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A DESCRIPTIVE STUDY ON METHOD IN TEACHING SPEAKING
AT THE EIGHTH YEAR OF SMP Hj. ISRIATI SEMARANG
IN THE ACADEMIC YEAR OF 2010/ 2011)
THESIS
Submitted in Partial Fulfillment of the Requirement
For the Degree of Bachelor of Education
In English Language Education
By:
Sugiyartono
053411316
TARBIYAH FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2011
ii
iii
iv
KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO
FAKULTAS TARBIYAH
Jl. Prof. Dr. Hamka Kampus II Ngaliyan Telp.7601295 Semarang 50185
RATIFICATION
Name : Sugiyartono
Student number : 053411316
Title : A Descriptive Study on Method in Teaching Speaking at the
Eighth Year of SMP Hj. Isriati Semarang in the Academic
Year of 2010/1011.
Had been ratified by the team of thesis examiner of education faculty of Walisongo
state institute for Islamic studies Semarang on:
Day : Thursday
Date : June 30th 2011
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MOTTO
Surely, Allah would not with draw a favor that He can conferred upon a people until
they change their own attitude toward Him. 1
1 Muhammad Zafrulla Khan, the Qur’an, (London: Curzon press, 1981), p. 232
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A THESIS STATEMENT
I certify that this thesis is definitely my own work. I am completely responsible for
the content of this thesis. Other writer’s opinions or findings included in the thesis are
quoted or cited in accordance with ethical standards.
Semarang, June 28th 2011
The Writer
Sugiyartono
053411316
vii
ACKNOWLEDGEMENT
بسم اهللا الرحمن الرحیم
السالم علیكم ورحمة اهللا وبركاتھPraise be to Allah who has give blessing and mercies so that the writer can
finish in creating this thesis.
Shalawat and salam may be granted to our noble prophet Muhammad Saw
and his family, his friends, and his followers who has brought Islam until this present.
As a ordinary human who has the weakness and limitedness, the writer realize
that the thesis by the title “The Analysis Study of Teachers’ Scaffolding Talks at the
First Grade of Bilingual Class of SMP 01 Tayu in the Academic Year Of 2009/2010”
can not be finished without any support, guidance, and help from the other people and
another side. For that, by the honor of this, the writers want to say thanks very much
to the honorable:
1. Dr. Suja’i, M.Ag as the Dean of faculty of Tarbiyah.
2. Siti Tarwiyah, M.Hum. As the Head of English Department.
3. Andi Fadlan, M.Pd. As guardian who has big role in giving guidance to the
researcher during study in IAIN Walisongo Semarang.
4. Mrs. Tarwiyah, M.Hum. as the first advisor and Mr. Dr. Fatah Syukur, M.Ag as
the second advisor for their patience in providing careful guidance, helpful
corrections, very good advice as well as suggestion and encouragement during the
consultation.
5. Lectures in English Department of Tarbiyah Faculty for valuable knowledge,
guidance, and advices during the years of my study.
6. Library official who always give good service related with the references in this
thesis so that the writer could done this thesis well.
7. Dra Sri Tantowiyah, M.Pd as the headmaster of SMP Hj. Isriati Semarang who
had allowed the writer to carry out the research in his school. Mr. Syi’arudin as
English teacher of eighth grade of SMP Hj. Isriati who had helped the writer in
viii
conducting the research in their school, and the students of first grade of bilingual
class, thanks for the cooperation, and also the school administration staff.
8. My beloved father, mother, brothers, and sisters who always give me motivation.
9. My entire classmate in English Education 05.
10. And all side who cannot mentioned one by one by the writer who have helped in
finishing in this thesis.
By expecting pray, may the goodness be charity and get the reward from
Allah SWT.
The writer realizes that this thesis is still far from completeness. So that, the
writer so expect constructive suggestion and criticism from all side for the advantages
of this thesis.
Finally, the writer expect may this thesis useful, especially for the writer and
generally for the reader.
والسالم علیكم ورحمة اهللا وبركاتھ
Semarang, June 28th 2011
Sugiyartono
Student Number: 053411316
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ABSTRACT Sugiyartono (Students Number: 3105316). A Descriptive Study of Method in
Teaching Speaking at the Eighth Year of SMP Hj. Isriati Semarang in the Academic
Year of 2010/ 2011).Thesis, Semarang: Bachelor Program of English Languge
Education of Tarbiyah Faculty of Walisongo State Institute for Islamic Studies, 2011.
Keywords: Teaching Speaking Methods, Assessment, Speaking
Assessment, SMP Hj. Isriati. Teaching English as a foreign language is something challenging. Teachers of
foreign language should have good language skills of the second language they teach because they provide the main language input for the students who may have limited exposure outside of classroom. A good teaching and learning process does not only put the qualified teachers as a single main source but also involves the students in that process. In teaching speaking, the teachers must help students in learning process. They must be able to choose an appropriate speaking ability and methods. They should have solution, how to get the good students’ activity to practice on topic the material. The teachers should have a good knowledge in delivering material to the students and the teacher also should know the most appropriate way to assess their students.
The objective of this study is to describe the methods used in teaching learning speaking and the kinds of assessment that the teachers use to asses students’ speaking skill at eighth grade of SMP Hj. Isriati Semarang.
This research is descriptive qualitative. It was conducted at eighth grade of SMP Hj. Isriati Semarang. The number of this subject is the English Teacher of eighth grade of SMP Hj. Isriati Semarang. The data were collected through classroom observation and interview. The data from interview were transcribed and interpreted. The data from observation were analyzed to know what methods used to teach speaking and to know how the teacher assesses his students’ speaking skill.
Based on the data obtained, it is reported that the teachers used some methods in speaking class. Those methods were Direct Method, Communicative approach and community language learning. These methods were used by the teacher to facilitate students’ learning. The result of the study also shows that the language assessments that were used by the teachers were formal assessment and for another assessment the teachers use performance assessment, informal assessment and peer assessment.
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TABLE OF CONTENT
Page of Title .......................................................................................................... i
Page of Advisor Approval .................................................................................... ii
Page of Ratification ............................................................................................... iv
Page of Thesis Statement ....................................................................................... v
Page of Abstract .................................................................................................... iv
Page of Motto ......................................................................................................... v
Acknowledgment .................................................................................................. vi
Table of Content .................................................................................................... viii
List of Appendixes ................................................................................................ x
CHAPTER I: INTRODUCTION
A. Background of the study ................................................................. 1
B. Reason for Choosing the Topic ...................................................... 5
C. Questions of the Study .................................................................... 6
D. Objectives of the Study ................................................................... 6
E. Pedagogical Significance ................................................................ 6
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Review .......................................................................... 8
1. Teaching Teenagers .................................................................. 8
2. Teaching Speaking .................................................................... 9
3. Essentials of Speaking .............................................................. 11
4. Elements of Speaking ................................................................ 11
5. Method in Teaching Speaking ................................................... 13
6. Speaking Activity ...................................................................... 14
7. Language Assessment ................................................................ 23
8. Speaking Assessment ................................................................. 33
B. Previous Research ........................................................................... 35
CHAPTER III : METHOD OF INVESTIGATION
A. Source of data ................................................................................... 37
B. Data Collection ................................................................................ 38
C. Method of Data Analysis ................................................................ 39
D. Research Procedure ......................................................................... 40
CHAPTER IV : FINDING AND DISCUSSION
A. Finding ............................................................................................. 41
1. Method in teaching speaking .................................................. 41
2. Assessment in speaking class ................................................... 45
B. Discussion ........................................................................................ 50
1. Analysis of method in teaching speaking ................................ 50
2. Analysis of assessment in speaking class ............................... 53
CHAPTER V : CONCLUSSION
A. Conclusion ....................................................................................... 56
B. Suggestion ........................................................................................ 57
REFFERENCES
APPENDIXES
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List of Appendixes
Appendix1. Observation checklist
Appendix2. Interview guide line
Appendix3. Transcript of interview
Appendix4. Transcript of learning process
Certificates
Curriculum Vitae
1
CHAPTER I
INTRODUCTION
A. Background of The Study
Language as a mean communication plays an important role in human
being in communicating to each other, both in oral and written form. English
is a language which is used neither by many people nor only in English
speaking countries but also around the world. Due to the fact English is an
international language, its plays an important role in the world of trade,
politics, and educational world.
English has become one of international languages. Because of this
reason most of countries in the world try to maser English the well by building
up their educational policy. Many people learn English and make it into their
second language. All around the world, students of all ages learn to speak
English with different reasons and purposes. Some students, of course, only
learn English because it is on the curriculum at primary or secondary school,
but for others, studying the language some ways for international
communication and travel. Communication is happened because of language.
In every human activity, language is needed as unseparatable part of society.
Charles W. Kreidler says that a language is as a complex system of symbol or
sign that are share by members of a community. The symbols may be spoken,
written, or signed hands.1Here, English become a bridge for international
communication.
English has bag impact for information exchange and development of
technology around the world, included Indonesia. English influence is not
entirely a recent phenomenon. Since English has crucial role in the global era,
English become a compulsory subject in Indonesians’ school. James Sneddon
states that although English become a compulsory subject, this plays little part
in its success in Indonesia. Until 1980s, most teachers have limited English
proficiency and teaching tends to be the same uninspiring grammar, based 1 Charles W. Kreidler, Introducing English Semantic, (London:Routledge, 1998), p.20
1
2
instruction use in teaching Indonesian. With the consequence that few people
acquire anything but minimal English skill at school.2
Realizing that English plays an important role in international
communication, the Indonesian government includes English as a compulsory
subject in its education systems from the junior high school to the university.
Even recently in our news education policy, English should also be taught to
the student from the elementary school although it is not as compulsory
subject. From this reason a teaching learning process in junior high school
must be variety. A teacher of English should improve his or her knowledge
about the teaching methods on order to help the students study their lesson
well.
In the teaching and learning process, teachers’ significant role is
inevitable. Having qualified teachers would be so fruitful. Consequently,
teachers of foreign language should have good language skills of the second
language or foreign language they teach because they provide the main
language input for the students who may have limited exposure outside the
classroom. They also need good interactions skills in order to use kinds of
activities based and interactive method, which is suitable for the learners. A
good teaching and learning process does not only put the qualified teachers as
a single main source but also involves the students in that process. The
involvement of the students is a paramount thing in every teaching and
learning process as there will be an excellent interaction among the teachers
and the students.
In Islamic perspective, a good interaction is found in Surah An-Nahl:
125 as follow;
2 James sneddon, The Indonesian Language: Its History and Role in Modern Society, (Sydney:University of New South Wales Press, 2003), p.175
3
“Call men to the path of your Lord with wisdom and mild exhortation.
Reason with them in the most courteous manner, your Lord best knows
those who stay from His path and best knows those who are rightly
guided.3
Abudin Nata said that based on that statement we must speak in a fair
way. Someone who wants to make dialog it is must be done in a fair way. He
also explains that there are some similarities between religious proselytizing
and education. Religious proselytizing is done by knowledge, good way and
mujadalah and on education beside use those way also use more variety. It is
like lecture, discussion, problem solving and etc.4
To make students easy in learning process, the teacher should think
creatively how to make the subject can be learnt well and make students enjoy
to learn. According to the Hadis:
اخرجه (روا وبشر وا وال تنفرواستع يسِّروا والَ: عن انس بن ملك عن النىب صلى اهللا عليه وسلم قال 5)البخارى
From Anas Bin Malik, the prophet Muhammad (peace and blessing of Allah by upon for him) said: Make it easy and don’t make it difficult to them, and give them happy thing and don’t make them run away.6
The hadis said that we should make easy to someone who studies. It
shows us that when we teach the lesson to students, we should give a new
thing or we should use the variatif strategies in teaching. One of the strategies
that can be used by teacher is using media to support teaching and learning
process. There are some teaching media available now, so the researcher used
3 Wahbah Zuhaili, dkk, Ensiklopedia Al-Qur’an, (Jakarta : Gema Insani Press, 2007),
p.287 4 Nata Abuddin, Tafsir Ayat-Ayat Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2002),
p.187-188 5Abi Hasan Nuruddin Muhammad bin Abdul Hadi, Shohih Bukhari, (Beirut: Darul Kutub
al Alamiyah, Jilid 1, 1971) P.42 6 Ahmadie Thaha,, Terjemahan Shohih Bukhari, (Jakarta: Pustaka Panjimas, Jilid 1,
1986) p.89
4
song lyrics as media to improve students’ understanding on present perfect
tense.
Method in teaching learning is used to stimulate the purose of the
study. Dr sayyid Ibrahim al jabbar said the purpose of learning is give
stimulate to improve individual competence to solve the problem.7 Purpose of
the learning can be goel with appropriate method in learning process.
Based on the statement above, it invites us to clarify the truth and also
denied the opinion of others with the right ways. In relation with good
interaction this statement means that we may use the variation way to convey
messages. Because when one way is not successful there are many ways we
can take to convey messages. But, these must be in right ways. Because Islam
is the religion that have perspective Rohmatal Lil Alamin from one to others,
means Islam always teaches us to love and care to others in all situation.
