TEACHING LEARNING PROCESS OF EXTRACURRICULAR SPEAKING CLASS AT SMP MUHAMMADIYAH 10 SURAKARTA IN 2015/2016 ACADEMIC YEAR: A Teaching Learning Process Of Extracurricular Speaking Class At Smp Muhammadiyah 10 Surakarta In 2015/2016 Academic Year A Naturalis

TEACHING LEARNING PROCESS OF EXTRACURRICULAR SPEAKING CLASS
AT SMP MUHAMMADIYAH 10 SURAKARTA IN 2015/2016 ACADEMIC YEAR: A
NATURALISTIC STUDY

PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department

by
KURNIAWAN BUDI SANTOSO
A320 120 058

SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016

TEACHING LEARNING PROCESS OF EXTRACURRICULAR SPEAKING CLASS AT SMP
MUHAMMADIYAH 10 SURAKARTA IN 2015/2016 ACADEMIC YEAR: A NATURALISTIC
STUDY

ABSTRAK
Tujuan dari penelitian ini adalah untuk mengamati proses pengajaran dan pembelajaran kelas
berbicara ekstrakurikuler di SMP Muhammadiyah 10 Surakarta. Jenis penelitian ini adalah
deskriptif kualitatif khususnya Naturalistik studi dalam menganalisis data. Metode yang
digunakan dalam penelitian ini yaitu observasi, wawancara dan dokumentasi. Temuan dalam
penelitian ini menunjukkan bahwa tujuan pembelajaran di SMP Muhammadiyah 10 Surakarta
dibagi dua yaitu tujuan umum dan tujuan khusus. Tujuan umumnya yaitu siswa dalam
berkomunikasi secara efisiensi, sedangkan tujuan khusunya adalah siswa mampu berbicara bahasa
inggris dengan baik di lingkungan terdekatnya. Tipe dari teknik pembelajarannya yaitu
menggunakan diskusi, tanya-jawab, bermain peran dan jigsaw. Langkah-langkah pembelajarannya
menggunakan 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation). Tipe
interaksi didalam kelas ada 2 jenis, interaksi guru dengan siswa serta interaksi siswa dengan siswa
lainnya. Peran guru yaitu guru sebagai manajer, guru sebagai fasilitator, guru sebagai instruktor,
guru sebagai motivator dan guru sebagai penilai. Sedangkan peran siswa yaitu sebagai partisipan
yang aktif dan anggota dalam kelompok. Media yang digunakan dalam pembelajaran yaitu papan
tulis, spidol, audio, video,laptop dan LCD. Penilaian yang digunakan yaitu pekerjaan rumah, tes
lisan dan aktivitas di dalam kelas.
Kata Kunci: Proses belajar mengajar, ekstrakurikuler, kelas berbicara
ABSTRACT
The purpose of this study carried out to describe the teaching learning process of extracurricular

speaking class at SMP Muhammadiyah 10 Surakarta. The kind of this research is a descriptive
qualitative study especially naturalistic study in analyzing the data. The method used in this study
are observation, interviews and documentation. The findings of this study shows that the
learning objective at SMP Muhammadiyah 10 Surakarta divided into two: general objective and
specific objective. The general objective is communicative efficiency, while the specific objective
especially the students to able speak English well in immediate environment. The types of
classroom technique are discussion, question and answer, role playing and jigsaw. The classroom
procedure using 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation). There
are two types of classroom interaction: interaction the teacher and students and interaction the
student with other students. The roles of the teacher is the teacher as a manager, teacher as
facilitator, the teacher as the instructor, the teacher as motivator and teacher as evaluator. While
the student's role is as an active participant and member of the group. Media used in the study is
the whiteboard, markers, audio, video, laptop and LCD. Assessmet used by the teacher are
homework, oral tests and daily activities.

