T1 112011093 Full text
Teachers’ Strategies in Teaching Speaking: A Study at LPK
Padma Widyanata
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Adi Nugroho
112011093
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2015
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best my knowledge and my belief, this contains no material
previously published or written by any other person expect where due references
is made in the text.
Copyright@2015. Adi Nugroho and Maria Christina Eko S, M. Hum.
All rights reserved. No part of this thesis may be produced by any means without
permission of at least one of the copyright owner or the English Language
Education Program, Faculty of Language and Literature, Satya Wacana Christian
University, Salatiga.
Adi Nugroho
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TABLE OF CONTENT
Cover .................................................................................................................. i
Approval Page .................................................................................................... ii
Copyright Statement .......................................................................................... v
Publication Agreement Declaration ................................................................... vi
Table of Content……………………………………………………………… vii
Thesis Body
Abstract .................................................................................................... 1
Key Words ................................................................................................ 1
Introduction .............................................................................................. 1
Literature Review ..................................................................................... 3
Teaching Speaking .......................................................................... 3
Strategies of Teaching Speaking ……..…………..…………….... 4
The Study .................................................................................................. 8
Type of Research………………………………………………. ... 8
Context of the Study ....................................................................... 8
Participants ..................................................................................... 8
Instrument of Data Collection .......................................................... 9
Procedures of Data Collection ......................................................... 10
Data Analysis ................................................................................... 10
Discussion ................................................................................................. 10
Conclusion ................................................................................................ 17
Acknowledgement ............................................................................................. 19
References .......................................................................................................... 20
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Abstract
This study was aimed to investigate and describe the teachers’ strategies
in teaching speaking to students at LPK Padma Widyanata Easy English
Education Salatiga (Easy English). Easy English was chosen because I found
that speaking is mostly emphasized, during four months of teaching in Easy
English. Meanwhile, when I was doing my teaching practicum in one of senior
high schools in Salatiga, speaking and listening were skills in English that were
largely ignored, but writing and reading are getting focus. In addition, there are
many strategies in teaching speaking that could be applied in the classroom. The
participants of this research were three English teachers. They were2 junior
teachers that one teacher teaches for 6.5 years, and another one teaches for 2
years. The last one was a senior teacher that had been teaching for 15 years. In
collecting the data, Classroom observation was conducted to identify the
strategies of teaching speaking. The results revealed that encouraging students
to speak, giving motivation and making aware of scripts were the strategies used
by the teachers. Encouraging students to speak was the most frequently used
strategy. Assuring misunderstanding could occur and building a stock of
minimal responses were the strategies never used by the teachers.
Keywords: strategies, teaching speaking.
Introduction
Nowadays, English has a strategic position for International communication,
teaching speaking skill in English as foreign language (EFL) context is becoming very
important. People right now tend to learn English for communication skill purpose rather than
other skills. It is asserted by Richards and Renandya s (2002) cited in Cahyono & Widiati
(2006) which stated “A large percentage of the world’s language learners study English in
order to develop proficiency in speaking” (p. 201). Therefore, having a good quality of
teachers who have many strategies to be applied to teach the speaking skill may be very
helpful for students to attain the expected outcomes in speaking skill.
Teaching in Easy English made me aware that teacher’s strategies are the important
element that influences students’ success in mastering speaking skill. Actually, teachers can
conduct any strategies to make the class livelier as Orlich, et al. (2010) cited in Inayah (2012)
state that determining which teaching strategy that should be implemented in the class
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includes a thoughtful design and planning.It is similarly affirmed by Cole (2008) cited in
Anjaniputra (2013) that the teacher’s role is to afford effective plans/strategies in attaining
students’ educational needs, which is the communication using the language being learnt for
the general purpose. Essentially, Reiser, Dick, and Cole argued that the general purpose of
learning a language is students will be able to communicate the language learned, and
teachers have the responsibility to provide any strategies in teaching speaking skill.
My study about strategies in teaching speaking is not the first study that has been
done by Indonesian researchers. There are several studies such as the one done by
Anjaniputra,(2013) and Artini, Ahmad, Seken (2013).Both of them are doing research in the
same case that is looking at the importance of strategies used by teachers in teaching
speaking. Anjaniputra (2013) found that appropriate strategies would make the learning
process run effectively and improve students’ speaking skill. Meanwhile, Artini.et.al (2013)
found that the student who gives positive attitude toward the strategies would help them to
speak. However, I am intended to discuss the strategies used by teachers in teaching speaking
in this study.
Having considered the importance of speaking skills and strategies used by the
teachers in teaching speaking, this research is conducted to investigate and describe what the
strategies used by teachers in teaching speaking skill are. As a teacher, they must have some
strategies that are applied in a classroom; whose goals are to make the students more active,
have a livelier class and make those students easier to get the knowledge. A guided question
of the study is what are the strategies applied by the teachers in teaching speaking in LPK
Padma Widyanata Easy English Education Salatiga?
Looking at the speaking skill is an indicator of success or not, and the teachers have
an important role in providing some strategies in teaching speaking to get the best outcome;
Thus, this study is important to be conducted. It is because, in English learning process, a
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teacher is a main source who provides the techniques and skills to the students. They have an
important role in improving the students’ speaking skill; it is possible by providing suitable
strategies to get the best outcome.
The findings of this study are expected to give more references strategies for teachers
who want to improve their students’ speaking skill; therefore, teachers will have any optional
strategies to be applied in classroom. These strategies will cover the students’ need in
improving their ability in speaking.
LITERATURE REVIEW
Teaching Speaking
According to Nunan (2003) as cited in Kayi (2006) teaching speaking for English for
as second language (ESL) is teaching students to students to learn six things, that are “
produce the English speech sounds and sound patterns, Use word and sentence stress,
intonation patterns and the rhythm of the second language, Select appropriate words and
sentences according to the proper social setting, audience, situation and subject matter,
Organize their thoughts in a meaningful and logical sequence, Use language as a means of
expressing values and judgments, Use the language quickly and confidently with few
unnatural pauses, which is called as fluency” (p.1).
Teaching speaking is also about motivation as Nunan (1998) argues that the
willingness of the learners to communicate or not is basedon their motivation itself, so the
teachers need to realize about that. Nunan also added that the learners will have the better
outcome when the teachers give them more meaningful materials and tasks. What Nunan
(1998) states before may indicate that a teacher should be a creative teacher who will provide
many strategies, motivation and creative task for students in teaching speaking.
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Strategies of Teaching Speaking
There are many strategies which teachers usually in teaching speaking. Some are
purposed by Burkart (1998) in his modules entitled “Spoken language: What it is and how to
teach it”. Burkart (1998) mentioned that there are three effective ways in developing
students’ speaking skill, those are building up a minimal response, making aware of the script
and assuring that misunderstanding can occur. Also, Khameis (2006) found that there are
many strategies which could be implemented by the teacher to improve students’ speaking
skill. Those are giving the motivation to speak and encouraging students to speak. Those five
strategies will be used as the guided strategies during my research.
Encouraging Students’ to Speak
In order to encourage students’ participation, teachers should have strategies to be
applied in the classroom. According to Khameis (2006) “The strategies the teacher should
focus on should be interesting and should capture students’ attention (P.112)” in line with
Khameis, Brown (1994) also mentioned the importance strategies to be applied in the
classroom, he said that if strategies are essentially motivating and demanding to students’
goals and wellbeing then it can have a constructive impact on their speaking skill. In
Khameis’s journal conclusion, she said that she really recommends teachers to find activities
that allow students to work collaboratively such as role play. That activity is strongly
recommended by Khameis because the activities are child-centered. Peck (1978) cited in
Khameis (2006) states that “Activities need to be child-centered and communication should
be authentic. This means that children are listening or speaking about something that make
them interested, for their own reasons, and not merely because a teacher has asked them to”
(1978, p.139).Adding some elements wherever possible depending on what students’ need for
doing some research before is a must. In contrast with Khameis said about the activity that
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recommended to apply this day, drilling is one of activity that is often practiced in traditional
classroom, which is one person is asking, and then another one will answer. The questions
and answers are actually structured by the teacher. Drilling is defined by Thornbury (2005) as
teachers’ strategy to imitate and repeat the words, phrases, and even whole utterances.
