TEACHING LEARNING PROCESS OF EXTRACURRICULAR SPEAKING CLASS

AT SMP MUHAMMADIYAH 10 SURAKARTA IN 2015/2016 ACADEMIC YEAR: A

NATURALISTIC STUDY

PUBLICATION ARTICLE

Submitted as a Partial Fulfillment of the Requirements

for Getting Bachelor Degree of Education

in English Department

by

KURNIAWAN BUDI SANTOSO

A320 120 058

SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2016

TEACHING LEARNING PROCESS OF EXTRACURRICULAR SPEAKING CLASS AT SMP

MUHAMMADIYAH 10 SURAKARTA IN 2015/2016 ACADEMIC YEAR: A NATURALISTIC

STUDY

ABSTRAK

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

Kata Kunci: Proses belajar mengajar, ekstrakurikuler, kelas berbicara

ABSTRACT

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

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

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1. INTRODUCTION

Language and human being are two unseparated components. Language is urgently

needed by every human being in the world to communicate with each other Finnochiaro (in

Srijono 2001:7) states that, “Language is used to express one’s emotions, needs, thoughts, ideas,

attitudes, etc.” Similarly, Wardaugh (1972:8) remarks that, “Language allows people to say things

to each other and express their communicative needs.” There are many languages used by people

to communicate, for example: French, English, India, Japanese, and Indonesia. Among them,

English is the language considered as an international language, because it is used widely by

people all over the world. It is considered as a bridge of communication among people from

different countries including Indonesia. It is used in most fields such as in economics, politics,

tourism, education, etc.

According to Anthony (in Fauziati 2014:11) “three levels of conceptualization and

organization of teaching English as foreign language which are terms as approach, method, and

technique.” The first level of conceptualization and organization is approach. Anthony (in

Fauziati, 2014:11) views approach as ”A set of correlative assumptions dealing with the nature of

language and the nature of language teaching and learning. An approach is an axiomatic.” The

second level is method. Anthony (in Fauziati, 2014:12) defines method as “An overall plan for

the orderly presentation of language material, no part of which contradicts, and all of which is

based upon the selected approach. A method is procedural.” The third level is technique. It is

“implementation which actually takes place in a classroom. It is a particular trick, strategy, or

contrivance used to accomplish an immediate objective. Technique must be consistent with a

method, and therefore in harmony with an approah as well” (in Fauziati, 2014:13).

The teaching of speaking skill should be figured as central in foreign language pedagogy.

The goal of teaching speaking skill is communicative efficiency. This means that learners should

be able to make themselves understood. Teaching speaking is an important aspect in language

learning and process, this is crucial step of foreign language learning and teaching. In Indonesian,

the context of teaching speaking has been undervalued and English teachers have continued to

teach speaking as a repetition of drills or memorization of dialogues.

Teaching speaking has its own ways to make students engaged especially in Junior High

School. It is necessary to conduct an interesting technique in teaching speaking activity. The

implementation of technique actually takes place in a classroom. It is a particular strategy or

contrivance used to accomplish the problem when teaching speaking is running. Technique used

in teaching speaking at Junior High School must be consistent with a method and therefore in

harmony with an approach as well. Technique encompasses the actual moment to moment

practices and behaviors that operate in teaching speaking according to a particular method.

Then, the students can enjoy their learning process if the technique and method are suitable with

their situation.

In SMP Muhammadiyah 10 Surakarta, English becomes a compulsory extracurricular

organized by the school especially on speaking. The students have fun to study English for

many reasons: it is interesting, and the desire to speak English fluently. For them, speaking is

the most favourite part when they learn English because the students can express their opinion

or state something directly. The teacher used various techniques in teaching speaking activity in

order to make the students feel comfortable in teaching and learning extracurricular of English.

