Similarly, based on Anggi‟s statement, she develops listening skill using a song, short monologue text, and dialog because those media and materials are more
contextual.
First, I use a song. Then short monologue text. Then dialogue and so on. We
also have TOEIC class to train students‟ sensitivity. Anggi, A136. What Anggi believes is in line with Harmer 2001 about intensive listening that to
develop listening skill, teachers may have some activities, like reading aloud, storytelling, interviews, and conversation.
In conclusion, the choice of media becomes a consideration in developing listening skill. Based on the previous explanations, it is agreed that basically there are
two effective media namely audio and video. Furthermore, it is mentioned specifically that the audio and video can be in the form of a song, monologue, and
dialogue. In relation to teaching technique, listening can be integrated to develop autonomy that is assigning homework from the materials copied from the teachers.
4.4.16.2 Speaking
As the productive skill of spoken cycle, developing speaking skill requires a number of techniques. From the data, it can be seen that developing speaking skill is
a challenge for the teacher due to its spontaneous, fluency, and accuracy which become the indicators of speaking achievement. As mentioned previously, Lilin
integrates speaking skill to listening skill. While Inu, he thinks performing in front of the class individually is seen as the effective way to develop students‟ speaking skill.
By doing so, he can e valuate students‟ speaking mental, gesture, and facial
expression. He also integrates speaking with writing such as in a project of practicing a drama. He has the students write the script and then practice it in front of the class.
I tend to ask the students to perform in front of the class simultaneously to train their mental. I have students who are very talkative outside the class but
silent in the learning activity that‟s why I ask them perform. Besides, it can also train their expression, and how to interact with the audience Inu,
A83. Interestingly, Anggi feels that she does not need to have a separated speaking
skill development occasion because she has already held a belief that speaking becomes her priority in developing communicative competence. Moreover, she
always emphasizes speaking skill in the teaching and learning activity. So, as mentioned in part of developing communicative competence, she requires her
students to always speak up in English. She does not insist them to speak perfectly as she always helps correcting the mistakes.
I
don‟t like to be in a grave yard. I would like you to say anything. And I can
help you out when you need me b ecause if you don‟t produce anything it is
really difficult for me to know how to help you out. Anggi, A16. ...Along my teaching period, I always let the students speak up.... Anggi,
A22. In Observation 1 and Observation 4, it can be seen that Anggi always
encouraged her students to speak up. In Observation 1 08.45 for example, Anggi reviewed the previous materials about a functional text orally. She intentionally
called the genre as a functional text instead of a short functional text as not all functional texts are short. She asked the students to close their books and put them
aside then asked some questions about the functional text. Some students responded the questions voluntarily but some were pointed. She emphasized not to be afraid of
making mistakes as there was no reward for correct answer and no punishment for incorrect answer because it was for checking their understanding about the functional
text. Meanwhile, in Observation 4, she allocated all the lesson period for her students to have presentations.
Regarding the views of speaking skill development, the three teachers have different perspectives. Lilin mentions that speaking is effectively developed when it
is integrated with the receptive skill, listening skill. She does not really pay attention on the practical technique. Differently, Inu shares his belief on the practical
technique namely using classroom performance as it can train the micro skills needed in speaking, namely mental, gesture, and facial expression. At last, Anggi does not
develop speaking skill intentionally through teaching the materials but she positions it as the compulsory skill in the teaching and learning activity and communication to
master. Inu‟s and Anggi‟s beliefs are in line with Harmer 2001. To encourage learners speaking activities, he proposes classroom speaking activities, i.e. acting
from a script, communication games, discussion, prepared talks, simulation, and role play.
4.4.16.3 Reading
