Teaching Speaking (An Expository Study at Speaking Class of Training Class at Basic English Course in Kampung Inggris Pare)

By: Siti Mualiyah NIM. 1112014000054

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

v

Department at the Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University of Jakarta, 2016.

Advisor I : Dr. Ratna Sari Dewi, M.Pd. Advisor II : Ismalianing Eviyuliwati, M.Hum.

The objective of the study was to find the description about the processes of the teaching speaking in Training Class (TC) program at Basic English Course in Pare Kampung Inggris. The participants of this study were all students in speaking classes of TC program which were taught by Mr. Adin in academic period September-October-November (SON) 2016. There were eight classes with thirty students of each class in average and the total participants were 240 students. This study is a qualitative method using an expository research design which aimed to explore the subjects of the study deeply. The primary instrument of the study was the use of human instrument which means that the researcher placed herself as the primary instrument in order to gather and analyze the data. Besides using the human instrument, this study also used observation and interview forms to investigate how the teacher conducted the teaching and learning process in speaking classes. The data which have been collected were analyzed through several steps; organizing and familiarizing, coding and reducing, interpreting and representing. For the data trustworthiness, the study conducted several tests were carried out. The tests are data and sources triangulation to meet credibility, transferability, dependability, and confirmability of the study. Based on the data analysis, it can be concluded that the processes of the teaching speaking in TC program conducted by Mr. Adin in academic period September-October-November (SON) 2016 was appropriate with the aim of the speaking curriculum which was to help the students to reach their goal to be able to speak it. The result of such processes was proved by the fact that all students of TC program used English as their means of communicaton in their daily life. The success of using English in the students’daily life was also affected by another factor. The factor was the institution system that obligated the students of TC program to use 100% English in their community or with other students of TC program.

vi

Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016.

Advisor I : Dr. Ratna Sari Dewi, M.Pd. Advisor II : Ismalianing Eviyuliwati, M.Hum.

Tujuan penelitian ini dilakukan adalah untuk menemukan gambaran dari rangkaian proses pengajaran speaking di program Training Class di Basic English Course yang berlokasi di Pare Kampung Inggris. Partisipan dari penelitian ini adalah semua siswa kelas speaking di program Training Class yang diampu oleh Mr. Adin pada periode akademik September-Oktober-November (SON) 2016. Ada delapan kelas dengan jumlah tiga puluh siswa pada masing-masing kelas secara garis besar dan total jumlah partisipannya adalah sekitar 240 siswa. Penelitian ini adalah jenis kualitatif yang menggunakan desain kajian ekspositori yang bertujuan untuk mengekspos subyek dari penelitian ini secara mendalam. Instrumen utama yang digunakan pada penelitian ini adalah human instrumen yang berarti bahwa peneliti menempatkan dirinya sendiri sebagai instrumen utama sehinga mampu mengumpulkan dan menganalisa data. Selain menggunakan human instrument, penelitian ini juga menggunakan form observasi dan form interview untuk menginvestigasi bagaimana guru melakukan proses belajar dan mengajar di dalam kelas speaking. Data yang telah dkumpulkan kemudian dianalisa melalui beberapa langkah seperti organizing and familiarizing, coding and reducing, interpreting and representing. Untuk mengetahui tingkat keabsahan data, penelitian ini melakukan beberapa uji keabsahan seperti triangulasi data dan triangulasi sumber data untuk mendapatkan credibility, transferability, dependability, dan confirmability dari penelitian ini. Berdasarkan pada analisa data, dapat disimpulkan bahwa rangkaian proses pengajaran speaking di program TC yang diajarkan Mr. Adin pada periode akademik September-Oktober-November (SON) 2016 sesuai dengan tujuan kurikulum speaking yang mana untuk membantu siswa dalam mencapai tujuan belajar yakni agar dapat berbicara Bahasa Inggris. Hasil dari rangkaian proses tersebut dibuktikan dengan fakta bahwa semua siswa program TC menggunakan Bahasa Inggris dalam keseharian mereka sebagai alat komunikasi sehari-hari. Kesuksesan penggunaan Bahasa Inggris dalam keseharian siswa juga dipengaruhi ole faktor lain. Faktor itu adalah sistem lembaga yang mewajibkan seluruh siswa program TC untuk menggunakan Bahasa Inggris 100% dalam komunitas mereka atau dengan siswa program TC lainnya.

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All praises be to Allah, the Lord of the worlds, who has given the mercy and blessing upon the writer during completing this skripsi as the final assignment in her study. May peace and salutation always be upon the Prophet Muhammad, the savior of the humankind, who has brought the light onto this world and turned it into a better place.

This ―Skripsi‖ is a scientific paper that is presented as one of the requirements for the degree Strata-1 (S.Pd.) in English Education. Completing this skripsi is long processes and the writer would not have been able to complete it without help and support of lecturers, institution, family and friends. Hence, in this occasion, the writer is pleasure to acknowledge the help and contributions by conveying her gratitude to them who have helped her in completing this skripsi.

First, the writer would like to express the deepest gratitude to her great parents; her dearest father Kasan and her dearest mother Almh. Sofiyah for the support morally, mentally and physically in motivating the writer to finish her study. Next, the writer would like to express the greatest honor and deepest gratitude to her advisors, Dr. Ratna Sari Dewi, M.Pd. and Ismalianing Eviyuliwati, M.Hum. for patiently guiding her and giving her the most valuable advice, help, and support during completing this skripsi.

The writer also thanks to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Educational Sciences.

2. Dr. Alek, M.Pd., as the Head of Department of English Education.

3. Zaharil Anasy, M.Hum., as the Secretary of Department of English Education. 4. All lecturers at Department of English Education who have given motivation,

guidance, knowledge, experience, and valuable knowledge during her study. 5. Mr. M. Kalend O., the directur of Basic English Course (BEC), who has given

viii considered as important.

8. Her family, especially her brother Jambul, who has been her spiritual teacher for years and place where she always comes everytime she faces any hard problems.

9. All of her friends in the Department of English Education, especially for members of B class of 2012 for the encouragement, support, and love.

10.All the people who cannot be mentioned one by one for their contribution to the writer during completing her skripsi. The words are not enough to say any appreciations for their help.

The words may not be enough to say any appreciation for their help in this skripsi. May Allah, the Almighty bless them all. Lastly, the writer realizes that this skripsi is still far from being perfect. Despite the help from the aforementioned people, there are weaknesses and shortages in this skripsi that remain as the writers‘ responsibility. Therefore, she welcomes all kinds of corrections and suggestions for a better writing.

Jakarta, Januari 11, 2017

ix

Surat Pernyataan Karya Sendiri ... iv

ABSTRACT ... v

ABSTRAK ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xii

LIST OF APPENDICES ... xiii

LIST OF ABBREVIATIONS ... xiv

CHAPTER I. INTRODUCTION ... 1

A. Background of the Study ... 1

B. Identification of the Problem ... 4

C. Limitation of the Problem ... 4

D. Formulation of the Problem ... 4

E. Objective of the Study ... 4

F. Significance of the Study ... 5

CHAPTER II. THEORETICAL FRAMEWORK ... 6

A. Speaking ... 6

1. Nature of Speaking ... 6

2. Level of Speaking ... 10

B. Teaching Speaking ... 13

x

d. Methods ... 22

e. Media ... 26

f. Evaluation ... 28

C. Previous Relevant Study ... 29

CHAPTER III. RESEARCH METHODOLOGY ... 32

A. Place and Time of the Study ... 32

B. Method and Design of the Study ... 32

C. Data Sources ... 32

D. Data Collection Technique ... 33

1. Observation ... 34

2. Interview ... 34

3. Field Note ... 35

4. Documentation ... 36

5. Instrument of the Research ... 37

E. Data Analyzes Technique ... 38

CHAPTER IV. FINDINGS AND DISCUSSION ... 40

A. Teaching-learning of Speaking ... 40

1. Curriculum ... 41

a. Aim ... 41

b. Materials ... 42

c. Classroom Management ... 45

d. Method ... 46

e. Media ... 50

f. Evaluation ... 50

xi

REFERENCES ... 58

xii

Table 3.1 Teacher Observation Guide ... 37

Table 4.1 Speaking Class Schedule ... 40

Table 4.2 Sample of Sentences Followed by the Translation Given by the Teacher.. 42

