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TEACHER’S TECHNIQUES IN TEACHING
SPEAKING SKILL FOR EIGHT GRADE STUDENTS
AT SMPN 7 JAMBI CITY
THESIS
DINI EKA ANDESTINA
NIM. TE151560
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2019
TEACHER’S TECHNIQUES IN TEACHING
SPEAKING SKILL FOR EIGHT GRADE STUDENTS
AT SMPN 7 JAMBI CITY
THESIS
Submitted as a Partial Fulfillment of the Requirements to Obtain
S. Pd Degree (S.1) in English Education
DINI EKA ANDESTINA
NIM. TE151560
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2019
DEDICATION
In the name of Allah SWT the most gracious and the most merciful, Who
has given the researcher mercy and blessing, health and ability to finish thesis.
Sholawat to the Prophet Muhammad SAW his coming really change the world.
Special thanks to:
My Parents, my beloved father Tarmizi A. Ma. Pd, my beloved mother Taruni
S.Pd, my sister Yunita Ummul Khair, my cousins Febriyanti Suci Amaliyah, lusiana
Pipit Kartika, and Bayu Afdeli Reifi who always give me everlasting love, guidance,
motivation, always praying for me and supporting me to finish this thesis and to be
successful in the future.
My first advisor Drs. Habibuddin Ritonga, MA and My second Advisor Faiqah
Mahmudah, M. Pd who always guided me, advised me and supported me to
finish this thesis.
All of my lecturer who teach me since I don’t know anything till I graduated.
My Close friends Nurkhasanah, Anjas Ayu Ningtiyas, Cicik Distrianti, Mbayun
Sumirat, Cici Fitrina, Asmarani, Dewi Pusvitas Sari, siti Naima, Almi Khotimah,
Yuyun, Anisah Special thanks for you all who always give me big support,
guidance, always besides me when happiness, sadness and all condition.
All of my beloved classmate in A class of English Department, I thank them for
the spirit, motivation and togetherness.
And also big thanks to all my friends English Education Program academic year
2015, thanks for your sharing and participant.
All of people who keep supporting me wherever you are.
May Allah SubhanahuWaTa’ala bless us.
Aameen.
MOTTO
Once you stop learning, you start dying
(Albert Einstein)
الهذيه آمىوا مىكم والهذيه أوتوا العلم درجاث والل وإذ قيل اوسزوا فاوشزوا يزفع الله
بما تعملون خبيز)سورة المجادلت : 11(
And when you are told, “Arise,” then arise; Allah will raise those who
have believed among you and those who were given knowledge, by
degrees. And Allah is acquainted with what you do. (Q.S Al Mujadilah
58:11)
ABSTRAK
Nama : Dini Eka Andestina
Jurusan : Tadris Bahasa Inggris
Judul : Teknik-teknik Guru Dalam Mengajar Kemampuan Berbicara Siswa
Kelas Delapan di SMPN 7 Kota Jambi.
Tujuan pada penlitian ini adalah untuk mengetahui teknik-teknik yang
digunakan oleh guru dalam mengajar kemampuan speaking pada kelas delapan di
SMPN 7 Jambi city. Desain pada penilitian ini adalah kulaitatif diskriptif yang mana
dengan mendapatkan data melalui wawancara, observasi dan dokumentasi. Dalam
mengumpulkan data melalui observasi peneliti menggunakan catatan lapangan
terhadap guru yang termasuk: gaya guru dalam menagajar bahasa Inggris dan
bagaimanan guru menerapkan teknik-teknik dalam mengajar speaking. Untuk
mendapatkan data peneliti menggunakan teknik triangulasi yang terdiri dari
wawancara dan observasi. Subjek pada penlitian ini adalah guru bahasa Inggris dan
siswa-siswi kelas delapan. Peneliti menemukan dua teknik dalam mengajar speaking
yaitu role play dan small group discussion. Teknik role play diterapkan ketika
mengajar speaking dan siswa diperintah oleh guru untuk mempraktekkan dialog yang
telah tersedia di buku secara berpasangan. Sedangkan, teknik small group discussion
digunakan oleh guru dalam mengajar speaking dan siswa melakukan diskusi melalui
gambar yang telah disediakan oleh guru. Teknik-teknik yang digunakan oleh guru
bertujuan untuk meningkatkan kemampuan berbicara siswa. Hasil pada penilitian ini
adalah guru menggunakan teknik mengajar untuk mendorong proses belajar
mengajar khusunya pada kemampuan berbicara.
Kata kunci: teknik-teknik mengajar, mengajar berbicara, kemampuan berbicara.
ABSTRACT
Name : Dini Eka Andestina
Student Number : TE151560
Title : Teacher’s Techniques in Teaching Speaking Skill for Eight
Grade Students at SMPN 7 Jambi City
The purposes of the study to know the techniques that used by English teacher
in teaching speaking at eight grades students SMPN 7 Jambi city. The design of the
research was qualitative descriptive which obtain the data through interview,
observation and documentation. The collected the data by observation the researcher
took filed notes a teacher that include ; the style of teacher in teaching English and
how the teacher applies the technique in teaching learning process. To gather the data,
the researcher used triangulation technique consists of interview, observation and
documentation. The subjects of this research were English teacher and students eight
grade. The researcher found that teacher used two techniques, they are role play and
small group discussion in teaching speaking. Technique role play was applied when
teaching speaking and students were engaged to practice the dialogue that have been
in the book then, students practice the dialogue in a pair. While, technique small
group discussion used in teaching speaking and students do discussion in small group
about the picture. The techniques were used by English teacher to improve students
speaking skill. The results of this research were teacher used techniques to encourage
process teaching and learning especially in speaking.
Keywords : Teaching techniques, teaching speaking, and speaking skill.
TABLE OF CONTENT
OFFICIAL NOTE .......................................................................................... i
ORIGINAL STATEMENT ........................................................................... ii
ACKNOWLEDGEMENTS ........................................................................... iii
DEDICATION ................................................................................................ v
MOTTO .......................................................................................................... vii
ABSTRAK ...................................................................................................... viii
ABSTRACT .................................................................................................... ix
TABLE OF CONTENT ................................................................................. x
CHAPTER I INTRODUCTION
A. Background of the Study .......................................................................... 1
B. Focus of Problem ...................................................................................... 3
C. Problem of the Study ................................................................................ 3
D. Objective of the Study .............................................................................. 4
E. Significance of the Study .......................................................................... 4
CHAPTER II REVIEW OF RELATED LITERATURE
A. Definition of Speaking .............................................................................. 5
B. Types of Speaking ..................................................................................... 6
C. Components of Speaking .......................................................................... 7
D. Criteria of Good Speaking ........................................................................ 8
E. Definition of Teaching .............................................................................. 9
F. Teaching Technique .................................................................................. 11
G. Techniques for Teaching Speaking ........................................................... 11
H. The previous Studies ................................................................................. 14
CHAPTER III RESEARCH METHODOLOGY
A. Design of Research ................................................................................... 17
B. Setting ....................................................................................................... 17
C. Subject of the Research ............................................................................. 18
D. Types of Source Data ................................................................................ 18
E. Strategy of Collecting Data ....................................................................... 19
F. Method of Data Analysis .......................................................................... 21
G. Trustworthiness ......................................................................................... 22
H. Schedule of Research ................................................................................ 24
CHAPTER IV FINDINGS AND DISCUSSION
A. Research Findings ..................................................................................... 25
B. Discussion ................................................................................................. 32
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................ 38
REFERENCES ................................................................................................ 40
APPENDICES
CHAPTER I
INTRODUCTION
A. Background of the Study
Language means of communication which is used by human to communicate
and interact each other. From language, people could express their ideas and emotion.
Without language, one cannot communicate effectively or express ideas in both oral
and written form.
English as the international language that is used many people around in the
world. Julian Edge (1992: 25) states that English serves for many people as a bridge
into the worlds of higher educational, science, international trade, polities, tourism or
only other venture which interest them. Beside, English is the essential part that has
to been mastered by Indonesian people to face the globalization era and develop
social quality of life. In Indonesia English is not mother tongue for Indonesian people
but English is used as the second language for communication. As we know English
is tool to communicate and interaction each other. Through English people can pour
what they think and know what other people are thinking. Currently, English is taught
widely at formal school from elementary school up to universities; even at informal
school i.e. courses. It is the reason why English is one of the primary subject that is
taught in Indonesia education. In English there are four skills such as speaking,
listening, writing and reading. Those skills are important components when people
want to master English well. One of the crucial skills in English is speaking.
Speaking is different with other skill because speaking is the main base in doing daily
activity as a vehicle for interaction and communication.
Based on Richard (2008: 201) “Speaking is one of the elements of
communication”. It shows that one of the effective skills of doing communication is
speaking. According to Hornby (1985:21), speaking is making use of words in an
ordinary voice; uttering words; knowing and being able to use a language; expressing
oneself in words; making speech. In short, speaking skill is the ability to perform the
linguistic knowledge in the actual communication.
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According to Nunan, (2003: 48) “there are two reasons why speaking is
harder than reading, writing and listening. First, unlike you are reading or writing,
speaking happens in real time. Second, when you are speaking, you cannot edit and
revise what you wish to say, as you can if you are writing”. It means that speaking
comes naturally and there is limited time to set or to edit your speech during
conversation.
Brown (2003: 140) states that speaking ability is challenging to master
because speaking skill covers all of English elements. Speaking is productive skill
that can directly and empirically observe, those observations are invariably colored
by accuracy and effectiveness of a test –taker of listening skill which is necessary
compromised the reliability and validity of an oral production test. Speaking skill is
important skill that should be mastered by English learner. Speaking ability able to
describe how far the language learner mastered about the language itself. Speaking
ability is challenging to mastering because speaking skill covers all of English
elements.
Based on researcher’s experience when did PPL (Praktek Pengalaman
Lapangan) in one of school in Jambi, many students were still unconfident to speak
English because they did not have insufficient skill in speaking. Why students cannot
speak English fluently because they are lack of vocabulary, do not know sentence
structure and afraid make mistake. It happens because of many factors, one of them is
teacher’s technique. Teacher’s technique is an important thing in teaching speaking
because it determines success or unsuccessful of the students’ achievement in
learning speaking. By teacher’s technique will help students to master speaking skill
well. In this time all of the teachers have to have good technique to improve students
speaking. One of the key of success in teaching speaking is the teacher’s techniques.
Therefore, as the English teacher have to applied more than one techniques that
makes students more active and fun in learning speaking.
That school is SMPN 7 Jambi City. This school is one of the favorite school
in Jambi city. It can be seen by some students’ achievement in English for example as
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the winner in speech and storytelling contest. In addition, the alumni from SMPN 7
Jambi City goes to favorite senior high school such as MAN Insan Cendikia Jambi,
SMAN Titian Teras Jambi, and SMAN 5 Jambi city. After doing some grand tour the
researcher found some techniques that make students have good ability,
achievements, and motivation in English.