Further, it will be useful if it can be applied in teaching and learning process.
This is related to teachers-students interaction during teaching and learning
process.
Speaking is productive skill consist of verbal utterance production
which derives attention both in first and second language, the purpose is to
share idea or meaning, speaking also requires some skills like pronunciation,
word order, intonation, stress and structure. In order to understand speaker’s
meaning. Speaking requires both knowledge and skill.8 It means that not only
knowing how to assemble phrases or sentences with particular formula, but
also how to produce and adapt them in here and now situation. This means to
make decision rapidly, implementing them smoothly and adjusting speech as
unexpected problems might appear.
In teaching speaking, the teacher must help students in learning
process. She or he must be able to choice an appropriate speaking ability
because. They need an opportunity to practice. They should have solution,
7 Ismail, S.M, Strategi Pembelajaran Agama Islam Berbasis Paikem, (Semarang: Rasail Group, 2008). p.18
8 Sumardiyani and Zulfa Sakhiyyah, Speaking for Instructional Purpose a Handbook (Semarang: IKIP PGRI Press, 2007), P.10.
5
how to get the students’ activity to practice on topic the material. In order to
make an interesting class in teaching speaking the teacher can implemented
several techniques such as through discussion, telling story, make a role play,
playing game and make some discussion. By using these techniques the
students more interesting in learning and can understand the lesson easily.
Assessment is concerned with pupil’s learning or performance, and
thus provides one type of information that might be use in evaluation. Testing
is a particular form of assessment that is concerned with measuring learning
through performance.9 The process of assessment and evaluation can be
viewed as progressive: first, assessment, then, evaluation.10 Assessment, on
the other hand, is an on going process that encompasses a much wider domain.
Whenever a student responds to question, offers a comment, or tries out a new
word or structure, the teacher subconsciously makes an assessment of the
student’s performance. And, tests, are a subset of assessment, they are
certainly not the only form of assessment that the teacher can make.
B. Reason for the Choosing Topic
This study is related to the teaching process among the teacher and the
students on how actually the method that is used by the teachers in teaching
speaking and how do the teachers asses their students. The reason is the
method of teaching speaking is very important in teaching speaking and it can
affected the student acquisition. I wish to know and observe what kind of
method is usually used. Therefore, method has a great contribution in teaching
learning process.
SMP Hj Isriati Semarang is an interesting setting to be investigated. It
is one of the school that be used variation method to teach speaking, so the
communication strategy is very interesting o be investigated. The writer
9 Lynne Cameron, Teaching Languages to Young Learners, (Cambridge: University Press:2000), p. 222. 10 Echevarria, Marry E.V, Deborah J. Short, Making Content Comprehensible for English Language Learners, (A Pearson Education Company:2000), p. 154
6
choose the eighth grade, because in this level student have be populated with
their competence.
C. Research Questions
Based on the explanation above, the research question will be about;
1. What methods are used in teaching learning speaking process at the eighth
year of SMP Hj. Isriati Semarang in the academic year of 2010/2011?
2. What kinds of assessment does the teachers’ of SMP Hj. Isriati Semarang
in the academic year of 2010/2011 usually use to assess students speaking
skill?
D. Objectives of Study
In line with research question, this study has purposes as follows:
a. To describe the methods are used in teaching learning speaking at the
eighth year of SMP Hj. Isriati Semarang in the academic year of
2010/2011.
b. To describe what are the kinds of assessment that the teachers use to asses
student speaking skill of SMP Hj. Isriati Semarang in the academic year of
2010/2011.
E. Pedagogical Significance
It is very important for us to know the significance of the study. It can
contribute some benefits as follows:
1. Theoretical significance
a. This study will enrich the material and theory to teach speaking.
b. This research will give some knowledge about evaluation.
2. Practical significance
a. For the students
This study will help the students develop their speaking
ability.
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b. For the teacher
The result of the study is expected to be useful for English
teacher. The researcher hopes that this research help English teacher
to use the correct method in speaking and evaluate the teaching
learning speaking in junior high school.
c. For the reader
By reading this study, the reader will get more information
and experience about teaching speaking.
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CHAPTER II
REVIEW RELATED LITERATURE
A. Theoretical Review
1. Teaching teenagers
Teenager is defined as a person who is between 13 and 19 years
old.11 Teenager is age of transition between child and adult, confusion,
self consciousness, growing, and changing bodies and minds.12
Teaching teenager is different from teaching young learners. Some
people belief that teenagers are unmotivated, surly, and uncooperative it is
the reason they make poor language learners. There are some
characteristics of teenagers:13
a. Teenagers’ intellectual capacity are abstractly adds. There are possible
of increasing sophisticated intellectual.
b. Teenagers can solve complex problems with logical thinking. It is the
impact of linguistic metalanguage.
c. They need more attention spans is a result of intellectual maturation.
d. Varieties of sensory input are still important, but again, increasing
capacities for abstraction lessen the essential nature of appealing to all
five senses.
e. Factor surrounding ago, self-image, and self-esteem are taking a
crucial role.
f. Secondary school students are of course becoming increasingly adult
in their ability to thinking. But as teaching adults, care must be taken
not to insult them with stilted language or to bore them with
overanalyzes.
Teens are so sensitive to how others perceive their changing
physical and emotional selves along their mental capability. One of the 11 Oxford Advanced Learner’s Dictionary, op. cit., p.1335 12 H. Douglas Brown, Teaching by Principles : An Interactive Approach to Language Pedagogy 2nd Ed, (New York: Addison Wesley Longman Inc.,2001), p.92 13 Ibid
8
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most important concerns of secondary school teacher is to keep self-
esteem high by:
a. Avoiding embarrassment of students
b. Affirming each person’s talents and strengths
c. Allowing mistakes and other errors to be accepted
d. De-emphasizing competition betthe writeren classmates
e. Encouraging small-group work where risks can be taken more easily
by teen
Teenagers’ if they are engaged, have a great capacity to learn, a
great potential for creativity, and a passionate commitment to things which
interest them. The teachers’ job is must be provoke student engagement
which is relevant and involving. As Jeremy Harmer from Herbert Puchta
and Michael Schratz states that problem with teenagers as resulting, in part
from the teachers’ failure to build bridges between what they want and
they have got and their students’ worlds of thought and experience.14
Teens are capable learning issues directly in why those young
learners might not. The writer is able to discuss abstract issues with them.
Indeed the teacher job is to provoke intellectual activity by helping them to
be aware of contrasting ideas and concepts which they can resolve or
themselves with our guidance.
2. Teaching Speaking
Speaking is productive skill consist of verbal utterance production
which derives attention both in first and second language, the purpose is to
share idea or meaning, speaking also requires some skills like
pronunciation, word order, intonation, stress and structure. In order to
understand speaker’s meaning.
14 Jeremy Harmer., the Practice of English Language Teaching, (England: Longman, 2001),). 3rd Ed., p39
10
Speaking requires both knowledge and skill.15 It means that not
only knowing how to assemble phrases or sentences with particular
formula, but also how to produce and adapt them in here and now
situation. This means to make decision rapidly, implementing them
smoothly and adjusting speech as unexpected problems might appear.
Speaking means the art or of person who speaks which is spoken.
There are two aspects of speaking: 16
a. Making a practice of speaking or conversation.
It means that speaking is talk with the others about anything to
take and give information or knowledge by one to others.
b. Having relationship on conversation as in greeting
It means that greeting as opening conversation and bringing a
conversation to end to get a communication relationship. Speaking
skill could be a talent, whereas a good skill needs practice and
knowledge, people often performs the way and shape of their cloth.
Nonetheless they forgot to main their utterances to be well performed.
Speaking has meanings, Bygate says that speaking is a skill
deserves attention every bit as much as literary skills, in both first and
second language. There two basic ways in which speaking can be seen as a
skill, they are:17
a. Motor perceptive skills, including articulating, perceiving, recalling in
the correct order sounds and structure of the language.
b. Interaction skill, which cover making decision about communication,
such as what to say, how to say it and whether to develop it, in
accordance with one’s intentions, while maintaining the desired
relation with other.
15 Sumardiyani and Zulfa Sakhiyyah, Speaking for Instructional Purpose a Handbook
(Semarang: IKIP PGRI Press, 2007), P.10. 16 Noah Webster, Webster’s New Twentieth Century Dictionary of English Language,
(America: William, Inc. 1980), P. 1741. 17 Martin Bygate, Speaking, (New York: Oxford University Press, 2004), p.5.
11
Based on the meaning above, the writer concludes that someone
who wants to speak a foreign language has to know the rules of that
language, like grammar, vocabulary, pronunciation, and word order, and to
use them properly in communication.
3. Essential of Speaking
Speaking is a part of integral from overall of person of personality,
expressing the speaker environment, strata of social and their additional
background. Speaking is the ability to speak to express articulator sound or
words to expressing also submit minds, ideals and feeling. According to
Tarigan, speaking has three common intentions. They are:18
a. To inform
Speaking is used to convey ideas, minds or to inform anything to
the listener.
b. To entertain
Speaking is used to make the listener happy.
c. To persuade
Speaking is used to persuade the listener in order to follow
speaker’s ideas or minds.
4. Elements of speaking
The ability to speak fluently presupposes not only knowledge of
language feature, but also the ability to process information and language.
a. Language features
1) Connected speech
Effective speaker of English need to be able not only to
produce the individual phonemes of English but also to use fluent
connected speech, in connected speech sounds are modified,
omitted, added or weakened.
18 Sulistio, the Speaking Ability of the Eleventh Grade Students of SMA N 1 Kersana
Brebe; Semarang, Language and Arts Education Faculty, (Semarang: IKIP PGRI, 2008), P. 19-20.
12
2) Expressive devices
Native speaker of English change the pitch and stress of
particular part of utterance, vary volume and speed, and show by
other physical and non- verbal means how they are feeling the use
of these devices contributes to ability to convey meaning
3) Lexis and grammar
Spontaneous speech is marked by the use of a number of
common lexical phrases, especially in the performance of certain
language function.
4) Negotiation language
Effective speaking benefits from the negotiator language we
use to seek clarification and to show the structure of what we are
saying.
5) Social processing
a) Language processing
Effective speaker needs to able to process language in
their own heads and put into coherent order so that it comes
out in forms that are not only comprehensible, but also convey
the meanings that are intended.
b) Interacting with others
Most speaking involves interaction with one more
participants. This means that effective speaking also involves a
good deal or listening, an understanding of how the other
participants are feeling, and knowledge of how linguistically to
take turns or allow others to do so.
c) Information processing
Quote apart from our response to others’ feelings, we
also need to be able to process the information they tell us the
moment we get it.19
19 Jeremy Harmer, the Practice of English Language Teaching, (England: Longman,
2001),). 3rd Ed, p. 269-271.
13
From some elements above, they are important to spoken production
and not only to ability fluently process but also to ability involve the
knowledge of language skill.
5. Method in Teaching Speaking
There are some methods that are in used today. Some of these
methods have been around for a long time. There are eight methods or way
to teach but in teaching speaking not all of the method can be used. The
method in teaching speaking are, Direct method, the audio-lingual method,
the silent way, suggestopedia, community language learning (CLL), the
total physical response (TPR), and communicative approach. The grammar
translation method is not used in speaking, because it is more concern with
translation and not use the target language in the process, so it is not
appropriate with speaking.
a. Direct method
This method developed as a revolution against the Grammar-
Translation Method at the end of nineteenth century. It was based some
extent on the new sciences of the nineteenth century, especially linguistics
and psychology.
The direct method receives it is name from the fact that meaning is to
be conveyed directly in the target language through the use of
demonstration and visual aids, with no recourse to the students’ native
language.20
Languages are seen as system of communication, primarily oral, in
which word are used together in sentences, a sentences are used discourse.
Languages are believed to be learned best in a natural way, by haring
words and sentences in context and imitating what you hear. The learners
should be avoided at all costs and meaning should be conveyed through
20 Diane Larsen and Freeman, Techniques and Principles In Language Teaching, (New York: Oxford University Press, 2000), p. 23.
14
showing, drawing, miming or demonstrating things. Asking and answering
question is considered one of the best forms of practice, with the learners
speaking as much as possible. The teachers need to be active,
demonstrating the language, organizing practice, and correcting the
learners. The learner roles are to listen carefully, imitate, and participate as
much as possible in the oral practice of the language.
In practice it stood for the following principles and procedures:
1. Classroom instruction was conducted exclusively in the target
language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully graded
progression organized around question and answer exchanges between
teachers and students in small, intensive classes.
4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstration, objects, and
pictures; abstract vocabulary was taught by association of ideas.
