THE
IMPLEMENTATION OF TEACHING SPEAKING AT TENTH YEAR STUDENTS OF SMA NEGERI 1
NGANJUK IN THE ACADEMIC YEAR 2013/2014
By :
ENGLISH
EDUCATION DEPARTMENT
UNIVERSITY
OF NUSANTARA PGRI KEDIRI
2013
CHAPTER
I
INTRODUCTION
A. Background of the Study
The existence of English international
language is very important, because someone is expected to be able to
communicate well and look for knowledge for other countries. In other words, we
can get new experience by learning English as a new language that help us
having interaction with people from other countries.
English as means of communication has
two different function. The first is English in informal communication, it
means that the usage of English in daily activity, for example if we speak
English with other people in our daily life the second one is English in formal
communication, it means that the usage of English in educational system such as
kindergarten, elementary school, junior high school, up to the University and
Business Communication. We also recognize that the form of language as oral and
written. Oral language is used to express our ideas spontaneously, so the other
people understand what we tell directly, for example speaking. Written language
is the form of language that is written in piece of paper, for example writing
article.
For
Indonesia education especially teaching English According to English Syllabus
of School Unit Level Curriculum (KTSP) that is declined in 2006, teaching and
learning English in senior
high school should be based on the stress of four language skills, those are
listening, speaking, reading and writing . To master English learning, students must pay attention to
manyaspects of language knowledge (grammatical structure, vocabulary, and so
on) inorder to reach a high degree of competence in English. And one of the
mostimportant aspects is vocabulary, which plays a great role in English
learnerscomprehension.
English is the most important language in the world. It is one of the
International languages. Therefore, it becomes a mean of communication among
people in the world. So, it is very important for us to learn English. If we
use English correctly, we have to learn the language itself (Linguistic Competence)
and how to practice English oral or written communication (Linguistic
Performance). When we practice English in communication, we have to know the
knowledge of the language. On the contrary, it is useless if we know the
knowledge without practicing in real communication.
Language as a main tool of
communication is very important to learn. Language makes us easy to interaction each
other. Because of it, many languages are used in the world. English as
international language becomes a study which is forced to be learnt. It is not
only used for communication but also used for keeping up with the development
of technology and science. Many occupations need someone who has mastered
English skills well. English has four skills; they are speaking, listening,
reading, and writing. All of the skills are highly required.
Some countries use English as second
language. For example, Malaysia and Singapore. In Indonesia, English as foreign
language. Because of that, English becomes a difficult study to be learnt.
People think that they do not need English to communicate in their daily
activities because they can use their own language. For students, they only get
a few times to learn or practice English in school. So, they are not interested
and always be shy to use English.
As a foreign language, English is learned seriously by many people to have
a good prospect at international community. Nowadays, English is an important
language inIndonesia. Because of the importance of English, it is taught in all
of formal school’s degrees, starting from elementary school up to universities.
English also taught in courses as an informal school.
In English there are four skills which compose it. They are listening,
speaking, reading, and writing. Speaking, as one of the basic skills in
English, is important in order to use English actively. Communicative and whole
language instructional approaches promote integration of listening, speaking,
reading, and writing in ways that reflect natural language use. But
opportunities for speaking and listening require structure and planning to
support language development. This digest describes what speaking involves and
what good speakers do in the process of expressing themselves. In a conclusion,
without speaking can be said that, communication cannot be done optimally.
Speaking seems intuitively the most important skill to master. The success
is measured in terms of the ability to carry out conversation in language
speaking in an interactive process of constructing meaning that involves
producing, receiving, and processing information. Speaking is very important
because by mastering speaking skill, people can carry out conversation with
others, give the ideas, and exchange the information. Hence, by speaking in the
classroom, the learners should work as much as possible on their own, talk the
information to another directly and they do not use the teacher as a medium.