In this case, the teacher usually has different techniques to teach their students
and improve their students’ speaking skill. Brown (2000: 143) stated that there are
several factors that affect student speaking performance such as; anxiety,
nervousness, and lack of self-confidence. So, the teachers must have technique to
improve all of factors that affect to students speaking. The students are often ashamed
to speak English because they have the low of speaking ability. It is important to
build the self-confidence of the students to speak. The teacher should make the
atmosphere of the class become more fun to build the students’ motivation to speak.
Based on background above, the researcher interested to doing research
entitles “Teacher’s Techniques in Teaching Speaking Skill for Eighth Grade
Students at SMPN 7 Jambi City”.
B. Focus of Problem
This study, the researcher only focuses on the teacher’s techniques and how
teacher’s techniques are applied in teaching speaking skill. This study conducts in
SMPN 7 Jambi City.
C. Problem of the Study
Based on the background of the study, the researcher states the problem of the
study as the following:
1. What are the teacher’s techniques in teaching speaking skill for eight
students at SMPN 7 Jambi city?
2. How does the teacher apply techniques role play and small group discussion
in teaching speaking skill for eight students at SMPN 7 Jambi city?
4
D. Objective of the Study
Based on the problem above, the aims of this research is to know
1. To know the techniques which are used by teacher in teaching speaking skill
for eight grades students at SMPN 7 Jambi city.
2. To know how the teacher applies the techniques in teaching speaking skill for
eight grades students at SMPN 7 Jambi city.
E. Significance of the Study
The findings of the research are expected contributive for the English teacher,
the students and other researcher. The researcher expects that this result has some
significance, such as:
1. For English teacher
The result of this study will make the English teacher are able to know what
techniques that used to increase students speaking and can be the reference to apply
in their students. Beside, this study can help the English teacher solve their problem
about what is the good technique to teach speaking.
2. For the other researcher
The research result hopefully can be the references if they conduct the similar
study. After reading this research, the future researchers will get a lot of knowledge
about English teacher techniques in teaching speaking. Besides that, it can be
comparison which as consideration in conducting another research. So, the study is
helpful and useful for the next study.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Definition of Speaking
Speaking is a skill which is used by someone to communicate in daily life,
whether at school or outside the school. Speaking is an activity involving or more
people in which the participants are both the listeners and the speakers having to act
what they listen and make their contribution at high speed, Brown (2004: 140).
Kayi (2006) added that speaking is the productive skill in the oral mode. It
likes the other skills, is more complicated than it seems at first and involves more
than just pronouncing words. While Chaney (in Kayi, 2006) stated that speaking is
the process of building and sharing meaning through the use of verbal and non-verbal
symbols, in a variety of contexts. Based on the explanations above it can be
concluded that speaking is an interactive process between teacher and students where
the teacher gives the knowledge to the students in order to produce language as a
skill.
In other words, Brown (2001) stated that “the successful of language
acquisition is almost always the demonstration of an ability to accomplish pragmatic
goals through interactive discourse with other speakers of the language.” When
people speak, they do not only think about the use of right sounds or patterns but also
the choice of words in order to communicate with other persons so they can convey
the right meaning.
Regarding to the above statements, the researcher tries to conclude that
speaking is an important component in language because speaking is primarily
speech. Unlike reading, writing, and listening activities, speaking requires some
degree of real time exposure to an audience. English speaking ability is an ability or
skill that the learners have to communicate, to convey meaning, and to have a
meaningful conversation in English. Beside, speaking is vehicle to communicate or
interact each other through the use verbal and nonverbal symbols. In other words,
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speaking is not only about communication or interaction but speaking is process to
delivered meaning clearly and understandable.
B. Types of Speaking
The successful speaking of people can be characterized by talking a lot,
participation is even, motivation is high, and language is one of the acceptable levels.
There are five basic types of speaking or oral production Brown (2004: 141). They
are:
a. Imitative
A very limited portion of classroom speaking time may legitimately be spent
generating “human tape recorder” speech, where, for example, learners practice an
intonation contour or try to pinpoint a certain vowel sound. Imitation of thin kind is
carried out not for the purpose of meaningful interaction, but for focusing on some
particular element of language form.
b. Intensive
Intensive speaking goes one step beyond imitative to include any speaking
performance that is designed to practice some phonological or grammatical aspect of
language. Intensive speaking can be self-initiated or it can even form part of some
pair work activity, where learners are “going over” certain forms of language.
c. Responsive
Responsive performance includes interaction and test comprehension but at
the somewhat limited level of very short conversation, standard greeting and small
talk, simple request and comments. This is a kind of short replies to teacher or student
initiated questions or comments, giving instructions indirections. Those replies are
usually sufficient and meaningful.
d. Transactional (dialogue)
Transactional language, carried out for the purpose of conveying or
exchanging specific information, is an extended from of responsive language. For
7
example conversation, conversation could readily be part of group work activity as
well.
e. Interpersonal (dialogue)
The other form of conversation mentioned in the previous chapter was
interpersonal dialogue, carried out more for the purpose of maintaining social
relationships than for the transmission of fact and information. These conversations
are a little trickier for learners because they can involve some or all of the following
factors:
1) A casual register
2) Colloquial language
3) Emotionally charged language
4) Slang
5) Ellipsis
6) Sarcasm
7) A covert “agenda”
Learners would need to learn how such features as the relationship between
interlocutor, casual style, and sarcasm are coded linguistically in this conversation.
C. Components of Speaking
According to Syakur (1987:3), there are at least five component of speaking
skill. Those components are:
a. Comprehension
For oral communication as speaking, comprehension is the important
element. It is requirement of one subject to respond to the speech as well as to initiate
it.
b. Grammar
Grammar is one of important aspect of speaking. An utterance can has
different meaning if the speaker uses incorrect grammar. If grammar rules are to
carelessly violated. Communication may suffer.
8
c. Vocabulary
A person cannot communicate effectively or express their ideas both oral
and written if they do not have enough vocabulary. Without grammar, very little can
be conveyed. Without vocabulary nothing can be conveyed.
d. Pronunciation
Pronunciation is an essential aspect of learning speaking on a foreign
language. If a student does not pronounce a word correctly, it is difficult to be
understood. We get the true word from its pronounce. If the pronounce of one word is
false, it means that we get the other form of word that is of course having or not
having the other meaning. It can be seen that good pronunciation is vital on speaking
skill.
e. Fluency
Fluency in speaking skill is the aim of many language learners. A successful
speaking on a foreign language is mostly shown from a better fluency he/she has.
D. Criteria of Good Speaking Skill
Speaking is not simply expressing something orally. However, the students
need to acquire some speaking aspects to have a good speaking skill. As proposed by
Brown (2001:168), those aspects are pronunciation, fluency, vocabulary, and
accuracy.
a. Pronunciation
Based on Longman Dictionary (2000:429) pronunciation is the way a
certain sound or sounds are produced. It covers what their way for speakers to
produce clear language when they speak. To make a successful communication
happens, the speakers need to be able to deliver clear message for listeners. In
speaking, teaching pronunciation including stress, rhythm, and intonation is very
important.
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b. Fluency
As proposed by Harris and Hodges (1995:14) fluency is an ability to speak
quickly and automatically. It means that fluent speaker should be able to speak
quickly and automatically.
c. Vocabulary
Based on Longman Dictionary (2002:580), vocabulary is a set of lexemes,
consisting single words, compound words, and idioms that are typically used when
talking something. To be able to speak fluently and accurately, speaker of foreign
language should master enough vocabulary and has capability to use it accurately.
d. Accuracy
Accuracy is an ability to produce sentences or utterance with correct grammar
as stated in Longman Dictionary (2000:204). The speakers need to follow the rules of
the language such as grammar and structure to be able to speak accurately.
E. Definition of Teaching
In formal education is composed of teaching and learning. Brown (2007:7)
stated that teaching means guiding and facilitating learning, enabling the learner to
learn, setting the conditions of learning. Leo said that (2013) teaching is stand for
treat, encourage, activate, coordinate, heighten, infuse, nurture, and graduate.
Based on Crawford (2005:10) teaching is more than a set of methods.
Teaching means addressing a set of objectives, for particular group of students, at a
certain point in the school year, with certain resources, within particular time frame,
in a particular school and community setting. It means finding a balance between
direct instructions and orchestrating the activities of individuals and groups of
students. It means developing students‟ skills and techniques for learning, at the same
time they learn the content of the curriculum.
Breaking down the component of the definition of the learning, we can extract
domain of research inquiry Brown (2000:8) as follows:
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1. Learning is acquisition or “getting”
2. Learning is retention of information or skill.
3. Retention implies stronger system, memory, cognitive organization.
4. Learning involves active, conscious focus on and acting upon events outside or
inside the organism.
5. Learning is relatively permanent but subject to forgetting.
6. Learning involves some from of practice, perhaps reinforced practice.
7. Learning is a change in behavior.
Concerning the topic 'Teaching speaking', a fact is that teaching practice, as
well as theory, belongs unavoidably to this category. It is not enough to know how to
make a sentence in theory, when learning speaking, but we must start to produce
sentences. Nunan (1998:39) sees “mastering the art of speaking” as the most
important aspect of learning a language.
According to Hughes (2003), the objective of teaching spoken language is the
development of the ability to interact successfully in that language, and that involves
comprehension as well as production. It is also assumed that at the earliest stages of
learning formal testing of this ability will not be called for, informal observation
providing any diagnostic information that is needed.
In language teaching, especially teaching speaking, the teachers help their
students develop their knowledge by providing authentic practice that prepares
students for real-life communication situations. They help their students develop the
ability to produce grammatically correct, logically connected sentence that are
appropriate to specific context, and to do using acceptable pronunciation. Teaching
speaking means use the language quickly and confidently with few unnatural pauses,
which is called as fluency.
Brown (2004) on his book “Teaching by Principles” wrote principles for
teaching speaking skill, they are; 1) Focusing on fluency and accuracy which
considering the learning objective; 2) Preparing intrinsically techniques to motivate
the students in learning; 3) Authenticating language use in an appropriate contexts; 4)
11
Providing appropriate feedback and correction; 5) Capitalizing on the natural link
between speaking and listening; 6) Giving students opportunities to communicate in
learning process as much as possible, and 7) Encouraging them to develop their
speaking strategy and style.
Teaching speaking, in the researcher's opinion, is the way for students to
express their emotions, communicative needs, interact with other persons in any
situation, and influence the others. For this reason, in teaching speaking skill it is
necessary to have clear understanding involved in speech and also encourage the
potential of the learners to develop their speaking skill naturally. Overall, teaching
speaking skill emphasizes on the activities to make the students active and creative.
