THE TEACHING METHOD USED BY ENGLISH TEACHER IN TEACHING SPEAKING OF FIRST LEVEL AT “KURSUS BAHASA ASING” UNIVERSITY OF MUHAMMADIYAH MALANG
CHAPTER I
INTRODUCTION
1.1 Background of the Study
The information era cannot be separated from the language. The language is
the soul of information. Language allows people to say, think to each other and
express their communicative needs. One of the languages used in the world is
English. English is one of International languages in the world. It means that, this
language is used by most people in the world. People use it to communicate with
other people from different background of culture. In facing globalization era,
English is needed and used in communication with others countries. In Indonesia,
English is a foreign language and becomes the important subject in the national
curriculum taught from elementary school to university. In learning English, the
students should master four language skills. Those are speaking, reading, listening
and writing. One of the English skills that should be mastered by the students is
speaking. Speaking is one of the English skills that are critical to achieve the goals
of foreign language communication. Speaking is a means of communication in
expressing ideas, information and feeling to others which is the most essential
way in which the speaker can express himself through a language. By mastering
speaking skill, they can carry out conversation with others, give ideas and change
the information. According to Brown (2000), speaking is literally defined as to
say things, express thought aloud, and uses the voice. It means that speaking is an
1
interactive process of constructing meaning, receiving, and processing
information. In English speaking skill, the components that should be given and
studied by the students are pronunciation, vocabulary, grammar,
fluency,
accuracy and comprehension. But for sure, to able to communicate their ideas, the
students should be given opportunity to practice their English.
Based on the preliminary observation, the learning practice especially
in speaking is still low because speaking was the most difficult skill to be
mastered by the students. It was proved by many students who could not speak
fluently to express their ideas and they just keep silent when the teacher asked
them to speak. They were able to write, read and listen but they were not able to
speak as fluently as possible. They could not express their ideas because of some
other factors, namely self confidence, psychological condition, and limited
support facilities. According to Brown (2000), there are some features that make
speaking as difficult language skill, they are clustering, redundancy, reduced
forms, perfomance variables, colloquial language, rate of delivery, stress, rhythm,
intonation of English and interaction. Whereas, speaking is a basic skill that
should be mastered by the students to be able communicate with other people.
Harmer (2001), states that the ability to speak fluently is not only knowledge of
language features, but also the ability to process information and language „on the
spot’. In teaching speaking, the teacher are challenged to develop various teaching
method to help the students in learning English especially speaking. In hence, the
researcher would like to know about the teaching method used by the teacher that
more focuses on speaking.
2
Kursus Bahasa Asing is the one of the English learning centres in
Malang which is located in UMM campus I Jl. Bandung No.1 Malang. Kursus
Bahasa Asing offered kinds of 10 foreign languages programs which consist of
English, France, Germany, Mandarin, Japan, Korea, Arabic, Bahasa Indonesia for
foreigner, Spain, and Italy. English is the most favorite and wanted at KBA
because most students who joined Kursus Bahasa Asing had some problems in
English especially in speaking. They want to speak fluently but most of them had
a low basic skill in speaking. There are two types of classes offered at KBA,
namely native and Indonesia speaker classes. Those consist of private, English for
Communication (EFC), and TOEFL preparation. English for Communication
(EFC) is one of the language class programs that focuses on communication that
related to the students needs in learning speaking. English for Communication
(EFC) consist of six levels, those are EFC1 Beginners, EFC2 Pre Intermediate,
EFC3 Intermediate, EFC4 Pre Advanced, EFC5 Advanced, and EFC6 Special
Advanced. In English for Communication especially EFC1 Beginners (first level),
the students are taught speaking first by the profesional teacher. It was useful for
the students to communicate in English with one another as fluently as possible.
In this level, they were taught to express opinions, persuade someone about
something or clarify information, give instructions or to get things and to practice,
for example describe things or someone, complain about people’s behaviour,
asking and giving services and others. At the end, the students should be practiced
speaking materials in the classroom to make sure the learning process was
achieved. Therefore, to achieve the goal of learning process in speaking and to
3
overcome the student’s difficulties in speaking, the teacher should have the
appropriate teaching method for the students. By using the appropriate method, it
would help the students to learn faster, get understand more about the subject and
to get higher motivation in learning English especially speaking, so that the
teacher should know how to make the class communicative, attractive, contextual,
and finally improve their speaking skill. Teaching methods are the most important
aspect of a curriculum which they serve as an interface between the learners and
the philosophy of curriculum. Ningrum (2013), states that teaching method was an
application of way or strategy used by a teacher. It helps the teacher achieve the
goal of teaching and learning process. Teaching methods used by English teacher
would increase the interest and attention of the students especially in learning
speaking. Ningrum (2013) found that,
“There are three teaching methods in teaching speaking. Those were
communicative language teaching, direct method, and Audio-lingual
method. In communicative language teaching applied discussion and
presentation. Then, for direct method the activities are asking and
answering questions. Meanwhile, in Audio-Lingual Method, the
teacher applied repetition technique. The reasons of using
communicative language teaching and direct method were the teacher
expected the students would knew how they should speak up in a
simple conversation and they would be able to communicate in
English communicatively and creatively to think in the target
language. Meanwhile, the reason of using Audio-lingual method
especially in repetition technique was teacher expected the student’s
pronunciation better than before and they could pronounce the words
correctly.”