“Speaking is an interactive process of constructing meaning that involves
producing and receiving and processing information” (Brown, 1994; Burns &
Joyce, 1997). Its form and meaning are dependent on the context in which
it occurs, including the participants themselves, their collective experiences,
the physical environment, and the purposes for speaking. It is often
spontaneous, open-ended, and evolving. However, speech is not always
unpredictable. Language functions (or patterns) that tend to occur in
certain discourse situations (e.g., declining an invitation or
requesting time off from work), can be identified and charted (Burns &
Joyce, 1997). For example, when a person asks, “May I help you?” the
expected discourse sequence includes a statement of need, response to the need,
offer of appreciation, acknowledgement of the appreciation, and a leave-taking
exchange. Speaking requires that learners not only know how to produce
specific points of language such as grammar, pronunciation, or vocabulary
(linguistic competence), but also that they understand when, why, and in what
ways to produce language (sociolinguistic competence). Finally,
speech/speaking has its own skills, structures, and conventions different from
written language (Burns & Joyce, 1997; Carter & McCarthy, 1995; Cohen,
1996).
Another definition was given by Hornby (1995: 318), speaking is making use
of word in an ordinary voice, uttering words, knowing and being able to use a
language; expressing oneself in words; making a speech. In short, speaking
skill is the ability to perform the linguistics knowledge in the actual
communication. By speaking with other, we are able to know what kinds of
situation are in the world.
In another term, can be said that speaking is a key to communicate.
By considering what good speakers do, what speaking tasks can be used in class,
and what specific needs learners report, teachers can help learners improve
their speaking and overall oral competency.
Tarigan (1990: 3-4) defines that speaking is a language skill that is
developed in child life, which is preceded by listening skill, and at that
period speaking skill is learned. It means that speaking is the basic language.
In teaching speaking, speaking lessons can follow the usual pattern of
preparation, presentation, practice, evaluation, and extension. The
teacher can use the preparation step to establish a context for the speaking
task (where, when , why, and with whom it will occur) and to initiate awareness
of the speaking skill to be target (asking for clarification, stressing key
words, using reduced forms of words). In presentation, the teacher can
provide learners with a preproduction model that furthers learner comprehension
and helps them become more attentive observers of language use. Practice
involves learners in reproducing the targeted structure, usually in a
controlled or highly supported manner. Evaluation involves directing
attention to the skill being examined and asking learners to monitor and assess
their own progress. Finally, extension consists of activities that ask
learners to use the strategy or skill in a different context of authentic communicative
situation, or to integrate use of the new skill or strategy with previously
acquired ones (Brown, 1994; Burns & Joyce, 1997; Carter & McCarthy,
1995).
To learn speaking English, the pupils use many kind of ways in order to
master the lesson. Various ways had been used as the method of teaching and
learning English to make it easier to be understood. Begun from the traditional
way by using traditional tools (book, chalks, blackboard or whiteboard) into
the newer and modern method by using the modern tools such as, real object,
pictures, music, etc. one of the modern method which is used in teaching
speaking is debate method. It is seen as an active learning process because
students will learn more through a process constructing and creating, working
in a group and also sharing the knowledge.
Many language learners regard
speaking ability as the measure of knowing a language. These learners define
fluency as the ability to converse with others, much more than the ability to
read, write, or comprehend oral language. They regard speaking as the most
important skill they can acquire, and they assess their progress in terms of
their accomplishments in spoken communication.
Language learners need to recognize
that speaking involves three areas of knowledge:
- Mechanics
(pronunciation, grammar, and vocabulary): Using the right words in the
right order with the correct pronunciation
- Functions
(transaction and interaction): Knowing when clarity of message is essential
(transaction/information exchange) and when precise understanding is not
required (interaction/relationship building)
- Social
and cultural rules and norms (turn-taking, rate of speech, length of
pauses between speakers, relative roles of participants): Understanding
how to take into account who is speaking to whom, in what circumstances,
about what, and for what reason.
In the communicative model of
language teaching, instructors help their students develop this body of
knowledge by providing authentic practice that prepares students for real-life
communication situations. They help their students develop the ability to
produce grammatically correct, logically connected sentences that are
appropriate to specific contexts, and to do so using acceptable (that is,
comprehensible) pronunciation.
Based onthe above description, the writeris
interested inconducting researchwithlifttitle THE IMPLEMENTATION OF
TEACHING SPEAKING AT TENTH YEAR STUDENTS OF SMA NEGERI 1 NGANJUK IN THE
ACADEMIC YEAR 2013/2014
B. SCOPE
OF THE RESEARCH
To make the problem more specific,
the researcher would like to inform the scope of the problem on of how the implementation of teaching speaking
C.
RESEARCH QUESTION
Based
on the background above, so the researcher can formulate the problem in this
research as follow:
1.
How is the
implementation of teaching speaking at tenth year students of SMA Negeri 1
Nganjuk.?