F. Technique
Technique is a particular trick, strategy, or contrivance used to accomplish an
immediate objective. Technique must be consistent with a method, and therefore in
harmony with an approach as well” (Anthonys in Fauziati, 2009: 17). Thus, technique
encompasses the actual moment-to-moment practices and behaviors that operate in
teaching a language according to a particular method. In other words, technique is
classroom practices done by the teacher when presenting a language program. This is
the way the classroom activities are integrated into lessons and used as the basis for
teaching and learning.
Hamnuri (2007:7) said the technique is a way that is done by someone to
implement a method can run effective and efficient. The success of teaching speaking
depend in the technique that used by the teacher in the class.
G. Technique for Teaching Speaking
There are many techniques for teaching speaking. The following are some of
the techniques for teaching speaking which can be implemented by the teacher:
12
1. Role Play
One of technique suggested for developing skill is role play. According to
Brown (2004:174), “role play is a popular pedagogical activity in communicative
language-teaching classes”. It makes the students free to be someone based on
their creativity linguistic input. In line with Brown, Nunan (2003:57) also states
that role play activities are important in the teaching of speaking because they
give the students an opportunity to practice communicating in the different social
contexts and target language.
According to Barrows and Zorn elaborating a method of role playing which gives
a way to involve the whole class, encourages the students to speak up without worrying
about set patterns, gets them to use their imaginations, and creates an amusing
atmosphere that would make them forget that they are in the classroom the method also
encourage the students to apply spontaneously the grammar they have already learned.
To strengthen the arguments, Thornbury (2005:96) states, “That speaking
activities involving role play activities, in which learners take an imaginative leap
out of the confines of the classroom, provide a useful springboard for real-
life language use”.
2. Discussion
Biehlier and Snowman (1993) in Richard’s book (2000), stated that group
discussion is a collaborative learning that the teaching technique is where the teacher
will let the students push themselves or to encourage between the students in practice
their English conversation in class. We apply it to chance conversations, where the
theme is subsidiary to the desire to get acquainted, where the talk passes from on
topic to another and only by chance lingers long enough anywhere for the through
consideration of a subject.
Group discussion may be composed of three to five students. If such group work
is used regularly and introduced with a careful explanation of its purpose, the class will
soon accept it as naturally activity (Fauziati, 2008).
Discussion should have the following characteristics:
13
1) General participation. Discussion aims to make it possible for each individual to
speak as well as to listen. Intelligent listening followed by informed action is
participation.
2) Informality. Discussion aims at an organized informality.
3) Purpose. Discussion is talk with a purpose. The member of the group has come
together because they have information or ideas to exchange about some specific
problem, or because they want to hear what their fellows have to say about it.
4) Planning, except for the occasional spontaneous discussion that happen when and
interested minds meet, discussion requires a leader and a plain. The leader should
direct the progress but not the outcome of the discussion.
3. Game
A game is one of activities which can help to create dynamic, motivating classes.
The reason is that real learning takes place when the students, in a relaxed atmosphere,
participate in activities that require them to use what they have been drilled on.
4. Problem Solving
Materials which focus on problem solving offer further opportunities for the
students to work in pairs or small groups, to share information and opinions on topics,
which are meaningful to them.
5. Song
Using song in EFL classroom, especially speaking one can be both enjoyable and
educational. Song usually provides a peaceful and happy mood for the listeners.
Songs can also be used as a useful aid in the learning of vocabulary, pronunciation,
structures, and sentence patterns.
Song technique used the theory proposed by Gasser and Waldman (1990), (1) To
ensure the pedagogical value of the song, the EFL teacher should be able to use it to
teach grammar, pronunciation, vocabulary, and culture. (2) The tune should be simple
and easy to learn. (3) It helps if the lyrics are representative. If they are not, it helps if
the song has a chorus which is easy to learn. In this way even the slowest students can
master at least part of the song relatively quickly. (4) The lyrics should be as
14
representative as possible of standard, spoken English. (5) It should be necessary to
change the lyrics to make them more standard or to enhance their pedagogical value.
I. The Previous Studies
There are several previous studies that had been held by some educators and
researcher in this field that has been published in the journal. Therefore, we need to
do the review of literature in order to know how to the other researchers analysis the
topic, so we can avoid the possibility of duplication. Below are some of the studies
that show the benefit of using literature in teaching English.
Lia Rusdiningsih (2012) conducted a study entitled “A Study on the
Techniques for Teaching Speaking to the Second Year Students of SMPN 1
Trangkil”. The objectives of this study are to describe (1) techniques implemented by
the teacher in teaching speaking, (2) problems faced by the students in teaching
speaking and (3) Methods/techniques to overcome the problem faced by the students.
The type of the study is descriptive research. In collecting the data of this research
through observation and interview and the participants of this research include the
English teacher and the students of the second year at SMP N 1 Trangkil Academic Year
2012/2013. The techniques that used of this research are question-answer, role play,
guessing topics and game techniques.
Second, Irnawati Makka (2018) conducted a study entitled “ An Analysis of
Teacher’s Techniques in Teaching Speaking Skill at SMA Muhammadiyah 03 Batu”.
The purpose of the study were (1) to identify the technique used by teacher in
speaking class at SMA Muhammadiyah 03 Batu, (2) to know the implementation of
teaching technique used by teacher in speaking class at SMA Muhammadiyah 03
Batu, (3) to know the problems found by teacher during class teaching. The research
design of this study was descriptive research. The subject of this study was an
English teacher at SMA Muhammadiyah 03 Batu. Moreover, in collecting the data
the researcher used two instruments. The instruments were observation and interview.
Based on the research findings, the teacher used three kinds of teaching techniques in
15
teaching speaking for the XI science grade students at SMA Muhammadyah 03 Batu.
They were discussion, games, and role-play. The research findings also presented the
teacher experienced some problems during teaching process. The students limited
vocabulary, students are not confidence, and students feel bored if using the same
techniques in several meeting.
Third, Siti Comariah (2016) conducted a study entitled “A Descriptive Study
of the Teacher’s Technique in Teaching Speaking on Tour Guide Program of the
Second Grade at SMKN 1 Karanganyar in Academic Year 2015/2016”. The objective
of the research were to know the technique of teaching speaking for the second grade
students of tour guide program at SMKN 1 Karanganyar in academic year 2015/2016
and the problems faced by the English teacher and the student in teaching speaking to
the second grade of tour guide program at SMKN 1 Karanganyar in academic year
2015/ 2016. The research was a descriptive qualitative research. The subject of the
research are the teacher and student at second grade of SMK N 1 Karanganyar. The
researcher did three steps to analyses the data. There are reduction of data, data
display and drawing conclusion. The researcher use triangulations as a
trustworthiness the data. The result of the research are the teacher used discussion
technique in Teaching English Speaking. The teacher need much time to prepare the
materials and the other problem come from students they has lack of vocabulary and
the mastery of English grammar.
That study above has similarity with this research in the topic that conducted.
The researcher only focuses on the teacher’s techniques and how teacher’s techniques
are applied in teaching speaking skill. But the previous study of this research also has
differences. In the first study by Rusdiningsih The objectives of this study are to
describe (1) techniques implemented by the teacher in teaching speaking, (2)
problems faced by the students in teaching speaking and (3) Methods/techniques to
overcome the problem faced by the students. Second study by Irnawati Makka (1) to
identify the technique used by teacher in speaking, (2) to know the implementation of
teaching technique used by teacher in speaking, (3) to know the problems found by
16
teacher during class teaching. The research design of this study was descriptive
research. Third study by Siti Comariah this study is aimed to know what are the
techniques that used by the teacher in teaching speaking and the problems faced by
the English teacher and the student in teaching learning speaking, and the result of
this study the teacher use discussion technique in teaching speaking skill. While, In
this research will analyze teacher’s techniques in teaching speaking skill at eight
grade students SMPN 7 Jambi City.
17
CHAPTER III
RESEARCH METHODOLOGY
A. Design of Research
The research design in this study guided the researcher in collecting and
analyzing the data. Creswell (2009) states that research designs were plans and the
procedures for research that span the decisions from broad assumptions to detail
methods of data collection and analysis. This research was conducted to investigate
EFL Teacher’s techniques in teaching speaking as natural as possible.
The study was conducted in qualitative research. According to Marguerite G.
Lodico, Dean T. Spaulding, Katherine H. Voetle (2006: 264) qualitative research
focuses on the study of social phenomena and on giving point to the feelings and
perceptions of the participants of the study. This is based on the beliefs that
knowledge is derived from the social setting and understanding social knowledge is
legitimate scientific process. On the other sides according to Gary Anderson and
Nancy Arsenault ( 1998 : 126 ) qualitative research is a form of inquiry that explores
phenomena in their natural setting and uses multi-method to interpret, understand,
explain and bring meaning to them.
So, in this research, the researcher used qualitative research design. This
research purposed to generate the theory. The type of qualitative research that used in
this research is descriptive research. As stated by Kasasar (2009), descriptive research
is used to describe a current situation that existed in the past or existed now in the
way it is. Using this design, the researcher wants to describe teacher techniques in
teaching speaking at SMPN 7 Kota Jambi.
B. Setting
The research will conduct at SMPN 7 that located JL. Jend. A. Thalib,
Telanaipura Jambi City. The researcher is interested SMPN 7 Jambi City because
18
this school is one of the favorite schools and the English teacher applied the
technique in teaching speaking is more than one.
C. Subject of the Research
Subject of this research was an English teacher at SMPN 7 Jambi city who
teach eight grade in SMPN 7 Jambi city. In SMPN 7 Jambi city have seven English
teacher, the researcher take one class where teacher teach. It is eight grades in class K
that one class consisted of 27 students.
In this study, the researcher used purposive sampling as sampling procedure.
In purposive sampling, the researcher specified the characteristics of the population
of interest and locates individuals who have those characteristics (Johnson and
Christensen, 2008). The site of this study was at SMPN 7 Jambi city. An English
teacher and her students in VIII class was the participants of this study. The reason
chooses this school because the availability of access to conduct the study there.
There was no similar previous study and other researcher who take SMPN 7 Jambi
city as the object for their studies.
The teacher was selected to be the participant of this study on the basis of
several considerations. The researcher and the teacher have a good relationship. The
considerations are the availability and the experience of the teacher. It is obviously
not a short period to have an experience in teaching. The English teacher in this
school has taught more than five years and the teacher has interest techniques when
he taught English lesson.
D. Types and Source of Data
1. Types of Data
a. Primary Data
Sugiyono (2012) stated that primary data is data has been taken directly from
participant that correlated with this research. In this research, the researcher got the
19
primary data from the collecting data, such as observation and interview of teacher’s
techniques in teaching speaking skill at SMPN 7 Jambi City.
b. Secondary Data
Secondary data takes from sources documents, opinions, facilities, and
structure of organization and geographical place of the research object. Secondary
data also the data that collected statistic biro, magazine, and the other sources that
secondary getting from the second hand, third, and so on or not just the researcher
find the explanation.
