STRATEGIES IN TEACHING SPEAKING TO ENGLISH DEPARTMENT STUDENTS Strategies In Teaching Speaking To English Department Students At Muhammadiyah University Of Surakarta.

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STRATEGIES IN TEACHING SPEAKING TO ENGLISH

DEPARTMENT STUDENTS

AT MUHAMMADIYAH UNIVERSITY OF SURAKARTA

PUBLICATION PAPER

by

ABDILLAH LILA NATA PRAJA A 320 070 266

SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA


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STRATEGIES IN TEACHING SPEAKING TO ENGLISH DEPARTMENT STUDENTS AT MUHAMMADIYAH UNIVERSITY OF SURAKARTA

Abdillah Lila Nata Praja Aryati Prasetyarini

Dwi Haryanti

School of Teacher Training and Education Muhammadiyah University of Surakarta

abdillahlila@gmail.com

ABSTRACT

This research paper is intended to describe strategies in teaching Speaking to English department students. The objective of this research is to describe the strategies used by the lecturer in teaching Speaking 3 to 3rd semester of English department student. The subject of this descriptive research is the English lecturer and the 3rd Semester students of English department in Muhammadiyah University of Surakarta 2012-2013 academic year. The researcher uses descriptive qualitative research. There are two types of data; primary and secondary. The primary data are taken from the first resources through the direct observation, while the secondary data are taken from the second resources that can be document.The writer collects the data of this research from teaching learning process, interview with the lecturer, interview with the students, document, and observation.In the analyzing data, the researcher employs descriptive qualitative analysis. The analysis started by data reduction then data display and the last step is conclusion drawing.The results of this research show that are: (1) the method used is active learning and the strategy implemented is debate. (2)The problems faced by the lecturer are class management and class facilities. (3)The problems faced by the students are monotonous learning strategies and limited number of words and pronunciations. (4)The problems solution used by the lecturer are using the group and using LCD. In solving problem related to the vocabulary and pronunciation problem, the lecturer gives correction directly and use repetition


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A. Introduction

As a foreign language in Indonesia, English is learned seriously by many people to have a good prospect in the community of international world. Recently, English becomes important. Since it is important, English is taught widely at formal school starting from elementary school up to universities. English language skills include listening, speaking, reading, and writing. All these language skills become parts of the language teaching learning processes to be mastered by the students. Language skills can be developed in an integrative way. Receptive and productive capabilities can be developed together so that these can be useful in the teaching learning processes. However, training language skills is not simple. The same thing happens in the teaching-learning processes in speaking skills which have not yet been successfully achieved.

One phenomenon in education, from elementary to university student levels, students still find speaking exercises not fun and difficult. At the university level, many students seem unwilling to speak English and tend to be passive during the teaching learning. In speaking, students face some trouble in retelling the text. Students often stammer in answering the lecturer's questions, although they can answer them in the written forms. In the teaching learning processes, students have the tendency to depend on the lecturer and that makes passive. It takes long time for them to answer the questions. Moreover, they seem to be inferior, they are unconfident, inaccurate, and unenthusiastic.

The top from study is entering university. Student as university graduate supposed dominate all language skill, so that it can be applied in social life and can increase self-quality as social change agency. Muhammadiyah University of Surakarta is one of the prestigious private universities in solo, middle Java. This means that it offers quality education. However, there are things that still need to be improved. Because there are some complain about the speaking skills of their students. Based on the vision and mission in Buku Pedoman FKIP 2007-2008 (2007: 190), English Department intends to produce the students who have good ability especially in speaking skill. However, in fact some phenomena happen in the process of reaching the goal. For example in the class, when teaching speaking, the lecturer found the students various speaking ability, many students who have good ability, many students who have middle ability, and may be they will find many students who have bad ability in speaking. That phenomenon depends on each student, and they are also influenced by the students learning style.

Then, here it is needed a lecture that has many teaching strategies in order to make sure that all students are capable of mastering speaking skill completely. Because the function of the lecturer is not to tell the students what they should learn, but to help them to select what they want to learn. The


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lecturer becomes a facilitator of learning and assisting the developing student. It is really pleasure and positive experience to try various classroom activities because successful lessons depend on the using of a variety of teaching methods. As Richards (1985:23) states that “the teacher’s role as catalyst, consultant, diagnostician, a model for learning”.

