TEACHING SPEAKING (An Expository Study at Speaking Class of Training Class Program at Basic English Course in Kampung Inggris Pare)
By: Siti Mualiyah NIM. 1112014000054
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2017
ABSTRACT SITI MUALIYAH (NIM: 1112014000054). Teaching Speaking (An Expository Study at Speaking Class of Training Class Program at Basic English Course in Kampung Inggris Pare). Skripsi of English Education Department at the Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University of Jakarta, 2016. Advisor I Advisor II
: Dr. Ratna Sari Dewi, M.Pd. : Ismalianing Eviyuliwati, M.Hum.
The objective of the study was to find the description about the processes of the teaching speaking in Training Class (TC) program at Basic English Course in Pare Kampung Inggris. The participants of this study were all students in speaking classes of TC program which were taught by Mr. Adin in academic period September-October-November (SON) 2016. There were eight classes with thirty students of each class in average and the total participants were 240 students. This study is a qualitative method using an expository research design which aimed to explore the subjects of the study deeply. The primary instrument of the study was the use of human instrument which means that the researcher placed herself as the primary instrument in order to gather and analyze the data. Besides using the human instrument, this study also used observation and interview forms to investigate how the teacher conducted the teaching and learning process in speaking classes. The data which have been collected were analyzed through several steps; organizing and familiarizing, coding and reducing, interpreting and representing. For the data trustworthiness, the study conducted several tests were carried out. The tests are data and sources triangulation to meet credibility, transferability, dependability, and confirmability of the study. Based on the data analysis, it can be concluded that the processes of the teaching speaking in TC program conducted by Mr. Adin in academic period September-OctoberNovember (SON) 2016 was appropriate with the aim of the speaking curriculum which was to help the students to reach their goal to be able to speak it. The result of such processes was proved by the fact that all students of TC program used English as their means of communicaton in their daily life. The success of using English in the students’daily life was also affected by another factor. The factor was the institution system that obligated the students of TC program to use 100% English in their community or with other students of TC program. Keywords: Expository Study, Teaching Speaking
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ABSTRAK SITI MUALIYAH (NIM: 1112014000054). Teaching Speaking (An Expository Study at Speaking Class of Training Class Program at Basic English Course in Kampung Inggris Pare). Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016. Advisor I Advisor II
: Dr. Ratna Sari Dewi, M.Pd. : Ismalianing Eviyuliwati, M.Hum.
Tujuan penelitian ini dilakukan adalah untuk menemukan gambaran dari rangkaian proses pengajaran speaking di program Training Class di Basic English Course yang berlokasi di Pare Kampung Inggris. Partisipan dari penelitian ini adalah semua siswa kelas speaking di program Training Class yang diampu oleh Mr. Adin pada periode akademik September-Oktober-November (SON) 2016. Ada delapan kelas dengan jumlah tiga puluh siswa pada masing-masing kelas secara garis besar dan total jumlah partisipannya adalah sekitar 240 siswa. Penelitian ini adalah jenis kualitatif yang menggunakan desain kajian ekspositori yang bertujuan untuk mengekspos subyek dari penelitian ini secara mendalam. Instrumen utama yang digunakan pada penelitian ini adalah human instrumen yang berarti bahwa peneliti menempatkan dirinya sendiri sebagai instrumen utama sehinga mampu mengumpulkan dan menganalisa data. Selain menggunakan human instrument, penelitian ini juga menggunakan form observasi dan form interview untuk menginvestigasi bagaimana guru melakukan proses belajar dan mengajar di dalam kelas speaking. Data yang telah dkumpulkan kemudian dianalisa melalui beberapa langkah seperti organizing and familiarizing, coding and reducing, interpreting and representing. Untuk mengetahui tingkat keabsahan data, penelitian ini melakukan beberapa uji keabsahan seperti triangulasi data dan triangulasi sumber data untuk mendapatkan credibility, transferability, dependability, dan confirmability dari penelitian ini. Berdasarkan pada analisa data, dapat disimpulkan bahwa rangkaian proses pengajaran speaking di program TC yang diajarkan Mr. Adin pada periode akademik September-OktoberNovember (SON) 2016 sesuai dengan tujuan kurikulum speaking yang mana untuk membantu siswa dalam mencapai tujuan belajar yakni agar dapat berbicara Bahasa Inggris. Hasil dari rangkaian proses tersebut dibuktikan dengan fakta bahwa semua siswa program TC menggunakan Bahasa Inggris dalam keseharian mereka sebagai alat komunikasi sehari-hari. Kesuksesan penggunaan Bahasa Inggris dalam keseharian siswa juga dipengaruhi ole faktor lain. Faktor itu adalah sistem lembaga yang mewajibkan seluruh siswa program TC untuk menggunakan Bahasa Inggris 100% dalam komunitas mereka atau dengan siswa program TC lainnya. Kata Kunci: Penelitian Ekspositori, Pengajaran Speaking
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ACKNOWLEDGEMENT In the name of Allah, the Beneficent, the Merciful
All praises be to Allah, the Lord of the worlds, who has given the mercy and blessing upon the writer during completing this skripsi as the final assignment in her study. May peace and salutation always be upon the Prophet Muhammad, the savior of the humankind, who has brought the light onto this world and turned it into a better place. This “Skripsi” is a scientific paper that is presented as one of the requirements for the degree Strata-1 (S.Pd.) in English Education. Completing this skripsi is long processes and the writer would not have been able to complete it without help and support of lecturers, institution, family and friends. Hence, in this occasion, the writer is pleasure to acknowledge the help and contributions by conveying her gratitude to them who have helped her in completing this skripsi. First, the writer would like to express the deepest gratitude to her great parents; her dearest father Kasan and her dearest mother Almh. Sofiyah for the support morally, mentally and physically in motivating the writer to finish her study. Next, the writer would like to express the greatest honor and deepest gratitude to her advisors, Dr. Ratna Sari Dewi, M.Pd. and Ismalianing Eviyuliwati, M.Hum. for patiently guiding her and giving her the most valuable advice, help, and support during completing this skripsi. The writer also thanks to: 1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Educational Sciences. 2. Dr. Alek, M.Pd., as the Head of Department of English Education. 3. Zaharil Anasy, M.Hum., as the Secretary of Department of English Education. 4. All lecturers at Department of English Education who have given motivation, guidance, knowledge, experience, and valuable knowledge during her study. 5. Mr. M. Kalend O., the directur of Basic English Course (BEC), who has given her chance and permission to do research at his institution.
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6. All teachers of BEC and Training Class (TC) program who has given her permission and helped the writer to conduct the research. 7. All students of TC program who have help the writer to collect any data considered as important. 8. Her family, especially her brother Jambul, who has been her spiritual teacher for years and place where she always comes everytime she faces any hard problems. 9. All of her friends in the Department of English Education, especially for members of B class of 2012 for the encouragement, support, and love. 10. All the people who cannot be mentioned one by one for their contribution to the writer during completing her skripsi. The words are not enough to say any appreciations for their help. The words may not be enough to say any appreciation for their help in this skripsi. May Allah, the Almighty bless them all. Lastly, the writer realizes that this skripsi is still far from being perfect. Despite the help from the aforementioned people, there are weaknesses and shortages in this skripsi that remain as the writers’ responsibility. Therefore, she welcomes all kinds of corrections and suggestions for a better writing.
Jakarta, Januari 11, 2017
Siti Mualiyah
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TABLE OF CONTENTS APPROVAL ................................................................................................... ii ENDORSEMENT SHEET ............................................................................ iii Surat Pernyataan Karya Sendiri .................................................................... iv ABSTRACT .................................................................................................... v ABSTRAK ...................................................................................................... vi ACKNOWLEDGEMENT ............................................................................. vii TABLE OF CONTENTS ............................................................................... ix LIST OF TABLES ......................................................................................... xii LIST OF APPENDICES ............................................................................... xiii LIST OF ABBREVIATIONS ....................................................................... xiv CHAPTER I.
INTRODUCTION ........................................................... 1 A. Background of the Study .............................................. 1 B. Identification of the Problem ....................................... 4 C. Limitation of the Problem ............................................ 4 D. Formulation of the Problem......................................... 4 E. Objective of the Study .................................................. 4 F. Significance of the Study .............................................. 5
CHAPTER II.
THEORETICAL FRAMEWORK ................................ 6 A. Speaking ....................................................................... 6 1. Nature of Speaking ................................................... 6 2. Level of Speaking ..................................................... 10 B. Teaching Speaking........................................................ 13 1. Nature of Teaching Speaking ................................... 13
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2. Curriculum ................................................................ 14 a. Aim.. ..................................................................... 15 b. Material of Speaking ............................................ 16 c. Classroom Management ....................................... 19 d. Methods................................................................ 22 e. Media.................................................................... 26 f. Evaluation ............................................................. 28 C. Previous Relevant Study ............................................... 29 CHAPTER III.
RESEARCH METHODOLOGY ................................... 32 A. Place and Time of the Study......................................... 32 B. Method and Design of the Study .................................. 32 C. Data Sources ................................................................. 32 D. Data Collection Technique ........................................... 33 1. Observation ............................................................... 34 2. Interview ................................................................... 34 3. Field Note ................................................................. 35 4. Documentation .......................................................... 36 5. Instrument of the Research ....................................... 37 E. Data Analyzes Technique ............................................. 38
CHAPTER IV.
FINDINGS AND DISCUSSION ................................... 40 A. Teaching-learning of Speaking .................................... 40 1. Curriculum ................................................................ 41 a. Aim ....................................................................... 41 b. Materials .............................................................. 42 c. Classroom Management ....................................... 45 d. Method ................................................................. 46 e. Media.................................................................... 50 f. Evaluation ............................................................. 50 B. Discussion .................................................................... 51
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CHAPTER V.
CONCLUSION AND SUGGESTION ........................... 55 A. Conclusion..................................................................... 55 B. Suggestion ..................................................................... 56
REFERENCES ............................................................................................... 58 APPENDICES ................................................................................................ 60
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LIST OF TABLES
Table 2.1 The Speaking Materials .............................................................................. 17 Table 3.1 Teacher Observation Guide ........................................................................ 37 Table 4.1 Speaking Class Schedule ............................................................................ 40 Table 4.2 Sample of Sentences Followed by the Translation Given by the Teacher.. 42 Table 4.3 Number of Students Remaining Sitting ...................................................... 43 Table 4.4 Common Expression ................................................................................... 44 Table 4.5 Places Which the Students Wish to Visit .................................................... 47 Table 4.6 Table of Question Given by the Students to the Performers....................... 47 Table 4.7 Table of Time Given by the Teacher to the Performers ............................. 48 Table 4.8 Table of Mistakes Done by the Students Followed by the Correction Given by the Teacher .................................................................................. 49
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LIST OF ABBREVIATIONS
BEC
: Basic English Course
BTC
: Basic Training Class
CTC
: Candidate of Training Class
TC
: Training Class
MS
: Mastering System
SON
: September-October-November
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LIST OF APPENDICES
Appendix 1
Teacher Observation Guide..............................................................61
Appendix 2
Pedoman Observasi Pengajaran .....................................................62
Appendix 3
Pedoman Wawancara ......................................................................65
Appendix 4
Hasil Wawancara .............................................................................66
Appendix 5
Sample of Observasi Pengajaran ....................................................79
Appendix 6
Lesson Plan of Teaching Speaking ..................................................82
Appendix 7
Handbook/Course Book Cover ........................................................83
Appendix 8
Sample of Speaking Material from Handbook/Course Book ..........84
Appendix 9
Sample of Speaking Material from Handout ...................................85
Appendix 10
Sample of Picture Used as Media ....................................................86
Appendix 11
Surat Izin Penelitian.........................................................................87
Appendix 12
Surat Keterangan Penelitian dari BEC............................................88
Appendix 13
Surat Bimbingan Skripsi ..................................................................89
Appendix 14
Lembar Ujian Referensi ...................................................................91
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CHAPTER I INTRODUCTION In this chapter, the writer presents background of the study, formulation of the problem, limitation of the problem, objective of the study, and significance of the study.
A. Background of the Study Speaking is one of important English skills which has a complex process that involves thoughts and languages to interact. It can be acquired not only by the students of formal education but also by the students who study at informal education such as English courses. To acquire it, students need sufficient language exposure. So, in such a way, they are able to assimilate not only vocabulary, syntactical knowledge, grammatical order, word spelling but also they are able to assimilate pronunciation, intonation, and stressing. Nowadays, acquiring speaking skill is important. There are two reasons which make it important. The first is for academic purpose. Many educational institutions begin to employ English as their means of communication to present or to discuss any subject especially English subjects. It can be seen that speaking skill is important to be applied in this area. The second is for career purpose. In this era when the government applies MEA (Asean Economic Citizen), acquiring speaking skill could be an additional value to each person who wants to get job because many companies tend to employ those who have this skill. To have such a skill, people do many ways in their life such as learning it at school and at English courses. They spend years at school to learn speaking skill, such as at Junior High School and Senior High School. However, many of them could not perform their speaking skill properly even though they have spent years at school. While, those who take English course in short time tend to perform their speaking skill well.
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As the writer experienced when the writer did PPKT (Integrated Teaching Program) at SMK Nusantara 02 Kesehatan for six months, many students had some difficulties in performing their speaking skill. They claimed that they were lack of vocabulary to express things on their minds. They also stated that they need more time to practice their speaking skill. The students added that it was difficult to find partner to do conversation in English. It can be drawn that the school and the teachers did not provide sufficient opportunity which enables students an access to acquire more vocabulary, more times, and more chances to practice with partners. So, they could have not performed their speaking skill well. This fact is really inappropriate with the statement which said that classroom environment in school with teacher’s instruction is an effective way to improve students’ speaking skill1. Some schools have not implemented yet the teaching process which gives the students an easy access to English. It can be most likely affected by some causes, such as; formal education seems difficult to give such a good environment to provide students’ desire in performing their speaking skill outside the classroom for communication. Nevertheless, there are some formal educations provide such environment; still English communicative activity seems to be failed. It may be because the environment lacks of attention by the educational institution itself. Unlike school, learning speaking skill at English courses only needs short time to perform it well. As the writer saw when the writer stayed at “Kampung Inggris” Pare for two years, many English courses provide teaching process with environments that make the students gain more vocabulary, get more time and partners to practice and to perform their speaking skill. Teaching speaking skill needs some steps which are well-provided. The steps should promote the process of conducting communicative activities from the preparation to the evaluation. They could be drawn as measurement of how teaching speaking skill may successfully be conducted. In addition, the steps could be related to the important factor in teaching speaking skill which is the 1
Stephen D. Krashen, Formal and Informal Linguistic Environments in Language Acquisition and Language Learning, TESOL Quarterly, Vol. 10, No. 2 Jun., 1976, pp. 157—168.
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curriculum including the teaching aim, the materials of speaking, the classroom management, the method used in the teaching process, the media, and the evaluation conducted by the teacher. The steps together with the factor could be inferred as follow. First is preparation which consists of preparing the new language introduction. It is the process where the teacher plans the teaching and learning process including curriculum, the materials, techniques used, visualizing the time allocation, and many others. The second step is presentation which is the situation where the teacher present the materials to the students and make them perform the materials given in a communicative purpose or in working pairs during teaching and learning process. In the presentation, the teacher might conduct several communicative activities where the students involved in activities which give them opportunities to perform, to interact, or to communicate using the language they are learning. And the last step is evaluation. It is necessary for the teacher to employed various assessment which could be oral and written test to see the progress of the students’ improvement. However, there is likely to be one place which provides the teaching and learning process that combines the steps and the factor in helping the students to increase their ability in oral performance. It also has sufficient English environment which gives the students opportunities to practice their speaking skill every day. It is “Kampung Inggris” Pare, the place where has many English courses that propose the teaching and learning process which is different from formal school. Besides providing such effective environment for the English learner, Pare also seems to be successfully implements the steps and the factor at the same time. Because of such reason, the English learners can improve their speaking skill only in few weeks. This is the same as what it said that the environment is claimed as one of the most effective factor for language learning. 2 Therefore, this study is intended to find the description about the processes of the
2
Yener Gulmez, Tej. B. Shresta, The Relative Effectiveness of Formal and Informal Exposure in ESL Development, CNAS Journal, Vol. 20, no.1 January 1993, pp. 77—90.