2. Source of Data
The data is taken from teacher techniques who teach English at eight grade
students of SMPN 7 Jambi City. She is Mrs. Fadila as English teacher who teachs
second grade SMPN 7 Jambi City and students who taught by Mrs. Fadila.
E. Strategy of Collecting Data
According to Sugiono (2005) the fundamental for gathering information are
participant in the setting, direct observation, in-depth observation and document
review. Here the researcher uses some methods in order to collect data from the
sources. The researcher uses some strategy of collecting data, they are:
a. Observation
Observations means the action or process of closely observing or monitoring
something or someone ( Oxford : 233 ). Observation is a basic method for obtaining
data in qualitative research and is more than just “hanging out”. Qualitative
observation rely on narrative or words to describe the setting, the behaviors and the
interactions. The purpose of qualitative research is getting the complete descriptive
behavior in a specific natural setting rather than a numeric summary of occurrence or
duration of observed behaviors. The observation which will conduct in collecting data
as the data was the utterances produced by the teacher. The type of observation used
in this research is a non-participant observation in which the researcher does not
20
participate in the activity being observed. In addition, a recorder was placed in the
classroom.
Therefore, for collecting the data researcher used field note to observe.
According to Creswell (2006: 239) observation is when the researcher takes field
notes on the behavior and activities of individuals at the research site. In field note the
researcher record and ask general question to participant.
Field note is all of the data taken from object of the research. According to
Friska (2014) field note is the researcher should make a note about all event during
the research.
The researcher takes filed notes a teacher that include ; the style of teacher in
teaching English, how the teacher applies the techniques in teaching learning process
and what are the activities that happen in the class in improving students’ speaking
skill. Then, researcher takes a picture or videos as evident. The researcher makes field
note to supporting the observation. The researcher observes one class where teacher
teachs.
Classroom observation as a means is video recording or visual data collection,
which is a process of collecting data using visual sources, such as photographs,
drawings, paintings, films and video (Johnson and Cristensen, 2008). The writer
records the whole part of teaching and learning process in the classroom using audio-
visual in order to get the data during the interaction between teacher and students in a
natural setting.
b. Interview
Latief (2015:201) stated that interview is a data gathering instrument that
involves direct verbal interaction between individuals. In addition interviews are used
for researchers to know the things of the respondents more deeply. this data-gathering
technique based itself on self-report, or at least on personal knowledge and beliefs.
In interview, researcher took a English teacher and 6 students at eight grade
(class K) students’ SMPN 7 Jambi city. Researcher chooses students in order to
represent 30 students at class A third grade students’. Then, it also makes the time of
21
interview more effective. Here, researcher uses indonesian because it can prevent the
misunderstanding when the interview is going on.
c. Documentation
Documentation is a technique to collect the data in the research.
documentation is a technique of collecting data which are appropriate with the
research goals by accumulating and analyzing documents, both in written and
electronic forms (Sukmadinata, 2011, 221- 222). Technique documentation is needed
in documentation by the researcher. In the qualitative research, documentation is
important to collect the data. The researcher need documentation to get information
about the students response to get the materials from the teachers such as syllabus,
books, official websites and students report.
F. Method of Data Analysis
The observation and interview are done to the English teacher of SMPN 7
Jambi City. In this research the researcher conducts descriptive qualitative research,
so the researcher will not need statistical data. The researcher will take the data from
observation, interview then they are interpreted based on some theory. The data were
analyzed by using the procedures from Miles and Huberman (1994):
a. Data Reduction
It was the process whereby the mass of qualitative data is reduced and
organized. At this stage, the researcher tries and discards all irrelevant information.
The researcher step in analysis data in this research were: (a) the researcher collected
the data through observation, interview and observation (b) the researcher
transcribed, selected and focused on the data by referring to the research problems
based on teacher’s techniques in teaching speaking and how teacher applies the
techniques in teaching speaking skill to students. It is needed for the next stage that
was data display so there is no displayed recurred data.
22
b. Data Display
After reducing data, the step in analyzing data are displaying data. Data
display was an organized, compressed assembly of information that permitted
conclusion drawing and action (Miles and Huberman, 1994). The process of showing
data simply in the form of narration, table, and graphic. In this study, the data
displayed were the result of observation, interview and documentation. The
researcher displayed data based on the formulation of research problems. So, this
study displayed the data descriptively. By displaying data, the researcher got easy in
understanding about phenomenon that were happened and the researcher make the
planning based on the situation that was understood.
c. Conclusion Drawing/Verification
Conclusion is the last of procedure of analyzing the data of the research.
Making conclusion is the process of drawing the content of data collected in the form
of statement. The conclusion of descriptive qualitative research is the new finding
one. It can be the clear description from the unclear one. The conclusion of this
research was the description about Teacher’s techniques in teaching speaking at
SMPN 7 Jambi City.
G. Trustworthiness In order to verify the accuracy or the validity of the research finding, the
researcher uses certain procedures. According to Creswell (2014), validity is one of
the strong points in qualitative research. It was to check, verify and clarify the
accuracy of the finding on the perspective of the researcher, participants, and the
readers of the account.
The first procedure to verify the accuracy or the validity of the research
finding was triangulation. Data triangulation is multiple data sources to help
understand a phenomenon (Johnson and Cristensen, 2008). Different sources of data
from observation (by means of audio video) and interview to obtain and examine in
order to build a coherent explanation.
23
The second procedure was peer debriefing. Creswell (2014) argues that this
procedure is used to enhance the accuracy of the report or explanation. In this
procedure, a person is involved to make a review and questions about the study. This
procedure can enhance the validity of the study. In the present study, the peer
debriefing is English lecturer at education administration State Islamic University
Sultan Thaha Syaifuddin and my supervisor of the study.
24
H. Schedule of the Research
N
o Activities
Month
February March April May June July August Septembe
r
October
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Preparation
of Proposal
2 Arranging
proposal
3 Seminar
5 Improvement
of seminar
6
Making
research
permission
7 Collecting
Data
8 Aranging
research list
9 Writing final
report
25
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Findings
The teacher has to be creative to create the lesson so students can feel enjoyable and
understandable when teaching learning process. One way that can make the lesson delivery to
students well is technique. Every teacher has the difference technique, because it depends on
students’ need. English teacher in this school was alumnus from State Islamic University Sulthan
Thaha Saifuddin Jambi, she was graduated in 2004. (did grand tour on March 13th
, 2019).
Based on researcher’s observation and interview the researcher concluded that teacher
used 2 techniques in teaching speaking they were role play and small group discussion
technique.
1. Small Group Discussion
Small group discussion was one of techniques that used by teacher in teaching speaking.
There were many techniques that can be used by teacher in teaching speaking but the teacher
chosen small group discussion as the technique to improve students’ speaking skill.
Before teaching learning process began teacher adapted first the situation and condition.
teacher always made teaching learning process was interesting to students because, it can make
students felt spirit to learn. Based on interview on May 21st, 2019)
The activity in English learning depends on situation and condition. I always
make sure the situation in the class, if the lesson is started in the morning and
students’ mood is good I will give them the activity such as discussion or others.
Every lesson I always encourage my student to be active and participate.
It related when researcher did observation on May 22nd
, 2019. Teacher started the lesson
like usual start from opening (greeting and apperception). Then, teacher gave motivation and
encouraged students to be active when teaching learning process. Teacher used picture as the
media in teaching then, teacher showed the picture to the students and students had to describe it
based on what they see and describe with their words. Beside that, the students felt enjoy and
active in learning process (interview on May 21st, 2019).
26
Furthermore, in the interview on (May 21st, 2019), teacher said that students’ response
toward the ways of teaching speaking was good but there was little problem when teacher was
teaching speaking like students did not want to speak English. Students’ English ability was
good such as they master about grammar, listening or reading. Students understood what teacher
taught but when teacher provoked them to speak English they were unconfident, low vocabulary
and afraid made mistake. The students also said that they were unconfident to speak English
when their teacher engaged them but when spoke English with their friend they were confident
(interview on May 21st, 2019).
In teaching learning English, teacher always made her students to be active in the class.
Teacher provoked students to speak English continuously. By small group discussion about
descriptive text, teacher divided class into small group that every group consist of two until three
students, explained the material about descriptive text then teacher engaged her students to give
their opinion based on the picture that had showed to students (Observation on May 22nd
, 2019).
Teacher opened the class through a picture and gave question to students about the picture.
Firstly, teacher asked the students to guess the picture and the picture is familiar for students so
students were easy to guess the picture, students answered spontaneously that is Indonesian
president. Then, teacher gave students time to discuss about the picture with their group and
every student had to pour what his or her opinion before explaining the result of discussion.
After that, students gave their opinion about the picture based on what they see. Teacher stated
that teaching speaking through discussion technique made students think critically. In interview
on May 21st, 2019 teacher also stated that:
I always help my students when feel the material is difficult to understand. For
example when I show the picture and they do not know what they should describe
then, I give them key words based on the picture. In other words, students will not be
passive when teaching learning process.
The researcher did interview with 3 students about their response when small group
discussion was applied. Students said that learning speaking through small group discussion
make them often speaking and can share ideas with their friends.
27
When I learning speaking through small group discussion, it make us to be active
because we often speaking and we can share ideas with our friends based on the
material that we learnt
As the English teacher, she never applied severe punishment to students if her students
did mistake in teaching learning process. For example, if there was one of students did not bring
the dictionary in English class, teacher will give students advice and engage students to borrow
dictionary in library or other class. Interview on May 21st, 2019.
If my students did mistake the form of punishment that I apply only give advice to
students. I don’t give punishment that can make students down, and effected of
students’ motivation in learning. If I apply severe punishment to students, it will be
effect students’ mental low in learning especially in English lesson. For example, in
my class students must bring dictionary one person one dictionary if there are
students don’t bring dictionary I will engage them to borrow in library or their
friends.
In SMPN 7 Jambi City had learning program in the afternoon. Learning in the afternoon
the students continued the material that taught in the morning. Not only continued the material
but also the teachers gave refreshing to students like game arrange the word or sentence through
these program the students more active and enjoy in learning program in the afternoon.
Interview on May 21st, 2019.
2. Role Play
The next technique that used by teacher was role play. Role play was one of technique that
can build students’ confident and can avoid students shyness or nervousness when speaking.
Through role play students can be creative and active because role play technique emphasized
students to speak as much as possible.
In teaching speaking by role play technique, teacher taught the material about expression
of asking and giving Suggestion. Before explaining the material teacher asked to students first
what was expression of asking and giving suggestion, there are part of students knew and did
not know about material then, teacher explained material clearly about expression of asking and
giving suggestion and give the example. Teacher made sure the students have understood or
have not about material that she was taught by asking students one by one and teacher gave the
28
example to students indirectly. It is teacher’s trick to know students’ understand. Interview on
May 21st, 2019.