Based on the phenomenon above the writer is interested in analyzing strategies in teaching speaking to English departement student in muhammadiyah university of Surakarta. Therefore, the proposal entitled

“strategies in teaching speaking to English departement student at

Muhammadiyah University of Surakarta”. Based on the background of the study, the writer would like to present the problems statement as follows: 1. What are teaching strategies used by the lecturer in teaching learning

process of Speaking 3 at English Department in Muhammadiyah University of Surakarta academic year 2012-2013?

2. What problems are faced by the lecturer in process teaching learning Speaking 3 at English Department in Muhammadiyah university of Surakarta academic year 2012-2013?

3. What problems are faced by the students in the learning Speaking 3 at English Department in Muhammadiyah University of Surakarta academic year 2012-2013?

4. What is problems solving used by the lecturer to solve problem faced by the students in learning Speaking 3 at English Department in Muhammadiyah University of Surakarta academic year 2012-2013?

In this research, the writer summarizes the relevant previous researches to prove the originality of the research. Actually, the writer has different focus on the research with them. Three researchers conducted the similar study.

The first research was conducted by Aminah (UMS, 2006) entitled

Descriptive Study on English Speaking Teaching-learning Process at Takhasus Assalaam Surakarta. The results of this research are that role-play,

discussion, games, and conversation made the students active in classroom. The students talked to themselves, shared the opinion with other friends and make conversation. Nevertheless, the teacher and students had an important role to participate in classroom activities. Based on her research paper, the role teacher in conversation class at Assalaam was as a manager, adviser, and instructor while the roles of students were as communicator.

The second research related to the study entitled A Descriptive Study

on Speaking Teaching-learning Process at the Second Year of Smp N 3 Kartasura in 2008/2009 Academic Years was done by Widianingsih (UMS,

2009). The research results show that the methods of teaching English applied by teacher are GTM, CLT, and CLL. She finds the problems faced by teacher like management, limited time, and different intelligence of the students. Whereas the problem faced by students are limited vocabulary, difficult to


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pronoun word, and nervousness. All the problems above can solved by the teacher with giving training and building their self-confidence.

The third research related to the writer’s research was been done by Prasetyo (UMS, 2010) entitled A Descriptive Study on Teaching Vocabulary

Learning Process at The Second Year of Smp N 3 Kartasura In 2008/2009.

The result of research shows that the goal of teaching vocabulary is to improve and develop student’s vocabulary. The methods applied by the teacher are GTM and DM. the teacher faces several problems in teaching vocabulary, namely: class management, student’s different ability in acquiring vocabulary, and different motivation of the students. Then, problem solving applied by teacher are by using group work to manage the number of students than overload, arranging the position of the students place in the class, and giving advice and motivation about the importance of their activity in vocabulary class.

While in this research, the writer wants to analyze strategies in teaching speaking to English departement student in muhammadiyah university of Surakarta. The writer chooses that title because he is sure that his research has not been analyzed yet. The similarity of this research is the use of descriptive study to research the objects. In addition, the difference points are the objects being analyzed and the different finding out from one research to another research.

In the relation to the problem of study, the writer formulates some objectives are to:

1. Describe the teaching strategies used by the lecturer in teaching learning process of Speaking 3 at English Department in Muhammadiyah university of Surakarta academic year 2012-2013.

2. Identify problems faced by the lecturer in teaching Speaking 3 at English Department in Muhammadiyah university of Surakarta academic year 2012-2013.

3. Identify problems faced by the students in the process learning Speaking 3 atEnglish department in Muhammadiyah university of Surakarta academic year 2012-2013.

4. Identify problems solving used by the lecturer to solve problems faced by the students in learning Speaking 3 atEnglish department in Muhammadiyah university of Surakarta academic year 2012-2013.

B. Research Method

The writer presents the points of research method, namely: a). type of study, b). object and subject of study, c). data and data source, d). method of collecting data, e). technique for analyzing data.

