THE EFFECTS OF TEACHING METHOD AND EMOTIONAL INTELLIGENCE UPON STUDENT’S SPEAKING SKILL AT PRIVATE VOCATIONAL SCHOOL IN EAST JAKARTA

PRIVATE VOCATIONAL SCHOOL IN EAST JAKARTA

Thesis Submitted to fulfill requirement to achieve Master Degree on English Education

Name : Supadi NPM : 2009747976

DEPARTEMENT OF ENGLISH EDUCATION POST GRADUATE PROGRAM INDRAPRASTA PGRI UNIVERSITY

APPROVAL THESIS COMMITTE AGREEMENT

Name : Supadi NPM

: 2009747976 Program

: Post Graduate Program Study Program : English Education

Title o Thesis : The effects of teaching method and emotional intelligence upon student’s speaking skill at private vocational school in east Jakarta

This thesis has been cheched out and approval to be examined on

in 2012

Advisor Advisor

Dr. Supardi US, MM, M.Pd Drs. Supeno, M.Hum

ACCEPTANCE

This thesis has been examined in May 1, 2012

Board of Examiners Signature

Chairman : Prof. Dr. H. Sumaryoto ______________________________

Members:

1. Dr. H. Suparman Ibrahim Abdullah, M.Sc. ______________________________

2. Drs. Supeno, M.Hum

Approved by

Chairman

Secretary

Prof. Dr. H. Sumaryoto Dr. H. Suparman Ibrahim Abdullah, M.Sc. ii

STATEMENT

I state that this thesis is my own work. If at a later date is found in whole or in part of this thesis is not my own work I am willing to accept sanctions in accordance with Law No. 20 of 2003, section IV of article 25 of the National Education System.

Jakarta, March 17, 2012

Supadi

ABSTRACT

A. Supadi, NPM: 2009747976

B. The effects of teaching method and emotional intelligence upon student’s speaking skill at private vocational school in east Jakarta. Thesis. Jakarta. Post Graduate of Study Program of English Education of Indraprasta University PGRI, 2012.

C. xii + 5 chapters + 132 pages

D. Keywords: Effect, teaching method, emotional intelligence, student’s speaking skill.

E. This study aims to determine the effects of teaching method and emotional intelligence upon student’s speaking skill at the private vocational school in east Jakarta. Research hypothesis included: 1) there is effect of teaching method upon student’s speaking skill, 2) there is effect emotional intelligence upon student’s speaking skill, 3), there is interaction between teaching method and emotional intelligence upon student’s speaking skill. Method used in this research in experimental method. The population is all students and the sample of 40 students who obtained a random sampling technique that use cluster sampling. Instrument that is used is result test of student’s speaking skill in the multiple choice with 35 items that is tested validity with reliability coefisient = 0,82, questionnaire 38 items of emotional intelligence that is tested validity with reliability coefficient = 0,

72. Analysis of data uses analysis of variance (ANOVA) two-ways. Result of the rsearch show that there sre effects of teaching method and emotional intelligence upon studnt’s speaking skill.

F. Bibliography : 16 books

G. First Advisor : Dr. Supardi US, MM, M.Pd Second Advisor: Drs. Supeno, M.Hum

iv

MOTTO

Don’t lie in ourselves, unite an intention in our heart, a word that we say and a behavior that we act so that they will become a big power.

ACKNOWLEDGEMENT

With utter gratitude to Allah SWT has bestowed His mercy and grace to the researcher so that finally researcher can finish this thesis on time.

Thesis entitled On The effects of teaching method and emotional intelligence upon student’s speaking skill at private vocational school in east Jakarta is written to fulfill one of the requirements to obtain a master's degree at the University Indraprasta PGRI. On this auspicious occasion, let the researcher conveys a sense of respect and gratitude to all those who genuinely have provided assistance and encouragement to the researcher in this thesis, especially to:

1. Dr. Supardi US MM, M.Pd as the first Supervisor Indraprasta University PGRI.

2. Drs. Supeno M.Hum as the second Supervisor Indraprasta University PGRI.

3. Prof. Dr. H. Sumaryoto as Rector of the Indraprasta University PGRI.

4. Dr. Suparman Abdullah, M.Sc, Director of the Graduate of Indraprasta University PGRI.

5. Priciple of SMK PGRI 1 Jakarta who has provided the opportunity to do research.

6. Wife (Sudarti), children (Nur Hamidah, Muhammad Najib and Nur Hasanah) and beloved family who have given support and motivation to the researcher to complete the writing of this thesis.

7. Lecturers of Study Program of Education English of Graduate of Indraprasta University PGRI who have given their knowledge to researcher.

