AN ANALYSIS OF THE TECHNIQUE OF TEACHING SPEAKING USED BY THE TEACHER OF ENGLISH FOR SPECIFIC PURPOSES (ESP) PROGRAM AT IESP DEPARTMENT UNIVERSITY OF MUHAMMADIYAH MALANG
AN ANALYSIS OF THE TECHNIQUE OF TEACHING SPEAKING USED
BY THE TEACHER OF ENGLISH FOR SPECIFIC PURPOSES (ESP)
PROGRAM AT IESP DEPARTMENT UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
By:
IMADUDDIN QOWIM
09360267
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AUGUST 2016
AN ANALYSIS OF THE TECHNIQUE OF TEACHING SPEAKING USED
BY THE TEACHER OF ENGLISH FOR SPECIFIC PURPOSES (ESP)
PROGRAM AT IESP DEPARTMENT UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English Education
By:
IMADUDDIN QOWIM
09360267
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AUGUST 2016
TABLE OF CONTENTS
ADVISOR APPROVAL………………………………………………………
EXAMINERS APPROVAL……………………………...…………………..
DECLARATION……………………………………………………………...
MOTTO AND DEDICATION……………………………………………….
ACKNOWLEDMENTS………………………………………………………
ABSTRACT…………………………………………………………………...
TABLE OF CONTENTS……………………………………….…………….
CHAPTER I INTRODUCTION
1.1 Background of the Study…………………………………...…………
1.2 Statement of Problems………………………………………………...
1.3 Purposes of Study……………………………………………………..
1.4 Significance of Study………………………………………………….
1.5 Scope and Limitation………………………………………………….
1.6 Definition of Key Term……………………………………………….
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Speaking………………………………………………………..………
2.2 Teaching Speaking……………………………………………….…….
2.2.1. Before Teaching……………………………………………..
2.2.2. Whilst Teaching……………………………………………..
2.2.3. Post Teaching……………………………………….……….
2.3 Technique of Teaching Speaking………………………………………
2.3.1. Discussions………………………………………………….
2.3.2. Role Play…………………………………………………….
2.3.3. Simulation…………………………………………………..
2.3.4. Information Gap…………………………………………….
2.3.5. Brainstorming……………………………………………….
2.3.6. Storytelling………………………………………………….
2.3.7. Interviews………………………………………………….
2.3.8. Story Completion………………………………………….
2.3.9. Reporting…………………………………………………….
2.3.10. Playing Cards……………………………………………….
2.3.11. Picture Narrating……………………………………………
2.3.12. Picture Describing…………………………………………..
2.3.13. Find the Difference………………………………………….
2.3.14. Communication Games……………………………………..
2.3.15. Problem Solving…………………………………………….
2.3.16. Simulation or Role Play…………………………………….
2.3.17. Materials Requiring Personal Responses…………………..
2.3.18. Materials Patterns of Conversation…………………………
2.3.19. Materials to Enhance Academic Speaking Skills…………..
i
ii
iii
iv
v
vi
vii
1
5
5
6
6
6
8
9
9
9
10
10
10
11
11
11
12
12
13
13
13
14
15
15
15
16
16
16
16
17
17
2.4 English for Specific Purposes…………………………………………..
17
CHAPTER III RESEARCH METHODOLOGY
3.1. Research Design……………………………………………………...
19
3.2.Research Subject…………………………………………………….…… 20
3.3. Research Instrument…………………………………………………… 20
3.3.1. Interview…………………………………………..................…
20
3.3.2. Observation ……………………………………………..………
21
3.4. Data Collection……………………………………………….……...
21
3.5. Data Analysis…………………………………………….…………..
22
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1.Findings………………………………………………………………..