Role play itself is a speaking activity when you put yourself into somebody else in
case for an action in a character into an imaginary situation. In teaching speaking, role play is
very important as Larsen-Freeman pointed out in her book "Techniques and Principles in
Language Teaching", "Role-plays are very important in the Communicative Approach
because they give students an opportunity to practice communicating in different social
contexts and in different social roles." (Larsen-Freeman).Thus, the teacher can tell the
students that you are Jackson, you go to the dentist and tell him what happened last night.
Giving Motivation to Speak
When giving motivation to the students, the key of giving motivation is teachers
should know how to build students’ motivation by knowing what the students’ want to
achieve in the class. Some students may worry a lot about grade; some of students may want
to explore their ideas in the class. So, motivation is an important aspect in each student to
reach the goal of the study. The following are several tips that can take by the teachers in
order to give motivation to the students as cited in CET module by university of southern
California:
1.
Teachers can state clearly and explicitly what students need to do to receive the
best grade in the course.
2.
Teachers can come early and have some conversation with their students to know
what they learn in school, what they want to learn in the class, and what they are
interested in.
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3.
Teachers can give simple positive comment to the class, praise the students who
contribute a lot in the class
4.
Teachers can give the material that is related to the updated socio-culture matters.
When giving motivation, teachers actually should realize that there are two main
categories of motivation; which is categorized by (Ryan & Deci, 2000; Thorkildsen &
Nicholls, 2002) cited in Hotimah, etal (2013) that are recognized as extrinsic and intrinsic
motivation. In intrinsic motivation learners freely connect in an activity for their own
satisfaction. Thus, teachers need to use motivating tasks and activities in order to maintain
their students’ level of motivation. In the other hand, extrinsic motivation is a motivation that
can get be obtained when someone else appreciates their work, or when students could avoid
the negative penalty of not learning. In extrinsic motivation, teachers can give good marks
and rewards to the students.
Building Up Stock of Minimal Responses
Bahrani Taher & Soltani Rahmatollah (2012) stated that reinforcing a stock of
minimal responses that learners can use in different types of exchanges is a way to improve
them to start participating. In line with Bahrani and Soltani, Burkart (1998) emphasized that
minimal responses can be portended; especially idiomatic phrases in a conversation that
participants use to show understanding, agreement, doubt, and other responses to what
another speaker is saying. Students’ handbooks actually have provided many kinds of
responses that may be commonly used in daily conversation, such us expressing agree and
disagree, an opinion, doubt, and interest. What Bahrani, Soltani & Burkat mentioned above
indicate that students who have a stock of such responses make possible to focus on what the
other participants is saying, without having concurrently planned a response. The followings
are the examples of stock minimal responses according to Burkart (1998) that can be taught
in classroom:
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1.
Agreeing with what was said: absolutely; yes, that's right
2.
Indicating possible doubt: really? Are you sure?
3.
Agreeing to cooperate or not: of course; okay; sorry, I can't; I'm afraid not
4.
Expressing an opinion: that's nice; how lucky! That’s too bad
5.
Expressing interest, encouraging the speaker to continue: what happened
next?;That’s really interesting; what did you do?
Making Aware of the Script
The script is defined by Bahrani Taher &Soltani Rahmatollah (2012) as
communication situations that are connected with a predictable set of spoken interactions.
Making aware of the script is very helpful for students. It is confirmed by Burkart (1998,
P.13) who stated that “It not only helps us to interpret what others say to us, but it also
prepares us with a stock of language that we can use in response”. The knowledge of “script”
might not be commonly used in Indonesia. Moreover, this is one of strategy that can be easy
to be applied in teaching speaking. By using script, a teacher uses an interactive activities and
teaches the varying language in the situation, like what Bahreni Taher & Soltani Rahmatollah
(2012) said that “Through interactive activities, instructors can give students practice in
managing and varying the language that different scripts contain (P.26)”.The main thing in
recognizing script is a teacher has to help students to be aware of many scripts. If the
awareness is raised, it is not impossible for students to predict easily what they will listen and
how they should give the responses. Therefore, a teacher should provide many kinds of the
script that may be useful in daily life; such us cinema scripts, drugstore scripts, dentist’s
scripts, school scripts, library scripts, and etc. Then, when students find the situation and have
to make the situation, they can predict what they must say and what they must response.
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Assuring that Misunderstanding can occur
One factor that makes students feels embarrassed or shy to speak is they are afraid that
the partner does not understand what the students are talking about or they do not understand
what their partner says. Therefore, a teacher has important roles in giving an explanation that
misunderstanding in speaking almost happens even in the highest speaking skill. It is
confirmed by Taher & Soltani Rahmatollah (2012) who stated that to clarification and
comprehension’s check; teachers could provide strategies and phrases to learners. Actually,
the teachers can create an authentic practice environment in the classroom by reinforcing
students to use clarification phrases when misunderstanding happens in the class. One
example of using language to talk about language is when students have missed most of the
meaning; teacher can provide phrases to clarify like “could you say that again, please?: That
phrases may be very helpful for students then that situation is coming. Other examples of
phrases that can be taught to the students when misunderstandings occur according to Burkart
(1998) are:
1.
When unsure of the speaker's meaning, repeat what you think the speaker said in
a question: Excuse me; did you say that the sun rises in the west?
2.
When you have missed most of the meaning: Could you say that again, please?
3.
When you don't know the word for something, describe it and ask its name: What
do you call the stuff that falls out of the sky, that is rain but frozen?
THE STUDY
This research is a descriptive study. This research is to describe and investigate the
English teachers’ strategies in teaching speaking. This type of research method is appropriate
to be used in my study because I describe the data I had by explaining in words rather than in
statistic data.
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Context of the study
The study was conducted in one of English course named LPK Padma Widyanata Easy
English Education Salatiga, Central Java, Indonesia. This place was chosen because Easy
English is one of course that provides speaking class in as a subject. During the observation,
the researcher also found that many students have a good speaking ability.
Participants
The participants are three English teachers in Easy English Salatiga. The first one is a
senior teacher, who has taught around 15 years above. The second one is junior teachers, a
teacher who teaches for 6.5 years and the second one is a teacher that teaches for 2 years. The
reason for these teachers chosen is because teachers in different generation use different
strategies applied when teachers teach in first grade to third grade of senior high school. It
must be various strategies applied there. It will be good sources for this research.
Instrument of Data Collection
The data of this study were obtained from class observation. The researcher used realtime observation which meant during the classroom observation the data are collected by
using observation protocol. The observation was conducted 3 times
Observation Protocol
Name of Teacher :
Date/ time :
Classroom
:
Duration
Topic
:
Types of strategies
Examples
Time
ETS GM
BSMR
:
MAOS AMISS
10.15
10.20
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Notes
ETS
: Encourage students to speak
GM
: Giving Motivation
BSMR : Building stock of minimal responses
AMISS : Assuring that misunderstanding occurs
Data Collection Procedure
To collect the data, first of all, I asked the permission from the director of Easy English
to conduct research in that school. After that, I chose three English teachers from different
generations. Because it enabled teachers to have different strategies applied in the classroom.
After choosing the participants, I conducted a classroom observation which helped me to get
the information on what strategies applied by teachers to improve students’ speaking skill are.