Table 4.3 Number of Students Remaining Sitting ... 43

Table 4.4 Common Expression ... 44

Table 4.5 Places Which the Students Wish to Visit ... 47

Table 4.6 Table of Question Given by the Students to the Performers... 47

Table 4.7 Table of Time Given by the Teacher to the Performers ... 48

Table 4.8 Table of Mistakes Done by the Students Followed by the Correction Given by the Teacher ... 49

xiii BTC : Basic Training Class CTC : Candidate of Training Class TC : Training Class

MS : Mastering System

xiv

Appendix 3 Pedoman Wawancara ... 65

Appendix 4 Hasil Wawancara ... 66

Appendix 5 Sample of Observasi Pengajaran ... 79

Appendix 6 Lesson Plan of Teaching Speaking ... 82

Appendix 7 Handbook/Course Book Cover ... 83

Appendix 8 Sample of Speaking Material from Handbook/Course Book ... 84

Appendix 9 Sample of Speaking Material from Handout ... 85

Appendix 10 Sample of Picture Used as Media ... 86

Appendix 11 Surat Izin Penelitian ... 87

Appendix 12 Surat Keterangan Penelitian dari BEC... 88

Appendix 13 Surat Bimbingan Skripsi ... 89

1

the problem, limitation of the problem, objective of the study, and significance of the study.

A. Background of the Study

Speaking is one of important English skills which has a complex process that involves thoughts and languages to interact. It can be acquired not only by the students of formal education but also by the students who study at informal education such as English courses. To acquire it, students need sufficient language exposure. So, in such a way, they are able to assimilate not only vocabulary, syntactical knowledge, grammatical order, word spelling but also they are able to assimilate pronunciation, intonation, and stressing.

Nowadays, acquiring speaking skill is important. There are two reasons which make it important. The first is for academic purpose. Many educational institutions begin to employ English as their means of communication to present or to discuss any subject especially English subjects. It can be seen that speaking skill is important to be applied in this area. The second is for career purpose. In this era when the government applies MEA (Asean Economic Citizen), acquiring speaking skill could be an additional value to each person who wants to get job because many companies tend to employ those who have this skill.

To have such a skill, people do many ways in their life such as learning it at school and at English courses. They spend years at school to learn speaking skill, such as at Junior High School and Senior High School. However, many of them could not perform their speaking skill properly even though they have spent years at school. While, those who take English course in short time tend to perform their speaking skill well.

As the writer experienced when the writer did PPKT (Integrated Teaching Program) at SMK Nusantara 02 Kesehatan for six months, many students had some difficulties in performing their speaking skill. They claimed that they were lack of vocabulary to express things on their minds. They also stated that they need more time to practice their speaking skill. The students added that it was difficult to find partner to do conversation in English. It can be drawn that the school and the teachers did not provide sufficient opportunity which enables students an access to acquire more vocabulary, more times, and more chances to practice with partners. So, they could have not performed their speaking skill well. This fact is really inappropriate with the statement which said that classroom environment in school with teacher‘s instruction is an effective way to improve students‘ speaking skill1

.

Some schools have not implemented yet the teaching process which gives the students an easy access to English. It can be most likely affected by some causes, such as; formal education seems difficult to give such a good environment to provide students‘ desire in performing their speaking skill outside the classroom for communication. Nevertheless, there are some formal educations provide such environment; still English communicative activity seems to be failed. It may be because the environment lacks of attention by the educational institution itself.

Unlike school, learning speaking skill at English courses only needs short time to perform it well. As the writer saw when the writer stayed at “Kampung Inggris” Pare for two years, many English courses provide teaching process with environments that make the students gain more vocabulary, get more time and partners to practice and to perform their speaking skill.

Teaching speaking skill needs some steps which are well-provided. The steps should promote the process of conducting communicative activities from the preparation to the evaluation. They could be drawn as measurement of how teaching speaking skill may successfully be conducted. In addition, the steps could be related to the important factor in teaching speaking skill which is the

1

Stephen D. Krashen, Formal and Informal Linguistic Environments in Language Acquisition and Language Learning, TESOL Quarterly, Vol. 10, No. 2 Jun., 1976, pp. 157—168.

curriculum including the teaching aim, the materials of speaking, the classroom management, the method used in the teaching process, the media, and the evaluation conducted by the teacher.

The steps together with the factor could be inferred as follow. First is preparation which consists of preparing the new language introduction. It is the process where the teacher plans the teaching and learning process including curriculum, the materials, techniques used, visualizing the time allocation, and many others. The second step is presentation which is the situation where the teacher present the materials to the students and make them perform the materials given in a communicative purpose or in working pairs during teaching and learning process. In the presentation, the teacher might conduct several communicative activities where the students involved in activities which give them opportunities to perform, to interact, or to communicate using the language they are learning. And the last step is evaluation. It is necessary for the teacher to employed various assessment which could be oral and written test to see the progress of the students‘ improvement.

However, there is likely to be one place which provides the teaching and learning process that combines the steps and the factor in helping the students to increase their ability in oral performance. It also has sufficient English environment which gives the students opportunities to practice their speaking skill every day. It is ―Kampung Inggris” Pare, the place where has many English courses that propose the teaching and learning process which is different from formal school. Besides providing such effective environment for the English learner, Pare also seems to be successfully implements the steps and the factor at the same time. Because of such reason, the English learners can improve their speaking skill only in few weeks. This is the same as what it said that the environment is claimed as one of the most effective factor for language learning.2 Therefore, this study is intended to find the description about the processes of the

2

Yener Gulmez, Tej. B. Shresta, The Relative Effectiveness of Formal and Informal Exposure in ESL Development, CNAS Journal, Vol. 20, no.1 January 1993, pp. 77—90.

teaching speaking which finally can improve the learners‘ speaking skill significantly.

B. Identification of the Problem

Based on the background of the study, the writer identifies some conditions that promote the research problem as follows:

1. The teachers do not provide teaching process which includes interesting method.

2. Students are lack of vocabulary.

3. Students do not have much time to practice their speaking skill. 4. Students do not have partners to do conversation in English.

C. Limitation of the Problem

The problem discussed in this paper is limited only in the teaching speaking at one of the English courses in “Kampung Inggris” Pare, which is BEC (Basic English Course). Moreover, the study was conducted in one of the classes in BEC, which is TC (Training Class).

D

.

Formulation of the Problem

Based on the limitation of the problem above, the writer formulates the question of the research as follows: ―How is teaching speaking at speaking class of Training Class (TC) Program at Basic English Course (BEC) in “Kampung Inggris” Pare conducted?‖

E. Objective of the Study

The objective of this study is to describe how the teaching speaking at speaking class of Training Class (TC) Program at Basic English Course (BEC) in “Kampung Inggris” Pare is conducted.

F. Significance of the Study

The significance of this study is to give broader knowledge to both the writer in particular and the reader in general about teaching speaking at speaking class of Training Class (TC) Program at Basic English Course (BEC) in “Kampung Inggris” Pare.

