AN ANALYSIS OF TEACHING METHODS USED BY AN ESP LECTURER OF UNIVERSITY OF MUHAMMADIYAH MALANG IN TEACHING SPEAKING IN THE FIRST SEMESTER OF PSYCHOLOGY DEPARTMENT ACADEMIC YEAR 2014/2015
THESIS
By: OLIVIA ARTIKA RAHAYU 09360004
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG FEBRUARY 2015 i
AN ANALYSIS OF TEACHING METHODS USED BY AN ESP LECTURER OF UNIVERSITY OF MUHAMMADIYAH MALANG IN TEACHING SPEAKING IN THE FIRST SEMESTER OF PSYCHOLOGY DEPARTMENT ACADEMIC YEAR 2014/2015
THESIS
By: OLIVIA ARTIKA RAHAYU 09360004
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG FEBRUARY 2015 ii
AN ANALYSIS OF TEACHING METHODS USED BY AN ESP LECTURER OF UNIVERSITY OF MUHAMMADIYAH MALANG IN TEACHING SPEAKING IN THE FIRST SEMESTER OF PSYCHOLOGY DEPARTMENT ACADEMIC YEAR 2014/2015
THESIS This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By: OLIVIA ARTIKA RAHAYU 09360004
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG FEBRUARY 2015 iii
ACKNOWLEDGEMENTS
Alhamdulillah, the greatest thanks belongs to Allah SWT for blessing the researcher in finishing her thesis. Shalawat and Salam always give to Prophet Muhammad SAW who brought us the lightness from the darkness. First of all, the researcher would like to address her sincere gratitude to her advisors, Rahmawati Khadijah Maro, S.Pd, M.PEd and Rinjani Bonavidi, S.Pd, M.Ed, Ph.D for their given great patience, idea, guidance, correction, and suggestions during this thesis writing process. Finally, the researcher would like to dedicate this thesis to her whole family especially to her parents Kasan and Sri Astuti who have given their help, supported and loved during this thesis writing process, her brother Dewantoro. And also the researcher would like to give the deepest thank to all of her friends who have great contributions during this thesis writing process and especially students from English Department 2009. It is hoped that this thesis can be useful and beneficial for people who read it.
Malang, February 5, 2015
Olivia Artika Rahayu
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TABLE OF CONTENTS APPROVAL ........................................................................................................ iv LEGALIZATION ................................................................................................ v MOTTO AND DEDICATION ........................................................................... vi ABSTRACT ........................................................................................................ vii ACKNOWLEDGEMENTS ............................................................................. viii TABLE OF CONTENTS.................................................................................... ix CHAPTER I: INTRODUCTION 1.1 Background of Study ................................................................................. 1 1.2 Statement of Problem ................................................................................ 4 1.3 Purpose of Study ....................................................................................... 5 1.4 Significance of Study................................................................................. 5 1.5 Scope and Limitation ................................................................................ 5 1.6 Definition of Key Terms............................................................................ 6 CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 The Nature of Speaking ............................................................................. 8 2.1.1 The Aspects of Speaking .................................................................. 9 2.1.2 Functions of Speaking .................................................................... 10 2.2 Teaching Speaking .................................................................................. 11 2.3 Problems of Teaching Speaking .............................................................. 13 2.4 Activities to Promote Teaching Speaking ............................................... 14 2.5 Teaching Method ..................................................................................... 17 2.5.1 Direct Method ................................................................................. 18 2.5.2 Grammar Translation Method ........................................................ 20 2.5.3 Audio-Lingual Method ................................................................... 22 2.5.4 The Silent Way ............................................................................... 26 2.5.5 Suggestopedia ................................................................................. 28 2.5.6 Community Language Learning ..................................................... 29 2.5.7 Communicative Language Teaching .............................................. 31 2.5.8 Total Physical Response ................................................................. 33 2.6 English for Specific Purpose Teaching in UMM .................................... 34 2.7 Teaching English for Psychology ........................................................... 35
