AN ANALYSIS OF TEACHER’S TEACHING SPEAKING TECHNIQUE AT VIII GRADE OF JUNIOR HIGH SCHOOL 1 SINTUK TOBOH GADANG PARIAMAN THESIS Submitted in partial fulfillment as one of the requirements for undergraduate program in English Education the Strata one (S1) D

AT VIII GRADE OF JUNIOR HIGH SCHOOL 1 SINTUK TOBOH GADANG PARIAMAN THESIS

Submitted in partial fulfillment as one of the requirements for undergraduate program in

English Education the Strata one (S1) Degree

Written by:

RAHIMIN 1314050824

DEPARTMENT OF ENGLISH TADRIS FACULTY OF ISLAMIC EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY (UIN) IMAM BONJOL PADANG

1438 H/ 2017M

ABSTRACT

Rahimin, 2017. An Analysis of Teacher’s Teaching Speaking Technique VIII Grade of Junior High School 1 Sintuk Toboh Gadang Padang Pariaman

The inappropriate technique of teacher in teaching-learning made the students less practice in speaking. The students got difficulties to start how to speak and organize it into well sequences, they lack of knowledge in term of grammar, and less of vocabulary. Therefore, to improve the students speaking skill, it needs appropriate technique to make learning more effective. There are many techniques are teachers can performance in classroom such as storytelling, discussion, describing picture, brainstorming, story completing, information gap, role play, simulation, interview and reporting, Kayi (2006: 2-4)

The purpose of this research is to analyze the teacher technique in teaching speaking at class VIII of Junior High School 1 Sintuk Toboh Gadang Padang Pariaman, from this research should found what techniques are mostly used by the teacher were teaching speaking and what are students’ response about the teacher performance in the classroom when teaching process at class VIII.

The participant of this research was all of the students at class VIII and English teacher in class VIII of Senior High School 1 Sintuk Toboh Gadang Padang Pariaman that consist of 219 students who were divided into seven classes. The technique to choose the sample is done by taking the subject not based on the strata, random or area but based on the availability of time, fund and energy in order to reach a certain purpose.

The data was analyzed used the observation sheet, interview and document. The results are the techniques mostly used are storytelling, brainstorming, discussion and describing picture. The students ’ response was enthusiasm and enjoyed the classroom learning process.

Analyze, it was showed that teaching speaking by using appropriate technique able to improve student speaking skill at class VIII of senior High School 1 Sintuk Toboh Gadang Padang Pariaman. So, it recommend for English teacher especially in speaking skill should choose the appropriate technique and pay attention to the students as good as possible. Cause, sometimes students ’ needs it to improve student’s motivation in learning process.

ABSTRAK

Rahimin, 2017. An Analysis of Teacher’s Teaching Speaking Technique VIII Grade of Junior High School 1 Sintuk Toboh Gadang Padang Pariaman

Teknik guru yang belum tepat dalam proses pembelajaran membuat siswa jarang berlatih bicara bahasa Inggris(speaking). Siswa mendapat kesulitan dalam memulai bicara dan menyusun ide bicara mereka dalam susunan yang baik, Pengetahuan siswa kurang tentang tata bahasa, dan juga penggunaan kosakata. Oleh karena itu untuk meningkatkan kemampuan siswa dalam speaking di butuhkan teknik yang sesuia dalam pembelajaran yang membuat proses belajar lebih efektif. Ada beberapa teknik yang bisa guru terapkan dalam kelas seperti halnya storytelling, discussion, describing picture, brainstorming, story completing, information gap, role play, simulation, interview dan reporting, Kayi (2006: 2-4).

Tujuan penelitian ini adalah untuk menganalisis teknik guru dalam mengajar speaking di kelas VIII pada Sekolah Menengah Pertama (SMP) 1 Sintuk Toboh Gadang Padang Pariaman. Dari hasil peneltian ini akan tampak nantinya apa-apa saja teknik yang sering digunakan oleh guru dalam mengajar speaking dalam kelas dan bagaimana respon siswa terhadap teknik guru tersebut dalam peruses kelas.

Partisipan dalam peneltian ini ialah mencakup semua siswa kelas VIII an guru bahasa Inggris yang mengajar di kelas tersebut yakni di kelas VIII Sekolah Menegah Pertama (SMP) 1 Sintuk Toboh Gadang Padang Pariaman yang muridnya berjumalah 219 siswa yang dibagi atas tujuh kelas. Dalam pemilihan sampel atau subject peneltian, peneliti tidak mengunakan strata atau teknik random melainkan dengan ketersediaan waktu, biaya dan energy untuk menemukan pencapain tujuan penelitian ini.