4.1.1. The Techniques of Teaching Speaking …………………………
4.1.1.1. Discussion…………………………………………………..
4.1.1.2. Communication Games……………………………………..
4.1.1.2.1. Games of Whispering……………………………………..
4.1.1.2.2. Game of Guessing…………………………………………
4.1.1.2.3. Game Of Story Completion……………………...............
4.1.1.3. Interview……………………………………………………….
4.1.2. The Way How The English Teacher Implements Those Technique
4.1.2.1. First Observation……………………………………………….
4.1.2.2. Second Observation…………………………………………….
4.1.2.3. Third Observation………………………………………………
4.2. Discussion …………………………………………………………….
24
24
25
25
26
26
26
26
27
27
29
31
33
CHAPTER V CONCLUTION AND SUGGESTION
5.1. Conclusion ……………………………………………………………
5.2. Suggestion ……………………………………………………………
35
36
REFERENCE
APPENDIXS
REFERENCES
Arif, Bobby Kusuma. 2005. Teaching Technique in Speaking Class at Basic English
Course(BEC). Malang. Universitas of Muhammadiyah Malang.
Ary, Donald,et. 2002. Introduction to Research in Education: Sixth Edition.USA:
Wadsworth Group.
Ary, Donald,et. 2010. Introduction to Research in Education: Sixth Edition.USA:
Wadsworth Group.
Brown, H.D. 2000. Principles of Language Learning and Teaching (fourth
edition).San Fransisco: Addison Wesley Longman, Inc.
Burkart. All. 1998. Spoken language what it is and how to teach it: center for applied
linguistic Washington, DC
Fulchel, Glenn. 2003. Testing second language speaking. Harlow: Longmn/ Pearson
education.
Kayi, 2006. Teaching speaking: Activities promote speaking in a Second Language
TESL. Journal, Vol XII (http://itesj.org).
Lefrancois. 2000. Psychology for Teaching. USA. Wadsworth.
McDonough, J., and Shaw, C. 2003. Materials and Methods in ELT: A Teacher’
Guide, Oxford: Blackwell Publishers.
Mora. Minda. 2010. Teaching Speaking. Malang. State University of Medan.
17
Nurbrata, laela H.2005. An Analysis on Teaching Speaking at SMU N 4 Malang.
Unpublished Thesis. Malang. Universitas Muhammadiyah Malang.
Pollard, Lucy. 2008. Teaching English. University of London.
Richards, C Jack. 2008. Teaching listening and speaking. Cambridge: Cambridge
University Press.
Santroct, John W. 2001 Education Psychology. University of Texas at Dallas
CHAPTER I
INTRODUCTION
This chapter presents the background of study, the statement of problem, the
purpose of the study, the significance of the study, the scope and limitation, and the
definition of the key term.
1.1 Background of the Study
Speaking is the skill that has to be mastered by language lerners because
speaking is a skill indicator that language learners master the target language. The
mastery of speaking skill in English is a priority for many second –language or
foreign language learners. Consequently, learners often evaluate their success in
language learning as well as the effectiveness of their English course on the basic of
how much they feel they have improved in their spoken language proficiency
(Richards:2008). Therefore, if students do not learn how to speak or do not get any
opportunity to speak in language classroom, they may soon get de motivated and lose
interst in learning. According to Burkart (in Mora , 2010) , the language learners need
to recognize that speaking involves mechanics (pronounciation, grammar, and
vocabulary),
function
(transaction,
in-transaction,
and
perfomance),
and
social/culture. Therefore, learners can be succesfullin speaking when they know those
areas of knowledge in speaking.
According to Mc Donough (in Nurbata, 2005), speaking is a skill that enables
1
us to produce utterance which involves expressing idea and opinions, expressing a
wise or desire to do something, negotation, solving a particular problem or
establishing and maintaining social relationship and friendship.
In class, speaking involves two
interaction such as(between teacher and
students) and (between student and student). Therefore, teacher is demanded to know
that speaking is not only learning about term of knowledge of speaking, but more
than that. Speaking prefers to the way of producing and practicing utterance. Teacher
should create or chose techniques of teaching which support the learners to speak,
give the learners chances to participate.