The type of this research is descriptive qualitative research. This type research does not use any calculation or numbering (Moelong, 2007:11).


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According to Miller and Brewer (2003: 238), a qualitative study is defined as an inquiry process of understanding a social or human problem, based on building complex, holistic picture, formed by words, reporting detailed views of information and conducting in a natural setting. Based on the type of the research, it includes in ontology research that observe about the social phenomena in society.

By using descriptive research, the writer describes the strategies used by a lecturer in teaching Speaking 3 , problems faced by the lecturer in teaching Speaking 3, problems faced by the students in the learning Speaking 3, and the problems solving used by the lecturer to solve problems faced by the students in learning Speaking 3.

There are two types of data; primary and secondary. The primary data are taken from the first resources through the direct observation, while the secondary data are taken from the second resources that can be document. In this study, there are three sources of data:

1. Event

The events in this research are all of the activities occurred in the speaking class. The writer will conduct the observation three times.

2. Informant

In this research, the writer takes speaking lecturer and the 3rd Semester students of English department in Muhammadiyah University of Surakarta 2012-2013 academic year as the informant.

3. Document

The documents in this research are the entire written document related to the teaching method used by lecturer in teaching learning process of speaking. The documents are field note, interview script, and syllabus.

In this research, the writer uses three techniques in collecting data. 1. Observation

Observation is a technique of collecting data by closely watching and noticing classroom event or happening. The writer carries out the observation in the classroom. The writer does this in order to get real description of teaching learning process. In observation, the writer does not take part actively and interact with both the teacher and the students during the process but he only takes note.

2. .Interview

One of the ways to get deep and more information in the classroom is that the writer will interview some of the students in speaking class and a speaking lecturer. In this interview the writer tries to get information about the kinds of strategies used by lecturer, problem faced by lecturer and student in speaking class and what problem solve given lecturer in speaking class.

3. Documentation

The writer uses the document analysis such as field not, interview script, and syllabus. They will be used as the data in analyzing the


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teaching method used by lecturer in teaching learning process of speaking. The writer collects the entire document to enrich the data.

Miles and Huberman (1984) in Sutopo (2002: 90) defines three components of analyzing data, they are data reduction, data display, and conclusion drawing.

1. Data Reduction

Data reduction can be interpreted as the process of selection, simplification, and transformation of the data to the field note. The writer selects the data related to the research problem taken from observation, interview, and document. The writer focuses on the data analysis on each problem. Then the writer makes a description from the notes.

2. Data Display

Display the data is one method to arrange the data in order to draw conclusion, the writer describes the answer of the problem statement such as the strategies used by a lecturer in teaching Speaking 3, the problems faced by the lecturer in teaching Speaking 3, problems faced by the students in the learning Speaking 3, and the problems solving used by the lecturer to solve problems faced by the students in learning Speaking 3. The data that the writer gets are arranged then described to get conclusion. 3. Conclusion Drawing

The last step is making conclusion and suggestion based on the data analysis. The writer draws conclusion of the observation to describe the strategies used by a lecturer in teaching Speaking 3, the problems faced by the lecturer in teaching Speaking 3, problems faced by the students in the learning Speaking 3, and the problems solving used by the lecturer to solve problems faced by the students in learning Speaking 3.

C. Findings and Discussion

C.1. Findings

In order to make the description clearer and easier to understand the writer classifies this section into four parts, namely: strategies used by the lecturer in teaching Speaking 3, problems faced by the lecturer in teaching Speaking 3, problems faced by the students in the learning Speaking 3, and problems solving used by the lecturer to solve problems faced by the students in learning Speaking 3.

1. The Strategy Used by the Lecturer in Teaching Speaking 3

Based on the interview and observation in the classroom for three times, the writer concludes that the method used by the lecturer is active learning and the strategy implemented is debate. In this strategy, the lecturer as facilitator and the students have more opportunity to improve their ability and skill.


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students participate in the learning process have the opportunity to ask questions, discuss, and actively using the new knowledge gained. Therefore, in the teaching learning strategies, active learning strategies are better than passive learning, including teaching learning speaking.