On other hand, the students have a good ability in speaking skill. The teaching learning process

becomes effective because the students have a willingness to study English and want to

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maximize their speaking ability. However, the teaching learning process of speaking in every

school has different ways to deliver. In SMP Muhammadiyah 10 Surakarta, the teaching speaking

has a different way and techniques in their teaching learning process especially for extracurricular

of speaking. Therefore, the researcher needs to conduct such a research in order to know how

the teaching learning process of extracurricular speaking activity in SMP Muhammadiyah 10

Surakarta.

Based on the review above, the researcher interested to describe the teaching learning

process at SMP Muhammadiyah 10 Surakarta. To prove the originality of this research, the

researcher takes some previous study related to the teaching speaking. There are Febrian (2015),

Sarlinda (2015), Barokah (2014), Rulianto (2014), and Pertiwi (2013).

Febrian (UMS, 2015) the study was aimed to describe the teaching objective, curriculum,

syllabus, the roles of teacher, the roles of student, materials, the procedure of the English

teaching-learning process, the asessment, and the problem faced by the teacher and the students

in English teaching learning.

This was a descriptive qualitative research. The participants of this study were the

English teacher and the students of Eight grade of SMP N 1 Cepogo Boyolali. The object of

this research was English teaching learning process at SMP N 1 Cepogo Boyolali. The techniques

of collecting data were observation, interview, and documents analysis. The techniques of

analyzing data were reduction of data, display of data, and verification.

The result of this study showed that there were two objectives of English teaching in

SMP N 1 Cepogo Boyolali: general and specific objectives. The general objective of English

teaching-learning process in Junior High School, was to improve the students English ability .

including four language skills there were listening, speaking, reading and writing. The specific

objectives in listening were to enable students to identify the detail of information. In speaking,

to enable to make conversation about a fact. To enable the students to read a functional text

orally with good intonation, in reading. And in writing, to identify the use of present continous

form and to identify the use of simple past tense. The curriculum used in the school was the

2006 curriculum. The syllabus was theme-based syllabus. The teacher’s roles were as a monitor,

as ,motivator, as a controller, as a model, as a material developer and as an evaluator. The

student’s roles were as listener,and performer. The materials were books and cassette or CD. The

classroom activities focused on the objectives of English teaching-learning. In assessment, there

were three types, the daily test, mid test and final test. Problems faced by teacher were such as

the students a give little attention to the English teaching-learning process and the teacher had

limited time to deliver the material. Problem faced by students were the status English is second

language for the students and limitation of vocabulary.

Sarlinda (UMS, 2015) this study is aimed to describe the teaching learning process of

speaking skill based on instructional design at SMP N 2 Kebakkramat.This was a decriptive

research. The subject of this research was the English teacher and the students of the first year

of SMP N 2 Kebakkramat. The object of the research focused on an instructional design on

extracurricular speaking class at SMP N 2 Kebakkramat in 2014/2015 academic year. The

techniques of collecting data were observation, interview and document analysis. And the

techniques of analyzing data were reduction of data and verification of data.

The result of the research were: 1). There were 3 syllabus used by the English teacher for

the first year of SMP N 2 Kebakkramat: lexical syllabus, structural syllabus, and task-based

syllabus. 2). There are two learning objectives in teaching speakin: general and specific objective.

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The general objective was aimed to develop communicative competence in spoken and written

form to deal with the development of science and technology in facing the globalization era. The

specific objective,is to enable students to make a simple transactional and interpersonal

conversation to interact with their environtment. 3). In the classroom procedures in teaching

speaking, the teacher used 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation)

and 3E (Engagement, Exploration, Evaluation). 4) The classroom techniques used in teaching

English in Speaking skill were discussion, problem solving, read aloud, and question/answer. 5).

Instructional material used in teaching speaking was printed material. It was the English

textbook dictionary. 6). The teacher’s roles for teaching English in speaking skill were as

facilitator, as instructor, as consultant and as evaluator. 7) the student’s roles for teaching English

in speaking skill were as listener and performer. 8). The assesment model for teaching english in

speaking in SMP N 2 Kebakkramat were quiz, homework, daily test, and oral test.

