CLASSROOM TECHNIQUES IN TEACHING SPEAKING TO THE 7TH

GRADE

STUDENTS OF SMP N 2 BANYUDONO IN 2016/2017 ACADEMIC YEAR

Submitted as a Partical Fulfillment of the Requirements

for Getting the Bachelor Degree of Education

in English Department

by:

WAHYU SULISTYA PAMBUDI

A320120093

DEPARTMENT OF ENGLISH EDUCATION

SCHOOL OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS MUHAMMADIYAH SURAKARTA

2017

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CLASSROOM TECHNIQUES IN TEACHING SPEAKING TO THE 7TH GRADE STUDENTS OF SMP N 2 BANYUDONO IN 2016/2017 ACADEMIC YEAR

Abstrak

Tujuan penelitian ini adalah untuk mendiskripsikan macam teknik mengajar berbicara yang digunakan oleh guru dalam mengajar berbicara, tujuan penggunaan tiap teknik berbicara, peran guru, dan peran siswa di SMP N 2 Banyudono. Penelitian ini menggunakan penelitian qualitatif deskripsi. Untuk mengumpulkan data menggunakan observasi dan interviu. Subjek dalam penelitian ini adalah guru bahasa Inggris dan siswa kelas 7 G. Untuk menganalisis data penulis mereduksi data, mendisplai data, dan memverifikasi data. Penemuan dari penelitian ini menunjukan ada beberapa teknik yang digunakan oleh guru Bahasa Inggris SMP N 2 Banyunono untuk meningkatkan kemampuan bicara siswa yaitu teknik bermain peran, lagu, dan diskusi. Setiap teknik memiliki perbedaan tujuan dalam proses belajar mengajar. Tujuan teknik role-playing dalam proses pembelajaran untuk meningkatkan kosa kata dan kefasihan siswa untuk berbicara bahasa Inggris, tujuan teknik song adalah untuk mengajarkan cara pengucapan yang benar dan kosa kata, dan tujuan teknik diskusi dalam proses belajar mengajar untuk membuat aktif dan percayadiri untuk berbicara. Peran guru bahasa Inggris di kelas 7 sebagai; a) Pemimpin, b) pendorong, c) pengontrol kualitas, dan d) pengatur kelompok. Peran siswa di kelas 7 di SMP N 2 Banyudono sebagai: 1) perencana, 2) anggota dalam kelompok, 3) membimbing temannya, dan 4) siswa yang belajar dari guru.

Kata kunci : teknik mengajar berbicara, tujuan teknik, peran guru, dan peran siswa

Abstracts

The objectives of this research are to describe the kinds of classroom techniques used by teacher in teaching speaking, the purpose of using each classroom technique, teacher’s role, and student’s role in SMP N 2 Banyudono. This research used descriptive qualitative research. Techniques for collecting data were observation and interview. The subjects of this research were English teacher and students of 7THG grade class. To analyze the data the writer reduced, displayed, and verified the data. The findings of this research show that there are some techniques used by English teacher of SMP N 2 Banyunono to develop speaking skill of the students, namely: role-playing, song, and discussion technique. The purpose of role-playing in learning process is to improve vocabulary and fluency 7THG grade students to speak English. The purpose of song technique is to teach pronunciation and vocabulary, and the purpose of discussion technique in teaching learning process is to make students active and confident to speak up. The roles of English teacher take place in 7TH grade class as: a) manager, b) motivator, c) quality controller, and d) group organizer. The student’s role of 7TH grade class of SMP N 2 Banyudono is as: 1) the planner, 2) member of a group, 3) tutor of other learners, and 4) the learners who learn from the teacher.

Keywords: classroom techniques in teachhing speaking, the purpose of classroom tehniques, teacher’s role, and student’s role

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1. INTRODUCTION

According to Tarigan (1990:3-4) speaking is a language skill that is developed

in child life, which is produced by listening skill, and at that period speaking skill is

learned. Speaking skill is learned and developed in child life. Before they can speak,

the children observe the way their perents get interaction with each other. Children

learn language by listening how people speak. By listening the way people speak,

children can build their language skills.

Speaking skill is one of skills when you learn language. In studying language,

you will learn four skills, namely, listening skill, speaking skill, reading skill and

writing skill. In studying language, speaking skill is one of language skills that

language learners should gain well. The learners sometimes feel speaking is very

difficult rather than writing or listening. It happens when the language learners want

to produce a language, the language learners should translate their ideas into speech.