2. The Problems Faced by the Lecturer in Teaching Speaking 3

In teaching learning process, the lecturer has many roles. The lecturer is a manager and a motivator in the classroom. To make good situation in the teaching learning is not easy. According to interview and observation in the classroom, the problem faced by the lecturer in teaching speaking 3 are divided into two main points there are class management and class facilities.

a. Class Facilities

Physically, the classroom condition is uncomfortable and it influences the students in teaching learning process. The classroom wall is not good because it makes stuffy. The location of the classroom for speaking 3 is uncomfortable. It is located in I404, which is the top floor of the Law faculty building. The writer concludes, it is to cause less discomfort of students, because they have to take walk the stair rather long and sometimes exhausted. Moreover, previously they had done it to enter the classroom in another building. In addition, the less of learning media in the class. There is only a whiteboard, no LCD or sound system that can support the learning process.

b. Classroom Management

Classroom management becomes a common problem in teaching learning process. In English Department of Muhammadiyah University of Surakarta, speaking 3 is divided into 12 classes with 11 regular classes and 1 class for remedial class. Each class consists of 20 students. However, sometimes there are students from other class to join and can be 30 students in one season. The class becomes noisy when the lecturer explains the material. In addition, they will be noisy if they finish speaking or explaining their material in front of class. The third semester students can be classified as young learner in university, because they had only been on campus less than 2 years, and still remember a time in senior high Scholl. It makes them easily get bored when the lecturer explained material, they prefer to do something when teaching learning process, like joking with their friend, or they sleep in the classroom. 3. The Problems Faced by the Students in Teaching learning Speaking 3

There are always problems in teaching learning process. They also occur in teaching speaking 3 in this university. There are two main problems faced by the students in teaching learning speaking 3:

a. Monotonous Learning Strategy

Sometimes students have good mood to study, but sometimes they are lazy to study. For example when the lecturer gives difficult material to the


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students, they do not pay attention to the lecturer explanation. b. Limited Number of Vocabulary and Pronunciation

Every student has different ability in receiving and mastering the material that is given by the lecturer. In teaching speaking 3, the lecturer does not only give knowledge but also meaning, spelling, pronunciation and usage grammar. Most students use English only in the classroom hours. So many vocabularies and pronunciation are forgotten and not even know. They do not practice outside class hours. In addition, majoring 3rd semester students when they are in English class, they rarely bring the dictionary as a tool to help them in the time they do not know the meaning of English word.

4. The Problems Solving Applied by the Lecturer in Teaching learning Process of Speaking 3

There are some ways used by the lecturer to solves the problems

a. When the lecturer gets problems in managing class, she always used a group work to manage the students. If the students are noisy, the lecturer will speaks loudly to get the attention of the students again or the lecturer will call the students who are noisy and give question.

b. To overcome the lack of facilities at this Speaking 3 class, lecturer often look for existing classrooms which have a LCD or other media that are empty or not being used by college. As happened in the 3rd observation, speaking lecturers manage the Speaking 3 learning process to be conduct in the microteaching lab. Because there is has a LCD that needed to deliver the material there.

c. Based on the observation, the lecturer solves the vocabulary and pronunciation problems in some ways. The first, the lecturer gives correction directly when students have mistake in pronouncing or did not know what the word say. Then, there is a second way to solve the pronunciation problem. The lecturer always uses repetition to make the students fluently in pronouncing word correctly. The teacher always asks the students to repeat their pronoun until correct.

C.2. Discussion

In this section, the writer discusses the research finding during the observation and interview with the lecturer. The research findings are divided into four point, the first is about the teaching strategies used by the lecturer in teaching learning process of Speaking 3, the second is the problems faced by the lecturer in English Speaking teaching and learning process, the third is the problems faced by the students in the learning Speaking 3, and the last is the problems solving used by the lecturer to solve problems faced by the students in learning Speaking 3.

1. Strategies Used by the Lecturer in Teaching learning Speaking 3

English teaching learning process in third semester student of UMS is focused on the student’s dialog technique mastery. It is correlated with the role of university that in the subject Speaking 3 students are expected to dialogue smoothly by using conversation techniques. The method used by the lecturer is


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active learning and the strategy implemented is debate. During the teaching learning process, the students participate actively because the lecturer always concern with the technique and strategy teaching speaking so that can increase speaking ability of students. Therefore, in the teaching learning strategies, active learning strategies are better than passive learning, including in teaching learning speaking.