It is important for the teacher to know characteristics of successful speaking
activity. According to Pollard (2003), there are some characteristic of successful
speaking activity, such as; learners talk, learners participation, high motivation, and
acceptable utterance. In language classrooms students and teachers collaboratively
come to understand the discourse of knowledge and achieve the goal. Therefore, the
teacher has to guide the learners achieving the goal learning, and sets the good
condition for learning by applying strategies or technique in teaching speaking.
Consequently, teacher is expected to take some preparation, such planning to
set classroom activities, organizing classroom, assessing the learners ability, and
evaluating the teaching learning process. Therefore, to make teaching speaking more
interesting and easy to understand, the teacher should use some techniques
effectively. The technique should be suitable with students characteristics and
2
condition. On the other hand, if the right activities are thought in the right way,
speaking class can be fun and can motivate the learners to practice and participate.
There are a lot of techniques can be used by teacher in speaking class.
According to Bobby 2005 . teachers used some techniques in their class activity such
as game , role play, small group, and drill. Each technique has advantages and
disadvantages. The strength of the techniques was more than the weaknesses and
students felt comfortable in the class and also it might improve their ability in
speaking. In applying the techniques the teachers find some problems, the teacher got
limited time to implement the techniques, such as drama and discussions. The teacher
should anticipate the problem arise by preparation. Therefore, the teachers have to be
professional. They must know and master the techniques of teaching in order to
encourage their students pratice and take participation in the class.
Realizing these phonemena, UMM tries to facilitate the students with English
For Specific Purposes(ESP) in improving their mastery in their of the study. English
For Specific Purposes (ESP) is acompulsory subject to be joined by all students in
University of Muhammadiyah Malang whatever their departement is . English For
Specific Purposes (ESP) has been taught in this university for more than a decade.
The exucution of the teaching and learning process until today is still refering more
the English For Specific Purposes (ESP) textbook’. The English For Specific
Purposes (ESP) is under the responsibility of language center. This course is obligated
for the first and second semester students and 16 credits are offered to be finished.
3
Widoodo (2004) states, that the teaching of English For Specific Purposes
(ESP) at University of Muhammadiyah Malang uses the ESP textbook it means the
book that is developed by language center staff and teachers from each department. It
covers all English skills (Reading, Writing, litening, and Speaking).
Problem usually happens in teaching English For Specific Purposes (ESP) is
the heterogeneous of the learners. They come from different cultural background and
level of language mastery. Consequently, teacher should create a comfortable learning
situation to atrract the students, interest, teacher also must have awarness that learners
are part of teaching and learning process, which needs to be served very well. Anwer
(in Widodo 2004) states that the materials development is based on teacher
assumption, not based on what is actually needed opnions, motivations, interest,
necessities, and level of understadings. Teacher should not ignore these factors or
they will give a negative impression to the students.
On the other hand, the big numbers of the student with different experinces
related to English also need to be considered. Teachers must find a good strategy in
treating the students . it will be an ineffective teaching if teacher just talk and talk in
front of the class, while the main purpose of the teaching speaking English For
Specific Purposes (ESP) is to give a real experinces to the learnes. Learners also need
to be given an opportunity to perform their abilty, but the time devision must be equal
during the time allotment , and it is not an easy job.
4
From the explanition above, we can conclude that one of the important
consideration in teaching English For Specific Purposes (ESP) is conducting need
analysis. Istikharoh (2007) found that selecting and developing materials and
activities in teaching learning can improve the students skill which is suitable with
their potential, need, course, and future life. Its mean that the material designer,
teacher should be able to recognize and explore the class situation so that they can
organize a good, appropriate, acceptebale, reasonable materials and activity during
the course. If the students need is fullfiled in technique of teaching speaking avtivity,
it would increase their ability in mastering certain subject a study.
1.2 Statement of the Problem
Based on the background of the study, the writer is interested in analylizing 2
things, they are follows:
1. What are the techniques of teaching speaking used by the ESP teacher at
University of Muhammadiyah Malang?
