CHAPTER 1

INTRODUCTION

1.1 Background of the study

English extremely becomes international language that has to be
mastered. It is supported by Jeremy Harmer (2007; 13), English is also a
mother tongue for many people in the world, though, as we shall see, such
native speakers are increasingly out-numbered by people who have English
as a second or third language and use it for international language.
Indonesia, as a developing nation, also formulates English as an
important subject in primary and secondary grade. By learning English, it is
expected that the students can communicate both in oral and written. To reach
this purpose, it needs a process comprises receptive skills and productive
skills. The receptive skills consist of listening and reading and the productive
skills consist of speaking and writing. In teaching those skills, it needs a
technique that is proper with the student learning technique.
Douglas Brown (2001; 250) stated that Much of our languageteaching energy is devoted to instruction in mastering English conversation.
Ironically, the students sometimes still get difficulties in convey their idea in
oral text. Moreover, the teachers rarely give a sufficient practice to the
students. Mostly, they just focus on grammar and vocabulary. The test given is
also about the language, not using the language.
Based on the situation, the writer observed how the teachers strategy
in teaching English to the eleventh grader of SMK Sunan Giri Menganti.
Hopefully, this paper can be a reflection to the teacher strategies whether it is
in line with the theories the writer have learnt from ELT pedagogy class. The
further explanation of the effectiveness of the method will be explained in the
second chapter.
1.2 Research Question
Referring to the background of the study above, the writer formulates these
questions:
1.2.1 How are the teachers method in teaching speaking to eleventh graders
of SMK Sunan Giri Menganti?

1.2.2

What are the positive and negative of the method that is used by the
teacher in teaching speaking to the eleventh graders of SMK Sunan

Giri Menganti?
1.3 The Objective of the study
Based on the research to the objectives, this study follows;
1.3.1 To describe the teachers method in teaching speaking to eleventh
1.3.2

graders of SMK Sunan Giri Menganti.

To describe the positive and negative of the method that is used by the
teacher in teaching speaking to the eleventh graders of SMK Sunan

Giri Menganti.
1.4 The significance of the study
By doing this study, the writer expects that it will give good input in
language teaching, especially for the teacher who teaches speaking skill.
Hopefully, the teacher can use the appropriate method based on the theory. So,
the young generation will get a better achievement in learning English.

CHAPTER II
DISCUSSION
In this chapter, the writer will talk about the result of the class observation
and also the discussion based on the data. This chapter includes two sections.
They are empirical data and discussion. The empirical data comprises classroom
management and classroom activity. The discussion contains about the positive
and the negative of the teaching method. It contains the answer of the research
questions mentioned before.
2.1 Empirical Data

This section includes the background of the teacher and the students, the
condition of the class, and the activities done during the class.
a. Classroom management
The writer observed the eleventh grader students of vocational
school named SMK Sunan Giri Menganti Gresik on May 20 th 2014. The
teachers name is Nur Ardiyah Alif, S.s with teaching experience of about
9 years. Although she was not graduated from education major, she told
the writer that she had gotten the principles of education from the PLPG
(Pendidikan Pelatihan Profesi Guru) program. The class that the writer
observed was XI-Apk 1 containing 31 students in the class comprises 30
girls and 1 boy. The students in the class are heterogeneous, since they
come from different background and abilities. The students seats were
arranged by four columns face the white board with half of the seats in the
right and the rest of them in the left. So, the teacher was able to see the
whole students and move around the class.
b. Classroom activity
1. The techniques in teaching
The class began with greeting by teacher. The teacher greeted the
student with saying salam (Assalamualaikum) and also good morning.
The students answered it in togetherness. The teacher told them that
they are going to have speaking class. Before starting the lesson, the
teacher gave some motivation to students to build their motivation in
learning English. Moreover, the teacher also gave suggestion to add
more vocabularies and memorize it in their leisure time.
The teacher started the lesson by asking the students to open their
workbook on the certain page. It was about a dialogue of two persons
that is talking about the direction to a place. The teacher divided the
class into two groups, the left hand is group A and the right hand is
group B. The teachers practiced or model the dialogue and asked all
students to repeat after her.
After three times of repeating, the teacher asked the student to
practice it aloud by themselves. The group A will be the first speaker
and the group B will be the second speaker, but there will be changing
after that.
3