7. Both speech and listening were taught.
8. Correct pronunciation and grammar were emphasized.21
From explanation above, we can conclude that teachers who use the
Direct Method intend that students learn how to communicate in the target
language. In order to do this successfully, students should learn to think in
the target language.
b. The Audio-lingual Method
This approach is also referred to as “The Army Methods," because it
was developed through a U.S Army called ASTP , standing for " Army
Specialized Training Program. In this method , oral interaction was
emphasized in pattern drills , and conversation practices .it derives from
the intensive training language which resulted in a high degree of listening
21 Ibid ,. p. 12.
15
and speaking skills with an emphasis on every day conversation and
particular attention being paid to natural pronunciation and patterns of
dialogue and every day situation .The audio –lingual method is based on
the following principles :
1. Speaking and listening competence proceeded reading and writing
competence
2. The development of language skills is a matter of habit formulation
3. Students practice particular patterns of language through structured
dialogue and drill until response is automatic.
4. Only every day vocabulary and sentence are taught . Concrete
vocabulary is taught through demonstration objects and pictures and
abstract vocabulary is taught through associated ideas.
5. Language skills are learned more affectively if they are presented
orally first.
c. The Silent Way
In silent way, the teacher uses gestures, charts and manipulative in
order to elicit and shape student responses and so must be both facile and
creative as a pantomimist and puppeteers. A silent way lesson typically
follows a standard format. The first part of the lesson focuses on
pronunciation. At the beginning stage, the teachers will the appropriate
sound after pointing to a symbol on the chart. Later, the teacher will
silently point to individual symbols and combinations of symbols and
monitor student utterance. After practice with the sound of the language,
sentence patterns, structure and vocabulary are practiced. The teacher
models an utterance while creating realization of it with the colored rods.
After a structure is introduced and understood, the teacher will create
situation in which the student can practiced the structure through the
manipulation of the rods.
d. Suggestopedia
16
Suggestopedia is a specific set of learning recommendations derive
from Suggestology. The most conspicuous characteristics of suggestopedia
are the decoration, furniture and arrangement of the classroom, the use of
music and authoritative behavior of the teacher. Suggestopedia ain to
deliver advanced conversational proficiency quickly. The main aim of
teaching is nor memorization but the understanding and creative solution
of problems. Materials consist of direct support materials, primary text and
tape, and indirect support materials, including classroom fixtures and
music.
e. Community Language Learning (CLL)
Communicative Language Learning (CLL) is the name of a method
developed by Charles A. Curran which was given to a set of belief which
included not only a re-examination of what aspects of language to teach ,
but also a shift in emphasis in how to teach.22
In Communicative Language Learning, a learner presents a message
in L1 to the knower. The message is translated into L2 by the knower. The
learner then repeats the message in L2, addressing it to another learner
with whom he or she wishes to communicate. Communicative Language
Learning learners are encouraged to attend to the overhears they
experience between other learners and their knowledge. The result of the
overhear is that every member of the group can understand what any given
learner is trying to communicate.
From the explanation above, we can conclude that Communicative
Language Learning places unusual demand on language teachers. They
must be highly proficient and sensitive to nuance in both L1 and L2. The
teacher must operate without conventional material, depending on student
topics to shape and motivate the class. Special training on Communicative
Language Learning techniques is usually required
f. The communicative approach
22 Jeremy Harmer, The Practice of English Language Teaching, (England: Person Educational Ltd, 2001), 3rd Ed. p. 84.
17
Growing dissatisfaction with both Grammar Translation and Audio
Lingual methods and growing distaste for the language laboratory ,
coupled with an ever growing demand for foreign language learning , both
in schools and permanent education lead , during the 70s and 80s , to
rethinking of how to teach language and consequently the foundation of
Communicative Method which considers the language is a tool of
communication and employs the class activities to communicate by the
target language out the class . So in this method the writer should pay
attention to:
1. Focuses on language as a medium of communication. Recognizes that
all communication has a social purpose-learner has something to say
or to find out.
2. Communication embraces a whole spectrum of function (e.g. seeking
information /apologizing /expressing likes and dislikes, etc) and
notions (e.g. apologizing for being late /asking where the nearest post
office is).
3. New syllabuses based on communicative method offered some
communicative ability from early stage.
4. Classroom activities maximize opportunities for learners to use target
language in communicative way for meaningful activities. Emphasis
on meaning rather than form as in first language acquisition.
5. Accent is on functional/ usable language. learners should be able to go
to foreign country , prepared for reality they encounter there . Need to
be able to cope /survive in a variety of every day situation.
6. Class should provide opportunities for rehearsal of real – life
situations and provide opportunity for real communication. Emphasis
on creative role-plays/simulations / surveys / projects /play lets – all
produce spontaneity and improvisation – not just repetition and drills.
7. Communicative approach seeks to personalize and localize language
and adapt it to interests of pupils. Meaningful language is always more
easily retained by learners.
18
8. Grammar can still be taught, but less systematically, the
communicative approach, then doesn’t reject grammar, but sees it as
being only one element amongst others in social use of language.
Communicative method is considered as the most developed method
till these days, but no one can consider it as the last one because in every
next day the writer may find that this method doesn’t satisfy the process of
teaching ,and then the writer will find another approaches to achieve that .
g. The Total physical Response (TPR)
Total Physical Response method was developed by James Asher.
Total Physical Response consists basically of obeying commands given by
the instructor that involve an overt physical response.23
This method is suitable for beginners’ course only, and later needs to
be supplemented by activities and techniques from other methods. It aims
to develop listening comprehension before production, to associate
language with action, and to reduce stress in language learning. In these
ways, it tries to replicate typical features of L1 acquisition. Most other
methods demands instant speaking from the learner rather than providing
them with extensive listening practice first. Most other methods also
connect language with language (for example, model and repetition,
question and answer) rather than with action, and often create a lot of
tension in the learners. TPR connect language with action by getting the
learners to do what the teacher tells them to.
6. Activity in Teaching Speaking
Speaking activity that can be implemented in the classroom are24
a. Drilling and chants
Drilling is imitating and repeating words, phrases, and even whole
utterances in fact be a useful noticing technique, since it draws attention to
material that learners might not otherwise have registered. Thus, after 23 Stephen D. Kranshen, Principles and Practice in Second Language Acquisition, (New York: Prentice Hall International (UK) Ltd. 1987), p. 140. 24 . Scott Thonbury, How to Teach Speaking (New York: longman:2001), p. 63
19
learners have listened to a taped dialogue, and studied the transcript, the
teacher can isolate specific phrases or utterances and ask learners to repeat
them. The effect of repeating them is bound to make them more salient.
However, if all the dialogue were drilled, this benefit would be lost.
Drilling can be doing by play a recording of an interaction, in which
are embedded a number of useful chunk-type items, such as formulaic
ways of expressing specific speech acts. After working on their
understanding of the dialogue, they are given the transcript. The recording
is played again, but the teacher pauses it at strategic points, and the
learners repeat the immediately preceding utterance in unison, and then
individually. Only key phrases are repeated, not the whole dialogue.
Chant is a more playful form of practice that replicates the repeating
and chunking nature of drilling is the use of chants. And, because they are
contextualized, the chunks in chants may in fact be more memorable than
in standard drills. After all, many learners are familiar with catchphrases
and idiomatic one-liners from having picked them up listening to pop
songs or playing computer games. To work best, the chants should
incorporate repeated examples of short, multi-word sequences, and should
have a consistent rhythm. It helps if the chants have been prerecorded.
Here, for example, is a chant that embeds a number of narrating
expressions:
b. Writing tasks25
It may seem strange to have a section on writing in a book that is
about speaking. But writing has a useful role to play as an initial stage in
the appropriation of newly encountered language for speaking. It can act as
the way of easing the transition from learning to using. Inevitably, because
of the constraints placed on mental processing by the demands of real time
speaking learners tend to rely on a very narrow repertoire of memorized
expression in face to face interaction. So, an important function of
classroom speaking activities is to help learners extend their range of such 25 Scott Thonbury, How to Teach Speaking, p. 106
20
features. To do this sometimes help to reduce the processing demands
placed on them in order to give them time to consciously access
alternatives to their habitual repertoire. One way of slowing down'
processing is to turn the speaking task into a writing one.
c. Reading aloud
Reading is just as writing acts as a useful tool for the appropriation of
spoken language, so too does reading aloud. In fact, reading aloud is the
natural 'next step' between writing and speaking. It is analogous to the way
actors read their lines before committing the text of a play to memory. It
also has the advantage of providing a secure framework within which
learners can focus on lower level features of talk, such as pronunciation,
without the added pressure of always having to plan the next utterance. In
this way, reading aloud is a form of scaffolding, but like all scaffolding, it
should gradually be dismantled so that learners are finally having to cope
on their own without the security of the written text.
d. Assisted Performance and scaffolding
A more formalized way of assisting performance is by means of a
technique that derives from a teaching method called Community
Language Learning (CLL). Instead of addressing the teacher directly, the
learners sit in a circle and address each other, building up a conversation
which, utterance by utterance, is recorded on tape. The teacher's role is to
act as a kind of language consultant, providing the language the learners
need to express their intended meanings. At beginners' level, this will
involve the teacher translating the learners' meanings. At higher levels, it
may simply be a question of reformulating what the learner wants to say.
Once each utterance has been 'tidied up' in this way, it is committed to
tape.
e. Dialogues 26
26 Marianne Celce Murcia, Teaching English as a Second or Foreign Language 3rd Ed, American: Heinle and Heinle, 2001, p.103
21
Practising dialogues has a long history in language teaching not
surprisingly, since language is essentially dialogic in its use, and any
grammar structure or lexical area can be worked into a dialogue with a
little ingenuity. Dialogue practice also provides a useful change of focus
from teacher-led classroom interaction. Evenin large classes with fixed
furniture, setting up pairwork is not an insurmountable management
challenge.
Dialogue can be done by student pairwork . Student pairwork can
take two forms: open or cloned. Open pairwork is when two students
perform a dialogue while the rest of the class observes. This is a useful
transition phase from the teacher and student stage to the next stage, the
closed pairs stage. Closed pairwork is when adjacent students perform the
dialngyttlt all pairs working at the same time. The teacher's role at this
stage is to move around the class, checking to see that students are 'on
task', and offering any guidance or correction, as appropriate. When pairs
finish their dialogue, they can be asked to switch roles and do it again, or
to change key elements in the dialogue, or to attempt to do the dialogue
from memory.
f. Communicative tasks
One way to distract attention from a dependence on declarative
knowledge is to increase the processing demands of the task, such as
reducing the time available, as we will see on page 84 in the discussion on
task repetition. Another way is to set a task that requires attention to be
directed at achieving some extra linguistic goal, such as buying a bus
ticket or winning an argument. We saw this at work in the milling
activities, described earlier.
Communicative activities are characterized by the following
features27;
1) the motivation of the activity is to achieve some outcome, using
language; 27 Ibid, p. 79
22
2) the activity takes place in real time;
3) achieving the outcome requires the participants to interact, i.e. to
listen as well as speak;
4) because of the spontaneous and jointly constructed nature of the
interaction, the outcome is not 100% predictable;
5) there is no restriction on the language used.
A classic communicative task type is the information gap activity. More
elaborate information gap activities, involving several participants, are sometimes
called jigsaw activities.
g. Task repetition
The caracteristic of task repetition is bellow:
1) giving learners unlimited time when performing a task ineruua9 tboir
accuracy, but at the expense of their fluency;
2) allowing time for pre-task planning enhances fluency, and thin is
manifested in a faster speech rate and fewer silent pauses;
3) likewise, pre-task planning has a positive effect on the complexity of
the language that is produced, as manifested by more complex
syntax and lexis - about ten minutes' planning time seems to be
optimal;
4) however, the effects on accuracy of pre-task planning are less
convincing - it seems to depend on the grammar area in question, as
well as the kind of task, and the disposition of the learner;
5) moreover, planning time does not seem to increase the amount of
formulaic (chunk) language learners use; individual planning shows
better outcomes than teacher-led planning, or group planning;
6) interactive tasks produce more accuracy and complexity, but
monologic tasks produce greater fluency;
7) if the task outcome requires learners to make justifications, more
complex language will result;
8) repeating a task shows gains in accuracy (including pronunciation),
fluency, and complexity, but these gains don't necessarily transfer to
23
other, similar tasks.
In teaching speaking, the teachers must help students in learning
process. They must be able to choose an appropriate speaking ability and
methods. They should have solution, how to get the good students’ activity
to practice on topic the material. The teachers should have a good
knowledge in delivering material to the students and the teacher also
should know the most appropriate way to assess their students..
7. Language Assessments
Usually we got some confusion when distinguish between
assessment, testing and evaluation. Evaluation means, refer to a broader
notion than assessment. Evaluation concern a whole range of issues in and
beyond language education: lessons, programs, and skills can be evaluated.