Barokah (UMS, 2014) this study was aimed to describe english speaking teaching-learning

process at the first year of SMP N 2 Colomadu in 2013/2014 academic year.This research was

descriptive qualitative research. The subject of this research was the English teacher and the

student of the first year of SMP N 2 Colomadu. The object of this research was English teaching

learning process of speaking at the first year of SMP N 2 Colomadu. The techniques of

collecting data were observation, interview, and document analysis. And the techniques of

analyzing data were reduction of data, display of data, and verification data.

The results of the study, the researcher finds the implementation of teaching-learning

process, consits of the goal of teaching speaking, the materials, the teacher’s role and learner’s

role, classroom procedure and evaluation. The result of study showed that the problems faced

by the teacher were classroom management,different competences of the students, the lack of

the students activity. On the other hand, the problem faced by students were limited vocabulary,

difficulty of pronunciation, difficulty of structure, and factor nervousness. The problem solving

used by the teacher was giving advice and motivation to the students about the importance of

their activity in speaking class, creating good relation between the teacher and the students who

got bad score in speaking test, suggesting the students to bring dictionary.

Rulianto (UMS, 2014) this study is aimed at describing the teaching objective, curriculum,

syllabus, material,aspect of the process of reading, classroom procedure in reading teaching

learning process, classroom activities, the roles of teacher, method, the roles of student, and

problem faced in reading teaching learning process.

This was decriptive one especially ethnoghraphy research. The subject of the study were

the English teacher and the seventh students of SMP N 2 Sawit Boyolali consits of 24 students.

The object of this research was teaching learning process of reading at the seventh grade in SMP

N 2 Sawit Boyolali. The techniques of collecting data were direct obervation, interview, and

document analysis. The techniques of analyzing data were collecting data, grouping data,

classifying data and drawing conclussion.

Based on the research finding, the objective of teaching in SMP N 2 Sawit Bayolali was

to enrich the students vocabulary by providing the material to memorize. And the students

recognize the instruction when the teacher asked the students to translate the sentence. The

curriculum used in the school was the 2006 curiculum. The syllabus was based on school level-

based curriculum. The material used by the teacher was the workbook. The method used by the

teacher was Genre Based Approach. The procedures of reading teaching learning process

involved in four main procedures: Building Knowledege of Field (BKOF), Modelling of the Text

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(MOT), Join Construction of the Text (JCOT), and Individual Construction of the Text

(ICOT). The teacher’s roles were as a monitor, controller, and model. The student’s roles were as

listener and performer. The problem faced by the teacher were difficulties in managing the

students in the class, the students did not focus in learning English, the students had problem in

interpreting the content of English reading, the students also had difficulties in translating the

words from English into Indonesian and Indonesian into English, and the students had bad

pronunciation, the student cannot write sentences properly and spell the word correctly.

Pertiwi (UMS, 2013) the aimed was to describe the teaching learning process of speaking,

the objectives of learning, the material of speaking, the procedure and activities in teaching

speaking, the problem faced by the teacher and students.

This research was descriptive qualitative research focuses on describing the teaching

learning process. The subject of this research was the eleventh grade students of SMK

Muhammadiyah 1 Sukoharjo with eleventh class as the object of the study. The method of

collecting data were observation, interview, and document.

The results of the research: 1). The objectives of learning speaking was to enable the

students in being active in practicing English in oral form; 2). The material used by the teacher

was the teacher lesson plan. 3). The procedure and activities in teaching speaking involved three

phases: exploration, elaboration, and confirmation. The activities in exploration were asking

question, giving explanation, and giving example of the text. In elaboration, the activities was

making a group while confirmation activities were giving explaination in every meeting and

giving the task as homework; 4). The problem faced by the teacher were managing the time,

classroom management; 5). The problem faced by the students in speaking were limited

vocabulary, pronunciation, grammar, the performance, nervousness.