As Lazaraton says (2002: 103) in Fauziati (2010:17) this is the reason why speaking

in a foreign language is not an easy task for language learners. They are not prepared

for spontaneous communication and cannot cope with all of its simultaneous

demands.

According to Hamer (1991 :40-42), in teaching speaking, the learners should

combine balance activities.

“advocates what he calls a "balanced activities" approach, taking into account language input, practice output, and communicative output. Language input is roughly tuned; it is more difficult than the learners' current level of comprehension. Roughly tuned input is often found in activities where the ostensible purpose is learning to listen or learning to read, especially when authentic listening or reading passages are used. In practice output, accuracy of performance is important. It is designed to make learners comfortable producing specific language items recently introduced, sometimes in combination with previously learned items. In truly communicative output, the learners' main purpose is to complete some kind of communicative task.When the focus is on such a task, language becomes a tool, rather than an end in itself. In most communicative output activities, learners will have to call on any or all of the language that they know."

In balanced activities based on Grace Stovall Burkart (1998:177),

“the teacher ensures that learners get a variety of activities from these different categories of input and output. Most importantly, learners at all proficiency levels including beginners will benefit from this variety of activities. Not only is such variety more motivating, it is also more likely to result in effective language learning.”

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Teaching speaking for beginners should be interesting. The teacher should

make interesting material and motivate the students to speak. In improving speaking

skill, the teacher should instruct the students to speak as much as possible. The

teacher can use discussion as learning activities in the classroom and discuss about

interesting topic in internet, tv program, magazine, or vacation. It can motivate the

students to participate to discuss and when the students are interested with the topic.

They will talk to one another and the class can be active. Speaking skill can improve

if the students have much practice. The teacher should apply suitable techniques, to

explore their ability to speak confidently.

The students usually feel afraid to speak English in the class, because the

students are afraid to make mistake in spelling the word and not confident to speak

English. The students view their mistake usually in pronunciation, grammar and

limited vocabulary. It becomes a problem and obstacle for students to speak English.

English becomes a new language for 7TH grade students of junior high school

or may be some students have learned English since elementary school. Every child

has different ability to learn something new, especially to learn a new language. Some

students can learn or understnad a language quickly and some of them need a long

time to understand. in developmental stage for learning a new language the teacher

needs suitable technique to make students interested and activated.

However, it can be confusing for many people to identify the term approach,

method, and technique. Edward Anthony In Fauziati (2014: 11) clearly identifies

three levels of conceptuaization and organization, which are termed as approach,

method, and technique, shown in chart below.

Anthony’s Diagram of Approach, Method, and Technique

Approach Method

Technique

Theories of

language

Theories of

language learning

Procedure/Overall

plan of presentation

Classroom

practices,

techniques

(Axiomatic) (Procedural) (Implementation)

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Anthony in Fauziati (2014: 12) defines method as “an overall plan for the

orderly presentation of language material, no part of which contradicts, and all of

which is based upon the selected approach. An approach is axiomatic whereas a

method is procedural”. Method is treated at the level of design in which the roles of

teachers, learners, and instructional materials are specified. Thus, Method is

theoretically related to an approach and is organizationally determined by a design.

Anthony in Fauziati (2014: 12) defines technique as “ imlementation which

actually takes place in a classroom. It is a particular trick, strategy, or contrivance

used to accomplish an immediate objective. Technique must be consistent with a

method, and therefore in harmony with an approach as well”. Fauziati (2014: 13)

states that "technique is classroom practices done by the teacher when presenting a

language program. This is the way the classroom activities are integrated into lessons

and used as the basic for teaching and learning.”

In teaching language, the teacher applies a technique to present a language

program which is done in a classroom. The teacher should apply various techniques to

present a language program to make the students active and interested in learning

process. There are some teachers especially at SMP N 2 Banyudono who do not

concern the technique in teaching speaking. Some teachers use traditional technique

without concern whether the students already understand or master the material or

not. There are many techniques to promote teaching speaking such as discussions,

song, role play, storytlling, picture describing and etc. In fact, the students seldom

have opportunity to practice and develop their speaking skill, because the teacher just

focuses on grammar and vocabulary without giving the opportunity for students to

speak English.