When I am explaining the material to students, I always make sure students’
comprehension by asking one by one do they have understood or have not about the
material. If they say have not understood I will repeat the material until they understand
correctly
After explaining the material, teacher asked students to look at another example expression
of asking and giving suggestion. Then, teacher asked students to look at dialogue of the book,
teacher read dialogue correctly and students follow what the teacher read togetherness.
Through material about expression of asking and giving suggestion teacher engaged
students to practice dialogue in a pair then, engaged students to do role play based on dialogue
that have been in the book. After that, teacher gave feedback to students like great, excellent,
good, and thank you. Sometimes when teacher found the students did mistake conversation like
the pronunciation was wrong teacher indirectly gave the correction to students. Teacher also said
in interview on May 21st, 2019.
When speaking activity if my students do mistake, I will give them feedback
directly. I think giving feedback directly to students is good because students will
know what their mistake. And if they do not understand about vocabulary or how to
pronounce the word I will not give them the answer but I will let them to be
independent in learning by looking for the dictionary or let students to find the
answer by themselves.
In observation on May 23rd
, 2019, when students found the difficult word to pronounce
they asked to teacher directly, but teacher did not give them the answer first. Teacher let them
think and asked students brought the dictionary or not and engaged students to look for the
dictionary. After that, if the students stuck or did not found the answer teacher give students
answer and helped them how to pronounce the word. Through this way can make students to be
creative and independent in learning activity.
29
According interview of 3 students on May 21st, 2019. Students’ response of technique
role play that applied in teaching learning process. Students stated that learning through role
play technique make fun and comfortable.
Learning English through role play can improve our confident and I can be active
in speaking. Through role play in learning speaking make us comfortable and feel
enjoy too.
In interview on May 21st, 2019, Teacher also told that she always provoked her students
to speak English not only when teaching learning process but also out class too.
I always encourage my students to speak English not only in the class but also if they
meet me in outclass I engaged my students to give greeting me in speak English like
good morning, how are you mom etc.
In interview with students on May 21st, 2019, students also stated that she spoke English
not only when in English lesson but also she sometime spoke English in the home too.
Sometime I feel proud can speak English because I have introduced English
lesson from elementary school. By speaking I often practice speak English in
the home with my parent.
Teacher stated to the researcher that the problem often students were faced in learning
English was vocabulary and it made students to speak English felt difficult. Interview on May
21st, 2019.
I think if my students in learning English without dictionary their English skill
will not improve. My students’ vocabulary is low so I always encourage my
students to increase vocabulary and engage my students to be diligent to open
dictionary. Because of vocabulary my students always get difficult to speak
English.
It related on interview with a student on May 21st, 2019. She told that study English was
easy but sometimes felt difficult to speak English because did not know what should she say and
did not know much about vocabulary.
30
I love study English because English is easy to learn and through English I can
communicate with people that from other country easily. Sometimes I get
difficult when I have to speak English but I do not know much the vocabulary
and vocabulary is difficult to remember.
Teacher efforted to make her students were not boring and always feel fun and enjoy in
learning activity. In teaching speaking teacher thought that her students felt fun when discussion
and role play were applied in learning speaking. Observation on May 22nd
, 2019. It was suitable
when researcher interview with 5 students:
Teacher always applies the various techniques in teaching English. Sometimes
teacher applies discussion, role play, question and answer or presentation in
front of the class.
In interview on May 21st, 2019, teacher also explained to the researcher the goals of
teaching English to students:
When I teaching English to my students I want my students really can master
English well from the good speaking, increasing vocabulary is much, and English
skill is better. Because through English, my students can get knowledge and study
aboard easily. I hope my student learning English in the school not only study and
get value from the teacher but also they can apply the knowledge what they have
gotten from the school.
In teaching and learning English activity teacher stated that teaching English used
technique was important because through technique teacher can know students in improving
English skill. Interview on May 21st, 2019.
For me teaching English used technique is very important, because through
technique that I used in teaching English can determine success or not in teaching.
By role play and discussion technique students feel enjoy and the material that I
taught can be understood easily by students.
In observation on May 23rd
, 2019, the techniques that used by teacher in teaching English
was applied well based on researcher observed. Teacher taught material through the techniques
31
were well. In delivering material teacher can make students understand the material easily. Then,
at the end the lesson teacher gave the conclusion by asking to students what the material have
learnt today. Finally, teacher closed the lesson by greeting to students.
It can be said that teaching techniques are how teacher treated students in teaching
learning process. It was hoped that the goal of teaching can be achieved by using these technique
and teacher who designed and administered such activities will then be more important. In the
case for teaching speaking, technique should make students able to communicative efficiently
and effectively. In short, teaching speaking by using technique were very important since they
determine the success of teaching process.
From the data finding of the research, the researcher concluded that teacher always used
technique in teaching English to encourage teaching learning process. There were two technique
that used by teacher they are small group discussion and role play.
B. Discussion
This part the researcher will explain the result of finding based on interview and
observation. The researcher found two techniques of teacher’s techniques in teaching speaking
skill for eight grades at SMPN 7 Jambi city with one teacher. There were two techniques that
often used by English teacher in teaching speaking are role play and small group discussion.
In this section, the researcher tried to make description of the research finding with the
relevant references. After describing the data, the researcher needed to analyze the data.
1. Technique in teaching speaking
Kassem (1992, p. 45) defined teaching techniques as teacher's activities in the class to
involve students in the subject matter, and requires that students participate in learning activities,
share equally with other learners, and react to the learning experience. The teacher also needs to
work with students as a friend, make the learning place more comfortable, organize his/her lesson
plans, and influence students by using different teaching methods.
Based on interview, teacher said that teaching speaking used technique is important
because through technique teacher can know students’ development in learning English
especially speaking. By technique that teacher applied in teaching speaking was determine
success or not in delivering material.
32
Based on the research findings in the speaking class, the teacher had some rules. Those
were as guider and helper for learners to comprehend the text of the material. Teacher was as
organizer, as assessor, as motivator, as controller. Harmer (2002) state that there are many role of
teacher in the classroom, such as teacher as controller, organizer, assessor, participant, resource,
motivator and observer. Furthermore, the roles of the students in classroom as the performer, as
listener, as the main subject of learning.
The researcher concluded that the teacher always used technique in teaching speaking to
encouraged students to be spirit in learning and the teacher prioritized students’ understanding in
getting the knowledge.
a. Role Play
The first technique that used in teaching speaking English was role play. Role play is
one of technique that often was used by English teacher in this school when teaching speaking.
According to Nunan (2003) stated that role play technique is an excellent activity for speaking in
a relatively safe environment of the classroom. Cameraon (2001) also states that role play is a
learning activity that should be appropriate for students and social culture experience because the
activity should give learners opportunities to use language what they know and should start with
simple dialogues before moving on to more advanced interactions.
Before doing role play the teacher explained first the material about expression of
asking and giving suggestion start from the definition until gave the example by explaining the
material clearly so, students will understand the material well and avoid the mistake in making
the task.
Based on interview and observation, teacher asked students to look at the dialogue in
the book then teacher read the dialogue and students followed. After that, teacher asked students
to practice the dialogue with expression based on dialogue in a pair.
According to Shi (2006), Role play is an appropriate method to get students to imagine
they are someone else and play that part. Students pretend to be another person who involve in a
particular situation. Furthermore, role play is any speaking activities in which when one acts as
someone else, he/she has to put themselves into an imaginary occasion (Budden, 2006).
The teacher stated that teaching speaking in using role play technique made students
enjoy and in delivering the material was easy understood by students. Through role play teacher
33
also stated that in practicing dialogue in a pair teacher will know students’ speaking ability from
pronunciation and fluency.
According to Brown (2004), “role play is a popular pedagogical activity in
communicative language-teaching classes”. It makes the students free to be someone based
on their creativity linguistic input.
The teacher explained that through role play teacher can give assessed to students based
on PFA (Pronunciation, Fluency and Accuracy). Teaching speaking in using role play teacher
will know how far students’ speaking development and to increase students’ confident.
Therefore, students sued to be creative in learning especially in learning speaking skill.
Teacher gave the assessment of students’ speaking used PFA (Pronunciation, Fluency,
and Accuracy). Assessment that used by teacher can measure how far students’ speaking skill
and student’s will consider which one the problem that students still have not mastered.
Students are expected can master the material through role play technique and can
improve students’ speaking skill well. As the teacher when teaching speaking through role play
don’t force students’ to be someone else and teacher has to consider that every students have
different ability.
Based on explanation above, the researcher concluded that role play was the effective
technique in teaching speaking because teacher made students feel enjoy and delivered the
material students can understand easily.
b. Small Group Discussion
The second technique that used by English teacher was small group discussion.
According to Ozer (2005), discussion is an excellent tool for developing students’ reasoning
skills because it gives them access to their thought processes and an opportunity to guide
students to a higher level of thinking.
Applying small group discussion technique in teaching speaking made students to be
enthusiastic and active in learning process. Researcher did the observation, the material that
teacher taught in speaking skill about descriptive text. Teacher explained the material from
definition of descriptive text, purpose of descriptive text, generic structure of descriptive text,
and language feature of descriptive text.
Kelly and Stafford (1993) said that a small group discussion can be an effective
learning situation in which students learn both through instruction from their teachers and from
34
interaction with each other. The group also provides opportunities for individuals to speak in
front of others and to receive feedback from teachers and peers.
After explaining the material, teacher divided the student small group that every group
consists of two until three students. After that, teacher showed the picture of Indonesia president
then, teacher asked students to discuss with in a group. Then, teacher gave every group
opportunity to describe the picture alternately. Teacher always invited students to be active in
learning used discussion technique and made students interest the lesson that used small group
discussion technique. It related on
theory Hollander (2002), using picture can reduce the students’ shyness, nervousness, and
inhabitation, stimulate a new way of thinking, and expand the students’ knowledge,
understanding of their strength and weakness.
Teacher used small group discussion technique to encouraged students to be active in
speaking, can express what their thoughts, and share their ideas or argumentation and avoided
students from problems like unconfident, feel afraid, and shyness. Trough small group
discussion technique teacher avoided students for being passive in learning speaking. Teacher
effort made situation class was not boring so, the students always motivated and felt spirit when
learning speaking.
The main aim of group small group discussion is to improve fluency, an grammar. It is
probably best allowed to function as a naturally communicative context. Before the discussion, it
is essential that the purpose of the small group discussion activity was set by the teacher. In this
way, the small group discussion points are relevant to this purpose, so that students do not spend
time chatting with each other about irrelevant things.
The reason why as the teacher has to be creative and smart in teaching speaking.
Teacher was sued to be able in creating of condition class to be comfortable to students. So,
students’ motivated was important in teaching learning process and teacher must be able to build
students’ motivation.