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CHAPTER III: RESEARCH DESIGN AND METHODOLOGY 3.1 Research Design ...................................................................................... 37 3.2 Research Subject...................................................................................... 38 3.3 Research Instrument ................................................................................ 38 3.3.1 Observation ..................................................................................... 39 3.3.2 Interview ......................................................................................... 39 3.3.3 Document Analysis......................................................................... 40 3.4 Data Collection ........................................................................................ 41 3.5 Data Analysis ........................................................................................... 42 CHAPTER IV: RESEARCH FINDING AND DISCUSSION 4.1 Research Findings .................................................................................. 43 4.1.1
Teaching methods used by the ESP lecturer in teaching speaking ....................................................................................... 43
4.1.2
The Problems Faced by the Lecturer in Using the Method ......... 47
4.1.3
The Lecturer’s Strategy to Solve the Problems Using the Method ......................................................................................... 48
4.2 Discussion .............................................................................................. 49 CHAPTER V: CONCLUSSION AND SUGGESTION 5.1 Conclussion ............................................................................................ 53 5.1.1 Teaching methods used by the ESP lecturer in teaching speaking................................................................................... 53 5.1.2 The Problems Faced by the Lecturer in Using the Method .... 54 5.1.3 The Lecturer’s Strategy to Solve the Problems Using the Method .................................................................................... 54 5.2 Suggestion .............................................................................................. 55 5.1.1 Suggestion for the lecturer ....................................................... 55 5.2.2 Suggestion for the students ...................................................... 55 5.2.3 Suggestion for the further researchers...................................... 56 BIBLIOGRAPHY ............................................................................................... 57 APPENDIX .......................................................................................................... 59
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ORIGINALITY DECLARATION The undersigned: Name
: Olivia Artika Rahayu
Student ID Number
: 09360004
Program of Study
: English Department
Faculty
: Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by my self and does not incorporate without acknowledgement any material previously submitted for a degree or diploma in any university. To the best of my knowledge this thesis does not contain any materials previously publish or written by another person except where due reference is made in text
Malang, February 5th 2015
Olivia Artika Rahayu
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MOTTO AND DEDICATION
(6) ( إِّنَ مَعَ الْ ُعسْرِ ُيسْرًا5)فَإِّنَ مَعَ الْ ُعسْرِ ُيسْرًا “Maka sesungguhnya bersama kesulitan itu ada kemudahan. Sesungguhnya bersama kesulitan itu ada kemudahan.” (Q.S. Al-Insyirah: 5-6)
”Menyerahlah ketika peluang sudah benar-benar habis. Tetapi jika masih ada satu harapan, raihlah dengan kerja keras dan terjang semua hal yang menghadang ” (Miss_Tika)
DEDICATION
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BIBLIOGRAPHY Ary, Donald, Jacobs, Lucy Cheser, etc. 2010. Introduction to Research in Education. USA. Nelson Education, Ltd. Athena, Tera. 2004. Students’ Non Linguistic Problems in Learning English Speaking at SMPN 3 Batu. Unpublished Thesis. UMM. Bogdan, Robert C. and Biklen Sari Knopp. 2003. Qualitative Research for Education: An Introduction to Theory and Methods. USA. Allyn and Bacon.A Division of Simon & Schuster, Inc. Brown, H. D. 2000. Principles of Language Learning and Teaching. Essex: Longman. Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. Essex: Longman. Brown, H. Douglas. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy. California. Pearson Longman. Diane Larsen-Freeman. 2000. Techniques and principles in language teaching. Oxford: Oxford university Press Febiana, Restu, 2005: A Study ofStudents’ Problem in Daily English Speaking Activity at SMA PomosdaTanjunganomNganjuk. Unpublished Thesis. UMM Fulcher, G. 2003. Testing Second Language Speaking. Harlow: Longman/Pearson Education Ltd. Hutchinson, T. and Waters, A. 2002. English for specific purpose. Shanghai: Shanghai Foreign Language Education Press. Jack Richards and Theodore Rogers. 2001. Approaches and methods in language teaching. Cambridge: Cambridge University Press. Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language. http://unr.edu/homepage/hayriyek. Downloaded on 5th November, 2014 Language Centre of UMM, 2010. English for Specific Purposes. (Online) http://www.umm.ac.id/en/page/0102081101/lembaga-pengembanganbahasa.html
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Lindsay, Cora and Knight, Paul. 2006. Learning and Teaching English: A Course for Teacher. New York. Oxford University Press. McDonough, Jo and Shaw, Christopher, Materials and Methods in ELT A Teacher’s Guide, New York: Oxford Blackwell Publishers, second edition, 2003.Oxford learner’s pocket dictionary. UK: Oxford University Press. Paul, Davies & Eric, Pearse. 2000. Success in English Teaching. New York: Oxford University Press Richard, Jack C. 2008. Teaching Listening and Speaking: From Theory to Practice. New York. Cambridge University Press. Richards, J. C. & Rodgers, T. S. 2001. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Ur, Penny. 2003. A Course in Language Teaching. UK: Cambridge University Press.