Keyword: Teaching and learning, extra-curricular, speaking class

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1. INTRODUCTION

Language and human being are two unseparated components. Language is urgently
needed by every human being in the world to communicate with each other Finnochiaro (in
Srijono 2001:7) states that, “Language is used to express one’s emotions, needs, thoughts, ideas,
attitudes, etc.” Similarly, Wardaugh (1972:8) remarks that, “Language allows people to say things
to each other and express their communicative needs.” There are many languages used by people
to communicate, for example: French, English, India, Japanese, and Indonesia. Among them,
English is the language considered as an international language, because it is used widely by
people all over the world. It is considered as a bridge of communication among people from
different countries including Indonesia. It is used in most fields such as in economics, politics,
tourism, education, etc.
According to Anthony (in Fauziati 2014:11) “three levels of conceptualization and
organization of teaching English as foreign language which are terms as approach, method, and
technique.” The first level of conceptualization and organization is approach. Anthony (in
Fauziati, 2014:11) views approach as ”A set of correlative assumptions dealing with the nature of
language and the nature of language teaching and learning. An approach is an axiomatic.” The
second level is method. Anthony (in Fauziati, 2014:12) defines method as “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. A method is procedural.” The third level is technique. It is
“implementation which actually takes place in a classroom. It is a particular trick, strategy, or
contrivance used to accomplish an immediate objective. Technique must be consistent with a

method, and therefore in harmony with an approah as well” (in Fauziati, 2014:13).
The teaching of speaking skill should be figured as central in foreign language pedagogy.
The goal of teaching speaking skill is communicative efficiency. This means that learners should
be able to make themselves understood. Teaching speaking is an important aspect in language
learning and process, this is crucial step of foreign language learning and teaching. In Indonesian,
the context of teaching speaking has been undervalued and English teachers have continued to
teach speaking as a repetition of drills or memorization of dialogues.
Teaching speaking has its own ways to make students engaged especially in Junior High
School. It is necessary to conduct an interesting technique in teaching speaking activity. The
implementation of technique actually takes place in a classroom. It is a particular strategy or
contrivance used to accomplish the problem when teaching speaking is running. Technique used
in teaching speaking at Junior High School must be consistent with a method and therefore in
harmony with an approach as well. Technique encompasses the actual moment to moment
practices and behaviors that operate in teaching speaking according to a particular method.
Then, the students can enjoy their learning process if the technique and method are suitable with
their situation.
In SMP Muhammadiyah 10 Surakarta, English becomes a compulsory extracurricular
organized by the school especially on speaking. The students have fun to study English for
many reasons: it is interesting, and the desire to speak English fluently. For them, speaking is
the most favourite part when they learn English because the students can express their opinion

or state something directly. The teacher used various techniques in teaching speaking activity in
order to make the students feel comfortable in teaching and learning extracurricular of English.
On other hand, the students have a good ability in speaking skill. The teaching learning process
becomes effective because the students have a willingness to study English and want to
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maximize their speaking ability. However, the teaching learning process of speaking in every
school has different ways to deliver. In SMP Muhammadiyah 10 Surakarta, the teaching speaking
has a different way and techniques in their teaching learning process especially for extracurricular
of speaking. Therefore, the researcher needs to conduct such a research in order to know how
the teaching learning process of extracurricular speaking activity in SMP Muhammadiyah 10
Surakarta.
Based on the review above, the researcher interested to describe the teaching learning
process at SMP Muhammadiyah 10 Surakarta. To prove the originality of this research, the
researcher takes some previous study related to the teaching speaking. There are Febrian (2015),
Sarlinda (2015), Barokah (2014), Rulianto (2014), and Pertiwi (2013).
Febrian (UMS, 2015) the study was aimed to describe the teaching objective, curriculum,
syllabus, the roles of teacher, the roles of student, materials, the procedure of the English
teaching-learning process, the asessment, and the problem faced by the teacher and the students
in English teaching learning.

This was a descriptive qualitative research. The participants of this study were the
English teacher and the students of Eight grade of SMP N 1 Cepogo Boyolali. The object of
this research was English teaching learning process at SMP N 1 Cepogo Boyolali. The techniques
of collecting data were observation, interview, and documents analysis. The techniques of
analyzing data were reduction of data, display of data, and verification.
The result of this study showed that there were two objectives of English teaching in
SMP N 1 Cepogo Boyolali: general and specific objectives. The general objective of English
teaching-learning process in Junior High School, was to improve the students English ability .
including four language skills there were listening, speaking, reading and writing. The specific
objectives in listening were to enable students to identify the detail of information. In speaking,
to enable to make conversation about a fact. To enable the students to read a functional text
orally with good intonation, in reading. And in writing, to identify the use of present continous
form and to identify the use of simple past tense. The curriculum used in the school was the
2006 curriculum. The syllabus was theme-based syllabus. The teacher’s roles were as a monitor,
as ,motivator, as a controller, as a model, as a material developer and as an evaluator. The
student’s roles were as listener,and performer. The materials were books and cassette or CD. The
classroom activities focused on the objectives of English teaching-learning. In assessment, there
were three types, the daily test, mid test and final test. Problems faced by teacher were such as
the students a give little attention to the English teaching-learning process and the teacher had
limited time to deliver the material. Problem faced by students were the status English is second

