TEFL(Teaching English as Foreign Language)

Teaching Speaking by Describing PictureApproach DM (Direct Method)

Lecture : Novita Yanti, S.Pd

By:Budi Setiyo Utomo

NIM 0870512008E

ENGLISH DEPARTMENTSEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

PERSATUAN GURU REPUBLIK INDONESIAJOMBANG

2010

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TABLE OF CONTENTS

TITLE................................................................................................................................................... iTABLE OF CONTENTS..................................................................................................................... iiCHAPTER I INTRODUCTION

1. Background of The Study...................................................................................................... 12. Statement of The Problem..................................................................................................... 13. Purpose of Study.................................................................................................................... 1

CHAPTER II REVIEW OF THE RELATED LITERATURE1. Speaking................................................................................................................................. 22. Direct Method........................................................................................................................ 23. Definiton of DM.................................................................................................................... 24. Goal........................................................................................................................................ 25. Interaction.............................................................................................................................. 26. Type of Teaching and Learning Activity............................................................................... 27. Teaching Learning Activities................................................................................................. 28. Role of L1 ( First Language )................................................................................................ 3

CHAPTER III DISCUSSION1. Procedure of Teaching Speaking using DM.......................................................................... 42. Teacher Role and Student Role.............................................................................................. 43. Evaluation.............................................................................................................................. 44. Advantages and Disadvantages.............................................................................................. 45. The Advantages..................................................................................................................... 46. The Disadvantages................................................................................................................. 5

CHAPTER IV CONCLUSION AND SUGGESTION1. Conclusion............................................................................................................................. 62. Suggestion.............................................................................................................................. 6

PREFERENCES................................................................................................................................... 7

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CHAPTER IINTRODUCTION

1. Background of The StudyOne of the skill in learning English is speaking. Speaking is fundamental to human

communication. In our daily live most of us speak more than we write, yet many English teachers still spend the majority of the class time on all of English skill. If the goal of our language course is truly to enable our student to communicate in English, the speaking skill should be taught and practice in the language classroom.

But there are many problem for teachers, when they teach speaking in big class. The first problem is the students does not want to talk or say anything during speaking activity in their classroom. The other problem is when the students work in pairs of groups they just end up chatting in their own language. The last problem when the students speak it together gets too noisy and out of hand the teacher lose control of the classroom. In this chance the writer want to give the resolution of the problem that have the teacher when they teach speaking in big class.

2. Statement of The ProblemBased on the background, the writer formulates the problem as the following:1. What is the suitable technique or method to teach speaking?2. How to implement the method in speaking class?3. What are the advantages and disadvantages of the method above?4. What kind of evaluation that is needed in the speaking class?

3. Purpose of The StudyBased on the Statement of The Problem above, the main purpose of this paper are to find out the following:1. To find out the suitable method that use in speaking class2. To know the Role of teacher in Teaching speaking in class3. To know the Role of Student in Learning Speaking in class4. To find out the advantages and disadvantages in speaking class5. To know the evaluation that use in Speaking class.

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CHAPTER IIRELATED OF THE RELATED LITERATURE

1. SpeakingEveryday live needs a language to communicate with other. Speaking is needed to make us

react and undestand what they speak. Johnson and Marrow said speaking in actively involving two or more people in which the participant are tooth hearer and speaking heaving to react what hear and make that contribution at high speed (1981:70). It mean that we need some participant you involve in our speech act, because more participant involve in our speaking activity we will reach better. Speaking is also complete skill. In speaking we get listening and writing

Baker and Westrup state in their book, the reason practicing speaking during the lesson:a. Speaking activity an involved reinforce the learning of new vocabulary, grammar or

functional language.b. Speaking activity give students chance to use the new language that they are learning.c. Speaking activity give more advance student the chance experience with the languge, they

already known in different situation and on different topic.In speaking Engllish, student should speak English everyday in every situation with

reasonable fluency and correct on with the pronounciation is acceptable to a native speaker of the language. In addition, in a simple dialogue based on daily life situation and answering question about their usual activities. They should be able to ask similar question to retell simple story, to describe historical and current event with which is similar, and to discuss aspect foreign civilization and the literary merit of the material that is she or he has studied. Speaking is oral skill. It can be improved only trough constant, systematic and intelligent practice. It is clear that speaking will improve when we practice it more and constantly. Speaking a second language is more difficult than speaking in first language. We cannot compare this to native speaker. They can speak more thiently that us, although we have learnt the second language perfectly.