Data dianalisis mengguanakan alat seperi lembaran observasi, wawancara dan dokumen. Hasil dari penelitian ini menunjukan bahwa teknik yang sering dipakai oleh guru yakni storytelling, brainstorming, diskusi dan describing picture. Respon siswa yang antusias dan siswa menikmati peruses pembelajaran didalam kelas.

Secara analisis, hal ini telah menunjukan bahwa pembelajran speaking dengan penerapan teknik yang sesuai apat mengembangakan keahlian siswa dalam berbicara bahasa Inggris terkusus pada kelas VIII di Sekolah Menengah Pertama (SMP) 1 Sintuk Toboh Gadang Padang Pariaman. Jadi, hal ini menganjurkan bagi guru bahasa Inggris terkusus pguru yang mengajar dikelas VIII mesti memilih teaknik yang sesuai dan lebih memberikan perhatian kepada siswa secara individual sebaik mungkin, karena, terkadang siswa butuh dengan perhatian guru dalam meningkatkan motivasi mereka dalam proses pembelajaran didalam kelas.

ACKNOWLEDGMENT

“In The Name of Allah, the Most Gracious, the Most Merciful Alhamdulillahirabbil’alamin. Praise to Allah SWT who has given the

health, opportunity, knowledge, and strength to finish the thesis entitled An Analysis of Teachers’ Speaking Technique towards Students Speaking

Achievement at Class VIII Junior High School 1 of Sintuk Toboh Gadang-Padang Pariaman. Shalawat and Salam may be upon for Prophet Muhammad SAW, the beloved rasul and the prophet of Allah and the leader of Islam who had struggle for the glory of the only belief on the earth, Islam ; May Allah blesses him and gives him peace.

This thesis is aimed at fulfilling one of the requirements in order to complete S1 program at the Department of English Tadris in Faculty Islamic Education and Teacher Training UIN Imam Bonjol Padang. Upon completing this thesis, the researcher got unmeasured assistances and helps from parents, supervisors, lectures, and everyone. So that, the researcher want to say thank deeply to the following; the first of all, Mr. Besral, M.Pd., as the head of English study program, thank to my both Supervisors Dr. Ramayanti, M.Pd and Drs. H. Elismawati, M.Pd thanks for their professional helps, valuable suggestions, command, advices, correction, and times to support me in completing this thesis. The researcher would also like to express the gratitude to Mr. Besral, S.Pd, M.Pd and Dr. Arwemi, M.Pd as examiners who have given comments, suggestions, and constructive feedbacks in imp roving this thesis. The researcher’s gratitude is also addressed to the Dean of Tarbiyah Faculty of UIN Imam Bonjol Padang and all staff members of the faculty, and also all lectures of Tarbiyah Faculty for their teaching and supports.

Then, researcher would like to dedicate my lovely parents, Nur my beloved mother and Japar who has given all the best in my life and great father,

Raya, my sister Siti Fatimah and Salabiyah, my youngest sister Siti Aminah, and special one Tesalia Putri thanks for Your pray, love and support.

After that, the researcher would also like to express my gratitude to Mrs. Deswiyanti, M.Pd as the headmaster oh Junior High School 1 Sintuk Toboh Gadang Padang Pariaman for giving the participation, permission and opportunity during this research. Mr, Zulfitri, S.Pd (English teacher of Junior High School 1 Sintoga) for his permission and opportunity to carry out the research, and to all

the students at class VIII for their participation on this research. Finally, the researcher would like to say thanks to my beloved friends that stay with me in the Nurul Hidayah palace since the first time they came help me, Idil Fitra Markiadi, Boby Riski Ananda, Risky Darwan, Rizal Efendi and Sopiyan Alwi and for all the support. All of her friends in English department study programs, that can not mention one by one, who had given supports and motivation during the study and anyone who assisted me in finishing this thesis. May Allah bless all and give the best in return for all who was participated in writing this thesis. Amin.

The researcher realized that this thesis may be having several weaknesses. Therefore, any comment and suggestion, and criticism are expected to come up, in order to make a great one.

Padang, 2017

RAHIMIN NIM. 1314050824

Appendix : Observation sheet of Teacher’s Teachings Process and students’ activities Appendix

: Transcript of Interview with the Teacher, headmaster and Students

Appendix : Field note

Appendix : Documents

viii

CHAPTER I INTRODUCTION

A. Background of the Problem

The aim of the teaching English in Indonesia especially teaching English at Junior High School is to help students to be able to use English in spoken and written form. The important of English as increasing competition in global community, and developing the students‟ comprehension about relation between language and culture. Education Low(2003:13). Speaking is one of skills should

be mastered to help students increase their competence in English lesson. At Junior High School level, speaking is one of the four basic skills which are taught to the students based on “Curriculum based Educational Level (KTSP) 2006, as

the follow up of the previous curriculum (curriculum based on competence). The goal of teaching speaking in junior high school is communicative competence (Department of Education 2004). It means that at the end of teaching and learning process, the students are able to communicate either in spoken or in written form.

