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and recorded by researcher, whithout any manipulation by the observer. According to Jan Armstrong 2010 behaviors and other phenomena of interest are observed and
recorded by the researcher, whose presence migh be either know or unknown to the subject. The writer obtains the data from event, informants, and document.
Techniques of collecting data in this research are observation and interview. Technique in analyzing data, the witer used reduction of the data, displaying the data,
and verifying the data. The writer used triangulation technique to check the credibility data. The subjects of this research are the English teacher and the 7
TH
grade class of SMP N 2 Banyudono. The object of this research is classroom techniques in teaching
speaking to the 7
th
grade students of smp n 2 banyudono in 20152016 academic year.
3. FINDING AND DISCUSSION
The writer presents the research findings and discussion according to problem statements contained in the first chapter. The researcher formulates four problems:
1 what are the kinds of classroom techniques used in teaching speaking at SMP N 2 Banyudono? 2 what are the purpose of using each classroom technique in teaching
speaking at SMP N 2 Banyudono? 3 what are the teacher’s roles in classroom technique in teaching speaking at SMP N 2 Banyudono?, and 4 what are the
student’s roles in classroom technique in teaching speaking at SMP N 2 Banyudono?
3.1 The kinds of classroom techniques used in teaching speaking
There are some techniques used by English teacher of SMP N 2 Banyunono to develop speaking skill of the students during the writer did
observation in SMP N 2 Banyunono. Based on observation, the techniques used by English teacher in teaching speaking of 7
TH
grade class are role-playing, song, and discussion. Role-playing technique used theory proposed by Barrows and
Zorn 1990 which states that role-playing gives a way to involve the whole class, encouraging the students to speak up whitout worrying about set patterns, geting
them to use tehir imaginations, and creating an amusing atmosphere that would make them forget that they are in the classroom. Song technique used the theory
proposed by Gasser and Waldman 1990, 1 To ensure the pedagogogical value
of the song, the EFL teacher should be able to use it to teach grammer, pronunciation, vocabulary, and culture. 2 The tune should be simple and easy to
learn. 3 It helps if the lyrics are representative. If they are not, it helps if the song has a chorus which is easy to learn. In this way even the slowest students can
master at least part of the song relatively quikly. 4 The lyrics should be as
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representative as possible of standard, spoken English. 5 It should be necessary to change the lyrics to make them more standard or to enhance their pedagogical
value. Discussion technique used the theory proposed by Harmer 2001: 16 States that, the problem in conducting the discussion is the students’ reluctant to give
opinion in front of their friends. 3.2
The purpose of using each classroom technique in teaching speaking
There are some techniques used by English teacher of SMP N 2 Banyunono to develop speaking skill of the students such as role-playing, song, and discussion
technique. Each technique has purposes, as follows: The purpose of role-playing in learning process is to improve vocabulary and
fluency students to speak English.
The purpose of song technique is to teach pronunciation and vocabulary. The purpose of disussion technique in teaching learning process is to make
students active and
confident to speak up. Role-playing technique is used based on the theory proposed by Barrows and Zorn
1990 which states that role-playing gives a way to involve the whole class, encouraging the students to speak up whitout worrying about set patterns, geting
them to use tehir imaginations, and creating an amusing atmosphere that would make them forget that they are in the classroom. Song technique is used based on
the theory proposed by Gasser and Waldman 1990 1 To ensure the
pedagogogical value of the song, the EFL teacher should be able to use it to teach grammer, pronunciation, vocabulary, and culture. 2 The tune should be simple
and easy to learn. 3 It helps if the lyrics are representative. If they are not, it helps if the song has a chorus which is easy to learn. In this way even the slowest
students can master at least part of the song relatively quikly. 4 The lyrics should be as representative as possible of standard, spoken English. 5 It should be
necessary to change the lyrics to make them more standard or to enhance their pedagogical value. Discussion technique used the theory proposed by Harmer
2001: 16 States that, the problem in conducting the discussion is the students’ reluctant to give opinion in front of their friends. Based on theory, the purpose of
each techniqu in this research has comparability to the theory.
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3.3 The teacher’s roles