From that finding, it means that the teacher use three teaching methods in
teaching speaking, they are communicative language teaching, direct method, and
audio-lingual method. Those methods used by the teacher are to make the students
4
was able to speak well in a simple thing, and make them have good
pronounciation in speaking English.
Besides, Azizah (2014) found that, the English teacher in SMA
Muhammadiyah 3 Batu used three methods in teaching speaking English. The
methods were demonstration method, community language learning method, and
communicative language teaching in teaching speaking. In using those methods,
she presented the topic systematically which consisted of pre-activity, whilstactivity, and post-activity.
Based on that findings, there were several teaching methods used in
teaching speaking which help the students achieve the learning process especially
in speaking. Those methods were communicative language teaching, direct
method, Audio-lingual method, demonstration method, and community language
learning method. Those methods used in different way but it is sufficient effective
to improve speaking skill of the students. The teaching methods used in speaking
give the advantages for the students in learning speaking and stimulate the
students to communicate with others in English. The researcher believe that, the
teaching methods used by English teacher in Kursus Bahasa Asing are able to
increase speaking skill of the students also. Therefore, the researcher would like to
analyze about the teaching methods used by English teacher in teaching speaking
and the effective of teaching methods in teaching speaking of first level at Kursus
Bahasa Asing University of Muhammadiyah Malang.
5
1.2 Statement of Problems
1. What are the teaching methods used by English teacher in teaching
speaking of first level at Kursus Bahasa Asing University of
Muhammadiyah Malang?
2. How are the students’ responses toward teaching methods used by English
teacher in teaching speaking of first level at Kursus Bahasa Asing
University of Muhammadiyah Malang?
1.3 Purpose of the Study
1. To analyze the teaching methods used by English teacher in teaching
speaking of first level at Kursus Bahasa Asing University of
Muhammadiyah Malang
2. To know the students’ responses toward teaching methods used by English
teacher in teaching speaking of first level at Kursus Bahasa Asing
University of Muhammadiyah Malang.
1.4 Significance of the Study
This analysis can be advantageous and useful for the reader to know about
the teaching methods used by the English teacher in speaking, useful for the
teachers to implement this methods in teaching speaking, and useful for the
next researcher to get information about the teaching methods used in
speaking, and as the reference in the next research related with this.
6
1.5 Scope and Limitation
The scope in this study are the use of teaching methods, and the students’
responses toward teaching methods used by English teacher in teaching
speaking. The limitation of the study focuses on teaching methods used by
English teacher in teaching speaking of first level.
1.6 Definition of Key Term
To avoid mistake or misunderstanding, it is necessary to define the key
terms in this study to support the explanation of the problem
1. Teaching Method is an application of way or strategy used by a
teacher which helps the teacher achieve the goal of teaching and
learning process.
2. Teaching Speaking is an activity who taught by the teacher to the
learners to achieve the goal of learning process in speaking.
3. Speaking is a means of communication in expressing ideas,
information and feeling to others.
4. Students’ Response is a reaction of the students to answer questions or
respond in other ways that reveal understanding of content in each of
the instruction.
5. Kursus Bahasa Asing is ”Kursus Bahasa Asing” is the one of the
English learning centres in Malang which is located in Jl. Bandung No.