language for the students and limitation of vocabulary.
Sarlinda (UMS, 2015) this study is aimed to describe the teaching learning process of
speaking skill based on instructional design at SMP N 2 Kebakkramat.This was a decriptive
research. The subject of this research was the English teacher and the students of the first year
of SMP N 2 Kebakkramat. The object of the research focused on an instructional design on
extracurricular speaking class at SMP N 2 Kebakkramat in 2014/2015 academic year. The
techniques of collecting data were observation, interview and document analysis. And the
techniques of analyzing data were reduction of data and verification of data.
The result of the research were: 1). There were 3 syllabus used by the English teacher for
the first year of SMP N 2 Kebakkramat: lexical syllabus, structural syllabus, and task-based
syllabus. 2). There are two learning objectives in teaching speakin: general and specific objective.
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The general objective was aimed to develop communicative competence in spoken and written
form to deal with the development of science and technology in facing the globalization era. The
specific objective,is to enable students to make a simple transactional and interpersonal
conversation to interact with their environtment. 3). In the classroom procedures in teaching
speaking, the teacher used 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation)
and 3E (Engagement, Exploration, Evaluation). 4) The classroom techniques used in teaching
English in Speaking skill were discussion, problem solving, read aloud, and question/answer. 5).

Instructional material used in teaching speaking was printed material. It was the English
textbook dictionary. 6). The teacher’s roles for teaching English in speaking skill were as
facilitator, as instructor, as consultant and as evaluator. 7) the student’s roles for teaching English
in speaking skill were as listener and performer. 8). The assesment model for teaching english in
speaking in SMP N 2 Kebakkramat were quiz, homework, daily test, and oral test.
Barokah (UMS, 2014) this study was aimed to describe english speaking teaching-learning
process at the first year of SMP N 2 Colomadu in 2013/2014 academic year.This research was
descriptive qualitative research. The subject of this research was the English teacher and the
student of the first year of SMP N 2 Colomadu. The object of this research was English teaching
learning process of speaking at the first year of SMP N 2 Colomadu. The techniques of
collecting data were observation, interview, and document analysis. And the techniques of
analyzing data were reduction of data, display of data, and verification data.
The results of the study, the researcher finds the implementation of teaching-learning
process, consits of the goal of teaching speaking, the materials, the teacher’s role and learner’s
role, classroom procedure and evaluation. The result of study showed that the problems faced
by the teacher were classroom management,different competences of the students, the lack of
the students activity. On the other hand, the problem faced by students were limited vocabulary,
difficulty of pronunciation, difficulty of structure, and factor nervousness. The problem solving
used by the teacher was giving advice and motivation to the students about the importance of
their activity in speaking class, creating good relation between the teacher and the students who

got bad score in speaking test, suggesting the students to bring dictionary.
Rulianto (UMS, 2014) this study is aimed at describing the teaching objective, curriculum,
syllabus, material,aspect of the process of reading, classroom procedure in reading teaching
learning process, classroom activities, the roles of teacher, method, the roles of student, and
problem faced in reading teaching learning process.
This was decriptive one especially ethnoghraphy research. The subject of the study were
the English teacher and the seventh students of SMP N 2 Sawit Boyolali consits of 24 students.
The object of this research was teaching learning process of reading at the seventh grade in SMP
N 2 Sawit Boyolali. The techniques of collecting data were direct obervation, interview, and
document analysis. The techniques of analyzing data were collecting data, grouping data,
classifying data and drawing conclussion.
Based on the research finding, the objective of teaching in SMP N 2 Sawit Bayolali was
to enrich the students vocabulary by providing the material to memorize. And the students
recognize the instruction when the teacher asked the students to translate the sentence. The
curriculum used in the school was the 2006 curiculum. The syllabus was based on school levelbased curriculum. The material used by the teacher was the workbook. The method used by the
teacher was Genre Based Approach. The procedures of reading teaching learning process
involved in four main procedures: Building Knowledege of Field (BKOF), Modelling of the Text
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(MOT), Join Construction of the Text (JCOT), and Individual Construction of the Text