D. PURPOSE
OF THE RESEARCH
To find out know how to teach speaking at tenth years students of SMA Negeri 1 Nganjuk.
E. SIGNIFICANCE
OF THE RESEARCH
Ø For English teacher: Teacher in general, particularly is to see how
far their success in teaching English, Specially in teaching speaking. Besides,
it may provide them useful information in applying a better technique of teaching
speaking.
Ø
For students : it can help them to
express their need of theories of learning speaking which is suitable with
theirwant and creativity
Ø For
the Reseacher
The reseacher can take informationfor further
researchonsimilar issuestoconducta morein-depthresearch
CHAPTER
II
THEORITICAL
FRAMEWORK
2.1 Speaking
Speaking is
a very important part of second language learning. The ability to communicate
in a second language clearly and efficiently contributes to the success of the
learner in school and success later in every phase of life. Inside the
classroom, speaking and listening are the most often used skills (Brown,
1994). They are recognized as critical for functioning in an English
language context, both by teachers and by learners. These skills are also
logical instructional starting points when learners have low literacy levels
(in English or their native language) or limited formal education, or when they
come from language backgrounds with a non-Roman script or a predominantly oral
tradition.
2.1.1
Definition of Speaking
based on the
curriculum 2004 the students are intended to have the English ability in
listening, speaking, reading, and writing. Meanwhile Widdowsoon defines that
speaking is the physical embodiment of abstract system which involves the
manifestations either of the phonologically system or of the grammatical system
of the language or both. For example in “he speaks clearly” clarity or
distinctiveness of speech refers to the manner in which the phonetic system of
the language is manifested in “he speaks correctly” the meaning is what he says
conforms to the accepted reveals for sentences formation. According to
Mukminatien (1999: 4) Speaking ability is complicated because it covers various
language components (Grammar, vocabulary, pronunciation, etc). It refers
not only to the grammatical system of the language but lexical system.
In learning
second language, one will deal with linguistic and communicative competence;
linguistic competence is the mastery of the sound system and basic structural
pattern of language. In other words it is to know about language. In short, the
writer can say that communicative competence is to know how to use the language
effectively in conversional exchange.
2.1.2
Importance of Speaking
In the real world, learning
and speaking English is an important step in settlement process, because it
helps someone obtain better job, get involved in communities, participate in events,
vote with confidence and express themselves.
Ibrahim
Absiye says, communication “opens the door for employment, integration, and
education. Speaking English can be the first step to clear, effective
communication”. (www.cnmag.ca/issue-22/63-issue-22/513-importantce-of-speaking-english, accessed on May 26, 2011)
Speaking
also becomes a ticket to employment. In around the world, people who speak
English well can be a main priority to get the job. InCanada, the studies which
held in 2001 and 2006 stated that the employment rate of immigrants increases
with their ability to speak English. Newcomers with stronger English speaking
skill, also more likely to find jobs related to their preferred fields.
In
conclusion, speaking is important for the persons who learn a language. The
most of people’s communication is by using spoken language, and it means, the
people have to speak in order to express their aims. Indirectly, speaking is
needed to smoothen the communication.
2.1.3 The Kinds of Speaking
a). Impromptu Speaking
a). Impromptu Speaking
This kind of speaking is done on the spur of the moment with no opportunity for preparation. Furthermore, this is also natural and enjoyable. It will help the speakers to gain poise in speaking before a group. Moreover, it will help them to them to plan and share their ideas as they speak, a valuable skill in all speaking situation. Most important, it will help speakers to develop standards to use in evaluating more formal speeches, offering constructive criticism to each other, and will help them to improve their speaking skill. This type of speaking can be found all the time, most our conversations with friends, parents, teachers, employers, etc. People make these talks at work, home, school, parties, etc. These impromptu talks night include answering questions, giving opinions, or sharing our knowledge about many topics with people on daily basis.
b). Extemporaneous Speaking
In extemporaneous speaking, the speakers know beforehand about the subject on which they may be called on to speak. This kind of speaking can be the most effective of all types. It has most of the advantages of impromptu speaking without the possible disadvantages of being inadequately informed. Because speakers know the subject, they are not grouping for ideas. Because the speeches have been planned but they have not been memorized, speaking will seem spontaneous and natural. If audience reaction is not what speakers have anticipated, they may re-explain a point or adopt their speech as necessary.
