no researches about the method of speaking in detail whereas
speaking skill has its own method that is different from others skill. Moreover, a
teacher also needs to know the advantages and the disadvantages of the methods. So
that, the methods of teaching speaking is very interesting to study.
Based on the background above, the research on the method of teaching
English speaking at the language program of SMA Muhammadiyah 1 Pamekasan will
be conducted. The reason of choosing this school is that it is the only private senior
high school in Pamekasan that has a language program. The language program is
chosen because it has five hours a week for English subject, whereas science and
3
social programs only have 4 hours a week for English subject. Students in language
program may have more time to study English than the other programs. The teacher
in language programs can use several activities in learning English for 5 hours. The
longer times can also be used to discuss the material that is difficult to understand by
students. Furthermore, the teacher can add several activities that make students more
fluent in speaking English. So, it is important to know the methods used in teaching
English speaking in language program.
1.2 Statement of Problem
In this part, the problem of this study are formulated as follows:
1. What are the methods of teaching English speaking used by the English
teacher at the Language program of SMA Muhammadiyah 1 Pamekasan?
2. How are the methods implemented by the English teacher at The Language
program of SMA Muhammadiyah 1 Pamekasan?
3. What are the advantages and the disadvantages of the methods implemented
by the teacher?
1.3 Purpose of The Study
Related to the statement of the problems stated previously, the purposes of the
study are:
1. To know the teaching methods of speaking used by the English teacher at the
Language Department of SMA Muhammadiyah 1 Pamekasan.
2. To describe how the methods are implemented by the English teacher at The
Language Department of SMA Muhammadiyah 1 Pamekasan.
4
3. To know the advantages and disadvantages of the methods implemented by the
teacher.
1.4 Significance of the Study
This study is important to be done because it will give some knowledge to the
readers especially English Departments’ students about the teaching method of
speaking at the Language program of SMA Muhammadiyah 1 Pamekasan. So, it can
increase and enlarge their view about the kinds of teaching methods and how to use
the method in the class.
For the English teachers, it will give some reference how to use the teaching
method, especially in teaching speaking. So, it can help the teacher to choose an
appropriate teaching method for their students.
1.5 Scope and Limitation
The study focuses on the teaching method of speaking at SMA
Muhammadiyah 1 Pamekasan. It is limited to investigating the teaching method of
English speaking used by the English teacher at the language program of SMA
Muhammadiyah 1 Pamekasan.
1.6 Definition of the Key Terms.
In order to make the reader understand what the writer wants to analyse
concerning her study, the definition of the key terms would like to be explained as
follows.
1. Method
Method is a generalized set of classroom specifications for accomplishing
linguistic objectives (Brown, 2001:16).
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2. Teaching Speaking
Teaching speaking is showing or helping someone to learn how to speak or
communicate orally, giving instruction, guiding in the study of speaking or
how to speak using verbal language (Kimble &Garmezy, 1963).
3. Language Program
Language program is a class, which focuses on the language teaching
program especially foreign languages.
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