8. Lecturers and staff of Indraprasta University PGRI are always helpful researcher.

9. Researcher realizes that this thesis is not still perfect yet, a lot of lacks of form, content, and presentation techniques so the researcher needs constructive critic. May the presence of this thesis is useful for us.

Jakarta, March 2012

Supadi

CHAPTER I INTRODUCTION

A. BACKGROUND OF THE STUDY

From the syllabus of vocational school, it can be seen that the school started to teach their students not only English for specific purpose but also general English. The syllabus is designed to fulfill the needs of the students. Graduating from vocational school, most of the students wish to implement the skill they have learned. They have to meet certain requirements in order to get work. One of the requirements is having sufficient skill in foreign language especially English.

Learning English means learning language components and language skills. Grammar, vocabulary, pronunciation, and spelling are examples of language components. Meanwhile, language skill covers listening, writing, reading, and speaking. Among the four skills, speaking is often considered as the most difficult skill to be learned by the students. Learning to talk in the foreign language is often considered being one of the most difficult aspects of language learning for the teacher to help the students with. Helping the students develop the speaking skill not merely so that they can pass examination but also for more general use when they want to use the English in the outside world. They may need for further study, work or leisure, so that they will not be among the many people who unable to express his idea in English after having studied it for some years.

Language skill as a focus of this research is speaking or oral production. Yet, speaking activity has close relation to listening one, comprehending one's utterances for the two mentioned skills get involved into oral communication in which a speaker produces utterances (encoding process) and listener accept them into his brain (decoding process).

Students, in the context above, are certainly hoped to use oral or spoken English to express their ideas and feelings and have self-socialization wherever and whenever they are. They are also hoped to tell about their and other people's experiences interchangeably accompanied by self-reflection activity, setback some steps for an introspection and internalize new experiences get from other people and then go forwards to absorb new experiences for their future needs and changes ..

In fact, producing utterances in English is not always easy. Learning to speak is the most difficult skill to acquire among four language skills. (Celce-Murcia and Olshtain, 2000: 166). Some reasons underlining the fact are: Firstly. producing utterances, students need a considerable spontaneity, a dear oral pronunciation, good grammatical patterns, and clear ideas. In short, they have to pay attention to cohesion and coherence of their productions. Cohesion relates to how utterances are arranged structurally and coherence concerns with the link among different meanings in the texts that forms literal meanings, communication functions, and behaviors. Secondly. producing utterances, students, of course, interact directly with other people or listeners. It means that they In fact, producing utterances in English is not always easy. Learning to speak is the most difficult skill to acquire among four language skills. (Celce-Murcia and Olshtain, 2000: 166). Some reasons underlining the fact are: Firstly. producing utterances, students need a considerable spontaneity, a dear oral pronunciation, good grammatical patterns, and clear ideas. In short, they have to pay attention to cohesion and coherence of their productions. Cohesion relates to how utterances are arranged structurally and coherence concerns with the link among different meanings in the texts that forms literal meanings, communication functions, and behaviors. Secondly. producing utterances, students, of course, interact directly with other people or listeners. It means that they

Theories of language learning and approaches to language teaching have been thoroughly developed in order to enable learners to use the target language efficiently. Changes in language teaching methods throughout history have reflected recognition of changes in the kind of proficiency learners need. For as long as people have been learning and teaching language, there has continual debate about how to theorize the process and what the best way of doing it is. Many current teaching practices are the direct result of such constructive arguments.

In more recent times, there have been five teaching methods which influence on classroom practice and which teachers and trainers still refer to. They “Grammar translation, Audio-lingualism, influence on classroom practice and which teachers and trainers still refer to. They “Grammar translation, Audio-lingualism, PPP (Presentation, Practice, Production), Task-Based learning, and Communicative Language Teaching.” (Jeremy Harmer, 1998:30). The last is the widely accepted method in the English language teaching world. The debate is still going on, of course. In attempting to investigate the complex nature of foreign language learning, which foreign language learning, we have to appeal to ideas not only from linguistic analysis, but from other fields such as communication studies, education, psychology and sociology.

The way in which people announce and develop new teaching methods can make discussions of comparative methodology somewhat confusing. What the interested teacher needs to when confronted with a new method for example, is to see and/or how it incorporates theories of language and learning. What procedures does it incorporate? Are they appropriate and effective for the classroom situation that the teacher works with? In this case two quest Ions seem worth asking: is it satisfying for both students and teachers, and doses it actually achieve what it sets out to achieve?