01 Malang.
7
THE TEACHING METHOD USED BY ENGLISH TEACHER
IN TEACHING SPEAKING OF FIRST LEVEL AT “KURSUS
BAHASA ASING” UNIVERSITY OF MUHAMMADIYAH
MALANG
THESIS
By:
SETIAWATI RAHAYU
201110100311041
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
THE TEACHING METHOD USED BY ENGLISH TEACHER
IN TEACHING SPEAKING OF FIRST LEVEL AT “KURSUS
BAHASA ASING” UNIVERSITY OF MUHAMMADIYAH
MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
SETIAWATI RAHAYU
201110100311041
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
MOTTO AND DEDICATION
Motto
If you are working on something exciting that you are really care about,
you don’t have to be pushed. The vision pulls you
-Steve JobsA pessimist sees the difficulty in every opportunity, an optimist sees the
opportunity in every difficulty
-Sir Winston ChurchillDedication
I dedicate this thesis to:
My beloved parents (Mr. Mulyana, Mrs. Inawati )
My father and mother-in-law (Mr.Sutirto, Mrs.Khotidjah)
My husband (Mr. Alkho)
My brother (Ade Taufik)
My big family in Kupang-NTT
My Comrades:
Class A (Rani, Bian, Ussi, Rossa)
And all of my friends
ACKNOWLEDMENTS
In the name of Allah SWT, the beneficent and merciful. All praise
is merely to The Mightiest Allah SWT, the lord of the worlds for the gracious
mercy and tremendous blessing that enable me to accomplish this thesis. This
thesis entitled “The Teaching Method Used by English Teacher in Teaching
Speaking of First Level at “Kursus Bahasa Asing”University of Muhammadiyah
Malang”, is submitted to fulfill one of the requirements in accomplishing the
Sarjana Degree Program at the English Department of Teacher Training and
Education Faculty in University of Muhammadiyah Malang.
There are many individuals who have generously suggested to improve
this thesis. First of all the researcher would like to express her sincere gratitude
and respect to her first advisor, Dr. Masduki, M.Pd and her second advisor,
Rahmawati Khadijah Maro, S.Pd, M.PEd, who have contributed and given their
valuable evaluations, comments, and suggestions during the completion and
accomplishing of this thesis.
The researcher also wants to extend her appreciation to Dr. Sri
Hartiningsih, M.M the head of UPT UMM Kursus Bahasa Asing (KBA), for
providing the opportunity to conduct this research. Then, next appreciation is
addressed to Mr. Andika Agus Dewantara, M.Pd as the English teacher in Kursus
Bahasa Asing for being so helpful during the research process in his class.
The researcher address sincere gratefulness to her friends: Rossa, Bian,
Rani, Ussi. The next appreciation is also expressed to all of colleagues in class A
English departement 2011 in Muhammadiyah Malang University. Thank you so
much for being such a great companion along the way in finishing this thesis and
for the unbreakable friendship. The other supports also come from mbak depis,
mbak intan, mas agis, mas ardi, mas sandi, mbak nhiya, mas wahyu. Thank you so
much for all of your precious supports.
Last but not least, her special gratitude and indebtedness are dedicated to
her beloved mother, Inawati Mulyana and her beloved father, Yan Yan Mulyana,
who always give their loves, prayers, supports, and encouragements for every
single path the researcher chooses. Special thankfullness is also due to her
beloved husband Alkho Widymantara, her son Elraka Naufar P.W and her brother
Ade Taufik Mulyana, also my father and mother-in-law Sutirto and Khotidjah for
their loves, prayers, supports.
Hopefully, this thesis would give a positive contribution to the
educational development or those who want to carry out further research.
Malang, 11 November 2015
Researcher,
Setiawati Rahayu
TABLE OF CONTENT
APPROVAL.......................................................................................................... ...i
APPROVAL.......................................................................................................... ..ii
LEGALIZATION ................................................................................................. .iii
MOTTO AND DEDICATION ............................................................................. .iv
ABSTRACT .......................................................................................................... ..v
ACKNOWLEDGEMENTS .................................................................................. .vi
TABLE OF CONTENTS ...................................................................................... viii
CHAPTER I INTRODUCTION
1.1 Background of the study ............................................................................... 1
1.2 Statement of problems ................................................................................. 6
1.3 Purposes of study........................................................................................... 6
1.4 Significance of study ..................................................................................... 6
1.5 Scope and limitation ...................................................................................... 7
1.6 Definition of key terms.................................................................................. 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching and Learning Process ................................................................... 8
2.2 Speaking ......................................................................................................... 10
2.3 Functions of Speaking ................................................................................... 12
2.4 Types of Speaking ......................................................................................... 13
2.5 Teaching Speaking ........................................................................................ 14
2.6 Methods in Teaching Speaking .................................................................... 18