(ICOT). The teacher’s roles were as a monitor, controller, and model. The student’s roles were as
listener and performer. The problem faced by the teacher were difficulties in managing the
students in the class, the students did not focus in learning English, the students had problem in
interpreting the content of English reading, the students also had difficulties in translating the
words from English into Indonesian and Indonesian into English, and the students had bad
pronunciation, the student cannot write sentences properly and spell the word correctly.
Pertiwi (UMS, 2013) the aimed was to describe the teaching learning process of speaking,
the objectives of learning, the material of speaking, the procedure and activities in teaching
speaking, the problem faced by the teacher and students.
This research was descriptive qualitative research focuses on describing the teaching
learning process. The subject of this research was the eleventh grade students of SMK
Muhammadiyah 1 Sukoharjo with eleventh class as the object of the study. The method of
collecting data were observation, interview, and document.
The results of the research: 1). The objectives of learning speaking was to enable the
students in being active in practicing English in oral form; 2). The material used by the teacher
was the teacher lesson plan. 3). The procedure and activities in teaching speaking involved three
phases: exploration, elaboration, and confirmation. The activities in exploration were asking
question, giving explanation, and giving example of the text. In elaboration, the activities was
making a group while confirmation activities were giving explaination in every meeting and
giving the task as homework; 4). The problem faced by the teacher were managing the time,