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APPENDIX Appendix 1 INTERVIEW 1. Pertanyaan pertama saya adalah tentang teaching method yang anda gunakan ketika mengajar esp speaking di kelas psikologi. Kira2 apa saja teaching method yang biasa anda pakai? Jawab: Honestly sih, kalo saya itu tidak memperhatikan apakah teaching method saya itu seperti apa, for example misal seperti invitation saya ingin membuat game yang seperti di “take me out” . jadi mereka adalah ada kontestan dimana mereka seperti yang kalo di “take me out” itu contohnya ya yang kayak jomblowati2 itu dan lainnya itu harus invite, invitation siapa yang paling mengena dan menggiurkan itulah yang di terima, contohnya seperti itu. Jadi itu gimana ya, kalo untuk method biasa gak begitu mempertimbangkan apa sih method ini namanya apa. Soalnya saya kan juga sering menggunakan metode ceramah, padahal sekarang ceramah kan sudah gak di masukin metode lagi kayak gitu lo tapi masih menggunakan ceramah. Trus lagi grammar translation itu kan juga sudah uzur ya tapi itu hampir tidak pernah saya gunakan. Kalo yang ceramah itu ya sekali sekali ya. Karena kan di tiap mengajar paling enggak harus ada penjelasan materi itu apa harus begitu. Kalo ceramah itu pasti, tapi kan masalahnya selain ceramah itukan sudah gak di masukin lagi dalam teaching method yang baku, maksudnya kan yang sudah old. Ya itu, jadi paling sering ya ceramah itu.
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2. Sekarang yang kedua, ketika mengajar kan tidak mungkin semuanya berjalan mulus, pasti adalah masalah2 yang timbul ketika proses belajar mengajar itu berlangsung. Kira2 dari situ masalah2 apa yang sering timbul? Apa ya? Masalah yang sering timbul itu adalah pertama mungkin mahasiswa kurang asepsi, kurang menperhatikan kayak kadang mereka rame sendiri kayak gitu, biasa kadang mereka bosen dengan metode atau game yg saya gunakan atau yang ketiga adalah mereka terlalu aktif atau terlalu for example seperti di beberapa jurusan tertentu mereka tidak bisa di samakan kemampuan bahasa inggris jadi kalo misalnya saya mengandaikan kemampuan bahasa inggris misal speaking tentang job interview jadi saya merasakan itu beberapa jurusan tertentu itu agak kesulitan karena memang mereka basic bahasa inggrisnya belum sekuat jurusan yang lain. Jadi ya itu, kemampuan
basic bahasa inggris mereka itu yang gak sama. Dan saya harus
menyamaratakan semuanya, gak sih I meant membuat sesuatu yang berbeda lah suapaya itu mudah di cerna oleh jurusan tertentu tersebut. 3.
Jadi dari masalah2 yang timbul itu, terus jurus2 apa yang ibu gunakan supaya bisa mengatasi masalah tersebut?