2. The Problems Faced by the Lecturer in Teaching learning Process of Speaking 3

The problems faced by the lecturer in teaching Speaking 3 are divided into two main points; they are class management and class facilities. The class management becomes a common problem in teaching learning process. In English Department of Muhammadiyah University of Surakarta, speaking 3 is divided into 12 classes with 11 regular classes and 1 class for remedial class. Each class consists of 20 students. However, sometimes there are students from other class join, and can be 30 students in one season. As the result, the class becomes noisy when the lecturer explains the material. In addition, they will be noisy if they finish speaking or explaining in front of class. It makes them hard to control, and also they prefer to do something when teaching learning process, like joking with their friend, or sleeping in the classroom.

Then in class facilities, the writer concludes that, the process teaching speaking 3 can be less than the maximum. It was due to the lack of facilities needed in the classroom. The location of the classroom for speaking 3 is also uncomfortable. It is located in I404, at the top floor of the Law faculty building. In addition, minimum of learning media in the classroom. There is only a whiteboard, no LCD or sound system that can support the learning process. Since the speaking 3 material is not only from books but also from a source image, movie, or a sound. Although, the maximum teaching will be reached if there is full of good situation and good condition.

3. The Problems Faced by the Students in the Teaching learning Process of Speaking 3

There are always problems in teaching learning process. They also occur in teaching Speaking 3 in this university. The problems faced by students can be divide into two; monotonous teaching learning and lack of control vocabularies and pronunciations.

The first problem happens because sometimes students have good mood to study, but sometimes they are lazy to study. For example when the lecturer gives difficult material to the students, they do not pay attention to the lecturer explanation. Moreover, in three times observation, the lecturer always asks the students to make a group and debate their material.

The second problem can also happen when the most of the students use English language only in the classroom hours. So many vocabularies and


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pronunciation are forgotten and not even known. They do not practice outside the class hours. The lecturer also does not concern the lack of vocabulary of students, she does not motivate students to memorize or study new English vocabularies. In addition, majority 3rd semester students, when they in English class, they rarely bring the dictionary as a tool to help them in the time they do not know the meaning of English word.

4. The Problems Solving Used by the Lecturer in Teaching learning Speaking 3 In problem solve related to the teaching learning process, the teacher uses group in order to manage the students easily. If the students are noisy, the lecturer will call the student who are noisy and give question. To solve the lack of facilities at this Speaking 3 class, the lecturer often looks for existing classrooms which have a LCD or other media that are empty or not being used by college. As happened in the third observation, speaking lecturer manages the speaking 3 learning process to be conducted in the microteaching lab. Because there is LCD which is needed to deliver the material. In solving problem related to the vocabulary problem, there is some ways could be used. The first, the lecturer gives correction directly when the students have mistake in pronouncing or do not know how the word is said. Besides that, there is a second way to solve the pronunciation problem. The lecturer always uses repetition to make the students fluent in pronouncing word correctly. The teacher always asks the students to repeat their pronoun until correct.

D. Conclusion

After describing and analyzing the data, the writer draws conclusion based on the observation of strategies in teaching speaking to English department student in Muhammadiyah University of Surakarta

1. The method used by the lecturer is active learning and the strategy implemented is debate. In this strategy, the lecturer as facilitator and the students have more opportunity to improve their ability and skill.

2. Speaking 3 has goals that students are expected to be critical students, wise students and language skillful students. Speaking 3 uses textbook titled

Panduan National English Debating Championship issued by Depdiknas.

This book consists of the way to be good speaker in debate. In addition, this book also has correlation with syllabus of Muhammadiyah University of Surakarta.

3. The problems they faced by the lecturer in teaching speaking 3 are divided into two; they are class management and class facilities.

