Handling Students' Lack of Attention Towards Teacher's Instructions in Seven Speaking Classes at Saint Angela High School in Bandung.
ABSTRACT
Speaking adalah salah satu keterampilan Bahasa Inggris yang
menantang sekaligus memuaskan. Aktivitas percakapan sebagai sarana
untuk meningkatkan keterampilan berbicara dalam Bahasa Inggris
biasanya membutuhkan suatu instruksi yang jelas. Namun, beberapa
siswa di SMA Santa Angela Bandung - tempat saya melakukan magang –
memiliki kecenderungan untuk tidak memperhatikan instruksi yang
diberikan guru. Masalah yang ingin saya temukan solusinya adalah
mengapa beberapa siswa tidak memperhatikan instruksi yang guru
berikan dan bagaimana seorang guru dapat menyampaikan instruksinya
dengan efektif. Adapun tujuan yang ingin dicapai adalah agar siswa dapat
menunjukan peningkatan yang baik dalam keterampilan berbicara dengan
penyampaian instruksi yang efektif.
Masalah yang dibahas memiliki beberapa sebab dan akibat. Sebab
pertama adalah kejelasan guru yang kurang. Sebab kedua adalah topik
dari aktivitas percakapan yang tidak menarik (menjemukan). Sebab
terakhir adalah kurangnya harga diri siswa. Selain ketiga sebab tersebut,
ada pula tiga akibat yang timbul dari masalah yang dibahas. Akibat
pertama adalah siswa tidak dapat mengikuti instruksi dengan benar.
Akibat kedua adalah siswa dapat melakukan hal lain seperti mengobrol
pada saat pelajaran berlangsung. Akibat terakhir adalah kemajuan
keterampilan berbicara siswa dalam Bahasa Inggris yang tidak
memuaskan.
Selain sebab dan akibat, masalah tersebut juga memiliki beberapa
solusi yang dapat diusulkan. Tiga solusi tersebut adalah meningkatkan
frekuensi penggunaan kontak mata, penggunaan alat bantu visual, dan
menyederhanakan instruksi dengan menggunakan kata yang dikenal.
Akhirnya, berdasarkan pertimbangan atas teori dan konteks yang
ada, solusi yang dianggap sebagai yang terbaik adalah menyampaikan
instruksi dengan menggunakan kata-kata yang dikenal dan menjaga
kontak mata pada saat yang sama.
Universitas Kristen Maranatha
TABLE OF CONTENTS
ABSTRACT ……………………………………….........................………………..i
DECLARATION OF ORIGINALITY……………………………...........................ii
ACKNOWLEDGEMENTS………………………………………..........................iii
TABLE OF CONTENTS………………………………………….........................iv
CHAPTER I. INTRODUCTION …………………………….......................…..1-6
A.
B.
C.
D.
E.
F.
G.
Background of the Study
Identification of the Problem
Objectives and Benefits of the Study
Description of the Institution
Method of the Study
Limitation of the Study
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS…….........................……………….…7-10
CHAPTER III. POTENTIAL SOLUTION………………….......................…11-15
CHAPTER IV. CONCLUSION…………........................……………………16-18
BIBLIOGRAPHY
APPENDIX
FLOWCHART
Universitas Kristen Maranatha
FLOWCHART
Causes:
1. The teacher’s lack of
clarity
2. The topic is boring or
uninteresting
3. The students’ lack of
self-esteem in
speaking activity
Problem:
Problem:
Students lack attention
towards teacher’s
instructions
Effects:
1. The students cannot
follow the instruction
correctly
2. The students prefer
to do other things
3. Slow progress gained
by the students
Potential negative effect:
1. Not all students like
to be looked at.
Potential solution 1:
Potential positive effects:
1. It will raise students’
concentration
2. It will built a trust in
the teacher
Potential negative effects:
1. Limit the teacherstudent interaction
2. It will spend more
time.
