TEACHING METHOD USED BY AN ENGLISH TEACHER IN

TEACHING SPEAKING AT XI-E

OF AMANATUL UMMAH BOARDING SCHOOL

UNDERGRADUATE THESIS

BY

SUCI FITRIANI

NIM 135110501111040

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF CULTURAL STUDIES

UNIVERSITAS BRAWIJAYA

2017

TEACHING METHOD USED BY AN ENGLISH TEACHER IN

TEACHING SPEAKING AT XI-E

OF AMANATUL UMMAH BOARDING SCHOOL

UNDERGRADUATE THESIS

Presented to

Universitas Brawijaya

in partial fulfillment of the requirements

for the degree of Sarjana Pendidikan

BY

SUCI FITRIANI

NIM 135110501111040

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF CULTURAL STUDIES

UNIVERSITAS BRAWIJAYA

2017

v

ACKNOWLEDGEMENTS

First of all, price to God who has given the writer the mercy and blessing

and to the prophet Muhammad S.A.W. The writer wishes to express her gratitude

to Allah for His blessing and inspiration leading her to finish this thesis.

Big thanks to the writer’s beloved supervisor, Dian Novita Dewi, S.Pd.,

M.Li, for helping her in finishing this undergraduate thesis and giving her so

many revisions to make better work. Thanks to her beloved examiner, Iswahyuni,

M.Pd.

Best gratitude to the writer’s beloved parents, Supadi, Sawiyah, beloved

sister Rodiya, and her beloved brother Imam who have always support and

motivate her to finish this research paper. Thanks a lot for their supports and

prayers to her.

Thanks to Mujiono, M.Pd., as headmaster of MA Amanatul Ummah and

also Adibah S.Hum., as the English teacher, also the students of XI-E class who

gave her place and easiest way to conduct this research.

Finally, big thanks to her beloved nice friends Desi, Devie, Mega, Letysia,

Putri and Ferry. Thank you for giving the support and help her in finishing this

research.

Malang, 13th

July 2017

The researcher

vi

ABSTRACT

Fitriani, Suci.2017. Teaching Method Used by an English Teacher in Teaching

Speaking at XI-E of Amanatul Ummah Boarding School. English Education

Study Program, Universitas Brawijaya. Supervisor: Dian Novita Dewi, S.Pd.,

M.Li.

Keywords: Teaching Method, Teaching Speaking, MA Amanatul Ummah

This study is aimed at describing the method that are used by the English

teacher in teaching speaking of the XI-E class of Amanatul Ummah. This study

used a case study as the design. It was conducted in MA Amanatul Ummah,

Pacet, Mojokerto. The subject of this study the English teacher.

To collect the data, this study used three instruments, namely observation

checklist to observe the teaching and learning process in the classroom, interview

guide to get the information about the method that were used by the English

teacher in teaching speaking and also documentation to support the observation

checklist and interview guide data.

The result of this study showed that the English teacher used communicative

language teaching in teaching speaking. This method can improve students’

speaking skill. Therefore, the students enjoy the teaching and learning process.

Based on the result of this study, it is suggested that the English teacher should

look for more methodology to increase students’ speaking ability and to solve

their problems. In addition, the result of this study is expected to be useful for the

next researchers as the reference in conducting further reserach about teachers’

method in teaching speaking.

vii

ABSTRAK

Suci, Fitriani. 2017. “Metode yang Digunakan Guru Bahasa Inggris pada

Pengajaran Berbicara di Kelas XI-E Amanatul Ummah”. Program Pendidikan

Bahasa Inggris, Fakultas Ilmu Budaya. Universitas Brawijaya. Pembimbing: Dian

Novita Dewi, S.Pd., M.Li.

Kata Kunci: Pengajaran Metode, Pengajaran Berbicara, Amantul Ummah

Penelitian ini bertujuan untuk mendeskripsikan metode apa yang digunakan

guru bahasa Inggris dalam mengajar berbicara di kelas XI-E di MA Amanatul

Ummah. Penelitian ini menggunakan pola studi kasus. Penelitian tersebut

dilakuakan di MA Amanatul Ummah, Pacet, Mojokerto. Subjek dari penelitian ini

adalah guru bahasa Inggris.

Sedangkan, untuk mendapatkan datanya peneliti telah menggembangkan 3

instrument yaitu Observasi untuk mengamati proses belajar mengajar, wawancara

untuk menanyakan metode apa yang digunakan oleh guru Bahasa Inggris tersebut

dan dokumentasi untuk mendukung data yang didapat dari observasi dan

wawancara.

Hasil dari penelitian ini menunjukan bahwa guru Bahasa Inggris

menggunakan communicative language teaching pada saat mengajar. Metode ini

dapat meningkatkan kemampuan berbicara siswa. Oleh karena itu, siswa-siswi

dapat menikmati proses belajar mengajar. Dari hasil penelitian ini, menyarankan

kepada guru bahasa inggris harus mencari metode-metode lain yang bisa

meningkatkan kemampuan belajar siswa dan untuk menyelesaikan

permasalahannya. Dengan demikian, hasil dari penelitian ini dapat berguna untuk

peneliti selanjutnya sebagai referensi yang meneliti tentang pengajaran metode di

pengajaran berbicara.

viii

TABLE OF CONTENTS

TITLE PAGE ......................................................................................................... i

DECLARATION OF AUTHORSHIP ................................................................ ii

SUPERVISORS’ APPROVAL ........................................................................... iii

BOARD OF EXAMINERS’ APPROVAL ......................................................... iv

ACKNOWLEDGEMENTS ................................................................................... v

ABSTRACT .......................................................................................................... vi

ABSTAK .............................................................................................................. vii

TABLE OF CONTENTS ................................................................................... viii

LIST OF FIGURES ............................................................................................... x

LIST OF APPENDICES ..................................................................................... xi

CHAPTER I INTRODUCTION

1.1 Background of the Study ....................................................... 1

1.2 Research Problems ................................................................ 8

1.3 Objective of the Study ........................................................... 9

1.4 Significance of the Study ....................................................... 9

1.5 Scope and Limitation of the Study ........................................ 9

1.6 Definition of Key Terms ...................................................... 10

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Teaching Methodology ........................................................ 11