Teacher gave assessment on students’ speaking through PFA (Pronunciation, Fluency
and Accuracy). Giving assessment based on PFA was the important technique because teacher
will know the students’ development in mastering speaking.
35
The assessment that used by teacher in teaching speaking skill was important in
applying small group discussion technique. The teacher used assessment in teaching speaking to
improve students’ speaking skill especially pronunciation, fluency, and accuracy.
Based on interview, the teacher stated that in teaching speaking skill sometimes students
found difficulties in pronunciation. Hence teacher emphasized students to bring the dictionary,
bring the dictionary students not only get the new vocabulary but also students will know how to
pronounce every word.
In this research, the researcher concluded that teacher used small group discussion
technique in teaching speaking skill. The reason why teacher used small group discussion
technique in teaching because by speaking made the material easy understood by students and
students will not be passive in learning speaking.
36
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of this research, the researcher drawn the conclusions that some
techniques in teaching speaking, they were role play and small group discussion. Role play and
small group discussion as the techniques were taught that aimed to improve students’ speaking
skill.
Role play was a learning activity that can give students’ opportunity to use the language
that students know and to be someone else in practicing the dialogue. Role play technique was
applied in teaching speaking that students did role play based on the dialogue that have been
reference in the book. Teaching speaking through role play was aimed to improve students’
speaking skill especially in pronunciation.
Small group discussion was the technique that can give chance of students in
expressing ideas, thoughts, and argumentation. Teacher divided students into some groups and
engaged students to do discussion about the picture. Technique small group discussion made
students to be active in interacting each other. Small group discussion was applied to improve
students’ speaking skill so students’ will be active and can think critically in learning.
B. Suggestion
Based on the research and conclusion above, the researcher gave the constructive
suggestion that related on English teaching, are follows:
1. For the teacher. Teacher is center figure that was expected know how to apply the suitable
technique in teaching especially speaking. It is important because technique in teaching
learning process may influence the result of student achievement learning. As the teacher
has to be creative, active, helpful, friendly, and humble so the teacher can control the
learning activity well.
2. For the students. Students are expected to be more active, creative and have the high
confidence. Students have to pay attention and understand well when teacher is explaining
the material in front of them.
37
3. For the other researcher. This research about teacher’s techniques in teaching speaking skill.
It is expected for the other researcher that the result of this research can be used as
additional reference for the next research.
4. For the reader. The researcher believes that this thesis is far for being perfect, so the
researcher will accept good suggestion and constructive critics to make this thesis perfect.
The researcher also hoped that this thesis will be useful and contribute some valuable thing
to the researcher herself and all readers in general.
38
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http://www.teachingenglish.org.uk/articles/roleplay. Accessed on May 29th
, 2019.
Barrows, John, and Zorn. 1990. Fifteen Concise Role Plays and How to Use Them. A Form
Anthology. Cambridge University Press
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Francisco State University: Longman.
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Kayi, Hayriye. (2006). Teaching Speaking: Activities to Promote Speaking in a Second
Language. The Internet TESL Journal, Vol. XII, No. 11, November 2006. [online].
Retrieved on http://iteslj.org/Articles/Kayi-Teaching Speaking.html [February 22nd
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2019].
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Educational Research. San Francisco: Jossey-Bass.
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Miles, B. Matthew & Huberman, Michael A. 1994. Qualitative Data Analysis. USA: Sage
Publications.
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Ozer, O. (2005). Using Class Discussion to Meet Your Teaching Goals. FALL Newsletter.
Rusdiningsih, Lia. 2012. A Study on the Techniques for Teaching Speaking to the Second Year
Students of SMPN 1 Trangkil. University of Surakarta
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Unpublished.
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Thornbury, S. (2005). How to Teach Speaking. England: Pearson Educational Limited.
40
APPENDICES
Appendix I: Interview
Table 1
Interview Sheet for Teacher:
No Question
1 How are the procedures in teaching speaking?
2 Are there any difficulties in teaching speaking?
3 How students’ response toward way that used in teaching speaking?
4 What are the students’ problems in learning speaking?
5 How do you apply role play technique in teaching speaking?
6 How do you apply small group discussion technique in teaching speaking?
7 How are important of the technique that used in teaching speaking?
8 Do students feel enjoy in learning speaking?
9 How you encourage students to be active and participate in teaching learning
process?
10 What are kinds of problems when you face in teaching speaking?
11 How do you give the students feedback of students’ speaking activity in the
class?
Appendix II : Interview Transcription
Table 2
41
School Name : SMPN 7 Jambi City
Date : May 21st, 2019
Time : 10:25 a.m
Text Interview
R1 Assalamualaikum mom.
P1 Waalaikumsalam.
R1 Gimana kabarnya mom?
P1 Alhamdulillah baik. Dini gimana kabarnya?
R1 Alhamdulillah baik juga mom. Gini mom saya mau bertanya tentang
procedure pembelajaran speaking yang mom terapin ketika mengajar.
Apakah mom keberatan?
P1 Oh tidak silahkan saja bertanya, saya seneng kalo ada yang ngajak saya
sharing tentang pengajaran bahasa Inggris.
R1 Syukur deh mom kalo gitu. Langsung saja ya mom. Apa aja sih kegiatan di
kelas ketika proses belajar mengajar berlangsung?
P1 Kalo kegiatan sih seperti biasa ya. Namun sebelum proses belajar mengajar
dimulai saya menyesuaikan terlebih dahulu situaisi dan kondisi yang ada di
kelas. Misalnya nih, kalo pelajaran bahasa Inggris dimulai di pagi hari saya
nerapin kegiatan diskusi ke siswa atau kalo nggak saya sesuaikan semangat
siswa ketika belajar.
R1 Wah kreatif juga ya mom. Lanjut nih mom, bagaimana respon siswa terhadap
cara yang mom gunakan dalam mengajar?
P1 Respon siswa terhadap cara yang saya gunakan dalam mengajar baik.
Hanya saja terkadang ketika saya membentuk kelompok belajar siswa-siwi
saya ini tidak terima dengan teman kelompok yang sudah meraka dapat.
R1 Oh begitu ya mom. Nah kalo tentang kesulitan dalam mengajar speaking ada
gak mom?
P1 Kalo kesulitan dalam mengajar speaking pastinya ada ya. Siswa saya ini unik,
mereka itu kalo disuruh speaking itu malas tapi mereka paham apa yang saya
42
omongin atau materi yang saya jelaskan ke mereka.
R1 Apa alasan yang membuat mereka malas kalo di suruh speaking mom?
P1 Alasanya sih karena beberapa faktor ya seperti mereka tidak percaya diri
dengan kemampuan mereka, takut kalo salah pengucapan dan penguasaan
mereka dalam vocabulary juga sedikit.
R1 Oh itu ya alasanya mom. Apa saja masalah yang sering siswa temui ketika
belajar bahasa Inggris?
P1 Masalah yang sering siswa temui ketika belajar bahasa Inggris seperti yang
sudah saya jelaskan tadi seperti penguasaan vocabulary yang sedikit. Karena
penguasaan vocabulary yang sedikit berakibat siswa kesulitan dalam speaking.
Nah disitulah saya terapin ke siswa saya kalo belajar bahasa Inggris
diwajibkan setiap siswa untuk membawa kamus.
R1 Apakah ada punishment tertentu kalo ada siswa yang tidak membawa kamus
mom?
P1 Ketika saya mengajar saya tidak pernah memberikan hukuman yang berat
kepada siswa. Saya hanya memberikan mereka saran agar mereka tidak
mengulang kesalahan yang sama. Karena saya berfikir memberikan
punishment kepada siswa itu tidak bagus, saya takutnya malah bisa membuat
semangat belajar siswa saya menurun dan mental mereka terganggu.
R1 Ketika proses belajar mengajar bahasa Inggris berlangsung, bagaimana mom
ngasih ke siswa feedback?
P1 Saya kalo ngasih siswa feedback ke siswa saya itu secara langsung ya karna
menurut saya memberikan feedback secara langsung ke siswa, otomatis siswa
akan tahu dimana letak kesalahan mereka
R1 Mengenai teknik ni mom, apa saja strategi yang sering mom terapin dalam
mengajar speaking?
P1 Kalo teknik saya lebih sering nerapin teknik discussion sama role play.
R1 Bagaimana mom menerapkan teknik discussion dan role play ketika dalam
mengajar speaking?
P1 Saya menerapkan teknik discussion kadang dengan membuat small group
43
kadang juga berdiskusi dengan teman sebangku mengenai materi yang
diajarkan. Untuk role play saya suruh siswa saya untuk mempraktekan dialog
yang ada di buku secara berpasang-pasangan.
R1 Lantas bagaiman respon siswa ketika teknik discussion dan role play
diterapkan dalam kegiatan belajar mereka?
P1 Respon mereka baik ya, selama ini sih mereka enjoy dan nyaman dengan
teknik yang saya terapkan. Menurut saya melalui teknik small group
discussion dan role play diterapkan materi yang saya ajarkan meraka bisa
mudah memahaminya dan mereka juga menjadi aktif dalam kegiatan belajar.
R1 Seberapa penting sih mom mengajar dengan menerapkan teknik?
P1 Kalo ditanya seberapa penting ya penting banget ya soalnya seorang guru kalo
tidak mempunyai teknik dalam mengajar prose belajar mengajar malah tidak
tercapai dengan baik. Mengajar menggunakan teknik saya bisa mengukur dan
menentukan berhasil atau tidaknya saya mengajar.
R1 Bagaiman cara mom memastikan apakah siswa sudah paham atau belum
dengan materi yang telah mom jelaskan?
P1 Untuk memastikannya saya bertanya kepada siswa satu persatu tentang materi
yang telah saya ajarkan jika ada siswa yang belum memahami saya akan
menjelaskan kembali materinya.
R1 Oh begitu ya mom. Bagaimana mom mendorong agar siswa bisa aktif dan
selalu berpartisipasi dalam proses belajar?
P1 Dulu kami punya program belajar sore dimana kami melanjutkan materi
pembelajaran di pagi hari atau kita juga refreshing dengan memberikan siswa
game seperti game menyusun kata atau kalimat dan siswanya aktif semua dan
tidak pasif mereka berpartisapasi dengan antusias ketika belajar.
R1 Wah program belajar yang bagus ya mom. Apakah mom selalu mengajak
siswa untuk berbicara bahasa Inggris?
P1 Untuk speaking English saya tidak hanya nerapin di kelas saja ya namun di
luar kelas juga. Misalnya siswa saya bertemu saya di luar kelas mereka
menyapa saya dengan good morning, how are you mom atau dengan kalimat
44
sapaan bahasa Inggris lainnya.
R1 Bagaimana mom memberikan penilain speaking ke siswa?