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CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the writer presents nature of speaking, level of speaking, teaching speaking, curriculum which consists of aim, materials of speaking, classroom management, methods, media, evaluation in the teaching speaking and the relevant study.

A. Speaking

1. Nature of Speaking

It is necessary to present the nature of speaking. Speaking is one of the most important skills to be developed and enhanced as a means of communication orally. In his book, Palmer states ―The vast majority of our communication is oral. Most of our students will be asked to speak face to face with a variety of audiences: classmates now, and someday co-workers, clients, team members, staff and many others.‖1

Similar with Palmer, Thornbury confirms ―Speaking is so much a part of daily life that we take it for granted.‖2

Speaking is also the delivery of any languages through the verbal expression. In fact, to produce speaking, people create sounds using a variety of organs of speech.

According to Brown, ―Speaking is a productive skill that can be directly and empirically observed.‖3 Based on the definition, it can be drawn that speaking is a means of verbal communication that is used by people and can be observed directly when they speak.

Speaking is also the interactive process of making meaning that involves producing, receiving, and processing information from one to another. When people aim to speak something, they first construct meaning of what they want to

1

Erik Palmer, Teaching The Core Skills Of Listening & Speaking, (Alexandria: ASCD, 2014), p. 106.

2

Scott Thornbury, How To Teach Speaking, (Longman: Pearson Education Limited, 2005), p. 1.

3

H. Douglas Brown, Language Assessment: Principles and Classroom Practices, (New York: Pearson Longman, 2003), p. 140.

convey. Then, they present what is on their mind through producing utterances using their organs of speech to the others.

As Turk defines ―Speaking is the direct route from one mind to another, and is the way we usually choose when we want to ask a question, or give an explanation. Research shows that ideas and information are more easily understood and processed through speech than through writing.‖4

It means that delivering information through speaking is much easier than through writing. That happens because the speaker can expressively use diction, stressing, and intonation to the listener to convey the information, Harmer further states that:

Speakers have a great range of expressive possibilities at their command. Apart from the actual words they use they can vary their intonation and stress which helps them to show which part of what they are saying is most important. By varying the pitch and intonation in their voice they can clearly convey their attitude to what they are saying, too; they can indicate interest or lack of it, for example, and they can show whether they wish to be taken seriously.5

In addition, people can control what they want to say. They can speak slowly or they can speak fast depending on what kind of response they obtain. Sometimes, people use their body gestures such as moving their hands and doing eye contacts to their listeners in a face to face communication to convey and to help the listeners understand the information.

Speaking can be formal or informal activity. Tillit and Bruder state ―In all languages the forms people use when speaking formally are different from those used informally. In English we tend to use formal speech with stranger and people of higher status, and informal speech with family, friends, and colleagues.‖6

People use both forms of speaking formally and informally depends on many factors. For instance, people might speak more formally when they have conversation with their boss or when they have to convey information academically in front of many audiences. Otherwise, people might prefer speaking

4

Christopher Turk, Effective Speaking: Communicating In Speech, (London: Taylor & Francis e-Library, 2003), p. 9.

5

Jeremi Harmer, The Practice of English Langauge Teaching, (Edinburgh: Longman, 1991), pp. 53.

6

Bruce Tillit & Mary Newton Bruder, Speaking Naturally, (Cambridge: Cambridge University Press, 1999), p. Vii.

more informally rather than speaking formally when they are among their family and their friends.

Furthermore, Tillit and Bruder confirm ―Informal speech is characterized stylistically by omission, elisions, reductions, and sometimes, a faster speaking rate. Formal speech is characterized by embedding (building information into sentences, also characteristic of written language) and a tendency toward more complete sentence as opposed to fragments.‖7

In addition, Louma points out ―Some speaking situations call for more literate grammar with complete clauses and subordination. These are typically formal speaking situations, which may involve prepared talk such as presentation.‖8

On the contrary, Turk states ―Unless they are pretending to be formal, people usually speak in a style which is more direct, and easier to understand, than the style in which they write; speech makes the personal interaction more immediate.‖9

Many people tend to say ‘Sup’?’ instead of ‘What is up?’ and to use slang in their daily communication when they speak informally.

Such a situation could happen because people choose to maintain their relationship with their friends more than to deliver the massages as Newton argues ―Informal speaking typically involves tasks where conveying information is not as important as maintaining friendly relationships.‖10

On the other hand, to sounds more formal, people prefer saying the characteristic of written language completely. For instance, some people tend to say ‘I have to go’ instead of saying ‘I gotta go.’

Students use speaking widely in the classroom interaction. It can be one of the English language skills that most language students wish to have as their ability. So, many of them learn it at formal schools or at English courses. As Brown states ―Listening and speaking are two skills that are most widely used for

7

Ibid., p. Vii.

8

Sari Louma, Assessing Speaking, (Cambridge: Cambridge University Press, 2009), p. 16.

9

Turk, op. cit., p. 10.

10

Jonathan Newton, Teaching ESL/EFL Listening And Speaking, (New York: Routledge, 2009), p. 120.

classroom interaction.‖11

However, it is not easy for the students to learn it. Apart from learning prescribed instructional materials which possibly make their speaking skill better, they also need more practices not only inside the classroom through all classroom languages in formal environment but also outside the classroom with supporting environment provided by the institution where they learn it in informal environment.

Speaking is affected by exposures, formal environment and informal environment, in different ways. The former occurs when the students consciously learn such a skill in the classroom through the instructional materials which the teacher is presenting.12 The students go through with what the teacher asks them to do. Sometimes, the students also do various text-related tasks.

Grauberg points out ―Speaking in the classroom thus has two functions: one is to learn the language, the other is to use it as people do in real life.‖13

It means that the students not only learn speaking consciously in the classroom but also use it as many people do in real life in communication. Furthermore, Grauberg confirms that:

Speaking to learn can turn into speaking to communicate when the teacher can tap into two of pupils' natural desires: to be sociable with friends through talk and games, and to express themselves. When the class is broken down into pairs or groups of friends, one of the essential features of real-life use, interaction, has been introduced. When situations in the foreign country are simulated that pupils accept as likely or at least possible, a credible purpose is given to their exchanges. Speaking becomes even closer to reality when it is accepted that pupils remain conscious of their normal environment and wish to express their own views or talk about their own experiences.14

Therefore, in teaching speaking, the teacher might use various activities to dig the students‘ natural desire to perform their speaking ability through games, talks, groups, or conversations. The teacher might also ask the students to express their

11

H. Douglas Brown, Teaching by Princples: An Interactive Approach to Language Pedagogy, (New York: Pearson Education, 2001), p. 294.

12

Yener Gulmez, Tej. B. Shresta, The Relative Effectiveness of Formal and Informal Exposure in ESL Development, CNAS Journal, Vol. 20, no.1 January 1993, pp. 77—90.

13

Walter Grauberg, The Elements Of Foreign Language Teaching, (Frankfurt: Multilingual Matters, 1997), p. 201.

14

feeling about certain things or experiences related to them because placing them in such an emotional condition can make them produce effective speaking as Turk states ―Providing the right emotional conditions is an important factor in effective speaking.‖15

In the other side, the latter occurs when the students acquire the target language by doing communication with their surrounding unconsciously. Even though they do not really good at speaking the target language, but at least they could interact with people around them meaningfully. That is why the students who acquire speaking skill and get sufficient exposure from informal environment tend to have better communicative oral performance than those who learn it at the classroom or formal school.

To sum up, speaking is the oral skill which is vast majority of people communication and is a means of communication that connect people interactively in oral communication. Most of people will be in situation where they are asked to speak face to face with their society. Speaking can be formal and informal activity. It is formal when people speak to those who have higher status and it is informal when people speak to their family or friends.