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teaching speaking which finally can improve the learners’ speaking skill significantly.
B. Identification of the Problem Based on the background of the study, the writer identifies some conditions that promote the research problem as follows: 1. The teachers do not provide teaching process which includes interesting method. 2. Students are lack of vocabulary. 3. Students do not have much time to practice their speaking skill. 4. Students do not have partners to do conversation in English.
C. Limitation of the Problem The problem discussed in this paper is limited only in the teaching speaking at one of the English courses in “Kampung Inggris” Pare, which is BEC (Basic English Course). Moreover, the study was conducted in one of the classes in BEC, which is TC (Training Class).
D. Formulation of the Problem Based on the limitation of the problem above, the writer formulates the question of the research as follows: “How is teaching speaking at speaking class of Training Class (TC) Program at Basic English Course (BEC) in “Kampung Inggris” Pare conducted?”
E. Objective of the Study The objective of this study is to describe how the teaching speaking at speaking class of Training Class (TC) Program at Basic English Course (BEC) in “Kampung Inggris” Pare is conducted.
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F. Significance of the Study The significance of this study is to give broader knowledge to both the writer in particular and the reader in general about teaching speaking at speaking class of Training Class (TC) Program at Basic English Course (BEC) in “Kampung Inggris” Pare.
CHAPTER II THEORETICAL FRAMEWORK In this chapter, the writer presents nature of speaking, level of speaking, teaching speaking, curriculum which consists of aim, materials of speaking, classroom management, methods, media, evaluation in the teaching speaking and the relevant study.
A. Speaking 1. Nature of Speaking It is necessary to present the nature of speaking. Speaking is one of the most important skills to be developed and enhanced as a means of communication orally. In his book, Palmer states ―The vast majority of our communication is oral. Most of our students will be asked to speak face to face with a variety of audiences: classmates now, and someday co-workers, clients, team members, staff and many others.‖1 Similar with Palmer, Thornbury confirms ―Speaking is so much a part of daily life that we take it for granted.‖ 2 Speaking is also the delivery of any languages through the verbal expression. In fact, to produce speaking, people create sounds using a variety of organs of speech. According to Brown, ―Speaking is a productive skill that can be directly and empirically observed.‖3 Based on the definition, it can be drawn that speaking is a means of verbal communication that is used by people and can be observed directly when they speak. Speaking is also the interactive process of making meaning that involves producing, receiving, and processing information from one to another. When people aim to speak something, they first construct meaning of what they want to 1
Erik Palmer, Teaching The Core Skills Of Listening & Speaking, (Alexandria: ASCD, 2014), p. 106. 2 Scott Thornbury, How To Teach Speaking, (Longman: Pearson Education Limited, 2005), p. 1. 3 H. Douglas Brown, Language Assessment: Principles and Classroom Practices, (New York: Pearson Longman, 2003), p. 140.
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convey. Then, they present what is on their mind through producing utterances using their organs of speech to the others. As Turk defines ―Speaking is the direct route from one mind to another, and is the way we usually choose when we want to ask a question, or give an explanation. Research shows that ideas and information are more easily understood and processed through speech than through writing.‖ 4 It means that delivering information through speaking is much easier than through writing. That happens because the speaker can expressively use diction, stressing, and intonation to the listener to convey the information, Harmer further states that: Speakers have a great range of expressive possibilities at their command. Apart from the actual words they use they can vary their intonation and stress which helps them to show which part of what they are saying is most important. By varying the pitch and intonation in their voice they can clearly convey their attitude to what they are saying, too; they can indicate interest or lack of it, for example, and they can show whether they wish to be taken seriously.5 In addition, people can control what they want to say. They can speak slowly or they can speak fast depending on what kind of response they obtain. Sometimes, people use their body gestures such as moving their hands and doing eye contacts to their listeners in a face to face communication to convey and to help the listeners understand the information. Speaking can be formal or informal activity. Tillit and Bruder state ―In all languages the forms people use when speaking formally are different from those used informally. In English we tend to use formal speech with stranger and people of higher status, and informal speech with family, friends, and colleagues.‖6 People use both forms of speaking formally and informally depends on many factors. For instance, people might speak more formally when they have conversation with their boss or when they have to convey information academically in front of many audiences. Otherwise, people might prefer speaking 4
Christopher Turk, Effective Speaking: Communicating In Speech, (London: Taylor & Francis e-Library, 2003), p. 9. 5 Jeremi Harmer, The Practice of English Langauge Teaching, (Edinburgh: Longman, 1991), pp. 53. 6 Bruce Tillit & Mary Newton Bruder, Speaking Naturally, (Cambridge: Cambridge University Press, 1999), p. Vii.
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more informally rather than speaking formally when they are among their family and their friends. Furthermore, Tillit and Bruder confirm ―Informal speech is characterized stylistically by omission, elisions, reductions, and sometimes, a faster speaking rate. Formal speech is characterized by embedding (building information into sentences, also characteristic of written language) and a tendency toward more complete sentence as opposed to fragments.‖7 In addition, Louma points out ―Some speaking situations call for more literate grammar with complete clauses and subordination. These are typically formal speaking situations, which may involve prepared talk such as presentation.‖8 On the contrary, Turk states ―Unless they are pretending to be formal, people usually speak in a style which is more direct, and easier to understand, than the style in which they write; speech makes the personal interaction more immediate.‖9 Many people tend to say ‘Sup’?’ instead of ‘What is up?’ and to use slang in their daily communication when they speak informally. Such a situation could happen because people choose to maintain their relationship with their friends more than to deliver the massages as Newton argues ―Informal speaking typically involves tasks where conveying information is not as important as maintaining friendly relationships.‖10 On the other hand, to sounds more formal, people prefer saying the characteristic of written language completely. For instance, some people tend to say ‘I have to go’ instead of saying ‘I gotta go.’ Students use speaking widely in the classroom interaction. It can be one of the English language skills that most language students wish to have as their ability. So, many of them learn it at formal schools or at English courses. As Brown states ―Listening and speaking are two skills that are most widely used for
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Ibid., p. Vii. Sari Louma, Assessing Speaking, (Cambridge: Cambridge University Press, 2009), p. 16. 9 Turk, op. cit., p. 10. 10 Jonathan Newton, Teaching ESL/EFL Listening And Speaking, (New York: Routledge, 2009), p. 120. 8
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classroom interaction.‖11 However, it is not easy for the students to learn it. Apart from learning prescribed instructional materials which possibly make their speaking skill better, they also need more practices not only inside the classroom through all classroom languages in formal environment but also outside the classroom with supporting environment provided by the institution where they learn it in informal environment. Speaking is affected by exposures, formal environment and informal environment, in different ways. The former occurs when the students consciously learn such a skill in the classroom through the instructional materials which the teacher is presenting.12 The students go through with what the teacher asks them to do. Sometimes, the students also do various text-related tasks. Grauberg points out ―Speaking in the classroom thus has two functions: one is to learn the language, the other is to use it as people do in real life.‖ 13 It means that the students not only learn speaking consciously in the classroom but also use it as many people do in real life in communication. Furthermore, Grauberg confirms that: Speaking to learn can turn into speaking to communicate when the teacher can tap into two of pupils' natural desires: to be sociable with friends through talk and games, and to express themselves. When the class is broken down into pairs or groups of friends, one of the essential features of real-life use, interaction, has been introduced. When situations in the foreign country are simulated that pupils accept as likely or at least possible, a credible purpose is given to their exchanges. Speaking becomes even closer to reality when it is accepted that pupils remain conscious of their normal environment and wish to express their own views or talk about their own experiences.14 Therefore, in teaching speaking, the teacher might use various activities to dig the students‘ natural desire to perform their speaking ability through games, talks, groups, or conversations. The teacher might also ask the students to express their
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H. Douglas Brown, Teaching by Princples: An Interactive Approach to Language Pedagogy, (New York: Pearson Education, 2001), p. 294. 12 Yener Gulmez, Tej. B. Shresta, The Relative Effectiveness of Formal and Informal Exposure in ESL Development, CNAS Journal, Vol. 20, no.1 January 1993, pp. 77—90. 13 Walter Grauberg, The Elements Of Foreign Language Teaching, (Frankfurt: Multilingual Matters, 1997), p. 201. 14 Ibid., p. 202
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feeling about certain things or experiences related to them because placing them in such an emotional condition can make them produce effective speaking as Turk states ―Providing the right emotional conditions is an important factor in effective speaking.‖ 15 In the other side, the latter occurs when the students acquire the target language by doing communication with their surrounding unconsciously. Even though they do not really good at speaking the target language, but at least they could interact with people around them meaningfully. That is why the students who acquire speaking skill and get sufficient exposure from informal environment tend to have better communicative oral performance than those who learn it at the classroom or formal school. To sum up, speaking is the oral skill which is vast majority of people communication and is a means of communication that connect people interactively in oral communication. Most of people will be in situation where they are asked to speak face to face with their society. Speaking can be formal and informal activity. It is formal when people speak to those who have higher status and it is informal when people speak to their family or friends.
2. Level of Speaking Riddell states ―A class which is in some way mixed ability – and the bigger the class the more likely this is – will always be more difficult to teach. What you should avoid, if possible, is effectively teaching separate groups within the class, with different tasks, etc.‖ 16 When teachers have to deal with a big number of students in the class, they will deal to the fact that they have to break their focus apart. The teachers need to focus on managing the class and the teaching and learning process at the same time as well. Furthermore, labeling the students level of ability is necessary as Riddell confirms ―It is important, then, to remember that such labels are more guides to the general and approximate level of students in a class, and that students may be
15 16
Turk, op. cit., p. 29. David Riddell, Teach EFL, (London: Hodder, 2014), p. 254.
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better at one aspect of the language (e.g. speaking) than another (e.g. grammar).‖17 It means that it will be much easier to teach the class with the students who have the same level of ability than the class with those mixed-ability students. Therefore, to separate the students based on their level of ability by labeling their level is necessary since not only will it give more benefits to the teacher to teach but will it also ease the teacher to manage the class. Riddell divides the level of students‘ ability to six labels. The labels are defined as follow: a. Beginner18 Riddell describes that the students in this level of ability should be able to do or know: the alphabet, tell the time, give simple information about himself/herself, ask other people for simple information about himself/herself, communicate in simple terms in everyday places, e.g. ask for directions, order a meal, make suggestions, buy items in a shop, listen to and understand simple, natural speech and conversation, and complete simple tasks, read some authentic texts such as timetables or brochures and find the information they need, do simple writing tasks such as taking or leaving a message. b. Elementary19 Riddell confirms that the students who finish elementary course should be able to do or know: talk about past time, make future plans or arrangements, describe people using simple adjectives, describe places using simple adjectives, express his / her hopes or intentions, ask people to do something for them cope in simple social situations e.g. talk about the weather, describe simple physical problems, give advice, listen to natural speech and conversation, and understand the gist of what is being said, use authentic newspapers and find specific information required, write simple letters and be able to link ideas together.
17 18 19
Ibid., p. 254. Ibid., p. 255. Ibid.
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c. Pre-intermediate20 Riddell describes that the students in this level of ability should be able to do or know: talk about more abstract ideas, participate in discussions and be able to interrupt politely, and take turns in communicating, give a logical argument to support a view, converse with relative ease in everyday social situations, use formal and informal English in appropriate social situations, help people with problems by making suggestions and giving advice, listen to natural speech and conversation and begin to understand nuances and subtleties, read most authentic texts and books for pleasure, write letters, both formal and informal. d. Intermediate21 Riddell confirms that the students who finish intermediate course should be able to do or know: express her or his opinion, agree or disagree with other people‘s opinions, express how he or she is feeling and their general emotions, use conventional social language in greeting and welcoming people, talk about hypothetical situations in the past and present, talk about past habits, speculate about the present and future, listen to natural speech and conversation, and understand detail, read authentic texts such as newspapers and magazines and understand the general meaning, write letters to friends. e. Upper intermediate22 Riddell describes that the students in this level of ability should be able to do or know: use all the main structures and tenses in English with a high degree of accuracy, begin to express sarcasm and irony, use appropriate speech in a wide range of social situations, understand and express humors, argue an opinion with confidance, follow lectures and other monologues and be able to take notes, read most authentic texts and be able to understand them with relative ease, write letters, compositions, reports, summaries. 20
21 22
Ibid., p. 256. Ibid. Ibid., p. 257.
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f. Advanced23 Riddell confirms that the students who finish advanced course should be able to do or know: express himself / herself easily, integrate well with people whose first language is English, vary stress and intonation to affect meaning, follow and understand most forms of entertainment, use a vocabulary of about 3,000 words, study for a high-level qualification in English.
B. Teaching Speaking 1. Nature of Teaching Speaking
In general, teaching is not easy for everyone. It needs formal training to be professional teacher who can understand and adapt every dynamic changing which might become influences to the learning-teaching process. Ambrose, Bridges, Lovett, DiPietro, & Norman define ―Teaching is a complex activity, and yet most of us have not received formal training in pedagogy. Furthermore, teaching is a highly contextualized activity because it is shaped by the students we have, advancements in our respective fields, changes in technology, and so on. Therefore, our teaching must constantly adapt to changing parameters.‖24 Furthermore, teaching speaking is a process where a teacher helps the students to provide and to facilitate them to obtain the learning goal which is the needs to improve their performance in speaking skill. The teacher might encourage the students‘ desire in learning speaking skill during the teaching and learning process to help them obtain their goal. In addition, to help the students learn particular things regarding their performance in speaking skill, the teacher could make certain interventions such as making the students practice to speak English and giving them feedback on it. Ambrose et al. state that: Together, then, practice and feedback can work together such that students are continuing to work toward a focused goal and incorporating feedback (...) 23
Ibid. Susan A. Ambrose, Michael W. Bridges, Marsha C. Lovett, Michele DiPietro, & Marie K. Norman, How Learning Works, (San Francisco: Jossey-Bass, 2010), p. 218. 24
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we can prioritize them appropriately and help make the learning- teaching process not only more effective but also more efficient.25 The interventions that could be given by the teacher take the form of giving information, explaining the materials, listening activity, questioning and answering activity, demonstrating speaking skill or the process of it, and testing the students‘ understanding and capacity. In interventions, the teacher also could facilitate the students‘ learning activity using note taking, discussion, debating, presenting, simulation and practice.
2. Curriculum Curriculum has a big role in educational system and in creating effective education for people. It also becomes reference for the teaching and learning process. Curriculum has several things to concern about. They are the objective, the content, and all things which lead the educational process such as materials, media, methods, assessment, and even the time management. As Brown states ―Designs for carrying out a particular language program. Features include a primary concern with the specification of linguistic and subject-matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context.‖26 One of primary function of curriculum is to provide the students by helping and leading them to obtain what they wish to have. Therefore, it is necessary to conduct need analysis to develop the curriculum so that what the students want and does not in their learning process is known. As Richards states ―One of the basic assumption of curriculum development is that a sound educational program should be based on an analysis of learner‘s needs. Procedures used to collect information about learner‘s needs are known as needs analysis.‖27 There are at least four purposes of needs analysis. The first is to know language skills that the students need to own for the certain role. For instance, the 25
Ibid., p. 152. Brown, op. cit., p. 16. 27 Jack C. Richards, Curriculum Development in Language Teaching, (New York: Cambridge University Press, 2002), p. 51. 26
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teacher has to know that one student who wants to be a doctor has different needs of language skills from those who want to be accountant. As Harmer says ―We have said that different types of student will need to be treated differently, we also saw that people learn languages for a variety of different reasons.‖28 The next is to help the teacher to know whether the teaching learning process has been sufficient in providing the students‘ needs. The third is to collect certain information about the difficulties that the students faced. So, the teacher can prepare the solution to solve the problems. The last is to identify the gap between the things that the students can do with what the students really need. Here are what need to concern about in deciding and creating the teaching and learning curriculum: a. Aim The aim of the teaching speaking is to provide the students a teaching and learning speaking system which can help them to perform their oral ability so that they can express themselves. Beside the desire to speak it well, having such ability will help the students not only to express their needs with the target language but also to share their feelings. As Grauberg states: For many pupils the prime goal of learning a foreign language is to be able to speak it. Teaching should therefore help them to achieve that goal to the best of their ability. Yet the task is not easy, because conditions in the classroom are very different from those in real life. There speaking normally occurs in a domestic, social or occupational environment. Except for the fairly infrequent occasions of a talk or a lecture, only a small group of people, typically two, is involved. At times people speak to each other simply to demonstrate friendliness or sociability, but much the most frequent case is that one person has a reason to address the other: to request information or service, share experience, suggest action. The other replies and a dialogue ensue.29 It indicates that the teacher has to help the students to obtain their goal since the students‘ goal is the teaching and learning aim as well by giving a variety of classroom activities. Furthermore, Riddell clarifies ―The aim of your lesson, or the aim of the stage of the lesson, is what you hope to achieve, or what you hope your
28 29
Harmer, op. cit., p. 264. Grauberg, op. cit., p. 201.