Potential solution 2:
A teacher uses more visual
aids
Potential positive effects:
1. It will increase
students’ interest
2. It will provide a better
digestion of
information
Potential negative effects:
1. It will not stimulate
students’ learning in
new vocabulary
Potential solution 3:
A teacher uses more familiar
and meaningful words
Potential positive effects:
1. It can raise students’
self-esteem
A teacher uses more
frequently of eye contact
Chosen Solution:
A teacher uses more
frequently of eye contact and
use more familiar words.
Universitas Kristen Maranatha
CHAPTER 1
INTRODUCTION
A. Background of the Study
English has been a language of international communication. Its
usage as "The world’s primary language for international communication
has obviously been continuing for several decades” (Graddol 5).
Nowadays, it can be seen there are lots of textbooks, computers,
announcements, and speeches that are written in English. That is why
scholars, businessmen, managers, government officials, and also
teachers might need to have English competence.
Learning English is challenging and rewarding for Indonesians. It is
challenging because of some reasons. First, it is not easy to have English
competence in Indonesia. English is learnt as a foreign language in
Indonesia, and it is not used extensively in the daily life of Indonesians
(Lauder 11). Second, it is because it requires a complex set of skills in
English. Louma (1) points out, “The testing of pronunciation (both
segmentals and suprasegmentals), spoken grammar, spoken vocabulary,
and even sociolinguistic applications of speech all fall into the construct of
speaking.” Last, it is because there are only limited places to practice
Universitas Kristen Maranatha
1
English such as English classroom in schools and courses. However,
learning English is also rewarding. It is rewarding because it might be very
helpful for someone to acquire knowledge or his expertise in any other
fields. In Indonesia, “The knowledge of English has become a symbol of
modern identity and the mark of an educated person (Renandya qtd. in
Siregar 5). The educated person will also find it easier to have a better job,
as it is stated, “Those who become multilingual are at least leaving options
open for themselves and even improving their chances of being hired,
receiving a greater salary, and being retained by the company” (“The
Importance of Foreign Language Study”). Consequently, the demand of
Indonesians who have proficiency in English has been increasing.
Indonesian High School students mostly only have opportunities to
practice English in class if they do not join any English courses. That is to
say, their time of practicing English is limited, so they need to maximize
the time given in speaking activities conducted in applicable classes. In
order to achieve maximum students’ performance, the instructions given to
the students have to be effectively delivered.
However, I realize that some students at St. Angela High School in
Bandung – where I do my internship - do not pay attention to my
instructions and it makes them unable to improve their English. For
example, when being instructed to discuss what to bring to an isolated
island in a group of five, some students did not truly read the facts about
the island and how many items were allowed to bring as had already been
instructed.
2
Universitas Kristen Maranatha
Therefore, in this term paper I am interested to discuss handling the
students’ lack of attention towards teacher’s instructions in seven speaking
classes at St. Angela High School in Bandung by analyzing its causes and
effects, and I try to present some possible solutions to solve it, and choose
the best solution to be adopted.
B. Identification of the Problem
Having mentioned the background of the study, the problem in this
term-paper is identified as follows:
1. Why do some students at Saint Angela High School not pay
attention to their teacher’s instructions during English speaking
activities?
2. How can teachers give more effective instructions so that their
students would pay attention to them and then give their optimum
performance in each speaking activity?
C. Objectives and Benefits of the Study
Based on the identification of the problem, the objectives and benefits
of my study are as follows:
The objectives:
1. To know why some students at Saint Angela High School do not pay
attention to their teacher’s instructions during English speaking
activities.
2. To know how teachers can give more effective instructions so that
Universitas Kristen Maranatha
3
the students would pay attention to them and then give their optimum
performance in each speaking activity.
The benefits:
1. For the institution, by getting passionate students on studying, the
students will show a great improvement in academic skills,
particularly in English conversation.
2. For the readers of this term-paper - either educators or
non-educators – they will understand how students behave on the
instruction they give in the very beginning of the class.
3. For myself, I will be more able to give an effective instruction to
engage the students in each speaking activity with an optimum
result.