This research extend it aims at describing the teaching learning process of extracurricular

speaking class to investigate the learning objective, classroo technique, classroom procedure,

teacher’s roles, student’s roles, media and assessment. The underlying theories consists of notion

of teaching and learning, component of teaching and learning (learning objective, classroom

procedure, instructional material, teacher’s roles, students roles, assessment, and media), notion

of speaking, notion of teaching speaking, classroom techniques of speaking and notion of

classroom interaction.

Kirnble and Garmezy (in Brown 1994:7) state that teaching is sharing or helping

someone to learn how to do something by giving instruction, guiding in the study of something,

providing with knowledge, causing to know or understand. According to Sardiman (1996:47-52)

teaching is an activity to create situation to support the learning process or a teacher’s activity to

deliver materials to the students so that the transfer of knowledge happens.

Klein (1996:2) defines learning as experiental process resulting in a relatively permanent

change in behavior that cannot be explained by temporary states, maturation, or innate

tendencies. The idea of learning has three main components namely change behavior,

permanent, and process.

Teaching and learning process is an activity which is taking and giving process between

the students and teacher. It means that the teacher gives instructional materials and the students

take them. Teaching consists of the activities, task, and learning experience selected to help bring

about learning in the classroom. Teaching learning process is defined as instructional process

through process organization and direct interaction of teachers, learners and materials in the

classroom (Richard & Roger, 1986:22).

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There are some parts of teaching and learning process, they are usually called as some

components in teaching. The components consists of the Learning Objective, Classroom

Procedures, Classroom Interaction, Instructional Material, Teacher’s roles, Student’s roles,

Assessment, and Media.

Bloom (1975: 38) stated that learning objectives is an outcome statement that capture

specifically what knowledge, skills, attitudes learners should be able to exhibit the following

instruction. A learning objective is an outcome statement that captures specifically what

knowledges, skills, and attitudes learning objectives are clear statements that describe the

competences that students should posses upon completion of course. Learning objectives are

also increasingly being used in the job-performance evaluations of teachers.

Brandy (1992: 5) classifies objectives into behavioral, instructional, and performance. To

behavioral an objective need only states the intended observable outcome of learning in term of

students behavior. Instructional objective refers to teacher’s instruction and performance related

to how the learners performs their capability. According to KTSP 2006 learning objective is

formulated into general education and specific education objectives known as indicators. a).

General objective, it comprises of the statement which defines the outcome of the learning

activity, represent a particular point in the general orientation of a curriculum. b) Specific

learning objective, the statement which describes the trend of the learning activity. It is

formulated in terms of observable bahaviour. It reveals the process of learning effort which will

be reached by the learners based on their competency. It enables the certain objective in each

unit of material.

According to Matheson (in Setianingsih 2012), learning objectives are also statements

that describe what learners will be able to do as a result of teaching. Learning objectives are

aimed at three domains of learning: knowledge, skills and attitude. These are also termed the

cognitive, psychomotoric, and affective domains of learning.

In sum, a key idea for inquiry-learning is that there is a cycle or spiral of inquiry.

Knowledge is not static and learners are not an empty vessel whose job is to absorb pre-defined

material as much as possible. This cycle is a process which engages students to ask and answer

questions on the basis of collected information and which should lead to the creation of new

ideas and concepts. Bruce and Davidson exemplify a cycle of inquiry such as asking,

investigating, creating, discussing and reflecting, ( in Fauziati 2014:159).

The most popular version of classroom procedure is the 5-E model that was proposed

by Rogers Bybee in 1997, which comprises of Engagement, Exploration, Explanation,

Elaboration, and Evaluation, Fauziati (2014:160-162).

First stage is Engagement. In this stage, the activities should make connections between

past and present learning experiences and then anticipate activities and focus on students'

thinking on the learning outcomes of current activities. Students should become mentally

engaged in the concept, process, or skill to be learned.

