TEACHER’S STRATEGIES IN TEACHING SPEAKING TO STUDENTS AT SECONDARY LEVEL.

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TEACHER’S STRATEGIES IN TEACHING SPEAKING TO

STUDENTS AT SECONDARY LEVEL

A Research Paper

Submitted to the English Education Department in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

By:

Agung Ginanjar Anjaniputra 0808476

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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TEACHER’

S STRATEGIES IN TEACHING SPEAKING TO

STUDENTS AT SECONDARY LEVEL

Oleh

Agung Ginanjar Anjaniputra

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Maret 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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PAGE OF APPROVAL

TEACHER’S STRATEGIES IN TEACHING SPEAKING TO STUDENTS AT SECONDARY LEVEL

AGUNG GINANJAR ANJANIPUTRA 0808476

Approved by:

First Supervisor Second Supervisor

Prof. Dr. Nenden Sri Lengkanawati, M.Pd. Lulu Laela Amalia, S.S., M.Pd. NIP. 195111241985032001 NIP. 197504092007102001

Head of English Education Department Faculty of Language and Fine Arts Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001

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ABSTRACT

This study is aimed at portraying teacher’s strategies in teaching speaking to students at secondary level and recognizing students’ response towards the strategies by involving an English teacher and a class of 22 students. In collecting the data, classroom observation and interview were conducted to identify the strategies of teaching speaking, and questionnaire was administered to the students to gain the data about their response towards the strategies under the umbrella of descriptive research. The result revealed that the strategies used by the teacher were cooperative activities, role-play, creative tasks, and drilling. In the meantime, students’ response towards the strategies resulted in positive attitude as they responded that the strategies helped them to speak, provided them with the presentation of material visually, motorically, and audibly, as well as concerned oral production of students whose participation was emphasized. Thus, it is suggested that teachers use strategies of teaching speaking in accordance with students’ characteristics and level of proficiency, and provide materials that involve students to be active by using various available media for the implementation of teaching speaking.

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ABSTRAK

Penelitian ini bertujuan untuk menggambarkan strategi-strategi guru dalam mengajarkan speaking pada siswa-siswa di sekolah menengah dan mengetahui respon siswa terhadap strategi-strategi yang digunakan oleh guru, dengan melibatkan seorang guru Bahasa Inggris dan sebuah kelas yang terdiri dari 22 siswa. Dalam mengumpulkan data, observasi dan wawancara dilakukan untuk mengidentifikasi strategi-strategi dalam mengajarkan speaking, dan kuesioner dibagikan pada siswa guna memperoleh data mengenai respon siswa terhadap strategi-strategi tersebut berdasarkan penelitian deskriptif. Hasil penelitian ini menunjukkan bahwa strategi-strategi yang digunakan oleh guru tersebut adalah cooperative activities, role-play, creative tasks, dan drilling. Sementara itu, respon siswa terhadap strategi-strategi tersebut menghasilkan sikap positif sebagaimana siswa menanggapi bahwa strategi-strategi tersebut membantu mereka berbicara, menyajikan materi pembelajaran secara visual, motorik, dan dengan suara, dan juga mementingkan produksi lisan siswa yang partisipasinya ditekankan. Dengan demikian, diharapkan guru-guru menggunakan strategi-strategi pengajaran speaking dengan memerhatikan karakteristik siswa dan tingkat kecakapan, serta menyediakan materi-materiyang melibatkan siswa untuk aktif dengan memanfaatkan bermacam-macam media yang tersedia untuk penerapan pengajaran speaking.

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TABLE OF CONTENT

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PREFACE ...Error! Bookmark not defined.

ACKNOWLEDGMENT...Error! Bookmark not defined.

ABSTRACT ...Error! Bookmark not defined.

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1.2 Statement of Problem ...Error! Bookmark not defined.

1.3 Aims of Study ...Error! Bookmark not defined.

1.4 Significance of Study ..._{Error! Bookmark not defined.} 1.5 The Scope of the Study ...Error! Bookmark not defined.

1.6 Clarification of Key Terms ...Error! Bookmark not defined.

1.7 Organization of Paper...Error! Bookmark not defined.

CHAPTER II THEORETICAL FOUNDATION ....Error! Bookmark not defined.

2.1 Communicative Language Teaching ...Error! Bookmark not defined.

2.2 Interactive Language Teaching ...Error! Bookmark not defined.

2.3 Speaking ...Error! Bookmark not defined.

2.3.1 The Nature of Speaking ... Error! Bookmark not defined. 2.3.2 The Teaching of Speaking ... Error! Bookmark not defined. 2.3.3 Criteria for Speaking Activities ... Error! Bookmark not defined. 2.3.4 The Strategies of Teaching Speaking .... Error! Bookmark not defined. 2.3.4.1 Cooperative activities ...Error! Bookmark not defined.

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2.3.4.2 Role plays and simulations ...Error! Bookmark not defined.

2.3.4.3 Creative tasks ...Error! Bookmark not defined.

2.3.4.4 Drilling ...Error! Bookmark not defined.

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defined.

2.5 Related Studies ...Error! Bookmark not defined.

CHAPTER III RESEARCH METHODOLOGY ...Error! Bookmark not defined.

3.1 Formulation of Problems ...Error! Bookmark not defined.

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3.4 Data Collection Techniques ...Error! Bookmark not defined.

3.4.1 Classroom Observation ... Error! Bookmark not defined. 3.4.2 Interview ... Error! Bookmark not defined. 3.4.3 Questionnaire ... Error! Bookmark not defined. 3.5 Data Analysis ...Error! Bookmark not defined.