D. Description of the Institution
Saint Angela High School is one of the highly-reputable schools in
Bandung. It was built in 1956 with the name “SPG Saint Angela”. The
name was changed into “SMA Saint Angela” some years later.
This private high school got an “A” accreditation in 1985, which has
been maintained until today. The supporting factor to the school’s value is
its balance between good education, soft-skill, and religion. The soft-skills
development is mostly concerned with the school’s OSIS. The OSIS does
very well in each period. The board arranges various activities either
regionally and nationally.
4
Universitas Kristen Maranatha
E. Method of Study
In writing this term-paper, the data and information collected are from
different resources. They are from library research, my internship journal,
and direct observations in the class.
F. Limitation of the Study
This term-paper has some limitations. The limitations of my study are
as follows:
1. The participants of the study are the eleventh and twelfth grade
students at Saint Angela Senior High School in Bandung.
2. The data gathering was done for 18 hours a week in a period of
July 22 – August 20, 2009.
3. The main problem discussed is students’ lack of attention towards
teacher’s instructions in seven speaking classes.
G. Organization of the Term Paper
I organize this term-paper in four chapters. Chapter One deals with the
introduction about the study. It includes the Background of the Study,
Identification of the Problem, Objectives and Benefits of the Study,
Description of the Institution, Method of Study, Limitations of the Study,
and Organization of the Term Paper. Chapter Two provides the analysis of
the Problem. Causes and effects of the problem are discussed, with
support from different resources: observation, internship journal, and
relevant theories. Chapter Three contains the proposed solutions with
Universitas Kristen Maranatha
5
each of their positive and negative impact. The last chapter provides the
conclusion of combined best solutions. The term paper ends with the
Bibliography which consists of information of publication from all sources
cited and an Appendix which consists of a flowchart.
6
Universitas Kristen Maranatha
Universitas Kristen Maranatha
CHAPTER 4
CONCLUSION
Previous chapters have discussed the problem that happens in seven
speaking classes where the students lack attention towards their teacher’s
instructions. The problem has been initiated by teacher’s lack of clarity,
uninteresting topics (both are about teacher’s capability), and students’ lack
of self-esteem. On the other hand, the problem produces some effects. First,
students will have difficulty in following the instruction correctly. Second, there
is a chance that the students will do something else, such as having a chat in
Indonesian during the class. Third, and also the last, there is a risk that only a
slow progress might be gained by the students. The first potential solution
offered is to maintain eye contact with the students, which can raise their
concentration and give students trust in their teacher, while it can also be
perceived as dislike. The second solution offered is to use more visual aids,
which can raise students’ interest and improve digestion of information for
both the time and accuracy. Nevertheless, the limitations of using visual aids
are that it can weaken
Universitas Kristen Maranatha
16
teacher-student interaction, and it is also time consuming. The last solution
presented is to simplify the instruction, which can increase students’ selfesteem and students’ willingness to listen to the teacher’s instruction.
However, it can also slow down the progress students make in learning
vocabularies.
In this chapter, the best solution to solve the problem is discussed,
together with its justification from theories and the context. The solution
considered as the best is a combination of the first and third solutions. They
are deliver instruction by using familiar words and maintaining eye contact at
the same time.
In teaching speaking, the importance of the instruction at a beginning
part of a class activity is usually emphasized. For the students, having trust in
the teacher and high self-esteem is the most important thing in starting the
learning process, while the use of visual aids might not be efficient because
each class has a time limit of approximately 40 minutes. It is better to be used
fully for the speaking activity. Moreover, negative effects of the chosen
solution are not very compelling. From the first solution, the use of eye
contact in Indonesia nowadays is hardly perceived as a state of dislike; and
from the second chosen solution, learning vocabularies by providing difficult
words is not a main focus in developing speaking skill. Therefore, the teacher
can give a more effective instruction by developing their skills in using eye
contact and simplified words so that students can pay attention to their
teacher’s instructions and give their best performance.