Assessment is concerned with pupil’s learning or performance, and thus
provides one type of information that might be use in evaluation. Testing
is a particular form of assessment that is concerned with measuring
learning through performance.28
In another word, assessment is defined as, the gathering and
synthesizing of information concerning students’ learning, while,
evaluation is defined as, making judgments about students’ learning. The
process of assessment and evaluation can be viewed as progressive: first,
assessment, then, evaluation.29 Assessment, on the other hand, is an on
going process that encompasses a much wider domain. Whenever a
student responds to question, offers a comment, or tries out a new word or
structure, the teacher subconsciously makes an assessment of the student’s
performance. And, tests, are a subset of assessment, they are certainly not
the only form of assessment that the teacher can make. Tests are only one
28 Lynne Cameron, Teaching Languages to Young Learners, (Cambridge: University Press:2000), p. 222. 29 Echevarria, Marry E.V, Deborah J. Short, Making Content Comprehensible for English Language Learners, (A Pearson Education Company:2000), p. 154
24
among many procedure and task that the teachers can ultimately use to
assess students.30
But, before we assess, we should know the concepts of assessment
as follows:
a. An assessment is not only purposed to the real objective of education,
but also the hiding educational objective, including the effect of
assessment.
b. An assessment is not only to measure the student’s attitude, but also
the educational components.
c. An assessment is not only to know the successful of the objective, but
also, to know, is the objective important to the students and how to
reach it.
d. Considering the wider of the objectives of an assessment, the
instrument that may be used is divers, not only definite on the test, but
also non test.31
Those concepts require when the teacher assesses their students, to
pay attention, to the hiding object, such as, the student’s psychology after
the assessment process, does it make them afraid or more enjoyable to
continue their learning process.
a. Technique of Assessments
1) Traditional Assessment
Traditional assessment is known as Formal assessment, and
usually is called summative evaluation. And test is an instrument or
procedure designed to elicit students’ language performance with the
purpose to measure the students’ ability or knowledge.32 Summative
or formal assessment is aimed to assess learning at the end of unit,
30 H. Douglass Brown, Language Assessment Principles and Classroom Practices, (New York: Pearson Education, Inc, 2004), p. 4. 31 Nana Sudjana, Penilaian Hasil Proses Belajar Mengajar, (Bandung: Remaja Rosdakarya, 2009), p. 1. 32 Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, loc cit, p. 401.
25
term, year, or course, and doesn’t feedback into the next round of
teaching.33 The key feature of this assessment is that assessment is
outside of or after instruction.
The advantage of this model, it is cost efficient in term of the
time allocated to implement assessment. The disadvantages are, it
lead to fragmented views of a discipline and surface approaches to
learning. Specifically, surface approaches rely primarily on efforts to
memorize course materials as though the various topics and facts are
unrelated. The last is this assessment provides little opportunity for
reteaching.34 This is a kind of traditional assessment, but this
assessment is still popular that the teacher usually use. This
assessment is paper base assessment although this assessment model
is less from direct feedback to the student’s progress but this
assessment can’t be separated from the assessment technique’s which
is usually used in our educational program. This assessment could be
implemented on assessing young learners for every skill’s, and the
implementation is on every last meeting or semester with clear
questions and instructions.
2) Alternative assessment
Alternative assessment has been described as an alternative to
standardized testing and all of the problems found with such
testing.35 Alternative assessment is also known under various other
terms, including: Authentic Assessment, Holistic Assessment,
Assessment For Learning, and Formative Assessment.36 The most
important are, that alternative assessment provides alternatives to
33 Lynne Cameron, op cit, p. 222. 34 Margaret E. Gredler, Classroom Assessment and Learning, (New York: Addison Wesley Longman. Inc, 1999), p. 60. 35 Jack. C. Richard, Willy A. Renandya, Methodology in Language Teaching an Anthology of Current Practice, (Cambridge University Press),p. 339. 36 See at Tom, http://en.wikipedia.org/wiki/Alternative_assessment, 06, Feb, 2010
26
traditional testing in that, it does not intrude on regular classroom
activities, reflects the curriculum that is actually being implemented
in the classroom, provides information on the strength and
weaknesses of each individual student. 37The writer can conclude
that alternative assessment is an alternative which can be used by the
teacher to assess their students’ beside the traditional assessment that
commonly used. To use all of the alternative assessment the teacher
should aware on the skill focus that the teacher’s teach and the
advantages and the disadvantages of each assessment
implementation. Although all the assessments techniques are good
but the teacher also should pay attention on the deepest factors of
each assessment. Before we define the various item of alternative
assessment, all alternative assessment should meet the four basic
requirements. They are:
Requirement for Alternative Assessments
Requirement Rational
Measure complex
abilities
Multiple choice items are proxies or surrogates for
important capabilities
Focus on teachable
process
Tasks are not items of content nor do they depend
on insight for their solution
Inform teachers about
student’s
Strength and
weaknesses
An important function of instruction of assessment
is to inform instruction
Require products or
behaviors
that are valued in their
own right
Tasks do not focus on trivial or trite performances,
a hands on task is not necessarily a performance
assessment.38
37 Jack. C. Richard, op cit, p. 339. 38 Margaret E. Gredler, op cit, p. 136.
27
Here, the writter will define one by one the kinds of
alternative assessment:
a) Authentic Assessment
Authentic assessment is to describe the multiple forms of
assessments that reflect student learning, achievement,
motivation, and attitudes on instructionally-relevant classroom
activities.39 Authentic assessment is characterized by its
application to real life, where students are engaged in meaningful
tasks that take in real life context.40 The example of authentic
assessment include, performance assessment, portfolios, and
student self - assessment.41 This assessment has some
advantages, by this assessment the students are enable to
construct information rather than simply choose response
alternatives, and challenge students to use their language to
communicate their understandings and application of
knowledge.42 This assessment mean’s that authentic tasks from
the students that will be assessed. This assessment is a
meaningful task of assessment so it will be useful to assess young
learners competencies in language learning, because they were
involve in the assessment process and young learners are active
learners that will be enthusiastic in learning by doing. The
example of authentic assessment will be defined one by one as
follow:
1. Performance Assessment
Performance assessment is an assessment that including a
focus on children’s abilities in real-world tasks.43 Performance
39 J. Michael O’Malley, Lorraine VP, Authentic Assessment for English Language Learners Practical Approaches for Teacher, (United States: World Language Division, 1996), p. 4. 40 Echevarria, Marry E.V, Deborah J. Short, op cit., p. 155 41 J. Michael O’Malley, Lorraine VP. op. cit, p. 4. 42 Ibid, p. 31. 43 Veronica Listyani, et. al. E book, Becoming a Creative English Teacher. A Manual for Teavhing English to Indonesia Elementary Students, (UI Jakarta), p. 111.
28
assessment may be described as a type of testing that calls for
demonstration of understanding and skill in applied and
sometimes referred to as direct measures of cognitive abilities.44
This assessment consists of any form of assessment in which the
student construct a response orally or in writing. The example
are, oral reports, writing samples, individual and group projects,
exhibitions, and demonstration.45 The characteristic of this
assessment, are, First, students make a constructed response,
Second, they engage in higher – order thinking, with open
minded task, Third, tasks are meaningful, engaging, and
authentic, Next, tasks call for integration of language skills, and
then, both process and product are assessed, Finally, depth of
student’s mastery is emphasized over breadth.46
This assessment also have some advantages and the
disadvantages, the advantages are, engages students in active
learning and can promote student creativity. And the
disadvantages are, rating can be more subjective, and must be
carefully designed if used to document obtained of student
learning outcomes.47 Here the students are have to develop their
confidence to perform their ability. This assessment is strongly
recommended for young learners because they were perform
their abilities and the teacher will get the information of student’s
progress directly. The example of this assessment is like TPR
(Total Physical Response), the students are asked to request or
command. The request can be simple, or more complex, depends
on the grade what is going be assessed.
2. Portfolios
44 Margaret. E. Gredler, op. cit., p. 135 45 Michael. O’Malley, op. cit., p. 4 46 H. Douglas Brown, op. cit., p. 255. 47 See at Paul, www.uta.edu/irp/unit_effectiveness_plans/assets/AssessMethods.pdf. 05 April 2010
29
Portfolio assessment, is, a purposeful collection of
students’ work that demonstrates to students and others their
efforts, progress, and achievement in given areas. The example
are, essays, compositions, poetry, book reports, art work, video,
or audiotape recording of students oral production, journal, etc.48
The purposes of portfolio itself are:
a. Appreciate the students’ performance
b. Pay attention to the best student’s performance
c. Documenting student’s teaching learning process directly
d. Reflect a risk and do an experiment
e. Build and accelerate self student’s concept
f. An open and objective view of the students compared with a
traditional test, because the students are involved to assess
their own works.49
Like some assessments, this assessment also has the
advantages and the disadvantages, the advantages are the
identification of a wide range of student’s strengths and
weaknesses and enabling teachers to see students as individuals.
The disadvantages are time consuming and challenging to
evaluate students may fail to remember to collect items.50 By this
assessment the student’s responsible in their task could be
encourage. This assessment, again need students perform in real
tasks, but this assessment can’t be done in very young learners or
children of first till forth grade, because it was a collection of
samples of student’s work collected over a period of time. If the
tasks didn’t manage carefully the work collection may lost.
3. Student Self- assessment and Peer Assessment
48 H. Douglas Brown, op. cit., P. 418. 49 Martinis Yamin, Profesionalisasi Guru dan Implementasi KTSP. (Jakarta: Gaung Persada Press, 2008), p. 189 50 Margaret. E. Gredler, op. cit., p. 164.
30
Self assessment is a process through which students must
be led. Self assessment is not forms or checklist.51 The teacher
must pay attention in using this assessment, because this
assessment is concerns on the reliability of self assessment for
certification purposes, fearing that students will, inevitably, be
too lenient on themselves. But this assessment involves students
engaging in critical self reflection, focusing on obtaining a
clearer idea of the features of effective learning and thereby
increasing their understanding of the subject matter being
studied.52 The teacher feedback is needed here, without the
teacher’s help they will lost their ways for example the student
asked to read some sentences or maybe describe some pictures
then they asked to check did on their reading or describing any
mistakes or less or even no mistake, with the advantages of self
critical this assessment can’t be done for very young learners and
young learners of first till forth, because their information of any
language are less and they will too confident with their answer.
And Peer assessment is, where the pupils become involved in
monitoring others progress. It can be useful type of formative
assessment for older children, ten years old and over. This may
depend on how many years they have been studying English and
what their usual experience is of assessment in other part of
curriculum. The teacher will have to explain to the class that the
point of doing this kind of activity is to support their peers and
not humiliate and bully them.53 So the teacher should aware on
the assessment that they involve, see the advantages and the
disadvantages of each kind of assessment.
51 J. Michael O’Malley, Lorraine VP. op. cit., p. 39. 52See at “Students self Assessment, Maria” in, http://www.ukcle.ac.uk/resources/assessment/group.html, 05 nevember 2010 53 Veronica Lystiyani, Et al, op. cit., p. 115.
31
The implementation of this assessment is like a kind of
group works where the students are asked to interact and use
language to a complete task. Oral information gap tasks assess
students’ abilities to give explicit and complete information to
their partners, to monitor information they hear, and to use
questions to clarify or gain further information. Students can
work with the teacher or with a peer. The implementation of this
assessment is so much but its all depends on the skill which is
taught.
b) Holistic Assessment
Is score based on an over-all impression as opposed to
conventional test scoring which counts up performance on parts
to make a total score.54 This assessment will be useful if the
assessment is a minor one, such as a brief homework assignment,
it may be sufficient to apply a holistic judgment (e.g., check, or
no-check) to quickly review student work. But holistic rubrics
can also be employed for more substantial assignments. This
assessment may not be useful on some tasks; it is not easy to
evaluate performance on one criterion independently of
performance on a different criterion.55 This assessment is like a
teacher’s rubric about their student’s improvement in teaching
learning process. It will be meaningful for young learners,
because with their characteristics as active learners and only
could pay attention on certain time and activities their progress is
will be turn and down in every teaching learning process. All
depends on the methods and the instruction that the teacher use.
c) Assessment for Learning
Assessment for learning involves using assessment in the
classroom to raise pupils’ achievement. It is based on the idea 54 See at Aurbach, http://www.aurbach.com/alt_assess.html, 13 Jan 2010 55See at Jonathan Mueller, http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm, 05 April 2010
32
that pupils will improve most if they understand the aim of their
learning. 56 Example of this assessment are, oral reports, writing
samples, individual and group projects, exhibitions, and
demonstration.57 This assessment are providing feedback that
helps pupils to identify how to improve and both the teacher and
pupils reviewing, and reflecting on pupils' performance and
progress.58 But, when use this assessment, Teachers should be
aware of the impact that comments, marks and grades can have
on learners' confidence and enthusiasm and should be as
constructive as possible in the feedback that they give.59
This is direct assessment during teaching learning
process, did they get the teacher explanation or they get nothing
on it. It is classroom based assessment where the students are
assessed and gave feedback directly. The example of the
implementation of this assessment is when the students asks to
naming things on the classroom or picture then the teacher will
give feedback directly, does it wrong or right. This assessment
could be done on very young learners or young learners in every
grade, but the teacher should aware on their feedback, because
English is first experience for them so the feedback is not a kind
of student’s judgment.
d) Formative or Informal Assessment
Informal assessment is assessment which is incidental and
unplanned. It is involved evaluative coaching and feedback on
task designed which shows students’ language performance. It is
not for recording result and making judgment about students’
56 See at Eric, http://www.qcda.gov.uk/4334.aspx, 13 Jan 2010 57 J. Michael O’Malley, Lorraine VP. op. cit., p. 4. 58 Eric, op. cit., 13 Jan 2010 59 See at Eric, http://www.qcda.gov.uk/4336.aspx, 14 Jan 2010
33
language competence.60 Informal assessment usually is called
formative evaluation; For example, when the students’ respond to
the teacher’s question, offers comment, tries out new words or
structure, the teacher can make assessment by giving feedback or
correction.61
The advantages and the disadvantages of this assessment
are, the disadvantages, it requires extensive investment in test
development. And, the delay in beginning instruction on a new
unit while the nonmastery students are retaught missed concepts.