2. Level of Speaking

Riddell states ―A class which is in some way mixed ability – and the bigger the class the more likely this is – will always be more difficult to teach. What you should avoid, if possible, is effectively teaching separate groups within the class, with different tasks, etc.‖16 When teachers have to deal with a big number of students in the class, they will deal to the fact that they have to break their focus apart. The teachers need to focus on managing the class and the teaching and learning process at the same time as well.

Furthermore, labeling the students level of ability is necessary as Riddell confirms ―It is important, then, to remember that such labels are more guides to the general and approximate level of students in a class, and that students may be

15

Turk, op. cit., p. 29.

16

better at one aspect of the language (e.g. speaking) than another (e.g. grammar).‖17 It means that it will be much easier to teach the class with the students who have the same level of ability than the class with those mixed-ability students. Therefore, to separate the students based on their level of ability by labeling their level is necessary since not only will it give more benefits to the teacher to teach but will it also ease the teacher to manage the class. Riddell divides the level of students‘ ability to six labels. The labels are defined as follow:

a. Beginner18

Riddell describes that the students in this level of ability should be able to do or know: the alphabet, tell the time, give simple information about himself/herself, ask other people for simple information about himself/herself, communicate in simple terms in everyday places, e.g. ask for directions, order a meal, make suggestions, buy items in a shop, listen to and understand simple, natural speech and conversation, and complete simple tasks, read some authentic texts such as timetables or brochures and find the information they need, do simple writing tasks such as taking or leaving a message.

b. Elementary19

Riddell confirms that the students who finish elementary course should be able to do or know: talk about past time, make future plans or arrangements, describe people using simple adjectives, describe places using simple adjectives, express his / her hopes or intentions, ask people to do something for them cope in simple social situations e.g. talk about the weather, describe simple physical problems, give advice, listen to natural speech and conversation, and understand the gist of what is being said, use authentic newspapers and find specific information required, write simple letters and be able to link ideas together.

17

Ibid., p. 254.

18

Ibid., p. 255.

19

c. Pre-intermediate20

Riddell describes that the students in this level of ability should be able to do or know: talk about more abstract ideas, participate in discussions and be able to interrupt politely, and take turns in communicating, give a logical argument to support a view, converse with relative ease in everyday social situations, use formal and informal English in appropriate social situations, help people with problems by making suggestions and giving advice, listen to natural speech and conversation and begin to understand nuances and subtleties, read most authentic texts and books for pleasure, write letters, both formal and informal.

d. Intermediate21

Riddell confirms that the students who finish intermediate course should be able to do or know: express her or his opinion, agree or disagree with other people‘s opinions, express how he or she is feeling and their general emotions, use conventional social language in greeting and welcoming people, talk about hypothetical situations in the past and present, talk about past habits, speculate about the present and future, listen to natural speech and conversation, and understand detail, read authentic texts such as newspapers and magazines and understand the general meaning, write letters to friends.

e. Upper intermediate22

Riddell describes that the students in this level of ability should be able to do or know: use all the main structures and tenses in English with a high degree of accuracy, begin to express sarcasm and irony, use appropriate speech in a wide range of social situations, understand and express humors, argue an opinion with confidance, follow lectures and other monologues and be able to take notes, read most authentic texts and be able to understand them with relative ease, write letters, compositions, reports, summaries.

20

Ibid., p. 256.

21 Ibid. 22

f. Advanced23

Riddell confirms that the students who finish advanced course should be able to do or know: express himself / herself easily, integrate well with people whose first language is English, vary stress and intonation to affect meaning, follow and understand most forms of entertainment, use a vocabulary of about 3,000 words, study for a high-level qualification in English.

B. Teaching Speaking

1. Nature of Teaching Speaking

In general, teaching is not easy for everyone. It needs formal training to be professional teacher who can understand and adapt every dynamic changing which might become influences to the learning-teaching process. Ambrose, Bridges, Lovett, DiPietro, & Norman define ―Teaching is a complex activity, and yet most of us have not received formal training in pedagogy. Furthermore, teaching is a highly contextualized activity because it is shaped by the students we have, advancements in our respective fields, changes in technology, and so on. Therefore, our teaching must constantly adapt to changing parameters.‖24

Furthermore, teaching speaking is a process where a teacher helps the students to provide and to facilitate them to obtain the learning goal which is the needs to improve their performance in speaking skill. The teacher might encourage the students‘ desire in learning speaking skill during the teaching and learning process to help them obtain their goal.

In addition, to help the students learn particular things regarding their performance in speaking skill, the teacher could make certain interventions such as making the students practice to speak English and giving them feedback on it. Ambrose et al. state that:

Together, then, practice and feedback can work together such that students are continuing to work toward a focused goal and incorporating feedback (...)

23 Ibid. 24

Susan A. Ambrose, Michael W. Bridges, Marsha C. Lovett, Michele DiPietro, & Marie K. Norman, How Learning Works, (San Francisco: Jossey-Bass, 2010), p. 218.

we can prioritize them appropriately and help make the learning- teaching process not only more effective but also more efficient.25

The interventions that could be given by the teacher take the form of giving information, explaining the materials, listening activity, questioning and answering activity, demonstrating speaking skill or the process of it, and testing the students‘ understanding and capacity. In interventions, the teacher also could facilitate the students‘ learning activity using note taking, discussion, debating, presenting, simulation and practice.

2. Curriculum

Curriculum has a big role in educational system and in creating effective education for people. It also becomes reference for the teaching and learning process. Curriculum has several things to concern about. They are the objective, the content, and all things which lead the educational process such as materials, media, methods, assessment, and even the time management. As Brown states ―Designs for carrying out a particular language program. Features include a primary concern with the specification of linguistic and subject-matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context.‖26

One of primary function of curriculum is to provide the students by helping and leading them to obtain what they wish to have. Therefore, it is necessary to conduct need analysis to develop the curriculum so that what the students want and does not in their learning process is known. As Richards states ―One of the basic assumption of curriculum development is that a sound educational program should be based on an analysis of learner‘s needs. Procedures used to collect information about learner‘s needs are known as needs analysis.‖27

There are at least four purposes of needs analysis. The first is to know language skills that the students need to own for the certain role. For instance, the

25

Ibid., p. 152.

26

Brown, op. cit., p. 16.

27

Jack C. Richards, Curriculum Development in Language Teaching, (New York: Cambridge University Press, 2002), p. 51.

teacher has to know that one student who wants to be a doctor has different needs of language skills from those who want to be accountant. As Harmer says ―We have said that different types of student will need to be treated differently, we also saw that people learn languages for a variety of different reasons.‖28

The next is to help the teacher to know whether the teaching learning process has been sufficient in providing the students‘ needs. The third is to collect certain information about the difficulties that the students faced. So, the teacher can prepare the solution to solve the problems. The last is to identify the gap between the things that the students can do with what the students really need.

Here are what need to concern about in deciding and creating the teaching and learning curriculum:

a. Aim

The aim of the teaching speaking is to provide the students a teaching and learning speaking system which can help them to perform their oral ability so that they can express themselves. Beside the desire to speak it well, having such ability will help the students not only to express their needs with the target language but also to share their feelings. As Grauberg states:

For many pupils the prime goal of learning a foreign language is to be able to speak it. Teaching should therefore help them to achieve that goal to the best of their ability. Yet the task is not easy, because conditions in the classroom are very different from those in real life. There speaking normally occurs in a domestic, social or occupational environment. Except for the fairly infrequent occasions of a talk or a lecture, only a small group of people, typically two, is involved. At times people speak to each other simply to demonstrate friendliness or sociability, but much the most frequent case is that one person has a reason to address the other: to request information or service, share experience, suggest action. The other replies and a dialogue ensue.29

It indicates that the teacher has to help the students to obtain their goal since the students‘ goal is the teaching and learning aim as well by giving a variety of classroom activities. Furthermore, Riddell clarifies ―The aim of your lesson, or the aim of the stage of the lesson, is what you hope to achieve, or what you hope your

28

Harmer, op. cit., p. 264.