In teaching speaking, the teacher can use many techniques, According to Kayi (2006) in her article entitles “Teaching English as a Second Language (TESL)” journal writes that there are some techniques in teaching speaking to promote speaking. Are; Discussion, role play, Simulations, Information Gap, Brainstorming, Storytelling, Interviews, story completion, reporting, picture describing.

According to Nunan (2003)there are techniques in teaching speaking namely:Information gap, Jigsaw activities,role plays, simulation andContact assignments.Teaching and learning in the classroom can be run effectively if supported byteacher technique, the learning process with applying the effective teacniques, teaching and learning situation would be nice, it can raise the students motivation in learning. Creative teachers can develop learning material, so that teaching and learning are not monotonous. The teacher also use media to supportteaching and learning process.

Based on the preliminary observation was done in Junior High School 1Sintuk Toboh Gadang Padang Pariaman. The researcher found that the English teacher had been teaching the English lesson at class VIII, in this class has two teachers who teaches English lesson, the English teachers in this class also had been teaching the speaking material in many time and situation. Class VIII has seven classrooms, for each classroom there 32 or 31 students, in a week they have two times English lesson meeting, the students are enthusiastic in learning English. But, sometime the students get difficult in speaking, they had lack motivation to perform their spoken language, lacked of vocabularies and pronounce. So, most of students have no self-confidence to speak in English. However, programs that prepared language teachers gave little attention to techniques for helping students learn speaking English, choosing classroom techniques is the day-to-day bussines of every English teacher to make the good atmosphere in teaching process and to im prove students‟ interest in learning.

Many techniques are used by the teachers to teaching speaking in classroom such as researcher discusses it in the next chapter in this research.

Additionally, there are facts of the students ‟ problem in learning English at Junior High School 1 Sintuk Toboh Gadang: First, some of student feel English lesson as difficult lesson. Second, students do not know how to use grammar effectively and most of student doesn‟t know what grammer is.Third, sometime, students are not interested in speaking English and they do not have self-confident to speak English. Fourth, most of students weak in vocabulary, its make them shy to speak English. It can be seen also from the mean score of students ‟ examination of speaking as in the table.

Table1.1. The Mean of Speaking Scores of Class VIII

No Class Student Mean score of component of speaking

Tested

G V F C Total

The data show that the average scores of students‟ speaking were not satisfying result in speaking ability. It means that students were still lack of capability to communicate in English. The researcher has found that there are many similarities and difficulties faced by the students in speaking English such as fear of making mistakes, fear of being laughed by their friend as they have no idea about pronunciation and grammar that they use. Besides, they are also not confident enough to express their idea and feeling hesitant due to the lack of vocabulary that they have. Then, they are also bored in learning English because The data show that the average scores of students‟ speaking were not satisfying result in speaking ability. It means that students were still lack of capability to communicate in English. The researcher has found that there are many similarities and difficulties faced by the students in speaking English such as fear of making mistakes, fear of being laughed by their friend as they have no idea about pronunciation and grammar that they use. Besides, they are also not confident enough to express their idea and feeling hesitant due to the lack of vocabulary that they have. Then, they are also bored in learning English because

whether or not the students pass the subject. Therefore, the researcher considers that it is very necessary to find out an alternative way to create suitable and interesting technique related to the students‟ condition.

In this study, I focus to analys teacher‟s techniques in teaching speaking process, how do the teacher teaching technique toward speaking, what is technique mostly used by teachers in teaching speaking, how is the students‟ speaking achievementand how does student ‟s responce towards teacher‟s techniques in teaching speaking at class VIII of Junior High School 1 Sintuk Toboh Gadang Padang Pariaman.

Based on the background above the researcher decides to carry out a

researchentitle: “an analysis of Teacher’s teaching Speaking technique at VIII grade of Junior high school 1 Sintuk toboh gadang Padang Pariaman”

B. Focus of the Problem

Based on the Background above, this research just focused on the analysing of Teacher‟s teaching speaking technique and its effect towards students‟ speaking achievement at the Class VIII Junior High School 1 Sintuk Toboh Gadang Padang Pariaman.