The last, this model tends to narrow the focus of instruction to
minimal competencies. The advantages are, reduced the anxiety
associated with one shot- testing, expand the role of assessment
to include assisting students to learn. Encouraging understanding
and the application of key concepts and principles fosters deep
learning as opposed to surface memorization.62
8. Speaking assessment
The activities designed to test speaking are generally the same as
the kinds of activities designed to practise speaking, there need be no
disruption to classroom practice. The challenge is more in deciding and
applying satisfactory assessment criteria.
These are the most commonly used spoken test types are these:
a. Interviews
Interview is relatively easy to set up, especially if there is a room
apart from the classroom where learner can be interviewed. The class
can be set some writing or reading task while individuals are called out,
one by one, for their interview. Such interviews are not without their
problem, though. The rather formal nature of interview means that the
60 Douglas Brown, op. cit., p. 402. 61 Ibid., 62 Margaret E. Gredler, op. cit., p. 62.
34
situation is hardly conductive to testing more informal, conversational
speaking styles.
b. Live monologues
The Student prepare and present a short talk on a pre-selected
topic. This eliminates the interviewer effect and provides evidence of the
candidates' ability to handle an extended turn, which is not always
possible in interviews. If other students take the role of the audience, a
question-and-answer stage can be included, which will provide some
evidence of the speaker's ability to speak interactively and
spontaneously.
c. Recorded monologues
Recorded monologues perhaps less stressful than a more public
performance and for informal testing, they are also more practicable in a
way that live monologues are not. Learners can take turns to record
themselves talking about a favorite sport or pastime, for example, in a
room side by side to the classroom, with minimal disruption to the
lesson.
d. Role-plays
Most students will be used to doing at least simple roleplays in
class, so the same format can be used for testing. The other role can be
played either by the tester or another student, but again, the influence
from other student is hard to control. The role-play should not require
experienced performance skills or a lot of imagination. Situations
grounded in everyday reality are best. They might involve using data that
has been provided in advance. For example, students could use the
information in a traveling plan to make a booking at a travel agency.
This kind of test is particularly valid if it closely matches the learners'
needs.
e. Collaborative tasks and discussions
35
Collaborative tasks and discussions are similar to role-plays
except that the learners are not required to assume a role but simply to be
themselves. For example, two candidates might be set the task of
choosing between a selection of job applicants on the basis of their CVs.
Or the learners simply respond with their own opinions to a set of
statements relevant to a theme. Of course, as with role-plays, the
performance of one candidate is likely to affect that of the others, but at
least the learners interactive skills can be observed in circumstances that
closely approximate real-life language use.
Assessments in speaking mostly use alternative assessment.
Teacher more improves student speaking skill in this assessment. The
teacher will be easy to give variety in assessment in alternative
assessment. This is more enjoyable to student than use traditional
assessment that is more monotony.
B. Previous Research
Some researches those have been done until now related with this
topic are: A research is written by Nafiatul Ulfa (2006) student number
063411021 from Tarbiyah Faculty of Walisongo State Institute for Islamic
Studies Semarang. She whose study entitled “Language Assessment for
Young Learners (A Descriptive Study Of Language Assessment At Third
Grade Of An-Nissa Bilingual Elementary School Semarang In The Academic
Year 2009-2010).
From her observation, she described kind of assesment in English
classroom. She also explained about What difficulties does the English
teachers’ of An Nissa Bilingual elementary school have in assessment
process. In the writer research describe what kind of speaking assessment
only.63
63 Nafiatul Ulfa Language Assessment for Young Learners (A Descriptive Study Of Language Assessment At Third Grade Of An-Nissa Bilingual Elementary School Semarang In The Academic Year 2009-2010), Thesis of IAIN (Semarang, Library of Tarbiyah Faculty, 2010), unpublished.
36
A research is written by Chaida Nursanti (2008) student number
2201404315 from English Department Language and Art, Semarang State
University.The title is “Aِ Descriptive Study of English Teaching and
Learning Methods in the Classroom Eighth Year of SMP N 7 Brebes in the
Academic Year of 2008/ 2009”64. In her observation she described about
what method that is used in teaching learning process in the classroom. She
also matched the teaching process with the lesson plan.
The similarities between the previous research and the writer’s are on
the participant that she observed teaching learning method in the teaching and
learning process. The differences are on the research question, the previous
researcher wanted to know is the activity consistent with the lesson plan and
the writer observes only in method in teaching of speaking.
64 Chaida Nursanti, A Descriptive Study of English Teaching and Learning Methods in the Classroom Eighth Year of SMP N 7 Brebes in the Academic Year of 2008/ 2009, Thesis of UNNES, (Semarang: Library of UNNES, 2008), unpublished
37
CHAPTER III
METHOD OF INVESTIGATION
The goal of this study is to get clear description of teacher’s methods
which is used in teaching learning process in the eighth year of SMP Hj. Isriati
Semarang in the academic year of 2009/ 2010. It is natural process to apply the
method even if need the improvement. So the writer decided to use qualitative
approach to the study. Qualitative methods concerned with the understanding of
human behavior from the actor’s own frame of reference, exploratory, descriptive
and process-oriented.
There are five kinds of research method. Histories method, descriptive
method, correlation method, experiment method and queasy experiment
method.65 In this research I use descriptive method. The ideas of descriptive
qualitative which strength the approach are:66
1. Qualitative research is concerned with the description and explanation of
phenomena as they occur in routine, ordinary natural environment.
2. The researcher can approach the data in different frame and mind.
3. It is emphasized ins rich descriptive and subjective character of data
which is produced by using qualitative techniques.
A. Source of the Data / Participants and Setting
This research will be conducted at the eight year of SMP Hj. Isriati.
It is located at Abdurrahman Saleh Street. All the English teachers at the
eight year will be the participants of this study. The writer will observe the
teaching and learning process and interviewing the teacher as the
participants of this research.
65 http://www.litbangkabtsm.org 66Graham Hitchcock and David Hughes, Research and the Teacher, a Quantitative Introduction to school-Based Research, (New York, Routledge, 1995), p. 296
37
38
B. Technique of Data Collection
To collect the data the writer uses two instruments, observation and
interview.
1. Observation
Observation is the activity giving total concern to research
object using five senses67. An observation was used to know the
process of the implementation of jigsaw technique on narrative
text. It used to know the condition of class and the obstacles
appeared during teaching learning process. It also used to saw
student difficulties, problems and understanding about material
given.
2. Interview
Another technique that is used in this research is interview.
A number of interviews the writerre conducted to collect the data
about important features of teaching method, especially regarding
the classroom activity and teaching style. The subjects of
interviethe writere will be the English teacher at the first grade of
SMP Hj. Isriati. The questions will be asked in the interview are
about the methods which are used and recognized, and the
problems which are found by the teacher in implementation those
methods.
3. Documentation
The researcher need, another data to help his run the
research, in this research, data is collected through documentation
of the students previous examination score from the school. It is
used to validate the sample.
67 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek. (Jakarta: PT. Rineka Cipta, 1998) P. 149
39
C. Technique of Data Analysis
According to Prasetya Irawan, data analysis of qualitative research
is analysis data toward non numeral data.68 Such as; interview result,
notes or report from books, articles, included photograph, pictures, or
films. 69
“ Analysis involves discovering and deriving patterns in the data,
looking for the general orientations in the data and, in short, trying to short
out what the data are about, why and what kinds of things might be said
about them “ 70
The analysis of qualitative data can be done trough some stages.
The researcher can begin with collecting and comparing the data, coding
the data then begins to organize ideas which emerge from the data. For the
next stage, the researcher moves from description of what is the case to an
explanation of why is the case, is the case.71
After collecting the data, the next step is the writer analyzed the
whole data obtained. This data analysis is actually the instruments that
make a reality without changing or breaking any instrument. In this
research, the data analysis is meant to know the method that was used by
year seven years teacher of SMP Hj. Isriati Semarang in the academic
years 2009/2010 and to know how teacher give evaluation to students.
After selecting the data, the writer describes the data to make the
analyzing process easier. Finally I analyzed how teacher give evaluation in
teaching learning process.
With those techniques of data analysis, the researcher wants to
present a clear description of the methods teaching in the classroom which
take place in the English classroom. This would be useful to improving
our understanding of the teaching learning process.
68 Irawan Prasetya, Logika dan Prosedur Penelitian, ( Jakarta: STA-LAN Press, 1999) p. 99 69 Ibid., 70 Graham Hitchcock, David Hughes, op.cit. , p. 295 71 ibid. , p.297
40
D. Research Procedure
This research will be conducted on the third week of October until
the second the week of March at the first grade of SMP Hj Isriati
Semarang.
No
Task description Time schedule in week
I II III IV V Asking permission to the head
master to do research and getting
familiar with the school situation
Enrollment the participants
Doing observation
Analyzing observation data
Interviewing the participants
Analyzing data from interview
Combining data from interview
and observation
Making data conclusion
Writing report of research
41
CHAPTER IV
FINDING AND DISCUSSION
In this chapter, the researcher is going to describe English language
teaching learning at SMP Hj Isriati Semarang in terms of Speaking method and
speaking assessments. Then, the description is going to be analyzed by the
principle of English language teaching learning of speaking for Teenager, the
assessment process, techniques, and teacher’s difficulties during assessment.
A. Finding
1. Method in Teaching Speaking
Teacher likes to have fun in class, but he doesn't want to have fun if
students don't learn at the same time. Unfortunately, the teacher used
games, dialogue, discussion and role play in language classrooms do not
require students to use the target language. Teacher said that students learn
to speak in the second language by "interacting". Communicative language
teaching and collaborative learning serve best for this aim.
Communicative language teaching is based on real-life situations that
require communication. By using this method in ESL classes, students will
have the opportunity of communicating with each other in the target
language. In brief, the teachers should create a classroom environment
where students have real-life communication, authentic activities, and
meaningful tasks that promote oral language. This can occur when
students collaborate in groups to achieve a goal or to complete a task.
The finding of the research includes kind of the method strategies,
and assessment that is used in teaching speaking. The data was collected
through three day observation in SMP Hj. Isriati Semarang class of VIII.
a. Direct Method and Communicative Approach
When the observation was been conducting, the topic of each
meeting was different. Topic of the learning in VIII class in the first day
41
42
observation was about the Talking about What did he say?. Teacher gives
example how to read dialogue. The first teacher read the dialogue strongly.
Teacher repeats these second times. Student read this dialog together.
Students are divided into two groups, ladies and gent. Student understand
this dialogue, what did he or she talking about.
Teacher ask two student to come forward. They practice the dialogue
in front of class. Teacher ask the other student to play the dialogue in front
of the class too. After some student finish this season teacher give some
minutes to understand this dialogue. Student must talk about what is the
dialogue talking about? . Student give explanation what the main of this
dialogue By group.
b. Communicative approach and Community language learning
Topic of the lesson in second day observation was about the “fame
and fortune”. Technique which was used by the teacher in this meeting
used quiz game and discussion. Student must asking and giving agreement
and then responding to statement.
The Teacher divided the class into four groups. Teacher take each
row as one team, then ask questions. The question is bellow:
You went to school yesterday, didn’t you?
You were at home last night, weren’t you?
You don’t go to school on foot, do you?
Students get extra points for answering with giving agreement.
Student who giving true agreement get 10 point. The winner is student
who get high score. Students often make mistakes when answer questions.
it's not a problem the teacher turn their mistakes and show students how to
do it better.
This method is also use pictures as a media. There are two kinds of
using pictures in teaching speaking, the first is picture narrative and the
second is picture descriptive. Teacher in SMP Hj. Isriati using pictures and
describe this pictures.
43
Teacher show students one picture and having them describe what it
is in the picture. The first teacher give examples how to describe this
pictures. Teacher showed Muhammad Hatta picture to the student.