2.6.1 Direct Method .................................................................................. 19
2.6.2 Audio-Lingual Method..................................................................... 21
2.6.3 Silent Way ........................................................................................ 23
2.6.4 Community Language Learning ...................................................... 25
2.6.5 Communicative Language Teaching................................................ 27
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ........................................................................................... 30
3.2 Research Subject ........................................................................................... 31
3.3 Research Instrument ..................................................................................... 31
3.3.1 Observation ...................................................................................... 32
3.3.2Interview ........................................................................................... 34
3.4 Data Collection .............................................................................................. 35
3.4.1 Procedures of Data Collection .......................................................... 36
3.5 Data Analysis ................................................................................................ 38
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1. Reasearch Findings ...................................................................................... 39
4.1.1 The method of teaching speaking used by English teacher .................. 40
4.1.2 The Students’ Responses toward teaching method ............................... 50
4.2. Discussion ...................................................................................................... 58
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ...................................................................................................... 62
5.2 Suggestion ...................................................................................................... 63
REFERENCES ................................................................................................... 64
APPENDICES
Appendix I: Fieldnotes First Observation ............................................................. 68
Appendix II: Fieldnotes Second Observation ....................................................... 72
Appendix III: Fieldnotes Third Observation ......................................................... 76
Appendix IV:Interview guide arrangement ......................................................... 78
Appendix V: Transcript of Interview .................................................................... 79
Appendix VI: Schedule of the Research ............................................................... 85
DOCUMMENTATION ........................................................................................ 86
REFERENCES
Anonymous. 2015. About KBA (Kursus Bahasa Asing) Universitas
Muhammadiyah Malang. (Online),
(http://kba.umm.ac.id/home.php?c=3006&lang=id) , accessed on 27
January 2015
Ary, D, Lucy CJ, Sorensen C & Asghar R. 2009. Introduction to Reseach in
Education. Wadsworth: Wadsworth, Cengage Learning. (Online),
(http://gen.lib.rus.ec/book/index.php?md5=2FF7E5BF91A102A19EA
C69FE8267B275), accessed on 01 March 2013
Azizah, Wima Nur. 2014. Teaching Methods Used by The English Teacher in
Teaching Speaking Skill for The Second Grade Students at SMA
Muhammadiyah 3, Batu. Universitas Muhammadiyah Malang
Brown, Douglas H. 2000.Teaching by Principles, An Interactive approach to
Language Pedadogy Second Edition. New York: Longman, Inc.
(Online),
(http://gen.lib.rus.ec/book/index.php?md5=6F1A454FBE2F37262125
DB0499142FA0), accessed on 31 March 2015
Frankael, J.R, Wallen N.R, & Hyun H.H. 2011. How to Design and evaluate
Research in Education. Newyork: McGrow-Hill. (Online),
(http://gen.lib.rus.ec/book/index.php?md5=513E8165C9D713FED25
A541E45E57A41), accesed on 06 April 2015
Harmer, Jeremy. 2001. The Practice of English Language Teaching Third Edition.
Newyork: Longman Inc. (Online),
(http://gen.lib.rus.ec/book/index.php?md5=CBCEFD9B2DA4878E2E
1C547E0400C531), accessed on 03 March 2015
Jarvis, Peter. 2002. The Theory and practice of teaching. London: Routledge.
(Online)
(https://books.google.co.id/books?id=NqIv1tUTb10C&printsec=front
cover#v=onepage&q&f=false), accessed on 25 December 2014
Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in a
Second Language. University of Nevada. The Internet TESL Journal,
Vol XII, No.11. (Online)
(http://iteslj.org/Articles/Kayi-TeachingSpeaking.html) , accessed on
27 February 2015
Larsen, Diane & Freeman. 2000. Techniques and Principles in Language
Teaching Second Edition. Oxford: Oxford University Press. (Online),
(http://gen.lib.rus.ec/book/index.php?md5=5917453ABE560AC036E
87BE9BAC4259B), accessed on 28 May 2015
Ningrum, Citra. I. 2013. An Analysis on Teaching Methods Used by Native
Speaker in Teaching Speaking at 4th Semester of the English
Department of Muhammadiyah Malang University. Universitas
Muhammadiyah Malang
Nunan, David. 2015. Teaching English to Speakers of Other Languages An
Introduction. Newyork: Routledge. (Online)
(https://books.google.co.id/books?id=X7qgBgAAQBAJ&pg=PA62&l
pg=PA62&dq=K.m+bailey+practical+english+language+teaching&so
urce=bl&ots=zX4TSfqQEx&sig=7Do4oME5nJbeVgq1sdERAKqYmo&hl=en&sa=X&ei=csEaVa7dH4O0uASPr4DQDg&ved=0CD0Q6
AEwBQ#v=o), accessed on 7 January 2015s
Patel, Dr. M.F & Praveen M. Jain. 2008. English Language Teaching (Methods,
Tools, & Techniques. Jaipur : Sunrise Publishers & Distributors.
(Online),
(http://gen.lib.rus.ec/book/index.php?md5=D117FC94CDE5A873DE
703C64D8A2D438), accessed on 14 May 2015
Richards, Jack C, Theodore, S.R. 2001. Approach and Method in Language
Teaching Second Edition. Cambridge: Cambridge University Press.