2.1.1 The Grammar Translation Method ......................... 12

2.1.2 The Direct Method .................................................. 13

2.1.3 The Audiolingual Method ....................................... 14

2.1.4 Community Language Learning ............................. 14

2.1.5 Suggestopedia ........................................................ 14

2.1.6 Silent Way ............................................................... 14

2.1.7 Total Physical Response ......................................... 15

2.1.8 The Natural Approach ............................................ 15

2.1.9 Communicative Language Teaching ...................... 15

2.2 Teaching Speaking ............................................................. 16

2.2.1 Define of Speaking Skill ........................................ 16

2.2.2 Problems in Teaching and Learning Speaking ....... 18

2.2.2.1 Inhibition................................................... 19

2.2.2.2 Nothing to Say .......................................... 20

2.2.2.3 Low or Uneven Participation .................... 20

2.2.2.4 Mother-tounge Use ................................... 20

2.2.3 Teaching Speaking Method .................................... 20

2.3 Previous Studies .................................................................. 22

CHAPTER III RESEARCH METHOD

3.1 Research Design .................................................................. 25

3.2 Data and Souce of Data ....................................................... 26

ix

3.3 Research Procedure ............................................................. 27

3.4 Research Instrument ............................................................ 28

3.4.1 Observation Checklist ............................................. 29

3.4.2 Interview Guide ...................................................... 30

3.4.3 Documentation ....................................................... 31

3.5 Data Collection .................................................................... 32

3.5.1 Observation Checklist ............................................. 32

3.5.2 Interview ................................................................. 32

3.5.3 Documentation ........................................................ 33

3.6 Data Analysis ....................................................................... 33

3.7 Validity of the Study............................................................ 35

CHAPTER IV FINDINGS AND DISCUSSION

4.1 Findings ............................................................................... 37

4.1.1 The Result of Observation Checklist ...................... 37

4.1.1.1 First Observation ...................................... 38

4.1.1.2 Second Observation .................................. 39

4.1.1.3 Third Observation ..................................... 40

4.1.2 The Result of Interview .......................................... 42

4.1.2.1 Interview with the Teacher ....................... 42

4.1.2.2 Interview with the Students ...................... 43

4.2 Discussion ............................................................................ 44

4.2.1 The Teacher’s Methodology in Teaching

Speaking .................................................................. 44

4.2.2 Teacher’s Problems When Applying the

Method .................................................................... 46

4.2.3 The Effect of Applying the Method ........................ 46

CHAPTER V CONCLUSION

5.1 Conclusion ........................................................................... 48

5.2 Suggestion ........................................................................... 49

REFERENCES ..................................................................................................... 50

APPENDICES ...................................................................................................... 52

x

LIST OF FIGURES

Figure Page

3.1 Research Procedure ...................................................................................... 28

3.2 Data Analysis process Miles and Huberman (1987) .................................... 34

xi

LIST OF APPENDICES

Appendix Page

1. Profil of Amanatul Ummah .......................................................................... 52

2. Curriculum Vitae .......................................................................................... 55

3. Interview Guideline for Students .................................................................. 58

4. Interview Guideline for Teacher ................................................................... 59

5. Observation Sheet ......................................................................................... 60

6. The Result of Observation Checklist ............................................................ 62

7. Expert Validation Letter of Interview and Observation ............................... 68

8. Validation of Interview Guide ...................................................................... 69

9. Blueprint of Teacher’s Interview .................................................................. 72

10. Blueprint of Students’s Interview ................................................................. 73

11. Activities of the Students .............................................................................. 74

12. Reference Letter of Research Administration .............................................. 75

13. Student’s Speaking Result ............................................................................ 77

14. Result of student’s Interview ........................................................................ 78

15. Result of Teacher’s Interview. ..................................................................... 83

1

CHAPTER I

INTRODUCTION

This chapter covers the general account of present study. It consists of the

background of the study, research problems, the objective of the study, the

significance of the study, the scope and limitation of the study, and also definition of

key term.

1.1 Background of the study

Recently, English language education was spread into worldwide. Actually

English teaching was introduced into classes since centuries ago (Intarapanich, 2012).

For the past, English was used to communicate and entertain whether in daily lives or

in professional fields. Now, the language is not only used by native for their live

activities but also taught and learned by other region. English learned as second

language or foreign language in the world. As the bloomed of English as second

language and foreign language, the teaching method bloomed as the way to teach the

language.

Communication dominant needed by the EFL learners to communicate with

other people, without communication we can not do anything. According to Qureshi

(n.d), language is a tool for communication. People communicate with others, to

express our ideas, and to know others’ idea as well. People used language in a

2

variety of situations. Also an effective speaker can gain the attention of the audience

and hold it till the completion of his message. Speaking skill are important for career

success, but certainly not limited to one’s professional aspirations and enhance one’s

personal life.

Antony (1963, cited in Brown 2000, p.14) gives definition about teaching

method as the second of three hierarchical elements after approach and before

techniques. He defines methodology is “an overall plan for systematic presentation of

language based upon a selected approach”. Brown (2000) also gives definition on

language method. He explains that teaching method as pedagogical practices how to

teach the language. Brown in his book also differs the terms of methodology and

method. He defines method as classroom management to achieve linguistic

objectives, so it is focus on the role of teacher and the students to accomplish the

course objectives. Therefore, method is the way how the teacher teaches in the

classroom.

Method plays many important roles in language teaching. Taylor (n.d) mentions

that method is important to be understood in order to make education choices, boost

learning enjoyment, and encourage students’ engagement. Tamura (2006), says “I

believe that a variety of method makes up the most successful practice, it assists to

maintain the whole attention of the students present in the class, it encourages them

and offers an attractive atmoshpere and diminishes anxiety, shyness, etc.” Thus,

teaching method is important roles in language teaching because it can make teachers

to deliver the material easier.

3

Brown (2000) mentions some methods that were used since the bloomed of

teaching method. First is The Oral Approach and Situational Language Teaching this

method focused on speaking. The target language is the language of the classroom

and in this method new language are intoduced and practiced situationally. The

Second is The Grammar-Translation Method focused on the grammar and translation

the literature and students are presented with reading passage and answer the

following questions. The Third is The Audio Lingual Method, is a method that

learner repeats the patterns until able to produce spontaneously because the method

based on the behaviorist belief. Communicative Language Teaching, this method

emphasize over forms by doing communicative competence as opposed to linguistic

competence. Usually, the learners work with authentic materials in a small group. The

Next method is Total Physical Response, this method focused on listening

comprehension emulating the early stages of mother tounge aquisition then moving to

speaking, reading and writing. The Silent Way based on the basis theoritical of

Gattegno that teaching must be subordinated to learning and thus, students must

develop their own inner criteria for correctness. In this method four skills are

empasized. Community Language Learning represent the use of counseling-learning

theory to teach languages. Because this method developed from Curran’s application

of phychological counseling techniques. Suggestopedia, this method help learners

enjoy and feel relax because dialogs are presented to accompaniment of music. The

Direct Method allows students perceive meaning directly without no translation.

Visual aids are used to clarify the meaning of vocabulary and concepts in real life.

4

And the last is Each Method or Approach, it has own strenght. Teachers play the

important roles in implementing the methods that they have been trained to use as

well as deciding which one to use and when use it.

There are four major skills that should be taught in English teaching and

learning process. There are listening, speaking, writing and reading. Students should

develop both of receptive skills and productive skills in learning English. Receptive

skills include understanding when students listen and read. They receive the langugae

and learn meaning to understand the message. Productive skills are speaking and

writing. They use the language that they have acquired and produce a message

through spoken or writen text. All of the skills are important for students to master in

English. Therefore, every students should master all skill in teaching and learning

process.

Speaking is the major skill that must be mastered in EFL learners. Ur (1996)

says, speaking is the most important skill of all the four skills (listening, speaking,

reading and writing). Speaking is considered as a necessary skill because it is very

important to facilitate the students in mastering English. It makes the students express

themselves imaginatively. Speaking skill should be taught and practiced in the

language classroom. It is not adequate for the students to learn words if they want to

produce the language in their daily communication. Learning language elements such

as grammar, vocabulary and pronounciation should be learnt by the students. So, they

can make their communication effectively and they will be able to express their

opinions in English without hesitation.

5

According to Hornby (1995) teaching is one of activity to give instruction to a

person. While speaking means to make use of words in an ordinary voice. So,

teaching speaking is an activity to give an instruction to other people to make

communication. Based on Sudjana (2013, cited in Wulansari 2016) teaching speaking

is a process that involves instruction in learning activities that must be done by the

teacher. Because of that, EFL learners regard speaking ability as the measure of

knowing a language. They consider that speaking ability as the important skill than

other skill and they assess their progress in terms of their accomplishments in spoken

communication Grace (1998). Language is used for communication tool. We used

communicate to other peoples to express our ideas, and to know others’ ideas as well

without speaking we can’t communicate with other people Mora (2010, cited in

Wulansari 2016). So, teaching speaking is importance for us to make our

communication effectively and understand each other. In teaching speaking, there are

some strategies that are involved in the classroom in order to reach the speaking skill

effectively.

There are some experts that propose speaking principles for instances Brown

(2000). He mentions seven principles for designing speaking techniques were

follows: 1) Use techniques that cover the spectrum of learner needs, from language

based focus on accuracy, interaction, meaning, and fluency, 2) Provide intrinsically

motivating techniques, 3) Encourage the use of authentic language in meaningful

contexts, 4) Provide appropriate feedback and correction, 5) Capitalize on the natural

6

link between speaking and listening, 6) Give students opportunities to initiate oral

communication, 7) Encourage the development of speaking strategies.