classroom management; 5). The problem faced by the students in speaking were limited
vocabulary, pronunciation, grammar, the performance, nervousness.
This research extend it aims at describing the teaching learning process of extracurricular
speaking class to investigate the learning objective, classroo technique, classroom procedure,
teacher’s roles, student’s roles, media and assessment. The underlying theories consists of notion
of teaching and learning, component of teaching and learning (learning objective, classroom
procedure, instructional material, teacher’s roles, students roles, assessment, and media), notion
of speaking, notion of teaching speaking, classroom techniques of speaking and notion of
classroom interaction.
Kirnble and Garmezy (in Brown 1994:7) state that teaching is sharing or helping
someone to learn how to do something by giving instruction, guiding in the study of something,
providing with knowledge, causing to know or understand. According to Sardiman (1996:47-52)
teaching is an activity to create situation to support the learning process or a teacher’s activity to
deliver materials to the students so that the transfer of knowledge happens.
Klein (1996:2) defines learning as experiental process resulting in a relatively permanent
change in behavior that cannot be explained by temporary states, maturation, or innate
tendencies. The idea of learning has three main components namely change behavior,
permanent, and process.
Teaching and learning process is an activity which is taking and giving process between
the students and teacher. It means that the teacher gives instructional materials and the students
take them. Teaching consists of the activities, task, and learning experience selected to help bring
about learning in the classroom. Teaching learning process is defined as instructional process
through process organization and direct interaction of teachers, learners and materials in the
classroom (Richard & Roger, 1986:22).
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There are some parts of teaching and learning process, they are usually called as some
components in teaching. The components consists of the Learning Objective, Classroom
Procedures, Classroom Interaction, Instructional Material, Teacher’s roles, Student’s roles,
Assessment, and Media.
Bloom (1975: 38) stated that learning objectives is an outcome statement that capture
specifically what knowledge, skills, attitudes learners should be able to exhibit the following
instruction. A learning objective is an outcome statement that captures specifically what
knowledges, skills, and attitudes learning objectives are clear statements that describe the
competences that students should posses upon completion of course. Learning objectives are
also increasingly being used in the job-performance evaluations of teachers.
Brandy (1992: 5) classifies objectives into behavioral, instructional, and performance. To
behavioral an objective need only states the intended observable outcome of learning in term of
students behavior. Instructional objective refers to teacher’s instruction and performance related
to how the learners performs their capability. According to KTSP 2006 learning objective is
formulated into general education and specific education objectives known as indicators. a).
General objective, it comprises of the statement which defines the outcome of the learning
activity, represent a particular point in the general orientation of a curriculum. b) Specific
learning objective, the statement which describes the trend of the learning activity. It is
formulated in terms of observable bahaviour. It reveals the process of learning effort which will
be reached by the learners based on their competency. It enables the certain objective in each
unit of material.
According to Matheson (in Setianingsih 2012), learning objectives are also statements
that describe what learners will be able to do as a result of teaching. Learning objectives are
aimed at three domains of learning: knowledge, skills and attitude. These are also termed the
cognitive, psychomotoric, and affective domains of learning.
In sum, a key idea for inquiry-learning is that there is a cycle or spiral of inquiry.
Knowledge is not static and learners are not an empty vessel whose job is to absorb pre-defined
material as much as possible. This cycle is a process which engages students to ask and answer
questions on the basis of collected information and which should lead to the creation of new
ideas and concepts. Bruce and Davidson exemplify a cycle of inquiry such as asking,
investigating, creating, discussing and reflecting, ( in Fauziati 2014:159).
The most popular version of classroom procedure is the 5-E model that was proposed
by Rogers Bybee in 1997, which comprises of Engagement, Exploration, Explanation,
Elaboration, and Evaluation, Fauziati (2014:160-162).
First stage is Engagement. In this stage, the activities should make connections between
past and present learning experiences and then anticipate activities and focus on students'
thinking on the learning outcomes of current activities. Students should become mentally
engaged in the concept, process, or skill to be learned.
The Second stage is exploration. This stage focuses on how knowledge is transferred,
understood, and interpreted; thus there should be involvement of students to broaden, deepen,
or compile information on their initiative. In this case, students develop and validate the
information as input for learning activities.
The Third stage is explanation. In this stage, students explain their understanding of
concepts and processes. New concepts and skills are introduced as conceptual clarity.
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The Fourth stage is Elaboration. The teacher provide students with clear explanations
and examples or models. Explanations can be give in a variety of way including: discussion of
findings from the exploration activities, lecture, multimedia presentations, compute simulations,
viewng a videotape, explaining sections of a textbook, and focused student activities.
The Fifth stage is evaluation. In this stage, students assess their knowledge, skills, and
abilities. Activities permit evaluation of student development and lesson effectiveness.
Richard (2001:208) argued that instructional material generally serve as basic for much of
language inputs for learners receive and practice language that occurs in the classroom.
Instructional material means content that conveys the essential knowledge and skill of a subject
in the public school curriculum through a medium or a combination of media for conveying
information to the student.
Instructional material refer to any instruments, devices, or material used to transfer and
hand over the knowledge, information, news and skills to learn from teacher or instructor to
