MAINTAINING THE VIABILITY OF SPEAKING PRACTICE FOR LEARNERS OF ENGLISH AS FOREIGN LANGUAGE: ACTIVITIES BEYOND THE CLASSROOM.

MAINTAINING THE VIABILITY OF SPEAKING PRACTICE FOR
LEARNERS OF ENGLISH AS FOREIGN LANGUAGE:
ACTIVITIES BEYOND THE CLASSROOM
(A Case Study in Islamic Boarding School, East Java)

By:
Damona Mayangsari
S891408006

Written as a Partial Fulfillment of the Requirements for Graduate Education
Degree of English Language Teaching

ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
2016

MAINTAINING THE VIABILITY OF SPEAKING PRACTICE FOR
LEARNERS OF ENGLISH AS FOREIGN LANGUAGE:
ACTIVITIES BEYOND THE CLASSROOM

(A Case Study in Islamic Boarding School, East Java)

By:

Damona Mayangsari
S891408006

Consultant I

: Dr. Ngadiso, M.Pd.

Consultant II : Dr. Suparno, M.Pd.

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ABSTRACT

Damona Mayangsari, S891408006, 2016. Maintaining the Viability of
Speaking Practice for Learners of English as Foreign Langauge: Activities
outside the Classroom. First consultant: Dr. Ngadiso, M.Pd., second consultant:

Dr. Suparno, M.Pd. Thesis. English Education Department, Graduate School of
Teacher Training and Education faculty, Sebelas Maret University, Surakarta.
This research is conducted in Darussalam Gontor 2 Girls Islamic Boarding
School Ngawi East Java from April 2015 up to August 2016. The objectives of
this research are to investigate : 1) The teachers’ perception about teaching
speaking; 2) The activities and the implementation of activities in teaching
speaking at Darussalam Gontor 2 Girls Boarding School; 3) The problems faced
by the teachers in implementing the activities used in teaching speaking at
Darussalam Gontor 2 Girls Boarding School; 4) Teachers’ solution to solve the
problems in implementing the activities used in teaching speaking at Darussalam
Gontor 2 Girls Boarding School.
This research is carried out in a case study. The data are collected by
interviewing eight language teachers and four students from fourth and third
(intensive) grades, observing language activities activated in the dormitory, and
collecting related documents. The data are collected in the form of field notes,
transcripts, and documents. Based on the collected data, the research yield
research findings as the answer to the research problems; First, there are five
perceptions about teaching speaking which include: having practice in daily life,
giving students knowledge related to the speaking aspects, engaging students in
conversation and dialogue, building students’ confidence, and providing fun

activities and extra training; Second, there are eighteen activities (cover daily,
weekly, monthly and annual activities including rule of using English in everyday
life and examination) that are classified into pre-communicative and
communicative activities. In implementation, the teachers used both spoken and
written English. The use of Indonesian language is prevented to encourage
students’ curiosity of target language; Third, there are four problems in
implementing the activities cover students’ low participation, lack of confidence,
mother tongue use, and language interference; and Fourth, teachers solve the
problems using certain strategies and other supportive activities such as
conducting the activity on simple language and keeping the students speak target
language, giving instruction and extra training, choosing interesting topic and
task, providing language correction, and giving rewards and sanctions.
Since teaching speaking as foreign language is not easy, it is a challenge
for both the teacher and student. Consequently, there are considerations that
should be done such as providing language exposure, incorporating with different
task and kinds of interactive activities outside the classroom, creating the
language environment; providing language rules, rewards, sanctions and demands.
Keywords: Teaching Speaking, EFL
Communicative Activities, Boarding School.