C. Formulation of the Problem

1. How do the English teacher teaches speaking skill at class VIII of Junior High School 1 Padang Pariaman?

2. What does teacher‟s teaching technique mostly used by the teacher in teaching Speaking Skill at Junior High School of class VIII Sintuk toboh gadang Padang Pariaman?

D. Objective of the Problem

1. To describe what is technique mostly used by teachers in teaching speaking Skill at class VIII of Junior High School 1 Sintuk toboh gadang Padang Pariaman?.

2. To reveal its achievement towards students‟ Speaking Skill at class VIII of Junior High School 1 Sintuk toboh gadang Padang Pariaman.

E. Significant of the Problem

It is expected that the findings of this research can give contribution to Junior High School 1 Sintuk toboh gadang Padang Pariaman. The teacher can apply the appropriate technique for improving students‟ Speaking Skill

F. Definition of the Key Terms

Speaking skill : Speaking skill is the good performance communication that used by someone to real his plan to the other.

Technique : Way of doing something (Oxford, 2003). It means that someone use a way in teaching speaking.

Achievement : accomplishment that obtained by student in Speaking Skill.

CHAPTER II REVIEW OF THE RELATED LITERATURE

A. Theories

This part will discuss some concepts related to teaching speaking, namely the concept of speaking skill, definition of speaking skill, the components of speaking skill, assessment of speaking skill, the concept of teaching speaking technique, the definition of teaching speaking technique, types of speaking technique.

1. The concept of Speaking Skill

In this concept of speaking skill, researcher only discuss about definition of speaking skill, components of speaking skill, and assessment of speaking skill.

a. Definition of Speaking Skill

The researcher has found several resources that explain and clarify speaking as follow: speaking is to express or communicate opinions, feeling, idea, etc, by or as talking and it involves the activities in the part of the speaker as psychological. Speaking also one of the four skills in a language; the others are listening, writing, and reading. Speaking is a productive skill, since the speaker is required to produce words and sounds when they speak.

Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbol, in variety of context (Chaney1998:13). Brynealso said that, "speaking is a two way process between speaker and listener and involves the productive skill of speaking and the receptive skill Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbol, in variety of context (Chaney1998:13). Brynealso said that, "speaking is a two way process between speaker and listener and involves the productive skill of speaking and the receptive skill

or to deliver ideas, opinion, and feeling.” Furthermore speaking is one of the central elements of communication. In EFL (English as Foreigner language) teaching, it is an aspect that needs special attention and instruction. In order to provide effective attention, it is necessary for a teacher of EFL to carefully examine the factors, condition and components that underlie speaking effectiveness. Effective instruction derived from the careful analysis of this area, together with sufficient language input and speech-promotion activities will gradually help learners improve their English speaking ability.

Students should learn to speak the second language by interacting to others. For this case, students should master several speaking components‟, such as: comprehension, pronunciation, grammar, vocabulary, and fluency. In brief, English teacher should be creative in developing their teaching learning process to create good atmosphere, improve the students speaking skill, give attention to the speaking components‟, and make the English lesson

more exiting. From this definition, it is Cleary seen that speaking is the process of sharing about knowledge, interests, attitude, opinion, or ideas with another person or with other person. Bailey and Savage (1994:7) say: Speaking in a second or foreign language has often been viewed as the most demanding of the four skills, speaking is seen as the central skill. The desire to more exiting. From this definition, it is Cleary seen that speaking is the process of sharing about knowledge, interests, attitude, opinion, or ideas with another person or with other person. Bailey and Savage (1994:7) say: Speaking in a second or foreign language has often been viewed as the most demanding of the four skills, speaking is seen as the central skill. The desire to

In the same respect, Nunan (2003:48) agrees with Bryne that speaking is theproductive oral skill and it consists of producing systematic verbal utterances toconvey meaning.According to Chastain (1998:330-358), speaking is aproductive skill and itinvolves many components. Speaking is more than making the right sounds,choosing the right words or getting the constructions.

Based on the previous definitions, the researcher concludes that speaking is theprocess of sharing with other persons, one's knowledge, interests, attitudes, opinionsor ideas. These are important aspects of the process of speaking which the speaker's ideas become real to him and his listener. In general, speaking skill is the ability tosay, to address, to make known, to use or be able to use a given language in theactual communication. So, in the light of these high lighted definitions, the researcher can compose an operational definition of speaking skill in this study as Speaking is a skill of comprehending, pronouncing, and being fluent and accurate in using grammar and vocabulary.

Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols. Speaking is a crucial part of second language learning and teaching. Speaking is one of the most difficult aspects for students to master. This is hardly surprising when one considers everything that is involved when speaking: ideas, what to say, language, How to use grammar and vocabulary, pronunciation as well as listening to and reacting to the person you are communicating with. It is important to give students as many opportunities as possible to speak in a supportive environment. Gaining confidence will help students speak more easily. Furthermore speaking is one of the central elements of communication. In EFL (English as Foreigner language) teaching, it is an aspect that needs special attention and instruction. In order to provide effective attention, it is necessary for a teacher of EFL to carefully examine the factors, condition and components that underlie speaking effectiveness. Effective instruction derived from the careful analysis of this area, together with sufficient language input and speech-promotion activities will gradually help learners improve their English speaking ability.

b. The Components of Speaking Skill

Generally, Syakur (1987:3) as quoted in Dewi (2010:2) mentioned at least five components of speaking skill recognized in analyses of speech process that arepronunciation, grammar, vocabulary, fluency (the ease and speed of the flow of thespeech) and comprehension (an understanding of Generally, Syakur (1987:3) as quoted in Dewi (2010:2) mentioned at least five components of speaking skill recognized in analyses of speech process that arepronunciation, grammar, vocabulary, fluency (the ease and speed of the flow of thespeech) and comprehension (an understanding of

There are several components of speaking that should be noted on when someone speaks or when teachers assess students‟ speaking performance.

Brown (2004) states that to assess speaking, a teacher should assign not one but several scores, each score representing one of several traits, such as pronunciation, fluency, vocabulary use, grammar, comprehensibility, etc. Therefore, the writer can conclude that there are at least five components that should be considered in speaking. They are as:

Brown (1997:4) defined the five components of testing speaking skills as follows:Comprehension: for oral communication certainly requires a subject to respondto speech as well as to initiate it.Grammar: it is needed for students to arrange a correct sentence in conversation,or the student‟s ability to manipulate structure and to distinguish appropriategrammatical form in appropriate ones. The utility of grammar is also to learn thecorrect way to gain expertise in a language in oral and written form.Vocabulary: one cannot communicate effectively or express their ideas both oraland written form if they do not have sufficient vocabulary. So, vocabulary means theappropriate diction which is used in communication. Pronunciation: pronunciation is the way for students to produce clearer languagewhen they speak. It deals with the phonological process that determine how soundsvary and pattern in a language. Fluency: fluency can

be defined as the ability to speak fluently and accurately.Fluency in be defined as the ability to speak fluently and accurately.Fluency in

a lot of timesearching for the language items needed to express the message.

c. Assessment of Speaking Skill

To assess the students‟ speaking skill in this research it based on the components of speaking Skill. Many of formulate speaking score of speaking skill such as Brown (2004:172-173) formulate speaking scoring categories into six categories with scale 1-5 such as: grammar, vocabulary, comprehension, fluency, pronunciation, and task. On the other side, Hughes (1989:111) also rates the speaking ability in five categories which has scale from 1 to 6 point (point 1 represents the lowest and point 6 represents the highest score). They are accent (pronunciation), grammar, vocabulary, fluency, and comprehension.

Based on those three scoring assessment formulators, writer then chooses the Hughes one.

Table2.1. Indicator Speaking SkillAssessment N

Speaking Sc

Level Description

o Component ore

1 Accent

1. Pronunciation frequently unintelligible.

(Pronunciation)

2. Frequent gross error and a very heavy accent 1 make understanding difficult, require frequent repetition.

3. “Foreign accent” requires concentrated 2 listening, and mispronunciation lead to occasional misunderstanding and apparent

4. “Marked foreign accent” and occasional 3 mispronunciation which do not interfere with understanding.

5. No conspicuous miss pronunciation but 4 would not be taken for native speaker.

6. Native pronunciation with no trace of 5 “foreign accent”.

2 Grammar

1. Grammar almost entirety inaccurate phrases.

2. Constant errors in showing control of very 1 few major Pattern and frequently preventing communication.

3. Frequent errors showing some major pattern 2 uncontrolled and causing occasional irritation and misunderstanding.

4. Occasional errors showing imperfect control 3 of some pattern but no weakness that causes misunderstanding.

5. Few errors with no pattern of failure.

6. No more than two errors during the 5 interview.

3 Vocabulary

1. Vocabulary inadequate for even the simplest 0 conversation.

2. Vocabulary limited to basic personal and 1 survival areas (time, food, transportation, family, etc)

3. Choices of words sometimes inaccurate, 2 limitation of vocabulary prevent discussion of some common professional and social topics.

4. Professional vocabulary adequate to discuss 3 special interest: general vocabulary permits discussion of any non-teaching subject with some circumlocutions.