2. How does the teacher implement those tehniques?
1.3 Purpose of the Study
Based on the statements of problems above, the purposes of the study are:
1. To know the tehnique of teaching speaking used by the ESP teacher at
University of Muhammadiyah Malang
5
2. To knowhow the teacher implements those tehniques
1.4 Significance of the Study
This study is intended to give science the information for readers about the
technique of teaching speaking of second semester .The writer expects the result of
the study will give something meaningfull in language teaching especially for
speaking teachers. However, it can be used as a reference for students of English
departement that will involve technique teaching speaking in their profesion as
teacher. In additional , the finding will become the contribution
for fhurther
reasearach.
1.5 Scope and Limitation
This study is confined to the indentification and description of the technique
of teaching speaking in ESP program. This study is merelly limited on the classes
under the ESP teacherof second semester of IESP Department University of
Muhammadiyah Malang, academicyear 2014/2015. While the area is focused in
technique of teaching Speaking skills in ESP Program.
1.6 Definition of key term
The following definitions are intended to make the readers have the same
understanding or perception for some terms used in this research, they are also
6
intended to avoid ambiguity or misinterpretation. They are as follow:
1. Speaking
:Is a skill that enables us to produce utterance which involves
expressing idea and opinions, expressing a wise or desire to do something,
negotation, solving a particular problem or establishing and maintaining social
relationship and friendship (McDonough,2003)
2. Teaching Speaking
: Teaching is multidimensional in that it involves many
different domains. We often think of teaching in term of academic or cognitive
domains (emphasizing thinking and learning in subject areas such as English,
math, and science). However, teaching also involves social, affective, moral,
and health domains, as well as many other aspects of students’ lives (Santrock,
2001).
3. Technique
: Is any of wide variety of exercises, activity of exercises,
activitys, or task used in the language classroom for realizing lesson
objectives(Brown,2000;16)
4. English for Spesific Purposes :
English
For
Specific
Purposes
(ESP)
constitutes one of mandatory college eye that meaty English language
learning. The difference English For Specific Purposes (ESP) and general
English is English For Specific Purposes (ESP) constitutes one of English
language learning that emphasizes on study's area that at takings by that
college student (Aulia, 2014).
7
BY THE TEACHER OF ENGLISH FOR SPECIFIC PURPOSES (ESP)
PROGRAM AT IESP DEPARTMENT UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
By:
IMADUDDIN QOWIM
09360267
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AUGUST 2016
AN ANALYSIS OF THE TECHNIQUE OF TEACHING SPEAKING USED
BY THE TEACHER OF ENGLISH FOR SPECIFIC PURPOSES (ESP)
PROGRAM AT IESP DEPARTMENT UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English Education
By:
IMADUDDIN QOWIM
09360267
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AUGUST 2016
TABLE OF CONTENTS
ADVISOR APPROVAL………………………………………………………
EXAMINERS APPROVAL……………………………...…………………..
DECLARATION……………………………………………………………...
MOTTO AND DEDICATION……………………………………………….
ACKNOWLEDMENTS………………………………………………………
ABSTRACT…………………………………………………………………...
TABLE OF CONTENTS……………………………………….…………….
CHAPTER I INTRODUCTION
1.1 Background of the Study…………………………………...…………
1.2 Statement of Problems………………………………………………...
1.3 Purposes of Study……………………………………………………..
1.4 Significance of Study………………………………………………….
1.5 Scope and Limitation………………………………………………….
1.6 Definition of Key Term……………………………………………….
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Speaking………………………………………………………..………