The Second stage is exploration. This stage focuses on how knowledge is transferred,

understood, and interpreted; thus there should be involvement of students to broaden, deepen,

or compile information on their initiative. In this case, students develop and validate the

information as input for learning activities.

The Third stage is explanation. In this stage, students explain their understanding of

concepts and processes. New concepts and skills are introduced as conceptual clarity.

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The Fourth stage is Elaboration. The teacher provide students with clear explanations

and examples or models. Explanations can be give in a variety of way including: discussion of

findings from the exploration activities, lecture, multimedia presentations, compute simulations,

viewng a videotape, explaining sections of a textbook, and focused student activities.

The Fifth stage is evaluation. In this stage, students assess their knowledge, skills, and

abilities. Activities permit evaluation of student development and lesson effectiveness.

Richard (2001:208) argued that instructional material generally serve as basic for much of

language inputs for learners receive and practice language that occurs in the classroom.

Instructional material means content that conveys the essential knowledge and skill of a subject

in the public school curriculum through a medium or a combination of media for conveying

information to the student.

Instructional material refer to any instruments, devices, or material used to transfer and

hand over the knowledge, information, news and skills to learn from teacher or instructor to

learners or students (Amuseghan, 2007:34). Principle in using the instructional instruments and

materials in teaching are they must be suitable in terms of content and learning objectives set by

the teacher. The teaching material must be accurate and suitable for the students to learn, and

practice their analytical skill.

Teaching methodology can be characterized as the activities, task, and learning

experience selected by the teacher in order to achieve learning, and how these are used within the

teaching learning process. The role of the teacher is to create specific matters of interaction

between the teacher and the students in classroom; these are designed to gradually shift

responsibility for learning from the teacher to the students.

Hammer (1987:29) stated that there are many teacher’s roles in teaching learning process:

a). Teacher as Facilitator, teacher in charges of the class and of the activity taking place in a way

that is substantially different from a stuation where students are working on their own group. b).

Teacher as Manager Organizer, the teaching may have the role as manager and organizer through

three various approaches: Creating the framework object; Creating and managing the learning

climate; Structuring and guiding the learning process.

c). Teacher as Assessor, the teacher offers feedback on students performance, correction for

students in various ways and handling students grades. d). Teacher as Prompter, teacher keens

on encouraging the students to think creatively, suggesting and also prompting students in

monolingual group to speak foreign language than using their mother tongue.

e). Teacher as Observer, teacher observes what the students do so that the teacher can give them

useful feedback. f). Teacher as Investigator and Researcher.

Yamin (2008:84) argued that “ a teacher or instructor acts as a mediator and a

facilitator”. It means teacher’s job description are: (1). Providing learning experiences in order to

be responsible in teaching activity for instance: planning, process and research; (2). Providing or

giving the stimulus for students inquisition and helping them to express and communicate their

schemata. The teacher become the facilitator when they provide problem experiences and

motivation in conducting learning process; and (3). Evaluating monitorial and show student

rational in problem solving.

The students are the subject not the object, meaning that, the students have important

role in the classroom too, the teacher will express their opinion without limiting their freedom to

choose and use the way they like. The students as a negotiator means that between teacher and

students are cooperative to each other to achieve the goals of teaching learning process, so the

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students and teacher have interaction. If the students make mistakes and they do not understand

about the subject, the teacher has responsible to give explanation of the correct answer until the

students understand.

Johnson and Paulton (in Wardani 2006), spell out learners roles in following terms: a).

Learners plan their own learning program and this ultimately assume responsibility for what they

do in the classroom, b). Learners motivate and evaluate their own progress, c). Learners are

members of a group and learn by interacting with others, d). Learners tutor other learners, e).

Learners learn from teacher, from other students, and from other teaching sources.

Learning is a process to acquire knowledge. It needs hard work and sometimes will make

students frustrated and get bored, and finally they lose their attention to a lesson. In this case, the

use of media in teaching- learning process is needed to attract students’ attention and to make

teaching- learning activities more interesting and also effective. The use of media in teaching

andnlearning process is not a new thing.