Teacher explain when Mohammad Hatta was born?, What was done
Muhammad hatta for Indonesia. And the other. Teacher used English and
Indonesia language to describe about this picture. And the last teacher ask
the student to repeat what did teacher say about Muhammad hatta.
The next season teacher give student the picture about Kartini,
sukarno and seto mulyadi. Teacher ask the student to describe about kartini
like was he done before. For this activity students divide for 3 groups and
each group is given a one picture. Students discuss the picture with their
groups, then a spokesperson for each group describes the picture to the
whole class. This activity fosters the creativity and imagination of the
learners as well as their public speaking skills.
c. Communicative approach and Direct Method
The third type is the type that few students will ever experience
directly themselves, but it is easy to play because the teachers have
such vast indirect experience of them. The television journalist is a
good example of this type and it is very useful kind of role taken from real
life. The last type is fantasy roles, which are fictitious, imaginary, and
possible even absurd.
This type involves interpreting either the textbook dialogue or
reading text in the form of speech. The main function of the text after all is
to convey the meaning of language items in a memorably way.
For more details, this is an material of role play dialogue, the process
is:
Tania : Good morning. I want to send a letter to Singapore.
Riki : Yes, do you want to send it by air mail or ordinary mail?
44
Tania : I think I’ll send it air mail. I want it to get there quickly.
How much does it cost?
Riki : To Singapore? That will be 30 pence, pleas.
Tania : (give the clerk 50 pence) Here you are.
Riki : Here’s your stamp, and here’s 20 pence change.
Tania : Thank you. Where is the post box?
Riki : You want the air mail box. It’s over there, by the door.
To demonstrate a role play activity based on the dialogue, the
explanation as follows:
1) First, the teacher guides the role play by writing these
prompts: (where? / air mail / how much? / post box? / thanks).
Talk as you write to show what the prompts mean.
2) If necessary, go through the prompts one by one, and get students
to give sentences or question for each one.
3) Call two students to the front: one play the role as Tania
and the other one is the post office Riki. They should
improvise the conversation using the prompts to help them. Point
out that the conversation should be similar to the one in the
textbook, but not exactly the same; the conversation can be
shorter than the presentation dialogue. It should just cover the
main points indicated by the prompts.
4) Call out a few other pairs of students in turn, and ask them
to have other conversation based on the prompts.
5) Based on these procedures, the writer views that the ways
of organizing this dialogue can be carried out into pairs of
students who would improvise a conversation in front of class, in
turns. The teacher also ask the students to practice the
conversation privately with their partners before they act it out
in front of the class.
45
2. The Technique of Learning Assessment which implemented
There are some techniques of assessments that could be
implemented, traditional assessment, alternative assessments and
feedback. Traditional assessment is formal or summative assessment,
alternative assessment are, informal, authentic, holistic, and
assessment for learning. Authentic assessment is divided into
performance based assessment, portfolios, and students self
assessment. Speaking assessment can use one of all technique of
assessment but in speaking more focus on some points in speaking such
as Grammar, vocabulary, and pronunciation.
Speaking Assessment which is implemented by the teacher of
SMP Hj. Isriati at eight grade are informal assessment. The
assessment that the teacher usually use is oral technique, when every
chapter is done, or usually in the first meeting the teacher assess the
students orally, the aim is to memorize the vocabularies on the next
chapter. For portfolio, in this grade the teacher is not use it, because
for eight grade it was too difficult when use this kind of assessment
with reason that eight grade is still confuse to apply this assessment,
they can’t manage their portfolio it was afraid they will loss it. And
the teacher also not implement students self assessment, because
when they assess themselves they will be confident that their own
work is true. For performance assessment usually the teacher asks them
to come forward, or oral assessment. The teacher’s techniques of
assessments are as follows:
1) Informal Assessment Technique
For informal assessment the teacher techniques are: asking the
students some vocabularies, using question, asking students to come
forward to answer the questions, and dictation.
a) Asking the Students Some Vocabularies
46
This assessment is done by the teacher before the teaching
learning process is started it was used to remind the students
about the material or vocabulary that they have learned in
previous meeting. In conducted Informal assessment the
teachers’ asked the students some vocabularies, for examples,
open, what does it means? Then the students answer it, then
teacher ask again, how to say “Tutup, dorong, membawa,
menangis, membaca, menulis, menonton, mendengarkan,
berjalan”, in English, etc. when they answer the teacher is
correct it directly when they have some mistakes in their
pronounce. After the students reminded about some vocabulary,
the teacher asked the students to change some words, into
Verb “Ing” because the teachers’ did teach the students about
past continuous tense, this assessment is done directly during
the classroom without any teacher’s record in a form of score
it was just the teachers’ problems solving dealing with the
important of assessment to make the students remember some
vocabularies and verb ing.
b) Using Question
This assessment is done also to remind the student’s
knowledge about any materials that have taught before. First time
the teacher give the students some materials about past
continuous tense, the teacher’s method is PPP or Presentation,
Production, and Practice. This assessment is done in the middle
of teaching learning process. The teachers assess the students’ by
some questions, such as “How to speak listen?” then they answer.
T: “Rudi Listen to the Musik, How to Speak it?”
SS’: “Rudi Listen to the musik”….
T: “ How to speak Listen Lia”?
Lia’: “ Listen”
T: “No, lisen” ayo bersama-sama!
47
SS’:” lisen”
T: “Good. Ulangi lia?”
Lia: “ Lisen”
T: “Good, Hafiz how to speak Musik”
Hafiz: “Myusik”
T: Good, ulangi bersama-sama!
SS’: “Myusik”
Because In this semester the material is past continuous
tense, so the teachers’ in some weeks teach about past
continuous tense in order to make the students not only
remember the pattern but also can use it in a real contex
because learning English is not only to know much but also
can use it in meaningful ways moreover grammar for student it
was the teacher’s obligatory to give the students much
assessments in order they remind and be usual to use it. After
some explanation about past continuous that have been taught
before, the teachers’ asks, “How many to be we have learned?”
then they mentioned one by one, with the pronoun of each
others. The teacher also asked them randomly to change the
sentence into past continuous tense, example, “Aku telah sedang
berjalan ke perpustakaan” then the certain students is answer,
when there is mistake, the teacher asked it to another students.
This assessment is done in every meeting during a week, in
order they will memorize the pattern of past continuous, and
sometime the teacher mix between present continuous tense and
past continuous tense, because simple present is taught in the first
semester. When there is mistake the teachers’ correct it directly.
c) Dictation
Before the dictation is held the teachers’ again give the
students apperception about past continuous tense then in order to
48
make the students not too bored with present past continuous
tense the teachers’ assess the student’s speaking and listening.
The teachers use a dictation to assess the student’s speaking
and listening. For those skills, the teacher read some paragraph then
the students read it after the teacher, when there is mistake on their
pronunciations the teacher will correct it directly and repeat the
certain vocabularies many times.
The paragraph is:
It is a sunny day, Bob is playing football in the park, and
he plays with his friends, Tommy. Sarah is cycling around the
park. Long after, an ice cream man comes. All the kids on the park
gather around him to get an ice cream.
Vocabularies which the teachers always repeat are: ice
cream, plays, and an ice cream. This assessment is done together
in a whole a class, the students read same passage then the
teachers’ correct the student’s mispronounce.
2) Performance Assessment
Performance assessment consists of any form of assessment in
which the student construct a response orally or in writing. The
example are, oral reports, writing samples, individual and group
projects, exhibitions, and demonstration. Again dealing with the
material of this semester about past continuous tense, so the
researcher met again in which the teachers’ remind the students
about present continuous tense, here the teacher give the students
assessment but this is kind of Performance assessment where the
students asked to come forward to demonstrate the student’s
speaking competencies. They ask to come forward randomly to
read short sentence from the teacher.
The questions are:
1. One night, it was raining very hard.
49
2. My brothers was feeding our chicken
3. Calvin and Agna were sleeping, when their father came.
4. They were watching football match
Sometimes the teachers also give them a question like, “Calvin
and Agna, was or were”, when there is mistake the teacher will
correct it together with the students until no one can’t answer then
teacher will tell them the correct answer.
Example:
SS: They were watching football match” [futball]
T: “Is it right..?”
SS: “Wrong…”
T: “where is the mistake?”
SS: “Football”
T: “then what is the correct one?”
S: “they are watching football match” [futbæ:l]
Those are the teacher’s and student’s conversation when there
is mistake the teacher involve the students to correct.
3) Peer Assessment Using Collaborative task and discussion
Learning and assessment can be more fun when it is done with
friends. Peer assessment can positively influence the classroom
atmosphere because children learn to respect and accept each other
through assessing each others. Peer assessment fosters the feeling
that the classroom is a community working towards the same goal.
This assessment is done by the teacher, divides the
students into two groups, they asked to read a conversation of
give and answer some questions in a book, then if the teacher
meets some mistakes on their reading or their pronunciation the
teacher will correct it directly. The questions are as follows:
Group 1: “What are you doing, Tomy?”
Group 2: “I am playing tennis”
Group 1: “What is she doing?”
50
Group 2: “She is joking”
That was done by switch the group one be group two so that
they saw what are the mistakes of each groups.
B. Discussion
1. Analysis of Method in Teaching Speaking at Eight grade of SMP Hj.
Isriati
To make teaching learning speaking more successful, the
stakeholders of SMP Hj Isriati school have to pay attention with the
objective, the materials, textbook, and the medium of instruction. The
objectives of English for learners, according to the education minister roles
in system of national education are, to develop the competence of
oral communication definitely in school context action, and to realize
the important of English to improve the children capacity in global
competition72. As the teacher said, that the objective of English is to
prepare the students in higher school. The researcher can conclude that
English for learners, psychologically is to prepare the children absorb
many information about English since Now. So, the teacher should
aware with the learners teaching learning process. The teachers should
motivate the students to learn English by choosing an interesting methods
and materials. To make them stay on the school, the school also give a
freedom for the students to come to the principle office, as long as, not in
the time of teaching learning73.
The method in teaching must appropriate to the purpose of the
studying.74 Teacher choice not only good method but also compatible with
learner. Teaching speaking have some method, acting, dialogue, game,
discussion, prepared talk, questionnaire and role play. Some of speaking
activity can be used by teacher in speaking class, but teacher must
72 Interview with the teacher may 6th 2011 73 ibid 74 Ismail SM, Strategi Pembelajaran Agama Islam Berbasis PAIKEM, (Semarang: Rasail Media Group, 2009), p. 17
51
adapting with the learner. The good learning will be doing by choice the
compatible method.
The teacher at SMP Hj. Isriati used some method in speaking class.
The researcher observe some method as the follow:
a. Communicative approach
Communicative Method which considers the language is a
tool of communication and employs the class activities to
communicate by the target language out the class. Dialoge is used
to doing this method. Dialogue in speaking is to practice student
speaking in front of the class. The material from this activity like
dialogue. By giving student to practice the dialogue will ensure
that acting out is both a learning and a language activity. 75 So
student try to communicate with some vocabulary that be used in
daily activities. The purpose is to give student fluently in dialogue
activity. The weakness of this method is not appropriate to teach
literature material like story or descriptive material.
b. Direct Method
This Method is used by using Pictures as a media. Students
are asked to tell the story taking place in the sequential pictures
by paying attention to the criteria provided by the teacher as a
rubric. Rubrics can include the vocabulary or structures they need
to use while narrating.76 Students could telling or describe about
picture and got some vocabulary. The teacher said that if student
interesting with the picture they will find out something about it
by fun and enjoy.77
From observation above, we can conclude that teachers who
use the Direct Method intend that students learn how to
75 Jeremy Harmer, The Practice of English Language Teaching, (Malaysia: Longman, 2002), p.271 76 www.blogspot/kayi/teaching speaking.html 77 Interview with teacher on Friday, may 20th 2011
52
communicate in the target language. In order to do this
successfully, students should learn to think in the target language.
The Weakness of this method is teacher must good
knowledge with L1 and L2 as a target language. This method is
also not appropriate to the beginner, because the teaching learning
Process is mostly using target language.
c. Community language learning
This method is used by Role play activity. From role play
students got motivation and mentality to practice English. Many
students derive great benefit from role play. Student simulate a
real life encounter as if they were doing so in the real world.
Every student gets some different view about the topic or
the conversation. What the outcome should be and a consensus
has to be reached. That way there is a dynamic movement as the
role play progresses, with people clearly motivated to say as
much or as little as they need to achieve their aim.78
Communicative Language Learning is a learner presents a
message in L1 to the knower. The message is translated into L2
by the knower. The learner then repeats the message in L2,
addressing it to another learner with whom he or she wishes to
communicate. Communicative Language Learning learners are
encouraged to attend to the overhear they experience between
other learners and their knowledge. The result of the overhear is
that every member of the group can understand what any given
learner is trying to communicate.
Teacher must organize students group to work together. If
student group not work together so only little student will learn in
teaching process.