5. Professional vocabulary broad and precise: 4 general vocabulary adequate to cope with complex practical problems and varied social situation.

6. Vocabulary apparently as accurate and 5 extensive as that of an educated native speaker.

4 Fluency

1. Speech is so halting and fragmentary that 0 conversation is virtually impossible

2. Speech is slow and uneven expect for short 1 or routine sentence.

3. Speech is frequently hesitant and jerky, 2 3. Speech is frequently hesitant and jerky, 2

4. Speech is effortless and smooth but 3 perceptibly nonnative in speech and evenness.

5. Speech is effortless and smooth but 4 perceptibly nonnative in speech and evenness.

6. Speech on all professional and general topics 5 as effortless and smooth as a native speaker.

5 Comprehension

1. Understands too little for simplest type of 0 conversation.

2. Understands only slow, very simple speech 1 on common social and touristy topics: require constant repetition and rephrasing.

3. Understand careful, somewhat simplified 2 speech when engage in dialogue but may require

considerable

repetition and

rephrasing.

4. Understanding quite well normal educated 3 speech when engage in a dialogue but requires occasional repetition or rephrasing.

5. Understands everything in normal educated 4 conversation except for very colloquial or low frequently items or exceptionally rapid or slurred speech.

6. Understand everything in both formal and 5 colloquial speech to be expected of an educated native speaker.

From the indicator of speaking skill assessment above, the reasearcher can conclude that student who good in pronunciation like native

pronunciation with no trace of “foreign accent”, good in grammar with no error during the interview, good in vocabulary, apparently as accurate and

extensive as that of an educated native speaker, good in fluency with speech on all professional and good in pronunciation with understand with everything style of speech and like an educated native speaker, its all will be got the score “5” of each categories.

2. The Concept of Teaching Speaking Technique

In this part will discuss about definition of teaching speaking techniques and types of speaking technique.

a. Definition of Teaching Speaking Technique

Teaching English in Indonesia is considered as the teaching of English as

a foreign language. In the teaching of English as a foreign language, there are four skills that have to be developed. Speaking is one of those language skills which are listening, speaking, reading, and writing. It has become one of the central elements of communication.

Speaking is more important than the other skills. It is because people know that a language is revered to the speaker of that language. Mastering the art of speaking is the single most important aspect of learning a second or foreign language. “The success of learning a second or foreign language is measured in term of the ability to carry out conversation in the language ”. Nunan (1991:39). Technique is knowladge about how to create one of art in teaching. Technique is one of style or tactics that used by the teacher to reach the good teaching result on certain time.Talking about technique, there many techniques can be used by the teacher in classroom when teaching technique process. which are suitable for material and studentns need. Teaching speaking is started at teaching the students how to speak in English as their foreign language. There many factors that can influence the determine of technique in teaching, such as; class situation, environment, students atmosphere or students condition. According to Jeremy Harmer, Speaking is more important than the other skills. It is because people know that a language is revered to the speaker of that language. Mastering the art of speaking is the single most important aspect of learning a second or foreign language. “The success of learning a second or foreign language is measured in term of the ability to carry out conversation in the language ”. Nunan (1991:39). Technique is knowladge about how to create one of art in teaching. Technique is one of style or tactics that used by the teacher to reach the good teaching result on certain time.Talking about technique, there many techniques can be used by the teacher in classroom when teaching technique process. which are suitable for material and studentns need. Teaching speaking is started at teaching the students how to speak in English as their foreign language. There many factors that can influence the determine of technique in teaching, such as; class situation, environment, students atmosphere or students condition. According to Jeremy Harmer,

The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired.

Teaching speaking means to help students to know about the language and most importantly to know about how to use the language as communicative language in every context in their day life. Since speaking is skill, to teach speaking also means to help students to develop ability to carry out meaningful conversation in the target language.

The good techniques of teaching speaking are techniques which allow the students to talk a lot by using the target language in meaningful context. The techniques should challenge the students to be actively participate because The good techniques of teaching speaking are techniques which allow the students to talk a lot by using the target language in meaningful context. The techniques should challenge the students to be actively participate because

The implementation of school based curriculum, teaching English at senior High School is aimed at developing student‟s ability to communicate

in written and spoken form. Understanding about the importance English language use to increase competitive ability in global society, and developing student‟s knowledge of correlation between language and

culture. Thus, students of senior High School are expected to be able to understand and produce spoken and written text which emphasizes on all. In the case of teaching speaking skill, the teachers have responsibility to enable the students to use the target language communicatively in every context in their everyday life.

b. The Principles for Designing Speaking Technique

Technique is any of wide variety of exercise, activities, or task used in the language classroom for realizing lesson objective (Brown: 2000). According to Anthony (1963) state that technique is specific activities manifested in the classroom that were consistent with a method and therefore where in harmony with an approach as well.