P1 Untuk penilaian speaking siswa saya berdasarkan PFA (pronounciation,
fluency dan accurancy).
R1 Oh gitu ya mom. Terakhir ni mom, apa sih tujuan mom mengajar bahasa
Inggris ke siswa?
P1 Ketika saya mengajar bahasa Inggris saya berharap siswa-siswi saya ini benar-
benar menguasi kemampuan berbahasa Inggris dengan baik dari segi
speakingnya yang bagus dan penguasaan vocabularynya banyak. Dengan skill
English siswa saya bisa mendapatkan pengetahuan dan menlanjutkan
pendidikan ke luar negeri dengan mudah bagi mereka yang bercita-cita ingin
melanjutkan pendidikan ke luar negeri. Saya juga berharap siswa saya ini
belajar bahasa Inggris tidak hanya mendapatkan nilai dari guru tapi mereka
juga bisa menerapkan ilmu-ilmu yang sudah saya ajarkan ke mereka.
R1 Baiklah mom terima kasih banyak atas semua penjelasannya dan waktunya.
Sukses selalu ya mom.
P1 Iya sama-sama, sukses juga buat Dini semoga lancar skripsinya.
R1 Aamiin, terima kasih mom.
45
Appendik III: Interview
Interview Sheet for Students
No Questions
1 Do you like speaking subject?
2 How is important speaking for you?
3 What are the procedures do you know when teacher teaching speaking?
4 Do you feel enjoy when learning speaking?
5 What are the problems that you face in learning speaking?
6 Does your teacher apply the ways well when learning speaking?
7 What kinds of problems when you face in learning speaking?
8 How often you do mistake in learning speaking?
46
Appendix IV: Interview Transcription
Table 3
School : SMPN 7 Jambi City
Date : On May 21st, 2019
Time : 12:00 p.m
Place : in Garden School
Text Interview
R1 Assalamualaikum. Hallo apa kabar
P1, P2, P3, P4 and
P5
Waalaikumsalam. Baik kak
R1 Baiklah perkenalkan nama kakak Dini Eka Andestina kakak
dari UIN STS Jambi. Kakak mau tanya-tanya tentang kegiatan
belajar bahasa Inggris kalian, boleh?
P1, P2, P3, P4 and
P5
Boleh kak.
R1 Apakah kalian suka pelajaran bahasa Inggris?
P1 Suka kak, karena bahasa Inggris itu mudah dipelajari tapi
kadang juga susah sih.
R1 Susah kenapa, kasih tau dong alasannya?
P1 Susah sedikit sih, susah nginget aja sama terlalu banyak kata
kerja kak.
R1 Oh gitu, kalo kamu gimana?
P2 Sama kak alasannya tapi terkadang juga susah dimengerti
pelajarannya.
P3 Suka bahasa Inggris itu karena it is easy to learn setelah itu
dengan bahasa Inggris saya bisa berkomunikasi dengan orang
47
luar negeri dengan mudah. Kalo untuk susahnya itu
vocabulary itu kan banyak kak jadi susah mau dihafal saama
ngingetnya.
P4 Mudah dipelajari aja kayak tenses kak.
R1 Oh berarti suka belajar tenses ya?
P4 iya kak suka.
R1 wah bagus ya, kalo kamu?
P5 Sama sih kak suka sama pelajaran bahasa Inggris karena
mudah untuk dipelajari dan dipahami soalnyakan bahasa
Inggris sekarang sudah menajadi kebutuhan mau lanjutin
pendidikan aja perlu bahasa Inggris.
R1 Alasan yang bagus ya. Lanjut ya, nah kalo sama speaking
pada suka gak?
P1 Kadang-kadang suka kadang gak kak.
P2 Suka kak, kadang juga suka berkomunikasi sama temen-temen
kelas pake bahasa Inggris ya walaupun apa yang diomongin
bener atau nggak.
R1 Bagus dong kalo sering komunikasi pake bahasa Inggris sama
temen. Kalo kamu?
P3 Nggak terlalu suka sih kak sama speaking soalnya lebih suka
ke teorinya daripada ke speaking.
P4 Suka kak bangga aja gitu bisa ngomong bahasa Inggris dan
seneng juga soalnya udah dari SD dikenalin sama bahasa
Inggris. Dengan speaking saya sering ngomong bahasa Inggris
juga dirumah sama orang tua.
R1 Good ya, kalo di rumah juga udah sering ngomong bahasa
Inggris. Kalo kamu dek?
P5 Iya kak suka juga sama speaking.
R1 Oke well. Lanjut yak ke pertanyaan selanjutnya. Apa saja sih
yang kalian ketahui tentang cara-cara yang guru terapin dalam
48
mengajar?
P5 Bermacam-macam sih kak kadang mengajarnya pake cara
discussion, role play, presentasi sama tanya jawab gitu. Tapi
lebih sering ke discussion sama role play kak.
R1 Kalo kalian?
P1, P2, P2 and P4 Iya kak sama.
R1 Bagaimana respon kalian ketika belajar speaking melalui cara
discussion?
P1 Kalo menurut saya, saya jadi lebih aktif dan sering ngomong
bahasa inggris kak.
P2 Senang sih kak kalo belajar secara berdiskusi. Dengan
berdiskusi saya jadi bisa berbagi ide-ide dengan satu group.
P3 Menyenangkan kak.
R1 Bagaiman dengan role play?
P4 Kalo saya belajar dengan cara role play bisa melatih
kepercayaan diri ketika saya berbicara bahasa Inggris kak.
P5 Asyik sih kak dan nyaman kalo disuruh role play jadi saya
bisa lebih aktif berbicara bahasa Inggris.
R1 Gurunya kalo ngajar full English nggak?
P1, P2, P3 and P5 Nggak sih kak.
P4 kalo mengajar bahasanya mix Indonesia Inggris kak.
R1 Menurut kalian cara mengajar yang diajarkan guru itu
gimana?
P1 Kalo menurut saya guru kami mengajarnya bikin kita enjoy
dan cara jelasin materinya mudah dipahami.
P2 Iya sama karena mengajarnya gak full English jadi mudah
untuk dimengerti.
P3 Iya kak sama kadang juga kita selalu ngomong bahasa Inggris
gitu.
P4 and P5 Alasannya sama kak.
49
R1 Pertanyaan terakhir ni, bagaimana cara kalian untuk
meningkatakan bahasa Inggris kalian selain belajar di kelas?
P1 Saya seringnya nonton English movie kak.
P2 Kalo saya selain belajar di sekolah saya juga les bahasa
Inggris kak.
P3 saya English movie, music sama youtube kak.
P4 Saya sering nonton video music Inggris yang sudah ada
subtitlenya kak jadi saya bisa mendapatakan vocabulary baru
kak sama English movie juga kak.
P5 Kalo saya English movie sama les bahasa Inggris kak.
R1 Wah bagus-bagus ya cara kalian meningkatkan kemampuan
bahasa Inggris kalian. Oh ya terima kasih banyak ya atas
penjelasan dan waktunya untuk kakak. Semoga sukses terus
sekolahnya dan selalu rajin belajar ya.
P1, P2, P3, P4 and
P5
iya kak sama-sama.
50
Appendix V : Observation Field Note
School : SMPN 7 Jambi City
Date : on May 22nd, 2019
Place : Class 8 K
Topic : Descriptive Text
Teacher Students
Teacher opened the class by saying
“Asslamualaikum wr.wb”
Students answered “Waalaikumsalam
wr.wb”
Teacher gave greeting “How are you
today?”
Students answered “I’m fine mom.
How about you?”
Teacher checked students’ attendance
list. Who is absent today?
Students answered “no one absent
today”
Before learning, teacher gave
motivation first to students and made
sure students ready or not to study.
All of students are ready to study.
Teacher gave apperception by asking
to students “what is our lesson
yesterday?”
Students effort to remember about
material and one of students say that
topic last week about “prohibition”
After giving apperception, teacher
gave the new topic about descriptive
text. Teacher asked students “do you
know descriptive text?”
Student answered descriptive text is
menggambarkan.
Then, teacher explained the material
clearly form definition, purpose,
generic structure and language feature.
Students pay attention and effort to
understand what teacher explained.
Teacher showed the picture and made
the small group discussion. Every
group consists of 2 until 3 students.
All of students do what teacher asked
and discussed the picture based on
material.
51
Teacher engaged students to present
the result what have students
discussed.
Every group presented the result that
they have discussed with their friend.
Teacher asked students to conclude the
material.
Students concluded the material
togetherness.
Teacher end the class by saying
“Wassalamuailaikum wr.wb, see you
next meeting”
Students say “Waalaiakumsalam
wr.wb. see you too mom”.
52
Appendix VI: Observation Field Note
School : SMPN 7 Jambi City
Date : on May 23rd
, 2019
Place : Class 8 K
Topic : Expression of Asking and Giving Suggestion
Teacher Students
Teacher greeted to students by saying
“Assalamualaikum wr.wb, how are you
class?
Students answer “Waalaikumsalam
wr.wb. Fine mom and how are
you?”
Teacher checked the students’ attended
and asked who is absent today?
Student raise hand and answer that
there was a student do not come
because of unhealthy.
Teacher gave students motivation so
students be spirit in learning. Teacher
made sure students ready or not to start
the lesson
Every student feel motivated and
ready to study.
Teacher checked students by asking and
walk around the class who do not bring
the dictionary?
Students said that all of students
bring the dictionary today.
Teacher gave apperception about material
before by asking students what our
material last week?
Students answered, “Descriptive
text”
Before explaining the material, teacher
said the new topic today about expression
of asking and giving suggestion. Teacher
asked students anybody knew about the
material or not. Then teacher explained
Part of students knew from the
meaning and part students did not
know. Students’ class is conducie
and ready to study new topic.
53
the new topic today about expression of
asking and giving suggestion
Teacher explained what is asking and
giving suggestion from definition until
give the example.
All of students pay attention and
listen what mom teacher taught.
Teacher made sure to students. Did
students understand or not about the
material by asking. “Have you
understood and is there question about
the material”
Students said nothing and said that
they understand.
Teacher engaged students to look at the
dialogue in the book then teacher read
first and students follow
Teacher did what the teacher
engaged
Teacher engaged students to practice the
dialogue that have been in the book about
expression asking and giving suggestion.
After that teacher gave feedback to
students.
Students were enthusiastic to make
task from mom teacher. Then,
students practice the dialogue
alternately.
The class has finished. Teacher engaged
students to conclude about the material
that have been taught to students.
The students conclude togetherness
the material.
Teacher end the class by saying
“Wassalamuailaikum wr.wb, see you
next meeting”
Students say “Waalaiakumsalam
wr.wb. see you too mom”.
54
Appendix VII : Teaching and Learning Process
School : SMPN 7 Jambi City
Date : on May 22nd, 2019
Place : Class 8 K
Topic : Descriptive Text
T : Assalamualaikum wr.wb
S : Waalaikumsalam wr.wb
T : Good morning students
S : Good morning mom
T : How are you today?