learners or students (Amuseghan, 2007:34). Principle in using the instructional instruments and
materials in teaching are they must be suitable in terms of content and learning objectives set by
the teacher. The teaching material must be accurate and suitable for the students to learn, and
practice their analytical skill.
Teaching methodology can be characterized as the activities, task, and learning
experience selected by the teacher in order to achieve learning, and how these are used within the
teaching learning process. The role of the teacher is to create specific matters of interaction
between the teacher and the students in classroom; these are designed to gradually shift
responsibility for learning from the teacher to the students.
Hammer (1987:29) stated that there are many teacher’s roles in teaching learning process:
a). Teacher as Facilitator, teacher in charges of the class and of the activity taking place in a way
that is substantially different from a stuation where students are working on their own group. b).
Teacher as Manager Organizer, the teaching may have the role as manager and organizer through
three various approaches: Creating the framework object; Creating and managing the learning
climate; Structuring and guiding the learning process.
c). Teacher as Assessor, the teacher offers feedback on students performance, correction for
students in various ways and handling students grades. d). Teacher as Prompter, teacher keens
on encouraging the students to think creatively, suggesting and also prompting students in
monolingual group to speak foreign language than using their mother tongue.
e). Teacher as Observer, teacher observes what the students do so that the teacher can give them
useful feedback. f). Teacher as Investigator and Researcher.
Yamin (2008:84) argued that “ a teacher or instructor acts as a mediator and a
facilitator”. It means teacher’s job description are: (1). Providing learning experiences in order to
be responsible in teaching activity for instance: planning, process and research; (2). Providing or
giving the stimulus for students inquisition and helping them to express and communicate their
schemata. The teacher become the facilitator when they provide problem experiences and
motivation in conducting learning process; and (3). Evaluating monitorial and show student
rational in problem solving.
The students are the subject not the object, meaning that, the students have important
role in the classroom too, the teacher will express their opinion without limiting their freedom to
choose and use the way they like. The students as a negotiator means that between teacher and
students are cooperative to each other to achieve the goals of teaching learning process, so the
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students and teacher have interaction. If the students make mistakes and they do not understand
about the subject, the teacher has responsible to give explanation of the correct answer until the
students understand.
Johnson and Paulton (in Wardani 2006), spell out learners roles in following terms: a).
Learners plan their own learning program and this ultimately assume responsibility for what they
do in the classroom, b). Learners motivate and evaluate their own progress, c). Learners are
members of a group and learn by interacting with others, d). Learners tutor other learners, e).
Learners learn from teacher, from other students, and from other teaching sources.
Learning is a process to acquire knowledge. It needs hard work and sometimes will make
students frustrated and get bored, and finally they lose their attention to a lesson. In this case, the
use of media in teaching- learning process is needed to attract students’ attention and to make
teaching- learning activities more interesting and also effective. The use of media in teaching
andnlearning process is not a new thing.
Media are the means for transferring or delivering messages. Li-Ling Kuo (1996) states
that, “a medium is called the educational medium when the medium transfers message for
teaching He adds that the use of media is important and it is impossible to coordinate teaching
with learning without using media.
Media are flexible because they can be used for all level of students and in all subjects.
Teaching media can also encourage students to take more responsibility for and control over
their own learning, engage in joint planning of the syllabus, and take longer-term perspectives on
their own learning (Masterman, 1999). Since media give many advantages, a teacher should
consider a medium to be used in teaching- learning process. According to Gagne (1977:64)
media is one of component in learner environtment to stimulate them in learning.
According to Ladouse (in Nunan, 1991: 23) speaking is described as the activity or the
ability to express oneself in the situation, or the activity to report acts, or situation in precise
words or the ability to converse or to express a sequence of ideas fluently. Furthermore, Wilson
(1983:5) defines speaking as development of the relationship between speaker and listener. In
addition, speaking determining which logical linguistic, psychological a physical rules should be
applied in a given communicate situation”. It means that the main objective of speaking is for
communication. In order to express effectively, the speaker should know exactly what he/she
wants to speak or to communicate, he/she has to be able to evaluate the effects of his/her
communication to his/her listener, he/she has to understand any principle that based his
speaking either in general or in individual.
Speaking has been regarded as merely implementation and variation, outside the domain
of language and linguistic proper. Linguistic theory has mostly developed in abstraction from
context of use and source of diversity. Therefore, Clark and Clark (in Nunan, 1991: 23) said that
speaking is fundamentally an instrument act. Speakers talk in order to have some effect on their
listener. It is the result of teaching learning process. Students’ skill in conversation is core aspect
in teaching speaking, it becomes vitally aspect in language teaching learning success if language
function as a system for expression meaning, as Nunan (1991:39) states that the successful in
speaking is measured through someone ability to carry out a conversation in the language. We
confess that there are many proponent factors that influence teaching speaking success and there
are many obstacle factors why it is not running well.
Wallace (1978:98) stated that oral practice (speaking) becomes meaningful to students
when they have to pay attention to what they are saying. Thus, the students can learn better on