To support this research, there are three previous studies that are used as the

references. First previous study comes from Intrapanich (2012) who researched

Teaching Method, Approaches and Strategies found in EFL classrooms: A Case

Study in Lao PDR. The result of this study revealed Communicative Language

Teaching (CLT), Grammar Translation Method (GTM) and Total Physical Response

(TPR) are three major methods or approaches that found in the foreign language

classrooms studied. The second previous study comes from Wulansari (2016) who

researched Teacher’s Strategies to Overcome Students’ Problems in Learning

Speaking at Islamic Senior High School Soerjo Alam. This research, the researcher

used descriptive qualitative design. The subjects are 28 students and the English

teacher. The result of this study students had problems in speaking English because

peer pressure, less motivation and lack of linguistics. And the strategies that teacher

used to face the problems were group work, used simple language, choose interesting

topic, gave clear isntruction, and reminded the students to speak English. The third

previous study comes from Wulandari (2016) who researched Teacher’s Strategies on

Teaching Speaking in The Year Students at SMKN 3 Malang. This research, the

researcher used qualitative research design. The subject is one English teacher. The

results from this study there was using appropriate strategies, the students will be

7

motivated to speak English since they will try to achieve the learning objectives in

speaking.

Based on those previous studies above do not discuss about teaching method

used by an English teacher in Speaking class at Amanatul Ummah Kembang Belor,

Pacet, Mojokerto, East Java. It is important to the researcher to analyze the teaching

English Method at AMANATUL UMMAH Pacet since this school’s accreditation is

A and have special program the named are Madrasah Bertaraf International and

Layanan CI Cerdas Istimewa which produce great graduate that get scholarship in

domestic and abroad and also “Layanan CI Cerdas Istimewa”. The data show that

some students get domestic scholarship like in Institute Technology Surabaya, and so

on. Beside that, many students get some international scholarship like in Mesir,

Tunisia, Yaman, Maroko and so on. Until now, students in Amanatul Ummah have

many achievements in local, regional, national and international. Further, this school

applies National Curriculum, Al-Azhar Curriculum, and Cambridge Curriculum for

the Madrasah Bertaraf International and for the acceleration use K13 curriculum. To

join in this school the students must have Intellegence Quotient minimal 130 ( very

superior). The mission of this school is Terwujudnya manusia yang unggul, utuh dan

berakhlaqul karimah untuk Izzil Islam Wal-Muslimin dan untuk keberhasilan cita-

cita kemerdekaan dan melaksanakan system yang berlaku di Pondok Pesantren

Amanatul Ummah secara ketat dan bertanggung jawab. It means that, this boarding

school relized a superior human and for the success of the ideas of independence also

implemented the system in the boarding school tightly and responsibly.

8

The total of the students in 2016/2017 has 675 students that is devided into 27

classes. The classes consist of 11 classes in X grade, 9 classes in XI grade and also 7

classes in XII grade. Every class consist of 25 students for male and female. And the

activities of the students are 03.00-04.30am they do pray to Allah (Tahajjud, Hajat,

Tasbih) until 21.00-22.30pm dinner and Mengaji Al-Qur’an activity/Dauroh activity.

For the clear activities tobe found in appendix 6. The teachers also have good quality

in every skill, and they have nice experience like be speaker in some conferences

such as “National Keynote Speaker, Mentor Daring, English Language Instructor in

Pusat Bahasa Universitas Airlangga. For the detail information to be found in

appendix 1 and 2.

This study is expected to provide useful information for teachers and further

researchers. Hopefully, this study can be used by other teachers in applying this

teaching method in their classroom and also for the future researcher, the result of this

research can be useful for conducting further research in the same field.

1.2 Research Problems

Based on the background of the study above, the problems of the study are:

1. What kind of method is used by an English teacher in teaching speaking at

XI-E of Amanatul Ummah?

2. What are the problems during applying the speaking method?

3. What is the effect in applying the speaking method?

9

1.3 Objective of the Study

Related to the research problems above, the objectives of conducting this study

are :

1. To know the teaching method used by an English teacher in speaking class

at XI-E of Ammanatul Ummah.

2. To know the problems during applying the speaking method in speaking

class at XI-E of Ammanatul Ummah.

3. To know the effect during applying the speaking method in speaking class

at XI-E of Ammanatul Ummah.

1.4 Significance of the study

The significance of this study is to be a reference for the English teacher to

teach English focusing on speaking skill. It also can be useful for the future

researcher who would like to conduct similar research about teaching method used by

English teacher during teaching and learning process. Even to other researcher can

conduct the same research in this school but with other skill like writting, reading,

listening.

1.5 Scope and Limitation of the Study

This study only focuses on teaching method used by English teacher in teaching

speaking at XI-E of Amanatul Ummah boarding school.

10

1.6 Definition of Key Terms

In order to avoid ambiguity and misunderstanding of the terms used in this

study, some definition of the terms are stated as follows:

Teaching method : teaching method as pedagogical practices how to

teach the language (Brown, 2000).

Teaching speaking : process that involves instruction in learning

activities that must be done by the teacher

Sudjana (2013, cited in Wulansari 2016).

Teaching speaking method : pedagogical practices that involve the students to

make a small group instructions so it can make

the students easier to teach speaking.

MA Amanatul Ummah : one of boarding school that was built since 1981

by Kiai Haji Asep Saifuddin Chalim at Jalan

Tirtowening no. 12 Kembang Belor Pacet

Mojokerto. Amanatul Ummah accredited A.

11

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents some theories which are related to this study. The first

sub-chapter is about the definition of teaching method, the importance of teaching

method, kinds of method and also definition of speaking.

2.1 Teaching Method

Teaching method is the way to make easy in delivering the material in

teaching and learning process. According to Antony (1963, cited in Brown 2000,

p. 14). He gives definition about teaching method as the second of the three

hierarchical elements after approach and before techniques. He defines method is

“an overall plan for systematic presentation of language based upon a selected

approach.”

Brown (2000) also gives definition on language method. He explains that

teaching method as pedagogical practices how to teach the language. Brown in his

book also differs the terms of methodology and method. He defines method as

classroom management to achieve linguistic objectives so it is focus on the role of

teacher and the students to accomplish the course objectives. Therefore, method is

the way how the teacher teaches in the classroom.

Teaching method is an importance thing in teaching and learning process. It

can make teachers easier to deliver the material. According Taylor (n.d) mentions

12

that method is important to be understood in order to make education choices,

boost learning enjoyment, and encourage students’ engagement.

Based on Tamura (2006), he says that “I believe that a variety of method

makes up the most successful practice, it assists to maintain the whole attention of

the students present in the class, it encourages them and offers an attractive

atmoshpere and diminishes anxiety, shyness, etc.” In the other way, teaching

method also needed in teacher trainings course. It means that method is only one

factor of the successful language learning. If a teacher teaches and encourages to

use method, he or she reduces the chances of the learner in successful language

learning. Second, methodology is essential to learning language and to students’

need are important think in teaching and learning language. Harmer (2003) say

that "Method is fundamental to the learning of language classrooms where

teachers are working". It is true that teachers have to plan their classes, and they

cannot only rely on the context in which the teaching takes place.

In the fact, many teacher have different teaching method to deliver the

material in the class because teaching method have many kinds. There are:

2.1.1 The Grammar Translation Method

This method focus on grammatical rules as the basis for translating from the

second language in to native language. According to Prator and Murcia (1979,

cited in Brown 2000, p. 33) there are some characteristics of Grammar Translation

Method. In teaching the students using mother tounge with little use target

language, vocabulary are emphasized, give a long explantaion, grammar provide

13

the rules, reading in the beggining, little attention is paid to the content of the text,

drills exercises in translating, and little attention in pronounciation.