From the facts above, the writer wants to conduct research about classroom

technique applied by English teacher at SMP N 2 Banyudono. The writer wants to

conduct research entitled “CLASSROOM TECHNIQUES IN TEACHING

SPEAKING TO THE 7TH GRADE STUDENTS OF SMP N 2 BANYUDONO IN

2016/2017 ACADEMIC YEAR”

2. RESEARCH METHOD

The type of this research is descriptive qualitative research, especially naturalistic

study which describes classroom techiques in teaching speaking to the 7TH grade class

at SMP N 2 Banyudono. This research used naturalistic observation because the

researcher observed the behaviors and interesting phenomena in classroom activity

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and recorded by researcher, whithout any manipulation by the observer. According to

Jan Armstrong (2010) behaviors and other phenomena of interest are observed and

recorded by the researcher, whose presence migh be either know or unknown to the

subject. The writer obtains the data from event, informants, and document.

Techniques of collecting data in this research are observation and interview.

Technique in analyzing data, the witer used reduction of the data, displaying the data,

and verifying the data. The writer used triangulation technique to check the credibility

data. The subjects of this research are the English teacher and the 7TH grade class of

SMP N 2 Banyudono. The object of this research is classroom techniques in teaching

speaking to the 7th grade students of smp n 2 banyudono in 2015/2016 academic year.

3. FINDING AND DISCUSSION

The writer presents the research findings and discussion according to problem

statements contained in the first chapter. The researcher formulates four problems:

(1) what are the kinds of classroom techniques used in teaching speaking at SMP N 2

Banyudono? (2) what are the purpose of using each classroom technique in teaching

speaking at SMP N 2 Banyudono? (3) what are the teacher’s roles in classroom

technique in teaching speaking at SMP N 2 Banyudono?, and (4) what are the

student’s roles in classroom technique in teaching speaking at SMP N 2 Banyudono?

3.1 The kinds of classroom techniques used in teaching speaking

There are some techniques used by English teacher of SMP N 2

Banyunono to develop speaking skill of the students during the writer did

observation in SMP N 2 Banyunono. Based on observation, the techniques used

by English teacher in teaching speaking of 7THgrade class are role-playing, song,

and discussion. Role-playing technique used theory proposed by Barrows and

Zorn (1990) which states that role-playing gives a way to involve the whole class,

encouraging the students to speak up whitout worrying about set patterns, geting

them to use tehir imaginations, and creating an amusing atmosphere that would

make them forget that they are in the classroom. Song technique used the theory

proposed by Gasser and Waldman (1990), (1) To ensure the pedagogogical value

of the song, the EFL teacher should be able to use it to teach grammer,

pronunciation, vocabulary, and culture. (2) The tune should be simple and easy to

learn. (3) It helps if the lyrics are representative. If they are not, it helps if the song

has a chorus which is easy to learn. In this way even the slowest students can

master at least part of the song relatively quikly. (4) The lyrics should be as

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representative as possible of standard, spoken English. (5) It should be necessary

to change the lyrics to make them more standard or to enhance their pedagogical

value. Discussion technique used the theory proposed by Harmer (2001: 16) States

that, the problem in conducting the discussion is the students’ reluctant to give

opinion in front of their friends.

3.2 The purpose of using each classroom technique in teaching speaking

There are some techniques used by English teacher of SMP N 2 Banyunono to

develop speaking skill of the students such as role-playing, song, and discussion

technique. Each technique has purposes, as follows:

The purpose of role-playing in learning process is to improve vocabulary and fluency

students to speak English. The purpose of song technique is to teach pronunciation and vocabulary. The purpose of disussion technique in teaching learning process is to make students active and

confident to speak up.