Media are the means for transferring or delivering messages. Li-Ling Kuo (1996) states

that, “a medium is called the educational medium when the medium transfers message for

teaching He adds that the use of media is important and it is impossible to coordinate teaching

with learning without using media.

Media are flexible because they can be used for all level of students and in all subjects.

Teaching media can also encourage students to take more responsibility for and control over

their own learning, engage in joint planning of the syllabus, and take longer-term perspectives on

their own learning (Masterman, 1999). Since media give many advantages, a teacher should

consider a medium to be used in teaching- learning process. According to Gagne (1977:64)

media is one of component in learner environtment to stimulate them in learning.

According to Ladouse (in Nunan, 1991: 23) speaking is described as the activity or the

ability to express oneself in the situation, or the activity to report acts, or situation in precise

words or the ability to converse or to express a sequence of ideas fluently. Furthermore, Wilson

(1983:5) defines speaking as development of the relationship between speaker and listener. In

addition, speaking determining which logical linguistic, psychological a physical rules should be

applied in a given communicate situation”. It means that the main objective of speaking is for

communication. In order to express effectively, the speaker should know exactly what he/she

wants to speak or to communicate, he/she has to be able to evaluate the effects of his/her

communication to his/her listener, he/she has to understand any principle that based his

speaking either in general or in individual.

Speaking has been regarded as merely implementation and variation, outside the domain

of language and linguistic proper. Linguistic theory has mostly developed in abstraction from

context of use and source of diversity. Therefore, Clark and Clark (in Nunan, 1991: 23) said that

speaking is fundamentally an instrument act. Speakers talk in order to have some effect on their

listener. It is the result of teaching learning process. Students’ skill in conversation is core aspect

in teaching speaking, it becomes vitally aspect in language teaching learning success if language

function as a system for expression meaning, as Nunan (1991:39) states that the successful in

speaking is measured through someone ability to carry out a conversation in the language. We

confess that there are many proponent factors that influence teaching speaking success and there

are many obstacle factors why it is not running well.

Wallace (1978:98) stated that oral practice (speaking) becomes meaningful to students

when they have to pay attention to what they are saying. Thus, the students can learn better on

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how to require the ability to converse or to express their ideas fluently with precise vocabularies

and good or acceptable pronunciation.

According to Hornby (1995: 37) teaching means giving the instruction to (a person): give

a person (knowledge skill, etc). Tarigan (1990: 3-4) defines that speaking is a language skill that is

developed in child life, which is preceded by listening skill, and at that period speaking skill is

learned.

According to Bailey and Savage (1994:vii) in Fauziati (2010:15) state that speaking in a

second or foreign language has often been viewed as the most demanding of the four skills. As a

result, the teaching of speaking skill should be figured as central in foreign language pedagogy.

The goal of teaching speaking skills is communicative efficiency. This means that learners

should be able to make themselves understood, using their current proficiency to the fullest.

They should try to avoid confusion in the message due to faulty pronunciation, grammar, or

vocabulary and to observe the social and cultural rules that apply in each communication

situation.

Classroom techniques is defined as the methods and strategies an educator uses to

maintain a classroom environment that is conducive to student success and learning. Although

there are many pedagogical strategies involved in managing a classroom, a common denominator

is making sure that students feel they are in an environment that allows them to achieve.The

technique also aim to stimulate discussion and information-trading transaction.

Interaction in the classroom is not random. The matter of who speaks and when is often

governed by certain regulations. According to Hall and Walsh (2002) “classroom interaction

takes on specially significant role in that it is both the medium through which learning is realized

and an object of pedagogical attention”.

Hall and Verplaetse (2002:10) claim that “it is in their interactions with each other that

teachers and students work together to create the intellectual and practical activities that shape

both the form and the content of the target language as well as the processes and outcomes of

individual development”.