In learning a foreign language, the opportunity of using it is one of the supporting factors which can be neglected, students who have a good opportunity of using the target language will get better progress in learning the language. To get a good result of teaching and learning a foreign language, teachers should create language environment which supports students to use the language, such as the way that teachers talk to the students-the manner in which they interact with them-is one of the crucial teacher skills. Within the classroom, teachers; role may change from one activity to another or from one stage of an activity to another. If they are fluent at making these changes their effectiveness as teachers can be greatly enhanced.

Teaching and learning language is a contract between two parties for which they both need to agree with the terms. It is not a one sided affair. Teachers need to understand students’ needs the target language Teaching and learning language is a contract between two parties for which they both need to agree with the terms. It is not a one sided affair. Teachers need to understand students’ needs the target language

In to selecting appropriate method, many of us believe that learners have certain characteristics which lead to more or less successful language learning. Such beliefs are usually based on anecdote evidence, that is, on individual people we have known. For example, many teachers are convinced that motivated learners who interact without inhibition in their second language and find many opportunities to practice language skills will be the most successful learners. In addition to personality characteristics, other factors generally considered to be relevant to language learning are “intelligence, emotional intelligence, aptitude, motivation, and attitudes. Another important factor is the age at which learning begins.” (Patsy M. Lightbown., Nina Spada, (1993:33). When researchers are affect second language learning, they usually select a group of learners and give them a questionnaire to measure the type and degree of motivation. The learners are then given a test to measure their second language proficiency. The test and the questionnaire are both scored and the researchers investigate whether a learner with high score on the proficiency test is also more likely to have a high score on the motivation questionnaire. This kind of procedure can be used to measure the effect of emotional intelligence on for language learning through the use of emotional intelligence test. Course designer and material writers have a In to selecting appropriate method, many of us believe that learners have certain characteristics which lead to more or less successful language learning. Such beliefs are usually based on anecdote evidence, that is, on individual people we have known. For example, many teachers are convinced that motivated learners who interact without inhibition in their second language and find many opportunities to practice language skills will be the most successful learners. In addition to personality characteristics, other factors generally considered to be relevant to language learning are “intelligence, emotional intelligence, aptitude, motivation, and attitudes. Another important factor is the age at which learning begins.” (Patsy M. Lightbown., Nina Spada, (1993:33). When researchers are affect second language learning, they usually select a group of learners and give them a questionnaire to measure the type and degree of motivation. The learners are then given a test to measure their second language proficiency. The test and the questionnaire are both scored and the researchers investigate whether a learner with high score on the proficiency test is also more likely to have a high score on the motivation questionnaire. This kind of procedure can be used to measure the effect of emotional intelligence on for language learning through the use of emotional intelligence test. Course designer and material writers have a

Since English the first for language in Indonesia-is a compulsory subject for all levels of education, it is crucial to find out the most appropriate methods of teaching and learning English will be implemented in this developing country. the private vocational school in Indonesia- applies English as a compulsory subject which must be taught in all semesters. Those having taken English I am demanded to be able to use English in a simple way. It is in accordance with its instructional objectives stating, “having studied for one semester, students are expected to be able to use English in certain circumstances. In this objective, subjects-related to people, location, prices, vacations, request, complains, skills, world knowledge, and interest-are emphasized. In some cases after having taken English I and some students still feel difficult in using English even in a simple way.

With regard to the facts above, it is urgent to do a kind of research to find out the appropriate method for students. The research is an experimental research in which the method is communicative Language Teaching Method. Communicative Language Teaching Method is a teaching method which broadly and strongly affects the teaching and With regard to the facts above, it is urgent to do a kind of research to find out the appropriate method for students. The research is an experimental research in which the method is communicative Language Teaching Method. Communicative Language Teaching Method is a teaching method which broadly and strongly affects the teaching and

Emotional intelligence is the ability to constructively study with all of our emotions by: identifying and communicating them (through appropriate expression and exploration); listening to what they are signaling to us about perceived or real threats to our well-being, so that we may examine these perceptions; and becoming more aware of how they reflect our socio-cultural beliefs.

It is very important to understand that emotional intelligence is not the opposite of intelligence. Emotional intelligence, then, is the ability to use your emotions to help you solve problems and live a more effective life. Emotional intelligence without intelligence, or intelligence without emotional intelligence, is only part of a solution. Emotional intelligence has also the benefits in making good relationship.

Emotional intelligence is the ability to understand the meaning of emotions and relationships, and use it to solve the problem. These capabilities include the ability to understand the feelings associated with emotions and understand information about these emotions and manage them. Emotional intelligence needed by students who want to succeed in learning. Emotional intelligence will provide benefits in the process and the quality of decision making, communication and relationships.