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how to require the ability to converse or to express their ideas fluently with precise vocabularies
and good or acceptable pronunciation.
According to Hornby (1995: 37) teaching means giving the instruction to (a person): give
a person (knowledge skill, etc). Tarigan (1990: 3-4) defines that speaking is a language skill that is
developed in child life, which is preceded by listening skill, and at that period speaking skill is
learned.
According to Bailey and Savage (1994:vii) in Fauziati (2010:15) state that speaking in a
second or foreign language has often been viewed as the most demanding of the four skills. As a
result, the teaching of speaking skill should be figured as central in foreign language pedagogy.
The goal of teaching speaking skills is communicative efficiency. This means that learners
should be able to make themselves understood, using their current proficiency to the fullest.
They should try to avoid confusion in the message due to faulty pronunciation, grammar, or
vocabulary and to observe the social and cultural rules that apply in each communication
situation.
Classroom techniques is defined as the methods and strategies an educator uses to
maintain a classroom environment that is conducive to student success and learning. Although
there are many pedagogical strategies involved in managing a classroom, a common denominator
is making sure that students feel they are in an environment that allows them to achieve.The
technique also aim to stimulate discussion and information-trading transaction.
Interaction in the classroom is not random. The matter of who speaks and when is often
governed by certain regulations. According to Hall and Walsh (2002) “classroom interaction
takes on specially significant role in that it is both the medium through which learning is realized
and an object of pedagogical attention”.
Hall and Verplaetse (2002:10) claim that “it is in their interactions with each other that
teachers and students work together to create the intellectual and practical activities that shape
both the form and the content of the target language as well as the processes and outcomes of
individual development”.
2. RESEARCH METHOD
This study employed a qualitative naturalistic research to investigare how the teaching
learning process of extracurricular speaking class at SMP Muhammadiyah 10 Surakarta. The
research includes naturalistic study. According to William (1989:66) naturalistic study is“ Inquiry
conducted in natural setting (in field of interest, not in laboratories), using natural methods
(observation, interviewing, thinking, reading and writing) in natural interests in what by people
who have natural interests in what they are studying (practioners such as teachers, counselors,
and administrators as well as researcher and evaluator).”
In this research, the participant of the research were one the English teacher, Mrs. R. and
20 students of seventh grade A SMP Muhammadiyah 10 Surakarta in 2015/2016 academic year.
The English teacher’s name was Mrs. R. And several students of seventh grade A, which consists
of 20 students. In this research, the of data were information about teaching learning process of
extracurricular speaking class based on observation and interview notes accumulated in the field.
The data of this research are field note, inerview script. Then the data sources are event,
informant, documents. The study used methods of collecting data: observation, interview and
recording, and documentation.
3. FINDING AND DISCUSSION
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To describe the teaching learning process of extracurricular speaking class, the researcher
divides it into seven components teaching learning to analyze: 1. Learning objective, 2. Types of
classroom techniques and classroom procedure, 3. Classroom interaction, 4. Teacher’s role, 5.
Student’s role, 6. Media, 7. Assessment.
1. Learning objective, based on Curriculum KTSP 2006, there are two kinds of learning
objective, namely general objective and specific objective :The general objective consists of four
skills : a) Listening, to understand the meaning of transactional conversation and interpersonal
very simple to interact with the immediate environment. b). Speaking, to express the meaning in
conversation of transactional and interpersonal very simple to interact with the immediate
environment. c). Reading, to understand the functional meaning of the text and write short
essays a very simple form of descriptive and procedure relating to the immediate environment.
d). Writing, to reveals the functional meaning of the text and write short essays a very simple
form of descriptive and procedure for interaction with the immediate environment
The specific objective of extracurricular speaking class were to develop the speaking skill
of student, to train student to speak English, and to make student can communicate with others
although in minimal level. The teacher hopes that students to make a conversation and try to
communicate with their friends by using English. To develop speaking skill students need
intensive practice. Speaking practice is usually done in pair and group work. Students participate
in some communicative activity
2. Classroom techniques, based on research findings, Classroom techniques used by the
teacher in the teaching learning process of extracurricular speaking class, those are question and
answer, discussion, jigsaw, and role play.
3. Classroom procedure, the English teacher uses the same clasroom procedure, learning
stage of Inquiry Based Learning called 5E ( Engagement-Exploration-Explanation-ElaborationEvaluation).
4. Classroom interaction, based on research finding, the types of classroom interaction in
Class 7A divided into two, namely classroom interaction the teacher with students, and
classroom interaction student with other student.
5. Teacher’s roles, the teacher’s roles in the teaching learning process of extracurricular
speaking class as follows: teacher as manager or controller, teacher as facilitator, teacher as
instructor, teacher as motivator and the teacher as evaluator.
6. Student’s roles, beside the teacher’s roles, the student’s roles also had learners role in
the teaching learning process. The students roles influenced the effectiveness of teaching
learning process. Based on research finding, the students roles of SMP Muhammadiyah 10
Surakarta are students as active participant and student as member of a group.
7.Media , based on observation in the classroom, the reseracher founds the media used
by the teacher at SMP Muhammadiyah 10 Surakarta are variants. The media as follows:
whiteboard, boardmarker, audio, video, laptop and LCD.
8. Assessment, the kinds of assessment for teaching speaking used by the English teacher
at SMP Muhammadiyah 10 Surakarta as follows: homework, oral test, and daily task.