(Online),
(http://gen.lib.rus.ec/book/index.php?md5=1A1C4C6223C99F0F4E5
A53E7C84D776B), accessed on 10 January 2015
Tamura, Elena. Taralunga. 2006. Concepts on The Methodology of Teaching
English. The economic Journal of Takasaki City University of
Economics Vol.48 No.3 pp~188. (Online)
(http://www1.tcue.ac.jp/home1/kgakkai/ronsyuu/ronsyuukeisai/48_3/tamura.pdf) , accessed on 27
February 2015
INTRODUCTION
1.1 Background of the Study
The information era cannot be separated from the language. The language is
the soul of information. Language allows people to say, think to each other and
express their communicative needs. One of the languages used in the world is
English. English is one of International languages in the world. It means that, this
language is used by most people in the world. People use it to communicate with
other people from different background of culture. In facing globalization era,
English is needed and used in communication with others countries. In Indonesia,
English is a foreign language and becomes the important subject in the national
curriculum taught from elementary school to university. In learning English, the
students should master four language skills. Those are speaking, reading, listening
and writing. One of the English skills that should be mastered by the students is
speaking. Speaking is one of the English skills that are critical to achieve the goals
of foreign language communication. Speaking is a means of communication in
expressing ideas, information and feeling to others which is the most essential
way in which the speaker can express himself through a language. By mastering
speaking skill, they can carry out conversation with others, give ideas and change
the information. According to Brown (2000), speaking is literally defined as to
say things, express thought aloud, and uses the voice. It means that speaking is an
1
interactive process of constructing meaning, receiving, and processing
information. In English speaking skill, the components that should be given and
studied by the students are pronunciation, vocabulary, grammar,
fluency,
accuracy and comprehension. But for sure, to able to communicate their ideas, the
students should be given opportunity to practice their English.
Based on the preliminary observation, the learning practice especially
in speaking is still low because speaking was the most difficult skill to be
mastered by the students. It was proved by many students who could not speak
fluently to express their ideas and they just keep silent when the teacher asked
them to speak. They were able to write, read and listen but they were not able to
speak as fluently as possible. They could not express their ideas because of some
other factors, namely self confidence, psychological condition, and limited
support facilities. According to Brown (2000), there are some features that make
speaking as difficult language skill, they are clustering, redundancy, reduced
forms, perfomance variables, colloquial language, rate of delivery, stress, rhythm,
intonation of English and interaction. Whereas, speaking is a basic skill that
should be mastered by the students to be able communicate with other people.
Harmer (2001), states that the ability to speak fluently is not only knowledge of
language features, but also the ability to process information and language „on the
spot’. In teaching speaking, the teacher are challenged to develop various teaching
method to help the students in learning English especially speaking. In hence, the
researcher would like to know about the teaching method used by the teacher that
more focuses on speaking.
2
Kursus Bahasa Asing is the one of the English learning centres in
Malang which is located in UMM campus I Jl. Bandung No.1 Malang. Kursus
Bahasa Asing offered kinds of 10 foreign languages programs which consist of
English, France, Germany, Mandarin, Japan, Korea, Arabic, Bahasa Indonesia for
foreigner, Spain, and Italy. English is the most favorite and wanted at KBA
because most students who joined Kursus Bahasa Asing had some problems in
English especially in speaking. They want to speak fluently but most of them had
a low basic skill in speaking. There are two types of classes offered at KBA,
namely native and Indonesia speaker classes. Those consist of private, English for
Communication (EFC), and TOEFL preparation. English for Communication
(EFC) is one of the language class programs that focuses on communication that
related to the students needs in learning speaking. English for Communication
(EFC) consist of six levels, those are EFC1 Beginners, EFC2 Pre Intermediate,
EFC3 Intermediate, EFC4 Pre Advanced, EFC5 Advanced, and EFC6 Special
Advanced. In English for Communication especially EFC1 Beginners (first level),
the students are taught speaking first by the profesional teacher. It was useful for
the students to communicate in English with one another as fluently as possible.
In this level, they were taught to express opinions, persuade someone about
something or clarify information, give instructions or to get things and to practice,
for example describe things or someone, complain about people’s behaviour,
asking and giving services and others. At the end, the students should be practiced
speaking materials in the classroom to make sure the learning process was
achieved. Therefore, to achieve the goal of learning process in speaking and to
3
overcome the student’s difficulties in speaking, the teacher should have the
appropriate teaching method for the students. By using the appropriate method, it
would help the students to learn faster, get understand more about the subject and
to get higher motivation in learning English especially speaking, so that the
teacher should know how to make the class communicative, attractive, contextual,
and finally improve their speaking skill. Teaching methods are the most important
aspect of a curriculum which they serve as an interface between the learners and
the philosophy of curriculum. Ningrum (2013), states that teaching method was an
application of way or strategy used by a teacher. It helps the teacher achieve the
goal of teaching and learning process. Teaching methods used by English teacher
would increase the interest and attention of the students especially in learning
speaking. Ningrum (2013) found that,
“There are three teaching methods in teaching speaking. Those were
communicative language teaching, direct method, and Audio-lingual
method. In communicative language teaching applied discussion and
presentation. Then, for direct method the activities are asking and
answering questions. Meanwhile, in Audio-Lingual Method, the
teacher applied repetition technique. The reasons of using
communicative language teaching and direct method were the teacher
expected the students would knew how they should speak up in a
simple conversation and they would be able to communicate in
English communicatively and creatively to think in the target
language. Meanwhile, the reason of using Audio-lingual method
especially in repetition technique was teacher expected the student’s
pronunciation better than before and they could pronounce the words
correctly.”