Emotional intelligence is not innate, but can be developed quickly and not stop at a certain age only. Emotional intelligence is also not a personality but a series of unique properties that help to shape one's character, in thinking, feeling and behaving. Personality is a concept that is often confused with emotional intelligence, but they have fundamental differences.

Emotional intelligence is a useful instrument in solving the critical problems with subordinates, reached a deal with difficult customers, convey a good criticism of superiors and resolve some of the opportunities that influence success. Emotional intelligence is used to help ourselves and help other students.

Emotional intelligence refers to the special ability that we call common sense, it is associated with the ability to read environment, set it back, with the spontaneous ability to understand what other student want and need, their advantages and disadvantages, the ability to be unaffected by pressure, and the ability to be a nice student so coveted presence of others.

Emotional intelligence as a key factor in the success in learning. the instrumental factor in the success of which is a reflection of emotional intelligence. Emotional intelligence of a student with another student is different. It can be seen in daily life that some students succeed and there are students who fail, success rates are different from each student.

B. Identification of the problems

A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these. The choice of an appropriate teaching method depends largely on the information or skill that is being taught, and it may also be influenced by the aptitude and enthusiasm of the students.

In this teaching method, students assume the role of teacher and teach their peers. Students who teach others as a group or as individuals must study and understand a topic well enough to teach it to their peers. By having students participate in the teaching process, they gain self- confidence and strengthen their speaking and communication skills.

The teaching method is a method which is used in the teaching learning process in the classroom at SMK PGRI 1 Jakarta.The students have to be able to interact and cooperate with the other students. The students can motivate themselves, follow the teaching learning process easily. It is the teacher’s responsibility to motivate their students. To motivate the students is difficult task for the teachers in order the students can communicate with the other students well.

Emotional intelligence is the ability to recognize feelings, reach and awaken your senses to help the mind, to understand the feelings and Emotional intelligence is the ability to recognize feelings, reach and awaken your senses to help the mind, to understand the feelings and

Ability is one's capacity and proficiency of doing something to accomplish his goal. The ability of producing ideas is one of the language skills which everyone should acquire in English since it is one of the world languages which is widely learnt and used by many people in the world. For this reason, English has been introduced to students in Indonesia for years from primary level until university level.

Regarding the background of the study, identification of the problems are as follows:

1. Is the teaching method important in the student’s speaking skill at private vocational school?

2. Is the teaching method effective in the student’s speaking skill at private vocational school?

3. Is the teaching method good to be applied in classroom?

4. Will the student’s speaking skill at private vocational school be high by using the teaching method?

5. Is there any effect of teaching method upon the student’s speaking skill at private vocational school?

6. Is there any effect of emotional intelligence upon the student’s speaking skill at private vocational school?

7. Are there any effects of interaction of teaching method and emotional intelligence upon in the student’s speaking skill at private vocational school?

C. LIMITATION OF THE PROBLEMS

From the identification of the problems above, many problems appeal related to teaching and learning English subject. It is impossible to do a research for all approximately. Since the impossibility of conducting a research for all problems, then it is necessary to limit on the using teaching method and one factor which might affect on the student’s speaking skill of English, which is emotional intelligence.

Based on the identification of problems that have been described above is still very broad in scope, for it then the study was limited in several variables namely: “The effects of teaching method and emotional intelligence upon student’s speaking skill at private vocational school in east Jakarta.” The teaching method is limited by using the communicative language teaching method, the emotional intelligence is limited by the emotional intelligence of the second grade of students at SMK PGRI 1 Jakarta and the student’s speaking skill is limited by the student’s speaking skill of second grade of students at SMK PGRI 1 Jakarta.

D. STATEMENT OF THE PROBLEMS

Regarding the identification of the problems and the limitation of the problems, statements of the problems are as follows:

1. Is there any effect the teaching method upon in the student’s speaking skill at private vocational school?

2. Is there any effect emotional intelligence upon in the student’s speaking skill at private vocational school?

3. Are there any effects of interaction of communicative language teaching method and emotional intelligence upon in the student’s speaking skill at private vocational school?

E. PURPOSE OF THE RESEARCH

Based the research objectives are to analize about:

1. The effect of the teaching method upon in the student’s speaking skill at private vocational school.

2. The effect of the emotional intelligence upon in the student’s speaking skill at private vocational school,

3. The effects of interaction of communicative language teaching method and emotional intelligence upon in the student’s speaking skill at private vocational school.