In line with this, Freeman (1990, p. 11) says, The Grammar-Translation

Method focused on the grammar and translation the literature and students are

presented with reading passage and answer the following questions. So, The

Grammar Translation Method is a method that focus on grammar, translation,

better in learn vocabulary, and also improved translator skill.

2.1.2 The Direct Method

It is similar with Gouins series method second language should be move

like first language learning- lots of interpretation-spontaneous use of the language,

no translation between first and sencond language little analysis of grammatical

rules. Ricard and Rogers (1986, cited in Brown 2000, p. 36) mentions eight

characteristic of direct method. The language used in the classroom these are 1).

classroom instruction is exclusively in the target langugae, 2). Only vocabulary

and sentences are teach, 3). Oral communication skill bloomed carefully, 4).

Grammar are inductively taught, 5). Modeling and practice in teaching new

points, 6). Demonstration, objects and picture are needed, 7). Speech and listening

are empasized, and 8). Correct pronounciation and grammar are emphasized.

Based on Freeman (1990, p. 23), The Direct Method, allows students

perceive meaning directly without no translation. Visual aids are used to clarify

the meaning of vocabulary and concepts in real life. So, The Direct method is a

method that students learn inductively without translation.

14

2.1.3 The Audiolingual Method

The Audiolingual Method is a method that learner repeats the patterns until

able to produce spontaneously because the method based on the behaviorist belief

(Larsen-Freeman, 1990, p. 35). According to Ricard and Rogers (1986, cited in

Brown 2000, p. 37) in Audiolingual Method, conditioning and habit formation

models of learning with the mimicry drills and pattern practices are emphasized.

So, audiolingual method is a method that the activities are drilling and repeat the

true patterns.

2.1.4 Community Language Learning

Community language learning was develop by Curran from application of

phychological counseling techniques. This method represents the use of

conunseling-learning theory to teach languages. According to Ricard and Rogers

(1986, cited in Brown 2000, p. 40) the role of counselor attend to the client’s.

2.1.5 Suggestopedia

Suggestopedia is emphasized in reducing effective filter of the learner. In

line with this, Ricard and Rogers (1986, cited in Brown 2000, p. 42) mentions that

suggestopedia creates learning on relaxed states of mind and music as central.

According to Larsen-Freeman (1990, p. 73) this method help the learners enjoy

and feel relax their mind.

2.1.6 Silent Way

Silent Way is develop by Gattegno that teaching must be subordinated to

learning and thus, students must develop their own inner criteria for correctness.

15

In this method four skills are empasized (Larsen-Freeman, 1990, p. 53). In line

with this, Ricard and Rogers (1986, cited in Brown 2000, p. 43) it is typically

utilized as materials a set of cuisenaire rods-small colored rods of varying lengths-

and a series of colourful wall charts. The teacher as stimulator but not handle.

2.1.7 Total Physical Response

In this method the students activity is listening acting. The teacher is very

directive in orchestrating a performance. It is in side with Asher (1977 cited in

Brown 2000, p. 44) that the instructor is the director of a stage play in which the

students are the actors. Total Physical Response focused on listening

comprehension emulating the early stages of mother tounge aquisition then

moving to speaking, reading and writing.

2.1.8 The Natural Approach

According to Ricard and Rogers (1986, cited in Brown 2000, p. 46) this

method is aimed in the goal of basic personal communication skills that is

language situation-conversations, shopping, listening to the radio and what they

like.

2.1.9 Communicative Language Teaching

According to Larsen-Freeman (1990, p. 121) this method emphasized by

doing communicative competence as opposed to linguistic competence. Usually,

the learners work with authentic materials in a small group.

16

2.2 Teaching Speaking

Speaking is a primary medium of communication. It is necessary to get

information and convey intention with other people. Although in language

teaching there are four skills integrated each other as the media to communicate,

spoken language is the most frequently used in our daily life. Speakers can

express their intended meaning to the listeners, so the listeners can understand

what is being said by speaker.

2.2.1 Define of Speaking Skill

There are many definitions of speaking proposed by some expert in

language learning. Fulcher (2009, cited in Wulansari 2016) says that speaking is

verbal language that used to communicate with others to express their opoinion, it

is very important for the students to develop their ability to communicate in the

target language. According to Oxford Dictionary, speaking is the action of

conveying information or expressing feeling to others. In line with this,

Littlewood (2016) says, speaking is one of activity in communicating effectively

to other people that produce in certain language form in acceptable way. From

that definition, it can be conclude that speaking is a productive skill constructing

meaning that involves producing and receiving information. Speakers should use

the language accurately to express the meaning to the listener in order to make

they understand the message well. Today and future master in English is very

important for our daily life. Therefore, students should learn English speaking so

they can express their opinions fluently without hesitation.

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Brown (2000, p. 274) mentions seven principles for designing speaking

activities. They are 1) Use techniques that cover the spectrum of learners needs,

from language based focus on accurancy to messages-based focus on interaction,

meaning and fluency. It makes interactive language teaching enthusiastic give a

pattern of providing zesty content-based interactive activities that don’t capitalize

on grammatical pointers or pronounciation tips. 2) Provide intrinsically

motivating. it makes the activities interesting to the learners, they need

knowledge, for status, for achieving competence and autonomy. So, make all the

activities are benefit for the learners. 3) Encourage the use of authentic language

in meaningful contexts. Make the learners with meaningful interaction,

disconnected about the grammar exercise where we go around the class calling on

students one by one to pick the right answer. It makes creativity to devise

authentic context and meaningful interaction without helping anything from the

teacher. 4) Provide appropriate feedbackand correction. In EFL situations, teacher

as the fasilitator and students are totally dependent on the teacher for linguistic

feedback. So, give a kinds of corrective feedback that are appropriate for the

moment. 5) Capitalize on the natural link between speaking and listening.

Interactive techniques can be through speaking skill indirectly listening skill will

include. So, two skill can reinforce each other. 6) Give students opportunities to

initiate oral communication. A good classroom interaction is when the teacher has

initiation using language. Part of oral communication competence is the ability to

initiate conversations, nominate topics, ask questions, control the conversations

and change the subject. So, use speaking techniques allowed students to initiate

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the language. 7) Encourage the development of speaking strategies. The concept

of strategic competence is one of that few beginning language students are aware

of. They simply have not thought about developing their own personal strategies

for accomplishing oral communicative purposes. The classroom can be one in

which students become aware of and have a chance to practice, such strategies as :

asking for clarification, asking someone to repeat something, using fillers, using

conversation maintenance cues, getting someone’s attention, using paraphrases for

structures one can’t produce, appealing for assistance from the interlocutor, using

formula expressions and using mime and nonverbal expressions to convey

meaning.

2.2.2 Problem in Teaching and Learning Speaking

Speaking is one of important skill that should be learnt by the students in

teaching and learning process. Of course, it can many problems when students

speak English. There are some reason why the students do not use English.

According to Skeffington (2000, cited in Wulansari 2016, p. 11) there are some

problems why the students afraid for making mistakes to speak English in the

class. They are peer pressure, lack of motivation and lack of support.

First, students do not use English because of peer pressure. To express their

ideas students have some problems. It is because they feel shy and afraid to make

mistakes. They will difficult to express what they want to say if the students are

under pressure. According to Harmer (2007, cited in Wulansari 2016, p.11) says

that students are afraid and shy to express their opinions in front of the class if

19

they have hesistant feeling to speak. Therefore, students should be have self

confidence to speak in front of the class.

Second, students do not use English because they have low motivation.

According to Brown (2000) says that if students have high motivation and

intention in learning speaking, automatically they can achieve the goal of teaching

and learning process easily without hesistation. In other way, if the students have

low motivation, they will difficulty to use English and they tend to keep silent in

the class. Moreover, they will fail to reach the goal in learning speaking.