Universitas Kristen Maranatha
17
To close this chapter, I would say that teaching will never be apart
from its problems. However, only from the problems teachers can be better
human-beings by analyzing them and finding the solutions. In reading this
term-paper, teachers must have learnt how to get more optimum result in
speaking activity by practicing eye contact and using familiar and meaningful
words in their instruction (as it is considered as to give an effective
instruction).
Universitas Kristen Maranatha
18
Universitas Kristen Maranatha
BIBLIOGRAPHY
Printed Sources
Clemes, Harris, and Reynold Bean. How to Teach Raise Children’s SelfEsteem. Jakarta: Mitra Utama, 2001.
Killen, Roy. Effective Teaching Strategies: Lesson from Research and
Practice. Katoomba: Social Science Press, 1999.
Mario, et al. Diklat Teater Topeng. Bandung: Teater Topeng Maranatha,
2009.
Murcia, Marianne C., ed. Gabriel: Teaching English as a Second or
Foreign Language. 3rd ed. Singapore: Heinle&Heinle, Thomson
Learning, 2006.
Redman, Stuart. English Vocabulary In Use. Cambridge: Cambridge
University Press, 1997.
Siregar, Fenty L. The Role of Motivation and Language Learning
Strategies in Indonesian EFL Students’ Language Learning. Manila:
De La Salle University, 2008.
Verderber, Rudolph F., and Kathleen S. Verderber. The Challenge of
Effective Speaking. Singapore: Wadsworth, 2007.
Universitas Kristen Maranatha
Universitas Kristen Maranatha
Electronic Sources
Adepalli, Sunil. “Effects of Mental Rotation, Visual Aids and Training on
Inspection Performance During Airport Baggage Inspection.”
Louisiana State University 2005. Adepalli Thesis. 2005. Master of
Science in Industrial Engineering. 26 Sept 2009
.
Chesebro, Joseph L., and James McCroskey. “The Development of the
Teacher Clarity Short Inventory (TCSI) to Measure Clear Teaching in
the Classroom.” Communication Research Report. 15 Dec. 2009.
Crisafulli, Alejandra. “Conversational Tone: Choice of Words to Empower.”
Milady Lifeworks.
2009..
Day, Kenneth D. “Features and Types of Insulting, Teasing, and Sarcastic
Utterances in Spoken Khmer.” University of Pasific. 1998. SEAlang
Library. 25 Oct. 2009.
Few, Stephen. “Visual Communication.” Cognos Innovation Centre. 13
Sept. 2006. 14 Dec 2009.
Universitas Kristen Maranatha
Graddol, David. “English Next.” British Council. 2006. 15 Dec. 2009.
Hamilton, William R. “Instilling Practical Knowledge About Nonprescription
Product Use.” American Journal of Pharmaceutical Education. 1 Dec.
2005. Teacher’s Topics. 15 Dec. 2009.
Lauder, Allan. “The Status and Function of English in Indonesia: a Review
of Key Factors.” University of Indonesia. 1 July 2008. Makara, Sosial
Humaniora. 15 Dec. 2009.
Louma, Sari. “Assessing Speaking.” Cambridge University Press.
December 2005. TESL-EJ. 15 Dec. 2009.
Rosado, Januario N. “Motivational Task Characteristics, Relevance and
Acceptance of Teachers Instructions as Predictors of Students
Retention of Instructions.” Technical University of Lisbon. 15
Dec.2009.
Stephens, Karen. “Careful Choice of Words Protects Self-Esteem.”
Parenting Exchange. 2002. Child Care Information Exchange. 1 Dec.
2009
Universitas Kristen Maranatha
“The Importance of Foreign Language Study.” Hilldae School. 2005. 15
December 2009.
“Using Visual Aids” Centre of Teaching Excellence. 16 July 2006.
Teaching Tips. 26 Oct. 2009.
Zande, Irene van der. “Addressing Cultural Issues in Teaching People
Safety.” Kidpower. 2009. Kidpower article. 3 Oct. 2009
.