F. SIGNIFICANCE OF THE STUDY

It is hoped that this study will contribute to the improvement of teaching and learning process in the classroom at vocational school?, especially for teachers who have strong wishes to improve their skills in It is hoped that this study will contribute to the improvement of teaching and learning process in the classroom at vocational school?, especially for teachers who have strong wishes to improve their skills in

For the students, it is hoped that would learn English easier by learning how to improve their English and coping with their emotional aspects during the process of mastering speaking skills of English.

For English teachers, especially English teachers at the private vocational school, it is hoped that they would reap the benefits of this study in selecting appropriate methods to be implemented in class.

For University Indraprasta of PGRI, this study is hopefully to be considered very important by the decision makers to make any policy related to the process of teaching and learning, especially teaching and learning English subject.

CHAPTER II THEORETICAL DESCRIPTION, CONCEPTUAL FRAMEWORK AND HYPOTHESIS

A. Theoretical Description

1. Theory of Student’s Speaking Skill

a. Speaking

The whole of human history is built upon communication. From the first story told in prehistoric times through the mass media of today, verbal communication has built the foundation of who we are, where we came from, and what we hope to become. Throughout time, many orators, philosophers, and educators have tried to capture the essence of human communication. Although a true understanding of the complexity of communication takes years of examination, the researcher have tried to offer a brief highlight of some of the major contributors.

Speaking is very important part in studying English. People need to speak in order to communicate one each other and make a good communication. When some one was born, he learns how to speak, and speaking can make him communicate or contact with other person. According to Yorkey (1990:4), speaking skill is a skill and like other skill, it must be practiced continuously.1) The teacher role is becoming important for students later. There are many keys to support speaking skill by listening cassette, Speaking is very important part in studying English. People need to speak in order to communicate one each other and make a good communication. When some one was born, he learns how to speak, and speaking can make him communicate or contact with other person. According to Yorkey (1990:4), speaking skill is a skill and like other skill, it must be practiced continuously.1) The teacher role is becoming important for students later. There are many keys to support speaking skill by listening cassette,

If students want to be able to speak fluently in English, they need to be able pronounce us correctly, use appropriate stress and intonation patterns and speak in connected speech. Speakers of English - especially where it is a second language - will have to be able to speak in a range of different genres and situations, and they will have to be able to use a range of conversational and conversational - strategies. They will need to be able to survive in typical functional exchanges, too.

Getting students to speak in class can sometimes be extremely easy. In

a good class atmosphere, students who get on with each other, and whose English is at an appropriate level, will often participate freely and enthusiastically if we give them a suitable topic and task. However, at other times it is not so easy to get students going. Maybe the class mix is not quite right. Perhaps we have not chosen the right kind of topic. Sometimes it is the organisation of the task which is at fault. But a problem that occurs more often than any of these is the natural reluctance of some students to speak and to take part. In such situations the role(s) that teachers play will be crucial.

Students are often reluctant to speak because they are shy and are not predisposed to expressing themselves in front of other people, especially when they are being asked to give personal information or opinions. Frequently, too, there is a worry about speaking badly and therefore losing face in front of their classmates. In such situations there are a number of things we can do to help. The teacher role is becoming important for students later. There are many keys to support speaking skill by listening cassette, watching tv, watching film, practicing with foreigners, practicing with partners.

Speaking is one of language skill in learning langauge. Speaking skill is a skill and like other skill, it must be practiced continuously. People need to speak in order to communicate with the other people and make a good communication well. We have to learn how to speak, and speaking can make us communicate or contact with other person.

b. Student’s Speaking Skill

Speaking is a form of communication (Jone, 1989: 14). It means that speaking a kind of communication which is conveyed orally. It is certainly that the process of it involves two sides, the speaker and the listener who may function interchangeably. When the speaker produces utterances sent to the listener, he/she may function as a speaker. Otherwise, when the listener gets turn to give responses, he/she may function as a speaker. In short, it may be said that speaking has the similar meaning to oral communication.

During communication what one says should be conveyed in an effective way. How one says has the same importance as what one says, (Jone, 1989: 14). Celce-Murcia and Olshtain say that in any oral interaction the speaker wants to communicate ideas, feelings, attitudes, and information to the hearer or wants to employ speech th2t relates to the situation. The main objective of .the speaker is to be understood and for the message to be properly interpreted by the hearer/s, (Celce-Murcia and Olshtain, 2000: 166). They who also use speech production referring to speaking explain that speech production is produced on-line and that it is prototypically reciprocal (timbal balik) in nature. The reciprocity develops during the ongoing negotiation of meaning between the speaker and listener(Celce-Murcia and Olshtain, 2000: 168).