The teacher must choose of technique what is being need. The technique is an important factor to teach of intending object and the teacher has to look the improving speaking learning process in order to can realize in at the end of god result. The technique used has easy and help.

Brown (2000: 275-276) said that they having seven principles for designing speaking technique as follow:

1) Technique should cover the spectrum of learner needs from language based focus on accuracy to message based focus on interaction, meaning. And fluency.

When the teachers do the jigsaw group technique, play a game or discuss solution to environmental crisis, so include technique design to help students to perceive and use the building blocks of language.

2) Technique should be intrinsically motivating Try at all time to appeal to students‟ ultimate goals and interests, to

their need for knowledge, for status, for achieving competence and autonomy, and for being that they can be. Even in those technique that don‟t send students into ecstasy, help student to see how the activity will benefit them.

3) Techniques should encourage the use of authentic language in meaningful context. We all succumb to the temptation to do, say, disconnected little grammar exercises where we go around the room calling on students one by one to pick the right answer.

4) Provide appropriate feedback and correction.

5) Give student opportunities to initiate oral communication.

6) Encourage the development of speaking strategy

There are many various technique and media to improve and make conducive situation as student hoping in learning process. The famous of the technique and media are used picture, cassette, audiovisual and so on.

c. Material In Teaching Speaking

The material is one of element that important in teaching and learning process. Before teaching and learning process, a teacher should prepare the teaching materials. The materials are contents that are given to the students during the teaching and learning process. It can bring the student to the teaching objectives. In the order words, materials in teaching are content of subject that will be given to the students acceptable with curriculum that is used. To make teaching learning process more successful, the material must be selected appropriately material as anything which is used to help teaching language. The form of teaching material is anything which presents or informs about the language to be learned. Teaching material has important roles of teaching.

There are so many textbooks available so teachers should be able to choose the most appropriate one. Teacher should look at any course book to use with a critical eye and check over each unit to see whether it suits your students‟ goals. If so, teacher can go ahead with it. If not, teacher

might choose a different book or still with the same book and find other material that can fulfill the lack of material. This can be applied to whole themes or parts of the book. There might be parts of the book that are too difficult or too easy for the students; teacher may consider omitting those might choose a different book or still with the same book and find other material that can fulfill the lack of material. This can be applied to whole themes or parts of the book. There might be parts of the book that are too difficult or too easy for the students; teacher may consider omitting those

Although textbook provide the majority of materials, teacher can also use other materials in order to provide variety. The numbers of supplementary materials can be chosen are storybook, songs, rhyme, chants, game, posters, flashcards, worksheet, video, CDs, the internet, and other CALL program, etc.

A teacher should master the materials that will be taught, so a teacher has a competence. According to Arikunto (2006:8) there are three competences that the teacher must have. The first is professional competence, the professional competence is a teacher should have the knowledge about the subject that will teach. The second is personal competence, the personal competence is a teacher should have good attitude in teaching. Finally is social competence, it means is a teacher must have ability to communicate with his environment not only in the school but also in his society. If the teacher never got or recognize about materials that will be taught for along his education he can study or learn it from the book to be more understand and mastered the materials exactly.

So, in teaching process the teacher must be able to choose the teaching materials that is appropriate with the teaching objective that has considered So, in teaching process the teacher must be able to choose the teaching materials that is appropriate with the teaching objective that has considered

d. Effective Teacher In Teaching Speaking

A language lesson should include a variety of activities that combine is different types of language input and output, leaner at proficiency levels benefit from such variety, researcher has shown that it is more motivating and is more likely to result in effective language learning.

An effective lesson has five parts, the part of lesson may all take place in one class session or may extend over multiple sessions, depending on the nature of the topic and activities. The lesson plan should outline who will do what in each part of the lesson. The time allotted for preparation, presentation, and evaluation activities should be no more than 8-10 each. Communication practice activities may run a little longer.

1) Preparation As the class begins, give student a broad outline of the day‟s goals and

activities so they know what to expect. Help them by eliciting their existing knowledge of the day ‟s topics.

a. Use discussion or homework review to knowledge related to the grammar and language use point to be covered.

b. Use comparison with the native language to elicit strategies that students may already be using.

c. Use discussion of what students do and or like to do elicit their knowledge of the topic they will address in communication activities.