It is right that there is no effective method and strategies in English
language teaching. By giving the teacher some resources about the 78 Jeremy Harmer, op.cit, p. 275
53
methods of English teaching, then the teacher is asked modify the method
based on the class situation and students characteristics,so transferring of
knowledge can be reached.
Teaching speaking is not only how to teach student to speak English
well, but also grow mentality of student to speak with the other in
English.79 In speaking class we give student motivation to learn and we
make class fun and happiness.
2. Analysis of Speaking Assessment at Eight grade of SMP Hj. Isriati
Semarang
Assessment is a tool which has the potential to help pupils make
progress in their learning35. There are some purposes of assessment.
First,Assessment is to describe the proficiency of student’s learning, in
order toknow the successful of teaching learning. Second, it is to know the
teaching learning goals which are achieved. Third, it is to repair the
teaching learning if the assessment is failed. And the forth, is to give a
further information to the stakeholder of the school36. SMP Hj Isriati
teacher uses some assessments to assess the students like formal and
informal assessment. In Speaking Class The teacher used informal
assessment only.
a. Analysis of learning assessment techniques
1) Informal assessment
Informal assessment is an assessment which is implemented in
every chapter to know the successful of teaching learning. The
orientation of this assessment is on the process of teaching learning it
self37. This is an incidental, unplanned comments and responses along
with coaching and other impromptu feedback to thestudents38. The
function of this assessment is to provide feedback to teachers and
students ideally about student misunderstanding39. The technique
which is used by the teacher on this assessment is by using question, 79 Interview with teacher on Wednesday, may 18th 2011
54
asking some vocabularies, dictation, asking the students to work in
group, and asking the students to come forward40. Those assessments
are simple assessment which the teachers usually use in others
classroom assessment. Those assessments are suitable with student in
junior High school , because the teachers’ uses a clear questions and
instructions and the assessment that have done are met the principle in
assessing junior high school because the teacher’s instruction is clear
and the teachers’ also translate it into Indonesia when the students
didn’t understand with the teacher’s mean.
2) The Technique of Performance Assessment
Performance assessment is an assessment that consists of any
form of assessment in which the student construct a response orally or
in writing. The example are, oral reports, writing samples, individual
and group projects, exhibitions, and demonstration45 the assessment
which is done by the teacher is a writing samples of performance
assessment. The students are dictated by the teacher, and then the
teacher asked the students to speak up in front of the class, that was the
simple performance assessment that can be done in the classroom
speaking assessment process46. When we see the teacher’s
implementation of this assessment we will said that it was kind of
formal assessment because it was a paper base assessment but the
teacher also asked the students to come forward and demonstrate their
writing, it was the point of this performance assessment.
3) The Technique of Peer Assessment
Peer Group assessment is where the pupils become involved in
monitoring others progress. This assessment helps students to become
more autonomous, responsible and involved. But, Students may lack the
ability to evaluate each other. On applied this assessment, the teachers
divided the students into two group and asked them to read a passage
and answer and give some questions from the passage, but whose
correct their mistakes is the teacher, this assessment is appropriate
55
assessment for learners because by this assessments the students are
directly corrected by the teacher and then they will see, where is their
mistakes and it will enjoyable because it’s done together with their
friends.
b. Analysis teachers’ assessment implementation
The successful of teaching learning process is depends on how do
the teacher’s conduct the material and the teachers’ assess the students.
Techniques of assessment that the teachers’ had implemented are
suitable assessment for the students. With the clear instruction, easier to
conduct and not too wasting time is some reason that reasonable for the
teacher why do the teachers’ implement those assessments. More over
those assessments are common assessments that usually used by some
Indonesian educational system. The assessment implementations are
Focus on pronunciation and Grammar, because according to the teacher
language is to communicate. Communication needs to speak and
motivation .The point is focus on how to speak well and using true
grammatical. Vocabulary and the other ca be learned in other language
skill like writing and reading. Basically these assessments give the
student motivation and mentality to speak with the other.
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CHAPTER V
CONCLUTION AND SUGGESTION
A. This Study can be concluded as follows: 1. Method in teaching speaking
The method in teaching must appropriate to the purpose of the
studying. Teacher must choice not only good method but also compatible
with learner. Teaching speaking have some activity like acting, dialogue,
game, discussion, prepared talk, questionnaire and role play. Some of
speaking activity can be used by teacher in speaking class, but teacher
must adapt with the learner. The good learning will be doing by choice the
compatible method.
The teacher at SMP Hj. Isriati used some method in speaking class.
The researcher observe some method as the follow:
d. Direct method
e. Communicative Approach
f. Community Language Learning
g. Suggestopedia
2. The Technique of Speaking Assessment which implemented
Assessment is a tool which has the potential to help pupils make
progress in their learning. There are some purposes of assessment.
First, Assessment is to describe the proficiency of student’s learning,
in order to know the successful of teaching learning. Second, it is to
know the teaching learning goals which are achieved. Third, it is to
repair the teaching learning if the assessment is failed. And the forth,
is to give a further information to the stakeholder of the school. SMP
Hj Isriati teacher uses some assessments to assess the students like
formal and informal assessment.
Some kind of assessment is focus on comprehention,Grammar,
Pronunciation, fluency and vocabulary. Speaking is how to
communicate with other so teacher at SMP Hj. Isriati only focus on
56
57
comprehension, grammar, pronunciation and vocabulary, because
those is significant elements to speak. The other factor is as
complement in speaking because in real condition conversation is how
other people can understand with our mine. Although we wrong in
fluency other people get the meaning what we say.
B. Suggestion Recommendations that can be given by the researcher of this study are
followed:
1. Teacher should be aware of errors in speaking, especially spoken
errors, which are occurred in students learning process. Teacher
should views those errors as a sign that a learning process is
taking places, and that the students are trying to produce a
language, taking risk in learning, experimenting with language,
attempting to communicate, and making progress.
2. Teachers of foreign language, especially English teachers should
more improve student speaking skill with other method, so all of
student confidence can be showing. Every student have different
motivating on the learning process, so teacher must be good
advisor and trainer.
3. On correcting the students’ errors, teacher should not make the
students under pressured. Each teacher should realize that making
mistakes is a part of the learning process, and that to err is
human.. Teacher should let students be free to make errors. There
are also some points that are needed to be considered by teacher
while they are giving treatment to the students’ error. The points
are:
There are some suggestions that should be done by the next researcher. The
suggestions are:
58
1. The next researcher, who is interested in the topic of speaking method in EFL
classroom, should make a good and complete preparation for his or her study, in
order to make the study better.
2. It is better for the next researcher to be more careful to collect the more detailed
data
3. The instrument that will be used in the next research should be more complete and
can record the data which are micro data, such as all students’ utterance should be
recorded.
C. Closing
That is the discussion of this thesis. The researcher realizes that this thesis
still needs many corrections to be better in future. She expects that this thesis can
be not only a useful reference for the next study in the related field but also a
consideration base for English teacher of various education level in working with
some method in teaching speaking.
59
REFERENCES
Arikunto Suharsimi, Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta:PT. Rineka Cipta, 1998
Brown H. Douglas, Teaching by Principles : An Interactive Approach to Language Pedagogy 2nd Ed, New York: Addison Wesley Longman Inc.,2001
Brown H. Douglass, Language Assessment Principles and Classroom Practices, New York: Pearson Education, Inc., 2004
Bygate Martin, Speaking, New York: Oxford University Press, 2004
Echevarria, Marry E.V, Deborah J. Short, Making Content Comprehensible for English Language Learners, A Pearson Education Company, 2000
Gredler Margaret E., Classroom Assessment and Learning, New York: Addison Wesley Longman. Inc., 1999
Harmer Jeremy, the Practice of English Language Teaching 3rd Ed, England: Longman, 2001
Haycraft John, an Introduction to English Language Teaching, Singapore: Longman, 1996
Hitchcock Graham and David Hughes, Research and the Teacher, a Quantitative Introduction to school-Based Research, New York, Routledge, 1995
Krashen Stephen D, Principles and Practice in Second Language Acquisition, New York: Prentice Hall International (UK) Ltd., 1987
Kreidler Charles W, Introducing English Semantic, London:Routledge, 1998
Larsen Diane and Freeman, Techniques and Principles in Language Teaching, New York: Oxford University Press, 2000
Murcia Marianne Celce, Teaching English as a Second or Foreign Language 3rd Ed, American: Heinle and Heinle, 2001
Nata Abuddin, Tafsir Ayat-Ayat Pendidikan, Jakarta: PT Raja Grafindo Persada, 2002.
Nursanti Chaida, A Descriptive Study of English Teaching and Learning Methods in the Classroom Eighth Year of SMP N 7 Brebes in the Academic Year of 2008/ 2009, Thesis of UNNES, Semarang: Library of UNNES, 2008
Oxford Advanced Learner’s Dictionary, New York: Oxford University Press, 2000
60
Prasetya Irawan, Logika dan Prosedur Penelitian, Jakarta: STA-LAN Press, 1999
Sneddon James, The Indonesian Language: Its History and Role in Modern Society, Sydney:University of New South Wales Press, 2003
Sudjana Nana, Penilaian Hasil Proses Belajar Mengajar, Bandung: Remaja Rosdakarya, 2009
Sulistio, the Speaking Ability of the Eleventh Grade Students of SMA N 1 Kersana Brebe; Semarang, Language and Arts Education Faculty, Semarang: IKIP PGRI, 2008
Sumardiyani and Zulfa Sakhiyyah, Speaking for Instructional Purpose a Handbook Semarang: IKIP PGRI Press, 2007
Webster Noah, Webster’s New Twentieth Century Dictionary of English Language, America: William, Inc., 1980
Yamin Martinis, Profesionalisasi Guru dan Implementasi KTSP, Jakarta: Gaung Persada Press, 2008
Zuhaili Wahbah, dkk, Ensiklopedia Al-Qur’an, Jakarta : Gema Insani Press, 2007
http://en.wikipedia.org/wiki/Alternative_assessment, 06 Feb 2010
http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm, 05 April 2010
http://www.aurbach.com/alt_assess.html, 13 Jan 2010
http://www.litbangkabtsm.org
http://www.qcda.gov.uk/4334.aspx, 13 Jan 2010
http://www.ukcle.ac.uk/resources/assessment/group.html, 05 nevember 2010
www.uta.edu/irp/unit_effectiveness_plans/assets/AssessMethods.pdf. 05 A
61
BIOGRAPHY
Name : Sugiyartono
Date of Birth : Grobogan, 03 Juni 1987
Address : Ds. Pulorejo, RT 04 / RW 02 Purwodadi Grobogan
E-mail address : [email protected]
Phone number : 085 225 134 766
Academic Background :
1. SDN 02 Pulorejo Purwodadi Grobogan graduated in 1999
2. MTsN Jeketro Gubug, Grobogan, graduated in 2002
3. MA Futuhiyyah, Gubug, Grobogan, graduated in 2005
4. Tarbiyah Faculty IAIN Walisongo Semarang
62
APPENDIX 1
Observation Guide line
May 18th 2011
No Aspects of the observation Result
1 The material delivered Stories
2 Method used to teach Direct Method and CLL
Dialogue and reading aloud
“Teacher shows one picture to
student, after that teacher describe
about this picture.
Teacher divides class into two
groups. Teacher give one group one
picture. Every group must write
down about picture and then read it
in front of the class.
3 Media used to teach Picture
4 Kinds of assessment Perform based assessment and Peer
Assessment using Discussion
Student give evaluation when the
other student read in front of the
class. Student write what wrong
with their friend say.
Teacher also write the correction
about student performance.
5 Learning aim Students are able to use past
sentence and telling one of the
63
story.
6 Number of assessment used Once during the lesson
7 Point of Assessment Pronunciation and Grammar
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Observation Guide line
May 20th 2011
No Aspects of the observation Result
1 The material delivered What did he/ she say?
2 Method used to teach Communicative Approach and
Direct Method
Teacher read the dialog about two
people on the hand book. Teacher
ask student read this dialogue
together. Then teacher ask women
student as yuni in dialogue and man
student as roy in dialogue. Students
practice this dialogue between man
and women student in dialogue.
In the end student talking about
their daily activity with her friend.
3 Media used to teach -
4 Kinds of assessment Perform based assessment using
role play
5 Learning aim Students are able to dialogue about
some activity and able to
understand what the other mean.
6 Number of assessment used Twice during the lesson
The first teacher ask the student
how to say Music and ball and etc
before student practice the dialogue
from the handbook.
65
The second teacher give correction
in student dialogue about their
activity.
7 Point of Assessment Grammar andPronunciation
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Observation Guide line
Aprlil 24th 2011
No Aspects of the observation Result
1 The material delivered Retelling A Story
2 Method used to teach CLL And Communicative
Approach
“ The teacher assigns roles to
the students and divides them
into three groups. Then, the
teacher explains their roles, the A
situation that the students have to
do in the role play and the goal or
outcome that they have to get. The
teacher also must not forget to
clarify the cues and gives the
example/model of the roles that the
students play. Finally, the teacher
sets the time limit and encourages
students to be creative and use their
own language resources.