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Student,

Teacher’

Perception,

ABSTRAK
Damona Mayangsari, S891408006, 2016. Pemertahanan praktek
pengucapan untuk pelajar bahasa inggris asing: Aktifitas-aktifitas diluar kelas.
Pembimbing peratama: Dr. Ngadiso, M.Pd.; pembimbing kedua: Dr. Suparno,
M.Pd.; Pascasarjana, Pendidikan Bahasa Inggris, Universitas Sebelas Maret.
Penelitian ini dilaksanakan di pondok Darussalam gontor putri 2 Ngawi
Jawa Timur sejak bulan april tahun 2015 sampai bulan agustus 2016. Penelitian
ini bertujuan untuk mengetahui: 1) persepsi guru mengenai pengajaran berbicara;
2) aktifitas-aktifitas dan cara penerapannya dalam pengajaran berbicara di pondok
Darussalam Gontor putri 2; 3) permasalahan-permasalahanyang dihadapi oleh
guru dlam penerapan kegiatan-kegiatan yang digunakan dalam penagajaran
berbicara; dan 4) solusi-solusi guru untuk menyelesaikan permaslahanpermasalahan dalam penerapan kegiatan-kegiatan yang digunakan dalam

pengajaran berbicara di pondok Darussalam Gontor putri 2.
Penelitian ini dilaksanakan menggunakan metode studi kasus. Data-data
dikumpulkan dengan teknik wawancara terhadap delapan guru dan empat siswi
dari kelas empat dan tiga intensif, penelitian lapangan terhadap aktifitas-aktifitas
yang ada di lingkungan asrama, dan dokumentasi sejumlah dokumen-dokumen
terkait. Data penelitian ini berbentuk catatan lapangan, transkip and dokumendokumen. Berdasarkan data-data yang telah dikumpulkan didapati hasil temuan
penelitian yang digunakan sebagai jawaban terhadap rumusan masalah penelitian
yaitu; Pertama, terdapat lima persepsi mengenai pengajaran berbicara yaitu:
mempraktekan berbicara di keseharian, memberikan murid pengetahuan yang
berhubungan dengan penguasaan aspek-aspek berbicara, membawa murid dalam
percakapan dan dialog, membangun rasa percaya diri murid, dan memberikan
kegiatan-kegiatan yang menyenangkan dan pelatihan secara mendalam; Kedua,
terdapat delapan belas kegiatan yang dijalankan di asrama yaitu kegiatan harian.
Mingguan, bulanan dan tahunan yang tergolong kegiatan pra-komunikatif dan
kegiatan komunikatif. Didalam praktek kegiatan-kegiatan tersebut guru-guru
menggunakan bahasa verbal dan tulis. Penggunaan bahasa indonesia dihindari
untuk meningkatkan rasa ingin tahu murid terhadap bahasa target; Ketiga,
terdapat empat permasalahan dalam pelaksanaan kegiatan-kegiatan dalam
pengajaran berbicara yaitu: lemahnya partisipasi murid, tidak adanya kepercayaan
diri murid, pemakaian bahasa ibu, dan bias bahasa; dan Keempat, guru-guru

menyelesaikan masalah dengan menggunakan strategi-strategi dan kegiatankegiatan pendukung seperti: membawakan kegiatan dengan bahasa yang mudah di
pahami dan tetap menjaga murid berbahasa dalam bahasa target, memberikan
tugas dan pelatihan secara mendalam, mengadakan kegiatan revisi bahasa,
memberikan hadiah-hadiah dan sangsi-sangsi.
Dikarenakan pengajaran bahasa inggris sebagai bahasa asing adalah tidak
mudah, ini selalu menjadi tantangan tesendiri bagi guru dan murid. Ada beberapa
pertimbangan-pertimbangan yang harus dilakukan seperti: memberikan paparan
bahasa target secara mendalam diikuti dengan pemberian berbagai tugas dan
aktifitas yang interaktif di luar kelas, menciptakan lingkungan bahasa target,
membentuk peraturan-peraturan penggunaan bahasa, hadiah-hadiah, sangsisangsi, dan tuntutan-tuntutan.
Kata kunci: Pengajaran Berbicara, Murid Bahasa Inggris sebagai Bahasa Asing,
Persepsi Guru, Aktifitas Komunikatif, Sekolah Pesantren.
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MOTTO
And, behold, with every hardship comes ease