Brown says that conversations are collaborative activities as participants (speaker and listener) engage in a process of negotiation of meaning, (Brown, 2001: 268). Meanwhile, Brown and Yule say that in the production of speech each speaker needs to speak individually and ideally. He needs someone to listen to his speaking and to respond to him, (Brown and Yule, 1997: 25).

It may be inferred that speaking is a collaborative activity between

a speaker and a listener/s in which the two parties want to convey and negotiate thoughts, feelings or messages in a special reciprocal situation underlined by a mutual understanding.

Speaking is one of English language skills which belong to a productive skill. In communication, speaking involves at least two persons so as to have interaction between them. In simple way, Fulcher (2003: 23) says, "speaking is the verbal use of language to communicate with others." Speaking is the most important and; complicated language skill which one needs to master. As known that speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. Harris (2003: 81) adds that like writing skill, speaking is a complex skill speaking number of different abilities to develop.

Byrne highlights that "Oral communication is a two-way process between speaker and listener (or listeners), involving the productive skill of speaking and the receptive skill of understanding (or listening with understanding)". Meanwhile, Learns, Miller, and Soro (2010: 55) points out that speaking is the important way people interact with the world which includes instructional and social conversation, develops language, thought, and content knowledge as well as the personalities and beliefs, and the ability to form relationships.

From the natures of speaking above, it is, therefore, inferred that speaking is a means of communication comprising at least two persons in face-to-face interaction to produce ideas, thought, knowledge, and beliefs as well as meet communicative language components to build relationships.

In relation to building social relationship, everyone owns his goal for that reason. One may speak when he intends to discuss something. Harmer (2006: 46-7) states that there are some reasons why people are involved in conversation. First, they want to say something. This implies that when there is something to tell, they need to speak; otherwise, he will not speak. Second, they have communicative purpose. Third, they intend to select words. It means speakers in general have certain capacity to produce new and appropriate sentences.

Richards and Renandya (2002: 201) supports Harmer's views, which emphasize that one will make a social relationship through discussion forum. in this case, he will express his own ideas and persuade others or clarify information. Boardman (1979: 1) states that the language used by a speaker is to show how to ask for information, to suggest, to prohibit, to express ideas, etc. In the context of English learning, students are encouraged to be able to express themselves in target language, to overcome basic skills of interaction such as mutual greetings, expressions of thanks and apology, and to express his needs such as asking for information (Brown and Yule, 1988: 27)

From the explanation, it is likely to have the same ideas on speaking reasons, namely the intention to deliver information to other people and to entertain and make other people feel happy as well as to express ideas. In English speaking situation, a student may speak with his From the explanation, it is likely to have the same ideas on speaking reasons, namely the intention to deliver information to other people and to entertain and make other people feel happy as well as to express ideas. In English speaking situation, a student may speak with his

Considering some ideas above on the English speaking ability and the necessity of using English, it is concluded that English speaking ability is one's capacity of producing ideas orally to others through learning process expressed in English in acceptable and appropriate ways to maintain social relationship.

Language is the major means communication among people of a society. Communication can take place through interactions between people through expressing of ideas, responses, and extending of opinions Widdowson suggests that speaking in general is performed face-to-face and takes place as part of a dialog or exchanges of other verbal forms (Widdowson, 1984:58).

Samovar and Mills (1972:62) further elaborate explanation provided by Finochiaro dan Bonomo; that is, speaking as a two-way communication process between speaker and listener. They suggest that spoken communication does not only require speaking skills but also mutual understanding between speaker and listener. They define spoken communication as follows: (1) 'communication involves more than one people, (2) communication aims at obtaining responses, (3) ideas and feeling are communication materials (hat needs to be specifically planned to achieve the intended objectives, (4) communication is a symbolical process, (5) communication is a real process in life that depends en how Samovar and Mills (1972:62) further elaborate explanation provided by Finochiaro dan Bonomo; that is, speaking as a two-way communication process between speaker and listener. They suggest that spoken communication does not only require speaking skills but also mutual understanding between speaker and listener. They define spoken communication as follows: (1) 'communication involves more than one people, (2) communication aims at obtaining responses, (3) ideas and feeling are communication materials (hat needs to be specifically planned to achieve the intended objectives, (4) communication is a symbolical process, (5) communication is a real process in life that depends en how

Papalia (1983:15) states that speaking skills is not solely dependent on linguistics, competence but also on understanding of culture, strategic functions and use of language in interactions in social contexts since success in acquiring communicative competence IS dependent on how the components are integrated. For this, Savignon (1983:21) suggests that communicative competence in the teaching of English needs to be developed through more provision of time for listening activities, providing students with the greatest possible opportunities to obtain responses, considering student's grammatical mistakes as something natural in the teaching-learning process, and performing activities within contexts that include their feelings and involvement as a whole.