3.5.1 Data Reduction ... Error! Bookmark not defined. 3.5.2 Data Display ... Error! Bookmark not defined. 3.5.3 Conclusion Drawing and Verification ... Error! Bookmark not defined. CHAPTER IV FINDINGS AND DISCUSSIONS ....Error! Bookmark not defined.

4.1 Teacher’s Strategies in Teaching Speaking ...Error! Bookmark not defined.

4.1.1 Data from Classroom Observation ... Error! Bookmark not defined. 4.1.1.1 Cooperative Activities ...Error! Bookmark not defined.

4.1.1.2 Role Play ...Error! Bookmark not defined.

4.1.1.3 Creative Task ...Error! Bookmark not defined.

4.1.1.4 Drilling ...Error! Bookmark not defined.

4.1.2 Data from Interview ... Error! Bookmark not defined.

4.2 Students’ Response towards the Speaking Teaching Strategies Used by the

Teacher ..._{Error! Bookmark not defined.} 4.2.1 Data from Questionnaire ... Error! Bookmark not defined.

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4.2.1.2 Students’ Response towards the Materials Given in the Teaching of

Speaking ...Error! Bookmark not defined.

4.2.1.3 Students’ Response towards the Strategies Used in the Teaching of

Speaking ..._{Error! Bookmark not defined.}

4.2.1.4 Students’ Response towards the Impact of the Strategies ... Error! Bookmark not defined.

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... Error! Bookmark not defined.

5.1 Conclusions ...Error! Bookmark not defined.

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CHAPTER I INTRODUCTION

This section provides a brief description of the introduction to the area of the research which comprises background of the research, statement of problems, aims of the study, significance of the study, the scope of the study, and clarification of key terms. At the end of this chapter, organization of the paper is presented to give systematically clear view of the whole content of the research.

1.1 Background

The teaching of speaking is having high concern in many language programs, which is due to the ever-growing needs for fluency of English. Given the fact, teaching strategies cannot be denied as a factor influencing the teaching outcome. Strategies employed to achieve the ability to write and speak would be different because the goals of each skill are not the same. The former is concerned with the ability to produce written language, whereas the latter mainly focuses on producing oral language. Moreover, the strategies for teaching the English skills should be made appropriate for each skill in order to attain the expected outcomes. Regarding strategies for teaching speaking, it is ironic that, based on experience of the researcher during studying in high school, most of students of secondary school were not able to speak English. Furthermore, those who graduated from secondary school do not have sufficient ability for English speaking since the teaching of English in Indonesia is deemed to be unsuccessful

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(Nur, 2004; Renandya, 2004; as cited in Cahyono and Widiati, 2011). Therefore, the portrayal of speaking-teaching strategies is going to be investigated.

The ability to speak is not influenced by a single factor, but a number of factors. Those factors are linguistics knowledge, which consists of genre knowledge, discourse knowledge, grammar, vocabulary, and phonology, and extralinguistics knowledge, which includes topic and cultural background, knowledge of the context, and familiarity with the other speakers (Thornbury, 2005). However, as the focus of speaking is to improve the oral production of

students, it is teachers‟ strategies to provide students a turn to speak. As Reiser and Dick (1996) argue that teachers can use the different strategies of teaching to achieve teaching-learning goals and objectives. This implies that it is teachers‟ responsibility to make students able to speak English by employing suitable teaching strategies of speaking.

In addition, teachers have to choose the appropriate method and strategy for students with different quality and quantity (Brown, 2001; Harmer 2001; Harmer, 2002). Besides, teachers attempt to create good learning atmosphere to make students experience the learning process by using both appropriate materials and teaching strategies delivered by teachers. However, all teachers‟

endeavor to comply with students‟ needs has something to do with properly selecting accurate teaching strategies.

In spite of any efforts made by teachers to use their entire competence, master the materials, comprehend the aims, manage the programs, use method and technique, and lead the class and teaching-learning activity using its

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infrastructure, teachers‟ strategies cannot be taken for granted because these strategies play a crucial role. It is correspondingly asserted by Cole (2008) that it

is the teacher‟s role to provide effective plans/strategies in accomplishing

students‟ educational needs, whose general purpose is to be able to communicate

using the language being learnt.

The emergence of Communicative Language Teaching (CLT) interests teachers and educators to make use of this approach because it has

“communication” as the main focus in the classroom. CLT, which is the most

current approach for teaching English to students of ESL (Richards and Rodgers, 2002), also enables students to receptively and productively engage in learning process in order to gain communicative competence of second or foreign

language. Besides, it attracts researchers‟ attention to investigate the effect of

CLT implemented in classroom and to explore all about CLT, among others are Littlewood (1981), Savignon (2002), Richards (2006), Chung and Huang (2009), and Wei (2010). Seen from its role to facilitate communication, CLT seems to originate Interactive Language Teaching in which speaking skill is considered as the success of learning a language. One cannot say that a person masters a language without having the ability to communicate verbally, since the aim of learning a language is able to speak and language is viewed as a type of behavior (Brown and Yule, 1999; Richards, 2008; Nation and Newton, 2009).

Given the facts that teacher‟s strategies are important to attain the lesson

objectives, which affect the teaching learning circumstances, and speaking skill is typically a sign of successful language learning, which is a subject of teaching

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a language (Brown and Yule, 1999), these become the focus of the study. Therefore, considering those explanations above, this research is conducted to find out what strategies employed by the teacher in teaching speaking to students of a senior high school in Sumedang and students‟ responses towards each strategy.