Ash-Sharh (The Opening Forth) - 94:5

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DEDICATION

In the Name of ALLAH, Most Gracious, Most Merciful, All the Praise is due to
ALLAH alone, the Sustainer of all the worlds.
I dedicate this modest work to my dearest parents, Usman Ali, S.E., M.M. and Nur
Imani, who bring me to this life, who have raised me to be I am today. You have been
with me every step of the way, through good and bad. Thank you for all the
unconditional love, guidance, and support that you have always given me, I love you!
To my lovely sisters Fajriatul Maulida, Amd., Zakiyyah Ulfah and Aulia Nurul Haq.
To my beloved brother Muhammad Faridh Maulana.
To my best teacher in Islamic State University Raden Intan Lampung Melinda Roza,
M.Pd.
To my teachers in Darussalam Gontor Islamic Boarding school Al Ustadz, K.H.
Hasan Abdullah Sahal, Al Ustadz, Suwarno, TM, S.Ag., and Al Ustadz, H. Ahmad
Suharto, M.Pd.
To my close friends with whom I shared the university life with its lights and
shadows Hana and Agnira.
To all those who love me.

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TABLE OF CONTENT

TITLE ..................................................................................................................
APPROVAL ........................................................................................................
LEGITIMATION ...............................................................................................
PRONOUNCEMENT ........................................................................................
ABSTRACT ........................................................................................................
MOTTO ...............................................................................................................
DEDICATION ....................................................................................................
ACKNOWLEDGEMENT .................................................................................
TABLE OF CONTENTS ...................................................................................
LIST OF ABBREVIATIONS ............................................................................
LIST OF TABLES ..............................................................................................
LIST OF FIGURES ............................................................................................
LIST OF APPENDICES ....................................................................................

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ii

iii
iv
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x
xii
xiii
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CHAPTER I. INTRODUCTION
A. Background of the study..................................................................

1

B. Problem Statement .........................................................................

3

C. Objective of the Study......................................................................

3

D. Significances of the Study...............................................................

3

E. Limitation of the Study....................................................................

4

CHAPTER II. REVIEW OF RELATED LITERATURE
A. The Nature of Speaking....................................................................

5

B. Sub-Skills of Speaking......................................................................

5

C. Indicators of Speaking.....................................................................

9

D. Types of Speaking...........................................................................

13

E. Teaching Speaking...........................................................................

16

F. Teacher’s role.................................................................................

18

G. Communicative Language Teaching..............................................

21

H. Communicative Competence...........................................................

26

I. Activities in Teaching Speaking.......................................................

30

1. Temperley’s Calssification..............................................................

30

2. Littewood’s Classification...............................................................

33

3. Harmer’s Classification...................................................................

35

4. Thornburry’s Classification.............................................................

38

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5. Ur’s Classification............................................................................

39

J. Characteristics of a Successful Speaking Activity..........................

39

K. Problem with Speaking Activities............................................... ...

43

L. Teachers’ Perception............................................... ...

44

M. Relevant Studies............................................... ...

45

CHAPTER III. RESEARCH METHODOLOGY...................................................
A. Context of the Study........................................................................

49

B. Research Method.............................................................................

51

C. Sources of the Data.........................................................................

52

D. Techniques of Collecting Data..........................................................

53

E. Techniques of Validating Data..........................................................

55

F. Techniques of Analyzing Data..........................................................

56

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION...........................
A. Data descriptions.............................................................................

58

B. Research findings.............................................................................

61

1. Teachers’ perception about teaching speaking...............................

61

2. The outside classroom activities in teaching speaking....................

67

3. The problems in implementing the activities in teaching speaking...

81

4. Teachers’ solution to reduce problems of activities in teaching
speaking.........................................................................................

87

C. Discussion........................................................................................

93

CHAPTER V. CONCLUSSION, IMPLICATION AND SUGGESTION.............
A. Conclussion......................................................................................