M. Bygate in Spoisky (1983:63) suggest that speaking skills have two integrated elements; that is, relative accuracy and relative fluency. Accuracy is one dimension related to clarity, appropriateness and correctness of certain message that are related to interlocutors and linguistics norms. Success of a message is influenced by selection, formulation and comprehensibility. This dimension covers use of grammar, pronunciation of vocabulary, selection of expressions, discourse markers and register.

Based on the above explanation, it can be concluded that studets’s speaking skills is ability of student’s communication which involve various skills to decide on when to speak; what form to use; which words are suitable in form and meaning; use of sequences of sounds, voice, tone and form; convincing that one feels the need to speak properly in the right situation; and correct positioning of tongue and lips to produce linguistic sounds.

2. Theory of Teaching Method

a. Definition of Teaching Method

When linguists and language specialists sought to improve the quality of language teaching, they often did so by referring to general principles and theories concerning how languages are learned, how knowledge of language is represented and organized in memory, or how language itself is structured. Let us go through to the definitions of approach, methods and techniques according to Anthony as quoted by Brown:

“... An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approaches axiomatic. It describes the nature of the subject matter to be taught...” “...Method is

an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is a procedural, “ “... A technique is implementional- that which actually takes place in a classroom. It is particular trick, stratagem, or contrivance used to accomplish an immediate objective. Technique must be consistent with a method, and therefore in harmony with an approach well. (Brown, 2002:9)

From these definitions, it can be derived a conclusion that approach is assumption and beliefs about language and language learning held. At least there are three teoretical views of language as explained by Richards and Rodgers, namely “structural view, functional view, and interactional view” (Richards & Theodore, 1986:17), The preceding one seems to be the most traditional one. Another language specialists, Harmer also proposes four terms related to teaching and learning language. The four hierarchical terms relocated by Harmer are “approach, method, procedure and technique” (Brown, 2002: 78)

Efficient teaching methods are essential tools that can help students acheive success in the classroom. Each student has a different personality and learning abilities. There are several factors that a teacher must consider when choosing a teaching method for their students. Some determining factors for selecting a teaching method include the student’s interest and background knowledge, as well as their environment and learning abilities. Teachers also help their students learn with various learning aids such as Auditory, Kinesthetic (collaborating), and Visual. Instructors use these teaching methods to help students understand and complete class assignments.

Learner’s emotion and involvement give a great contribution to the process of grasping and absorbing the target language, therefore it would

be an amazing idea to engage learners’ emotion and involvement during the learning activity. As a matter of fact, when the teacher engage learners’ be an amazing idea to engage learners’ emotion and involvement during the learning activity. As a matter of fact, when the teacher engage learners’

What is meant by the aforementioned statement is that learning is a process of internalizing the language itself, it happens in the individual. In other words, he/she knows the result of the language acquired through interacting with other people. Byme said that “What is needed is flexibility, tolerance, patience on your part & above all, an understanding of the learners’ difficulties”.(Harmer, 1998: 25)

It is important for the teachers to know that building interaction and relation among learners are essential since they feel less inhibited when they are sure that they are safe. Accordingly, nowadays, methodologists promote interaction in the classroom to help interaction natural communication takes place. There are a number of activities that promote interaction, some of which are role play and simulation. The things are not ended up to this only, the next important for the teacher to do after carrying out the interaction among learners is giving “self- evaluation” on how they performed the task. Pappas stated “self-evaluation is an important factor because it gives children opportunities to reflect on their own learning, thereby helping them to be independent, autonomous, & confident learners.”Pappas, et all., 1990: 322)

From the explainantion above it is concluded that the teaching method is a method used for instruction which involves class participation, From the explainantion above it is concluded that the teaching method is a method used for instruction which involves class participation,

b. The kind of Teaching Method

Teaching methods are different principles and methods that are used to instruct students in a learning environment. The methods used by a teacher will depend on the skills or information the teacher would like to convey to their students. Some of the most common teaching methods are memorization, class participation, recitation, and demonstration. While these teaching methods are widely used, every instructor has a specific teaching method. Teachers must be flexible in their methods and often adjust their style of teaching to accommodate their students.