4. The problems faced by the students in teaching learning process of Speaking 3 are monotonous learning strategies and limited number of vocabularies and pronunciations


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manage the student easily. To solve the lack of facilities at this speaking 3 class, lecturer often look for existing classrooms which have a LCD or other media that are empty or not being used by college. In solving problem related to the vocabulary problem, there are two ways. The first, the lecturer gives correction directly when students have mistake in pronouncing or do not know what the word say. The second, to solve the pronunciation problem, the lecturer always uses repetition to make the students fluently in pronouncing some word correctly. The teacher always asks the students to repeat their pronoun until correct.


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BIBLIOGRAPHY

Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New York: Wesley Longman, Inc

Cunningham, Florez. 1999. Improving Adult English Language Learners’ Speaking

Skill. Washington DC: National Clearinghouse for ESL Literacy Education

Fauziati, Endang. 2008. Teaching English as a Foreign Language. Surakarta: Muhammadiyah University Press.

Fauziati, Endang. 2009. Teaching English as a Foreign Language (TEFL). Surakarta: Muhammadiyah University Press

Fauziati, Endang. 2010. Teaching English as a Foreign Language (TEFL). Surakarta: Muhammadiyah University Press

FKIP. 2007. Buku Pedoman FKIP 2007-2008. Surakarta: Muhammadiyah University of Surakarta

Hornby,AS.1995. OxfordAdvancedLearner’sDictionary. Oxford: Oxford University Press.

Margono, S. 2004. Metodologi Penelitian Pendidikan. Jakarta: Asdi Mahasatya

Moleong Lexy, j. 1995. Metode Penelitian Kualitatif. Bandung: PT Rajawali Santoso Remaja Rosdakarya.

Moleong Lexy, j. 2007. Metode Penelitian Kualitatif edisi Revisi. Bandung: PT Rajawali Santoso Remaja Rosdakarya.

Richard, Jack. 2008. Teaching Listening and Speaking From Theory to Practice. Cambridge: Cambridge university press

Richard, Jack. 2008. Current Trend in Teaching Listening and Speaking. Oxford: Oxford University Press.


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students participate in the learning process have the opportunity to ask questions, discuss, and actively using the new knowledge gained. Therefore, in the teaching learning strategies, active learning strategies are better than passive learning, including teaching learning speaking.

2. The Problems Faced by the Lecturer in Teaching Speaking 3

In teaching learning process, the lecturer has many roles. The lecturer is a manager and a motivator in the classroom. To make good situation in the teaching learning is not easy. According to interview and observation in the classroom, the problem faced by the lecturer in teaching speaking 3 are divided into two main points there are class management and class facilities.

a. Class Facilities

Physically, the classroom condition is uncomfortable and it influences the students in teaching learning process. The classroom wall is not good because it makes stuffy. The location of the classroom for speaking 3 is uncomfortable. It is located in I404, which is the top floor of the Law faculty building. The writer concludes, it is to cause less discomfort of students, because they have to take walk the stair rather long and sometimes exhausted. Moreover, previously they had done it to enter the classroom in another building. In addition, the less of learning media in the class. There is only a whiteboard, no LCD or sound system that can support the learning process.

b. Classroom Management

Classroom management becomes a common problem in teaching learning process. In English Department of Muhammadiyah University of Surakarta, speaking 3 is divided into 12 classes with 11 regular classes and 1 class for remedial class. Each class consists of 20 students. However, sometimes there are students from other class to join and can be 30 students in one season. The class becomes noisy when the lecturer explains the material. In addition, they will be noisy if they finish speaking or explaining their material in front of class. The third semester students can be classified as young learner in university, because they had only been on campus less than 2 years, and still remember a time in senior high Scholl. It makes them easily get bored when the lecturer explained material, they prefer to do something when teaching learning process, like joking with their friend, or they sleep in the classroom. 3. The Problems Faced by the Students in Teaching learning Speaking 3

There are always problems in teaching learning process. They also occur in teaching speaking 3 in this university. There are two main problems faced by the students in teaching learning speaking 3:

a. Monotonous Learning Strategy

Sometimes students have good mood to study, but sometimes they are lazy to study. For example when the lecturer gives difficult material to the


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students, they do not pay attention to the lecturer explanation. b. Limited Number of Vocabulary and Pronunciation

Every student has different ability in receiving and mastering the material that is given by the lecturer. In teaching speaking 3, the lecturer does not only give knowledge but also meaning, spelling, pronunciation and usage grammar. Most students use English only in the classroom hours. So many vocabularies and pronunciation are forgotten and not even know. They do not practice outside class hours. In addition, majoring 3rd semester students when they are in English class, they rarely bring the dictionary as a tool to help them in the time they do not know the meaning of English word.