2. Direct Methoda. Definition

There are many kinds method that use to teach speaking. One of them is Direct Method (DM). the Direct Method, sometimes also called natural method, is a method for teaching foreign languages thet refrains from using the learners’ native language and just uses the target language. In this method teacher as a partner of the students in teaching learning English. Teacher can use many kind of Media to support their teaching process.

The teacher can use real object picture or pantomime to teach speaking use Direct Method.

b. GoalThe goal of Direct Method is student can think and communicate in target second

language (L2). They can say something in good grammatical.

c. InteractionDirect Method interaction is to distinct and fundamental kinds:

1) Interaction between learner and learner.2) Interaction between learner and teacher.

d. Type of Teaching and Learning Activity1) Describing2) Retell3) Speech4) Interview

e. Teaching Learning Activities

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1) Grammar taught indctively (from example to the pattern)2) Vocabulary (Guessing new word or making sentences using new vocabulary)3) Pronounciation4) Speaking (Describe something, people and picture)5) Writing (Making Paragraph)

f. Role of L1 (First Language)1) Most used in classroom

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CHAPTER IIITEACHING PROCEDURE

1. Procedure of Teaching speaking Use Direct MethodWhen we taught the student in all subjects. We must prepare of teaching before we taught

them we must decide what method and media that appropiate with the theme.

TEACHING STEPA. MEDIA

PictureB. STEPS

1) Introduction Greeting

2) Discussion Show a picture to the students Ask some students to describe the picture Ask the student to read their description in front of the class Ask the students to describe his or her friends Ask the students to write their description

3) Conslussion Students can describe people or something Students can find anew word

C. CLOSING Summarizing

2. Student Role and Teacher RoleStudents is a partner in target language and teacher help the learners try to understand

their problem better by applying order and analysis to them. And a teacher’s positian is as a center.

3. EvaluationEvaluation in speaking class involves directing in a cotrolled or the skill being examined

and asking learner to monitor and asses their own progress. Extension consists of activities that ask students to use the skill in a differenmt context or to integrate use of the new skill with previously acquired ones. (Browns,1994 Burn Joyce,1997 Curter & Mc. Caty,1995)

Assessment instrument should reflect instruction and be incorporated from the beginning stages of lesson planning (O’Mally and Pience,1996). Speaking assessment can take many forms, from oral section such as telling story, speech, describing, interview the students with the other friends etc.

The evaluation will take from students participation during discussion. The teacher take the result by observe the student presentation when the student express their opinion about the topic that have been chosen.

4. Advantages and Disadvantages of Direct Methoda) The Advantages

The major advantages of speaking class use direct method are:1. Students more active and crative to explore their idea in speaking.2. For upper students more confidence.3. Students will be good at listening comprehension.4. Students get more vocabulary.5. Students speaking will be like native spakers6. More interaction between teacher and students, and between students and students.

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b) The DisadvantagesThere are many disadvantages in teaching speaking use Direct Method are:1. For the passive students will be deppress.2. Active students will dominate the class.3. It will hamper the students progress.4. Passive students will be bored.5. It will appear mesunderstanding between teacher and students because there is no

clarification in firsr language (L1)6. Students can’t understand well.7. difficult to mange the big class.

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CHAPTER IVCONCLUSION AND SUGGESTION

1. ConclussionThe teacher realized that teaching speaking was easy. It need some techniques or method

to make speaking class interesting for the students. So that the teacher can arrange and manage the classroom as well as they can.

One techniques or method that can use the teacher to arrange and manage speaking class in Direct Method. Direct Method is suitable technique to arrange the students speak up. This is also make students feel confident when they speak.

Approach DM (Direct Method) the teacher as a partner, so they support the students with understanding of their struggle to master language in often threatening new learning situation.

2. SuggestionIn teaching speaking, teacher should chose a good method such as direct Method that

appropriate. And teacher should prepare what media that suitable with their method.Teacher can give simple roles and give punishment for student who speak with first

language.

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PREFERENCES

Anthony, Edward M, Teaching English as a Second Language, Mc. Grow Hill Inc, Philippines, 1965Erikson, E. Clifford, A Basic Test for Guidance Workers, Prtince Hall, New York, 1847Gardon and Wong, A Manual for Speech Improvement, Pretince Hall, 1961Jerry, G. Gerhard, Teaching English is a Foreign and Second Language, The University of Michigan

Press, 1996Johnson and Wong, Communication in the Classroom, Longman Group United, Hong Kong, 1961Rivers, Wilga, Teaching Foreign Language Skills, the University of Chicago, 1970Klein, Wolfgang, Second Language Acquisition, Cambridge University Press, 1986

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ITEM POINT

CONTENT

PROBLEM

DISCUSSION

REFERENCES

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