2.1.4
Speaking Proficiency Measurements
To know the
progress of the students.theirspeaking proficiency will be measured using
Oller’s speaking proficiency measurements.
Accent
1)
Pronunciation
frequently unintelligible
2)
Frequent gross errors and very heavy accent
make understanding difficult, require
frequent repetition.
3)
Foreign
accent requires concentrated listening and mispronunciations load to
occasional misunderstanding and
apparent errors in grammar or vocabulary.
4)
Marked
foreign account and occasional mispronunciation which do not interfere with
understanding
5)
Non
conspicuous mispronunciations, but would not be taken for a native speaker.
6)
Native
pronunciation with no trace of “foreign accent”
Grammar
1)
Grammar
almost entirely inaccurate except in stock phrases.
2)
Constant
errors showing control of very few major patterns and frequently preventing
communication
3)
Frequent
errors showing some major pattern uncontrolled and causing occasional
irritation and misunderstanding.
4)
Occasional
errors showing imperfect control of some patterns but no weakness that cause
misunderstanding.
5)
Few errors,
with no patterns of failure
6)
No more than
two errors during the interview
Vocabulary
1)
Vocabulary
inadequate for even the simplest conversation.
2)
Vocabulary
limited to basic personal and survival areas (time, food, transportation,
family, etc)
3)
Choice of
words sometimes inaccurate, limitations, vocabulary prevent discussion of some
common professional and social topic.
4)
Professional
vocabulary adequate to discuss special interest general vocabulary permits
discussion of any non technical subject with some circumlocution.
5)
Professional
vocabulary broad and precise; general vocabulary adequate to cope with complex
practical problems and varied social situations.
6)
Vocabulary
apparently as accurate and extensive as tat of an educated native speaker.
Comprehension
1)
Understands
too little for the simplest type of conversation.
2)
Understands
only slow, very simple speech on common social and touristic topics; requires
constant repetition and rephrasing.
3)
Understands
careful, somewhat simplified speech directed to him, with considerable
repetition and rephrasing.
4)
Understands
quite well normal educated speech directed to him, but requires occasional
repetition and rephrasing.
5)
Understand
everything in normal educated conversation except for very colloquial or low
frequency items, or exceptionally rapid or slurred speech.
6)
Understand
in everything in both formal and colloquial speech to be expected of an
educated native speaker.
2.2 Teaching
Speaking
In learning a foreign language, speaking is very important. The goal of
teaching a second or foreign language is to gain the ability to communicate in
the target language (Mabrur, 2002: 8). Therefore the teacher should give the
students’ opportunity to use the target language to communicate with others.
The teacher could use the speaking class to improve the students’ speaking
ability. And it can be an effective way for the teacher to know whether the
students active in class or not.
To make a
speaking class works and to improve the students’ ability in speaking skill is
not easy. Usually students do not say much in target language. And they only
listen to what the teacher says. Rivers (at Mabrur, 2002) states about three
factors why the students prefer to be silent in speaking class. The three
factors are:
1)
They have nothing to say.
2)
The teacher may have chosen the topic which is uncongenial to him or about
which he has nothing to express whether in native language or in foreign
language.
3)
They may be the conscious of their limitations in the foreign language and feel
that by expressing themselves open the ridicule.
2.2.1 The Concept of Teaching
Speaking
A good speaking skill will be achieved through a successful speaking activity created in the teaching of speaking. To achieve a successful speaking activity in the teaching of speaking, teachers should know the types of classroom speaking performance, roles of teachers, problems in speaking activity, problem solutions in speaking activity, and the criteria of a successful speaking activity. The following are the detail explanation about The Types of Classroom Speaking Performance. Brown states that there are six types of classroom speaking performance:
a)
Imitative :In imitative types, learners
spend their time to initiate speech, for example, they are practicing an
intonation contour, trying to pinpoint a certain vowel sound, etc. Intonation
of these kinds is carried out not the purpose of meaningful interaction, but
for focusing on some particular element of language form. A type which can be
concluded in these types and can be classified in the communicative language
classroom is drilling. Drills offer students an opportunity to listen and to
repeat certain string of language that may pose some linguistic difficulty –
either phonological or grammatical.
b)
Intensive :Intensive type is designed to
practice some phonological or grammatical aspect of language. Intensive
speaking can be self-initiated or it can be even form part of some pair work
activity.