From that finding, it means that the teacher use three teaching methods in
teaching speaking, they are communicative language teaching, direct method, and
audio-lingual method. Those methods used by the teacher are to make the students
4
was able to speak well in a simple thing, and make them have good
pronounciation in speaking English.
Besides, Azizah (2014) found that, the English teacher in SMA
Muhammadiyah 3 Batu used three methods in teaching speaking English. The
methods were demonstration method, community language learning method, and
communicative language teaching in teaching speaking. In using those methods,
she presented the topic systematically which consisted of pre-activity, whilstactivity, and post-activity.
Based on that findings, there were several teaching methods used in
teaching speaking which help the students achieve the learning process especially
in speaking. Those methods were communicative language teaching, direct
method, Audio-lingual method, demonstration method, and community language
learning method. Those methods used in different way but it is sufficient effective
to improve speaking skill of the students. The teaching methods used in speaking
give the advantages for the students in learning speaking and stimulate the
students to communicate with others in English. The researcher believe that, the
teaching methods used by English teacher in Kursus Bahasa Asing are able to
increase speaking skill of the students also. Therefore, the researcher would like to
analyze about the teaching methods used by English teacher in teaching speaking
and the effective of teaching methods in teaching speaking of first level at Kursus
Bahasa Asing University of Muhammadiyah Malang.
5
1.2 Statement of Problems
1. What are the teaching methods used by English teacher in teaching
speaking of first level at Kursus Bahasa Asing University of
Muhammadiyah Malang?
2. How are the students’ responses toward teaching methods used by English
teacher in teaching speaking of first level at Kursus Bahasa Asing
University of Muhammadiyah Malang?
1.3 Purpose of the Study
1. To analyze the teaching methods used by English teacher in teaching
speaking of first level at Kursus Bahasa Asing University of
Muhammadiyah Malang
2. To know the students’ responses toward teaching methods used by English
teacher in teaching speaking of first level at Kursus Bahasa Asing
University of Muhammadiyah Malang.
1.4 Significance of the Study
This analysis can be advantageous and useful for the reader to know about
the teaching methods used by the English teacher in speaking, useful for the
teachers to implement this methods in teaching speaking, and useful for the
next researcher to get information about the teaching methods used in
speaking, and as the reference in the next research related with this.
6
1.5 Scope and Limitation
The scope in this study are the use of teaching methods, and the students’
responses toward teaching methods used by English teacher in teaching
speaking. The limitation of the study focuses on teaching methods used by
English teacher in teaching speaking of first level.
1.6 Definition of Key Term
To avoid mistake or misunderstanding, it is necessary to define the key
terms in this study to support the explanation of the problem
1. Teaching Method is an application of way or strategy used by a
teacher which helps the teacher achieve the goal of teaching and
learning process.
2. Teaching Speaking is an activity who taught by the teacher to the
learners to achieve the goal of learning process in speaking.
3. Speaking is a means of communication in expressing ideas,
information and feeling to others.
4. Students’ Response is a reaction of the students to answer questions or
respond in other ways that reveal understanding of content in each of
the instruction.
5. Kursus Bahasa Asing is ”Kursus Bahasa Asing” is the one of the
English learning centres in Malang which is located in Jl. Bandung No.
01 Malang.
7
THE TEACHING METHOD USED BY ENGLISH TEACHER
IN TEACHING SPEAKING OF FIRST LEVEL AT “KURSUS
BAHASA ASING” UNIVERSITY OF MUHAMMADIYAH
MALANG
THESIS
By:
SETIAWATI RAHAYU
201110100311041
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
THE TEACHING METHOD USED BY ENGLISH TEACHER
IN TEACHING SPEAKING OF FIRST LEVEL AT “KURSUS
BAHASA ASING” UNIVERSITY OF MUHAMMADIYAH
MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
SETIAWATI RAHAYU
201110100311041
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
MOTTO AND DEDICATION
Motto
If you are working on something exciting that you are really care about,
you don’t have to be pushed. The vision pulls you
-Steve JobsA pessimist sees the difficulty in every opportunity, an optimist sees the
opportunity in every difficulty
-Sir Winston ChurchillDedication
I dedicate this thesis to:
My beloved parents (Mr. Mulyana, Mrs. Inawati )
My father and mother-in-law (Mr.Sutirto, Mrs.Khotidjah)
My husband (Mr. Alkho)
My brother (Ade Taufik)
My big family in Kupang-NTT
My Comrades:
Class A (Rani, Bian, Ussi, Rossa)
And all of my friends
ACKNOWLEDMENTS
In the name of Allah SWT, the beneficent and merciful. All praise
is merely to The Mightiest Allah SWT, the lord of the worlds for the gracious
mercy and tremendous blessing that enable me to accomplish this thesis. This
thesis entitled “The Teaching Method Used by English Teacher in Teaching
Speaking of First Level at “Kursus Bahasa Asing”University of Muhammadiyah
Malang”, is submitted to fulfill one of the requirements in accomplishing the
Sarjana Degree Program at the English Department of Teacher Training and
Education Faculty in University of Muhammadiyah Malang.