29

students will achieve. It answers the question ‗Why am I doing this?‘ / ‗Why am I asking my students to do this?‘ Clear and realistic aims are essential if a lesson is going to be successful.‖30

The teacher has to make them to practice to perform their speaking skill whether inside or outside the classroom by providing such an environmental language supports for the students. The teacher needs to give them any kind of tasks and projects which need to be completed by them individually or in group as well. In addition, to make sure that the aim has been achieved, the teacher has to make an evaluation and to give feedback on the tasks and projects done by the students.

b. Material of Speaking

The teachers can use any kind of teaching speaking materials which become a course book and are prepared by the institution where they teach, the materials provided by other people, or the materials which are made by the teachers themselves. Of course, what materials and where the teachers take them would be fine if they know how to teach the students by materials they take.

Therefore, when the teachers decide to teach the student using the course book, they need to consider several things such as how good the book itself and the place where they try to apply the book. Riddell states:

Ideally, It should have been written by experienced teachers and also be roughly appropriate for the level intended. You can assume both. In addition, though, the book should ideally be appropriate for the country you are teaching in, and this can be a problem. Unfortunately, a great many books are British in content and culture, and if not solely British then European. It‘s all very well reading an article about British food when you are in London, but less so when you are in Tokyo or Jakarta or New York. Photographs of ‗famous people‘, with some notable exceptions, are often not recognized by students.31

In addition, when the teachers decide to use other materials, they might create the materials themselves or use authentic material which is real-life material not

30

Ridell, op. cit., p. 167.

31

specially published for the classroom teaching. Even though it is good to use the authentic one, but the teachers need to concern on several things when they decide to use the authentic one such as how up-to-date the material is and how appropriate the material is. As Riddell states ―It is best to use something reasonably up-to-date, at least as far as reading matter is concerned (so, today‘s or yesterday‘s news, not last month‘s). It is good to use authentic material simply because it is real and something your students might be exposed to on any day.‖32

Furthermore, Richards proposes the materials for the speaking class. They are:

Table 2.1

Unit 1 Unit 2

Let’s get started! 1. Introducing yourself 2. Greeting people 3. Saying good-bye

Do you want to meet him?

1. Finding out about people 2. Introducing people

Are these your keys?

1. Identifying things (1) 2. Identifying things (2) 3. Complementing people

Where are they?

1. Describing where things are 2. Asking where things are

Unit 3 Unit 4

How old are you?

1. Describing personal information 2. Talking about interests (1) 3. Talking about interests (2)

Tell me about your family.

1. Talking about family members 2. Asking about family members

What does she look like?

1. Describing colors and clothing 2. Describing people

Do you like this sweater?

1. Giving opinion 2. Talking about prices

Unit 5 Unit 6

What time is it?

1. Telling the time

Tell me about yourself.

1. Talking about school

32

2. Talking about routines

Are you busy?

1. Talking about the week 2. Talking about activities

2. Giving an opinion about school and study

Tell me about your friend.

1. Talking about personal qualities 2. Comparing personal qualities

Unit 7 Unit 8

I love tennis!

1. Talking about routines (1) 3. Talking about routines (2)

How was your weekend?

1. Asking about the weekend 2. Talking about past events (1) 3. Talking about past events (2)

What do you have for breakfast?

1. Asking about meals 2. Talking about likes

How was your weekend?

1. Asking about wants and preferences

Unit 9 Unit 10

You are really creative.

1. Describing qualities

2. Asking about abilities and talents

Can you play the guitar?

1. Describing abilities (1) 2. Describing abilities (2)

Let’s have coffee. 1. Asking about places

2. Describing outdoor locations

How do I get there?

1. Giving direction

Unit 11 Unit 12

Could you lend me S20?

1. Asking to borrow things

2. Describing requests and giving a reason

Let’s have apart!

1. Asking for and giving permission 2. Describing permission and giving a reason

How was your year?

1. Talking about past experiences (1) 2. Talking about past experiences (2)

What are your plans?

1. Talking about future plans 2. Talking about wants

Speaking Materials based on Jack C. Richards33

33

Jack C. Richards, Person to Person: Communicative Speaking and Listening Skills, (New York: Oxford University Press, 2006), p. v.

c. Classroom Management

The teacher‘s effort to create the learning condition and situation in the class effectively is necessary since the students‘ learning process and learning result depend on how the class is managed. Therefore, the teacher needs to be able to use any potencies of the class optimally to support educational interaction process and to reach the teaching and learning goal. Riddell states that ―Effective classroom management is an essential ingredient in successful teaching.‖34

Here are the teacher‘s and the students‘ role in the class that might affect the teaching and learning process:

1. The Teacher’s Role

Teacher is a profession which needs special skills that only can be owned in formal training in pedagogy and can shape their students. Teacher also has big roles in the teaching learning process. Harmer proposes several roles of teacher as follow:

a). The teacher as controller35

As controller, teacher controls not only what their students do, but also when they speak and what language they use. This role is good at certain stage of a lesson. The stage of the introduction of new language, for instance, is necessary to be carefully organized since this stage makes uses of accurate reproduction and drilling techniques. The teacher can make all attention is focused on the front of the class. Thus, the students are studying in the same beat. This is a perfectly example of the teacher‘s role as a controller.

b). The teacher as assessor36

It is clear that one of the teacher‘s jobs is to assess the students‘ work. The teacher assesses how well the students are performing or how well they performed. There are two kind of assessment. They are correction and organizing feedback. The former is where the teacher control and correct the students‘ mistake and error instantly. The teacher not only show the students‘

34

Riddell, op. cit., p. 16.

35

Harmer, op. cit., pp. 235—242.

36 Ibid.

error and mistake on their work, but also help them to see what is wrong and how to put it right. Otherwise, the latter occurs when the students have performed several kinds of assignment. This feedback is to see the extent of the students‘ success or failure and to give some ideas on how their problems might be solved.

c). The teacher as organizer37

Performing this role, the teacher organizes the activities together with the time management which will be employed in teaching and learning process. The teacher needs to organize them well since the success of many activities depends on not only good organization but also on the students knowing exactly what they are to do. To organize simply means to tell the students what they are going to do, what their assignment is, what activity is, and then organize the feedback when it is over.

d). The teacher as prompter38

In teaching and learning process, we may face the fact that there is one moment when the silence of the whole class comes. The teacher‘s role as prompter is necessary in this kind of situation. If such a situation occurs in the teaching and learning process, teacher needs to encourage the students to participate in certain classroom activity or to suggest about what to do next when the silence comes.

e). The teacher as participant39

When simulation is necessary to be employed in the classroom activities, the teacher might join the simulation activities as participant or sometimes playing roles themselves. However, the teacher has to try to not dominate the activity when acting the role as participant and to allow the students to participate more in the activity conducted in the classroom. The teacher needs

37

Ibid. pp. 235—242.

38 Ibid. 39

not to be afraid to participate because not only will it give the chance the students to practice their speaking English with someone who speak it better than they do but it will also give the new atmosphere in the teaching and learning process.

f). The teacher as resource40

When communicative activity is taking place, the role of teacher as resource is necessary. It is possible that the teacher will be the walking resource. On the other hand, the teacher needs to be ready to kindly give help if it is necessary. In addition, if the students are involved in some kind of writing task, then the teacher has to give available time so that the students can consult their problem faced in the writing task.

g). The teacher as tutor41

Acting this role means that the teacher becomes a coach who provides advice and guidance for the students‘ work. For instance, the teacher lets the students choose the way to do the self-study projects given. Then, the teacher can help them clarify the ideas and limit the task by pointing out the errors in their work. In addition, the teacher might offer the advices about how to do it better if the students want to study more.

h). The teacher as investigator42

To investigate means to observe what is going on, what works well in the class and what does not, trying cutting new techniques and activities and also evaluating appropriacy.