Universitas Kristen Maranatha
Universitas Kristen Maranatha
Speaking adalah salah satu keterampilan Bahasa Inggris yang
menantang sekaligus memuaskan. Aktivitas percakapan sebagai sarana
untuk meningkatkan keterampilan berbicara dalam Bahasa Inggris
biasanya membutuhkan suatu instruksi yang jelas. Namun, beberapa
siswa di SMA Santa Angela Bandung - tempat saya melakukan magang –
memiliki kecenderungan untuk tidak memperhatikan instruksi yang
diberikan guru. Masalah yang ingin saya temukan solusinya adalah
mengapa beberapa siswa tidak memperhatikan instruksi yang guru
berikan dan bagaimana seorang guru dapat menyampaikan instruksinya
dengan efektif. Adapun tujuan yang ingin dicapai adalah agar siswa dapat
menunjukan peningkatan yang baik dalam keterampilan berbicara dengan
penyampaian instruksi yang efektif.
Masalah yang dibahas memiliki beberapa sebab dan akibat. Sebab
pertama adalah kejelasan guru yang kurang. Sebab kedua adalah topik
dari aktivitas percakapan yang tidak menarik (menjemukan). Sebab
terakhir adalah kurangnya harga diri siswa. Selain ketiga sebab tersebut,
ada pula tiga akibat yang timbul dari masalah yang dibahas. Akibat
pertama adalah siswa tidak dapat mengikuti instruksi dengan benar.
Akibat kedua adalah siswa dapat melakukan hal lain seperti mengobrol
pada saat pelajaran berlangsung. Akibat terakhir adalah kemajuan
keterampilan berbicara siswa dalam Bahasa Inggris yang tidak
memuaskan.
Selain sebab dan akibat, masalah tersebut juga memiliki beberapa
solusi yang dapat diusulkan. Tiga solusi tersebut adalah meningkatkan
frekuensi penggunaan kontak mata, penggunaan alat bantu visual, dan
menyederhanakan instruksi dengan menggunakan kata yang dikenal.
Akhirnya, berdasarkan pertimbangan atas teori dan konteks yang
ada, solusi yang dianggap sebagai yang terbaik adalah menyampaikan
instruksi dengan menggunakan kata-kata yang dikenal dan menjaga
kontak mata pada saat yang sama.
Universitas Kristen Maranatha
TABLE OF CONTENTS
ABSTRACT ……………………………………….........................………………..i
DECLARATION OF ORIGINALITY……………………………...........................ii
ACKNOWLEDGEMENTS………………………………………..........................iii
TABLE OF CONTENTS………………………………………….........................iv
CHAPTER I. INTRODUCTION …………………………….......................…..1-6
A.
B.
C.
D.
E.
F.
G.
Background of the Study
Identification of the Problem
Objectives and Benefits of the Study
Description of the Institution
Method of the Study
Limitation of the Study
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS…….........................……………….…7-10
CHAPTER III. POTENTIAL SOLUTION………………….......................…11-15
CHAPTER IV. CONCLUSION…………........................……………………16-18
BIBLIOGRAPHY
APPENDIX
FLOWCHART
Universitas Kristen Maranatha
FLOWCHART
Causes:
1. The teacher’s lack of
clarity
2. The topic is boring or
uninteresting
3. The students’ lack of
self-esteem in
speaking activity
Problem:
Problem:
Students lack attention
towards teacher’s
instructions
Effects:
1. The students cannot
follow the instruction
correctly
2. The students prefer
to do other things
3. Slow progress gained
by the students
Potential negative effect:
1. Not all students like
to be looked at.
Potential solution 1:
Potential positive effects:
1. It will raise students’
concentration
2. It will built a trust in
the teacher
Potential negative effects:
1. Limit the teacherstudent interaction
2. It will spend more
time.
Potential solution 2:
A teacher uses more visual
aids
Potential positive effects:
1. It will increase
students’ interest
2. It will provide a better
digestion of
information
Potential negative effects:
1. It will not stimulate
students’ learning in
new vocabulary
Potential solution 3:
A teacher uses more familiar
and meaningful words
Potential positive effects:
1. It can raise students’
self-esteem
A teacher uses more
frequently of eye contact
Chosen Solution:
A teacher uses more
frequently of eye contact and
use more familiar words.