3 Media used to teach Picture
4 Kinds of assessment Perform based assessment
5 Learning aim Student able to use past sentence
and telling one of the story, and
give opinion about story.
6 Number of assessment used Once during the lesson
67
“when student practice the dialogue
and play it infront of the class.
7 Point of Assessment Pronunciation, grammar and
Vocabulary
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APPENDIX 2
INTERVIEW GUIDELINE
1. How many times does the teacher teach English in a week at SMP Hj.
Isriati Semarang?
2. What methods are used in speaking teaching for the eighth grade
students at SMP Hj. Isriati Semarang?
3. Why are those methods used in teaching speaking for the eighth grade
students of SMP Hj. Isriati Semarang?
4. What materials are delivered in teaching speaking for the eighth grade
students of SMP Hj. Isriati Semarang?
5. Does the teacher use certain media in teaching learning process?
6. Does the teacher assess the students in every teaching learning process
of speaking?
7. What kinds of assessment which the teachers usually use to
assess the students speaking skill?
8. Why does the teacher implement those assessments?
9. Does the teacher meet certain difficulties during assessment process?
10. What does the teacher do when he or she meets certain
difficulties during assessment process?
11. What elements of speaking does the teacher concern to assess?
12. What is the standard of students’ speaking success?
69
APPENDIXS 3
RESULT OF INTERVIEW
Question (Q) / Interviewer : Sugiyartono
Answer (A) / Interviewee : Mr. Syi’aruddin
Date : Saturday, May 30th 2011
Place : SMP Hj. Isriati Semarang
Time : 09.30
1. How many times does the teacher teach English in a week at SMP
Hj. Isriati Semarang?
Kalau Bahasa inggris di kelas 8 diajarakan 2 kali dalam
seminggu yaitu hari Rabu dan Jum’at. Untuk hari Rabu itu jam
pertama dan kedua, jam ke- 5 dan 6 dan jam ke-7 dan 8. Untuk hari
Jum’at kita berurutan mulai jam pertama sampai jam ke-6. Disamping
itu ada juga jam tambahan setelah selesai sekolah tapi jadwalnya
berubah-ubah.
2. What methods are used in speaking teaching for the eighth grade
students at SMP Hj. Isriati Semarang?
Dalam pengajaran bahasa inggris khususnya speaking ya, saya
bisayanya menggunakan berbagai kombinasi metode seperti CLL,
direct method dan sebagainya. Semua itu saya aplikasikan dengan
diskusi, ada role play dan lainya. Ya saya campur-campur sesuai
dengan materi dan keadaan siswanya juga sih mas. Tapi lebih sering
saya menggunakan dialogu biar mereka terbiasa dalam berdialog.
Karena yang terpenting untuk speaking menurut saya untuk
berkomunikasi dengan oran lain yaitu dialog.
3. Why are those methods used in teaching speaking for the eighth
grade students of SMP Hj. Isriati Semarang?
70
Yang pertama tentunya sebagai sarana unuk menyampaiakan
materi speaking itu lebih enak yang activitasnya mengutamakan
komunikasi seperti CLL Communicative approach dan direct.
Kemudian juga biar siswa lebih tertarik untuk belajar. Untuk anak
SMP disini mas masih suka bermain-main oleh karenanya saya
memancing dengan game gambar dan lainya agar mereka tertarik dulu
setelah itukan mereka termotivasi. Jika mereka sudah termotivasi
minat untuk belajarkan tinggi jadi mereka akan focus dan enjoy dalam
belajar.
4. What materials are delivered in teaching speaking for the eighth
grade students of SMP Hj. Isriati Semarang?
Ya banyak mas, bisa anda lihat di handbook kelas 8. Tapi
disamping itu saya juga mencari-cari di internet biar kalau ada berita
apa yang lagi ramai kita juga buat materi juga bisa. Akan tetapi tidak
semuanya kita tetap memilih mana yang baik untuk siswa. Secara garis
besarnya ada simple past, ada what did he say past continues
description abaout some one , dialog tentang kegiatan dan banyak lagi
mas, lihat saja di handbooknya.
5. Does the teacher use certain media in teaching learning process?
Penggunaan media bagi saya saya sangat mendukung untuk
kelancaran sebuah metode pembelajaran, ya biasanya saya
menggunakan gambar, game quis televise ya yang bisa saya gunakan
saya gunakan semaksimal mungkin lah mas.
6. What difficulties are faced by teacher and students in speaking
teaching learning process at the eighth grade students of SMP Hj.
Isriati Semarang?
Ya mungkin untuk kesulitan saya malah menumbuhkan ketertarikan
siswa dulu mas. Ya kayak motor sebelum jalan harus manasi dulu. Dan
71
juga membuat siswa untuk berani berbicara itu juga kadang jadi
kendala. Tapi nanti kalau sudah ada yang mau yang lainya juga berani
mas. Disamping masalah speakingnya, seperti pronunciation ya masih
perlu di perbaiki.
7. Does the teacher assess the students in every teaching learning
process of speaking?
Ya, tapi karena di smp kan masih global bahasa inggrisnya ya
saya conditional. Tapi alaupiun Cuma sedikit-sedikit saya mesti
mengevaluasi ataupun hanya mengecek pemahaman siswa.
8. What kinds of assessment which the teachers usually use to
assess the students speaking skill?
Kalau untuk speaking saya mungkin lebih membenarkan
prunciation yang salah dan grammarnya dalam mereka berdialog,
membaca dan dalam role play biasayana. Tapi juga lihat keadaanya,
menurut saya dalam speaking yang terpenting siswa berani berbicara
dengan prunciation yang benar dulu, setelah itu baru grammarnya adan
aspek-aspek lainya tapi yang terpenting saya 2 aspek tersebut.
9. Why does the teacher implement those assessments?
Ya karena untuk speaking itu lebih cocok dan praktis juga yam
mas. Saya gak usah susah-suah buat soal dan bisa sewaktu-waktu saya
bisa melakukanaya.
10. Does the teacher meet certain difficulties during assessment process?
Ya kalau kesulitan mungkin pengucapan siswa yang kurang
jelas. Dan juga siswa sering lupa tentang pengucapan suatu kata.
11. What does the teacher do when he or she meets certain
difficulties during assessment process?
72
Saya menyuruh mereka mengulangi dengan keras dan saya terus
membenahi jika ada kesalahan dalam pengucapan.
12. What elements of speaking does the teacher concern to assess?
Saya lebih konsen ke pronunciation dan grammarnya untuk
yang lainya bersifat sebagai pendukung sih mas.
13. What is the standard of students’ speaking success?
Tentunya jika mengacu pada speaking yang baik harus tuntas
dari pronunciationnya grammarnya, fluncynya dan lainya. Namun
khusus untuk kelas 8 ini saya lebih mengacu pada
comprehension,pengucapan dan grammarnya jika dua aspek itu sudah
bagus maka saya sudah mengatakan dia berhasil dan sukses. Tentunya
itu standar yang saya buat sendiri.
73
APPENDIXS 4
Transcript ion Date : May, 18th, 2011 Teacher : Mr. Syi’arudin
No Teacher activities Students activity
Teacher tells the students about what they are going learn or to do on that day such as following: Today we are going to practice our speaking by using role play activities. The title of our role play is “consequences role play”
Teacher asks the students to prepare a piece of paper. On this paper, the teacher asks them to write the following things:
a. The name of a celebrity or an idol (movie star, singer, model, or public figure) that they don’t like most with the same gender to themselves.
b. The name of their favorite celebrity or their idol but the opposite gender to themselves.
c. A number between 1 to 9. d. The names of fruits, the
same number as mentioned in the number above.
e. A job they donít like. f. Their favorite job that
they would like to do. g. A description of their dream
house, for example is by the sea side, in the mountain, or near by the river, etc.
h. Finally, they describe
Students listen carefully to the teacher and ask if there is something they don.t understand such as following: .What is role play Miss? And why does it call consequences role play?
Students prepare a piece of paper and write eight points that the teacher has told them.
74
what country they would really like to live in.
Teacher ask the students to change character to the person they have described on the piece of paper. Here are the points above mean:
a. This is their name. b. This is their husband ís or
wife’s first name. c. This indicates the number of
children they have. d. This indicates the
children’s names. e. This is their job. f. This is their husband’s or
wife’s job. g. This describes the family
house and tells the listener where it located.
h. This last point tells what country they come from.
The teacher divides the class into three groups. Then, the teacher tells them to read through the points and asks them to act as if they were in a party where they are meeting famous people. In the party they have to introduce themselves to several people as this person. They have to practice it when the role play has started.
Teacher tells the students the goal of this role play, which is to get as much as information about the people in the party. All these activities are done in each group. The students need to share theconversation and be interactive
The students change character to the person they have described on the piece of paper and try to remember it.
Students separated into three groups. Each group has 10 pupils. They read through the text and listen to the teacher.s explanations about what they have to do with their character.
Students listen carefully and take notes about the goal of the role play.
Students take notes about the cues, study and memorize it.
75
to reach the goal. Therefore,the teacher gives them cues bygiving them vocabulary,grammar, idiomatic expressions and sentences that might beused in the conversation
The teacher demonstrates how the conversation might occur such as following: .Hello, allow me to introduce my self.I.m Paris Hilton, how do you do?
The teacher gives the students some time to prepare and let them work individually to outline their ideas and the language they will need to express. The teacher sets the time limit for the role play. For this role play the teacher limits the time 20 to 30 minutes. The teacher reminds the students to use their own English language resources and try to act as natural as possible Before the role play begins, the teacher asks the students whether they understand clearly or not about what they have to do in the role play activity
Teacher goes around the class coming to each group checking and giving help as the students needed.
While checking the students, the teacher only gives help to the
Students pay attention to the teacher.
Students work individually to prepare themselves in the role play.
Students take notes the time limit and remember it.
Students prepare themselves to use their own English language resources and also prepare their mental to act as natural as possible in the role play.
Students answer the teacher’s question whether they understand or not and ask to the teacher if they don’t understand.
Students begin the role play as the teacher has explained before.
Students do the role play by themselves and only ask for help to the teacher if they really need it.
Students help each other in each group if one of them is having
76
students if it really necessary or when the students ask for it.
Teacher does not correct the students. error in grammar or pronunciation if the others can still understand what they mean Teacher lets the students do the role play without her interfere
Teacher asks one of them to represent his/her own group to report all information that he/she gets from the role play.
Teacher giving feedback on grammar or pronunciation problems that she herds during the role play.
trouble in speaking.
Students do their best in the role play by using their own language resources.
Each group sent their representation to report the information or the goal that he/she gets from the role play
Students pay attention, listen carefully, and take notes to the teacher’s explanations
77
Transcript ion Date : May, 20th, 2011 Teacher : Mr. Syi’arudin
No Teacher activities Students activity
Teacher give student warming up
with this dalogue
How many students absent?
Today we are going to discuss
expressing like and dislike.
Do you like reading a newspaper?
(Pausing) expressing like and
dislike is used to express
something we like it or not.
Yeah, for example: Do you like
playing football Amir?
Good. Yes I like it.
Teacher give to other sudent some
question.
Uhm…… What do you like
yusup?
Who want to answer it?
Ok. Yusuf, speak up please!
Next, how to say
“Apakah Anita suka membaca
komik?”
No sir
Yes
Students pay attention, listen
carefully, and take notes to the
teacher’s explanations
Yes I like it
Badminton sir
Do Anita like reading Comic
Does anita lika reading comic
78
Anyone want to answer?
Arvin please! (Point Arvin).
Uhm…..Do Anita like reading
comic? Is it true? (Raising
eyebrows)
Yeah. Dinda, please make it true!
(Point Dinda)
Excellent! (Sticking fingers)
“Ya Anita suka membaca komik.”
How to say it in English?
Tata, come on! (Standing beside
Tata and touch Tata’s shoulder)
Right!
Then, How to answer it if Anita
doesn’t like reading comic?
Excellent! (Signaling Ok)
We can say I really enjoy….. or
I’m very fond of….. to express
like.
For example, I really enjoy
swimming.
Then, we also use I really hate…..,
I can’t bear…… or I can’t
stand…., to show dislike
Anita like reading comis?
No, she likes reading comic
Bahwa dia tidak boleh makan
hawan laut karena dia alergi
dengan hewan laut.
Students separated into three
groups. Each group has 10 pupils.
They read through the text and
listen to the teacher.s explanations
about what they have to do with
their character
79
expression.
Ehm…. Attention please!
I can’t stand with seafood, I’m
allergy.
What does it mean by that
sentence?
Who wants to answer?
Good! Excel.
Yeah….. Excel is Excellent.
(Signaling OK)
Now, make group of two and then
ask your friends about what is she
or he likes and dislike.
Don’t forget to study at home and
do the best for your homework