4. The Problems Solving Applied by the Lecturer in Teaching learning Process of Speaking 3

There are some ways used by the lecturer to solves the problems

a. When the lecturer gets problems in managing class, she always used a group work to manage the students. If the students are noisy, the lecturer will speaks loudly to get the attention of the students again or the lecturer will call the students who are noisy and give question.

b. To overcome the lack of facilities at this Speaking 3 class, lecturer often look for existing classrooms which have a LCD or other media that are empty or not being used by college. As happened in the 3rd observation, speaking lecturers manage the Speaking 3 learning process to be conduct in the microteaching lab. Because there is has a LCD that needed to deliver the material there.

c. Based on the observation, the lecturer solves the vocabulary and pronunciation problems in some ways. The first, the lecturer gives correction directly when students have mistake in pronouncing or did not know what the word say. Then, there is a second way to solve the pronunciation problem. The lecturer always uses repetition to make the students fluently in pronouncing word correctly. The teacher always asks the students to repeat their pronoun until correct.

C.2. Discussion

In this section, the writer discusses the research finding during the observation and interview with the lecturer. The research findings are divided into four point, the first is about the teaching strategies used by the lecturer in teaching learning process of Speaking 3, the second is the problems faced by the lecturer in English Speaking teaching and learning process, the third is the problems faced by the students in the learning Speaking 3, and the last is the problems solving used by the lecturer to solve problems faced by the students in learning Speaking 3.

1. Strategies Used by the Lecturer in Teaching learning Speaking 3

English teaching learning process in third semester student of UMS is focused on the student’s dialog technique mastery. It is correlated with the role of university that in the subject Speaking 3 students are expected to dialogue smoothly by using conversation techniques. The method used by the lecturer is


(3)

active learning and the strategy implemented is debate. During the teaching learning process, the students participate actively because the lecturer always concern with the technique and strategy teaching speaking so that can increase speaking ability of students. Therefore, in the teaching learning strategies, active learning strategies are better than passive learning, including in teaching learning speaking.

2. The Problems Faced by the Lecturer in Teaching learning Process of Speaking 3

The problems faced by the lecturer in teaching Speaking 3 are divided into two main points; they are class management and class facilities. The class management becomes a common problem in teaching learning process. In English Department of Muhammadiyah University of Surakarta, speaking 3 is divided into 12 classes with 11 regular classes and 1 class for remedial class. Each class consists of 20 students. However, sometimes there are students from other class join, and can be 30 students in one season. As the result, the class becomes noisy when the lecturer explains the material. In addition, they will be noisy if they finish speaking or explaining in front of class. It makes them hard to control, and also they prefer to do something when teaching learning process, like joking with their friend, or sleeping in the classroom.

Then in class facilities, the writer concludes that, the process teaching speaking 3 can be less than the maximum. It was due to the lack of facilities needed in the classroom. The location of the classroom for speaking 3 is also uncomfortable. It is located in I404, at the top floor of the Law faculty building. In addition, minimum of learning media in the classroom. There is only a whiteboard, no LCD or sound system that can support the learning process. Since the speaking 3 material is not only from books but also from a source image, movie, or a sound. Although, the maximum teaching will be reached if there is full of good situation and good condition.

3. The Problems Faced by the Students in the Teaching learning Process of Speaking 3

There are always problems in teaching learning process. They also occur in teaching Speaking 3 in this university. The problems faced by students can be divide into two; monotonous teaching learning and lack of control vocabularies and pronunciations.

The first problem happens because sometimes students have good mood to study, but sometimes they are lazy to study. For example when the lecturer gives difficult material to the students, they do not pay attention to the lecturer explanation. Moreover, in three times observation, the lecturer always asks the students to make a group and debate their material.