When the teachers taught, I had an observation protocol; I put a thick to kinds of strategies
that were applied by teachers.
Data Analysis Procedure
The data obtained from class observation are classified into the strategies written in
observation protocol. The researcher also wrote the examples of each strategy that are used
by the teacher in the observation protocol. After the data were classified, it was described
based on the theories and the examples of each strategy to get the result of this research.
FINDINGS AND DISCUSSIONS
The Study used three English teachers as the participants. The result of the study
showed that among the five strategies proposed by both Khameis(2006) and Burkart (1998),
only three of strategies used by teachers in improving students’ speaking skill. That are
encouraging students to speak, giving motivation, and making aware of the scripts.
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Meanwhile, Building up Stock of Minimal Responses and Assuring that Misunderstanding
can occur are never used by the teachers.
Encouraging Students to Speak
Encouraging students to speak is the first strategy found which was frequently used by
the teacher in improving students’ speaking skill. This strategy was used almost a quarter of
the lesson’s time. Almost all of the teachers used this strategy after more or less 20 minutes
of the lesson’s time. Although all of the teachers used this strategy, they applied this strategy
differently each other.
Teacher A encouraged students by using the pictures, discussions, and presentations
as guidance to speak. This was in line with what Nunan said (2000) as cited in Hue (2010)
providing students with task guidance will encourage learners to speak in the classroom.
What teacher A did is illustrated in the first excerpt.
Excerpt 1:
Teacher A: Okay class, there are 6 pictures in your book. Now, I want you to match
with the vocabularies in the lists.
Teacher A: if you have finished matching them, now…I want you chooses three jobs
and then tries to describe it orally. You can make a simple draft as your
guidelines.
It can be seen from the excerpt 1that the teacher A was teaching speaking for
University students with the topic was job and occupations. College students tended to have a
more serious environment while learning. Therefore, in order to create the comfortable
environment to speak, the teacher allowed students to discuss how they will describe the job
and occupations. After they finished discussing it, they would have a chance to present it in
front of the class. I found that having tasks that related to student’ experience was suitable to
be applied by the teacher to encourage students to speak in the classroom.
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Different with teacher A, Teacher B encouraged the students by combining drilling
and using pictures. What teacher B did is illustrated in the second excerpt.
Excerpt 2:
Teacher B: Okay Stop. Repeat after me! We have alphabets, repeat after me, okay?
Teacher B: guys, there are pictures of countries and people from that countries, kalau
kamu ketemu orang asing Tanya begini “Where are you from?” kalau
kamu dintanya jawabnya seperti ini “I am from Indonesia” understand?
Okay, let’s repeat after me.
It can be seen from the excerpt 2, it showed that teacher B used different combination
activities in order to encourage students to speak. The teacher chose drilling as one of the
activities that applied in the class. For students who had low ability in speaking, I found that
drilling is very helpful for students to speak. In the other side, the teacher also provided a
game to stimulate students to speak. The game actually became the relaxation after stressful
having some drill. In this observation, I found that it was important to notice the
psychological condition of the students, because it determines whether they wanted to speak
or not
The use of drilling itself was influenced by the experience of teacher B in teaching
speaking. Teacher B is the most senior teacher who has been teaching more than 10 years. I
found that a senior teacher still considered drilling as the most suitable strategy to be applied
because senior teacher focused more on the accuracy of the language itself.
Meanwhile, teacher C encouraged the students to speak by providing asimple game
and also role play
Excerpt 3:
Teacher C: Okay X, I have some menus of restaurant here; let’s pretend that you are
the waiter. Your job is to ask people outside. Imagine that they are the
customers. You have to write what they order. Ready?
Teacher C: X, I have game for you, this is called snake and ladder. The rule is if you
stop in a picture, you have to say “this is a/an……I like it because….I
doesn’t like it because….”Okay?
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Different with Teacher A and Teacher B, Teacher C taught speaking for the 5 th grade
of elementary school. It can be seen from the excerpt3 which was shown that teacher
encourage students to speak by using game and role play. The game was called snake and
ladder. It had really helped students to speak. The game provided vocabularies in each
column. When a student got some columns, he had to speak related to the vocabulary. Role
play used by teacher C also really encouraged students to speak. The teacher asked the
student to do the role play not only with the teacher, but also with the staff. For a student who
sits on grades 5thof an elementary school which had good ability in speaking, role play was
really the proof to make the students had more confidence to speak.
The variety of using the strategies to encourage students to speak was determined by
some factors. Those were the students, environment, and teacher’s experience in teaching
speaking. In this research I also found that the three teachers combined some activities to
make students more interested to speak, make students speaking all of the time with friends
and teachers are a very good way of building the confidence of the students. Although the
teachers had been little bit creative when encourage students to speak, actually they had do
more. Like what Khaemis (2006) found in his research that actually puppet and song can be
used while encourage students to speak. The used of those tools are might be suitable used in
Indonesia, because puppet and song are very familiar for students.
Giving Motivation
Giving motivation is another strategy that is used by the teacher to improve students’
speaking skill. During the observation, I found that the teachers gave motivation in different
ways. There were two teachers used this strategy and another teacher did not use this strategy
at all. Teacher A provided motivation in two ways. First, the motivation was given when
students showed improvement, the second one was that students got frustrated and could not
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say anything. The teachers’ way in giving that motivation was almost the same with giving a
simple positive comment to the class
Excerpt 4:
Teacher A: That’s okay, as long as you try to speak in English. Just say what you are
going to say
Teacher A: That’s okay M, comm. on…!
It can be seen in the excerpt 4, this strategy was appeared when the teacher A looked
her students very frustrated and confused what they were going to say. Students usually gave
positive responses toward the motivation. Motivation itself could be done many times
depends on students' conditions. If the first motivation has not given any impact yet, the
teacher could give second, third and others motivations.
The motivation which was done by Teacher A was actually needed to be done
because the background of the students themselves who came from senior high school which
was the teacher as not taught in a good way, even the teacher seldom taught the lesson. By
giving motivation a lot in the lesson, the students feel respectful when speaking that make
them have more bravely to speak. In line with my findings about the important of motivation,
Khan (2013) writes on his findings in his article that teacher should be able to motivate
learners because motivation is one of crucial part in education.
Meanwhile for teacher B, she provided motivation not only at the beginning and the
last time of the lesson but also all of the time of the lesson. At the beginning of the lesson the
teacher came early to the class and had some conversation about what they had learned in the
school. At the last of the class, the teacher gave some chocolate to the students who
participate a lot.
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Excerpt 5:
Teacher B: Why do you look so tired? Common guys, we need to talk a lot today!
What did you learn before this class? How does your teacher teach you English? Siapa
saja yang hari ini semangat, I will give you chocolates!
Teacher B: Here the chocolates for you…remember you have to be confident to speak
English! Okaaay!
Different with teacher A, Teacher B motivated the students in different ways. Teacher
B only gave the motivation at the beginning and at the last of the lesson. Students sometimes
come to class with low motivation to study. In this case, a teacher had an important role to
use some phrases or sentences to make them have higher spirit to be involved in the class. By
communicating the teachers’ expectations and goals in learning, students really challenged
and work hard to achieve the goals. It is also important for students to view the goals as in
their reach.
Motivations given at the beginning and at the last of the lesson were influenced by the
condition of the students itself. In this case, the class was started after they finished their
lesson in their school. Therefore, they looked so tired, hungry and did not have the spirit to
learn. Then, teacher B held an important role in helping them to be motivated to speak. This
was proven effectively in helping students to have the higher motivation to contribute in the
class. Then, I noticed that giving motivation when the class was started was very efficient
because the teacher did not need to give motivation all of the time.
In contrast with teacher A and teacher B, teacher C almost never gave motivation to
students. There are many factors that make teacher C did not give motivations to the student.