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students will achieve. It answers the question ‗Why am I doing this?‘ / ‗Why am I asking my students to do this?‘ Clear and realistic aims are essential if a lesson is going to be successful.‖30 The teacher has to make them to practice to perform their speaking skill whether inside or outside the classroom by providing such an environmental language supports for the students. The teacher needs to give them any kind of tasks and projects which need to be completed by them individually or in group as well. In addition, to make sure that the aim has been achieved, the teacher has to make an evaluation and to give feedback on the tasks and projects done by the students.
b. Material of Speaking The teachers can use any kind of teaching speaking materials which become a course book and are prepared by the institution where they teach, the materials provided by other people, or the materials which are made by the teachers themselves. Of course, what materials and where the teachers take them would be fine if they know how to teach the students by materials they take. Therefore, when the teachers decide to teach the student using the course book, they need to consider several things such as how good the book itself and the place where they try to apply the book. Riddell states: Ideally, It should have been written by experienced teachers and also be roughly appropriate for the level intended. You can assume both. In addition, though, the book should ideally be appropriate for the country you are teaching in, and this can be a problem. Unfortunately, a great many books are British in content and culture, and if not solely British then European. It‘s all very well reading an article about British food when you are in London, but less so when you are in Tokyo or Jakarta or New York. Photographs of ‗famous people‘, with some notable exceptions, are often not recognized by students.31 In addition, when the teachers decide to use other materials, they might create the materials themselves or use authentic material which is real-life material not 30 31
Ridell, op. cit., p. 167. Ibid., p. 207.
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specially published for the classroom teaching. Even though it is good to use the authentic one, but the teachers need to concern on several things when they decide to use the authentic one such as how up-to-date the material is and how appropriate the material is. As Riddell states ―It is best to use something reasonably up-to-date, at least as far as reading matter is concerned (so, today‘s or yesterday‘s news, not last month‘s). It is good to use authentic material simply because it is real and something your students might be exposed to on any day.‖32 Furthermore, Richards proposes the materials for the speaking class. They are: Table 2.1 Unit 1
Unit 2
Let’s get started!
Are these your keys?
1. Introducing yourself
1. Identifying things (1)
2. Greeting people
2. Identifying things (2)
3. Saying good-bye
3. Complementing people
Do you want to meet him?
Where are they?
1. Finding out about people
1. Describing where things are
2. Introducing people
2. Asking where things are
Unit 3
Unit 4
How old are you?
What does she look like?
1. Describing personal information
1. Describing colors and clothing
2. Talking about interests (1)
2. Describing people
3. Talking about interests (2)
Do you like this sweater?
Tell me about your family.
1. Giving opinion
1. Talking about family members
2. Talking about prices
2. Asking about family members Unit 5
Unit 6
What time is it?
Tell me about yourself.
1. Telling the time
1. Talking about school
32
Ibid., p. 211.
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2. Talking about routines
2. Giving an opinion about school
Are you busy?
and study
1. Talking about the week
Tell me about your friend.
2. Talking about activities
1. Talking about personal qualities 2. Comparing personal qualities
Unit 7
Unit 8
I love tennis!
What do you have for breakfast?
1. Talking about routines (1)
1. Asking about meals
3. Talking about routines (2)
2. Talking about likes
How was your weekend?
How was your weekend?
1. Asking about the weekend
1.
2. Talking about past events (1)
preferences
Asking
about
wants
and
3. Talking about past events (2) Unit 9
Unit 10
You are really creative.
Let’s have coffee.
1. Describing qualities
1. Asking about places
2. Asking about abilities and talents
2. Describing outdoor locations
Can you play the guitar?
How do I get there?
1. Describing abilities (1)
1. Giving direction
2. Describing abilities (2) Unit 11
Unit 12
Could you lend me S20?
How was your year?
1. Asking to borrow things
1. Talking about past experiences (1)
2. Describing requests and giving a reason
2. Talking about past experiences (2)
Let’s have apart!
What are your plans?
1. Asking for and giving permission
1. Talking about future plans
2. Describing permission and giving a
2. Talking about wants
reason Speaking Materials based on Jack C. Richards33 33
Jack C. Richards, Person to Person: Communicative Speaking and Listening Skills, (New York: Oxford University Press, 2006), p. v.
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c. Classroom Management The teacher‘s effort to create the learning condition and situation in the class effectively is necessary since the students‘ learning process and learning result depend on how the class is managed. Therefore, the teacher needs to be able to use any potencies of the class optimally to support educational interaction process and to reach the teaching and learning goal. Riddell states that ―Effective classroom management is an essential ingredient in successful teaching.‖34 Here are the teacher‘s and the students‘ role in the class that might affect the teaching and learning process: 1. The Teacher’s Role Teacher is a profession which needs special skills that only can be owned in formal training in pedagogy and can shape their students. Teacher also has big roles in the teaching learning process. Harmer proposes several roles of teacher as follow: a). The teacher as controller35 As controller, teacher controls not only what their students do, but also when they speak and what language they use. This role is good at certain stage of a lesson. The stage of the introduction of new language, for instance, is necessary to be carefully organized since this stage makes uses of accurate reproduction and drilling techniques. The teacher can make all attention is focused on the front of the class. Thus, the students are studying in the same beat. This is a perfectly example of the teacher‘s role as a controller. b). The teacher as assessor36 It is clear that one of the teacher‘s jobs is to assess the students‘ work. The teacher assesses how well the students are performing or how well they performed. There are two kind of assessment. They are correction and organizing feedback. The former is where the teacher control and correct the students‘ mistake and error instantly. The teacher not only show the students‘ 34
Riddell, op. cit., p. 16. Harmer, op. cit., pp. 235—242. 36 Ibid. 35
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error and mistake on their work, but also help them to see what is wrong and how to put it right. Otherwise, the latter occurs when the students have performed several kinds of assignment. This feedback is to see the extent of the students‘ success or failure and to give some ideas on how their problems might be solved. c). The teacher as organizer37 Performing this role, the teacher organizes the activities together with the time management which will be employed in teaching and learning process. The teacher needs to organize them well since the success of many activities depends on not only good organization but also on the students knowing exactly what they are to do. To organize simply means to tell the students what they are going to do, what their assignment is, what activity is, and then organize the feedback when it is over. d). The teacher as prompter38 In teaching and learning process, we may face the fact that there is one moment when the silence of the whole class comes. The teacher‘s role as prompter is necessary in this kind of situation. If such a situation occurs in the teaching and learning process, teacher needs to encourage the students to participate in certain classroom activity or to suggest about what to do next when the silence comes. e). The teacher as participant39 When simulation is necessary to be employed in the classroom activities, the teacher might join the simulation activities as participant or sometimes playing roles themselves. However, the teacher has to try to not dominate the activity when acting the role as participant and to allow the students to participate more in the activity conducted in the classroom. The teacher needs 37
Ibid. pp. 235—242. Ibid. 39 Ibid. 38
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not to be afraid to participate because not only will it give the chance the students to practice their speaking English with someone who speak it better than they do but it will also give the new atmosphere in the teaching and learning process. f). The teacher as resource40 When communicative activity is taking place, the role of teacher as resource is necessary. It is possible that the teacher will be the walking resource. On the other hand, the teacher needs to be ready to kindly give help if it is necessary. In addition, if the students are involved in some kind of writing task, then the teacher has to give available time so that the students can consult their problem faced in the writing task. g). The teacher as tutor41 Acting this role means that the teacher becomes a coach who provides advice and guidance for the students‘ work. For instance, the teacher lets the students choose the way to do the self-study projects given. Then, the teacher can help them clarify the ideas and limit the task by pointing out the errors in their work. In addition, the teacher might offer the advices about how to do it better if the students want to study more. h). The teacher as investigator42 To investigate means to observe what is going on, what works well in the class and what does not, trying cutting new techniques and activities and also evaluating appropriacy. 2. The Students’ Role The students are one of the important components in teaching and learning process since they are the subjects who want to obtain their educational needs in 40
Ibid. pp. 235—242. Ibid. 42 Ibid. 41
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educational process. They will become the prominent factor. So, they can influence everything that is applied by the teacher in the classroom from the planning until the evaluating process to reach what they need. It can be seen from what material is prepared, what method is chosen, and what media is used that are appropriated with the students‘ characteristic. The students need to be involved in all activities which are conducted by the teacher. Palmer states that ―Our students listen to lectures, explanations, and material read aloud. They ask questions, speak in small groups, and present reports on various topics.‖43 It means that the students have big role in classroom activities since they are the subject of learning process. Thus, they will be able to be more active in learning process not only individually but also in group working. In addition, it is necessary for the students to completely realize their learning motivation and goals. So, that they will consciously accept materials given to them and involve themselves in any kind of tasks and projects from the teacher. The students involvement means that they actively role in the teaching and learning process. Their activeness needs to support by the teacher‘s role by providing them the chances to take part in every classroom activity. Furthermore, Riddell proposes what makes a good student as: What makes a good student?: respect your teacher, know that you‘re not the only student in the class, you must have a desire to study, listen, respect other students, be interested, socialize with other students and teachers, speak in class, pay attention, do your homework, spend time outside class using English, go over what you have learnt in class, know why you are learning English, respect the culture of the country, be attentive, disciplined, active in class.44 d. Methods To teach this skill is not easy since English is not our native language. The teacher might have some difficulties that come from inside or from outside him or
43 44
Palmer, op. cit., p. 2. Ridell, op. cit., p. 4.
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her. Those which come from inside the teacher can be the lack of competencies whether in performing speaking skill ability or in teaching speaking skill. Some teachers cannot perform their speaking skill well. For instance, they do not pronounce English words correctly. So, in communicative activity, the students may misunderstand what their teacher has said and it would slow the communicative activity. In addition, teacher may not be able to speak English fluently which could decrease the students‘ learning desire. Other is that teacher may lack of specific method for teaching speaking skill. In teaching speaking skill, the teacher should make the students practice their speaking skill since to perform this skill well the students need to practice it again and again. To facilitate the students in practicing their speaking skill, the teacher can give them the speaking related-instructions or provide them some methods. Brown defines method as: A generalized set of classroom specifications for accomplishing linguistic objectives. Methods tend to be concerned primarily with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials. They are almost always thought of as being broadly applicable to a variety of audiences in a variety of contexts.45 Here are some methods which can be employed by the teachers in teaching and learning process to make the students perform their speaking skill: 1. Oral drills Drilling can be good practice for the students who begin to learn speaking skill since drilling gives the students opportunity to rehearse the language to produce the accuracy. Harmer promotes some kinds of drills for the students‘ practices. They are: a). (Four)-phase drills46 This type of drilling activity is so called because there are four phases or stages, for instance Q-A-Q-A. The phase can be added become more or less phases. It could become six- or eight- phase drills – or any other number for
45 46
Brown, op. cit., p. 16. Harmer, op. cit., pp. 92—95.
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the addition. It can have more questions and the questions can be asked in any order. b). Mixed questions and answer drills47 Soon after learning the language, the students can be provided with such drills to give a good opportunity for quick revision. This type of activity is suitable for short practice session. c). Talking about frequency of activities48 In doing this activity, the teacher firstly prepares set of flashcards which show activities in different places. Secondly, the teacher divided the students into groups of four with a set of flashcards placed in front of them. The students are asked to face downwards and to pick up a card. Afterwards, the student has to ask another student in the group about how often a relative of asked student performs the activity shown on the card. This activity is a simple cue-response drill. However, the benefit of this activity is that the students are conducting the drill themselves rather than being controlled by their teacher. d). Chain drills49 This type of drill is suitable for practicing particular structure over and over again. This activity could be employed as a game or as a personal element. If we have large class with a big amount of students, the teacher can put the students in some groups. Such activity is an amusing way of getting quick and involving practice of a particular structure. 2. Discussions One of effective way to make the students practice their speaking skill is discussion. In this classroom activity, the teacher could divided the students 47
Ibid., pp. 92—95. Ibid. 49 Ibid. 48
25
become several groups and ask them to solve the problem given. The problem could be from any topics such as social context or others. By doing this activity, the students will have the responsibility to themselves and to the other members of their group. In addition, the students will improve their speaking skill because this activity forces them to ask information and to convey ideas through speaking English which relates to the topic given by the teacher.
3. Debates Standing up in front of many people to convey arguments and to persuade the others is not easy. It takes a lot of confidence and debate helps the students improve their self confidence. Besides performing themselves, the students could learn from the others by paying attention on how people demonstrate their thoughts and persuade each other. It also improves the students‘ general knowledge since the students need to understand the topic deeply. Debate strongly helps the students to practice their speaking skill since they need to get to converse with others and see other people‘s point of view. This classroom activity not only makes the students practice their speaking skill but also makes them practice their listening skill.
4. Simulation/Role Play Improving the students‘ ability in speaking skill also can be done by doing role play. It allows the students to explore their hidden resources and to engage with others. The students also can express their experiences through actions on the stages. Therefore, they could improve their ability to perform their speaking skill.
5. Information Gap It is an activity where the students are given a task to complete the problem. Each student is given different missing information and they must complete the missing information and must communicate it to the others to fill in the gaps. This activity is one of communicative activity which can help the students to perform their speaking skill and if this classroom activity is done regularly, it can improve
26
their speaking skill better. The example of this activity could be like students share information to complete a class timetable.
6. Retelling Story It is appropriate way to make the students practice their speaking skill. The students will retell the story given to them using their own vocabulary. In addition, this activity requires the students to make question and answer session which will make them practice and perform more their speaking skill.
7. Speeches The students need to practice speaking English more formally and more consciously in front of many people. So, they can improve their ability in speaking English. The more they do speech the better speaking skill they will get. Doing speech in front of many people also could increase students‘ self quality.
e. Media 1. Communication Games It provides the students an activity which involves them to engage themselves in communicative activity could be effective way to make them practice their speaking skill. Such a game is best implemented regularly to make the students active in practicing their speaking skill. Games that can be used in communicative activities are snakes and ladders, describing, finish the story, telephone, sentence race, and many other games.
2. Movie The teachers can use movie with English dialogues as media in teaching and learning process. In using it as media, teacher asks the students to watch, listen, and imitating the way all actors in the movie speak. Also, to read and to identify the subtitles commonly used are necessary.