And the last, students do not use English because they are lack of support.

There are two kinds of support. Those are classroom atmosphere and linguistics

support. Skeffington (2004, cited in Wulansari 2016, p. 12) says to learn language

teenagers should be have the generous and patient atmosphere ideal, but it is

possible to encourage them to support each other, for example by working in a

group. According to Wulansari (2016) linguistics are factors realated to the

language. They are pronounciation, grammar, and vocabulary. In reality students

are lack of knowledge about those aspects.

In line with this, Ur (1996) mentions other problems that are commonly

appear in learning speaking. They can be defined as follows:

2.2.2.1 Inhibition

Students feel worry and fear of making mistakes when they speak their

opinions in the class.

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2.2.2.2 Nothing to say

In English teaching and learning process, the students do not give comments

or contribution in the class because they do not have any ideas. Their mother

tongue influences them in speaking English because they do not think in English,

but in their own language. In addition, students have less of knowledge and

information about the topic given by the teacher. So, the students prefer to be

silent in the class.

2.2.2.3 Low or uneven participation

In the clssroom discussion, active students try to participate and passive

students choose to be silent during learning process. The students do not want to

give contribution in discussion, because they are lazy and feel uncomfortable to

speak English.

2.2.2.4 Mother-tongue use

When the learners speak in English, the students tend to use their mother

tongue because they feel queer to speak another language.

Based on the explanation above, there should be appropriate method

implemented by the teacher to support and help the students to overcome their

problems in speaking English. Because the ability to speak English is very

important and to support their activities in learning English in the classroom.

2.2.3 Teaching Speaking Method

The role of the teacher is very important in the teaching and learning

process because the teacher is one of factors that determines whether the teaching

21

will be success or unsuccess. In teaching speaking, teacher’s method are very

important to solve the students’ problems. There are constructivist principles in

teaching and learning:

a. Focus on meaningful communication and negotiation rather than linguistic

structures. One of teaching approaches which emphasized on language use rather

than on language as structures (Larsen, 1986).

b. Focus on active cooperative learning and purposeful interactions;

c. Focus on the affective domain of the classroom as a community of learners

and creating a language-learning environment that supports risk-taking by the

learners. Richards and Rogers (1996), classroom activities in teaching speaking

method make the learners engage in communication.

d. Focus on “whole learner” learner with her/his own personal learning style,

and emotional and academic needs.

e. Ensure teachers’ role as fasilotators rather than domineering. Furthermore,

as stated by Larsen (1986), the teacher is a co-communicator between and among

students.

f. Use of “authentic” materials and realia. The use of language materials

authentic to native speakers of the target language and use realia to give the

example in teaching and learning process.

g. Use a variety of strategies to address different learning style and different

levels of language skills.

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h. Tolerance for errors in language structure and/or form. Errors of form are

tolerated during fluency-based activities and are seen as a natural outcome of the

development of communication skill (Larsen, 1986, p. 132).

i. Teaching of a target language culture(s) to accompany language teaching.

j. Prioritise fluency above accuracy and comprehension over structure.

2.3 Previous Studies

There are three previous studies that become references of this present

studies. The first previous study comes from Intrapanich (2012) who researched

Teaching Method, Approaches and Strategies found in EFL classrooms: A Case

Study in Lao PDR. The second previous study comes from Wulansari (2016) who

researched Teacher’s Strategies to Overcome Students’ Problems in Learning

Speaking at Islamic Senior High School Soerjo Alam. And the last previous study

comes from Wulandari (2016) who researched Teacher’s Strategies on Teaching

Speaking in The Year Students at SMKN 3 Malang. This research, the

researcher used qualitative research design.

The first previous study comes from Intrapanich (2012) who researched

Teaching Method, Approaches and Strategies found in EFL classrooms: A Case

Study in Lao PDR. This previous study had a participant five teachers from school

in Vientiane Municipality. In this previous study the researcher use case study as

their research design. The data of the study was collected from some sources, they

were : (1) the participant’s journal; (2) project and self-reports; (3) and also from

the interview and the observation’s field notes. The result of this study revealed

Communicative Language Teaching (CLT), Grammar Translation Method (GTM)

23

and Total Physical Response (TPR) are three major methods or approaches that

found in the foreign language classrooms studied.

The second previous study comes from Wulansari (2016) who researched

Teacher’s Strategies to Overcome Students’ Problems in Learning Speaking at

Islamic Senior High School Soerjo Alam. This research, the researcher used

descriptive qualitative design. The subjects are 28 students and the English

teacher. The result of this study students had problems in speaking English

because peer pressure, less motivation and lack of linguistics. And the strategies

that teacher used to face the problems were group work, used simple language,

choose interesting topic, gave clear instruction, and reminded the students to

speak English.

The third previous study comes from Wulandari (2016) who researched

Teacher’s Strategies on Teaching Speaking in The Year Students at SMKN

3 Malang. This research, the researcher used qualitative research design. The

subject is one English teacher. The results from this study there was using

appropriate strategies, the students will be motivated to speak English since they

will try to achieve the learning objectives in speaking.

Based on those previous studies, there are some similarities and differences

between the previous study with the present study. For the research design in the

second and third used descriptive qualitative research design while in the present

study using case study same with the first previous study research design. The

second aspect is about the subject all of the three previous study were the English

teacher. And for the instrument the first and the present study using observation

24

and interview to collect the data while in the second and third previous study

using observation, interview and questionnaire. Those three previous studies do

not discuss about teaching method that teacher used in teaching speaking at

Amanatul Ummah Kembang Belor, Pacet, Mojokerto, East Java. So, this present

research is required to conduct.

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CHAPTER III

RESEARCH METHOD

This chapter discusses about the research design,data and sources of data,

research instruments, data collection, data analysis, and validity of the study.

3.1 Research Design

This study uses a qualitative approach and uses case study as the research

design. Qualitative approach is reputed as the appropriate approach to be used in

this study because this study observes the activities, situations, relationship that

happen in the classroom. Fraenkel and Wallen (2009) say that “research studies

that investigate the quality of relationship, activities, situations, or materials are

frequently reffered to as qualitative research”. Therefore, this is a qualitative

study, this type of study focused on describing a particular thing in detail

(Fraenkel and Wallen, 2009).

This study only focuses on one subject as the participant. Because of that,

the researcher uses case study as the design of the study. Case study is a part of

qualitative research method that focused on one subject in depth description.

According to Stake (1995, cited in Creswell 2007, p. 46), he defines case study is

a strategy of inquiry in which the researcher explores in depth a program, event,

activity, process or one or more individuals. It is in line with the aim of the study

that is to know what teaching methodology used by an English teacher. Having a

26

single unit as a focus, it aims at getting in-depth and detail description of the

object in this research design. It is suitable with the need of the researcher of this

study. The researcher needs to describe the teaching method used by English

teacher in the classroom. The researcher also needs to describe in depth

explanation about what is the method used, how the teacher explain the material,

how the teacher manages the class during the teaching and learning process.

3.2 Data and Sources of Data

This study have a participant as the main source of data. The participant of

the research is Mrs. Adibah who is one of English teachers in Amanatul Ummah

Pacet. She teaches X, XI and XII. The setting that used to conduct this research is

XI-E class which includes 25 students that all the members are female. The

researcher also interview 5 students randomly to support data.

The main point of this study is what teaching method used by English

teacher at speaking class until the students have a high enthusiastic and interest to

learning English by this teacher. As Lodico et al. (2006, cited in Jariyah 2015, p.

28) says that qualitative researchers select their participants based on their

characteristics and knowledge as they relate to the research questions being

investigated. Beside that, this teacher also has a intersting experience related with

the idea of the students . The most creative teacher in MA Amanatul Ummah

Pacet and She has been Exchange student in University of Malaya, Malaysia.