S : I am fine mom and you?
T : I am good, thank you
Oke let’s check attendance list first. Ahmad Fahri
S : Hadir mom
T : Kemas
S : Hadir mom
Etc
T : ada yang ingat yesterday we studied about?
S : Prohibition mom
T : Yes, yesterday we studied about prohibition. Killa apa itu prohibition?
55
S : Laranagan mom.
T : Great larangan. Can you give the example!
S : Contohnya “Don’t smoking”
T : Excellent, any else?
S : Don’t speak loudly.
T : Good. Itulah contoh dari prohibition.
Oke today our topic is descriptive text? Please repeat tiara what our topic today?
S : Descriptive text.
T : Yes descriptive text. Descriptive text adalah tekas yang menggambarkan sesuatu, seperti
orang hewan, benda atau tempat, secara mendetail atau secara lengkap.
Guru menjelaskan materi descriptive text dari definition, tujuan, generic structure dan
languagr feature.
T : For the example. Have you ever seen the Borobudur temple?
S : Yes, ever mom.
T : What do you think about it?
S : Beautiful and big mom
T : Have you ever visited Borobudur temple?
S : Yes ever mom.
T : Ada pertanyaan tentang materi ini?
S : Tidak mom.
T : Are you sure?
S : Sure mom
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T : Baiklah, tugas kalian coba deskripsikan gambar president dengan berdiskusi bersama
teman sekelompok kalian. Setiap kelompok terdiri dari 2 sampai 3 orang. Ada pertanyaan
tentang tugas ini?
S : Tidak mom.
T : Ok let’s do the task.
Para siswa mengerjakan tugas.
T : Finish?
S : Finish mom.
T : Saatnya bacakan hasil diskusinya dari group 1.
S : The picture is Indonesian president
The name is Jokowi Widodo
He wears black suit and red tie
T : Excellent. Give applause to group 1
Etc
T : Time is over. Jadi hari ini kita belajar tentang?
S : Descriptive text mom.
T : What is descriptive text?
S : Text yang menggambar benda, orang, dan tempat.
T : Great.
Thank you for today. See you tomorrow. Wassalamualikum. wr.wb
S : Waalaikumsalam wr.wb
57
Appendix VIII: Teaching and Learning Process.
School : SMPN 7 Jambi City
Date : on May 23rd
, 2019
Place : Class 8 K
Topic : Expression of Asking and Giving Suggestion
T : Assalamualikum wr.wb
S : Waalaikumsalam wr.wb
T : Good morning students.
S : Good morning mom.
T : How are you today?
S : I am fine mom. How about you?
T : I am very well. Thank you.
Okay, I am going to check attendance list first.
Kemas
S : Hadir mom
T : Filza Nursafina
S : Hadir mom
T : Do you bring dictionary?
S : Yes mom
T : Good.
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Well, anybody still remember our lesson last week about?
S : Descriptive text mom.
T : Yes descriptive text
What is descriptive txt?
S : Menggambarkan
T : Good
Ok today we are going to study about expression of asking and giving suggestion.
Anybody knows what is expression of giving suggestion?
S : No, mom
T : Pay attention please, mom akan menjelaskan materinya.
Expression of asking and giving attention adalah ungkapan yang digunakan untuk
mengungkapkan bagaimana cara meminta dan memberi saran kepada orang lain. Do
you understand?
S : Understand mom
T : Good. Killa expression asking and giving attention apa tadi?
S : Ungkapan yang digunakan untuk meminta saran mom.
T : Very good Killa.
Next ya, pay attention of the example expression asking suggestion. “What should I do,
do you have any ideas?, Do you have any suggestion for me?, can you tell me what
should I do?, can you give some advice about?”
S : Mom advice artinya apa?
T : Do you bring dictionary?
S : Yes mom
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T : Ok open your dictionary
S : Saran mom
T : Yes saran, artinya sama ya dengan suggestion.
Okay let’s continue. Untuk contoh expression of giving suggestion biasanya diawali
dengan “you should, you need/ought to, I think you should, I advise you. Contohnya
you should bring the dictionary in English class.
T : Sampai disini ada pertanyaan?
S : No mom
T : Look at the example of dialogue in your book. Di buku ada dialogue yang terdiri dari
dua orang mom akan bacakan setelah itu kalian ikuti ya.
S : Oke mom
Teacher read the dialogue and students follow
T : Tugas kalian sekarang mempraktekan dialogue tersebut dengan teaman sebangku kalian
tanpa melihat catatan dialogue. Bisa?
S : Bisa mom
T : Sekarang mom beri waktu 5 menit untuk berlatih dengan teman sebangku kalian jika
ada kata yg sulit lihat dikamus bagaimana cara pengucapannya.
S : Yes mom.
T : Let’s practice your dialogue. Siapa yang mau praktek duluan?
S : Saya dan Fahri mom
T : Oke Kemas dan Fahri
Siswa melakukan role play secara berpasangan
T : Good. Give applause. Next siapa lagi?
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S : Saya dan Rafi mom
T : Okay, let’s practice
Etc
T : Baiklah karena semuanya sudah tampil dan waktunya sudah mau habis. Hari ini
belajar tentang expression of asking and giving attention, apa itu expression of asking
and giving suggestion?
S : Ungkapan untuk memberikan saran mom
T : Great. Expression of asking and giving suggestion adalah ungkapan untuk memberikan
saran. Berhubung waktunya sudah habis kita lanjutin materi di pertemuan selanjutnya.
Thank you for today Wassalamualaikum.wr.wb.
S : Baik mom. Waalaikumsalam wr.wb.
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Prima Ouch!
Siska What Happens?
Prima My stomach suddenly get pain. I get headache too.
Siska Did you eat something spicy this morning?
Prima No. I have not eaten any food yet.
Siska You have to eat now.
Prima It’s forbidden to eat when having a lesson in the
classroom.
Siska I must ask for a permission to Mr. Heru first.
Prima For what?
Siska To give you time to eat and take medicine.
Prima I don’t have any medicine.
Siska We should ask for it in the Health unit of School.
Prima Will you go there with me?
Siska Sure.
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Table Teaching activities in the classroom
Table 3
Activity Description Time
First
meeting
Opening activity
Teacher gave greeting to students.
Teacher checked attendance list and asked
students who did not bring the dictionary.
Teacher asked students ready or not to started the
lesson.
Teacher gave apperception to students.
The teacher opened the material about descriptive
text.
20 minutes
While activity
Teacher explained the material about descriptive
text. The material was explained from definition,
purpose, generic structure and language feature.
Teacher gave the example. Students imagine
about Borobudur Temple then describe it based
own their words.
Teacher divided student into small group, every
group consist of two until 3 students
Teacher asked students to discuss about picture of
Indonesian president with their group.
Teacher asked students to explain the result that
had been discussed.
60 minutes
Post activity
Teacher gave feedback to students.
Teachers gave students homework.
10 minute
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Teacher and students concluded the material.
Teacher closed the meeting say thank you to
students.
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Table Teaching activities in the classroom
Table 4
Activity Description Time
First
meeting
Opening activity:
The teacher greeted to students by saying
Assalamualaikum wr.wb.
Students answered by saying
Waalaikumsalam wr.wb.
Teacher checking attended class.
Teacher asked to students who do not bring
dictionary
Teacher asked students is there homework
and students answered “nothing”
The teacher gave apperception about the
material before.
The teacher opened the material about
expression of asking and giving suggestion.
20 minutes
While activity
Teacher asked students “anybody knows what
is expression of asking and giving suggestion.
Part students knew and part students did not
know.
Teacher explained clearly the material about
expression of asking and giving suggestion.
Teacher made sure all of students have
understood the material.
Teacher engaged students to look at dialogue
on the book, teacher read first and students
follow.
60 minutes
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Teacher gave opportunity in every group to
do role play based on the dialogue.
Post activity
Teacher gave feedback and assessment of
students’ showing.
Teacher and students concluded the material
what they had been learnt today.
Teacher and students concluded about
expression of asking and giving suggestion.
The teacher closed the meeting
10 minutes
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Appendix IX: School Profile
1. History of the school
Name SMP Negeri 7 Jambi City
No. School Statistics 2011000401007
Date Established 13 January 1977
School Accreditation A
School Address Jl. Jend. A. Thalib, Telanaipura Jambi City
Village Simpang Empat Sipin
Districts Telanaipura
City Jambi
Province Jambi
Postcode 36124
HP/Fax 0741-62098
Website http://smp7jambi.sch.id
Email [email protected]
Motto Seven is the best
This school was established in 1974 under the name SMPN 6 Jambi City headed by Nyi
Elidar Wahid Hamzah for 3 years, which at that time the school only has 4 clasrooms. In 1977
Nyi Elidar Wahid Hamzah replaced by A.B Sirait, this school was renamed and launch by the
central government on April 23 1977 become SMPN 7 Jambi City.
Since it is established until now has experienced 11 times head master at SMPN 7 Jambi
City, the school continued improvement such as regular class, superior class, first class talent,
English class, honesty canteen, business unit of the school, the pavilion, Mosque, building
repairs become stratified, toilet, process learning, as well as with student learning outcomes it is
attested by the change of status of the school of national standard school (SSN) into the
International standard school stubs (RSBI) in July 2009, but in June 2013 the government
removed RSBI in Indonesia including the state Junior High School 7 Jambi City. Although
Junior High School 7 Jambi City was not RSBI but achievement of State Junior High School 7
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still resounding, this can be seen from the contest National Olympiad Science and State Junior
High School 7 Jambi City Become general champion. This school has an area of 10,000 m2
and a
land property rights State Junior High School 7 Jambi City.
2. Vision, Mission, and Motto of the School
Vision, mission, and motto of State Junior High School 7 Jambi city are:
a. Vision
“Superior, Environmental and Global, morals, and cultured”
b. Mission
1) Develop content standards, process standards and graduation standard internationally.
2) Improving the standard of assessment, management, facilities, and infrastructure, as well as
the financing of international standards.
3) Raising the standards of teachers and international level.
4) Developing the cultural character of the nation for the entire school community.
5) Keeping and maintaining a school environment that is beautiful, comfortable, and conducive
to the implementation of the educational process.
6) Maintaining and developing the environmental sustainability of the school as part of a global
citizen.
7) Embodies the values of faith and piety as a cornerstone in all activities throughout the school
community.
c. Motto
“Seven is The Best”
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Appendix X
Documentation of Pictures
Teaching and learning process
Students do small group discussion
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Students do role play in pair.
Researcher do interview with teacher.
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Researcher do interview with five students
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72
73
74
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![Speaking Skill[1]](https://img.dokumen.tips/doc/110x75/577d36121a28ab3a6b921896/speaking-skill1.jpg)