Ya itu..membuat aktifitas yang menyenangkan for example seperti itu tadi. Jadi kita berusaha mengadopsi seperti yang lagi hits sekarang itu kan for example like reality show yo tadi like take me out untuk materi giving invitation, role play untuk yang appointment, terus apa lagi ya? Kayak yang terbaru ini nanti seperti giving information ya saya suruh untuk meng-identify gimana cara mereka giving
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information di beberapa tempat yang berbeda for example parking area. Kalimat giving information apa yang cocok. Kalo misalnya di library giving information apa gimana yang cocok dan itu dalam satu kesempatan. Terus ini lagi, procedure juga membuat handycraft dalam satu kesempatan itu dan mereka membuat handycraft dengan bahan2 yang seadanya. Jadi mereka sengaja gak saya suruh bawa bahannya Cuma saya kasihkan saja bahan seadanya dengan topik yang sudah di tentukan misalkan grup 1 mendapatkan topic flower, grup 2 grass dst. Mereka membuat itu dari bahan yang di sediakan. 2. Terus untuk masalah yang timbul dari mahasiswanya itu sendiri apa ada? Ya itu, saya semangatin mereka. Ayo wake up wake up. Saya relasikan sesuai dgn study field mereka. Contoh kyk kemarin saya kasih video tentang sesuatu, tentang giving. Jadi kalo kalian nanti jadi wakil rakyat kalian itu harus bisa member kalian tidak boleh hanya menuntut dari rakyat atau pemerintah saja. Kalian harus mengayomi, kalo kalian jadi anggota dpr kalian bisa berguna bagi Negara. Jadi saya relasikan begitu. Saya juga kasih semangat. Saya juga mem-poin. Jadi siapa yg bisa menjawab ini saya berikan poin . bahkan rebutan jadi oyok’an gitu 3. Terus untuk msalah kalo dari kampus sendiri apa ada masalah? Fasilitas?? Sebenarnya sih tergantung dari kreatifitas kita sendiri. Tergantung kita juga sih bisa memanfaatkan fasilitas yang ada. Seadanya lah, kalo terbatas kita harus bisa memaksimal semaksimal mungkin. Jadi mahasiswa gak melulu di kelas. Kadan di gazebo, taman perpus.
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FIELD NOTE Lecturer’s Name
: Dwi Wahyuningtyas
Class
: F Class of Psychology Department
Teaching Methods on First Observation on 17th December, 2014
1.
The first activity that the lecturer did when entering the class was greeting. Greeting was done in order to sign that the class would begin
2.
After the lecturer opened the class, the lecturer began to explain the material. The material for first meeting was giving information. In this activity the lecturer gave opportunity to the students for asking the question if they got difficult in the material.
3.
After the lecturer explained the material, then the lecturer asked the students to make a group, each group consisted of two persons.
4.
In the first class of observation, the lecturer did simulation. Each group must do the conversation outside of the class. Each group would get the place by lotteries, for example in parking area, mosque and other places
5.
Each group must record their activity in the form of video. They used hand phone as their tool for recording their activity. This was also one of the instructions that given by the lecturer, it was done because the lecturer was not accompanying them in the field, the lecturer just waited for them in the class.
6.
The lecturer limited their time for twenty minutes outside, then they must come back to the class. 6
7.
After they did the conversation and got the video, the students come to the class and reported and collected the activity and video to the lecturer. The video was one of the way to assess the students’ activity
8.
After all of the group come to the class then the lecturer asked some groups to reply their activities outside in the class.
9.
After some groups represented their activity, then the lecturer closed the class by reflexing and evaluating the activity today, then the lecturer gave some clues for next meeting, so that the students could prepare it.
10.
The lecturer ended the class Teaching Methods on Second Observation on 24th December, 2014
1.
The lecturer opened the class by greeting
2.
The lecturer started the class by explaining the material. The material for second meeting of observation was procedure
3.
After the lecturer explained the material, then the lecturer divided the students into 4 Groups. Each group consisted of five up to six people
4.
In this meeting, the lecturer already prepared some materials such as origami paper, flannel, and other. Then this materials were contributed to each group
5.
After each group had the material, then the lecturer explained the instruction that the students should do and gave them time to create it. In this meeting the students must create or do something by the material. After they produced something, then each group must present their product in front of the class, such us how to create that. 7
6.
After each group had a product then they presented their product in front of the class.
7.
After all of the group finished presenting their product then the lecturer prepared to close the class. The lecturer evaluated the activity today and gave same explanation for next meeting.
8.
The lecturer closed the class.
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