First, the class is on 10 a.m., morning class, in fact, could give self-motivation to the students
itself. The second one is the student is a very smart student. Even he could communicate very
fluently to someone else. The third is student have confident to speak with someone else, that
made the lesson flow smoothly without any motivation needed. The reason why motivation
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did not appear in this class is because the student has high self-motivation or intrinsic
motivation toward the lesson.
Making aware of Scripts
The third strategy that was used by teacher to improve students speaking skill was
making aware of the scripts. As I described in the literature review, the goal of making aware
of scripts itself was to raise the awareness of the students toward some situation and how to
speak when they found those different situations. The result of my observation found that
only teacher A used this strategy. We can see in the excerpt 6
Excerpt 6:
Teacher A: okay class; now I want you work in pairs. Your job is to create a short
conversation for 4-6 speeches. Your conversation must be based on the
situation when you have to meet a new client to talk about the possibility
of having some cooperation.
The use of this strategy might be considering 2 things. The first one is the
background of the students itself. The teacher was teaching university students. It means that
the environment of the class should be more serious rather than secondary school or even
elementary school. I found that the effect of teaching using this strategy is that the class will
be more serious. The second one is due to the needs of the students themselves, because of
the needs of the students itself. In this case the students are economic students. Basically,
they will meet some people in formal language in some cases in her future. Scripts itself
provide language that tends to be formal. In addition, by using script, a student could have
ability to answer in some cases, and the student will also learn automatically the way people
answer the questions. That is the way of a teacher may be considering a script as a perfect
strategy to develop university students speaking skill.
Different with teacher A, teacher B and C did not use script as their strategy in
developing students speaking skill. If I look into the two same reasons; teacher B who teaches
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senior high school students, students need the class environment which are not too serious but
not merely funny at all. Therefore, the script here is not really suitable for senior high
schools. Moreover, students with teacher B have the low ability in speaking. The script may
not be easy to be applied if the students do not have a good ability in speaking. The simple
reason is they will be quite hard to think what they want to say in some situations.
Teacher C also did not use the script as the strategy to develop students to speak.
The first reason that might appear is the students who were from junior high school. That
must be so boring if students from that level are taught by using the script. Then, the function
of the script as guidance, when students meet someone in some different situations, may not
be totally achieved. It is not caused by the situation that may not be appearing in students’
life, but it is more on the ability to remember the script. The script will not be too useful
when the student could not remember the part well. Another reason that may acceptable is the
students need to have more funny experience in learning English, especially speaking.
Therefore, the script may not have the characteristic of funny learning in learning speaking.
CONCLUSION
The aim of the study is to investigate and describe what the strategies applied by
teachers in teaching speaking to students at LPK Padma Widyanata Easy English Education
Salatiga. The result of observation, the teacher used encouraging students to speak, giving
motivation and making aware of scripts as the strategies to teach speaking. Among the
strategies, encouraging students to speak was used the most by teachers with all teachers
applied it in their class. The teachers tend to encourage students to speak by providing some
activities like role play, drilling, using picture and games. It can be concluded that
encouraging students to speak strategies, were used the most by the teachers in LPK Padma
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Widyanata Easy English Education Salatiga in teaching speaking skill. As recommendation,
it would be better if the teachers choose the correct strategies to achieve maximum result in
improving students speaking skill. Hopefully, this finding can be the guidance for the English
teachers in improving students’ speaking skill. When learners are aware of these strategies,
they became more motivated to speak and used the most effective strategies. In addition,
the teachers become more aware of students’ feelings, needs, and interests when teaching
speaking.
There are three limitations in this study. First, there are only three strategies used by
the teachers that found by the researcher. Second, the participants of this study were only 3
English teachers of Easy English. Third, there is only one of English course that as the
context of the study. Further research may involve many English courses which are not only
in Salatiga but also outside Salatiga. Adding the amount of the participants may also get the
different result of the study. I would also suggest that actually teacher could be more creative
regarding to use the strategy in teaching speaking.
18
ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious and the Most Merciful One
Alhamdulillah, all praises to Allah for the strengths and blessing in completing this
thesis. The special appreciation goes to my supervisor Mrs. Maria Eko S, M.Hum for the
continuous support of my study and research, for her patience, motivation, enthusiasm, and
immense knowledge. Besides my supervisor, I would like to thank to my second reader Mr.
Dian Toar Y.G. Sumakul, M.A for his support and knowledge regarding this topic.
I would like to express my appreciation to the family of Easy English Salatiga.
Especially, the headmaster, Mr. Taufik G. Utomo, S.pd for allowing me to conduct the
research for my thesis. My acknowledgement also goes to my bro Luthfi Retriansyah for
stimulating discussion, motivation and for the hard work that we were working together
before the deadlines.
Sincere thanks to family of ELEVENERS (ED 2011) and all my friends especially
Deni, Febrian, Antok, Aghas, Tia, Chery, Ulya, Fitri, Yeni, and Lesti for their kindness and
moral support during my study. Thanks for the friendship and memories.
Last but not least, my deepest gratitude goes to my beloved parents; Pak Sugeng and
Bu Ning and also to my brother Agung for their endless love, prayers and encouragement.
Also, my beloved woman, Sirliya, I would like to give my gratitude for her love and care. For
those who are indirectly contributed in this research, your kindness means a lot to me. Thank
you very much.
Adi Nugroho, September 2015
19
REFERENCES
Abdulkarim, R., and Jadiry, A.A. (2012).The Effect of Cooperative Learning Group Division Based
on Multiple Intelligences Theory and Previous Achievement on Scientific Thinking Skill
Development of Ninth Grade Students in Oman. European Journal of Social Sciences ISSN
1450-2267 Vol.27 No.4, Euro Journals. Retrieved September 15, 2014 from
http://www.researchgate.net/profile/Raed_Abdulkarim/publication/250305799_The_Effect_of_
Cooperative_Learning_Group_Division_Based_on_Multiple_Intelligences_Theory_and_Previo
us_Achievement_on_Scientific_Thinking_Skills_Development_of_Ninth_Grade_Students_in_
Oman/links/00b7d51e995801b619000000.pdf
Anjaniputra, A.G. (2013). Teacher’s Strategies in Teaching Speaking to Students at Secondary Level
:Indonesia University of Education. Retrieved September 16, 2014 from
http://download.portalgaruda.org/article.php?article=163794&val=5784&title=TEACHER%C3
%A2%E2%82%AC%E2%84%A2S%20STRATEGIES%20IN%20TEACHING%20SPEAKIN
G%20TO%20STUDENTS%20AT%20SECONDARY%20LEVEL
Artini,etal. (2013). A Study On Strategies For Teaching Speaking and Reading Comprehension
Skill.e-Journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi
Pendidikan Bahasa Inggris (Volume 1 Tahun 2013). Retrieved January, 15 2015 from
http://pasca.undiksha.ac.id/e-journal/index.php/jpbi/article/download/869/623.
Bahrani, Taher & Soltani, Rahmatollah.(2012). How to Teach Speaking: Journal of
Education and Practice, Vol. 3 No. 2, 26&29
Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy. New
York: Longman.