2.2 Teaching Speaking……………………………………………….…….
2.2.1. Before Teaching……………………………………………..
2.2.2. Whilst Teaching……………………………………………..
2.2.3. Post Teaching……………………………………….……….
2.3 Technique of Teaching Speaking………………………………………
2.3.1. Discussions………………………………………………….
2.3.2. Role Play…………………………………………………….
2.3.3. Simulation…………………………………………………..
2.3.4. Information Gap…………………………………………….
2.3.5. Brainstorming……………………………………………….
2.3.6. Storytelling………………………………………………….
2.3.7. Interviews………………………………………………….
2.3.8. Story Completion………………………………………….
2.3.9. Reporting…………………………………………………….
2.3.10. Playing Cards……………………………………………….
2.3.11. Picture Narrating……………………………………………
2.3.12. Picture Describing…………………………………………..
2.3.13. Find the Difference………………………………………….
2.3.14. Communication Games……………………………………..
2.3.15. Problem Solving…………………………………………….
2.3.16. Simulation or Role Play…………………………………….
2.3.17. Materials Requiring Personal Responses…………………..
2.3.18. Materials Patterns of Conversation…………………………
2.3.19. Materials to Enhance Academic Speaking Skills…………..
i
ii
iii
iv
v
vi
vii
1
5
5
6
6
6
8
9
9
9
10
10
10
11
11
11
12
12
13
13
13
14
15
15
15
16
16
16
16
17
17
2.4 English for Specific Purposes…………………………………………..
17
CHAPTER III RESEARCH METHODOLOGY
3.1. Research Design……………………………………………………...
19
3.2.Research Subject…………………………………………………….…… 20
3.3. Research Instrument…………………………………………………… 20
3.3.1. Interview…………………………………………..................…
20
3.3.2. Observation ……………………………………………..………
21
3.4. Data Collection……………………………………………….……...
21
3.5. Data Analysis…………………………………………….…………..
22
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1.Findings………………………………………………………………..
4.1.1. The Techniques of Teaching Speaking …………………………
4.1.1.1. Discussion…………………………………………………..
4.1.1.2. Communication Games……………………………………..
4.1.1.2.1. Games of Whispering……………………………………..
4.1.1.2.2. Game of Guessing…………………………………………
4.1.1.2.3. Game Of Story Completion……………………...............
4.1.1.3. Interview……………………………………………………….
4.1.2. The Way How The English Teacher Implements Those Technique
4.1.2.1. First Observation……………………………………………….
4.1.2.2. Second Observation…………………………………………….
4.1.2.3. Third Observation………………………………………………
4.2. Discussion …………………………………………………………….
24
24
25
25
26
26
26
26
27
27
29
31
33
CHAPTER V CONCLUTION AND SUGGESTION
5.1. Conclusion ……………………………………………………………
5.2. Suggestion ……………………………………………………………
35
36
REFERENCE
APPENDIXS
REFERENCES
Arif, Bobby Kusuma. 2005. Teaching Technique in Speaking Class at Basic English
Course(BEC). Malang. Universitas of Muhammadiyah Malang.
Ary, Donald,et. 2002. Introduction to Research in Education: Sixth Edition.USA:
Wadsworth Group.
Ary, Donald,et. 2010. Introduction to Research in Education: Sixth Edition.USA:
Wadsworth Group.
Brown, H.D. 2000. Principles of Language Learning and Teaching (fourth
edition).San Fransisco: Addison Wesley Longman, Inc.
Burkart. All. 1998. Spoken language what it is and how to teach it: center for applied
linguistic Washington, DC
Fulchel, Glenn. 2003. Testing second language speaking. Harlow: Longmn/ Pearson
education.
Kayi, 2006. Teaching speaking: Activities promote speaking in a Second Language
TESL. Journal, Vol XII (http://itesj.org).
Lefrancois. 2000. Psychology for Teaching. USA. Wadsworth.
McDonough, J., and Shaw, C. 2003. Materials and Methods in ELT: A Teacher’
Guide, Oxford: Blackwell Publishers.
Mora. Minda. 2010. Teaching Speaking. Malang. State University of Medan.
17
Nurbrata, laela H.2005. An Analysis on Teaching Speaking at SMU N 4 Malang.
Unpublished Thesis. Malang. Universitas Muhammadiyah Malang.
Pollard, Lucy. 2008. Teaching English. University of London.