The second problem can also happen when the most of the students use English language only in the classroom hours. So many vocabularies and


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pronunciation are forgotten and not even known. They do not practice outside the class hours. The lecturer also does not concern the lack of vocabulary of students, she does not motivate students to memorize or study new English vocabularies. In addition, majority 3rd semester students, when they in English class, they rarely bring the dictionary as a tool to help them in the time they do not know the meaning of English word.

4. The Problems Solving Used by the Lecturer in Teaching learning Speaking 3 In problem solve related to the teaching learning process, the teacher uses group in order to manage the students easily. If the students are noisy, the lecturer will call the student who are noisy and give question. To solve the lack of facilities at this Speaking 3 class, the lecturer often looks for existing classrooms which have a LCD or other media that are empty or not being used by college. As happened in the third observation, speaking lecturer manages the speaking 3 learning process to be conducted in the microteaching lab. Because there is LCD which is needed to deliver the material. In solving problem related to the vocabulary problem, there is some ways could be used. The first, the lecturer gives correction directly when the students have mistake in pronouncing or do not know how the word is said. Besides that, there is a second way to solve the pronunciation problem. The lecturer always uses repetition to make the students fluent in pronouncing word correctly. The teacher always asks the students to repeat their pronoun until correct.

D. Conclusion

After describing and analyzing the data, the writer draws conclusion based on the observation of strategies in teaching speaking to English department student in Muhammadiyah University of Surakarta

1. The method used by the lecturer is active learning and the strategy implemented is debate. In this strategy, the lecturer as facilitator and the students have more opportunity to improve their ability and skill.

2. Speaking 3 has goals that students are expected to be critical students, wise students and language skillful students. Speaking 3 uses textbook titled Panduan National English Debating Championship issued by Depdiknas. This book consists of the way to be good speaker in debate. In addition, this book also has correlation with syllabus of Muhammadiyah University of Surakarta.

3. The problems they faced by the lecturer in teaching speaking 3 are divided into two; they are class management and class facilities.

4. The problems faced by the students in teaching learning process of Speaking 3 are monotonous learning strategies and limited number of vocabularies and pronunciations


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manage the student easily. To solve the lack of facilities at this speaking 3 class, lecturer often look for existing classrooms which have a LCD or other media that are empty or not being used by college. In solving problem related to the vocabulary problem, there are two ways. The first, the lecturer gives correction directly when students have mistake in pronouncing or do not know what the word say. The second, to solve the pronunciation problem, the lecturer always uses repetition to make the students fluently in pronouncing some word correctly. The teacher always asks the students to repeat their pronoun until correct.


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BIBLIOGRAPHY

Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New York: Wesley Longman, Inc

Cunningham, Florez. 1999. Improving Adult English Language Learners’ Speaking Skill. Washington DC: National Clearinghouse for ESL Literacy Education Fauziati, Endang. 2008. Teaching English as a Foreign Language. Surakarta:

Muhammadiyah University Press.

Fauziati, Endang. 2009. Teaching English as a Foreign Language (TEFL). Surakarta: Muhammadiyah University Press

Fauziati, Endang. 2010. Teaching English as a Foreign Language (TEFL). Surakarta: Muhammadiyah University Press

FKIP. 2007. Buku Pedoman FKIP 2007-2008. Surakarta: Muhammadiyah University of Surakarta

Hornby,AS.1995. OxfordAdvancedLearner’sDictionary. Oxford: Oxford University Press.

Margono, S. 2004. Metodologi Penelitian Pendidikan. Jakarta: Asdi Mahasatya Moleong Lexy, j. 1995. Metode Penelitian Kualitatif. Bandung: PT Rajawali Santoso

Remaja Rosdakarya.

Moleong Lexy, j. 2007. Metode Penelitian Kualitatif edisi Revisi. Bandung: PT Rajawali Santoso Remaja Rosdakarya.

Richard, Jack. 2008. Teaching Listening and Speaking From Theory to Practice. Cambridge: Cambridge university press

Richard, Jack. 2008. Current Trend in Teaching Listening and Speaking. Oxford: Oxford University Press.


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