Role-playing technique is used based on the theory proposed by Barrows and Zorn

(1990) which states that role-playing gives a way to involve the whole class,

encouraging the students to speak up whitout worrying about set patterns, geting

them to use tehir imaginations, and creating an amusing atmosphere that would

make them forget that they are in the classroom. Song technique is used based on

the theory proposed by Gasser and Waldman (1990) (1) To ensure the

pedagogogical value of the song, the EFL teacher should be able to use it to teach

grammer, pronunciation, vocabulary, and culture. (2) The tune should be simple

and easy to learn. (3) It helps if the lyrics are representative. If they are not, it

helps if the song has a chorus which is easy to learn. In this way even the slowest

students can master at least part of the song relatively quikly. (4) The lyrics should

be as representative as possible of standard, spoken English. (5) It should be

necessary to change the lyrics to make them more standard or to enhance their

pedagogical value. Discussion technique used the theory proposed by Harmer

(2001: 16) States that, the problem in conducting the discussion is the students’

reluctant to give opinion in front of their friends. Based on theory, the purpose of

each techniqu in this research has comparability to the theory.

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3.3 The teacher’s roles

The roles of English teacher in 7th grade class of SMP N 2 Banyudono are: a)

manager, b) motivator, c) quality controller, and d) group organizer. Richard and

Lokhart (1994) state teacher may select such roles for themselves as:

Planner

The teacher sees planning and structuring of learning activities as

fundamental to success in teaching and learning

Manager

The teacher’s role is to organize and manage the classroom environment and

student behavior in away that will maximize learning

Quality controller

A central task for the teacher is to maintain the quality of language use in the

classroom. Correct language use should be reinforced and incorret use

discouraged

Group organizer

The teacher’s role is to develop an environment in which students work

cooperatively on group tasks.

Facilitator

The teacher’s role is to help students disover their own ways of learning and

to work independently.

Motivator

The teacher seeks to improve students’ confidence and interest in learning

and to build a classroom climate that will motivate students.

Empowered

The teaher tries to take as little control or direction over the lesson as

possible and lets the students make decisions about what they want to learn

and how they want to learn it.

Team member

The teacher and all the students in the class constitute a team and should

interct like members of a team.

Based on theory, the writer found the teacher has an important role in classroom

and the way in which teacher roles in the class aim to control of classroom

behavior and classroom interaction.

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3.4 The student’s roles

The writer sees some students role in 7TH grade class of SMP N 2 Banyudono are

1) the planner, 2) member of a group, 3) tutor of others learners, and 4) learners

who learn from the teacher. According to Johnson and Paulston (1976) in Richard

and Rogers (1985: 22), learners were seen as stimulus-responsive mechanism who

learn. Student’s role according to Richard include 4 aspects, namely: (1) the

learner is the planner of his or her own learning program and thus ultimately

assumes responsibility of what he or she does in the classroom; (2) the learner is

monitor and evaluator of his or her own progres; (3) the learner is a member of a

group and learns by interacting with others; and (4) the learner is a tutor of other

learners, the learners learn from the teacher, from the other students and other

teaching sources. The writer concluded the finding is appropriate and relevant

with the theory by Johnson and Paulston.

4 Conclusion The writer concluded the teacher used various techniques such as, role-playing, song,

and discussion used by English teacher in teaching speaking to make their students

confident to speak up and active in the class. Every techniques used by teacher have

some purposes to achieve the goal of teaching learning process. The teacher used song

as technique in teaching speaking to make students motivated and happy in the class,

because the technique makes student interested in studying English. If the teacher

feels the students seldom to speak English, role-playing can be used by teacher to

develop speaking skill of students and make students feel confident to speak up in

front of the class. Disussion technique used by teacher in teaching learning process is

to make students active and confident to speak up. The conclusion is that various

techniques used by teacher makes the students very interested in studying English in

the class. The students feel happy and fun in teaching learning process and also by the

technique students have opportunity to speak up in front of class and to be watched by

their friends so that trains them to be confident to speak up.

BIBILIOGRAPHY

Burkart Stoval, Grace. 1998. Spoken Language What It Is and How to teach It.

Washington, DC

Fauziati, Endang. 2010. Teaching English as a Foreign Language (TEFL). Surakarta:

Era Pustaka Utama.

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Harmer, J. 1991 . The Practice of English Language Teaching, new ed. London:

Longman

Nelson & McLellan. 1996, Descriptive Researh Methodologies. Handbook of

research for educational communications and technology

Richard, J,C., & Lockhart, C. (1994). Reflective Teaching in Second Language

Classrooms. New York: CUP

Richard, Jack. C. 1985. The Context of Language Teaching. New York: Cambridge

University Press. Print.

Tarigan, Djago, & H.G. Tarigan. 1990. Techniques of teaching language skills.

Bandung: Angkasa