27
Beside facilitating the students in learning speaking skill whether by providing them the classroom activities or by giving them speaking relatedinstructions, the teacher can monitor the students‘ speech production to see what components of speaking they already have and what areas that need to developed. The teacher also should provide sufficient environment which could be language environment outside the classroom for the students to help them in performing their speaking skill ability. The environment could be verbal and non-verbal language environment. The former could be implemented by having conversation with student in English. Meanwhile, the latter may be applied by labeling some important things or building using English. Both classroom activities and language environment are important to be implemented by the teacher to help the students improve their speaking skill. In teaching speaking skill, at least there are four elements that should become sufficient exposures in the teaching and learning process. Those elements are, first, teacher who teaches the target language to the students and provides the facilities to make the students practice to perform their target language. The second is teaching structure which includes all process that the teacher conducts from planning the material to evaluation at the end of teaching and learning process. The teaching structure also includes how the teacher develops the curriculum, choose what method to teach, and assess the students. Moreover, curriculum is a standard concept which lead teacher in teaching. It could be shaped by the teacher based on the situation and the condition certain and different place. The curriculum is developed by the teacher formally and informally. Here, teacher prepares plans for teaching activities from the start till to the end. Teachers may do book selections which suit to the materials in curriculum they made before. Also, they may prepare teaching technique which is most appropriate to the topics of the teaching materials. Furthermore, each student has different learning style that how they learn will automatically affect the input. Some students do not have problem with listening to the teacher the whole period of time, but other may have. Therefore, it should
28
be concerned by the teacher through preparing the plans before, during and till the end of teaching process. The third is classroom management that can be handled by the teacher that could help him or her to support the teaching and learning process in the classroom. In addition, in this element, it can be seen how teacher conduct the teaching and learning process and how teacher use techniques of teaching speaking skill. The last exposure is environment involvement which takes important role in helping the students to practice their target language outside the classroom unconsciously. In addition, environment where the learner learns target language contribute in influencing learners‘ ability. The quality of the environment is very important for learners to be successful in learning process. There are two kinds of environment which are formal and informal environment. The formal environment focuses on the language as a material topic. Also, this environment provides students to learn the language from the teacher, books, or other people.50 While, the informal one provide learners communication situation encountered outside the classroom where language become a form of social behavior. In conclusion, teaching speaking is an activity where the teacher helps the students to obtain their goals which are to be able to perform speaking well. This activity requires the teacher to prepare, to implement, and to evaluate the speaking learning-teaching process in order to make the students improve their ability in speaking.
f. Evaluation In the teaching and learning process, it is necessary to know the progress of the students. To know such thing needs to employ an assessment on the students‘ learning result whether through a set of test or non-test activity. The assessment is not only to assess the students‘ learning result but also the students‘ learning process. Louma states ―Assessing speaking is challenging, however, because there are so many factors that influence our impression of how well someone can speak 50
Abdul Chaer, Psikolinguistik: Kajian Teoritik, (Jakarta: PT. Rineka Cipta, 2009), p. 258.
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a language, and because we expect test scores to be accurate, just and appropriate for our purpose.‖ 51 It means that assessing speaking needs to be careful since every one of us has the different background knowledge of how good speaking is. When doing evaluation, the teacher needs to cover three things. They are how success the teaching and learning process is, how well the students absorb the materials taught, and what valuable information that teacher can use for the feedback and backwash. Based on Brown‘s work, there are different five basic types of speaking which have different type of assessment tool. They are imitative speaking, intensive speaking, responsive speaking, interactive speaking, and extensive speaking.
C. Previous Relevant Study Here are the studies found by the researcher which are similar to the study that will be conducted by the researcher. The first relevant study is ―The Relative effectiveness of Formal and Informal Exposure in EL Development‖ and it was conducted in Nepal. This study was conducted to know how formal and informal environment influenced people‘s speaking skill in different ways. In this study, the researchers had two groups of subjects who learned English in different ways for the sampling. The researchers employed 58 subjects that were divided into two groups consisting of 29 subjects for each group. The first group represented those who got their English trough learning it in the classroom or formal education and had no access to learn English outside the classroom. And, the second group was those who never had formal education since they were child. They got English only trough their environment such as from TVs‘ programs, radios, newspaper, and many others. The method which was used by the researchers was that the first group did not have any exposures to English-speaking environment by way of visiting English-speaking countries, nor did they have any chances to come in contact with native English-speaking people within their own country on a sustained
51
Louma, op. cit., p. 1.
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basis. In the other hand, the second group of the subjects had no formal schooling at all but they had exposures to English-speaking environment through being guides and expedition teams of mounterring and trekking for the foreigners. The researchers used‘t’ test as the result of holistic mean of data in data analyzing and they revealed how formal and informal environments affect student‘s language skill in different ways. They explained that the former promotes accuracy and the latter promotes fluency on student‘s oral performance of the language itself.52 This study has the similar things to study with the research that was conducted by the researcher. It is how the informal environment affects the students‘ language skill especially on their oral performance. The difference is that the previous study only focused on how the formal environment which is classroom environment and informal environment affect the adults‘ speaking performance differently. While, the study conducted by the researcher is not only focused on how both environments affect the learners‘ speaking performance but also focused on how other aspects may affect the learners‘ speaking performance. The second study is ―Teaching Speaking through Story Telling (A Case Study at the First year of SMK Puspita Bangsa Ciputat)‖. This study was conducted by Meita Rahmania. The researcher aimed to know whether teaching speaking through story telling techniques is more effective than teaching without using story telling. She employed 20 subjects for the sample of the study. Meita observed the teaching learning process of the English teacher in the classroom and asked for the students‘ scores of speaking test with and without story telling techniques to be compared. The researcher used t-test formula to count two variables which were not correlated. She found that teaching speaking using story telling is more effective than teaching speaking without story telling.53 This second study and the study conducted by the researcher have the same focus which is teaching speaking. However, there is the difference between both 52
Gulmez & Shresta, op. cit,.. Meita Rahmania, ―Teaching Speaking Through Story Telling: A Case Study at the First Year of SMK Puspita Bangsa Ciputat‖ Skripsi at Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2007, unpublished. 53
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studies that is the study conducted by Meita used Story Telling as the technique while the study conducted by the researcher found Describing picture as the technique used by the teacher. The third study is ―The Effectiveness of Using Describing Picture to Improve Student‘s Speaking Skill in Descriptive Text (An Experimental Research at the Eight Grade Students of SMP H. Isriati Semarang in the Academic Year of 2010/2011).‖ This study was conducted by Inta Aulia Asfa. The researcher aimed to know which technique is suitable to use in teaching speaking since the researcher assumed that students who have learned English for several years have not been able to communicate used English. So, the researcher thought that there should be a solution to cope that problem. As result, the researcher tried to use describing picture as a method to improve students‘ speaking skill. The study was conducted in two classes; the experimental group (VIII A) which was taught using describing picture and the control group (VIII C) which was taught with no using of describing picture (Direct Method) as sample. To gather the data, the researcher gave speaking test which had been tried out to find out the validity, reliability, and the difficulty level. The researcher used t-test formula to determine whether or not there was a significance difference between students‘ score in experimental group and students‘ score in control group. She found that teaching speaking using describing picture was effective method in improving students‘ Speaking skill in descriptive text at the eighth grade students of SMP H. Isriati Semarang.54 The last previous study and the study conducted by the researcher similarly focus on Teaching Speaking with Describing Picture as technique used. However, the difference of both is that the former used the experimental as the method of the study while the latter used an expository.
54
Inta Aulia Asfa, ―The Effectiveness of Using Describing Picture to Improve Student‘s Speaking Skill in Descriptive Text (An Experimental Research at the Eight Grade Students of SMP H. Isriati Semarang in the Academic Year of 2010/2011).‖ Skripsi at Walisongo State Institute For Islamic Studies Semarang, Semarang, 2010, unpublished.
CHAPTER III RESEARCH METHODOLOGY This chapter presents place and time of the study, method and design of the study, data sources, data collection technique, and data analyzes technique.
A. Place and Time of the Study The research was held at Speaking Classes of Training Class Program at Basic English Course in Kampung Inggris Pare. This research was conducted from February 12 to November 29, 2016.
B. Method and Design of the Study This study is a qualitative research using an expository research design. This research design is chosen since the design provides the researcher to explore the program, event, activity, process, individuals deeply in Pare Kampung Inggris. Therefore, the researcher employed qualitative as the research methodology in order to dig the clear and rich description about data and information needed based on the real fact. In addition, it can reveal and mapped so that it can give meaningful information for those who need it. This research investigates how the teaching speaking is conducted from planning to evaluation.
C. Data Sources The researcher conducted the research at Pare which is broadly known as “Kampung Inggris” in Kediri, East Java. Therefore, the data gained for this study were the data taken from several sources that have competencies on the research topic. There were two kinds of data collected in this research which were primer and secondary data. The former included books, writings, and results of interviews, observation and documents. On the other hand, the latter were the data strengthened the former data which could be books, magazines, and one’s thought words, acts, and many others.
32
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Therefore, the researcher took and joined all classes to observe and to experience from both teacher and students’ side. The participant of this study was all students of Training Class (TC) Program. TC program consisted of eight classes with 30 students of each class in average. So, the total participants were about 240 students with one teacher who taught speaking. The consideration made by the researcher of deciding the number of participants was to gain the information as much as possible and because there is no general rule to concern about as Ary, Jacobs, Sorensen, & Razavieh state “There is no general rule about the number of participants to include in a qualitative study. Of course, practical considerations such as time, money, and availability of participants influence the size of the sample.”1 TC program emphasizes on Speaking, Grammar, Writing, and Listening. The materials are explained using 100% English. In addition, when the students are in come to this program, they are obligated to use 100% English as their only one means of communication. They have to use English when they communicate with their community (other TC students) not only in BEC area but also in the other places outside of BEC. TC is three months program and provides various test of final examination. One of them is that students practice their Speaking English with foreigners in Borobudur Temple. Besides having class on Mondays to Fridays, the students also have General Conversation session on Fridays morning. They are all placed in Meeting Hall of BEC and given one topic to discuss with their friends. At the end, they will have Farewell Party and Heat to Heart Sharing session.
D. Data Collection Technique The researcher collected data using several techniques which were considered to give rich and deep information to the topic studied. Here are the techniques employed by the researcher:
1
Donald Ary, Lucy Cheser Jacobs, Chris Sorensen, & Asghar Razavieh, Introduction to Research in Education, (Belmont: Wadsworth, 2010), p. 429.
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1. Observation Ary et al. argue “The qualitative researcher’s goal is a complete description of behavior in a specific setting rather than a numeric summary of occurrence or duration of observed behaviors.”2 Therefore, the researcher directly involved in the community to observe the subjects of the study to get the complete description if the topic studied. They also state “Qualitative observations rely on narrative or words to describe the setting, the behaviors, and the interactions. The goal is to understand complex interactions in natural settings.”
3
It means that the
observation employed by the researcher was to optomalize the researcher’s ability in describing many aspects such as the setting, behaviors, and interactions in natural setting. Furthermore, to obtain such a goal, the researcher immersed herself into the community under studied and played her role to be participant as observer. As Ary et al. confirm “In the participant as observer stance, the observer actively participates and becomes an insider in the event being observed so that he or she experiences events in the same way as the participants. The researcher’s role is known to the people being observed.”4 Such a role possibly makes the researcher see the situation and feel the condition the same way with how the subjects of the researcher see and feel at the moment. In addition, the researcher did the research by monitoring the English teacher when he is teaching in the classroom for ten times. The researcher observed all activities happened in the class as well. The researcher also observed the activities supported to the topic studied outside the class. Thus, the researcher can capture the phenomenon from the subject’s perception and definition.
2. Interview The researcher employed interview session to gain the data which cannot be obtained from observation and to verify the actions which were done during the observation. Ary et al. state that: 2
Ibid., p. 431. Ibid. 4 Ibid., p. 433. 3
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The interview is one of the most widely used and basic methods for obtaining qualitative data. Interviews are used to gather data from people about opinions, beliefs, and feelings about situations in their own words. They are used to help understand the experiences people have and the meaning they make of them rather than to test hypotheses. Interviews may provide information that cannot be obtained through observation, or they can be used to verify observations.5 The researcher used interview because, by this technique, the valid information regarding to the topic discussed can be gathered directly from the source. Interview also can help the researcher to see the participants’ perspective, opinion, and feelings about the experience. Using interview as a technique, the researcher could lead the conversation to the research topic substantively. Therefore, the data gained is real based on the fact. In interviewing, the researcher employed open ended format questions which become the characteristic of qualitative research to reach the thick description about the experience, feeing, and situation. Ary et al. state “One characteristic that all qualitative interview formats share is that the questions are typically open ended (cannot be answered with a yes or no or simple response) and the questions are designed to reveal what is important to understand about the phenomenon under study.”6 In addition, the researcher combined the open ended format with structured interview where several students were asked the same question relate to the topic of the research. The researcher interviewed the teacher of speaking class of Training Class to get the concepts of teaching speaking skill and several students to see their experiences in speaking class. Finally, to gather the data collected from interview and to ease the researcher in analyzing them, the researcher used an audio recorder.
3. Field Note The researcher used field note to expand the description of the brief notes which was done during the observation or interview session to collect and to
5 6
Ibid., p. 438. Ibid.
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complete the data. There are two components that the researcher always to concern about. Ary et al. propose that: They have two components: (1) the descriptive part, which includes a complete description of the setting, the people and their reactions and interpersonal relationships, and accounts of events (who, when, and what was done); and (2) the reflective part, which includes the observer’s personal feelings or impressions about the events, comments on the research method, decisions and problems, records of ethical issues, and speculations about data analysis. Field notes may include photographs and audio and video recordings.7 Therefore the researcher collected data as detail as possible during and after the observation. She collected photographs when it seemed necessary to picture the moment in the classroom as well. Ary et al. add that: The researcher’s field notes present the data that will later be analyzed to provide an understanding of the research setting and the behavior of people within that setting. It can be said that the successful outcome of the study relies on detailed, accurate, and extensive field notes. Record everything you see, hear, or experience during the observation session.8 Field note is very useful to write everything happens during observation or interview since to write eases the researcher to recall the data than to memorize it. This technique is concerned on what participants do as routines and become recognition that what become routine is established by watching and listening to what people do rather than asking them directly.9
4. Documentation In gathering the data, the researcher collected several written stuffs like books/module used in teaching and learning process, handouts, photos, diaries, and any other documents related to the topic discussed. Ary et al. suggest that: Qualitative researchers may use written documents or other artifacts to gain an understanding of the phenomenon under study. The term document here refers to a wide range of written, physical, and visual materials, including what other authors may term artifacts. Documents may be personal, such as 7
Ibid., p. 435. Ibid. 9 David Silverman, Amir Marvasti, Doing Qualitative Research: A Comprehensive Guide, (California: Sage, 2008), pp. 216—217. 8
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autobiographies, diaries, and letters; official, such as files, reports, memoranda, or minutes; or documents of popular culture, such as books, films, and videos.10 For instance, the researcher made researcher-directed diary during the period of the research in specified period of time when conducting the study in Pare. The researcher collected the letters given by the students for the speaking teacher and speaking matters file as well which can be used to analyze, to interpret, and draw the conclusion.
5. Instrument of the Research The primary instrument of the study was the researcher herself. As Ary et al. confirm “In qualitative studies, the human investigator is the primary instrument for the gathering and analyzing of data.”11 However, she used checklist form of teacher observation guide as well. The researcher can focus to monitor the teaching and learning process conducted using checklist form of teacher observation guide as the instrument. Table 3.1 TEACHER OBSERVATION GUIDE Variable
Aspect
Indicator
Number
Total
1, 2
2
3, 4, 5
3
6
1
- Using of instruments and media
7, 8
2
- Involving students (individually)
9
1
- Student interaction
10
1
11, 12, 13
3
14, 15, 6,17
4
- Arranging Learning Preparation
-Teaching Process - Learning Preparation - Explanation of the material
Teaching Speaking
Items
Presentation - Organizing of the class - Using of method 10 11
Ary et al., op. cit., p. 424. Ibid., p. 442.