2) Presentation / modeling Move from preparation, into presentation of the linguistics and topical contents of the lesson and relevant learning strategies. Present the strategies first if it will help student absorb the lesson content. Presentation provides the language input that gives student the foundation for their knowledge or the language. Input comes from the instructor and from course textbooks. Language textbook designed for students in U.S universities usually provide input only from of examples. Explanation and instruction are written in English.

To increase the amount of input that students receive in the target languages, instructors should use it as much as possible for all classroom communication purposes. An important part of the presentation is structured output. In which students practice the form that instructors has presented. Accuracy of performance is important. Structured output is designed to make learner. Comfortable producing specific language items recently introduced. Structure output is a type of communication that is found only in language classrooms. Because production is limited to reselection items. Structures output is not truly communicative.

3) Practice

In this part of the lesson, focus shifts the instructor as presenter to the student as completers of a designed task. Student work in pairs or small groups on a topic based task with a specific outcome. Completion of the task may require the bridging of an information gap the instructor observes the groups and acts as a resource when students have questions that they cannot resolve themselves.

In their work together, student move from structured output to communicative output, in which the main purpose is to complete the communication task. Language become a tool, rather than end in itself. Learner has to use any or all of language that they know with varied communication strategies. The criterion of success is whether the learner gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message. Active for the practice segment of the lesson may come from a textbook or be designed by the instructor for guidelines on developing task that use authentic materials and activities.

4) Evaluation When all students have completed the communication practice task, reconvene the class as a group to recap the lesson. Ask students to give examples of how they used the linguistics content and learning or communication strategies to carry out the communication task.

Evaluation is useful for reasons: it reinforces the material that was present earlier in the lesson, it provides an opportunity for students to Evaluation is useful for reasons: it reinforces the material that was present earlier in the lesson, it provides an opportunity for students to

5) Expansion Expansion activities allow students to apply the knowledge they have gained in the classroom to situation outside it. Expansion activities include out of class observation assignment, in which the instructor asks students to find examples of something or to use a strategy and then report back.

e. Types of Teaching Speaking Technique

There are many activities which offer students much time to practice their speaking ability not only in class but also outside and help them become more socialized, and make students more active in teaching and learning process and at the same time makes their learning more meaningful and fun for them that stated by Hayriye such as role play, simulations, information gap, brainstorming, storytelling, interview, story completion, reporting, playing cards, picture narrating, picture describing, find the difference.

Kayi (2006) in her article entitles Teaching English as a Second Language (TESL) journal writes that there are some techniques in teaching speaking to promote speaking. Namely: Discussion, Role Play,

Simulations, Information Gap, Brainstorming,storytelling, interview, Story Completion and Reporting.

1) Discussions

According to Harmer (2001:350) state Discussion technique is three or more people interacting face to face, with or without an assigned leader in such a way that each person influences and is and influenced by another person in the group. Munthe (2002:113-115) Discussion technique is structured and focused to make sure that learning is taking place.

Robert A. Shavin (1995:55) explain that to arrange an effective discussion, the group discussion will be divided into three parts:

Table. 2.2 Procedure of Discussion Technique

Teacher give information to the student Pre- Discussion Activities what topic will be discussed

The students read and do the small group discussion about speaking text, answering the question had given by the teacher,

Whilst Discussion report their own discussion and present the Activities

result of their discussion in each group and also in another group in panel discussion. while other member of group may debate, clarify, give opinion and criticize. The teacher collect the work of students

Post Discussion Activities discussion, comment the group and give the score of each group discussion Before the discussion, it is essential that the purpose of the discussion

activity is set by the teacher. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting activity is set by the teacher. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting

2) Role Play

Orlich, et al (1985: 229) states that role play is a process oriented group technique that may include almost any number of participants, although we suggest that seven to ten is ideal. In role play the students need some coaching in three aspects; briefing, establishing of situation and discussion. Matiru(1995:201) role play is a technique in which participants act out different role in particular situation and later discuss their feeling and aspects of the problem. One other way of getting students to speak is role-playing. Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel.

In conclusion, role play used to stimulate real life situations and to encourage meaningfull communication in the classroom. It gives students the opportunity to draw together what they have learn and to practice. So that, the activity of role playing is fun, motivoting, and challenging, it In conclusion, role play used to stimulate real life situations and to encourage meaningfull communication in the classroom. It gives students the opportunity to draw together what they have learn and to practice. So that, the activity of role playing is fun, motivoting, and challenging, it

Table.2.3 Procedure of Role Play Technique

Step Description

1 Teacher choices a situation for a role play,

A situation for a role keeping in mind students‟ needs and interests. play