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The result of components the teaching learning process extracurricular speaking class
No
Components
Research Finding
1
Learning Objective
Learning objective divided 2 types:
a. General Objective
b. Specific Objective
2
Types of Clasroom
Classroom techniques:
Technique
a. Question and Answer
b. Discussion
c. Jigsaw
d. Role Play
3
Classroom Procedure
3 patterns of classroom procedure:
a. Pattern one (engagement-expalanationevaluation)
b. Pattern two (engagement-explanationelaboration-evaluation)
c. Pattern three (engagement-explorationexplanation-elaboration-evaluation)
4

Types of Classroom
Interaction

5

Teachers’ Roles

6

Students’ Roles

7

Media

8

Assessment

2 types of classroom interaction:
a. Interaction teacher with students
b. Student interaction with students
Teacher as:
a. Manager or Controller
b. Facilitator,
c. Instructor,
d. Motivator,
e. Evaluator.
Students as:
a. Active participant
b. Member of a group.
Media :
a. Whiteboard
b. Audio
c. Video,
d. LCD
Assessment:
a. Daily task
b. Homework
c. Oral test

4. CONCLUSION
In the teaching learning process of extracurricular speaking class, the teacher should give
more attention to the student’s speaking ability. It is better the teacher gives moe exercise to the
students to practice their speaking ability. The teacher should attention and understand on the

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component of teaching learning process, because its important instrument on teaching learning
process such as learning objective, classroom techinques, etc.
In the implication of teaching learning process, not all of the instrument of teaching
learning process done perfectly by the teacher. There are several parts which done repeatedly by
the teacher. In order to optimize the students speaking ability, the teacher should use the
complete procedure when teaching learning process is already happen. The techniques used is
also in the same way. But, in the material, the teacher delivers it with the good way, so the
students are interested.
Extracurricular application in SMP Muhammadiyah 10 Surakarta was different than the
other schools. Because the application of extracurricular particularly speaking class held at
regular school hours, and is a mandatory program for students of class VII. With such
expectations from the school towards their students that speak English fluently, more confident
again and add to the knowledge of his vocabulary.
While for the of teaching, learning, managing process in the classroom, the teacher
responsible for the material submitted, learning techniques are used, up to the medium used to
support the learning. Therefore, the teaching and learning process extracurricular speaking class
at SMP Muhammadiyah 10 Surakarta very well. Teachers really prepare materials to be
delivered, the delivery of content to the techniques and media used to support the delivery of the
material, so that the students really enjoy the process of learning and students are more active in
extracurricular classes than regular classes.
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Agus Febrian, Dwika. (2015). English Teaching Learning Process at Eighth Grade of SMP Negeri 1
Cepogo in 2014/2015 Academic Year. Skripsi Thesis. UMS
Barokah, Novi (2014). A Descriptive Study on English Speaking Teaching Learning Process at the First
Year of SMP Negeri 2 Colomadu in 2013/2014 Academic Year: Skripsi Thesis. UMS
Luoma, S. (2004). Developing speaking tasks. In Assessing speaking (pp. 139-169). Cambridge: CUP
Pangestika Sadono, Sarlinda. (2015) Intructional Design for the Teaching of Speaking Skill at SMP
Muhamamadiyah 7 Surakarta: A Naturalistic Study. Skripsi Thesis. UMS
Pertiwi, Christina Yuniarti. (2013). A Descriptive Study on Speaking Teaching Learning Process at the
Second Year of SMK Muhammadiyah 1 Sukoharjo in 2010/2011 Academic Year: Skripsi
Thesis. UMS
Rulianto, Dwi. (2014). A Descriptive Study on Reading Teaching Learning Process at Seventh Grade of
SMP Negeri 2 Sawit Boyolali in 2013/2014 Academic Year: Skripsi Thesis. UMS
Sarlinda, Adisti. (2015). An Instructional Design of Extracurricular Speaking Class at First Year of SMP
Negeri 2 Kebakkramat in 2014/2015 Academic Year: A Naturalistic Study: Skripsi Thesis.
UMS

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