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- The intensity of using English in the Learning
18, 19
2
- Oral Test
20
1
- Affective
21
1
- Individual work
22
1
- Group work
23
1
-Teaching process
Evaluation
Total items Adapted from Euis Uswatun Hasanah12
E. Data Analyzes Technique The researcher involves several steps which are considered to be necessary to conduct in analyzing the data which have been gathered during data collection. Based on Ary et al. state “In different texts, the approaches to analysis of qualitative data vary slightly, but we believe they can be described in three stages as noted in Table 17.1: (1) organizing and familiarizing, (2) coding and reducing, and (3) interpreting and representing.” 13 Therefore, in a simple ways, the researcher employed the stages to analyze the date gathered from the data collected. The researcher familiarized data collected such as transcription, field notes, and documentation by rereading and listening to them in order to capture the thoughts, feeling, and opinion as they occur. Afterwards, she organized those data by making several lists of data sources in some ways such as from observation, from interview, from places, or from people. As Ary et al. state “The major task of organizing the large body of information begins after familiarization. Start with creating a complete list of data sources. Files can be
12
Euis Uswatun Hasanah, “Teaching Speaking Skill Using Active Learning Method (A Case Study at the Seventh Year of SMP SMART Akselerasi Ekselensia Indonesia-Bogor).” Skripsi at Syarif Hidayatullah State Islamic Unniversity Jakarta, Jakarta, 2007, unpublished. p. 42. 13 Ibid.
23
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organized in a variety of ways, for example, by interview, by questions, by people, or by places.”14 Then, the researcher did the coding and reducing stages by gathering the data to see the differences and the similarities among them by breaking apart and rearrange them into categories. The researcher also reduced the data which did not have any relation to the topic studied. Eventually, she came to the last stage of analyzing the data which are interpreting and representing. Ary et al. state “Interpretation is about bringing out the meaning, telling the story, providing an explanation, and developing plausible explanations.”15 Therefore, the researcher reported the findings by providing the thick description and explanation to give the whole meaning of what was studied supported by the data. Furthermore, for the data trustworthiness, the researcher conducted several test such as credibility to know the internal validity, transferability to know the external ability, dependability to know the reliability, and confirmability to know the objectivity. Therefore, the researcher did the triangulation in the data collected, the sources to cover those trustworthiness aspects. Ary et al. states: In data triangulation, the researcher investigates whether the data collected with one procedure or instrument confirm data collected using a different procedure or instrument. The researcher wants to find support for the observations and conclusions in more than one data source. Convergence of a major theme or pattern in the data from these various sources lends credibility to the findings.16 Thus, the researcher conducted interview session with the teacher to investigate whether the data gathered from several observations matched to the data gained from other source and vice versa. If the finding results of multiple methods are similarly found then the study is reliable as Ary et al. confirm “Triangulation, which we have previously discussed, is also used to establish the dependability of qualitative studies. If multiple data sources or multiple methods result in similar findings, it enhances the reliability of the study.”17 14
Ibid., p. 482. Ibid., p. 490. 16 Ibid., p. 499. 17 Ibid., p. 503. 15
CHAPTER IV FINDINGS AND DISCUSSIONS This chapter presents the data description which consists of discussing and analyzing the findings of the research. They are data collected from observation, interview, field note, and documentation.
A. Teaching – Learning of Speaking The researcher is one of the BEC alumni who had spent her nine months to study there from 2010 to 2011. Therefore, the researcher decided to do the research at BEC specifically in speaking classes at TC program which were handled by Mr. Adin. In doing the research, she observed and joined the teaching and learning process in the class for ten times to see the situation and the condition through monitoring the teacher when he was teaching speaking. In order to dig the data deeply and to feel the experience that the students felt, the researcher participated herself for several times in the classroom activities. In addition, she stayed in home stay together with two students of speaking class where the researcher conducted the research. Therefore, she could observe them every day and obtain the data to complete the data collected. There are 8 classes with the difference schedules. The researcher conducted the speaking class observation in all classes. Here are the schedules:
Table 4.1 Speaking Class Schedule Day Monday
Tuesday
Wednesday
Time
Class
06.30-08.00
B class
08.00-09.30
A class
06.30-08.00
F class
08.00-09.30
E class
06.30-08.00
C class
08.00-09.30
D class
40
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Day Thursday
Time
Class
06.30-08.00
G class
08.00-09.30
H class
Furthermore, the researcher has taken many things as well such as strategy, technique, procedure, and methodology of the teaching speaking conducted by Mr. Adin in his classes. She also obtained the practical concept of the role of teacher and the students’ involvement in the teaching and learning context since the researcher not only observed the teacher’s performance, students’ involvement, classroom atmosphere, and teaching technique but also interviewed the teacher himself. Therefore, those above became the fact to analyze carefully. The following paragraphs try to describe the findings completely in sequence.
1. Curriculum There were three main aspects observed in the teaching speaking conducted by the teacher. They are planning, presentation, and evaluation. Firstly, the researcher found and analyzed the curriculum that had been become lesson plan used by the teacher in speaking class (see Appendix). The lesson plan became a reference and was applied in the teaching speaking. It consisted of the number of meetings, learning subject matter for each meeting, and the learning resources used for each matter. From the content of lesson plan, speaking skill materials were arranged systematically based on the students’ level of target language.
a. Aim The objective of the teaching speaking is that students are able to produce the utterances they used in their daily activity and have the pure ideas on the problems or the reality they faced. Therefore, the researcher conducted the class observation for ten times and learnt the beginning process until the end. Generally, it can be seen that the teacher has arranged and designed the teaching planning and objectives well by preparing the material based on the lesson plan.
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b. Material of Speaking There were two kinds of materials used in the teaching speaking. They were materials in handbook and in handouts. Those materials were appropriated with the students’ level of ability arranged and made by the institution itself. The speaking material was taken from the handbook and handouts owned by all students. The materials discussed in the class could be changed if the previous one is completely discussed. Here is the example of how the teacher used the materials in the teaching and learning process. When the teacher explained about “impersonal it”, the students focused on listening to the teacher while keeping their eyes on the papers in their hands. Some of them nodded when the teacher asked them whether they understand the explanation or not. At the end of the explanation, the teacher give the students chance to ask any kind of questions related to the materials which was “impersonal it”. After questions raised were all answered, the teacher ordered the students to be ready to write some sentences in Bahasa Indonesia. They had to translate them in English directly soon after the teacher gave them. They only had about 20 seconds for each question before they got the new sentence to translate. Those sentences were not taken from handbook or handout but created by the teacher. Here is the list of the sentences followed by the translation given by the teacher:
Table 4.2 No
In Bahasa Indonesia
In English
1
Sekarang musim panas
It is sunny
2
Udaranya sejuk
It is cool
3
Hari yang Indah
It is beautiful day
4
Hari yang cerah
It is nice day
5
Sekarang jam 7 malam
It is seven pm
6
Kemarin hari Kamis
It was Thursday
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No 7
In Bahasa Indonesia
In English
Jarak antara Pare dan Jombang
It is only 40 KM from Pare to
hanya 40 KM
Jombang
8
Belajar Bahasa Inggris Penting
It is important to study English
9
Memasak itu susah
It is difficult to cook
10
Dia (pr) lah yang aku sedang tunggu
It is her that I am waiting for
When the teacher came to the first number, he predicted that the students might write “summer” instead of “sunny” for sentence number 1. That was the reason he warned them that “musim panas” translated as “sunny” is totally different from “musim kemarau” translated as “summer.” He also emphasized the explanation in sentence number 8. He said that such sentence might be translated using “gerund.” However, the material discussed was not about “gerund” at all but “impersonal it.” Therefore, he warned the students to be more careful in translating sentence in number 8. After all sentences were given and translated by the students, the teacher explained that he would give the right answer and asked to stand up for those whose answer was wrong and to remain sitting for those whose answer was right. As he argued to the researcher, this technique was employed to develop the students’ attitudes toward their honesty. Here are the list of who stood up and who remained sitting:
Table 4.3 Question (Q)
Number of Students Remaining Sitting
Question no. 1
Less than 10
Question no. 2
Less than 10
Question no. 3
All remained sitting
Question no. 4
Less than 10
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Number of Students Remaining
Question (Q)
Sitting
Question no. 5
More than 10
Question no. 6
Less than 10
Question no. 7
Less than 10
Question no. 8
More than 10
Question no. 9
More than 10
Question no. 10
More than 10
Finally, before he closed the meeting, he gave some common expression which were not taken from the handbook and handout to the students and explained for each common expression. In this session, the teacher wrote the expressions on the white board and he read them first. He asked the students to repeat what he said. The repeating process happened for about five times for each expression. Afterwards, he gave the meaning of each expression and asked the students to practice them. Then he pointed some students randomly to say the expressions. The lists of common expressions are below: Table 4.4 No
Common Expression
1
You are something common with me
Wah, kita samaan yah?
2
Thanks anyway
Makasih deh kalo gitu
3
One by one
Satu satu
No
The Meaning
Common Expression
The Meaning
4
One for one
Satu demi satu
5
Day by day
Hari hari
6
Day for day
Hari demi hari
7
All the same
Biarpun demikian
8
No matter what
Tak peduli apa
9
No matter when
Tak peduli kapan
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c. Classroom Management The researcher investigated whether the teacher used English or not in the teaching and learning process since it was clearly seen that English was the only one language used by the students of TC program either inside or outside the class. Such a language was used as a means of communication when they were in BEC. The students talked each other using English. They discussed things in English. They even expressed their feelings in English. Therefore, the researcher conducted the class observation by joining the class for ten times. She found that Mr. Adin explained the material and interacted with the students completely in English. However, he used Bahasa Indonesia to emphasize any kind words considered to be difficult to explain them in English as well. Besides playing his role in facilitating and providing the students such English environment in the classroom, the teacher also played his roles as follow: To reach and to maximize the learning result, the teacher seemed to guide the teaching learning process by giving more attention the students both inside and outside the classroom. To obtain the better learning result, the teacher confirmed that he did the simulation for every new technique he intended to employ. For instance, he once came to the class a day before the teaching and learning process. He arranged and changed the chairs arrangement for several times, he tried to find the good composition of the chairs that might be suitable for the teaching technique he intended to employ. In addition, the teacher always discussed with another teacher for some suggestions in planning the teaching process or in handling the various types of students. Therefore, the researcher can conclude that the preparation conducted by the teacher was planned. The teacher noted that he always tried to make every single minutes of is teaching and learning process to be meaningful for the students. He stated that he did make an effort to make the student perform their oral language in every chance he had. It was the reason of his decision to make “absences time” or checking the attendance list not only to check whether this students or that
46
students came to the class or not but also to make the students attendance list timing become more meaningful.
d. Method The teacher used variety methods in order to help the students to gain their goal which is to improve their oral performance. For instance, he once surprised all students to look for some pieces of papers under the chair where the students sit. Some students found it, and some others did not. The teacher asked those who found them to come forward and gave a gift after answering the questions he gave. Furthermore, here is another example when the teacher conducted his teaching speaking. In the very first minutes, the teacher always began the class by leading the class to read “Basmallah” together then he continued by saying “salam.” The teacher never forgot to greet the students and make sure that all his students were in good condition. He confirmed to the researcher that such activities were always done by him in order to tell the students that he really cared of them indirectly. He noted that he could know whether his students were in good condition as well. Next, the teacher explained and asked the students to mention loudly the favorite places they really want to go or in another occasion he asked the students about their idol except their parents when their names is called. Many of the students named the places in Europe such as Russia, German, Holland, England, Finland, and France. The others named US, Australia, Papua, and Mecca. They named the places with big enthusiasm and it was seen from how they raised their hand then named the places with the loud voices. After all names of the students were called, the teacher told them that he provided time about 20 minutes and the stage together with microphone for those who wanted to share their reason for choosing certain places. Soon after the teacher announced such information, many students raised their hands and asked to be chosen by the teacher to come forward the class. The teacher chose several students to share their reasons in front of the class before other students one by
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one. In that occasion, there were only eight students who had chance to perform themselves in front of other students as list below:
Table 4.5 Student
Name of Places
Student 1
Japan
Student 2
England
Student 3
Finland
Student 4
Mecca
Student 5
German
Student 6
Holland
Student 7
German
Student 8
Korea
Many students delivered questions for the performers. A variety questions appeared from the students such as: Table 4.6 No
Question
1
What is the special of that place?
2
Why do you really want to go there?
3
Why not Indonesia?
4
Why do you choose that place?
5
Why don’t you continue your study in Indonesia?
The researcher found some mistakes done by the students when they performed in front of the class or by the students asked the questions. The mistakes were that they did not systematically arrange the utterances, misused of certain English words, and grammatical error. Surprisingly, the teacher did not give any correction and remained letting the students continued their performing. He clarified that actually he knew the mistakes well. He wrote some notes for each students and let them continued performing instead of disturbing them by
48
stopping them in the middle of their performance to correct their mistakes. He give the correction that all students made at the end of the meeting in front of the class order to inform other students about the certain mistakes in English. He explained the right grammatical pattern of interrogative sentence and other grammatical patterns. In such process, grammar was taught with inductive way. In addition, the teacher also prepared the technique considered to be appropriate to the content of the materials. The researcher found that after the teacher had explained all materials, he always provided the last 30 minutes in every meeting for the students to come forward and tell the story about the images shown that they have described. Afterwards, the teacher gave time and opportunity for those who had not performed in front of the class to tell the story that they had made by describing the image shown days before that day. All students must have performed. However, they were not coming forward at the same time. Every meeting might had ten to fifteen students coming forward. For that time, there were twelve students performing in front of the class. Each student was given about one to two minutes and maximally they got three minute as the table below:
Table 4.7 Student
Time Given
Student 1
07.16-07.17
Student 2
07.18-07.21
Student 3
07.21-07.23
Student 4
07.24-07.26
Student
Time Given
Student 5
07.26-07.28
Student 6
07.28-07.31
Student 7
07.31-07.33
Student 8
07.33-07.38
Student 9
07.40-07.42
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Student
Time Given
Student 10
07.43-07.46
Student 11
07.46-07.48
Student 12
07.48-07.50
In this part of teaching and learning process, the teacher did not choose the students to come forward. He only said that he provided time and place together with the microphone for those who had not performed yet. Therefore, the students performed themselves one by one. There was no question and answer session among the students in the session. Next step was that the teacher gave the corrections of the mistakes made by the previous performers. He read the correction while the students paid attention to his explanation. Some corrections found by the researcher are: Table 4.8 No
Mistakes
Corrections
1
Coffee
Cave
2
Discussion
Discussing
3
They did not asked
They did not ask
4
He go yesterday
Yesterday, he went...
5
Tell me who are you
Tell me who you are
6
Bring
Brought
7
Make me shocked
Shocked me
8
They don’t
They didn’t
9
Can to see
Can see
Finally, he motivated the students to always feel happy from now and on. He explained that saying simple words such as greeting could make other people happy. Then, he asked two students to come forward in front of the students and greet each other. Afterwards, he told them to come back to their chairs. Then he closed the meeting by saying “salam.”
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e. Media He used picture as media in his class as method of teaching speaking. He put a white board pictured several image before the students, usually four images, and asked the students to describe them by making story based on the image shown. For every day meeting, Mr. Adin let every student to come forward and tell the story made to the other students. He argued that such a media builds students’ thinking process since the students always described soon after the images were shown. They imagined first what might happen in the story or who might be the characters of the story. Then, they creatively used their imagination in choosing words and making them sentences and paragraphs until they made a story as well. Such a thinking process considered to be important to develop the students’ thinking skill and creativity. In addition, Mr. Adin stated that he sometimes employed other media in his teaching such the use of puppets. It is confirmed by the researcher that at last meeting she observed by joining his class, he played a puppet and act to be the character of puppet he played by making his voice sounded like certain character of animal.
f. Evaluation Evaluation is the important step that cannot be separated from the teaching and learning process. By evaluating the students’ learning process, the teacher can measure how far the success of his teaching by investigating how far his students are able to master the material that has been taught. The teacher also can see what method and technique which are suitable and applicable to his students. According the observation process, the evaluation of teaching speaking conducted by Mr. Adin has two kinds of assessment to evaluate. They are written test and oral test. The former was employed in every meeting to know whether they master the material given at the same time or not. The latter was conducted at the end of the program and was more compressive test since the students had to answer the question given from the beginning to the end of the program orally. The teacher employed evaluation rubric for the assessment of students’ oral test.