c)
Responsive :Responsive is short replies to
teacher or students initiated questions or comments which are usually
sufficient and do not extend in dialogue.
d)
Transactional(dialogue) :Transactional is extended form
of responsive language. Transactional dialogue is not just limited to give the
short respond but it can convey or exchange specific information.
e)
Interpersonal (dialogue) :Interpersonal dialogue is designed
for the purpose of maintaining social relationship than for the transmission of
fact or information. This conversation involves some or all the following
factors:
1. a causal register
2. colloquial
language
3. emotionally charge
language
4. slang
5. ellipsis
6. Sarcasm
According to Byrne, the teachers also need to know their roles in teaching speaking. They have specific roles at different stages, as follows:
1.
The
presenting stage (when the teachers introduce something new to be learned), the
teachers play a role as informant.
2.
The
practice stage (when the teachers allow the learners to work under their
direction), the teachers have a role as conductor and monitor.
3.
The
production stage (when the teachers give the learners opportunity to work on their
own).
Besides these three roles of each
stage, there is another key role that cuts across them: namely, the teachers as
motivator. The teachers must be able to motivate their students in order to
arouse their interest and involve them in what they are doing. There are some
factors which determine their ability to motivate their students, namely: their
performance (the mastery of teaching skills, the selection and presentation of
topics and activities, the teacher’s personality).
2.2.2 Techniques of Teaching Speaking English
Fauziati
(2002: 6) describes that technique is classroom practice done by the teacher
when presenting a language program this is the way the classroom activities are
integrated into lessons and used as the basis for teaching learning.
The
techniques which are used by the teacher to teach speaking can be explained
bellow:
A.
Discussions
After a content-based
lesson, a discussion can be held for various reasons. The students may aim to
arrive at a conclusion, share ideas about an event, or find solutions in their
discussion groups. Before the discussion, it is essential that the purpose of
the discussion activity is set by the teacher. In this way, the discussion’s
points are relevant to this purpose, so that students do not spend their time
chatting with each other about irrelevant things. For example, students can
become involved in agree/disagree discussions. In this type of discussions, the
teacher can form groups of students, preferably 4 or 5 in each group, and
provide controversial sentences like “people learn best when they read vs.
people learn best when they travel”. Then each group works on their topic for a
given time period, and presents their opinions to the class. It is essential
that the speaking should be equally divided among group members. At the end,
the class decides on the winning group who defended the idea in the best way.
This activity fosters critical thinking and quick decision making, and students
learn how to express and justify themselves in polite ways while disagreeing
with the others. For efficient group discussions, it is always better not to
form large groups, because quiet students may avoid contributing in large
groups. The group members can be either assigned by the teacher or the students
may determine it by themselves, but groups should be rearranged in every
discussion activity so that students can work with various people and learn to
be open to different ideas. Lastly, in class or group discussions, whatever the
aim is, the students should always be encouraged to ask questions, paraphrase
ideas, express support, check for clarification, and so on.
B.
Information
Gap
In this
activity, students are supposed to work in pairs. One student will have the
information that other partner does not have and the partners will share their
information. Information gap activities serve many purposes such as solving a
problem or collecting information. Also, each partner plays an important
role because the task cannot be completed if the partners do not provide the
information the others need. These activities are effective because everybody
has the opportunity to talk extensively in the target language.
C.
Storytelling
Students can
briefly summarize a tale or story they heard from somebody beforehand, or they
may create their own stories to tell their classmates. Story telling fosters
creative thinking. It also helps students express ideas in the format of
beginning, development, and ending, including the characters and setting a
story has to have. Students also can tell riddles or jokes. For instance, at
the very beginning of each class session, the teacher may call a few students
to tell short riddles or jokes as an opening. In this way, not only will the
teacher address students’ speaking ability, but also get the attention of the
class.
D. Games
There are some games which can be used to teach
speaking. One of them is teaching speaking by using card games (playing
cards). In this game, students should form four groups. Each suit (card)
will represent a topic. For instance:
- Diamonds:
Earning money
- Hearts: Love
and relationships
- Spades: An
unforgettable memory
- Clubs: Best
teacher
Each student in a group will choose a card. Then, each student will write
4-5 questions about that topic to ask the other people in the group.