Methods include various procedures and techniques as part of their standard fare. When methods have fixed procedures, informed by a clearly articulated approach, they are easy to describe. Procedure is an ordered sequence of techniques. Therefore, there is a question about what elements need to be present in a language classroom to help students learn effectively. There are three elements proposed by Harmer. Three elements which will be present in all-or almost all-classes are: “Engage, Study, and Activate (ESA)”. (Harmer, 1998: 25)

Teaching methods often include lesson plans that students can use to help retain and recall information. Various forms of teaching methods used with lesson plans are explanation, demonstration, and collaboration. Explanation is similar to a lecture that provides detailed information about

a specific subject. Demonstrations are used to provide visual learning opportunities from a different viewpoint, and collaboration allows students to participate in group discussions. These teaching methods will sharpen leadership skills, and allows students to work together as a team. Collaborating is an opportunity for each student to actively participate in class discussions and voice their opinions. Effective teaching methods benefit both teachers and students.

1). The Grammar-Translation Method

As the names of some of its leading exponents suggest (Johann Seidenstiicker, Karl Plotz, H. S. Ollendorf, and Johann Meidinger), Grammar Translation was the offspring of German scholarship, the object of which, according to one of its less charitable critics, was "to know everything about something rather than the thing itself" (W. H. D. Rouse, quoted in Kelly 1969: 53). Grammar Translation was in fact first known in the United States as the Prussian Method. (A book by B. Sears, an American classics teacher, published in 1845 was titled The Ciceronian or the Prussian Method of Teaching the Elements of the Latin Language [Kelly 1969].) The principal characteristics of the Grammar-Translation Method were these:

The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study. Grammar Translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, fol- lowed by application of this knowledge to the task of translating sentences and texts into and out of the target language. It hence views language learning as consisting of little more than memorizing rules and facts in order to understand and manipulate the morphology and syntax of the foreign language. "The first language is maintained as the reference system in the acquisition of the second language" (Stern 1983: 455).

Implemented design for teaching a language. But parallel to the ideas put forward by members of the Reform Movement was an interest in developing principles for language teaching out of naturalistic principles of language learning, such as are seen in first language acquisition. This led to what hav*e been termed natural methods and ultimately led to the development of what came to be known as the Direct Method.

2). The Direct Method

Gouin had been one of the first of the nineteenth-century reformers to attempt to build a methodology around observation of child language learning. Other reformers toward the end of the century likewise turned their attention to naturalistic principles of language learning, and for this reason they are sometimes referred to as advocates of a "natural" method. In fact, at various times throughout the history of language teaching, attempts have been made to make second language learning more like first language learning. In the sixteenth century, for example, Montaigne described how he was entrusted to a guardian who addressed him exclusively in Latin for the first years of his life, since Montaigne's father Gouin had been one of the first of the nineteenth-century reformers to attempt to build a methodology around observation of child language learning. Other reformers toward the end of the century likewise turned their attention to naturalistic principles of language learning, and for this reason they are sometimes referred to as advocates of a "natural" method. In fact, at various times throughout the history of language teaching, attempts have been made to make second language learning more like first language learning. In the sixteenth century, for example, Montaigne described how he was entrusted to a guardian who addressed him exclusively in Latin for the first years of his life, since Montaigne's father

Sauveur and other believers in the Natural Method argued that a foreign language could be taught without translation or the use of the learner's native language if meaning was conveyed directly through demonstration and action. The German scholar F. Franke wrote on the psychological principles of direct association between forms and meanings in the target language (1884) and provided a theoretical justification for a monolingual approach to teaching. According to Franke, a language could best be taught by using it actively in the classroom. Rather than using analytical procedures that focus on explanation of grammar rules in classroom teaching, teachers must encourage direct and spontaneous use of the foreign language in the classroom. Learners would then be able to induce rules of grammar. The teacher replaced the textbook in the early stages of learning. Speaking began with systematic attention to pronun- ciation. Known words could be used to teach new vocabulary, using mime, demonstration, and pictures.

3). The Audiolingual Method

The Coleman Report in 1929 recommended a reading-based approach to' foreign language teaching for use in American schools and college's' (Chapter 1). This emphasized teaching the comprehension of texts: Teachers taught from books containing short reading passages in

the- : foreign language, preceded by lists of vocabulary. Rapid silent reading was the goal, but in practice teachers often resorted to discussing

the content of the passage in English. Those involved in the teaching of English as a second language in the United States between the two world wars used either a modified Direct Method approach, a reading-based approach, or a reading-oral approach (Darian 1972). Unlike the approach that was being developed by British applied linguists during the same period, there was little attempt to treat language content systematically. Sentence patterns and grammar were introduced at the whirn of the textbook writer. There was no standardization of the vocabulary or grammar that was included. Neither was there a consensus on what grammar, sentence patterns, and vocabulary were most important for beginning, intermediate, or advanced learners.