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In addition, the oral test was conducted for all students of TC program. The students who had waited in front on the class building were called five by five and asked to follow the teacher inside the classroom which had been set before the oral test was conducted. The five students sat in front of the teacher and waited for the question. Then, they were given question one by one. They had to answer it soon after the teacher gave it to them. After such test, they came outside and waited to be called again to come to another teacher. When they came to the second teacher, they were given a piece of paper in front of them. The student in the right side was firstly allowed to open the paper and asked to describe the image on it directly while the other four students waited for the first student describing the picture to get their turn. The teacher confirmed that the assessment of oral test included five aspects to assess. They are fluency, vocabulary, grammar, accuracy, and comprehension. In addition, the teacher stated that he also gave some assignments to the students to be finished at their home stay. Therefore, he can at least make them work or discuss with other students about the assignment even though they were in their own places.
B. Discussion According to the description of teaching and learning process, it can be said that the students were actively involved during the meeting. They had a freedom and independence the learning process without any pressure from the teacher or another side. In addition, the teacher seemed to play his roles well by giving opportunity in any chance in teaching and learning process. He did not dominate the learning process conducted in the class. He never forgot to motivate his students, built the learning desire and students’ participation in every single activity he conducted. The level of the TC students is Advanced since the researcher found that the students of TC program did communicate each other in English either they are in BEC or outside of BEC. It is proved by two students of TC program who stayed together with the researcher in the same lodging house. She observed them every
52
day and she found them talked each other and expressed their feelings used English for every single day. Even though their roommates talked to them in Bahasa Indonesia when they needed something to ask, these two students of TC program seemed to response in English. It is clearly matched with what Riddell states about the students in Advanced level. He says: The students who finish advanced course should be able to do or know: express himself / herself easily, integrate well with people whose first language is English, vary stress and intonation to affect meaning, follow and understand most forms of entertainment, use a vocabulary of about 3,000 words, study for a high-level qualification in English.1 Such a condition forced the researcher to investigate what really made them to do so. Therefore, she interviewed Mr. Kalend O., the director of BEC and Mr. Adin, the teacher of the speaking class. They confirmed that it was an institutional order to use English as a means of communication among the TC students. In addition, they clarified that all students on TC program were obligated to communicate in English wherever they were when they met other TC students. Furthermore, the teacher designed the curriculum together with subject matter, objective and the sequencing to teach specific language program which is speaking as Brown states “Designs for carrying out a particular language program. Features include a primary concern with the specification of linguistic and subject-matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context.”2 On the other hand, the objective or the aim of the teaching speaking in TC program is generally to make the students obtain their primary goal which is to be able to speaking it. Such objective is linear with what Grauberd states that “For many pupils the prime goal of learning a foreign language is to be able to speak it. Teaching should therefore help them to achieve that goal to the best of their ability.” 3 To reach the objective, the teacher taught various materials from the 1
David Riddell, Teach EFL, (London: Hodder, 2014) p. 257. H. Douglas Brown, Teaching by Princples: An Interactive Approach to Language Pedagogy, (New York: Pearson Education, 2001), p. 16. 3 Walter Grauberg, The Elements Of Foreign Language Teaching, (Frankfurt: Multilingual Matters, 1997), p. 201. 2
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course book that was made by the institution. The materials were designed by the experienced teachers of BEC and appropriated based on the students’ level of ability. The using of his course book was intended since the students of TC program needed the higher and more difficult materials. Such book is ideally used as Riddell states “Ideally, It should have been written by experienced teachers and also be roughly appropriate for the level intended. You can assume both. In addition, though, the book should ideally be appropriate for the country you are teaching in, and this can be a problem.”4 Not only did the materials that get the teacher’s attention in reaching the teaching and learning objective, but did the classroom management get his attention as well. The teacher played his roles in the teaching and learning process as Harmer proposed (see the teacher’s role in Chapter II). The teacher facilitated and provided English learning environment for the students. Therefore, the students might to practice their English as much as possible. The teacher also controlled what his students spoke and did and became a tutor who was students resource in the classroom. In several chances, he became the participant of the students’ activity in role playing. He pretended to be the student’s father when his student performed a role play in front of the class. In addition, he always investigated whether the teaching and learning process run well or not. The researcher assumed that the teacher used Communicative Language Teaching (CLT) as a method even though he did not say it explicitly. It was proved from the learners roles in the teaching and learning process. Richards and Rodgers states “The emphasis in Communicative Language Teaching on the processes of communication, rather than mastery of language form, leads to different roles for learners for those found in more traditional second language classroom.” 5 For instance, the students were given more time to learn and to practice the effective communication. When they made mistakes in grammatical patterns, they would not be judged and corrected as they speaking. They were let to continue their speaking performance since the meaning was more prominent 4
Ridell, op. cit., p. 167. Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 2001), p. 166. 5
54
than grammar and grammar was taught inductively when the students need it. Finally, the teacher asked the students to describe several pictures soon after the pictures were shown before them.
CHAPTER V CONCLUSION AND SUGGESTION This chapter presents the conclusions and some suggestions related to the research findings which are discussed previously.
A. Conclusion Based on the research findings in the previous chapter, the writer draws a conclusion that there are some aspects in teaching speaking. They are objective, the speaking materials, classroom management, teaching method, teaching media, and evaluation. First is the teaching objective which is aimed to help the students to gain their goal that is to be able to speak English. Second is the speaking material. The teacher used the teaching materials that were taken from the course book such as handbook and handout designed by the institution. Third is the classroom management. Since the way the teacher manage the class will affect the way he deliver the materials, so in applying the materials, the teacher played his role in facilitating and providing the English learning environment for the students to practice their oral performance for the classroom management. The teacher also placed himself as the tutor and resource who allowed the students to ask anything such as the materials they considered to be difficult. In addition, the teacher always investigated whether the teaching and learning process he conducted run well or not. Fourth aspect in the teaching and learning process is the teaching method. The teacher used Communicative Language Teaching (CLT) as his method. The teacher made the meaning in communication become more prominent than grammar. He also provided sufficient time and classroom activities to make the students to practice their speaking as much as possible. The fourth aspect is media that was used in the teaching speaking is picture. The use of picture as media did improve the students’ ability in target language oral performance. In addition, by using the picture as media, the teacher is able stimulate and maximize a variety of students’ potential ability such as the ability to suddenly retell the story, to arrange the story sequence. Therefore, since every
55
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student has to perform and convey their own story based on the picture given for several times, their emotion and mental are regularly managed well. Thus, the students are able to be actively involved in the process of teaching and learning speaking. Finally, the last aspect in the teaching and learning process of speaking class is evaluation. The teacher employed the formative test which is written test. It is usually given at the end of material completely discussed. The teacher gave an oral test at the end of teaching and learning period as well. The oral test was conducted by asking the students to describe the picture soon after the pictures were shown to them without any preparation. Such test was aimed to make the students in creating pure ideas about problems and the reality.
B. Suggestion At this point, the writer would like to give some suggestions to increase the implementation of teaching speaking in the class:
1. To the English Teachers The prominent steps to take care about are planning, presentation or teaching, and evaluation. The teachers are suggested to prepare them well before coming to the teaching and learning process. To make the students actively practice their speaking skill either inside or outside the classroom, it is necessary for the teachers to give interesting teaching methods such as Communicative Language Teaching (CLT) in the teaching and learning process. For instance, the use of picture as media in teaching and learning process can help the students to express their idea through reflecting the image shown and then presenting it with their speaking skill. Furthermore, to stimulate and to maximize the students’ interest in practicing their oral performance, the teachers need to provide learning environment which gives the students sufficient chances to practice it as well. In addition, the teachers have to make the individual approaches to the students in order to monitor their learning development.
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2. To the English Students It is necessary for the students to practice their speaking every time they get any chances. For instance, the students can make a simple conversation with other students in the class while they are waiting for the teacher. They can practice their speaking outside the class when they meet their classmates as well. In addition, they can try to talk to their teacher for advice on any specific things which need to work on, for example the students may have some words they always say them wrong. Another suggestion is “Do not be afraid to make mistake.” The more we speak, the faster we learn.
3. To the Next Researchers The next researchers who intend to do research in teaching speaking are supposed to see how students’ motivation affects their oral performance. The new researchers need to see the topic suggested from students’ point of view since this research has been studied from the teacher’s point of view. Students’ motivation is considered as one of prominent factor which can increase the students’ speaking skill and gets less attention in the study conducted by the writer. In addition, the future researchers may try to find out how other methods are applicable in teaching speaking.
REFERENCES Ambrose, Susan A. et al. How Learning Works. San Francisco: JosseyBass, 2010. Ary, Donald et al. Introduction to Research in Education. Belmont: Wadsworth, 2010. Asfa, Inta Aulia. The Effectiveness of Using Describing Picture to Improve Student’s Speaking Skill in Descriptive Text (An Experimental Research at the Eight Grade Students of SMP H. Isriati Semarang in the Academic Year of 2010/2011. Skripsi at Walisongo State Institute For Islamic Studies Semarang, Semarang, 2010, unpublished. Brown, H. Douglas. Language Assessment: Principles and Classroom Practices. New York: Pearson Longman, 2003. Brown, H. Douglas. Teaching by Princples: An Interactive Approach to Language Pedagogy. New York: Pearson Education, 2001. Chaer, Abdul Psikolinguistik: Kajian Teoritik. Jakarta: PT. Rineka Cipta, 2009. Grauberg, Walter. The Elements Of Foreign Language Teaching. Frankfurt: Multilingual Matters, 1997. Gulmez, Yener and Shresta, Tej. B. The Relative Effectiveness of Formal and Informal Exposure in ESL Development, CNAS Journal, Vol. 20, no.1 January 1993. Harmer, Jeremi. The Practice of English Langauge Teaching. Edinburgh: Longman, 1991. Hasanah, Euis Uswatun. Teaching Speaking Skill Using Active Learning Method (A Case Study at the Seventh Year of SMP SMART Akselerasi Ekselensia Indonesia-Bogor). Skripsi at Syarif Hidayatullah State Islamic Unniversity Jakarta, Jakarta, 2007, unpublished. Krashen, Stephen D. Formal and Informal Linguistic Environments in Language Acquisition and Language Learning, TESOL Quarterly, Vol. 10, No. 2 Jun., 1976. Louma, Sari. Assessing Speaking. Cambridge: Cambridge University Press, 2009.
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Newton, Jonathan. Teaching ESL/EFL Listening And Speaking. New York: Routledge, 2009. Palmer, Erik. Teaching The Core Skills Of Listening & Speaking. Alexandria: ASCD, 2014. Rahmania, Meita. Teaching Speaking Through Story Telling: A Case Study at the First Year of SMK Puspita Bangsa Ciputat. Skripsi at Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2007, Unpublished. Richards, Jack C and Rodgers Theodore S. Approaches and Methods in Language Teaching. New York: Cambridge University Press, 2001. Richards, Jack C. Curriculum Development in Language Teaching. New York: Cambridge University Press, 2002. Richards, Jack C. Person to Person: Communicative Speaking and Listening Skills. New York: Oxford University Press, 2006. Riddell, David. Teach EFL. London: Hodder, 2014. Silverman, David and Marvasti, Amir. Doing Qualitative Research: A Comprehensive Guide. California: Sage, 2008. Thornbury, Scott. How To Teach Speaking. Longman: Pearson Education Limited, 2005. Tillit, Bruce & Bruder, Mary Newton. Speaking Naturally. Cambridge: Cambridge University Press, 1999. Turk, Christopher. Effective Speaking: Communicating In Speech. London: Taylor & Francis e-Library, 2003.
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APPENDICES
60
61
APPENDIX 1 TEACHER OBSERVATION GUIDE
Variable
Aspect
Indicator
Number
Total
1, 2
2
3, 4, 5
3
6
1
- Using of instruments and media
7, 8
2
- Involving students (individually)
9
1
- Student interaction
10
1
11, 12, 13
3
- Arranging Learning-Teaching Preparation
Process - Learning Preparation - Explanation of the material
Teaching
Presentation
- Orginizing of the class - Using of method
Speaking
Items
14, 15, 16,17
4
- The intensity of using English in the 18, 19
2
- Oral Test
20
1
- Affective
21
1
- Individual work
22
1
- Group work
23
1
Learning-Teaching process
Evaluation
Total items
23
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APPENDIX 2 PEDOMAN OBSERVASI PENGAJARAN
Nama Guru
:
Pokok Bahasan
:
Hari/Tangal
:
Waktu
:
Petunjuk: Berikut ini terdapat kriteria-kriteria pengajaran dalam proses observasi pengajaran guru di kelas. Peneliti memilih setiap butir pernyataan di bawah ini dengan memberi tanda checklist (
) pada kolom yang paling
mewakili penilaian peneliti. Pilihan penilaian yang disediakan adalah sebagai berikut: 5 = sangat baik, 4 = baik, 3 = cukup, 2 = kurang, 1 = sangat kurang No
Klasifikasi Data
1
Guru merancang dan menyusun rencana pembelajaran
2
Guru merancang dan menyusun tujuan pembelajaran
3
Guru mempersiapkan sumber belajar
4
Guru mempersiapkan dan menyusun metode belajar yang yang akan digunakan
5
Guru mempersiapkan alat dan bahan belajar (media)
6
Materi dijelaskan dengan cara yang dapat dipahami
7
Media yang digunakan bervariasi, antara lain;
Buku
Poster/gambar
Puzzle
Audio kaset
Vidio kaset
Radio
Slide
5 4 3 2 1 Keterangan
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8
Komputer
Penggunaan media disesuaikan dengan materi yang disampaikan
9
Siswa mendapatkan kesempatan yang sama untuk dilibatkan dalam proses belajar
10
Terjadi interaksi dalam proses pembelajaran, antara lain;
Komunikasi satu arah
Feedback bagi guru dari siswa
Interaksi antar siswa
Interaksi antara siswa dengan siswa, siswa dengan guru (komunikasi multi arah)
11
Guru melakukan pengelompokan siswa dalam proses belajar
12
Kelas dikondisikan dalam pembelajaran siswa aktif
13
Pengaturan bentuk tempat duduk dikondisikan dalam pembelajaran siswa aktif
14
15
Metode yang digunakan bervariasi, antara lain;
Brainstorming
Think pair share
Jigsaw
Role playing, drama, simulation
Discussion
Debates
Problem based learning
Case studies
Peer teaching
Information gap, etc.
Penggunaan disampaikan
metode
sesuai
dengan
materi
yang
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16
Penggunaan metode didukung oleh fasilitas pebelajaran yang ada
17
Penggunaan metode sesuai dengan kondisi siswa
18
Penggunaan Bahasa Inggris di kelas oleh guru sangat sering
19
Penggunaan Bahasa Inggris di kelas oleh siswa sangat sering
20
Guru memberikan test secara lisan kepada siswa
21
Guru
menilai
keaktifan
siswa
dalam
proses
pembelajaran speaking sehari-hari 22
Guru memberikan tugas individual kepada siswa untuk dikerjakan di rumah
23
Guru memberikan tugas kelompok kepada siswa untuk dikerjakan di rumah
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APPENDIX 3 PEDOMAN WAWANCARA Nama Guru
: Mr. Adin
Tujuan
: Untuk memperoleh informasi tentang proses pengajaran Speaking di kelas.
Waktu 1.
: 17 November 2016
Apa pendapat Bapak tentang pengajaran Bahasa Inggris di BEC khususnya pengajaran speaking through describing picture?
2.
Apa pendapat Bapak tentang pengajaran speaking through describing picture sebagai bagian dari pengajaran Bahasa Inggris?
3.
Menurut Bapak, sudah seusaikah pengajaran speaking dengan media describing picture bagi siswa di BEC?
4.
Bagaimana Bapak merancang perencanaan pembelajaran? Apakah Bapak membutuhkan waktu khusus untuk membuat perencanaan pembelajaran?
5.
Teknik apa yang digunakan di dalam proses pembelajaran dan bagaimana penerapannya di kelas TC?
6.
Apa saja kesulitan atau hambatan yang dihadapi dalam penerapan teknik tersebut?