And she has been first winner of English debate in Faculty of Humanities,

27

University of Airlangga. That is why the researcher chooses Mrs. Adibah as the

participant of this study.

Beside the participant, the source of data also comes from the students. The

data are taken by doing observing and interviewing. The researcher also take the

data from observing the students during the teaching and learning process and

interviewing them.

3.3 Research Procedure

There were several procedures to conduct case study research. The research

procedure would go through the following steps:

1. Selecting Research Setting and Subject

The researcher set up the setting and the subject, such as deciding the

research subject. The researcher decided to focus on teaching method used by the

research subject. The research subject in this research was English teacher in MA

Amanatul Ummah. The researcher chose this research subject because this teacher

in one of the creative teacher in MA Amanatul Ummah.

2. Developing Instruments

The researcher developed two instruments, these were observation checklist

and interview guideline. The instrument were adapted from Curtain and Dahlberg

(2004).

3. Validating the Instrument

In order to enssure the validity of the instrument, the researcher went to

expert validator. The expert validator was one of the lectures of English Language

28

Education Program, Faculty of Culture Studies at Universitas Brawijaya. The

expert validator validated the instruments.

4. Gathering Data

The data gathered by observation checklist, interview guideline and

docummentation. The observation and interview would be conducted in May,

while conducting the interview the researcher recorded it.

5. Data Analysis

After conducting the observation and interview, the researcher transribed

the interview result. Besides, the researcher analyzed the data by describing the

result of combination in observation and interview to draw the conclusion.

The flowchart of conducting qualitative research.

Figure 3.1 Research Procedures

3.4 Research Instruments

There were three instruments to collect the data in this research, namely

observation checklist, interview guide and documentation.

Selecting the subject and the setting

Developing Instrument

Validating Instrument

Collecting Data

Data Anlysis

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3.4.1 Observation Checklist

The researcher observed teaching and learning process in one of the classes

that the participant handled. The observation is aimed at gainning what method

that teacher used and how the condition during the teaching and learning process.

It is in line with the statement of Fraenkel and Wallen (2009, cited in Jariyah

2015, p. 29) who say that “certain kinds of research questions can best be

answered by observing how people act or how things look”. In observing the

participants during teaching and learning process, the researcher provide the

observation checklist for observing a foreign language classroom target language

use that consists of two main parts which are the part of „the teacher‟ and the other

parts is about „the student‟.

In this research, the researcher uses checklist by Curtain and Dahlberg

(2004). This checklist consists of four sub-dimension. The first sub-dimension is

use of the target language. It consist of six statements. The second sub-dimension

is lesson content consists of five statements. In the third sub-dimension is lesson

planning consists of seven statements. In the fourth sub-dimension is lesson

implementation consists of 9 statements. And the last sub-dimension is classroom

athmosphere. The researcher reduce classroom athmosphere sub dimenssion

because it is focuses on speaking method. The detail statement can be seen in

appendix 5. The procedures to use this checklist are the researcher only give the

mark which activities are appropriate in the classroom. In this observation

checklist no validation process because the researcher do not add anything in the

observation checklist. The last observation checklist the researcher will make

30

description to get the clear information. The result of the observation checklist

will conclude by the researcher.

3.4.2 Interview Guide

The researcher interviewed the participant to know the background of the

participant, the condition of the students, and also the reason of the participant‟s

teaching method used. Beside that, the researcher asked questions about the

process of teaching (pre-whilst-post) and also the engagement of the students that

appear during the learning and teaching process.As Lodico et al. (2009, p. 121)

say “the interview might be the major data collection tool of the study

(particularly when the behavior of interest cannot be easily observed) or may be

used to corroborate or verify observations”. Further, Fraenkel and Wallen (2009,

p. 445) also say “interviewing (i.e., the careful asking of relevant questions) is an

important way for a researcher to check the accuracy of—to verify or refute—the

impressions he or she has gained through observation”. In other words, the

researcher does the interview to support and confirm the data that has been taken

from observation.

In interviewing the participants, the researcher provides an interview

guidance to make the interview process become easier and structured. The

interview guidance for the teacher contains about pedagogical competence. While

the interview guidance for the students contains about the questions of their

feelings during the teaching and learning process and also about their perceptions

about the teacher. Each interview consists of six questions. The researcher

develops the interview guideline and observation checklist based on Brown

31

(2000) theory. In order to make researcher easier to developing the instruments,

the researcher uses blueprint as a basis to develop the instruments. There are 9

kinds of method (Brown, 2000) that are develop into 8 questions for interview

guideline for the teacher, 5 interview guideline for the students. Then, the

researcher consults the list of the questions in the interview wih Mrs. Frida

Unsiah, M. Pd. As an expert validator of the instrument. To make the instruments

valid, the researcher conducts consultation twice. In the first cosultation the

researcher gets some suggestion that is about the grammar and the term. So, the

researcher should be revised the instrument. In the second consultation the

instrument can be used. The expert‟s validation result can be seen in appendix 3.

After validating the instruments, the researcher conducts to use the validated

instrument to check the feasible of the instrument to collect the data needed. In

this study, the researcher also conducts triangulation process in order to make sure

that the data from the observation, interview and documentation are valid and

supporting each other. The result of the participant‟s interview is used for

verifying the observation‟s result.

3.4.3 Documentation

In this study, the researcher also conduct the documentation to support the

observation checklist and interview. Documentation is one of evidence to get any

information in the research. Gottschalk (1986, cited in Gunawan 2013),

documentation is every verification process based on any kind of sources whether

written, spoken, illustration or archeological. This study the researcher used

recording to support the data from the observation and interview. Record is

32

written or statement prepared by and for individuals or organizations with the aim

of showed the event Lincoln and Guba (1994, cited in Gunawan 2013).

3.5 Data Collection

This study is conducted to answer the questions that have emerged before.

The researcher needs some data to answer those questions.The data collected from

the sources of the participants during the implementation of the study. The

researcher uses three kinds of technique to collect the data. The first is

observation, the second is interview to support the data that has been taken from

the observation and the last is documentation. The data collection will be describe

below:

3.5.1 Observation Checklist

The researcher uses observation checklist to know the condition of the class

and to know what method that teacher used during teaching and learning process.

The researcher only give the mark () if the activities match with the dimension

and give the note if the activities are not match with the dimension.

3.5.2 Interview

The researcher interview 5 out students of 25 students and 1 English teacher

using interview guide (Apendix 3) with 5 questions for each students and 8

questions for the teacher that relate with what method that teacher used in

teaching English. In this activity the researcher conducting the interview with the

English teacher first when she finished her teaching in speaking class in XI-E and

also the researcher ask permission to recording during the interview. Next, the

33

researcher will conducting the interview with 5 students in speaking class in XI-E

who are chosen randomly.

3.5.3 Documentation

The researcher conduct the documentation that is recording the interview

with the students and the teacher. The instruments conducted by the researcher to

support the data get from the observation and interview. After that the reasearcher

make conclusion from those instruments. The documentation were syllabus, the

result of the students in speaking skill also the RPP. Here, the researcher only

record the interview do not taken the photo.

3.6 Data Analysis

Since this study is a qualitative study, all of the data that have been collected

from interview, observation and documentation would be analyzed qualitatively to

get the valid result. The researcher elaborate and explain the result in the form of

detail description. In analyzing the data that has been collected, the researcher

follow the technique of qualitative data analysis by Miles and Huberman (1994).

As stated by Miles and Huberman (1994) there are three sub-processes in doing

qualitative data analysis that there are data reduction, data display and conclusion

drawing/verification.