1.2 Statement of Problem

In order to reach the purpose of the research, it is an obligation for the researcher to give a rise to the problems which are going to be investigated. Hence, the problems of the research are formulated as follows.

1. What strategies does the teacher employ in teaching speaking to students of a senior high school?

2. How do the students respond to strategies employed by the teacher?

1.3 Aims of Study

Deriving from the title of the research, Teacher’s Strategies in Teaching Speaking to Students at Secondary Level, and the research questions, the aims of

the study are listed as follows.

1. To portray strategies employed by the teacher in teaching speaking to students of a senior high school in Sumedang.

2. To recognize how the students respond to strategies employed by the teacher in teaching speaking.

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1.4 Significance of the Study

The study is important, especially for teachers, to provide clear view of what strategies likely appropriate and proper in teaching speaking, alongside the anticipation towards the emerging problems related to speaking skill so that the implemented strategies are delivered efficiently to students. Besides, this research enables teachers to selectively employ appropriate and proper teaching strategies for students in a classroom. As for other researcher, it gives benefitable information on teaching strategies in speaking implemented in the classroom in order that they conduct further investigation in the future.

1.5 The Scope of the Study

Concerning the aims of the study, this research is limited to portray what

strategies used by the teacher and to find out students‟ response to the strategies

by involving only a teacher and a class of senior high school students.

1.6 Clarification of Key Terms

This research may generate some terms requiring clarification which can bring about confusion and misunderstanding. To avoid such circumstances, the terms will be elaborated in accordance with the research. Those terms are

teacher‟s strategies, teaching speaking, and Secondary level.

 Strategy means various actions, behaviors, steps, activities, or techniques that either teachers or students perform in the classroom (Brown, 2001, 2007). In the meantime, teaching strategy, according to Walker (1994, as

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cited in Volya, 2009), is „a combination of student activities supported by the use of appropriate resources to provide particular learning experience

(process) and/or to bring about the desire learning (product)’.So teacher‟s strategies in this context can be defined as any efforts made and employed by the teacher in managing and organizing the classroom in order that the teaching learning process may reach the objectives.

 Teaching speaking is a process of giving lessons to students, in which the objective is making and helping students speak English (Brown, 2001). Teaching speaking in this study refers to the teaching of English skill where speaking as the main skill is taught to achieve the objectives. The research specifies that the students are EFL students, which English is taught and used as foreign language in Indonesia (Lie, 2007).

 Secondary level refers to schools or educational institutions above primary school (Elementary School) and below tertiary school (University Level). According to Lie (2007) and Holsinger and Cowell (2000), Secondary school has the usual duration of studying between grade 7-12. Therefore, secondary school for conducting the research can be Junior High School (Sekolah Menengah Pertama) or Senior High School (Sekolah Menengah

Atas). However, this research is limited solely to involve Senior High

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1.7 Organization of Paper

The paper entitled Teacher’s Strategies in Teaching Speaking to Students at Secondary Level is presented into five chapters. Each chapter is broken down

into subtopics elaborating the topic being discussed. The next five paragraphs introduce each chapter in detail.

CHAPTER I: INTRODUCTION

This chapter encompasses background of the research, statement of the problem, aims of the study, significance of the study, the scope of the study, clarification of key terms, and organization of paper.

CHAPTER II: THEORETICAL FOUNDATION

This chapter mainly discusses literature review related to this research, explaining Communicative Language Teaching, Interactive Language Teaching, the nature of speaking, the teaching of speaking, the criteria for speaking activities, the strategies of teaching speaking, the characteristics of students at secondary level, and related study previously conducted by experts.

CHAPTER III: RESEARCH METHODOLOGY

This chapter comprises formulation of problem, research site and participant, research design, data collection technique, and data analysis.

CHAPTER IV: FINDINGS AND DISCUSSION

This chapter reports the findings and the discussion of the research containing data which are gained through classroom observation, interview to teacher, and student questionnaire.

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CHAPTER V: CONCLUSION AND SUGGESTION

This chapter concludes the result of the research and suggests it to teachers as well as other researchers.

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CHAPTER III

RESEARCH METHODOLOGY

This section discusses the methodical aspects of this research. It begins with formulation of problems which represents the matters under investigation. The second part relates to the participants involved and research site in this research. The third part constitutes the research design to describe how the research is carried out. The fourth part explains data collection techniques through classroom observation, interview, and questionnaire. At last, it presents the procedures to analyze the collected data.

3.1 Formulation of Problems

In order to reach the purpose of research, it is an obligation for the researcher to formulate the problems which are going to be investigated. Hence, the present study investigates the problems formulated as follows.

1. What strategies does the teacher employ in teaching speaking to students of a senior high school?

2. How do the students respond to strategies employed by the teacher?

3.2 Site and Participant

In qualitative inquiry, it is important that the selection of site and participants is not taken for granted, but decided on purpose to provide appropriate data embracing the research problems under examination (Creswell,

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2007). Since this research makes use of qualitative inquiry, some consideration towards research site and participants are taken into account accordingly.

3.2.1 Research Site

The site of this research was proposed in one of state senior high schools in Sumedang. There are some reasons for selecting this school as the research site. The first one is that this senior high school is located in suburban area of Sumedang. The result of this research can be useful for teachers teaching in such area and for teachers in that school itself, to be representation of English-speaking teaching. The second one is because of the accessibility of the school. Although the school is considered to be a suburban school, it can be reached easily, making it easier to cope with administrative matters for conducting research in that school.