7.
Apakah pengajaran speaking hanya dilakukan di dalam kelas saja? Adakah kegiatan lain yang Bapak lakukan untuk membangun kemampuan speaking siswa?
8.
Menurut Bapak, seberapa besar pengaruh lingkungan dalam membangun kemampuan speaking siswa disini?
9.
Bagaimana Bapak memandang siswa dalam pembelajaran? Bagaimana peran Bapak sebagai guru terhadap siswa dalam proses pembelajaran?
10. Bagaimana Bapak mengolah kelas untuk menjadikan siswa aktif dalam menggunakan Bahasa Inggris? 11. Bagaimana Bapak melakukan penilaian terhadap hasil belajar siswa? Jenis tes seperti apa yang Bapak berikan kepada kepada siswa khususnya dalam pengajaran speaking? Kapan tes tersebut diberikan?
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APPENDIX 4 HASIL WAWANCARA
Nama Guru
: Mr. Adin
Tujuan
: Untuk memperoleh informasi tentang proses pengajaran Speaking di kelas.
Waktu
: 17 November 2016
1. Apa pendapat Bapak tentang pengajaran Bahasa Inggris di BEC khususnya pengajaran speaking through describing picture? Kalau untuk pribadi saya, karena program yang kita bahas di sini adalah Bahasa Inggris yang diajarkan di program TC. TC adalah program perioritas utama di BEC khususnya di program 3 bulan terakhir yang mana setiap siswa wajib menggunakan 100% Bahasa Inggris baik saat berkomunikasi dengan dewan guru ataupun juga dengan siswa. Maka dari itu, penggunaan media describing picture ini memudahkan anak berbicara sesuai dengan sekenario yang dibuat. Jadi bahasa yang disampaikan lebih terstruktur dan jadi lebih terarah. Poin utama dalam penggunaan media ini adalah mulai dari cerita pembukaan, kemudian poin dari gambar yang disampaikan dan sampai dengan bagian yang terakhir. Sehingga dari situ guru dapat mengendalikan atau mengontrol jenis vocab yang dipakai anak melalui pronounciationnya. Kemudian guru juga dapat mengamati grammar yang dipakai apakah itu menggunakan tenses simple present kemudian simple past atau yang lain. Jadi lebih memudahkan guru untuk mengontrol setiap siswa yang melakukan describing picture saat dia maju ke depan kelas atau mungkin dia perform atau mungkin saat mendesrkipsikan gambar tersebut. Namun, ada kelemahan tersendiri waktu kita mengajar menggunakan media tersebut apalagi gambar yang ditunjukkan masih baru untuk anak tersebut. Nah maka dari itu, mungkin dengan mempersiapkan sebuah catatan, anak tersebut sudah mempunyai sesuatu yang akan disampaikan. Minimal dia bisa menyampaikan satu, dua atau tiga, bahkan empat kalimat saja sudah cukup bagi kami. Yang penting adalah dia mampu memberanikan dirinya. Karena proses untuk merubah anak dari program CTC yang masih menggunakan Bahasa
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Indonesia kemudian dipaksa untuk menggunakan Bahasa Inggris 100% di program TC itu tidak mudah. Minimal anak tersebut sudah berani maju ke depan dan berani menyampaikan apa yang sudah dia siapkan pun sudah menjadi awal yang baik bagi dirinya. Walaupun dalam kenyataannya dia masih menghafal yang dia siapkan dan terkadang dia lupa dan dia tidak dapat menyampaikanya. Namun itu adalah proses baginya untuk ke depan agar berani berbicara, in syaa Allah itu sebagai langkah awal mereka untuk berani menyampaikan ide. Walaupun banyak sekali koreksi daripada penampilannya. Sebenarnya, kalau dari setiap gambar yang kami tunjukkan ke anak-anak itu kami membatasi mereka untuk membuat 10 kalimat tetapi lebih dari itu akan lebuh baik. Dan mereka bukan menceritakan apa yang ada di dalam gambar namun lebih mengarah kepada conversation. Jadi mereka seperti membuat sebuah percakapan yang di dalamnya terdapat kalimat langsung dan tidak langsung. Sehinga pada waktu dia menggambarkan, dia akan benar-benar menjadi seseorang yang menggambarkan sebuah peristiwa. Jadi bukan seperti menghafal atau menceritakan kembali. Tapi lebih memberikan komunikasi dan dialog di dalam penggambarannya. Kemudian, biasanya untuk bulan pertama kami membatasi mereka untuk membuat kalimat mulai dari 10 kalimat saja. Setelah itu, mereka diharapkan sudah tidak melihat gambar saat menggambarkan tetapi langsung menceritakan kepada teman-temannya dan jumlah kalimatnya harus lebih banyak dari gambar yang pertama dan seterusnya. Walaupun, terkadang masih ada beberapa anak yang berpatokan harus membuat 10 kalimat saja. Biasanya itu menjadi sebuah proses bagi anak yang cenderung pasif. Tetapi, minimal dia sudah berani mengeluarkan suaranya dan berani berbicara di depan publik pun sudah cukup buat kami. Karena penilaian kami sesungguhnya bukan pada banyak dan tidaknya kalimat yan mereka buat tetapi pada bagaimana anak tersebut mengontrol pronunciationnya, pola tensesnya, dan juga khususnya dalam urutan dari mulai ide pokok hingga penejelasn dan inti gambar itu. Bagaimana mereka membuat kalimatnya menjadi berarah dan sesuai dengan gambar yang disampaikan itu.
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Untuk durasi pemampilnya kami batasi minimal 4 menit sampai maksimal 10 menit tergantung pada anaknya. Tapi biasanya anak menghabiskan waktu penampilan sekitar 5 sampai 7 menit berhubung dengan banyaknya siswa yang maju ke depan jadi kami batasi maksimal 10 menit sudah cukup. Tetapi untuk minimal waktunya sekitar 3 sampai 4 menit. Tapi kalo dibawah batas minimal tersebut kami akan menyarankan anak tersebut untuk mengulangi lagi pada pertemuan selanjutnya. Jika dia tidak mau mengulanginya maka nilai anak tersebut minus. Tetapi jika anak tersebut bersedia merubahnya maka dia akan mendapatkan poin tambahan. Ada guru yang memakai timer untuk mengontrol waktu penampilan anak. Tetapi saya membawa dan memakai stopwatch. Jadi kalau sudah bunyi “tek” maka sudah harus selesai. Terkadang saya melihat ke arah siswa untuk memberi isyarat menandakan waktu mereka sudah habis atau mungkin bisa juga lewat kertas. Biasanya kalau waktunya sudah selesai saya akan mengulurkan kertas untuk penanda bahwa waktunya udah selesai agar anak tidak stagnan. Kalau saya sudah menyodorkan kertasnya berarti waktu mereka sudah habis. Nah seperti itu. Jadi ada beberapa kode yang anak harus tau sebagai penanda waktu penampilan mereka telah selesai.
2. Apa pendapat Bapak tentang pengajaran speaking through describing picture sebagai bagian dari pengajaran Bahasa Inggris? Mungkin describing picture adalah salah satu media dalam mengajarkan speaking selain memakai role play, musik, atau retelling story dan sebagainya. Kalau dalam penggunaan describing picture kami mengaharapkan mereka mempunyai ide murni terhadap sesuatu masalah atau realitas. Contohnya pada waktu anak mendapatkan topik di suasana pasar, maka mereka menggambarkan dan menyusun kalimat menjadi sebuah cerita yang mana cerita tersebut dapat dilaporkan kepada orang lain. Jadi secara tidak langsung, hal tersebut mengajarkan anak mulai dari tenses, penggunaan artikel, noun dan sebagainya yang dapat dikoreksi secara langsung oleh guru. Jadi sebenarnya jika belajar speaking melalui describing picture, maka kami menguji 4 skil langsung yaitu skil
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menulis, skil berbicara, skil mendengarkan, dan skil membaca. Hal itu juga akan melatih controlling dan emosi anak saat mereka berbicara seperti intonasi dan lainnya. Jadi itu yang kami harapkan, melalui describing picture anak dapat menyampaikan ide murni mereka. Saya pribadi selalu merangsang anak dengan bebrapa teknik. Contohnya sebelum saya menyebutkan absen saya meminta ke pada anak “Tolong sebutkan idola yang disukai.” Itu sebagai cara agar anak berani mengangkat tangan dan berani memberikan sebuah opini dan dia akan memilih “Ini idola saya.” Agar apa, agar minimal anak dirangsang untuk menyampaikan sesuatu yang berhubungan dengan idola mereka. Mereka awalnya tidak tahu apa yang akan disampaikan dan harus menyampaikan sesuai dengan artis atau idola yang yang dia sebut. Jadi kalau dia maju kedan dan menggambarkan sebuah gambar itu, kalau lupa minimal dia sudah menghafalnya dan mengingat apa yang akan disampaikan. Biasanya agar anak tidak terlalu monolog dalam describing picture, pada awal-awal pertemuan saya selalu memberikan penjelasan pada saat describing picture ibaratkan diri kamu adalah seorang ayah atau seorang story teller yang ingin menceritakan sesuatu. Keluarkanlah semua emosi, ekspresi, dan sebagainya. Sehingga pada waktu anda melakukan describing picture, anak yang lain akan tertarik dan tidak datar. Karena ada anak yang melakukan describing picture, hanya berbentuk cerita tapi seperti membaca. Maka akan terdengar seperti mendengarkan radio saja. Bagaimana cara menggunakan emosi bagaimana menggunakan gerakan tubuh dan sebagainya sehingga terkesan kita benar-benar menceritakan sesuatu. Jadi agar anak tidak menjadi pasif. Walaupun pada kenyataannya pada saat ada anak maju ke depan untuk melakukan describing picture ada yang merasa ngantuk. Menurut saya emosi dan ekspresi adalah faktor utama, dan juga power atau kekuatan suara. Mungkin karena suaranya pelan sehingga membuat tidak teralalu mendengar apa yang disampaikan sehingga mereka mengabaikannya dan menggunakan waktu tersebut untuk tidur atau mengobrol dengan anak yang lainnya. Sehingga, memunculkan kesan saat cerita describing
picture
sudah
dimulai
ada
yang
mengobrol
memperhatikan anak yang maju ke depan dan lain sebagainya.
sendiri
tidak
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Biasanya saya selalu memberikan idiom, ekspresi, dan ungkapan dan menulis beberapa koreksi dari vocab yang salah kemudian saya meminta mereka untuk mengikuti apa yang saya katakan persis dengan nada yang saya keluarkan. Secara tidak langsung saya memaksa anak untuk menggunakan intonasi, emosi, dan tekanan dalam berbicara karena dalam speaking itu tidak mungkin kita berbicara dengan datar. Ada beberapa anak yang langsung dapat menangkap apa yang saya jelaskan sehingga pada pertemuan selanjutnya mereka dapat bercerita lebih baik lagi dari sebelumnya. Tata cara dalam penggunaan media gambar adalah seperti berikut, sebelum anak maju ke depan untuk describing picture akan diberikan gambar yang baru dan saya menyampaikan bahwa gambar tersebut akan dipakai untuk pembelajar di pertemuan
selanjutnya.
Kemudia
saya
mempersilahkan
anak
untuk
mempersiapkannya. Saat mereka maju ke depan untuk describing picture, ada beberapa anak yang langsung memberikan teks deskriptif mereka untuk dikoreksi. Namun, ada juga yang setelah penampilan describing picture baru memberikan teksnya.
3. Menurut Bapak, sudah seusaikah pengajaran speaking dengan media describing picture bagi siswa di BEC? Penggunaan media describing picture berawal dari materi listening yang dalam pengajarannya anak diminta mengisi blank-blank sembari mendengarkan lagu yang diputar. Materi listening tersebut berdurasi satu jam setengah dan terkadang guru kekuranga topik untuk diajarkan kepada murid. Juga, anak akan menjadi pasif dalam kelas jika hanya diminta mendengarkan lagu atau suara yang diputar. Meskipun beberapa kali murid diberikan beberapa idiom dan ungkapan. Jika gurunya aktif mungkin dia kan meminta murid untuk melakukan role play. Jadi, sebelum describing picture belum diberlakukan di BEC khususnya di kelas TC, anak hanya diminta untuk mendengarkan kaset “Tuning in USA” yang diputar. Setelah itu guru menjelaskan beberapa idiom yang ada didalam kaset setelah itu guru meninggalkan kelas. Kemudian guru kembali ke kelas dan memilih beberapa orang untuk menampilkan seperti yang didengarkan di dalam
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kaset tersebut. Kalau topik yang dibahas di dalam kaset berkaitan dengan recycle bin maka anak diminta melakukan penampilan terkait topik yang dibahas. Lalu bagaimana dengan anak-anak yang tidak mendapatkan kesempatan untuk tampil? Kemudian dewan guru mencari inovsai baru yang memungkinkan semua anak dapat berperan aktif semuanya. Maka dari itu, di kelas listening hanya diberikan satu kali dalam sebulan dan pertemuan lain untuk describing picture. Keuntungan media describing picture adalah memaksa anak mau tidak mau wajib berbicara maju ke depan kelas bagi setiap personalnya. Karena ada penilaian khusus dari penampilan describing picture. Kalau memang murid dapat menampilkannya dengan lancar maka diberikan nilai bagus dan jika pada penampilan selanjutnya tidak lancar maka guru akan memberikan tanda penurunan nilai. Kalau menurut saya media describing picture sudah sangat cocok untuk di program TC karena media ini memaksa anak-anak yang dulunya tidak mau berbicara sedikit demi sedikit sehingga anak siap ke depan dan itu cocok dengan peraturan yang diterapkan di program TC yaitu wajib berbicara menggunakan Bahasa Inggris 100%.
4. Bagaimana Bapak merancang perencanaan pembelajaran? Apakah Bapak membutuhkan waktu khusus untuk membuat perencanaan pembelajaran? Sebenarnya, untuk materi sudah kami sampaikan di awal pertemuan. Guru sudah memiliki lesson plan untuk minggu pertama hingga minggu terakhir selama 3 bulan dan anak sudah tau tentang itu. Jadi, materi untuk dua hari ini apa dan untuk dua hari selanjutnya apa. Sehingga anak tau topik apa saja yang akan diberikan. Saya ingin anak-anak merasakan pengalaman public speaking maka dari itu saya menyiapkan satu set microphone dengan sound system di dalam kelas. Karena banyak anak yang merasa pobia dengan michrophone, saya menyiapknnya agar itu dapat menjadi teman bagi anak-anak sehingga mereka terbiasa dan berani menggunakannya. Sehingga saat mereka mendapatkan giliran untuk sudden speech in syaa Allah aka siap menggunakannya. Untuk menindaklanjutinya, pada akhir program setelah tiga bulan beakhir saya bertanya kepada anak-anak “apa manfaat menggunakan microphone pada penampilan
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kalian?” Mereka bilang “ya Sir awalnya saya merasa takut jika berbicara menggunakan microphone dan sekarang saya sudah berani menggunakannya karena sudah terbiasa menggunakannya”. Kemudian, melalui media lain seperti gambar. Saya sering melakukan ice breaking secara spontan. Jadi saya hanya memilki bayangan atau gambaran saja sebelum masuk ke kelas tertentu. Karena saya sudah pernah masuk ke kelas tersebut jadi saya paham betul karakter murid di kelas tersebut pada detik-detik tertentu. Sehingga pada waktu masuk ke kelas kita mempunyai beberapa cadangan ice dan untuk brain stormingnya. Jika saya merasa kalau itu berhasil diterapkan di kelas tersebut maka saya akan menerapkannya di kelas lain. Namun jika dirasa ada kelas yang tidak cocok dengan penerapan itu maka saat otu pula kita bbisa menggantinya dengan cadangan lain yang kira-kira dapat menarik perhatian anak sehingga mereka dapat mengikuti lagi proses belajar mengajar dan mampu mencairkan suasana kelas yang beku. Satu lagi, kami para dewan guru diberikan pesan oleh Mr. Kalend bahwa mengajar itu bukan semata membuat anak itu mendapatkan sesuatu. Maka prinsipnya adalah mengajarlah dengan cinta, keikhlasan, dan kasih sayang. Penggunaan ice breaker tergantung pada susana murid. Itulah kenapa pada satu minggu pertama saya berusaha membaca setiap karakter personal di tiap kelas. Saya juga mewajibkan diri saya untuk menghafal nama setiap anak, karakter mereka, dan suasana tiap kelas pada dua minggu pertama proses belajar mengajar. Bahkan setiap ketua kelas pun wajib saya hafalkan dan ketahui karakternya. Karena jika tidak demikian, saya akan kerepotan untuk selalu mencoba mencari cara yang sesuai setiap kali akan masuk ke kelas. Cara saya mengetahui karatker setiap anak adalah di saat saya mengabsen nama anak saya selalu menanyakan opini atau pendapat mereka tentang sesuatu, hal itu membuat saya memahami karakter anak dengan cepat. Dengan demikian, karena saya sudah mengetahui perbedaan karakter dan suasana setiap kelas, saya pun dapat menyiapkan cara atau alat yang akan dipergunakan untuk kelas tertentu. Biasaya alat dan cara tertentu sudah saya persiapkan saat malam hari atau satu jam sebelum saya masuk ke kelas. Seperti contoh, sebelum masuk kelas jam 06.30,
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saya sudah masuk kelas duku sekitar jam 05.30 untuk menata dan mempersiapkan sekenario dalam kelas dan meletak alat yang diperlukan di kelas.