There are many individuals who have generously suggested to improve
this thesis. First of all the researcher would like to express her sincere gratitude
and respect to her first advisor, Dr. Masduki, M.Pd and her second advisor,
Rahmawati Khadijah Maro, S.Pd, M.PEd, who have contributed and given their
valuable evaluations, comments, and suggestions during the completion and
accomplishing of this thesis.
The researcher also wants to extend her appreciation to Dr. Sri
Hartiningsih, M.M the head of UPT UMM Kursus Bahasa Asing (KBA), for
providing the opportunity to conduct this research. Then, next appreciation is
addressed to Mr. Andika Agus Dewantara, M.Pd as the English teacher in Kursus
Bahasa Asing for being so helpful during the research process in his class.
The researcher address sincere gratefulness to her friends: Rossa, Bian,
Rani, Ussi. The next appreciation is also expressed to all of colleagues in class A
English departement 2011 in Muhammadiyah Malang University. Thank you so
much for being such a great companion along the way in finishing this thesis and
for the unbreakable friendship. The other supports also come from mbak depis,
mbak intan, mas agis, mas ardi, mas sandi, mbak nhiya, mas wahyu. Thank you so
much for all of your precious supports.
Last but not least, her special gratitude and indebtedness are dedicated to
her beloved mother, Inawati Mulyana and her beloved father, Yan Yan Mulyana,
who always give their loves, prayers, supports, and encouragements for every
single path the researcher chooses. Special thankfullness is also due to her
beloved husband Alkho Widymantara, her son Elraka Naufar P.W and her brother
Ade Taufik Mulyana, also my father and mother-in-law Sutirto and Khotidjah for
their loves, prayers, supports.
Hopefully, this thesis would give a positive contribution to the
educational development or those who want to carry out further research.
Malang, 11 November 2015
Researcher,
Setiawati Rahayu
TABLE OF CONTENT
APPROVAL.......................................................................................................... ...i
APPROVAL.......................................................................................................... ..ii
LEGALIZATION ................................................................................................. .iii
MOTTO AND DEDICATION ............................................................................. .iv
ABSTRACT .......................................................................................................... ..v
ACKNOWLEDGEMENTS .................................................................................. .vi
TABLE OF CONTENTS ...................................................................................... viii
CHAPTER I INTRODUCTION
1.1 Background of the study ............................................................................... 1
1.2 Statement of problems ................................................................................. 6
1.3 Purposes of study........................................................................................... 6
1.4 Significance of study ..................................................................................... 6
1.5 Scope and limitation ...................................................................................... 7
1.6 Definition of key terms.................................................................................. 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching and Learning Process ................................................................... 8
2.2 Speaking ......................................................................................................... 10
2.3 Functions of Speaking ................................................................................... 12
2.4 Types of Speaking ......................................................................................... 13
2.5 Teaching Speaking ........................................................................................ 14
2.6 Methods in Teaching Speaking .................................................................... 18
2.6.1 Direct Method .................................................................................. 19
2.6.2 Audio-Lingual Method..................................................................... 21
2.6.3 Silent Way ........................................................................................ 23
2.6.4 Community Language Learning ...................................................... 25
2.6.5 Communicative Language Teaching................................................ 27
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ........................................................................................... 30
3.2 Research Subject ........................................................................................... 31
3.3 Research Instrument ..................................................................................... 31
3.3.1 Observation ...................................................................................... 32
3.3.2Interview ........................................................................................... 34
3.4 Data Collection .............................................................................................. 35
3.4.1 Procedures of Data Collection .......................................................... 36
3.5 Data Analysis ................................................................................................ 38
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1. Reasearch Findings ...................................................................................... 39
4.1.1 The method of teaching speaking used by English teacher .................. 40
4.1.2 The Students’ Responses toward teaching method ............................... 50
4.2. Discussion ...................................................................................................... 58
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ...................................................................................................... 62
5.2 Suggestion ...................................................................................................... 63
REFERENCES ................................................................................................... 64
APPENDICES
Appendix I: Fieldnotes First Observation ............................................................. 68
Appendix II: Fieldnotes Second Observation ....................................................... 72
Appendix III: Fieldnotes Third Observation ......................................................... 76
Appendix IV:Interview guide arrangement ......................................................... 78
Appendix V: Transcript of Interview .................................................................... 79
Appendix VI: Schedule of the Research ............................................................... 85
DOCUMMENTATION ........................................................................................ 86
REFERENCES
Anonymous. 2015. About KBA (Kursus Bahasa Asing) Universitas
Muhammadiyah Malang. (Online),
(http://kba.umm.ac.id/home.php?c=3006&lang=id) , accessed on 27
January 2015
Ary, D, Lucy CJ, Sorensen C & Asghar R. 2009. Introduction to Reseach in
Education. Wadsworth: Wadsworth, Cengage Learning. (Online),
(http://gen.lib.rus.ec/book/index.php?md5=2FF7E5BF91A102A19EA
C69FE8267B275), accessed on 01 March 2013
Azizah, Wima Nur. 2014. Teaching Methods Used by The English Teacher in
Teaching Speaking Skill for The Second Grade Students at SMA
Muhammadiyah 3, Batu. Universitas Muhammadiyah Malang
Brown, Douglas H. 2000.Teaching by Principles, An Interactive approach to
Language Pedadogy Second Edition. New York: Longman, Inc.