Universitas Kristen Maranatha
CHAPTER 1
INTRODUCTION
A. Background of the Study
English has been a language of international communication. Its
usage as "The world’s primary language for international communication
has obviously been continuing for several decades” (Graddol 5).
Nowadays, it can be seen there are lots of textbooks, computers,
announcements, and speeches that are written in English. That is why
scholars, businessmen, managers, government officials, and also
teachers might need to have English competence.
Learning English is challenging and rewarding for Indonesians. It is
challenging because of some reasons. First, it is not easy to have English
competence in Indonesia. English is learnt as a foreign language in
Indonesia, and it is not used extensively in the daily life of Indonesians
(Lauder 11). Second, it is because it requires a complex set of skills in
English. Louma (1) points out, “The testing of pronunciation (both
segmentals and suprasegmentals), spoken grammar, spoken vocabulary,
and even sociolinguistic applications of speech all fall into the construct of
speaking.” Last, it is because there are only limited places to practice
Universitas Kristen Maranatha
1
English such as English classroom in schools and courses. However,
learning English is also rewarding. It is rewarding because it might be very
helpful for someone to acquire knowledge or his expertise in any other
fields. In Indonesia, “The knowledge of English has become a symbol of
modern identity and the mark of an educated person (Renandya qtd. in
Siregar 5). The educated person will also find it easier to have a better job,
as it is stated, “Those who become multilingual are at least leaving options
open for themselves and even improving their chances of being hired,
receiving a greater salary, and being retained by the company” (“The
Importance of Foreign Language Study”). Consequently, the demand of
Indonesians who have proficiency in English has been increasing.
Indonesian High School students mostly only have opportunities to
practice English in class if they do not join any English courses. That is to
say, their time of practicing English is limited, so they need to maximize
the time given in speaking activities conducted in applicable classes. In
order to achieve maximum students’ performance, the instructions given to
the students have to be effectively delivered.
However, I realize that some students at St. Angela High School in
Bandung – where I do my internship - do not pay attention to my
instructions and it makes them unable to improve their English. For
example, when being instructed to discuss what to bring to an isolated
island in a group of five, some students did not truly read the facts about
the island and how many items were allowed to bring as had already been
instructed.
2
Universitas Kristen Maranatha
Therefore, in this term paper I am interested to discuss handling the
students’ lack of attention towards teacher’s instructions in seven speaking
classes at St. Angela High School in Bandung by analyzing its causes and
effects, and I try to present some possible solutions to solve it, and choose
the best solution to be adopted.
B. Identification of the Problem
Having mentioned the background of the study, the problem in this
term-paper is identified as follows:
1. Why do some students at Saint Angela High School not pay
attention to their teacher’s instructions during English speaking
activities?
2. How can teachers give more effective instructions so that their
students would pay attention to them and then give their optimum
performance in each speaking activity?
C. Objectives and Benefits of the Study
Based on the identification of the problem, the objectives and benefits
of my study are as follows:
The objectives:
1. To know why some students at Saint Angela High School do not pay
attention to their teacher’s instructions during English speaking
activities.
2. To know how teachers can give more effective instructions so that
Universitas Kristen Maranatha
3
the students would pay attention to them and then give their optimum
performance in each speaking activity.
The benefits:
1. For the institution, by getting passionate students on studying, the
students will show a great improvement in academic skills,
particularly in English conversation.
2. For the readers of this term-paper - either educators or
non-educators – they will understand how students behave on the
instruction they give in the very beginning of the class.
3. For myself, I will be more able to give an effective instruction to
engage the students in each speaking activity with an optimum
result.
D. Description of the Institution
Saint Angela High School is one of the highly-reputable schools in
Bandung. It was built in 1956 with the name “SPG Saint Angela”. The
name was changed into “SMA Saint Angela” some years later.
This private high school got an “A” accreditation in 1985, which has
been maintained until today. The supporting factor to the school’s value is
its balance between good education, soft-skill, and religion. The soft-skills
development is mostly concerned with the school’s OSIS. The OSIS does
very well in each period. The board arranges various activities either
regionally and nationally.