99

B. Implication.......................................................................................

100

C. Suggestion.......................................................................................

100

BIBLIOGRAPHY...................................................................................................

xi

102

LIST OF ABBREVIATIONS

BLI

Branch Language Improvement

CLI

Central Language Improvement

CLT

Communicative Language Teaching

EFL

English Foreign Language

LAC

Language Advisory Council

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LIST OF TABLES

Table 2.1 Sub-skills of Speaking .......................................................................... 7
Table 2.2 Indicators of Speaking .......................................................................... 11
Table 3.1 Detail Sequences of Research .............................................................. 51
Table 4.1 Language Activities activated in Darussalam Gontor for girls 2 Islamic
Boarding school ..................................................................................................... 59
Table 4.2 The Summary of Teachers’ Perception on Teaching Speaking ............ 61
Table 4.3 Outside Classroom Activities ................................................................ 68
Table 4.4 Communicative Activities Measurement .............................................. 78
Table 4.5 Summary of the Problems of Performing the Activities ....................... 81
Table 4.6 Summary of Teachers’ Solution to reduce Problems in Performing the
Activities................................................................................................................ 87

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LIST OF FIGURES

Figure 2.1 Communicative competence proposed by Canale And Swain .......... 28
Figure 2.2 Rivers and Temperley’s framework of activities in teaching speaking
............................................................................................................................. 30
Figure 2.3 Littewood’s classifications of activities in teaching speaking........... 33

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LIST OF APPENDICES
Appendix 1 Transcript of Interview T1 .............................................................. 109
Appendix 2 Transcript of Interview T2 .............................................................. 113
Appendix 3 Transcript of Interview T3 .............................................................. 118
Appendix 4 Transcript of Interview T4 .............................................................. 120
Appendix 5 Transcript of Interview T5 .............................................................. 122
Appendix 6 Transcript of Interview T6 ............................................................. 124
Appendix 7 Transcript of Interview T7 .............................................................. 127
Appendix 8 Transcript of Interview T8 .............................................................. 128
Appendix 9 Transcript of Interview St1, St2 ...................................................... 129
Appendix 10 Transcript of Interview St3............................................................ 135
Appendix 11 Transcript of Interview St4............................................................ 137
Appendix 12 Details of Outside Classroom Activities ....................................... 141
Appendix 13 Field Note of Observation Morning vocabulary activity 1 ........... 142
Appendix 14 Field Note of Observation Morning vocabulary activity 2 ........... 144
Appendix 15 Field Note of Observation Morning vocabulary activity 3 ........... 146
Appendix 16 Field Note of Observation Speech presentation Activity 1 ........... 148
Appendix 17 Field Note of Observation Speech presentation Activity 2 ........... 150
Appendix 18 Field Note of Observation Speech presentation Activity 3 ........... 151
Appendix 19 Field Note of Observation Daily conversation Activity 1 ............. 152
Appendix 20 Field Note of Observation Daily conversation Activity 2 ............. 153
Appendix 21 Field Note of Observation Daily conversation Activity 3 ............. 154
Appendix 22 Transcript of students’ Daily conversation .................................. 155
Appendix 23 Standard Procedures of Teaching Morning vocabulary Activity . 159
Appendix 24 List of Consequences..................................................................... 160
Appendix 25 Utterances in Language Correction ............................................... 163
Appendix 26 Vocabulary in OPPM Sections ..................................................... 164
Appendix 27 Vocabulary in Certain Situations .................................................. 165
Appendix 28 Utterances in Certain Situations .................................................... 169
Appendix 29 Question for Morning Conversation Activity Class four and
Three intensive ................................................................................................... 171
Appendix 30 List of Games and Quizzes in Language Party Activity ............... 173
Appendix 31 Regulation of Drama Contest Activity .......................................... 176
Appendix 32 Goals and Selection Procedure of Queen of Language and
Master of Language Candidates ......................................................................... 177
Appendix 33 Regulation of Master of Language Competition ........................... 179
Appendix 34 Questions for Queen of Language Competition ............................ 180
Appendix 35 Questions for Princess of Language Competition ........................ 190
Photographs ........................................................................................................
Documents .........................................................................................................

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