2. RESEARCH METHOD

This study employed a qualitative naturalistic research to investigare how the teaching

learning process of extracurricular speaking class at SMP Muhammadiyah 10 Surakarta. The

research includes naturalistic study. According to William (1989:66) naturalistic study is“ Inquiry

conducted in natural setting (in field of interest, not in laboratories), using natural methods

(observation, interviewing, thinking, reading and writing) in natural interests in what by people

who have natural interests in what they are studying (practioners such as teachers, counselors,

and administrators as well as researcher and evaluator).”

In this research, the participant of the research were one the English teacher, Mrs. R. and

20 students of seventh grade A SMP Muhammadiyah 10 Surakarta in 2015/2016 academic year.

The English teacher’s name was Mrs. R. And several students of seventh grade A, which consists

of 20 students. In this research, the of data were information about teaching learning process of

extracurricular speaking class based on observation and interview notes accumulated in the field.

The data of this research are field note, inerview script. Then the data sources are event,

informant, documents. The study used methods of collecting data: observation, interview and

recording, and documentation.

3. FINDING AND DISCUSSION

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To describe the teaching learning process of extracurricular speaking class, the researcher

divides it into seven components teaching learning to analyze: 1. Learning objective, 2. Types of

classroom techniques and classroom procedure, 3. Classroom interaction, 4. Teacher’s role, 5.

Student’s role, 6. Media, 7. Assessment.

1. Learning objective, based on Curriculum KTSP 2006, there are two kinds of learning

objective, namely general objective and specific objective :The general objective consists of four

skills : a) Listening, to understand the meaning of transactional conversation and interpersonal

very simple to interact with the immediate environment. b). Speaking, to express the meaning in

conversation of transactional and interpersonal very simple to interact with the immediate

environment. c). Reading, to understand the functional meaning of the text and write short

essays a very simple form of descriptive and procedure relating to the immediate environment.

d). Writing, to reveals the functional meaning of the text and write short essays a very simple

form of descriptive and procedure for interaction with the immediate environment

The specific objective of extracurricular speaking class were to develop the speaking skill

of student, to train student to speak English, and to make student can communicate with others

although in minimal level. The teacher hopes that students to make a conversation and try to

communicate with their friends by using English. To develop speaking skill students need

intensive practice. Speaking practice is usually done in pair and group work. Students participate

in some communicative activity

2. Classroom techniques, based on research findings, Classroom techniques used by the

teacher in the teaching learning process of extracurricular speaking class, those are question and

answer, discussion, jigsaw, and role play.

3. Classroom procedure, the English teacher uses the same clasroom procedure, learning

stage of Inquiry Based Learning called 5E ( Engagement-Exploration-Explanation-Elaboration-

Evaluation).

4. Classroom interaction, based on research finding, the types of classroom interaction in

Class 7A divided into two, namely classroom interaction the teacher with students, and

classroom interaction student with other student.

5. Teacher’s roles, the teacher’s roles in the teaching learning process of extracurricular

speaking class as follows: teacher as manager or controller, teacher as facilitator, teacher as

instructor, teacher as motivator and the teacher as evaluator.

6. Student’s roles, beside the teacher’s roles, the student’s roles also had learners role in

the teaching learning process. The students roles influenced the effectiveness of teaching

learning process. Based on research finding, the students roles of SMP Muhammadiyah 10

Surakarta are students as active participant and student as member of a group.

7.Media , based on observation in the classroom, the reseracher founds the media used

by the teacher at SMP Muhammadiyah 10 Surakarta are variants. The media as follows:

whiteboard, boardmarker, audio, video, laptop and LCD.

8. Assessment, the kinds of assessment for teaching speaking used by the English teacher

at SMP Muhammadiyah 10 Surakarta as follows: homework, oral test, and daily task.