34

The First Activity

Data Reduction

Relevant Data Irrelevant Data

Classified and Analyzed Eliminated

The Second Activity

Data Display

Figure 3.2 Data Analysis process (adapted from data analysis: interactive model by

Miles and Hubberman, 1987)

First step in analyzing qualitative data is data reduction. As Miles and Huberman

(1994, p. 10) say that data reduction refers to the process of selecting, focusing,

simplifying, abstracting, and transforming the data that appear in written-up field

notes or transcription. So, in this step the researcher selects the important data and

discards the data that is not needed for the second step of data analysis. The

second step is the data display. According to Milles and Huberman (1994, p. 11),

“a display is an organized, compressed assembly of information that permits

conclusion drawing and action”. It can be concluded that the data display is step

which the writer organize the information in order to make the conclusion can be

drawn. The last step are conclusion drawing and verification. This step relates to

the researcher‟s interpretation of the data display. It is also called as drawing

meaning from displayed data.

The Third Activity

Conclusion Drawing

35

The researcher also conducts triangulation process in order to make sure that

the data from the observation, interview and documentation are valid and

supporting each other. The triangulation process is conducted to ensure whether

analysis of data from each of both instruments lead to the same results. Each of

data from interview to the teacher and the students and also from observation

during the teaching and learning process will be analyzed to know the result of

each data. Those results gathered to know the compatibility of each datum to get

the final result. From the final result, the researcher explain and elaborate the

result in the form of detail description which will contain of the teaching method

that teacher used in teaching and learning process.

3.7 Validity of the Study

Validity is defined as the quality of an instrument measure what it claimed

to measure. Qualitative validity means the level of accuracy between the data that

occurs in the research object with data that can be reported by the researcher

(Sugiyono, 2011, p. 267). Measuring validity is important in a research because a

valid instrument can help to draw meaningful and appropriate interpretation made.

To ensure validity of the data that used in this study, researcher asked the

lecturers of English Language Education Program who is expert in English

language method and speaking skill. This process was also known as the expert

validation process. As explained before, the researcher conducted several

consultations with the lecturers as an expert. Several suggestions were given by

the lecturers. Then, the researcher revised and edited several parts of instruments

until the instrument were considered eligible to be administer.

36

The validity of the instruments made the data more valid. According to

Creswell (2012, p. 162), reseracher should examine whether the scores from the

instrument (not the instrument itself) were valid. If the instruments or the data

gathered from the sample were invalid, the conclusion that the researcher took

also became invalid. It also may not reflect the real condition of the sample.

Beside doing an expert validation , the researcher also crosschecked the data

from observation checklist and the data of interview guide. In this part called as

triagulation. The triangulation process is conducted to ensure whether analysis of

data from each of both instruments lead to the same results. In line with this,

Gunawan (2013, p. 218) triagulation is a technique to investigate the validity of

the data.

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CHAPTER IV

FINDING AND DISCUSSION

This chapter presents two sections, namely finding and discussion of the

study. The first section discusses the finding on the observation and interview. In

the second section presents the discussion.

4.1 Finding

This finding of this study is based on the data collection from the

observation checklist and interview guideline. This study describes the teaching

methodology used by an English teacher in teaching speaking at XI-E of

Amanatul Ummah. The following is the explanation of the finding taken from

each instrument.

4.1.1 The Result of Observation Checklist

In this part, the researcher describes about the teaching methodology used

by an English teacher in teaching speaking. It was obtained from the result of

observation checklist (see Appendix 4). The researcher observed the teaching and

learning process in a series of meeting. The English teaching and learning process

consist of 4 times in a week, in different day, different skill and also different

teacher. Here the researcher only observed in the speaking class that conducted on

Thursday.

38

4.1.1.1 First Observation

The first meeting of the observations was conducted on Thursday, 10:50

a.m, 27 April 2017 in XI-E class. The result of the first sub dimension was use the

target language. It showed that the teacher used the target language in teaching

and learning process also she used target language as the normal and expected

means of classroom communication. The second and third sub-dimension were

about lesson content and lesson planning. In this aspect the researcher did not find

because the activities only come forward practices their result about Conversation

on the Phone. And the last sub-dimension was about lesson implementation. It

showed that the teacher used a variety of techniques, gave clear direction. In the

first observation, the teacher taught the material about Conversation on the Phone.

Here, the teacher continued the material before the researcher conducted the

observation. In this meeting the teacher asked to the students to show their result

by making a conversation on the phone in front of the class with their partner. In

addition, the teacher also used easy language in giving the comment and

suggestion by using other word in order to make the students do not

misunderstand with the explanation.

In this meeting, the teacher just asked the students to come foward to

present the dialogue with their partners. Here, the English teacher was rather

difficult to catch the sound of the students because the place is too large without

giving the diveider. And most of them who be the audience were noisy, sleepy in

the class and busy with their business so that they did not pay attention to their

friends who practiced their dialogue in front of the class.

39

4.1.1.2 Second Observation

The second observation was conducted on Thursday, 10:50 a.m, 04 May

2017 in XI-E class. The topic given on that day was Future Job. The result of the

observation checklist were in the use of the target language the teacher used

gestures, facial expressions, body language but the teacher used fast speed and

intonation. Also the teacher used concrete referents such as props, realia,

manipulative, visual (especially with entry-level students). The teacher used

linguistic modifications when necesssary to make the target language more

comprehensible for the students. The second sub-dimenssion about lesson content.

It showed that the lesson shows a balance of language, culture and subject content

goal. Language components of lesson emphasize language in use and contain

information and experiences drawn from the target culture(s). The third sub-

dimenssion was lesson planning, the teacher used lessons incorporate both new

and familiar material, lesson, content, and activities are part of an overall plan that

includes careful preparation and follow-up. The activities provide students with

successful learning experiences and provides smooth, logical transitions from one

activity to another. And for the last sub-dimenssion lesson implementation, the

teacher used a variety of classroom techniques, used visual and realia effectively,

used many and varied concrete materials and realia, gave a clear direction and

example and changed activities frequently and logically and also there are varied

groupings of students and varied interaction patterns teacher/students,

student/teacher and student/student.

40

In other way, the material was an interesting topic because in this topic the

teacher asked the students about their future job. After that, the teacher defined the

occupation by using flashcards. Besides, the teacher showed the flascard which

has the description of the occupation. In delivering the material, the teacher used

simple language in order to make the students understand with the material and

the teacher also paid attention to all of the students by approaching to particular

students who did not pay attention. So, it can make the students easier to

understood the material. After that, the teacher asked to the students to make a

pair work. Here, the teacher tended to use role play strategies. One of the students

mentioned the description about one of the name occupation and another guessed

what job it is. In the last section for the next meeting, the teacher asked to the

students to make an portofolio about their future job with short description and

practice their result in front of the class in the next meeting.

4.1.1.3 Third Observation

This is the last meeting of the observation that was conducted on Thursday,

10:50 a.m, 11 May 2017. The topic given on that day was Future Job. Here, the

teacher continued the material from the previous meeting. The result of the

observation checklist showed that the used of the target language as the normal

and expected means of classroom communication, there was evidence of detailed

planning, lesson and content also activities are appropriate to age and

developmental level of the class. The lesson implementation the teacher used a

variety of classroom techniques. Furthermore, this meeting the teacher asked the

students to practice their result in front of the class by explaining the future job.

41

When one of the students came in front of the class, and the other students who

being audience must give 2 questions related with the portofolio. In addition, the

teacher monitored all of them who were active and passive in the class by chosen

the other students who did not say any thing and remind the students who gave

much comment or questions. Besides, the teacher did the reflection in the end of

the meeting by asking the students to conclude and evaluate the today materials.

From the finding of the observation, it shows that the teacher used

communicative language teaching in teaching speaking, such as the English

teacher used simple or easy language during the teaching and learning process,

made group work in delivering the material which has interesting topic, and role

play strategies to present their result. Besides, the English teacher also paid

attention and gave clear instruction to the students. In addition, the English

teacher warned the students to switch their mother tounge into English although it

was difficult for them. For example by using easy language, the students

understood and responded the teacher’s explanation well. In making group work,

the students became more confident to speak and delivered their idea. Role play

strategies can make students encourage thinking and creativity in a relatively non-

threatening setting. When the teacher gave an interesting topic, it attracted

students attention and motivated them to speak. Then, the students had been

exposured to speak English because the English teacher always warned them to

switched their mother tongue into English.