Cahyono, B.Y., and Widiati, Utami.(2011).The Teaching of English as a Foreign Language in
Indonesia. Malang: State University of Malang Press. Retrieved September 7, 2015
fromhttp://library.um.ac.id/free-contents/index.php/buku/detail/the-teaching-of-english-as-aforeign-language-in-indonesia-bambang-yudi-cahyono-utami-widiati-38750.html
Grace Stovall Burkart (1998) Spoken language: What it is and how to teach it: DC: Center for
Applied Linguistics. Retrieved April 5, 2015 fro
http://files.eric.ed.gov/fulltext/ED433722.pdf
Hotimah, etal. (2013). The Low Motivation of Students in Learning English Foreign Language in The
Context Of Speaking: Sultan Ageng Tirtayasa University
Inayah, N. (2012). EFL Teachers’ Teaching Strategies In Public Vocational High Schools In
Singaraja.Retrieved 10 April 2015
fromhttp://download.portalgaruda.org/article.php?article=259110&val=7031&title=EFL%20T
EACHERS%C3%A2%E2%82%AC%E2%84%A2%20TEACHING%20STRATEGIES%20IN
%20PUBLIC%20VOCATIONAL%20HIGH%20SCHOOLS%20IN%20SINGARAJA.
Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second
Language :University of Nevada (Nevada,USA). Retrieved April 10, 2015 from
http://unr.edu/homepage/hayriyek
20
Khameis, M. (2006).Using Creative Strategies to Promote Students’ Speaking Skills:Fujairah
Woman’s College. Retrieved January 10 2015 from http://marifa.hct.ac.ae/files/2011/07/UsingCreative-Strategies-to-Promote-Students-Speaking-Skills.pdf
Khan, A.I. (2013).Speaking skills and teaching strategies: the case of an EFL classroom:Elixir Edu.
Tech. 58 (2013) 14557-14560. Retrieved May 20, 2015 fromwww.elixirpublishers.com
Larsen-Freeman, (n.d.)D.Techniques and Principles in Language Teaching.Oxford : University press
Minh, N.H. (2010). Encouraging Reluctant ESL/EFL Learners to speak in the classroom: The Internet
TESL
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Nunan, D. (1998). Language teaching methodology: A Textbook for Teachers, Prentice Hall,
New York.
Thornbury, S. (2005).How to teach speaking. Harlow: Longman.
Soureshjaniheidarikamal & Riahipour Parisa (2012).Demotivating Factors on English Speaking Skill:
A Study of EFL Language Learners and Teachers’ Attitudes:World Applied Sciences Journal
17 (3): 327-339, 2012 ISSN 1818-4952© IDOSI Publications, 2012. Retrieved 10 January from
http://www.idosi.org/wasj/wasj17%283%2912/10.pdf
Volya. (2009). Students’ Speaking Strategies and Teachers’ Teaching Speaking Strategies at
Senior H igh Schools in Kerinci District.
_____, (2015). Motivating Your Students: University of Southern California. Retrieved 10 January
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ur_Students.pdf
21
Padma Widyanata
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Adi Nugroho
112011093
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2015
i
ii
iii
iv
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best my knowledge and my belief, this contains no material
previously published or written by any other person expect where due references
is made in the text.
Copyright@2015. Adi Nugroho and Maria Christina Eko S, M. Hum.
All rights reserved. No part of this thesis may be produced by any means without
permission of at least one of the copyright owner or the English Language
Education Program, Faculty of Language and Literature, Satya Wacana Christian
University, Salatiga.
Adi Nugroho
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vi
TABLE OF CONTENT
Cover .................................................................................................................. i
Approval Page .................................................................................................... ii
Copyright Statement .......................................................................................... v
Publication Agreement Declaration ................................................................... vi
Table of Content……………………………………………………………… vii
Thesis Body
Abstract .................................................................................................... 1
Key Words ................................................................................................ 1
Introduction .............................................................................................. 1
Literature Review ..................................................................................... 3
Teaching Speaking .......................................................................... 3
Strategies of Teaching Speaking ……..…………..…………….... 4
The Study .................................................................................................. 8
Type of Research………………………………………………. ... 8
Context of the Study ....................................................................... 8
Participants ..................................................................................... 8
Instrument of Data Collection .......................................................... 9
Procedures of Data Collection ......................................................... 10
Data Analysis ................................................................................... 10
Discussion ................................................................................................. 10
Conclusion ................................................................................................ 17
Acknowledgement ............................................................................................. 19
References .......................................................................................................... 20
vii
Abstract
This study was aimed to investigate and describe the teachers’ strategies
in teaching speaking to students at LPK Padma Widyanata Easy English
Education Salatiga (Easy English). Easy English was chosen because I found
that speaking is mostly emphasized, during four months of teaching in Easy
English. Meanwhile, when I was doing my teaching practicum in one of senior
high schools in Salatiga, speaking and listening were skills in English that were
largely ignored, but writing and reading are getting focus. In addition, there are
many strategies in teaching speaking that could be applied in the classroom. The
participants of this research were three English teachers. They were2 junior
teachers that one teacher teaches for 6.5 years, and another one teaches for 2
years. The last one was a senior teacher that had been teaching for 15 years. In
collecting the data, Classroom observation was conducted to identify the
strategies of teaching speaking. The results revealed that encouraging students
to speak, giving motivation and making aware of scripts were the strategies used
by the teachers. Encouraging students to speak was the most frequently used
strategy. Assuring misunderstanding could occur and building a stock of
minimal responses were the strategies never used by the teachers.
Keywords: strategies, teaching speaking.
Introduction
Nowadays, English has a strategic position for International communication,
teaching speaking skill in English as foreign language (EFL) context is becoming very
important. People right now tend to learn English for communication skill purpose rather than
other skills. It is asserted by Richards and Renandya s (2002) cited in Cahyono & Widiati
(2006) which stated “A large percentage of the world’s language learners study English in
order to develop proficiency in speaking” (p. 201). Therefore, having a good quality of
teachers who have many strategies to be applied to teach the speaking skill may be very
helpful for students to attain the expected outcomes in speaking skill.
Teaching in Easy English made me aware that teacher’s strategies are the important
element that influences students’ success in mastering speaking skill. Actually, teachers can
conduct any strategies to make the class livelier as Orlich, et al. (2010) cited in Inayah (2012)
state that determining which teaching strategy that should be implemented in the class
1
includes a thoughtful design and planning.It is similarly affirmed by Cole (2008) cited in
Anjaniputra (2013) that the teacher’s role is to afford effective plans/strategies in attaining
students’ educational needs, which is the communication using the language being learnt for
the general purpose. Essentially, Reiser, Dick, and Cole argued that the general purpose of
learning a language is students will be able to communicate the language learned, and
teachers have the responsibility to provide any strategies in teaching speaking skill.
My study about strategies in teaching speaking is not the first study that has been
done by Indonesian researchers. There are several studies such as the one done by
Anjaniputra,(2013) and Artini, Ahmad, Seken (2013).Both of them are doing research in the
same case that is looking at the importance of strategies used by teachers in teaching
speaking. Anjaniputra (2013) found that appropriate strategies would make the learning
process run effectively and improve students’ speaking skill. Meanwhile, Artini.et.al (2013)
found that the student who gives positive attitude toward the strategies would help them to
speak. However, I am intended to discuss the strategies used by teachers in teaching speaking
in this study.
Having considered the importance of speaking skills and strategies used by the
teachers in teaching speaking, this research is conducted to investigate and describe what the
strategies used by teachers in teaching speaking skill are. As a teacher, they must have some
strategies that are applied in a classroom; whose goals are to make the students more active,
have a livelier class and make those students easier to get the knowledge. A guided question
of the study is what are the strategies applied by the teachers in teaching speaking in LPK
Padma Widyanata Easy English Education Salatiga?
Looking at the speaking skill is an indicator of success or not, and the teachers have
an important role in providing some strategies in teaching speaking to get the best outcome;
Thus, this study is important to be conducted. It is because, in English learning process, a
2
teacher is a main source who provides the techniques and skills to the students. They have an
important role in improving the students’ speaking skill; it is possible by providing suitable
strategies to get the best outcome.
The findings of this study are expected to give more references strategies for teachers
who want to improve their students’ speaking skill; therefore, teachers will have any optional
strategies to be applied in classroom. These strategies will cover the students’ need in
improving their ability in speaking.
