Day Time
Class
Thursday 06.30-08.00
G class 08.00-09.30
H class
Furthermore, the researcher has taken many things as well such as strategy, technique, procedure, and methodology of the teaching speaking conducted by
Mr. Adin in his classes. She also obtained the practical concept of the role of teacher and the students’ involvement in the teaching and learning context since
the researcher not only observed the teacher’s performance, students’
involvement, classroom atmosphere, and teaching technique but also interviewed the teacher himself.
Therefore, those above became the fact to analyze carefully. The following paragraphs try to describe the findings completely in sequence.
1. Curriculum
There were three main aspects observed in the teaching speaking conducted by the teacher. They are planning, presentation, and evaluation. Firstly, the
researcher found and analyzed the curriculum that had been become lesson plan used by the teacher in speaking class see Appendix. The lesson plan became a
reference and was applied in the teaching speaking. It consisted of the number of meetings, learning subject matter for each meeting, and the learning resources
used for each matter. From the content of lesson plan, speaking skill materials were arrange
d systematically based on the students’ level of target language.
a. Aim
The objective of the teaching speaking is that students are able to produce the utterances they used in their daily activity and have the pure ideas on the problems
or the reality they faced. Therefore, the researcher conducted the class observation for ten times and learnt the beginning process until the end. Generally, it can be
seen that the teacher has arranged and designed the teaching planning and objectives well by preparing the material based on the lesson plan.
b. Material of Speaking
There were two kinds of materials used in the teaching speaking. They were materials in handbook and in handouts. Those materials were appropriated with
the students’ level of ability arranged and made by the institution itself. The speaking material was taken from the handbook and handouts owned by all
students. The materials discussed in the class could be changed if the previous one is completely discussed.
Here is the example of how the teacher used the materials in the teaching and learning process. When the teacher explained
about “impersonal it”, the students focused on listening to the teacher while keeping their eyes on the papers in their
hands. Some of them nodded when the teacher asked them whether they understand the explanation or not. At the end of the explanation, the teacher give
the students chance to ask any kind of questions related to the materials which was “impersonal it”.
After questions raised were all answered, the teacher ordered the students to be ready to write some sentences in Bahasa Indonesia. They had to translate them
in English directly soon after the teacher gave them. They only had about 20 seconds for each question before they got the new sentence to translate. Those
sentences were not taken from handbook or handout but created by the teacher. Here is the list of the sentences followed by the translation given by the teacher:
Table 4.2 No
In Bahasa Indonesia
In English
1 Sekarang musim panas
It is sunny 2
Udaranya sejuk It is cool
3 Hari yang Indah
It is beautiful day 4
Hari yang cerah It is nice day
5 Sekarang jam 7 malam
It is seven pm 6
Kemarin hari Kamis It was Thursday
No In
Bahasa Indonesia In English
7 Jarak antara Pare dan Jombang
hanya 40 KM It is only 40 KM from Pare to
Jombang 8
Belajar Bahasa Inggris Penting It is important to study English
9 Memasak itu susah
It is difficult to cook 10
Dia pr lah yang aku sedang tunggu
It is her that I am waiting for
When the teacher came to the first number, he predicted that the students might write “summer” instead of “sunny” for sentence number 1. That was the
reason he warned them that “musim panas” translated as “sunny” is totally
different from “musim kemarau” translated as “summer.” He also emphasized the
explanation in sentence number 8. He said that such sentence might be translated using “gerund.” However, the material discussed was not about “gerund” at all but
“impersonal it.” Therefore, he warned the students to be more careful in
translating sentence in number 8. After all sentences were given and translated by the students, the teacher
explained that he would give the right answer and asked to stand up for those whose answer was wrong and to remain sitting for those whose answer was right.
As he argued to the researcher, this technique was employed to develop the students’ attitudes toward their honesty.
Here are the list of who stood up and who remained sitting:
Table 4.3 Question Q
Number of Students Remaining Sitting
Question no. 1 Less than 10
Question no. 2 Less than 10
Question no. 3 All remained sitting
Question no. 4 Less than 10