2. The Students’ Role

The students are one of the important components in teaching and learning process since they are the subjects who want to obtain their educational needs in

40

Ibid. pp. 235—242.

41 Ibid.

42 Ibid.

educational process. They will become the prominent factor. So, they can influence everything that is applied by the teacher in the classroom from the planning until the evaluating process to reach what they need. It can be seen from what material is prepared, what method is chosen, and what media is used that are appropriated with the students‘ characteristic.

The students need to be involved in all activities which are conducted by the teacher. Palmer states that ―Our students listen to lectures, explanations, and material read aloud. They ask questions, speak in small groups, and present reports on various topics.‖43 It means that the students have big role in classroom activities since they are the subject of learning process. Thus, they will be able to be more active in learning process not only individually but also in group working. In addition, it is necessary for the students to completely realize their learning motivation and goals. So, that they will consciously accept materials given to them and involve themselves in any kind of tasks and projects from the teacher.

The students involvement means that they actively role in the teaching and learning process. Their activeness needs to support by the teacher‘s role by providing them the chances to take part in every classroom activity. Furthermore, Riddell proposes what makes a good student as:

What makes a good student?: respect your teacher, know that you‘re not the only student in the class, you must have a desire to study, listen, respect other students, be interested, socialize with other students and teachers, speak in class, pay attention, do your homework, spend time outside class using English, go over what you have learnt in class, know why you are learning English, respect the culture of the country, be attentive, disciplined, active in class.44

d. Methods

To teach this skill is not easy since English is not our native language. The teacher might have some difficulties that come from inside or from outside him or

43

Palmer, op. cit., p. 2.

44

her. Those which come from inside the teacher can be the lack of competencies whether in performing speaking skill ability or in teaching speaking skill.

Some teachers cannot perform their speaking skill well. For instance, they do not pronounce English words correctly. So, in communicative activity, the students may misunderstand what their teacher has said and it would slow the communicative activity. In addition, teacher may not be able to speak English fluently which could decrease the students‘ learning desire. Other is that teacher may lack of specific method for teaching speaking skill.

In teaching speaking skill, the teacher should make the students practice their speaking skill since to perform this skill well the students need to practice it again and again. To facilitate the students in practicing their speaking skill, the teacher can give them the speaking related-instructions or provide them some methods. Brown defines method as:

A generalized set of classroom specifications for accomplishing linguistic objectives. Methods tend to be concerned primarily with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials. They are almost always thought of as being broadly applicable to a variety of audiences in a variety of contexts.45

Here are some methods which can be employed by the teachers in teaching and learning process to make the students perform their speaking skill:

1. Oral drills

Drilling can be good practice for the students who begin to learn speaking skill since drilling gives the students opportunity to rehearse the language to produce the accuracy. Harmer promotes some kinds of drills for the students‘ practices. They are:

a). (Four)-phase drills46

This type of drilling activity is so called because there are four phases or stages, for instance Q-A-Q-A. The phase can be added become more or less phases. It could become six- or eight- phase drills – or any other number for

45

Brown, op. cit., p. 16.

46

the addition. It can have more questions and the questions can be asked in any order.

b). Mixed questions and answer drills47

Soon after learning the language, the students can be provided with such drills to give a good opportunity for quick revision. This type of activity is suitable for short practice session.

c). Talking about frequency of activities48

In doing this activity, the teacher firstly prepares set of flashcards which show activities in different places. Secondly, the teacher divided the students into groups of four with a set of flashcards placed in front of them. The students are asked to face downwards and to pick up a card. Afterwards, the student has to ask another student in the group about how often a relative of asked student performs the activity shown on the card. This activity is a simple cue-response drill. However, the benefit of this activity is that the students are conducting the drill themselves rather than being controlled by their teacher.

d). Chain drills49

This type of drill is suitable for practicing particular structure over and over again. This activity could be employed as a game or as a personal element. If we have large class with a big amount of students, the teacher can put the students in some groups. Such activity is an amusing way of getting quick and involving practice of a particular structure.

2. Discussions

One of effective way to make the students practice their speaking skill is discussion. In this classroom activity, the teacher could divided the students

47

Ibid., pp. 92—95.

48 Ibid.

49 Ibid.

become several groups and ask them to solve the problem given. The problem could be from any topics such as social context or others. By doing this activity, the students will have the responsibility to themselves and to the other members of their group. In addition, the students will improve their speaking skill because this activity forces them to ask information and to convey ideas through speaking English which relates to the topic given by the teacher.

3. Debates

Standing up in front of many people to convey arguments and to persuade the others is not easy. It takes a lot of confidence and debate helps the students improve their self confidence. Besides performing themselves, the students could learn from the others by paying attention on how people demonstrate their thoughts and persuade each other. It also improves the students‘ general knowledge since the students need to understand the topic deeply. Debate strongly helps the students to practice their speaking skill since they need to get to converse with others and see other people‘s point of view. This classroom activity not only makes the students practice their speaking skill but also makes them practice their listening skill.

4. Simulation/Role Play

Improving the students‘ ability in speaking skill also can be done by doing role play. It allows the students to explore their hidden resources and to engage with others. The students also can express their experiences through actions on the stages. Therefore, they could improve their ability to perform their speaking skill.

5. Information Gap

It is an activity where the students are given a task to complete the problem. Each student is given different missing information and they must complete the missing information and must communicate it to the others to fill in the gaps. This activity is one of communicative activity which can help the students to perform their speaking skill and if this classroom activity is done regularly, it can improve

their speaking skill better. The example of this activity could be like students share information to complete a class timetable.

6. Retelling Story

It is appropriate way to make the students practice their speaking skill. The students will retell the story given to them using their own vocabulary. In addition, this activity requires the students to make question and answer session which will make them practice and perform more their speaking skill.

7. Speeches

The students need to practice speaking English more formally and more consciously in front of many people. So, they can improve their ability in speaking English. The more they do speech the better speaking skill they will get. Doing speech in front of many people also could increase students‘ self quality.

e. Media

1. Communication Games

It provides the students an activity which involves them to engage themselves in communicative activity could be effective way to make them practice their speaking skill. Such a game is best implemented regularly to make the students active in practicing their speaking skill. Games that can be used in communicative activities are snakes and ladders, describing, finish the story, telephone, sentence race, and many other games.

2. Movie

The teachers can use movie with English dialogues as media in teaching and learning process. In using it as media, teacher asks the students to watch, listen, and imitating the way all actors in the movie speak. Also, to read and to identify the subtitles commonly used are necessary.

Beside facilitating the students in learning speaking skill whether by providing them the classroom activities or by giving them speaking related-instructions, the teacher can monitor the students‘ speech production to see what components of speaking they already have and what areas that need to developed. The teacher also should provide sufficient environment which could be language environment outside the classroom for the students to help them in performing their speaking skill ability.

The environment could be verbal and non-verbal language environment. The former could be implemented by having conversation with student in English. Meanwhile, the latter may be applied by labeling some important things or building using English. Both classroom activities and language environment are important to be implemented by the teacher to help the students improve their speaking skill.

In teaching speaking skill, at least there are four elements that should become sufficient exposures in the teaching and learning process. Those elements are, first, teacher who teaches the target language to the students and provides the facilities to make the students practice to perform their target language.