Richards, C Jack. 2008. Teaching listening and speaking. Cambridge: Cambridge
University Press.
Santroct, John W. 2001 Education Psychology. University of Texas at Dallas
CHAPTER I
INTRODUCTION
This chapter presents the background of study, the statement of problem, the
purpose of the study, the significance of the study, the scope and limitation, and the
definition of the key term.
1.1 Background of the Study
Speaking is the skill that has to be mastered by language lerners because
speaking is a skill indicator that language learners master the target language. The
mastery of speaking skill in English is a priority for many second –language or
foreign language learners. Consequently, learners often evaluate their success in
language learning as well as the effectiveness of their English course on the basic of
how much they feel they have improved in their spoken language proficiency
(Richards:2008). Therefore, if students do not learn how to speak or do not get any
opportunity to speak in language classroom, they may soon get de motivated and lose
interst in learning. According to Burkart (in Mora , 2010) , the language learners need
to recognize that speaking involves mechanics (pronounciation, grammar, and
vocabulary),
function
(transaction,
in-transaction,
and
perfomance),
and
social/culture. Therefore, learners can be succesfullin speaking when they know those
areas of knowledge in speaking.
According to Mc Donough (in Nurbata, 2005), speaking is a skill that enables
1
us to produce utterance which involves expressing idea and opinions, expressing a
wise or desire to do something, negotation, solving a particular problem or
establishing and maintaining social relationship and friendship.
In class, speaking involves two
interaction such as(between teacher and
students) and (between student and student). Therefore, teacher is demanded to know
that speaking is not only learning about term of knowledge of speaking, but more
than that. Speaking prefers to the way of producing and practicing utterance. Teacher
should create or chose techniques of teaching which support the learners to speak,
give the learners chances to participate.
It is important for the teacher to know characteristics of successful speaking
activity. According to Pollard (2003), there are some characteristic of successful
speaking activity, such as; learners talk, learners participation, high motivation, and
acceptable utterance. In language classrooms students and teachers collaboratively
come to understand the discourse of knowledge and achieve the goal. Therefore, the
teacher has to guide the learners achieving the goal learning, and sets the good
condition for learning by applying strategies or technique in teaching speaking.
Consequently, teacher is expected to take some preparation, such planning to
set classroom activities, organizing classroom, assessing the learners ability, and
evaluating the teaching learning process. Therefore, to make teaching speaking more
interesting and easy to understand, the teacher should use some techniques
effectively. The technique should be suitable with students characteristics and
2
condition. On the other hand, if the right activities are thought in the right way,
speaking class can be fun and can motivate the learners to practice and participate.
There are a lot of techniques can be used by teacher in speaking class.
According to Bobby 2005 . teachers used some techniques in their class activity such
as game , role play, small group, and drill. Each technique has advantages and
disadvantages. The strength of the techniques was more than the weaknesses and
students felt comfortable in the class and also it might improve their ability in
speaking. In applying the techniques the teachers find some problems, the teacher got
limited time to implement the techniques, such as drama and discussions. The teacher
should anticipate the problem arise by preparation. Therefore, the teachers have to be
professional. They must know and master the techniques of teaching in order to
encourage their students pratice and take participation in the class.
Realizing these phonemena, UMM tries to facilitate the students with English
For Specific Purposes(ESP) in improving their mastery in their of the study. English
For Specific Purposes (ESP) is acompulsory subject to be joined by all students in
University of Muhammadiyah Malang whatever their departement is . English For
Specific Purposes (ESP) has been taught in this university for more than a decade.
The exucution of the teaching and learning process until today is still refering more
the English For Specific Purposes (ESP) textbook’. The English For Specific
Purposes (ESP) is under the responsibility of language center. This course is obligated
for the first and second semester students and 16 credits are offered to be finished.
3
Widoodo (2004) states, that the teaching of English For Specific Purposes
(ESP) at University of Muhammadiyah Malang uses the ESP textbook it means the
book that is developed by language center staff and teachers from each department. It
covers all English skills (Reading, Writing, litening, and Speaking).