(Online),
(http://gen.lib.rus.ec/book/index.php?md5=6F1A454FBE2F37262125
DB0499142FA0), accessed on 31 March 2015
Frankael, J.R, Wallen N.R, & Hyun H.H. 2011. How to Design and evaluate
Research in Education. Newyork: McGrow-Hill. (Online),
(http://gen.lib.rus.ec/book/index.php?md5=513E8165C9D713FED25
A541E45E57A41), accesed on 06 April 2015
Harmer, Jeremy. 2001. The Practice of English Language Teaching Third Edition.
Newyork: Longman Inc. (Online),
(http://gen.lib.rus.ec/book/index.php?md5=CBCEFD9B2DA4878E2E
1C547E0400C531), accessed on 03 March 2015
Jarvis, Peter. 2002. The Theory and practice of teaching. London: Routledge.
(Online)
(https://books.google.co.id/books?id=NqIv1tUTb10C&printsec=front
cover#v=onepage&q&f=false), accessed on 25 December 2014
Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in a
Second Language. University of Nevada. The Internet TESL Journal,
Vol XII, No.11. (Online)
(http://iteslj.org/Articles/Kayi-TeachingSpeaking.html) , accessed on
27 February 2015
Larsen, Diane & Freeman. 2000. Techniques and Principles in Language
Teaching Second Edition. Oxford: Oxford University Press. (Online),
(http://gen.lib.rus.ec/book/index.php?md5=5917453ABE560AC036E
87BE9BAC4259B), accessed on 28 May 2015
Ningrum, Citra. I. 2013. An Analysis on Teaching Methods Used by Native
Speaker in Teaching Speaking at 4th Semester of the English
Department of Muhammadiyah Malang University. Universitas
Muhammadiyah Malang
Nunan, David. 2015. Teaching English to Speakers of Other Languages An
Introduction. Newyork: Routledge. (Online)
(https://books.google.co.id/books?id=X7qgBgAAQBAJ&pg=PA62&l
pg=PA62&dq=K.m+bailey+practical+english+language+teaching&so
urce=bl&ots=zX4TSfqQEx&sig=7Do4oME5nJbeVgq1sdERAKqYmo&hl=en&sa=X&ei=csEaVa7dH4O0uASPr4DQDg&ved=0CD0Q6
AEwBQ#v=o), accessed on 7 January 2015s
Patel, Dr. M.F & Praveen M. Jain. 2008. English Language Teaching (Methods,
Tools, & Techniques. Jaipur : Sunrise Publishers & Distributors.
(Online),
(http://gen.lib.rus.ec/book/index.php?md5=D117FC94CDE5A873DE
703C64D8A2D438), accessed on 14 May 2015
Richards, Jack C, Theodore, S.R. 2001. Approach and Method in Language
Teaching Second Edition. Cambridge: Cambridge University Press.
(Online),
(http://gen.lib.rus.ec/book/index.php?md5=1A1C4C6223C99F0F4E5
A53E7C84D776B), accessed on 10 January 2015
Tamura, Elena. Taralunga. 2006. Concepts on The Methodology of Teaching
English. The economic Journal of Takasaki City University of
Economics Vol.48 No.3 pp~188. (Online)
(http://www1.tcue.ac.jp/home1/kgakkai/ronsyuu/ronsyuukeisai/48_3/tamura.pdf) , accessed on 27
February 2015