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The result of components the teaching learning process extracurricular speaking class

No Components Research Finding

1 Learning Objective Learning objective divided 2 types:

a. General Objective

b. Specific Objective

2 Types of Clasroom

Technique

Classroom techniques:

a. Question and Answer

b. Discussion

c. Jigsaw

d. Role Play

3 Classroom Procedure 3 patterns of classroom procedure:

a. Pattern one (engagement-expalanation-

evaluation)

b. Pattern two (engagement-explanation-

elaboration-evaluation)

c. Pattern three (engagement-exploration-

explanation-elaboration-evaluation)

4 Types of Classroom

Interaction

2 types of classroom interaction:

a. Interaction teacher with students

b. Student interaction with students

5 Teachers’ Roles Teacher as:

a. Manager or Controller

b. Facilitator,

c. Instructor,

d. Motivator,

e. Evaluator.

6 Students’ Roles Students as:

a. Active participant

b. Member of a group.

7 Media Media :

a. Whiteboard

b. Audio

c. Video,

d. LCD

8 Assessment Assessment:

a. Daily task

b. Homework

c. Oral test

4. CONCLUSION

In the teaching learning process of extracurricular speaking class, the teacher should give

more attention to the student’s speaking ability. It is better the teacher gives moe exercise to the

students to practice their speaking ability. The teacher should attention and understand on the

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component of teaching learning process, because its important instrument on teaching learning

process such as learning objective, classroom techinques, etc.

In the implication of teaching learning process, not all of the instrument of teaching

learning process done perfectly by the teacher. There are several parts which done repeatedly by

the teacher. In order to optimize the students speaking ability, the teacher should use the

complete procedure when teaching learning process is already happen. The techniques used is

also in the same way. But, in the material, the teacher delivers it with the good way, so the

students are interested.

Extracurricular application in SMP Muhammadiyah 10 Surakarta was different than the

other schools. Because the application of extracurricular particularly speaking class held at

regular school hours, and is a mandatory program for students of class VII. With such

expectations from the school towards their students that speak English fluently, more confident

again and add to the knowledge of his vocabulary.

While for the of teaching, learning, managing process in the classroom, the teacher

responsible for the material submitted, learning techniques are used, up to the medium used to

support the learning. Therefore, the teaching and learning process extracurricular speaking class

at SMP Muhammadiyah 10 Surakarta very well. Teachers really prepare materials to be

delivered, the delivery of content to the techniques and media used to support the delivery of the

material, so that the students really enjoy the process of learning and students are more active in

extracurricular classes than regular classes.

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Agus Febrian, Dwika. (2015). English Teaching Learning Process at Eighth Grade of SMP Negeri 1

Cepogo in 2014/2015 Academic Year. Skripsi Thesis. UMS

Barokah, Novi (2014). A Descriptive Study on English Speaking Teaching Learning Process at the First

Year of SMP Negeri 2 Colomadu in 2013/2014 Academic Year: Skripsi Thesis. UMS

Luoma, S. (2004). Developing speaking tasks. In Assessing speaking (pp. 139-169). Cambridge: CUP

Pangestika Sadono, Sarlinda. (2015) Intructional Design for the Teaching of Speaking Skill at SMP

Muhamamadiyah 7 Surakarta: A Naturalistic Study. Skripsi Thesis. UMS

Pertiwi, Christina Yuniarti. (2013). A Descriptive Study on Speaking Teaching Learning Process at the

Second Year of SMK Muhammadiyah 1 Sukoharjo in 2010/2011 Academic Year: Skripsi

Thesis. UMS

Rulianto, Dwi. (2014). A Descriptive Study on Reading Teaching Learning Process at Seventh Grade of

SMP Negeri 2 Sawit Boyolali in 2013/2014 Academic Year: Skripsi Thesis. UMS

Sarlinda, Adisti. (2015). An Instructional Design of Extracurricular Speaking Class at First Year of SMP

Negeri 2 Kebakkramat in 2014/2015 Academic Year: A Naturalistic Study: Skripsi Thesis.

UMS

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