5. Teknik apa yang digunakan di dalam proses pembelajaran dan bagaimana penerapannya di kelas TC? Pertama kali, anak diperkenalkan dengan gambar yang baru mereka lihat. Kemudian saya berikan beberapa pentunjuk yang berupa kalimat seperti “in the middle on the way.”
Selain itu saya juga memberikan kalimat yang harus
diterapkan dalam pembuatan kalimat selanjutnya oleh anak. Tujuannya adalah agar anak mengurangi kesalahan-kesalahan. Tekniknya seperti itu saja. Untuk pengembangannya, saya berfikir dan mencari solusi untuk program TC pada periode depan.
6. Apa saja kesulitan atau hambatan yang dihadapi dalam penerapan teknik tersebut? Beberapa anak mengantuk saat proses belajar. Kemudian saya mencoba untuk masuk ke kelas dan mengamati apa saja yang menyebabkan hal itu terjadi. Saya melihat susunan kursinya sangat kurang menarik. Contohnya, kursi yang dipakai di dalam kelas adalah kursi berwarna merah yang membuat suasana kelas menjadi pudar. Akhirnya saya meminta agar kursi diganti dengan kursi yang berwarna lebih cerah yaitu kursi berwarna hijau. Kemudian kondisi kelasnya saya perbaiki dengan meletakan semua gambar yang awalnya berada di depan kelas saya pndahkan di belakang kelas. Kemudian, saya meminta agar kelas mempunyai tambahan satu kipas angin lagi agar saat proses belajar murid tidak merasa kepanasan. Untuk teknik di kelas selalu saya pikirkan setiap malamnya sebelum masuk ke kelas dan berfikir bagaimana caranya agar mulai dari detik awal hingga anak-anak keluar dari kelas dalam keadaan ceria dan harus tersenyum. Meskipun terkadang saya melakukan sesuatu yang berlebihan. Seperti melakukan jogedanjogedan dan menggunakan ekspresi yang berlebihan. Tetapi yan saya tekankan adalah bagaimana caranya agar anak keluar dari kelas dengan ceria dan tersenyum.
Karena
menurut
sumber
yang
saya
baca
itu
mengatakan
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“cenderungnya pengajaran itu dapat dikatakan sukses jika anak itu ceria dan gembira setelah keluar dari kelas.” Sehingga saat anak tidak masuk maka dia akan berfikir “apa yah yang akan guru saya sampaikan besok, kalau saya tidak masuk kelas rugi.” Jadi ada sesuatu atau rahasia yang anak tidak tahu sehingga saat masuk kelas lagi dia akan mendapatkan sesuatu yang baru daripada hari sebelumnya. Jadi selalu ada tanda tanya di benak anak-anak. Saya bertanya kepada anak-anak apakah ada yang kurang dari hari pertama sampai hari terakhir dan alhamdulillah mereka mengatakan tidak ada. Untuk controlingnya kendala saya adalah anak-anak yang kurang aktif dan selalu duduk di belakang kelas. Maka dari itu saya menggunakan satu cara yang dapat membuat mereka maju ke depan untuk berbpartisi aktif dan berbicara di depan kelas. Yaitu, saya menempelkan beberapa kertas di kursi-kursi yang biasanya menjadi tempat duduk anak-anak yang kurang aktif tersebut. Agar saat mereka maju tidak memberikan kesan bahwa saya menghakimi anak tersebut kalau dia tidak aktif di kelas. Tetapi membuat semacam drama sehingga saat saya bertanya kepada anak “siapa yang memegang kertas ini?” akhirnya mau tidak mau anak yang mempunyai kertas itu maju ke depan. Nah, setelah kedan, biar anak tersebut merasa dihargai akhirnya saya memberika sesuatu kepada anak-anak ini. Biasanya berupa kata motivasi pada stiker. Mereka akan mendapatkan stiker tersebut setelah mereka menjawab pertanyaan saya.
7. Apakah pengajaran speaking hanya dilakukan di dalam kelas saja? Adakah kegiatan lain yang Bapak lakukan untuk membangun kemampuan speaking siswa? Sebenarnya, di TC itu ada dua kelas yang saling berhubungan, yang pertama kelas EIU (English In Use) yang dipegang sama Mr. Fu dan satunya kelas speaking yang saya pegang ini. Keduanya saling berhubungan. Kalo di kelas yang pertama lebih menerapkan pengajaran ke personal anak. Kalo kelas saya lebih mengarah kepada bagaimana speaking itu sendiri dan lebih fokus pada bagaimana penggunaan grammar dalam speaking dan sebagainya.
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8. Menurut Bapak, seberapa besar pengaruh lingkungan dalam membangun kemampuan speaking siswa disini? Kami memakai sistem seperti ini, jika anak sudah keluar dari lingkungan BEC, mereka tetap wajib berkomunikasi menggunakan 100% Bahasa Inggris kepada sesama anak TC yang lain atau dengan komunitasnya. Jika mereka terbukti atau kami mendapatkan laporan bahwa ada siswa yang melanggarnya maka kami akan memberikan kartu kuning kepada anak tersebut. Tujuannya adalah, kami ingin menanamkan kepada anak-anak bahwa pada program TC itu anak benar-benar diwajibkan untuk berbicara 100% menggunakan Bahasa Inggris di dalam ataupun di luar lingkungan BEC denga sesama komunitas anak TC. Mereka boleh menggunakan Bahasa Indonesia jika mereka pergi ke warung dan berkomunikasi dengan penjual warungnya atau dengan orang lain yang bukan anak TC lainnya. Pernah suatu ketika ada beberapa anak mengadakan pertemuan di salah satu tempat nongkrong yang letaknya lumayan jauh dari BEC. Mereka mungkin menganggap jika bertemu di tempat nongkrong tersebut akan bebas berbicara Bahasa Indonesia. Tetapi ada anak lain yang peduli dengan peraturan BEC dan dia melaporkan perbuatan anal-anak yang menggunakan Bahasa Indonesia. Akhirnya pada hari jumat saat acara conversation, mereka dipanggil ke depan ratusan anak lain dan mereka diberikan karu kuning menandakan kalau sekali lagi mereka melanggar peraturan BEC maka mereka akan mendapatkan kartu merah dan dan tidak berhak mendapatkan sertifikat dari BEC. Bagi yang mendapat kartu kuning, dia dapat memperbaiki kesalahannya dengan cara harus berpartisipasi aktif di kelas seperti menjawab pertanyaan dari guru atau sering maju ke depan saat guru memberikan kesempatan. Kartu kuning ini memberikan motivasi kepada anak tersebut untuk terus berpartisipasi aktif di setiap kesempatan yang ada.
9. Bagaimana Bapak memandang siswa dalam pembelajaran? Bagaimana peran Bapak sebagai guru terhadap siswa dalam proses pembelajaran? Pertama, guru mendampingi anak dan mengerti apa yag dia harapkan. Kami semua sadar bahwa sebenarnya guru-guru BEC itu mengajar untuk pengabdian.
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Karena guru bukanlah hanya guru yang memberikan materi tetapi guru adalah orang yang memposisikan dirinya sebagai mitra dan teman belajar anak. Sehingga kalau mereka punya masalah, kami siap untuk menjadi pemberi solusinya dan kalau mereka punya kendala kami siap menjadi guidenya dan lain sebagainya. Jadi peran guru tidak hanya menyampaikan materi saat di kellas saja dan selesai saat kelas selesai saja. Tetapi kami mem-follow up perkembangan anak sampai di luar kelas. Maka dari itu, terkadang kami mengikuti acara anak-anak di luar kelas dan tidak ada hubungannya sama sekali dengan BEC. Seperti contoh, biasanya mereka mengaja guru begini “Sir, kami mau main futsal di sana.” Ya akhirnya kami ikut, meskipun di sela-sela kesibukan para guru masing-masing. Dan saat bermain futsal pun kami membuat aturan untuk tidak berbicara menggunakan Bahasa Indonesia melainkan 100% menggunakan Bahasa Inggris. Terkadang anak-anak mengadakan diskusi di luar BEC dan mereka melibatkan para guru dan alhamdulillah dengan demikian guru dapat mengenal karakter tiap anak dengan mudah. Jadi memang kami selalu memantau kegiatan anak di luar BEC. Jadi saya memposisikan diri saya sebagai orang tua kedua mereka. Saya menganggap murid itu sebagai anak didik saya bukan sebagai peserta didik di dalam kelas saja. Jika ada anak didik saya yang mendapatkan masalah in syaa Allah saya selalu siap memposisikan diri saya sebagai teman mereka untuk memberikan masukan dan solusi. Hanya tidak masalah pribadi yang biasanya anak ceritakan, terkadang mereka bercerita juga tentang kesulitan yang mereka hadapi di kelas saat proses belajar mengajar.
10.Bagaimana Bapak mengolah kelas untuk menjadikan siswa aktif dalam menggunakan Bahasa Inggris? Mulai dari guru dulu, saya harus aktif di dalam kelas. Menurut saya, guru itu tidak hanya sebagai seorang figure sebagai artis. Seorang artis harus mengerti bagaimana dia mengikat para penontonnya. Ketika seorang artis sudah mampu mengikat para penontonnya maka mereka akan selalu mengikuti kemana perginya artis tersebut. Bahkan terkadang ketika kita ingin minita tanda tanganpun harus saling berebut dulu hingga terinjak-injak. Sama dengan guru, mau tidak mau guru
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harus aktif karena kalau tidak begitu lalu bagaimana dengan siswa. Walaupun kadang saya malu melakukan sesuatu seperti joged-joged saat mengekspresikan suatu kosa kata baru. Sejatinya aktor dan aktris dalam keidupan bukanlah mereka yang tampil di TV tetapi guru. Karena guru adalah public figure
dan yang
disampaikan guru adalah pencerah atau lentera bagi anak. terkadang saya memberikan masukan kepada beberapa anak yang kurang baik penampilannya dan gugup saat di depan kelas. Saya mengajari bagaimana memegang microphone yang benar, bagaimana mengendalikan suara saat berbicara, dan mengajari gerak tubuh pada saat penampilan. Saya jarang menunjuk orang untuk maju ke depan, saya lebih sering memberikan kesempatan bagi yang ingin maju kedepan. Tetapi jika yang maju adalah anak-anak tertentu saja, maka saya akan menunjuk anak yang jarang sekali maju ke depan untuk maju. Dalam mengapresiasi penampilan anak, saya selalu mengatakan kalau penampilan mereka bagus dengan mengucapkan “good, good.” Tujuannya adalah agar anak tersebut merasa sudah bisa. Selain sharing di dalam kelas, saya juga melakukan private sharing di luar kelas dengan beberapa anak yang kurang aktif. Biasanya saya memanggil mereka dan menanyakan apa masalahnya setelah itu saya memberika solusi dan masukan kepada mereka. Tujuannya adalah agar anak-anak ini tidak merasa diabaikan oleh guru dan tidak menganggap bahwa guru hanya peduli dengan murid yang pintar saja. Karena sebenarnya guru itu memberikan sesuatu yang sama kepada setiap anak dan tidak pernah membeda-bedakan mereka.
11. Bagaimana Bapak melakukan penilaian terhadap hasil belajar siswa? Jenis tes seperti apa yang Bapak berikan kepada kepada siswa khususnya dalam pengajaran speaking? Kapan tes tersebut diberikan? Melalui ujian. Ujian yang dilakukan setiap hari dan juga ujian yang dilakukan pada akhir program. Selain itu, kami juga menguji karakter anak karena di BEC ini kental sekali dengan yang namanya ujian karakter yang berupa penilaian bagaimana anak itu hormat dengan guru dan lain sebagianya. Itu dikarenakan kami tidak hanya mengajarkan skil kepada anak tetapi juga karakter. Maka sekali
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lagi untuk menilai hasil belajar anak tidak hanya melalui kemampuan speaking mereka saja tetapi juga melalui karakter mereka baik itu pakaian anak atau yang lainnya. Seperti contoh yang saya lakukan di kelas saya adalah saat ada anak yang datang terlambat ke kelas tetap saya biarkan masuk tetapi saya berikan tanda tersendiri untuk anak tersebut. Kemudian saya hitung tandanya, jika sudah anak tersebut sudah mendapatkan tiga tanda berarti nilai dia sudah minus. Misalkan saat sebelu terlambat anak itu mendaptkan nilai 90 maka setiap terlambat satu kali maka nilainya kan dikurang 5. Secara kesuluran, saya memberikan penilaian pada keaktifan anak setiap harinya, juga koreksi-koreksi pada tata bahasa yang digunakan. Untuk memberikan koreksi pada penampilan anak, dulu saya pernah mencoba memberikan koreksi segera setelah anak tampil describing picture di depan kelas. Saat itu, saya menghitung jumlah anak yang tampil describing picture hanya tiga sampai empat anak saja karena saat beberapa anak mendapatkan banyak sekali koreksi pada penampilannya sehingga menghabiskan waktu yang tidak sedikit dan membuat anak lain tidak mendapatkan waktu untuk maju ke depan. Saya rasa cara seperti itu sangat time consuming. Selain itu, jika saya memberikan koreksi segera setelah anak tampil akan memebrikan sedikit trauma karena mereka menganggap seperti ini “ini yang pinter aja salah, apalagi saya yang biasa saja.” Hal tersebut akan membuat anak yang merasa dirinya kurang bisa menjadi tidak bergairah maju ke depan untuk describing picture. Selain itu, untuk penilaian juga kami perlakukan ujian di akhir program yang berupa ujian tulis dan ujian lisan. Dalam bentuk tulis, kami memberikan gambar kepada anak dan mereka diminta untuk membuat teks deskriptif dari gambar tersebut sebanyak 10 kalimat. Sedangkan dalam bentuk lisan, anak akan diberikan gambar yang benar-benar baru bagi mereka dan diminta untuk menggambarkan saat itu juga tanpa persiapan apapun. Setelah selesai dengan describing picture, anak akan diminta untuk menjawab pertanyaan tentang materi yang selama ini sudah mereka pelajari dalam bentuk lisan pula. Dengan tujuan untuk mengetahui apakah anak masih inget dengan materi dan contoh-contoh yang diberikan.
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APPENDIX 6 LESSON PLAN OF TEACHING SPEAKING
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APPENDIX 7 HANDBOOK/COURSE BOOK COVER
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APPENDIX 8 Sample of Speaking Material from HANDBOOK/COURSE BOOK
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APPENDIX 9 Sample of Speaking Material from HANDOUT
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APPENDIX 10 Sample of Picture as Media