3.2.2 Research Participants

Along with the site of the research, the participants were involved in this research. The participants of the research were an English teacher and a class of students in the school. The teacher was chosen because he has taught English for about fifteen years and is expected to have many experiences about English teaching. In the meantime, a class of students to participate in this research was selected from classes of the tenth graders. It is based on consideration that tenth graders consist of students who shares diverse interest, ability, and need, unlike

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eleventh and twelfth graders that have been classified into Language Stream, Natural Sciences Stream, and Social Science Stream (Lie, 2007).

3.3 Research Design

Relevant to the purpose of the study and the research question which are

aimed at exploring teacher’s strategies in teaching speaking and students’

response to the strategies employed by the teacher, the design of this study is based on qualitative design, employing descriptive study. Hatch (2002) argues that qualitative study is intended to explore reality about human behaviors within naturally present settings and contexts. It is not based upon hypothesis, so there is no interference in the form of control or treatment to the students as well as the teacher but this research describes and investigates the situation as it is. As

asserted by Grimes and Schulz (2002:145) a descriptive study is “concerned with

and designed only to describe the existing distribution of variables, without regards to causal or other hypothesis”.

In this research, neither the teacher nor the speaking teaching strategies are investigated with interference in the form of control or treatment. Therefore, it ascertains the suitability of descriptive study to achieve the goals of this research as what this research deals with is describing its variables, teacher’s strategies in

teaching speaking and students’ response to it, which has nothing to do with

measurement to discover the effectiveness of one variable to another.

In order to be in line and consistent with research design employed in this research, there are characteristics of a qualitative research to consider. First, the

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focus of the research is quality (Alwasilah, 2008). Rather than try to correlate one variable with another or to measure an effect of one variable to another, this research focuses on understanding a single phenomenon of interest, which is

teacher’s strategies in teaching speaking. Second, the aim is description, findings, and understanding, which comprise the analysis of words or pictures to describe central phenomenon under study instead of using statistics. The result may be descriptions which entail themes or broad categories that represent findings to provide crucial understanding about phenomenon under research (Fraenkel and Wallen, 2006; Creswell, 2007; Alwasilah, 2008). The findings of this research

describe teacher’s strategies in teaching speaking as well as students’ response to

it and the themes are generated to understand this occurrence.

Third, the settings are natural, in which there is nothing such control and treatment for subjects or variables of research, but rather within the context of its natural occurrence (Hatch, 2002; Alwasilah, 2008). In this research, there was no

intervention from the researcher to the teaching of speaking as it is the teacher’s

obligation to decide speaking strategies to be used. Fourth, the sample is small and purposive, meaning that the participants involved in collecting data do not have to be large in number, but it is selected purposively in accordance with the necessity of the investigation since researcher can gather as much information as possible from any accounts (Fraenkel and Wallen, 2006; Creswell, 2007; Alwasilah, 2008). This research involved a teacher and a class of students at senior high school.

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The last one, the data collection consists of researcher as the main instrument (Hatch, 2002; Alwasilah, 2008). Researcher as the main instrument implies that regardless of what instrument used for data collection, it is

researcher’s duty to collect the data through the instruments in use. In this research, the data were collected through classroom observation, interview to a teacher, and questionnaire to a class of students, which were conducted by the researcher. As Hatch (2002) explains this notion, data for qualitative study are collected through observation and interview by the researchers themselves. Even, these data do not make any sense until they are processed using human intelligence of the researchers. It points out the significant role of researchers in qualitative works that all the data gathered cannot be meaningful to generate findings and understandings of subject being studied unless the researchers are to intervene in analyzing the data.

3.4 Data Collection Techniques

As data collection is carried on, researchers have to look back to research questions to keep their observations on track. Wolcott (1995, as cited in Hatch, 2002) suggests that researchers keep in mind what their research is aimed at:

Try to assess what you are doing (that is, your participation), what you are observing, and what you are recording, in terms of the kind of information you will need to report rather than the kind of information you feel you ought to gather.

Therefore, in order to answer research questions, in collecting data, there were three kinds of techniques to be employed, classroom observation, interview,

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and questionnaire. The three data collection techniques are thoroughly presented as follows:

3.4.1 Classroom Observation

The observation with video recording was administered four times to answer the first research questions when the teacher teaches speaking as the skill prioritized. It encompasses identifying teacher’s strategies in teaching speaking, which make students speak up, problems faced by the teacher and how to deal with it. The instruments used in this research were observation sheet, which was adapted, developed, and translated from Brown (2001), and fieldnote to keep details of what happen in the classroom. Hatch (2002) States that the goal of observation is to understand the culture, setting, or social phenomenon being studied from the perspectives of the participants. Conducting the observation attempts to see something in the position of participants by listening to and watching what they are saying and doing as observation can enrich data that could not be attained through interview (Maxwell, 1996; Hatch, 2002; Moyles, 2002, as cited in Cohen, Manion, and Morrison, 2007). Thus, observation can provide with ample data necessary to achieve the purpose of this research.