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4.1.2 The Result of Interview

The result of the interview with the teacher and the students can be defined:

4.1.2.1 Interview with the Teacher

The first interview was conducted by the researcher with the English teacher

on Thursday, 10:50 a.m, 11 May 2017. The English teacher who became the

subject of this study was Adibah S.Hum. The researcher conducted the interview

with the teacher who has attractive method in teaching English expecially in

speaking class. The questions delivered to the teacher are about experience and

teaching method. She has been teaching English for 4 years. She started to teach

English at MTs Miftahul Ulum, Pasuruan on 2013 before teaching in Amanatul

Ummah since 2013 until now and to be English Language Instructor in Pusat

Bahasa, Universitas Surabaya. Therefore, the researcher wanted to know about the

methodology used by the English teacher in teaching speaking.

The interview was conducted after teaching and learning process. The

teacher always used the method when she taught in the classroom. The method

that was used by the English teacher was Communicative Language Teaching. In

addition, easy language is used to deliver the material, games, group work, and

role play were also used by the English teacher. Based on the interview result, the

method can develop students’ speaking skill expecially fluency in the target

language.

In teaching speaking English, the teacher also tended to use easy language

in order to make the students understand with the material given. The teacher give

clear definition and always give instruction when the teacher asked the the

43

students to do something. If the students felt difficulties and got confused with the

material, she switched English by giving the real picture and used the other word.

The aim of switching her English with giving the real picture and using other

word were to make the students understand well with the material given.

Furthermore, in teaching English the teacher also chose interesting topic to

stimulate students’ interest. Since the books used by the student is developed by

the teacher. During teaching and learning process, the teacher selected the topics

that were Profession: What do you do?. The teacher chose those topics because

the topics according to the course outline and they were familiar with those topics

that make them easier to understand. Therefore, the students became interested in

the material given and felt enjoyable to join the lessons.

4.1.2.2 Interview with the Students

Based on the interview result with the students, the researcher conluded that

the teacher used attractive method to teach them. With the teacher’s method the

students more confidence to speak in front of the class. They felt more enjoyable

during teaching and learning English with the teacher. One of the students felt

bored with the duty that the teacher gave. They said that the duty was too much

and the reslut should be presented in front of the class. Not only that, the students

confused with the teacher explanation because the teacher speak too fast.

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4.2 Discussion

In this subchapter, the researcher discusses the findings of the study based

on the data collection from the observation checklist and interview. It covers the

teaching methodology used by an English teacher in teaching speaking.

4.2.1 The teacher’s Method in Teaching Speaking

From the findings of observation and interview, it could be concluded that

the teacher always used many techniques which refers to communicative language

teaching during the teaching and learning process. Moreover, using some

techniques were important because it makes the students can solve their obstacles

in speaking English. In teaching speaking the teacher used Communicative

Language Teaching. Besides, the students will be fluency in the target language.

The method, teacher used Communicative language teaching method because the

goal of this method let students to communicate in the target language and used in

their daily live. Freeman (1990) says that Communicative language teaching

emphasized by doing the communicative competence as opposed to linguistic

competence.

The teacher also used group working in teaching speaking. Using group

working can increase students’ speaking skill. Here, the students can share the

information, make conversation, and get additional vocabulary. Ur (1996) says

that group work processes for learning when two or more people join or work the

task together. It becomes an effective tool for the students in learning speaking.

This method also trains the students who are shy and afraid of making mistakes to

45

speak in the class. Moreover, it can make the students comfortable to learn

speaking English.

The last strategy is the English teacher used role play in teaching speaking.

Role play is another way of promoting speaking. Using role play can make

students encourage thinking and creativity in a relatively non-threatening setting

also can increase students’ self-confidence and encourages the students to speak

English. As Ur (1996) says students act out their roles trying to reach the goal.

The students perform their dialogue in different ways, different moods, and

different role relationships. The dialogue is a good way for the students to

increase their speaking and can increase students’ vocabularies.

It can be concluded that group working and role play strategies refer to

communicative language teaching. It is supported by Adi (2008) says

communicative language teaching can occur if communicative activities happen

while working in pairs, language input is authentic language used in daily life.

Students are compelled to dare to produce genuine language and meaningful

communication, and classroom tasks are oriented to prepare the student to be able

to use the language outside of the classroom. And the goal of this method let

students to communicate in the target language while know the situation and the

context. Freeman (1990) says that Communicative language teaching emphasized

by doing the communicative competence as opposed to linguistic competence.

The teacher hope by using communicative langugae teaching, the students can

learn and use the target language in the daily life.

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4.2.2 Teacher’s Problems When Applying the Method

In addition, the teacher say that most of the students have different ability

in English so they did not speak fluently, unconfidently and they did not talk to

much in the class while the aim of the speaking class was speak just speak

everything in their mind in English. Therefore, it was challenge of the teacher

because not everyone can express their idea in English because lack of

vocabulary. In line with this, Nunan (1989, cited in Brown 2000, p. 125) mentions

the activities of communicative language teaching is involving real

communication, sharing, carrying out meaningful tasks, and using language which

is meaningful to the learner promote the learning. Furthermore, communicative

language teaching can not be used to all students accorind to the teacher’s

expectation, because students have many characteristic such as unconfidently.

Students with low level proficiency in the target language will be difficult to

participate in communicative activities.

4.2.3 The Effect of Applying the Method

In other way using communicative language teaching during 2,5 years the

students of XI-E class has a high score. Most of the students has score above the

KKM. Although the KKM of this school is 85. Using communicative language

teaching the students to be students center learning and students can do their

project by themselve by making a pair, group discussions. The teacher only give

the project and also the teacher hope my using the method the students can learn

and used the target language in daily life. In line with this, Freeman (1990, p. 130)

says the teacher may present some part of the lesson, such as when working with

47

linguistic accuracy and the students interact a great deal with one another by pairs,

triads, small groups, and whole group. Communicative language teaching has

some advantages, there are: in CLT, increase interaction between teacher-students

and students-students Turkeyen (2014). It makes both teacher and students active

in the learning process. CLT provides the opportunities for the students to speak.

Every students should speak in order to communicate something. And the students

can learn the target language enjoyable (Turkeyen, 2014). They will use their

natural language and communicate as they can talk in their real life. So they will

not realize if they are learning speaking, because the learning process is set as

creative and contextual.

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CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion from the first until the fourth chapter of

this research. And this chapter the researcher also provides some suggestion

concerned with teaching method.

5.1 Conclusion

Teaching method is the way how the teacher teach in the classroom. the

objective of this research is to find out teaching method used by an English

teacher in speaking class. The researcher analyzed the teaching method used by an

English teacher with a theory about teaching method from Brown (2000) and

Nunan (1989).

From the findings and discussion in the previous chapter, the researcher

concluded that there were some methods that teacher used in teaching speaking.

There were three teaching methods based on Brown (2000) and Ur (1996) that

were used by the teacher, they are: communicative language teaching, role-play,

and games. Those method were appropriate with the students, it can make the

students to increase their self confidence in speaking in front of the class and their

daily life.

49

5.2 Suggestion

The suggestion that can be given based on the reserach are as follow:

1. For this school, it should give references and training to the teacher in

developing teaching English ability especially in the development of

teaching methodology.

2. For the English teacher, she should look for more method to increase

students’ speaking ability and to solve their problems. In addition, the

teacher should add simple task.

3. For future researchers, the result of this study is expected to be useful for

the next researchers as the reference in conducting further reserach about

teachers’ method in teaching speaking.

50

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