For example, If the topic “Diamonds: Earning Money” is selected, here are
some possible questions:
- Is
money important in your life? Why?
- What is
the easiest way of earning money?
- What do
you think about lottery? Etc
However, the teacher should state at the very
beginning of the activity that students are not allowed to prepare yes-no
questions, because by saying yes or no students get little practice in spoken
language production. Rather, students ask open-ended questions to each
other so that they reply in complete sentences.
E. Interviews
Students can conduct interviews on selected topics
with various people. It is a good idea that the teacher provides a rubric to
students so that they know what type of questions they can ask or what path to
follow, but students should prepare their own interview questions. Conducting
interviews with people gives students a chance to practice their speaking
ability not only in class but also outside and helps them becoming socialized.
After interviews, each student can present his or her study to the class.
Moreover, students can interview each other and “introduce” his or her partner
to the class.
F. Dialogue
Dialogue is one of the media in teaching speaking. It
helps the students practice in speech, pronunciation, intonation, stress. The
primary objective of using dialogue is developing student’s competence
(pronunciation, intonation, stress) in teaching speaking like native speaker.
Therefore, in teaching learning uses dialogue (short and long the students are
motivated by the teachers question to reason rather than to recollect.
Dialogues is two sides communication, it means we just no have to express something
but we should have to understand what another peoples said (Podo and Sulaiman,
1995: 25).
G. Role Play
and Simulation
One other way of getting students to speak is
role-playing. Students pretend they are in various social contexts and have a
variety of social roles. In role-play activities, the teacher gives information
to the learners such as who they are and what they think or feel. Thus, the
teacher can tell the student that “You are David, you go to the doctor and tell
him what happened last night, and…” (Harmer, 1984). While simulation is very
similar to role-play but here students can bring items to the class to create a
realistic environment. For instance, if a student is acting as a singer, he or
she can bring a microphone to sing and so on. Role plays and simulations have
many advantages. First, since they are entertaining, they motivate the
students. Second, as Harmer (1984) suggests, they increase the self-confidence
of hesitant students, because in role play and simulation activities, they will
have a different role and do not have to speak for themselves, which means they
do not have to take the same responsibility.
H. Story
Completion
This is a very enjoyable, whole-class, free-speaking
activity for which students sits in a circle. For this activity, a teacher
starts to tell a story, but after a few sentences he or she stops narrating.
Then, each student starts to narrate from the point where the previous one
stopped. Each student is supposed to add from four to ten sentences. Students
can add new characters, events, descriptions and so on.
I. Reporting
Before coming to class, students are asked to read a newspaper or magazine
and, in class, they report to their friends what they find as the most
interesting news. Students can also talk about whether they have experienced
anything worth telling their friends in their daily lives before class.
J. Using Debate
Technique
Teaching speaking can be done throughout debate
method. Debate can be implemented as the alternative way to teach speaking.
Debate is different from other techniques. In debate, the students are given
some topics to be discussed. one or two students of them presents their
opinions and facts concerning the topics. The next step, he gives response to
the questions and comments from his friends in class. The debate might be a
good technique to teach speaking, but without a good and interesting topic, it
will be useless. Therefore, the English teacher must be selective in choosing
the topic. “In selecting the topic, the first thing to consider is that it
should be “light” and interesting. Second it should be able to trigger and
individual to say something.” (Mabrur, 2002: 3)
CHAPTER III
METHOD OF THE RESEARCH
A.
APPROACH AND TYPE OF THE RESEARCH
1.
APPROACH OF THE RESEARH
In this research the researcher
use Qualitative research.According
to Wikipedia.Qualitative research is a method of inquiry employed in
many different academic disciplines, traditionally in the social
sciences, but also in market
research and further contexts. Qualitative
researchers aim to gather an in-depth understanding of human
behavior and the reasons that govern such behavior.
The qualitative method investigates the why and how of decision
making, not just what, where, when. Hence,
smaller but focused samples are more often
used than large samples. In
the conventional view, qualitative methods produce information only on the
particular cases studied, and any more general conclusions are only
propositions (informed assertions). Quantitative methods
can then be used to
seek empirical support for such research hypotheses.
Thisapproach is a procedure that produces the
data descriptive research through disclosure of the words written or oral
information from the source that will be examined. The researcher use this approach because the data is
dynamic and full of the meaning
2.
TYPE OF THE RESEARCH
Type of the
research which use the researcher in this research is Ethnography
research.