LITERATURE REVIEW
Teaching Speaking
According to Nunan (2003) as cited in Kayi (2006) teaching speaking for English for
as second language (ESL) is teaching students to students to learn six things, that are “
produce the English speech sounds and sound patterns, Use word and sentence stress,
intonation patterns and the rhythm of the second language, Select appropriate words and
sentences according to the proper social setting, audience, situation and subject matter,
Organize their thoughts in a meaningful and logical sequence, Use language as a means of
expressing values and judgments, Use the language quickly and confidently with few
unnatural pauses, which is called as fluency” (p.1).
Teaching speaking is also about motivation as Nunan (1998) argues that the
willingness of the learners to communicate or not is basedon their motivation itself, so the
teachers need to realize about that. Nunan also added that the learners will have the better
outcome when the teachers give them more meaningful materials and tasks. What Nunan
(1998) states before may indicate that a teacher should be a creative teacher who will provide
many strategies, motivation and creative task for students in teaching speaking.
3
Strategies of Teaching Speaking
There are many strategies which teachers usually in teaching speaking. Some are
purposed by Burkart (1998) in his modules entitled “Spoken language: What it is and how to
teach it”. Burkart (1998) mentioned that there are three effective ways in developing
students’ speaking skill, those are building up a minimal response, making aware of the script
and assuring that misunderstanding can occur. Also, Khameis (2006) found that there are
many strategies which could be implemented by the teacher to improve students’ speaking
skill. Those are giving the motivation to speak and encouraging students to speak. Those five
strategies will be used as the guided strategies during my research.
Encouraging Students’ to Speak
In order to encourage students’ participation, teachers should have strategies to be
applied in the classroom. According to Khameis (2006) “The strategies the teacher should
focus on should be interesting and should capture students’ attention (P.112)” in line with
Khameis, Brown (1994) also mentioned the importance strategies to be applied in the
classroom, he said that if strategies are essentially motivating and demanding to students’
goals and wellbeing then it can have a constructive impact on their speaking skill. In
Khameis’s journal conclusion, she said that she really recommends teachers to find activities
that allow students to work collaboratively such as role play. That activity is strongly
recommended by Khameis because the activities are child-centered. Peck (1978) cited in
Khameis (2006) states that “Activities need to be child-centered and communication should
be authentic. This means that children are listening or speaking about something that make
them interested, for their own reasons, and not merely because a teacher has asked them to”
(1978, p.139).Adding some elements wherever possible depending on what students’ need for
doing some research before is a must. In contrast with Khameis said about the activity that
4
recommended to apply this day, drilling is one of activity that is often practiced in traditional
classroom, which is one person is asking, and then another one will answer. The questions
and answers are actually structured by the teacher. Drilling is defined by Thornbury (2005) as
teachers’ strategy to imitate and repeat the words, phrases, and even whole utterances.
Role play itself is a speaking activity when you put yourself into somebody else in
case for an action in a character into an imaginary situation. In teaching speaking, role play is
very important as Larsen-Freeman pointed out in her book "Techniques and Principles in
Language Teaching", "Role-plays are very important in the Communicative Approach
because they give students an opportunity to practice communicating in different social
contexts and in different social roles." (Larsen-Freeman).Thus, the teacher can tell the
students that you are Jackson, you go to the dentist and tell him what happened last night.
Giving Motivation to Speak
When giving motivation to the students, the key of giving motivation is teachers
should know how to build students’ motivation by knowing what the students’ want to
achieve in the class. Some students may worry a lot about grade; some of students may want
to explore their ideas in the class. So, motivation is an important aspect in each student to
reach the goal of the study. The following are several tips that can take by the teachers in
order to give motivation to the students as cited in CET module by university of southern
California:
1.
Teachers can state clearly and explicitly what students need to do to receive the
best grade in the course.
2.
Teachers can come early and have some conversation with their students to know
what they learn in school, what they want to learn in the class, and what they are
interested in.
5
3.
Teachers can give simple positive comment to the class, praise the students who
contribute a lot in the class
4.
Teachers can give the material that is related to the updated socio-culture matters.
When giving motivation, teachers actually should realize that there are two main
categories of motivation; which is categorized by (Ryan & Deci, 2000; Thorkildsen &
Nicholls, 2002) cited in Hotimah, etal (2013) that are recognized as extrinsic and intrinsic
motivation. In intrinsic motivation learners freely connect in an activity for their own
satisfaction. Thus, teachers need to use motivating tasks and activities in order to maintain
their students’ level of motivation. In the other hand, extrinsic motivation is a motivation that
can get be obtained when someone else appreciates their work, or when students could avoid
the negative penalty of not learning. In extrinsic motivation, teachers can give good marks
and rewards to the students.
Building Up Stock of Minimal Responses
Bahrani Taher & Soltani Rahmatollah (2012) stated that reinforcing a stock of
minimal responses that learners can use in different types of exchanges is a way to improve
them to start participating. In line with Bahrani and Soltani, Burkart (1998) emphasized that
minimal responses can be portended; especially idiomatic phrases in a conversation that
participants use to show understanding, agreement, doubt, and other responses to what
another speaker is saying. Students’ handbooks actually have provided many kinds of
responses that may be commonly used in daily conversation, such us expressing agree and
disagree, an opinion, doubt, and interest. What Bahrani, Soltani & Burkat mentioned above
indicate that students who have a stock of such responses make possible to focus on what the
other participants is saying, without having concurrently planned a response. The followings
are the examples of stock minimal responses according to Burkart (1998) that can be taught
in classroom:
6
1.
Agreeing with what was said: absolutely; yes, that's right
2.
Indicating possible doubt: really? Are you sure?
3.
Agreeing to cooperate or not: of course; okay; sorry, I can't; I'm afraid not
4.
Expressing an opinion: that's nice; how lucky! That’s too bad
5.
Expressing interest, encouraging the speaker to continue: what happened
next?;That’s really interesting; what did you do?
Making Aware of the Script
The script is defined by Bahrani Taher &Soltani Rahmatollah (2012) as
communication situations that are connected with a predictable set of spoken interactions.
Making aware of the script is very helpful for students. It is confirmed by Burkart (1998,
P.13) who stated that “It not only helps us to interpret what others say to us, but it also
prepares us with a stock of language that we can use in response”. The knowledge of “script”
might not be commonly used in Indonesia. Moreover, this is one of strategy that can be easy
to be applied in teaching speaking. By using script, a teacher uses an interactive activities and
teaches the varying language in the situation, like what Bahreni Taher & Soltani Rahmatollah
(2012) said that “Through interactive activities, instructors can give students practice in
managing and varying the language that different scripts contain (P.26)”.The main thing in
recognizing script is a teacher has to help students to be aware of many scripts. If the
awareness is raised, it is not impossible for students to predict easily what they will listen and
how they should give the responses. Therefore, a teacher should provide many kinds of the
script that may be useful in daily life; such us cinema scripts, drugstore scripts, dentist’s
scripts, school scripts, library scripts, and etc. Then, when students find the situation and have
to make the situation, they can predict what they must say and what they must response.
7
Assuring that Misunderstanding can occur
One factor that makes students feels embarrassed or shy to speak is they are afraid that
the partner does not understand what the students are talking about or they do not understand
what their partner says. Therefore, a teacher has important roles in giving an explanation that
misunderstanding in speaking almost happens even in the highest speaking skill. It is
confirmed by Taher & Soltani Rahmatollah (2012) who stated that to clarification and
comprehension’s check; teachers could provide strategies and phrases to learners. Actually,
the teachers can create an authentic practice environment in the classroom by reinforcing
students to use clarification phrases when misunderstanding happens in the class. One
example of using language to talk about language is when students have missed most of the
meaning; teacher can provide phrases to clarify like “could you say that again, please?: That
phrases may be very helpful for students then that situation is coming. Other examples of
phrases that can be taught to the students when misunderstandings occur according to Burkart
(1998) are:
1.