Problem usually happens in teaching English For Specific Purposes (ESP) is
the heterogeneous of the learners. They come from different cultural background and
level of language mastery. Consequently, teacher should create a comfortable learning
situation to atrract the students, interest, teacher also must have awarness that learners
are part of teaching and learning process, which needs to be served very well. Anwer
(in Widodo 2004) states that the materials development is based on teacher
assumption, not based on what is actually needed opnions, motivations, interest,
necessities, and level of understadings. Teacher should not ignore these factors or
they will give a negative impression to the students.
On the other hand, the big numbers of the student with different experinces
related to English also need to be considered. Teachers must find a good strategy in
treating the students . it will be an ineffective teaching if teacher just talk and talk in
front of the class, while the main purpose of the teaching speaking English For
Specific Purposes (ESP) is to give a real experinces to the learnes. Learners also need
to be given an opportunity to perform their abilty, but the time devision must be equal
during the time allotment , and it is not an easy job.
4
From the explanition above, we can conclude that one of the important
consideration in teaching English For Specific Purposes (ESP) is conducting need
analysis. Istikharoh (2007) found that selecting and developing materials and
activities in teaching learning can improve the students skill which is suitable with
their potential, need, course, and future life. Its mean that the material designer,
teacher should be able to recognize and explore the class situation so that they can
organize a good, appropriate, acceptebale, reasonable materials and activity during
the course. If the students need is fullfiled in technique of teaching speaking avtivity,
it would increase their ability in mastering certain subject a study.
1.2 Statement of the Problem
Based on the background of the study, the writer is interested in analylizing 2
things, they are follows:
1. What are the techniques of teaching speaking used by the ESP teacher at
University of Muhammadiyah Malang?
2. How does the teacher implement those tehniques?
1.3 Purpose of the Study
Based on the statements of problems above, the purposes of the study are:
1. To know the tehnique of teaching speaking used by the ESP teacher at
University of Muhammadiyah Malang
5
2. To knowhow the teacher implements those tehniques
1.4 Significance of the Study
This study is intended to give science the information for readers about the
technique of teaching speaking of second semester .The writer expects the result of
the study will give something meaningfull in language teaching especially for
speaking teachers. However, it can be used as a reference for students of English
departement that will involve technique teaching speaking in their profesion as
teacher. In additional , the finding will become the contribution
for fhurther
reasearach.
1.5 Scope and Limitation
This study is confined to the indentification and description of the technique
of teaching speaking in ESP program. This study is merelly limited on the classes
under the ESP teacherof second semester of IESP Department University of
Muhammadiyah Malang, academicyear 2014/2015. While the area is focused in
technique of teaching Speaking skills in ESP Program.
1.6 Definition of key term
The following definitions are intended to make the readers have the same
understanding or perception for some terms used in this research, they are also
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intended to avoid ambiguity or misinterpretation. They are as follow:
1. Speaking
:Is a skill that enables us to produce utterance which involves
expressing idea and opinions, expressing a wise or desire to do something,
negotation, solving a particular problem or establishing and maintaining social
relationship and friendship (McDonough,2003)
2. Teaching Speaking
: Teaching is multidimensional in that it involves many
different domains. We often think of teaching in term of academic or cognitive
domains (emphasizing thinking and learning in subject areas such as English,
math, and science). However, teaching also involves social, affective, moral,
and health domains, as well as many other aspects of students’ lives (Santrock,
2001).
3. Technique
: Is any of wide variety of exercises, activity of exercises,
activitys, or task used in the language classroom for realizing lesson
objectives(Brown,2000;16)
4. English for Spesific Purposes :
English
For
Specific
Purposes
(ESP)
constitutes one of mandatory college eye that meaty English language
learning. The difference English For Specific Purposes (ESP) and general
English is English For Specific Purposes (ESP) constitutes one of English
language learning that emphasizes on study's area that at takings by that
college student (Aulia, 2014).
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