The second is teaching structure which includes all process that the teacher conducts from planning the material to evaluation at the end of teaching and learning process. The teaching structure also includes how the teacher develops the curriculum, choose what method to teach, and assess the students.

Moreover, curriculum is a standard concept which lead teacher in teaching. It could be shaped by the teacher based on the situation and the condition certain and different place. The curriculum is developed by the teacher formally and informally. Here, teacher prepares plans for teaching activities from the start till to the end. Teachers may do book selections which suit to the materials in curriculum they made before. Also, they may prepare teaching technique which is most appropriate to the topics of the teaching materials.

Furthermore, each student has different learning style that how they learn will automatically affect the input. Some students do not have problem with listening to the teacher the whole period of time, but other may have. Therefore, it should

be concerned by the teacher through preparing the plans before, during and till the end of teaching process.

The third is classroom management that can be handled by the teacher that could help him or her to support the teaching and learning process in the classroom. In addition, in this element, it can be seen how teacher conduct the teaching and learning process and how teacher use techniques of teaching speaking skill.

The last exposure is environment involvement which takes important role in helping the students to practice their target language outside the classroom unconsciously. In addition, environment where the learner learns target language contribute in influencing learners‘ ability. The quality of the environment is very important for learners to be successful in learning process. There are two kinds of environment which are formal and informal environment. The formal environment focuses on the language as a material topic. Also, this environment provides students to learn the language from the teacher, books, or other people.50 While, the informal one provide learners communication situation encountered outside the classroom where language become a form of social behavior.

In conclusion, teaching speaking is an activity where the teacher helps the students to obtain their goals which are to be able to perform speaking well. This activity requires the teacher to prepare, to implement, and to evaluate the speaking learning-teaching process in order to make the students improve their ability in speaking.

f. Evaluation

In the teaching and learning process, it is necessary to know the progress of the students. To know such thing needs to employ an assessment on the students‘ learning result whether through a set of test or non-test activity. The assessment is not only to assess the students‘ learning result but also the students‘ learning process. Louma states ―Assessing speaking is challenging, however, because there are so many factors that influence our impression of how well someone can speak

50

a language, and because we expect test scores to be accurate, just and appropriate for our purpose.‖ 51

It means that assessing speaking needs to be careful since every one of us has the different background knowledge of how good speaking is. When doing evaluation, the teacher needs to cover three things. They are how success the teaching and learning process is, how well the students absorb the materials taught, and what valuable information that teacher can use for the feedback and backwash. Based on Brown‘s work, there are different five basic types of speaking which have different type of assessment tool. They are imitative speaking, intensive speaking, responsive speaking, interactive speaking, and extensive speaking.

C

.

Previous Relevant Study

Here are the studies found by the researcher which are similar to the study that will be conducted by the researcher. The first relevant study is ―The Relative effectiveness of Formal and Informal Exposure in EL Development‖ and it was conducted in Nepal. This study was conducted to know how formal and informal environment influenced people‘s speaking skill in different ways. In this study, the researchers had two groups of subjects who learned English in different ways for the sampling. The researchers employed 58 subjects that were divided into two groups consisting of 29 subjects for each group. The first group represented those who got their English trough learning it in the classroom or formal education and had no access to learn English outside the classroom. And, the second group was those who never had formal education since they were child. They got English only trough their environment such as from TVs‘ programs, radios, newspaper, and many others.

The method which was used by the researchers was that the first group did not have any exposures to English-speaking environment by way of visiting English-speaking countries, nor did they have any chances to come in contact with native English-speaking people within their own country on a sustained

51

basis. In the other hand, the second group of the subjects had no formal schooling at all but they had exposures to English-speaking environment through being guides and expedition teams of mounterring and trekking for the foreigners.

The researchers used‘t’ test as the result of holistic mean of data in data analyzing and they revealed how formal and informal environments affect student‘s language skill in different ways. They explained that the former promotes accuracy and the latter promotes fluency on student‘s oral performance of the language itself.52

This study has the similar things to study with the research that was conducted by the researcher. It is how the informal environment affects the students‘ language skill especially on their oral performance. The difference is that the previous study only focused on how the formal environment which is classroom environment and informal environment affect the adults‘ speaking performance differently. While, the study conducted by the researcher is not only focused on how both environments affect the learners‘ speaking performance but also focused on how other aspects may affect the learners‘ speaking performance.

The second study is ―Teaching Speaking through Story Telling (A Case Study at the First year of SMK Puspita Bangsa Ciputat)‖. This study was conducted by Meita Rahmania. The researcher aimed to know whether teaching speaking through story telling techniques is more effective than teaching without using story telling. She employed 20 subjects for the sample of the study. Meita observed the teaching learning process of the English teacher in the classroom and asked for the students‘ scores of speaking test with and without story telling techniques to be compared. The researcher used t-test formula to count two variables which were not correlated. She found that teaching speaking using story telling is more effective than teaching speaking without story telling.53

This second study and the study conducted by the researcher have the same focus which is teaching speaking. However, there is the difference between both

52

Gulmez & Shresta, op. cit,..

53_{Meita Rahmania, ―Teaching Speaking Through Story Telling: A Case Study at the First}

Year of SMK Puspita Bangsa Ciputat‖ Skripsi at Syarif Hidayatullah State Islamic University

studies that is the study conducted by Meita used Story Telling as the technique while the study conducted by the researcher found Describing picture as the technique used by the teacher.

The third study is ―The Effectiveness of Using Describing Picture to Improve Student‘s Speaking Skill in Descriptive Text (An Experimental Research at the Eight Grade Students of SMP H. Isriati Semarang in the Academic Year of 2010/2011).‖ This study was conducted by Inta Aulia Asfa. The researcher aimed to know which technique is suitable to use in teaching speaking since the researcher assumed that students who have learned English for several years have not been able to communicate used English. So, the researcher thought that there should be a solution to cope that problem. As result, the researcher tried to use describing picture as a method to improve students‘ speaking skill. The study was conducted in two classes; the experimental group (VIII A) which was taught using describing picture and the control group (VIII C) which was taught with no using of describing picture (Direct Method) as sample. To gather the data, the researcher gave speaking test which had been tried out to find out the validity, reliability, and the difficulty level. The researcher used t-test formula to determine whether or not there was a significance difference between students‘ score in experimental group and students‘ score in control group. She found that teaching speaking using describing picture was effective method in improving students‘ Speaking skill in descriptive text at the eighth grade students of SMP H. Isriati Semarang.54

The last previous study and the study conducted by the researcher similarly focus on Teaching Speaking with Describing Picture as technique used. However, the difference of both is that the former used the experimental as the method of the study while the latter used an expository.

54

Inta Aulia Asfa, ―The Effectiveness of Using Describing Picture to Improve Student‘s Speaking Skill in Descriptive Text (An Experimental Research at the Eight Grade Students of

SMP H. Isriati Semarang in the Academic Year of 2010/2011).‖ Skripsi at Walisongo State

32

study, data sources, data collection technique, and data analyzes technique.

A. Place and Time of the Study

The research was held at Speaking Classes of Training Class Program at Basic English Course in Kampung Inggris Pare. This research was conducted from February 12 to November 29, 2016.

B

.

Method and Design of the Study

This study is a qualitative research using an expository research design. This research design is chosen since the design provides the researcher to explore the program, event, activity, process, individuals deeply in Pare Kampung Inggris. Therefore, the researcher employed qualitative as the research methodology in order to dig the clear and rich description about data and information needed based on the real fact. In addition, it can reveal and mapped so that it can give meaningful information for those who need it.

This research investigates how the teaching speaking is conducted from planning to evaluation.