4
Universitas Kristen Maranatha
E. Method of Study
In writing this term-paper, the data and information collected are from
different resources. They are from library research, my internship journal,
and direct observations in the class.
F. Limitation of the Study
This term-paper has some limitations. The limitations of my study are
as follows:
1. The participants of the study are the eleventh and twelfth grade
students at Saint Angela Senior High School in Bandung.
2. The data gathering was done for 18 hours a week in a period of
July 22 – August 20, 2009.
3. The main problem discussed is students’ lack of attention towards
teacher’s instructions in seven speaking classes.
G. Organization of the Term Paper
I organize this term-paper in four chapters. Chapter One deals with the
introduction about the study. It includes the Background of the Study,
Identification of the Problem, Objectives and Benefits of the Study,
Description of the Institution, Method of Study, Limitations of the Study,
and Organization of the Term Paper. Chapter Two provides the analysis of
the Problem. Causes and effects of the problem are discussed, with
support from different resources: observation, internship journal, and
relevant theories. Chapter Three contains the proposed solutions with
Universitas Kristen Maranatha
5
each of their positive and negative impact. The last chapter provides the
conclusion of combined best solutions. The term paper ends with the
Bibliography which consists of information of publication from all sources
cited and an Appendix which consists of a flowchart.
6
Universitas Kristen Maranatha
Universitas Kristen Maranatha
CHAPTER 4
CONCLUSION
Previous chapters have discussed the problem that happens in seven
speaking classes where the students lack attention towards their teacher’s
instructions. The problem has been initiated by teacher’s lack of clarity,
uninteresting topics (both are about teacher’s capability), and students’ lack
of self-esteem. On the other hand, the problem produces some effects. First,
students will have difficulty in following the instruction correctly. Second, there
is a chance that the students will do something else, such as having a chat in
Indonesian during the class. Third, and also the last, there is a risk that only a
slow progress might be gained by the students. The first potential solution
offered is to maintain eye contact with the students, which can raise their
concentration and give students trust in their teacher, while it can also be
perceived as dislike. The second solution offered is to use more visual aids,
which can raise students’ interest and improve digestion of information for
both the time and accuracy. Nevertheless, the limitations of using visual aids
are that it can weaken
Universitas Kristen Maranatha
16
teacher-student interaction, and it is also time consuming. The last solution
presented is to simplify the instruction, which can increase students’ selfesteem and students’ willingness to listen to the teacher’s instruction.
However, it can also slow down the progress students make in learning
vocabularies.
In this chapter, the best solution to solve the problem is discussed,
together with its justification from theories and the context. The solution
considered as the best is a combination of the first and third solutions. They
are deliver instruction by using familiar words and maintaining eye contact at
the same time.
In teaching speaking, the importance of the instruction at a beginning
part of a class activity is usually emphasized. For the students, having trust in
the teacher and high self-esteem is the most important thing in starting the
learning process, while the use of visual aids might not be efficient because
each class has a time limit of approximately 40 minutes. It is better to be used
fully for the speaking activity. Moreover, negative effects of the chosen
solution are not very compelling. From the first solution, the use of eye
contact in Indonesia nowadays is hardly perceived as a state of dislike; and
from the second chosen solution, learning vocabularies by providing difficult
words is not a main focus in developing speaking skill. Therefore, the teacher
can give a more effective instruction by developing their skills in using eye
contact and simplified words so that students can pay attention to their
teacher’s instructions and give their best performance.
Universitas Kristen Maranatha
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To close this chapter, I would say that teaching will never be apart
from its problems. However, only from the problems teachers can be better
human-beings by analyzing them and finding the solutions. In reading this
term-paper, teachers must have learnt how to get more optimum result in
speaking activity by practicing eye contact and using familiar and meaningful
words in their instruction (as it is considered as to give an effective
instruction).
Universitas Kristen Maranatha
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Universitas Kristen Maranatha
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Universitas Kristen Maranatha