When unsure of the speaker's meaning, repeat what you think the speaker said in
a question: Excuse me; did you say that the sun rises in the west?
2.
When you have missed most of the meaning: Could you say that again, please?
3.
When you don't know the word for something, describe it and ask its name: What
do you call the stuff that falls out of the sky, that is rain but frozen?
THE STUDY
This research is a descriptive study. This research is to describe and investigate the
English teachers’ strategies in teaching speaking. This type of research method is appropriate
to be used in my study because I describe the data I had by explaining in words rather than in
statistic data.
8
Context of the study
The study was conducted in one of English course named LPK Padma Widyanata Easy
English Education Salatiga, Central Java, Indonesia. This place was chosen because Easy
English is one of course that provides speaking class in as a subject. During the observation,
the researcher also found that many students have a good speaking ability.
Participants
The participants are three English teachers in Easy English Salatiga. The first one is a
senior teacher, who has taught around 15 years above. The second one is junior teachers, a
teacher who teaches for 6.5 years and the second one is a teacher that teaches for 2 years. The
reason for these teachers chosen is because teachers in different generation use different
strategies applied when teachers teach in first grade to third grade of senior high school. It
must be various strategies applied there. It will be good sources for this research.
Instrument of Data Collection
The data of this study were obtained from class observation. The researcher used realtime observation which meant during the classroom observation the data are collected by
using observation protocol. The observation was conducted 3 times
Observation Protocol
Name of Teacher :
Date/ time :
Classroom
:
Duration
Topic
:
Types of strategies
Examples
Time
ETS GM
BSMR
:
MAOS AMISS
10.15
10.20
9
Notes
ETS
: Encourage students to speak
GM
: Giving Motivation
BSMR : Building stock of minimal responses
AMISS : Assuring that misunderstanding occurs
Data Collection Procedure
To collect the data, first of all, I asked the permission from the director of Easy English
to conduct research in that school. After that, I chose three English teachers from different
generations. Because it enabled teachers to have different strategies applied in the classroom.
After choosing the participants, I conducted a classroom observation which helped me to get
the information on what strategies applied by teachers to improve students’ speaking skill are.
When the teachers taught, I had an observation protocol; I put a thick to kinds of strategies
that were applied by teachers.
Data Analysis Procedure
The data obtained from class observation are classified into the strategies written in
observation protocol. The researcher also wrote the examples of each strategy that are used
by the teacher in the observation protocol. After the data were classified, it was described
based on the theories and the examples of each strategy to get the result of this research.
FINDINGS AND DISCUSSIONS
The Study used three English teachers as the participants. The result of the study
showed that among the five strategies proposed by both Khameis(2006) and Burkart (1998),
only three of strategies used by teachers in improving students’ speaking skill. That are
encouraging students to speak, giving motivation, and making aware of the scripts.
10
Meanwhile, Building up Stock of Minimal Responses and Assuring that Misunderstanding
can occur are never used by the teachers.
Encouraging Students to Speak
Encouraging students to speak is the first strategy found which was frequently used by
the teacher in improving students’ speaking skill. This strategy was used almost a quarter of
the lesson’s time. Almost all of the teachers used this strategy after more or less 20 minutes
of the lesson’s time. Although all of the teachers used this strategy, they applied this strategy
differently each other.
Teacher A encouraged students by using the pictures, discussions, and presentations
as guidance to speak. This was in line with what Nunan said (2000) as cited in Hue (2010)
providing students with task guidance will encourage learners to speak in the classroom.
What teacher A did is illustrated in the first excerpt.
Excerpt 1:
Teacher A: Okay class, there are 6 pictures in your book. Now, I want you to match
with the vocabularies in the lists.
Teacher A: if you have finished matching them, now…I want you chooses three jobs
and then tries to describe it orally. You can make a simple draft as your
guidelines.
It can be seen from the excerpt 1that the teacher A was teaching speaking for
University students with the topic was job and occupations. College students tended to have a
more serious environment while learning. Therefore, in order to create the comfortable
environment to speak, the teacher allowed students to discuss how they will describe the job
and occupations. After they finished discussing it, they would have a chance to present it in
front of the class. I found that having tasks that related to student’ experience was suitable to
be applied by the teacher to encourage students to speak in the classroom.
11
Different with teacher A, Teacher B encouraged the students by combining drilling
and using pictures. What teacher B did is illustrated in the second excerpt.
Excerpt 2:
Teacher B: Okay Stop. Repeat after me! We have alphabets, repeat after me, okay?
Teacher B: guys, there are pictures of countries and people from that countries, kalau
kamu ketemu orang asing Tanya begini “Where are you from?” kalau
kamu dintanya jawabnya seperti ini “I am from Indonesia” understand?
Okay, let’s repeat after me.
It can be seen from the excerpt 2, it showed that teacher B used different combination
activities in order to encourage students to speak. The teacher chose drilling as one of the
activities that applied in the class. For students who had low ability in speaking, I found that
drilling is very helpful for students to speak. In the other side, the teacher also provided a
game to stimulate students to speak. The game actually became the relaxation after stressful
having some drill. In this observation, I found that it was important to notice the
psychological condition of the students, because it determines whether they wanted to speak
or not
The use of drilling itself was influenced by the experience of teacher B in teaching
speaking. Teacher B is the most senior teacher who has been teaching more than 10 years. I
found that a senior teacher still considered drilling as the most suitable strategy to be applied
because senior teacher focused more on the accuracy of the language itself.
Meanwhile, teacher C encouraged the students to speak by providing asimple game
and also role play
Excerpt 3:
Teacher C: Okay X, I have some menus of restaurant here; let’s pretend that you are
the waiter. Your job is to ask people outside. Imagine that they are the
customers. You have to write what they order. Ready?
Teacher C: X, I have game for you, this is called snake and ladder. The rule is if you
stop in a picture, you have to say “this is a/an……I like it because….I
doesn’t like it because….”Okay?
12
Different with Teacher A and Teacher B, Teacher C taught speaking for the 5 th grade
of elementary school. It can be seen from the excerpt3 which was shown that teacher
encourage students to speak by using game and role play. The game was called snake and
ladder. It had really helped students to speak. The game provided vocabularies in each
column. When a student got some columns, he had to speak related to the vocabulary. Role
play used by teacher C also really encouraged students to speak. The teacher asked the
student to do the role play not only with the teacher, but also with the staff. For a student who
sits on grades 5thof an elementary school which had good ability in speaking, role play was
really the proof to make the students had more confidence to speak.
The variety of using the strategies to encourage students to speak was determined by
some factors. Those were the students, environment, and teacher’s experience in teaching
speaking. In this research I also found that the three teachers combined some activities to
make students more interested to speak, make students speaking all of the time with friends
and teachers are a very good way of building the confidence of the students. Although the
teachers had been little bit creative when encourage students to speak, actually they had do
more. Like what Khaemis (2006) found in his research that actually puppet and song can be
used while encourage students to speak. The used of those tools are might be suitable used in
Indonesia, because puppet and song are very familiar for students.
Giving Motivation
Giving motivation is another strategy that is used by the teacher to improve students’
speaking skill. During the observation, I found that the teachers gave motivation in different
ways. There were two teachers used this strategy and another teacher did not use this strategy
at all. Teacher A provided motivation in two ways. First, the motivation was given when
students showed improvement, the second one was that students got frustrated and could not
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say anything. The teachers’ way in giving that motivation was almost the same with giving a
simple positive comment to the class
Excerpt 4:
Teacher A: That’s okay, as long as you try to speak in English. Just say what you are
going to say
Teacher A: That’s okay M, comm. on…!