In undertaking the observation, the role of observer-as-participant (Fraenkel and Wallen, 2006) was used to fill observation sheet and jot down fieldnote about detail descriptions of what happens in the classroom. Before undertaking classroom observation, some considerations of the steps were taken into account as Creswell (2007) suggests: 1) decide site to be observed by

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obtaining the permissions necessary to get access to the research site beforehand;

2) keep in mind of what or who to observe; 3) ascertain observer’s role in the

observation. As aforesaid, the role of an observer-as-participant was taken since there was no interfere to the teaching-learning process; 4) design an observational protocol for recording notes in the field; 5) make a video-recording of teaching-learning process (Creswell, 2007: 134-135). Following these steps was intended to make sure whether or not the preparation for observation had been set up.

3.4.2 Interview

To support the validity of data collection, interview was administered to the teacher. The interview was developed to cover some questions about

teacher’s strategies. Interview is used as directive means of finding what people

are thinking, feeling, and doing (Given, 2008). In other words, it is intended to know what happen to people. According to Cohen, Manion, and Morrison (2007), interviews functions to look into participants’ experience and concern of situations from their own point of view. For this reason, interviewing teacher was supposed to avoid subjectivity of in answering the first research questions about speaking teaching strategies used by the teachers.

A semi-structured interview (Given, 2008) was employed in this research where it was planned to create a set of open-ended questions for the interview, but additional questions to explore much more information needed from participants were present as the interview proceeded. In addition, the interview

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was simultaneously carried out with audiotaping. Creswell (2007) and Given (2008) mention taking audiotape while interviewing the participants has a number of benefits. First, researchers are free to think creatively while the interviews are taking place, in case making notes is needed.

In addition, tape-recording the interviews allows researchers to later

analyze interviewees’ statement thoroughly, comparing them with previous or following statements and with the interviews given to others as well. Furthermore, recording participants’ words ensures reliability of the data as the whole data are recorded. As a result, audiotaping participants’ interviews make researchers more assured that they are capturing “the true essence of

interviewees’ intents” (Given, 2008). Meanwhile, the interview consists of 7 questions which are specifically organized based on the following guideline.

Table 1

Guideline of the Interview

No Details Item number

1. Identifying teacher’s preparation in teaching speaking 1, 2 2. Identifying teacher’s strategies in teaching speaking 3, 4, 5 3. The problems faced by teacher in teaching speaking 6, 7

3.4.3 Questionnaire

The questionnaire was administered to the students to gain the data about their response towards the strategies of teaching speaking that was employed by

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the teacher. It is a closed questionnaire and Likert-Scale comprising 35 close-ended statements. The statements were given in Bahasa Indonesia in order to

help the students express their thoughts and feelings more easily. The respondents marked SS (Sangat Setuju) if they strongly agree, S (Setuju) if they

agree, RR (Ragu-Ragu) if they hesitate, TS (Tidak Setuju) if they disagree, and

STS (Sangat Tidak Setuju) if they strongly disagree. In the meantime, the

questionnaire was constructed based on some considerations about the attitude towards English, the response towards lesson content, strategies, and the impact of the strategies. The categorization of each statement is presented in the framework of students’ questionnaire below.

Table 2

The Framework of Students’ Questionnaire

No Categories Item Number

Positive Negative 1. Students’ attitude towards English 1,2,3,4,6,9,10,

11,12,13, 29

5,7,8

2. Students’ response towards the materials given in the teaching of speaking

16,17,18,19

3 Students’ response towards the strategies used in the teaching of speaking

15,20,21,22,2 3,24,27

14,25,26,2 8

4. Students’ response towards the impact of the strategies.

30,31,32,33,3 4,35

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Table 3

The Rating Scale Score of Questionnaire

Statement Strongly

Agree Agree Hesitate Disagree

Strongly Disagree

Positive 5 4 3 2 1

Negative 1 2 3 4 5

3.5 Data Analysis

Data analysis is very important to make sense of or to give meaning to the data. It may come about simultaneously since researchers begin to undertake data collection up until the purposes of the research are pursued and completed (Denzin and Lincoln, 1998; Fraenkel and Wallen, 2006; Creswell, 2008). It implies that data analysis is interrelated to data collection and considered as an ongoing process throughout research investigation.

Having collected the data, several steps were undertaken to analyze the data gained. The steps undertaken for data analysis were divided into three main parts, which were analyzing video of classroom observation, analyzing interview data from the teacher, and analyzing questionnaire data from students. The first step to do before analyzing the data was to transcribe the data from classroom observation (fieldnote and classroom interaction), and from interviews administered to the teacher. The data from classroom observation and interview with the teacher were then categorized into broader themes, which were intended to identify and describe teaching strategies used by the teacher in teaching

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labeling the strategies; CA for cooperative activities, RP for role play, CT for creative tasks, and DR for drilling. In the meantime, questionnaire administered to the students was used to portray students’ responses towards speaking teaching strategies employed by the teacher.

To analyze data, Denzin and Lincoln (1998) propose an interactive model as this is an ongoing process throughout the whole investigation process, containing three subprocesses: data reduction, data display, and conclusion drawing/verification (Miles and Huberman, 1984, 1994, as cited in Denzin and Lincoln, 1998). The procedures of data analysis can be illustrated as the figure below:

Figure 1

Components of Data Analysis: Interactive Model

Adapted from Denzin and Lincoln (1998: 181)

DATA COLLECTION

DATA DISPLAY DATA REDUCTION

CONCLUSION DRAWING/VERIFICATION

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3.5.1 Data Reduction

Having gained the data from classroom observation, interviews, and questionnaire gathered, data reduction was then conducted. Data reduction functions to select the data essential and relevant to the study under investigation. In reducing the data, coding process (Creswell, 2008) was employed to go for the needed one, which, in turn, was useful in generalizing broad themes. This reduction of data was carried out based upon research questions and purpose of the research.