C

.

Data Sources

The researcher conducted the research at Pare which is broadly known as “Kampung Inggris” in Kediri, East Java. Therefore, the data gained for this study were the data taken from several sources that have competencies on the research topic. There were two kinds of data collected in this research which were primer and secondary data. The former included books, writings, and results of interviews, observation and documents. On the other hand, the latter were the data strengthened the former data which could be books, magazines, and one’s thought words, acts, and many others.

Therefore, the researcher took and joined all classes to observe and to

experience from both teacher and students’ side. The participant of this study was

all students of Training Class (TC) Program. TC program consisted of eight classes with 30 students of each class in average. So, the total participants were about 240 students with one teacher who taught speaking. The consideration made by the researcher of deciding the number of participants was to gain the information as much as possible and because there is no general rule to concern about as Ary, Jacobs, Sorensen, & Razavieh state “There is no general rule about the number of participants to include in a qualitative study. Of course, practical considerations such as time, money, and availability of participants influence the

size of the sample.”1

TC program emphasizes on Speaking, Grammar, Writing, and Listening. The materials are explained using 100% English. In addition, when the students are in come to this program, they are obligated to use 100% English as their only one means of communication. They have to use English when they communicate with their community (other TC students) not only in BEC area but also in the other places outside of BEC.

TC is three months program and provides various test of final examination. One of them is that students practice their Speaking English with foreigners in Borobudur Temple. Besides having class on Mondays to Fridays, the students also have General Conversation session on Fridays morning. They are all placed in Meeting Hall of BEC and given one topic to discuss with their friends. At the end, they will have Farewell Party and Heat to Heart Sharing session.

D. Data Collection Technique

The researcher collected data using several techniques which were considered to give rich and deep information to the topic studied. Here are the techniques employed by the researcher:

1

Donald Ary, Lucy Cheser Jacobs, Chris Sorensen, & Asghar Razavieh, Introduction to Research in Education, (Belmont: Wadsworth, 2010), p. 429.

1. Observation

Ary et al. argue “The qualitative researcher’s goal is a complete description of behavior in a specific setting rather than a numeric summary of occurrence or

duration of observed behaviors.”2

Therefore, the researcher directly involved in the community to observe the subjects of the study to get the complete description if the topic studied. They also state “Qualitative observations rely on narrative or words to describe the setting, the behaviors, and the interactions. The goal is to understand complex interactions in natural settings.” 3 It means that the observation employed by the researcher was to optomalize the researcher’s ability in describing many aspects such as the setting, behaviors, and interactions in natural setting.

Furthermore, to obtain such a goal, the researcher immersed herself into the community under studied and played her role to be participant as observer. As Ary et al. confirm “In the participant as observer stance, the observer actively participates and becomes an insider in the event being observed so that he or she experiences events in the same way as the participants. The researcher’s role is

known to the people being observed.”4

Such a role possibly makes the researcher see the situation and feel the condition the same way with how the subjects of the researcher see and feel at the moment.

In addition, the researcher did the research by monitoring the English teacher when he is teaching in the classroom for ten times. The researcher observed all activities happened in the class as well. The researcher also observed the activities supported to the topic studied outside the class. Thus, the researcher can capture the phenomenon from the subject’s perception and definition.

2. Interview

The researcher employed interview session to gain the data which cannot be obtained from observation and to verify the actions which were done during the observation. Ary et al. state that:

2

Ibid., p. 431.

3 Ibid. 4

The interview is one of the most widely used and basic methods for obtaining qualitative data. Interviews are used to gather data from people about opinions, beliefs, and feelings about situations in their own words. They are used to help understand the experiences people have and the meaning they make of them rather than to test hypotheses. Interviews may provide information that cannot be obtained through observation, or they can be used to verify observations.5

The researcher used interview because, by this technique, the valid information regarding to the topic discussed can be gathered directly from the source. Interview also can help the researcher to see the participants’ perspective, opinion, and feelings about the experience. Using interview as a technique, the researcher could lead the conversation to the research topic substantively. Therefore, the data gained is real based on the fact. In interviewing, the researcher employed open ended format questions which become the characteristic of qualitative research to reach the thick description about the experience, feeing, and situation. Ary et al. state “One characteristic that all qualitative interview formats share is that the questions are typically open ended (cannot be answered with a yes or no or simple response) and the questions are designed to reveal what is important to understand about the phenomenon under study.”6

In addition, the researcher combined the open ended format with structured interview where several students were asked the same question relate to the topic of the research. The researcher interviewed the teacher of speaking class of Training Class to get the concepts of teaching speaking skill and several students to see their experiences in speaking class. Finally, to gather the data collected from interview and to ease the researcher in analyzing them, the researcher used an audio recorder.

3. Field Note

The researcher used field note to expand the description of the brief notes which was done during the observation or interview session to collect and to

5

Ibid., p. 438.

6 Ibid.

complete the data. There are two components that the researcher always to concern about. Ary et al. propose that:

They have two components: (1) the descriptive part, which includes a complete description of the setting, the people and their reactions and interpersonal relationships, and accounts of events (who, when, and what was done); and (2) the reflective part, which includes the observer’s personal feelings or impressions about the events, comments on the research method, decisions and problems, records of ethical issues, and speculations about data analysis. Field notes may include photographs and audio and video recordings.7

Therefore the researcher collected data as detail as possible during and after the observation. She collected photographs when it seemed necessary to picture the moment in the classroom as well. Ary et al. add that:

The researcher’s field notes present the data that will later be analyzed to provide an understanding of the research setting and the behavior of people within that setting. It can be said that the successful outcome of the study relies on detailed, accurate, and extensive field notes. Record everything you see, hear, or experience during the observation session.8

Field note is very useful to write everything happens during observation or interview since to write eases the researcher to recall the data than to memorize it. This technique is concerned on what participants do as routines and become recognition that what become routine is established by watching and listening to what people do rather than asking them directly.9

4. Documentation

In gathering the data, the researcher collected several written stuffs like books/module used in teaching and learning process, handouts, photos, diaries, and any other documents related to the topic discussed. Ary et al. suggest that:

Qualitative researchers may use written documents or other artifacts to gain an understanding of the phenomenon under study. The term document here refers to a wide range of written, physical, and visual materials, including what other authors may term artifacts. Documents may be personal, such as

7

Ibid., p. 435.

8 Ibid.

9

David Silverman, Amir Marvasti, Doing Qualitative Research: A Comprehensive Guide,

autobiographies, diaries, and letters; official, such as files, reports, memoranda, or minutes; or documents of popular culture, such as books, films, and videos.10

For instance, the researcher made researcher-directed diary during the period of the research in specified period of time when conducting the study in Pare. The researcher collected the letters given by the students for the speaking teacher and speaking matters file as well which can be used to analyze, to interpret, and draw the conclusion.

5. Instrument of the Research

The primary instrument of the study was the researcher herself. As Ary et al.

confirm “In qualitative studies, the human investigator is the primary instrument

for the gathering and analyzing of data.”11

However, she used checklist form of teacher observation guide as well. The researcher can focus to monitor the teaching and learning process conducted using checklist form of teacher observation guide as the instrument.

Table 3.1

TEACHER OBSERVATION GUIDE

Variable Aspect Indicator Items

Number Total

Teaching Speaking

Preparation

- Arranging Learning

-Teaching Process 1, 2 2

- Learning Preparation 3, 4, 5 3

Presentation

- Explanation of the material 6 1 - Using of instruments and media 7, 8 2 - Involving students (individually) 9 1

- Student interaction 10 1

- Organizing of the class 11, 12, 13 3 - Using of method 14, 15, 6,17 4

10

Ary et al., op. cit., p. 424.

11