It can be seen in the excerpt 4, this strategy was appeared when the teacher A looked
her students very frustrated and confused what they were going to say. Students usually gave
positive responses toward the motivation. Motivation itself could be done many times
depends on students' conditions. If the first motivation has not given any impact yet, the
teacher could give second, third and others motivations.
The motivation which was done by Teacher A was actually needed to be done
because the background of the students themselves who came from senior high school which
was the teacher as not taught in a good way, even the teacher seldom taught the lesson. By
giving motivation a lot in the lesson, the students feel respectful when speaking that make
them have more bravely to speak. In line with my findings about the important of motivation,
Khan (2013) writes on his findings in his article that teacher should be able to motivate
learners because motivation is one of crucial part in education.
Meanwhile for teacher B, she provided motivation not only at the beginning and the
last time of the lesson but also all of the time of the lesson. At the beginning of the lesson the
teacher came early to the class and had some conversation about what they had learned in the
school. At the last of the class, the teacher gave some chocolate to the students who
participate a lot.
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Excerpt 5:
Teacher B: Why do you look so tired? Common guys, we need to talk a lot today!
What did you learn before this class? How does your teacher teach you English? Siapa
saja yang hari ini semangat, I will give you chocolates!
Teacher B: Here the chocolates for you…remember you have to be confident to speak
English! Okaaay!
Different with teacher A, Teacher B motivated the students in different ways. Teacher
B only gave the motivation at the beginning and at the last of the lesson. Students sometimes
come to class with low motivation to study. In this case, a teacher had an important role to
use some phrases or sentences to make them have higher spirit to be involved in the class. By
communicating the teachers’ expectations and goals in learning, students really challenged
and work hard to achieve the goals. It is also important for students to view the goals as in
their reach.
Motivations given at the beginning and at the last of the lesson were influenced by the
condition of the students itself. In this case, the class was started after they finished their
lesson in their school. Therefore, they looked so tired, hungry and did not have the spirit to
learn. Then, teacher B held an important role in helping them to be motivated to speak. This
was proven effectively in helping students to have the higher motivation to contribute in the
class. Then, I noticed that giving motivation when the class was started was very efficient
because the teacher did not need to give motivation all of the time.
In contrast with teacher A and teacher B, teacher C almost never gave motivation to
students. There are many factors that make teacher C did not give motivations to the student.
First, the class is on 10 a.m., morning class, in fact, could give self-motivation to the students
itself. The second one is the student is a very smart student. Even he could communicate very
fluently to someone else. The third is student have confident to speak with someone else, that
made the lesson flow smoothly without any motivation needed. The reason why motivation
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did not appear in this class is because the student has high self-motivation or intrinsic
motivation toward the lesson.
Making aware of Scripts
The third strategy that was used by teacher to improve students speaking skill was
making aware of the scripts. As I described in the literature review, the goal of making aware
of scripts itself was to raise the awareness of the students toward some situation and how to
speak when they found those different situations. The result of my observation found that
only teacher A used this strategy. We can see in the excerpt 6
Excerpt 6:
Teacher A: okay class; now I want you work in pairs. Your job is to create a short
conversation for 4-6 speeches. Your conversation must be based on the
situation when you have to meet a new client to talk about the possibility
of having some cooperation.
The use of this strategy might be considering 2 things. The first one is the
background of the students itself. The teacher was teaching university students. It means that
the environment of the class should be more serious rather than secondary school or even
elementary school. I found that the effect of teaching using this strategy is that the class will
be more serious. The second one is due to the needs of the students themselves, because of
the needs of the students itself. In this case the students are economic students. Basically,
they will meet some people in formal language in some cases in her future. Scripts itself
provide language that tends to be formal. In addition, by using script, a student could have
ability to answer in some cases, and the student will also learn automatically the way people
answer the questions. That is the way of a teacher may be considering a script as a perfect
strategy to develop university students speaking skill.
Different with teacher A, teacher B and C did not use script as their strategy in
developing students speaking skill. If I look into the two same reasons; teacher B who teaches
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senior high school students, students need the class environment which are not too serious but
not merely funny at all. Therefore, the script here is not really suitable for senior high
schools. Moreover, students with teacher B have the low ability in speaking. The script may
not be easy to be applied if the students do not have a good ability in speaking. The simple
reason is they will be quite hard to think what they want to say in some situations.
Teacher C also did not use the script as the strategy to develop students to speak.
The first reason that might appear is the students who were from junior high school. That
must be so boring if students from that level are taught by using the script. Then, the function
of the script as guidance, when students meet someone in some different situations, may not
be totally achieved. It is not caused by the situation that may not be appearing in students’
life, but it is more on the ability to remember the script. The script will not be too useful
when the student could not remember the part well. Another reason that may acceptable is the
students need to have more funny experience in learning English, especially speaking.
Therefore, the script may not have the characteristic of funny learning in learning speaking.
CONCLUSION
The aim of the study is to investigate and describe what the strategies applied by
teachers in teaching speaking to students at LPK Padma Widyanata Easy English Education
Salatiga. The result of observation, the teacher used encouraging students to speak, giving
motivation and making aware of scripts as the strategies to teach speaking. Among the
strategies, encouraging students to speak was used the most by teachers with all teachers
applied it in their class. The teachers tend to encourage students to speak by providing some
activities like role play, drilling, using picture and games. It can be concluded that
encouraging students to speak strategies, were used the most by the teachers in LPK Padma
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Widyanata Easy English Education Salatiga in teaching speaking skill. As recommendation,
it would be better if the teachers choose the correct strategies to achieve maximum result in
improving students speaking skill. Hopefully, this finding can be the guidance for the English
teachers in improving students’ speaking skill. When learners are aware of these strategies,
they became more motivated to speak and used the most effective strategies. In addition,
the teachers become more aware of students’ feelings, needs, and interests when teaching
speaking.
There are three limitations in this study. First, there are only three strategies used by
the teachers that found by the researcher. Second, the participants of this study were only 3
English teachers of Easy English. Third, there is only one of English course that as the
context of the study. Further research may involve many English courses which are not only
in Salatiga but also outside Salatiga. Adding the amount of the participants may also get the
different result of the study. I would also suggest that actually teacher could be more creative
regarding to use the strategy in teaching speaking.
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ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious and the Most Merciful One
Alhamdulillah, all praises to Allah for the strengths and blessing in completing this
thesis. The special appreciation goes to my supervisor Mrs. Maria Eko S, M.Hum for the
continuous support of my study and research, for her patience, motivation, enthusiasm, and
immense knowledge. Besides my supervisor, I would like to thank to my second reader Mr.
Dian Toar Y.G. Sumakul, M.A for his support and knowledge regarding this topic.
I would like to express my appreciation to the family of Easy English Salatiga.
Especially, the headmaster, Mr. Taufik G. Utomo, S.pd for allowing me to conduct the
research for my thesis. My acknowledgement also goes to my bro Luthfi Retriansyah for
stimulating discussion, motivation and for the hard work that we were working together
before the deadlines.
Sincere thanks to family of ELEVENERS (ED 2011) and all my friends especially
Deni, Febrian, Antok, Aghas, Tia, Chery, Ulya, Fitri, Yeni, and Lesti for their kindness and
moral support during my study. Thanks for the friendship and memories.
Last but not least, my deepest gratitude goes to my beloved parents; Pak Sugeng and
Bu Ning and also to my brother Agung for their endless love, prayers and encouragement.
Also, my beloved woman, Sirliya, I would like to give my gratitude for her love and care. For
those who are indirectly contributed in this research, your kindness means a lot to me. Thank
you very much.
Adi Nugroho, September 2015
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