3.5.2 Data Display

Once the data was reduced, the next step to undertake was displaying the data. According to Denzin and Lincoln (1998), data display can be presented in

the forms of “structured summaries, synopses, vignettes, networklike or other diagrams, and matrices with text”. It enables researchers to give clear view of

what was happening and of what to do in further analysis as well as conclusion drawing about its meanings. So, this step is on the point of interpreting the condensed data by relating them to the central theme of research questions, which generating the findings to answer research questions.

3.5.3 Conclusion Drawing and Verification

Having the data reduced and displayed, the last step was to draw and to verify conclusion. Conclusion drawing and verification involve interpretation of researchers to make sense of displayed data. Noting of patterns and themes are

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used in conclusion drawing as a part of coding process taken in the previous step of analysis. The findings are processed here and compared with one data to another. In this sense Denzin and Lincoln (1998) call it “Data Transformation”, where data is condensed, clustered, sorted, and linked over time (See figure 3.1: Interactive Model of Data Analysis).

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This section provides conclusions and suggestions related to teacher’s

strategies in teaching speaking to students at secondary level and students’ response to the strategies employed by the teacher. Conclusions are formulated from findings and discussions of the research, and suggestions are directed to English teacher and further researcher.

5.1 Conclusions

Having investigated and portray teacher strategies in teaching speaking to

students at secondary level, and students’ response towards the strategies that the teacher used, the following are conclusions derived from findings and discussions of this research.

1. The strategies of teaching speaking that the teacher used were cooperative activities which was employed in the first, second, and third observation, creative task which was employed in the third and fourth observation, role play which was employed in the first and second observation, and drilling which was employed by the teacher in each observation conducted by the researcher.

2. Students’ response towards the strategies used by the teacher reveal positive attitude as they responded that the strategies helped them to speak, provided them with the presentation of material visually, motorically, and

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audibly, as well as concerned oral production of students whose participation was emphasized.

3. Students’ confidence are crucial to be built up in speaking activities so that students, who were or were not accustomed to class performance, are motivated to do their best and willing to perform. This implies that any mistakes that students make do not destroy their confidence, instead feedbacks and corrections enhance students enjoying the learning process. 4. The selection of material presented in speaking lesson is also vital in

achieving learning objectives. Materials which are contextual and related

to students’ daily life help them generate their existing knowledge to do

the task requiring new knowledge.

5. Integrating four skills of language in teaching speaking to students at secondary level inevitably exists. The teaching of speaking does not solely include speaking skill as the other skills of language are intertwined. Before speaking, listening activity is necessary if new knowledge to be delivered, even it is sometimes inevitable that reading and writing is included in the teaching of speaking. However, from the very beginning, it is decided that the expected output is oral production of students or students are able to speak or utter ideas and expressions.

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5.2 Suggestions

There are some suggestions which can be useful for English teachers and further researchers. The suggestions, which are based upon findings of the research, are as follows.

1. It is suggested that teachers use other strategies of teaching speaking in

accordance with students’ characteristics and level of proficiency.

2. Teachers are to provide interactive materials which involve students to be active by using various available media for the implementation of teaching speaking.

3. For another further research, it is important to make other attempt in other three skills of language, listening, reading, and writing. Besides, further research may portray the strategies of teaching speaking by comparing the use of speaking strategies in urban and suburban areas. In addition to the strategies in urban and suburban areas, further research may focus on problems of the implementation of speaking teaching strategies in urban or suburban areas.

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BIBLIOGRAPHY

Alwasilah, A. C. (2008). Pokoknya Qualitative. Jakarta: PT. Dunia Pustaka Jaya.

Bailey, K. M. (2005). Practical English Language Teaching. Singapore: McGraw Hill.

Brown, G., & Yule, G. (1999). Teaching the Spoken Language. Cambridge: Cambridge University Press.

Brown, H. D. (2001). Teaching by Principles: An Interactive approach to Language Pedagogy, 2nd ed.. New York: Longman.

Brown, H. D. (2007). Principles of Language Learning and Teaching, 5th ed.. New York: Pearson Education.

Cahyono, B.Y., and Widiati, Utami. (2011). The Teaching of English as a Foreign Language in Indonesia. _{Malang: State University of Malang}

Press.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Chung, I., & Huang, Y. (2009). The Implementation of Communicative

Language Teaching: An Investigation of Students’ Viewpoints. The

Asia-Pasific Eucation Researcher. [online]. Retrieved on http://search.ebscohost.com [6/2/2011]

Cohen, L., Manion, L. and Morrison, K. (2007). Research Method in Education: 6th ed.. London: New York.

Cole, R. W. (2008). Educating Everybody’s Children: Diverse Teaching Strategies for Diverse Students, Revised and Expanded 2nd ed.. Virginia: Association for Supervision and Curriculum Development (ASCD). Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing

Among Five Approaches 2nd ed.. California: SAGE Publications.

Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative n Qualitative Research, 3rd ed.. New Jersey: Pearson Education inc.

Denzin, N. K. and Lincoln, Y. S. (1998). Collecting and Interpreting Qualitative Material. California: SAGE Publications inc.

Fleming, M., and Steven, D. (2004). English Teaching in the Secondary School: Linking Theory and Practice, 2nd ed.. London: David Fulton Publishers.