While practicing the dialogue, the teacher asked the student the
meaning of look for. Some students answered that it means see.
The teacher explained that if the word look stands alone, it means
see. But, if it is followed by word for, it becomes compound word
that means search something or try to find something. She explained
it in Indonesian to avoid misunderstanding.
The students were asked to close their book. They had to practice
the dialogue without seeing the text, still in the group. After the students
can practice it well, the teacher asked the students to work in pair and
have a conversation in front of class with the same dialogue. The
teacher assessed them from their pronunciation and also their
expression.
The teacher finished the lesson and told the students that they are
going to have speaking class again in the next period. They were asked
to make their own dialogue about the direction from the school to their
own house.
On the whole of teaching-learning process above, the teacher used
Bahasa Indonesia. Maybe, it conducted to avoid misunderstanding.
2.2 Interpretation
The goal of speaking class is to make the students be able to
communicate accurately and fluently in various events. It is supported by
Jeremy Harmer (2007; 343), Speaker of English will have to be able to speak
in a range of different genres and situations, and they will have to be able to
use a range of conversational and conversational repair strategies.
Based on the classroom activities above, we can see that the teacher have
tried to give the sufficient strategies for their students. In fact, there are still
lacks in some aspect. Below is an expanded description of some of the
techniques.
Motivation
The teacher gives a motivation to the students. It is done because the
students have less motivation to learn English. Most of them study English
because it is a compulsory subject in their school. Based on Jeremy Harmer

(2007; 98), it is accepted for most fields of learning that motivation is essential
to success; that we have to do something to succeed at it. By giving the
motivation before the lesson, it is expected to keep the students interest and
focus.
Model by teacher
The teacher gives a model how to pronounce and have a conversation based
on the dialogue in the textbook. Then, the teacher asks the students to repeat
after her. It is conducted to see whether the students can pronounce the
sentence well. Jeremy Harmer (2007; 248) stated that Pronunciation teaching
not only makes students aware of different sounds and sounds feature (and
what these mean), but can also improve their speaking immeasurably. So, it
is still suggested that the teacher teaches pronunciation, but still it has to be in
context, not in isolation word. Harmer stated (2007; 263), Good
pronunciation does not just mean saying individual words or even individual
sounds correctly, the sounds of words change when they come into contact
with each other.
Unluckily, this activity is done by group. So, the teacher gets difficulties to
know which students who did not pronounce the sentence well.
Repetition drill
The teacher asked the students to repeat the dialogue in a group by themselves
as accurately and quickly as possible. Jeremy Harmer (2007; 346) listed one
of the beneficial of repetition is each new encounter with a word or phrase to
help to fix it in the students memory.
Moreover, this repetition is not followed by analyzing of the sentence. So, it is
like the repetition is just for memorizing, without any purpose to let the
students know the function of it.
Dialogue memorization

The teacher asked the student to close their book and memorize the dialogue.
The principle of memorization is it is believed that students need to overlearn
the target language, to learn to use it automatically without stop thinking
(Larsen 2010: 45).
Overall, the memorization is good. But, it will make the class be teacher
centered. The student will be passive because they just speak based on the
dialogue in the text. It does not allow the students to think creatively.
Language used
In the l2 teaching-learning process, the use of L1 in the class can be conducted
to minimize misunderstanding in the explanation of the teacher. Moreover, the
class is speaking class. So, it is suggested to give the instruction or
explanation using L2 to make the student get familiar with the target language.
Assessment and feedback
The teacher gives assess the students by giving marks directly after they
practice the dialogue. It is assessed based on their pronunciation and their
dialogue memorization. If we want to give grades, therefore, we need to
decide on what basis we are going to do this and we need to be able to
describe this to the student (Harmer 2007: 139). Basically, good marks will
give a motivation. In contrast, bad marks can be a heart feeling. In order to
minimize the gap among students, the teacher should just give comments. So
the students will not get irritated if they get bad marks.
Though feedback - both assessment and correction can be very helpful
during oral work, teachers should not necessarily deal with oral production in
some way (Harmer 2007: 142). Unfortunately, the teacher here does not give
any feedback to the students. It makes the students unaware with the mistakes
that they did. The teacher should give feedback for the students, for example
pronunciation correctness.

CHAPTER III
CONCLUSION AND SUGGESTION

In this chapter, the writer draws the conclusions and suggestion concerning
to the result of the observation.
3.1. Conclusion
Based on the result of the observation, it can be concluded that:
1. The teacher is success in giving motivation to the students.
2. The teacher likely uses audio-lingual method that is giving the students
drilling and memorization.
3. The teacher gives assessment to the students by scoring them directly.
4. The teacher fails in giving feedback to the students.
5. The teacher uses their mother tongue in the whole teaching-learning
process.
3.2 Suggestion
The teacher should activate the students cognitive skill. Speaking class should
make them active and creative. It is not suggested to give too much drilling. It
is better if the teacher gives a situation and the students have to make their
own dialogue.

REFERENCES
Harmer, Jeremy. 2007. The Practice of English Language Teaching. 4th ed.
New York: Pearson Education Limited.
Freeman-Larsen, D. 2000. Technique and Principle in Language Teaching.
2nd ed. New York: Oxford University Press
Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach
to Language Pedagogy. 2nd ed. New York: Pearson Education.