(34)

Frankael, J. K. and Wallen, N. E. (2006). How to Design and Evaluate Research in Education, 6th ed.. New York: McGraw Hill.

Given, L. M. (2008). The SAGE Encyclopedia of Qualitative Research Methods. California: SAGE Publications.

Grimes, D. A., & Schulz, K. F. (2002). Descriptive Studies: what they can and cannot do. Lancet vol.359. [online] Retrieved on http://www.lancet.com [08/08/12]

Halliday, M. A. K. (1990). Spoken and Written Language. Hong Kong: Oxford University Press.

Hammack, F. M., and Grayson, D. M. (2009). Teaching at Secondary Level. in International Handbook of Teachers and Teaching [online]. Springer

Science+Business Media. Retrieved on

http://steinhardt.nyu.edu/scmsAdmin/uploads/005/361/Hammack%20and %20Greyson.pdf [08/02/13]

Harmer, J. (2001). How to Teach English, Seventh Impression. Malaysia: Longman.

Harmer, J. (2002). The Practice of English Language Teaching, 3rd ed.. Cambridge: Longman.

Hatch, J. A. (2002). Doing Qualitative Research in Education Settings. New York: State University of New York Press.

Holsinger, B. D., & Cowell, N. R. (2000). Positioning Secondary School in Developing Countries. Paris: International Institute for Educational Planning

Johnson, K. (2008). An Introduction to Foreign Language Learning and Teaching, 2nd ed.. Malaysia: Pearson Education Limited.

Juan, Y. (2006). Teaching Speaking in Rural Middle School. [online]. Retrieved on http://www.gcjy.info/yxzx/UploadFiles/2007112165647281.doc [December 8th, 2012]

Lie, A. (2007). Education Policy and EFL Curriculum in Indonesia: Between the Commitment to Competence and the Quest for Higher Test Score. In TEFLIN Journal [online], Vol 18 (1), 14 pages. Retrieved on http://journal.teflin.org/index.php/teflin/article/viewFile/113/102

[December 8th, 2012]

Linse, C. T. (2005). Practical English Language Teaching: Young Learners, in Nunan, David (ed.). Ney York: McGraw-Hill Companies.

(35)

Maxwell, J. A. (1996). Qualitative Research Design: An Interactive Approach. United Kingdom: SAGE Publications.

Nation, I.S.P., and Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. New York: Routledge.

Nunan, D. (2001). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.

Pinter, A. (2009). Teaching Young Language Students. Oxford: Oxford University Press.

Rowley, J.B. and Hart, P. M. (1998). Recruiting and Training Successful

Substitute Teachers. [online]. Retrieved on

http://www.aea11.k12.ia.us/prodev/subauthorization/appendix/appendix0 2a.pdf [08/02/13]

Richards, J. C., & Rodgers, T. S. (2002). Approaches and Methods in Language Teaching, 2nd ed. Cambridge: Cambridge University Press.

Richards, J. C. (2006). Communicative Language Teaching Today. [online]. Retrieved on http://search.ebscohost.com [6/2/2011]

Richards, J. C. (2008). Teaching Listening and Speaking, From Theory to Practice. Cambridge: Cambridge University Press.

Reiser, R. A., & Dick, W. (1996). Instructional Planning: A Guide for Teacher, 2nd ed.. Boston: Allyn and Bacon.

Savignon, S. J. (2002). Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education. London: Yale University Press.

Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press.

Solcova, P. (2011). Teaching Speaking Skills. Thesis of Faculty of Arts of Masaryk University: Unpublished.

Thornbury, S. (2005). How to Teach Speaking. England: Pearson Educational Limited.

Volya, D. (2009). Students’ Speaking Strategies and Teacher’s Teaching Speaking Strategies at Senior High School in Kerinci District. In Percikan [online], Vol 6 (1), four pages. Retrieved on http://jurnal.pdii.lipi.go.id/admin/jurnal/96jan098790.pdf [December 8th, 2012]

(36)

Wei, H. (2010). Communicative Language Teaching in Chinese Environment. US-China Education Review. [online] retrieved on http://search.ebscohost.com [6/2/2011]

(1)

audibly, as well as concerned oral production of students whose participation was emphasized.

achieving learning objectives. Materials which are contextual and related to students’ daily life help them generate their existing knowledge to do the task requiring new knowledge.

(2)

5.2 Suggestions

There are some suggestions which can be useful for English teachers and further researchers. The suggestions, which are based upon findings of the research, are as follows.

1. It is suggested that teachers use other strategies of teaching speaking in accordance with students’ characteristics and level of proficiency.

2. Teachers are to provide interactive materials which involve students to be active by using various available media for the implementation of teaching speaking.

(3)

BIBLIOGRAPHY

Alwasilah, A. C. (2008). Pokoknya Qualitative. Jakarta: PT. Dunia Pustaka Jaya. Bailey, K. M. (2005). Practical English Language Teaching. Singapore:

McGraw Hill.

Brown, G., & Yule, G. (1999). Teaching the Spoken Language. Cambridge: Cambridge University Press.

Brown, H. D. (2001). Teaching by Principles: An Interactive approach to

Language Pedagogy, 2nd ed.. New York: Longman.

Brown, H. D. (2007). Principles of Language Learning and Teaching, 5th ed..

New York: Pearson Education.

Cahyono, B.Y., and Widiati, Utami. (2011). The Teaching of English as a

Foreign Language in Indonesia. _{Malang: State University of Malang}

Press.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Chung, I., & Huang, Y. (2009). The Implementation of Communicative Language Teaching: An Investigation of Students’ Viewpoints. The Asia-Pasific Eucation Researcher. [online]. Retrieved on http://search.ebscohost.com [6/2/2011]

Cohen, L., Manion, L. and Morrison, K. (2007). Research Method in Education: 6th ed.. London: New York.

Cole, R. W. (2008). Educating Everybody’s Children: Diverse Teaching

Strategies for Diverse Students, Revised and Expanded 2nd ed.. Virginia: Association for Supervision and Curriculum Development (ASCD). Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing

Among Five Approaches 2nd ed.. California: SAGE Publications.

Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative n Qualitative Research, 3rd ed.. New Jersey: Pearson Education inc.

Denzin, N. K. and Lincoln, Y. S. (1998). Collecting and Interpreting Qualitative

Material. California: SAGE Publications inc.

Fleming, M., and Steven, D. (2004). English Teaching in the Secondary School: Linking Theory and Practice, 2nd ed.. London: David Fulton Publishers.

(4)

Frankael, J. K. and Wallen, N. E. (2006). How to Design and Evaluate Research in Education, 6th ed.. New York: McGraw Hill.

Given, L. M. (2008). The SAGE Encyclopedia of Qualitative Research Methods. California: SAGE Publications.

Grimes, D. A., & Schulz, K. F. (2002). Descriptive Studies: what they can and cannot do. Lancet vol.359. [online] Retrieved on http://www.lancet.com [08/08/12]

Halliday, M. A. K. (1990). Spoken and Written Language. Hong Kong: Oxford University Press.

Hammack, F. M., and Grayson, D. M. (2009). Teaching at Secondary Level. in

International Handbook of Teachers and Teaching [online]. Springer

Science+Business Media. Retrieved on

http://steinhardt.nyu.edu/scmsAdmin/uploads/005/361/Hammack%20and %20Greyson.pdf [08/02/13]

Harmer, J. (2001). How to Teach English, Seventh Impression. Malaysia: Longman.

Harmer, J. (2002). The Practice of English Language Teaching, 3rd ed.. Cambridge: Longman.

Hatch, J. A. (2002). Doing Qualitative Research in Education Settings. New York: State University of New York Press.

Holsinger, B. D., & Cowell, N. R. (2000). Positioning Secondary School in Developing Countries. Paris: International Institute for Educational Planning

Johnson, K. (2008). An Introduction to Foreign Language Learning and Teaching, 2nd ed.. Malaysia: Pearson Education Limited.

Juan, Y. (2006). Teaching Speaking in Rural Middle School. [online]. Retrieved on http://www.gcjy.info/yxzx/UploadFiles/2007112165647281.doc [December 8th, 2012]

Lie, A. (2007). Education Policy and EFL Curriculum in Indonesia: Between the Commitment to Competence and the Quest for Higher Test Score. In

TEFLIN Journal [online], Vol 18 (1), 14 pages. Retrieved on

http://journal.teflin.org/index.php/teflin/article/viewFile/113/102 [December 8th, 2012]

Linse, C. T. (2005). Practical English Language Teaching: Young Learners, in Nunan, David (ed.). Ney York: McGraw-Hill Companies.

Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press.

(5)

Maxwell, J. A. (1996). Qualitative Research Design: An Interactive Approach. United Kingdom: SAGE Publications.

Nation, I.S.P., and Newton, J. (2009). Teaching ESL/EFL Listening and

Speaking. New York: Routledge.

Nunan, D. (2001). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.

Pinter, A. (2009). Teaching Young Language Students. Oxford: Oxford University Press.

Rowley, J.B. and Hart, P. M. (1998). Recruiting and Training Successful

Substitute Teachers. [online]. Retrieved on

http://www.aea11.k12.ia.us/prodev/subauthorization/appendix/appendix0 2a.pdf [08/02/13]

Richards, J. C., & Rodgers, T. S. (2002). Approaches and Methods in Language Teaching, 2nd ed. Cambridge: Cambridge University Press.

Richards, J. C. (2006). Communicative Language Teaching Today. [online]. Retrieved on http://search.ebscohost.com [6/2/2011]

Richards, J. C. (2008). Teaching Listening and Speaking, From Theory to

Practice. Cambridge: Cambridge University Press.

Reiser, R. A., & Dick, W. (1996). Instructional Planning: A Guide for Teacher, 2nd ed.. Boston: Allyn and Bacon.

Savignon, S. J. (2002). Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education. London: Yale University Press.

Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press.

Solcova, P. (2011). Teaching Speaking Skills. Thesis of Faculty of Arts of Masaryk University: Unpublished.

Thornbury, S. (2005). How to Teach Speaking. England: Pearson Educational Limited.

Volya, D. (2009). Students’ Speaking Strategies and Teacher’s Teaching Speaking Strategies at Senior High School in Kerinci District. In

Percikan [online], Vol 6 (1), four pages. Retrieved on

http://jurnal.pdii.lipi.go.id/admin/jurnal/96jan098790.pdf [December 8th, 2012]

Vilimec, E. (2006). Developing Speaking Skills. Thesis of Faculty of Arts and Philosophy of University of Pardubice: Unpublished.

(6)

Wei, H. (2010). Communicative Language Teaching in Chinese Environment. US-China Education Review. [online] retrieved on http://search.ebscohost.com [6/2/2011]

TEACHER’S STRATEGIES IN TEACHING SPEAKING TO STUDENTS AT SECONDARY LEVEL.