Ethnography is the in-depth study of naturally occurring behavior within a
culture or entire social group. It seeks to understand the relationship between
culture and behavior, with culture referring to the shared belief, values,
concept, practices and attitudes of a specific group of people. Ethnographers
typically describe ,analyze ,and interpret culture over time using observations
and fieldwork as the primary data collecting strategies.
This researcher use ethnography
to know the behavior teacher English in teaching speaking at tenth year
students of SMA Negeri 1 Nganjuk
B.
THE RESEARCHER EXISTANCE
The researcher existence in qualitative research is the researcher as observer. In
Margono (2004:51), dijelaskanpenilitikualitatifberusahaberinteraksidengansubjekpenelitiannyasecaraalamiahdengancaratidakmemaksa.
In this study, the researcher as an instrument of research try to
find the information of the person who made the subject information in the
research that is being done. Researchers realized that the main objective is
finding information instead of judging something of the situation. So,
any form of data analysis, descriptions of data obtained.
C.
PROCEDURE OF THE RESEARCH
In this research there are some
steps to get the data. The first step is the researcher making simple interview
to the teachers for the first data. The researcher give the topic that focus on
the question of the research, from the topic then the researcher will arrange
research questions or problem statement that related to
the topic to the teacher is the next steps. Then Collecting of the data
will take after the researcher give the topic of the problem to the teacher.
The process of collecting the
data focus on the data that has abbreviation in research. There are some types
of collecting the data such as primer data, secondary data, quantitative data
and qualitative data. Analyzing of the data, the data and
information that obtained from the process of collecting the data, then analyzed
use appropriate procedures based on the type of the
data and the draft that has been formulated in design research.
The last step will use the researcher is interpret
of the data.
D.
PLACE AND TIME OF THE RESEARCH
1.
PLACE OF THE RESEARCH
This research will take in SMAN 1
Nganjuk. From this problem the researcher will observe to the teacher about how
to teach speaking in SMAN 1 Nganjuk. Because of this school is one of the
favorite school in Nganjuk and also near with the writers’s house so itwill be
effective and efficient.
TIME OF THE RESEARCH
No
|
description
|
dec
|
jan
|
feb
|
mar
|
apr
|
||||||||||||||||
1
|
Making Preparation of
research
|
|||||||||||||||||||||
a. consulting the
title
|
||||||||||||||||||||||
b. consulting the
material
|
||||||||||||||||||||||
2
|
Preliminary study
|
|||||||||||||||||||||
a. geting the
lincense from the rector
|
||||||||||||||||||||||
b. asking permission
to the head master of SMA N 1 NGANJUK
|
||||||||||||||||||||||
c. consulting the
instrument
|
||||||||||||||||||||||
d. arrange the
instrument
|
||||||||||||||||||||||
e. doing observation
|
||||||||||||||||||||||
f. doing interview
|
||||||||||||||||||||||
3
|
Analyzing the data
|
|||||||||||||||||||||
E.
SOURCES OF THE DATA
According
to Lofland (in Moleong, 2006:), sumber data utamadalampenelitiankualitatifialah
kata-kata, dantindakan, selebihnyaadalah data tambahansepertidokumendan
lain-lain.
In this
research will become sources of the data is the teacher cause this research
take in education in Senior High School 1 Nganjuk. The researcher will take all
of english teacher
in Senior High School 1 Nganjukto
take perception in teaching speaking.
F.
PROCEDURE OF COLECTING THE DATA
There
are many kinds of technique of collecting the data. According to Arikunto
(2006: 149) “many kinds of collecting the data, they are using test,
questioner, interview, observation and documentary”.
In
this research procedure collecting the data will use the technique of
collecting the data with observation, interview, and questionnaire. In this
research, the researcher use procedure of the research with observation,
interview, questionnaire . there
are seven procedures of the research, they are :
1.
The
writer prepare and arrange the instrument before doing observation
2.
After
that the writer does the observation and it will be done two times
3.
The
writer does observe the teacher
4.
After
doing observation, the writer interviews the English teacher to get the
information.
5.
Collects
the data after the writer gets some information of interview
6.
The
writer tries to analyze them
7.
And
finally make a conclusion
G.
TECHNIQUE OF ANALYZING THE DATA
The dataanalyzing in qualitativeresearch conducted
since before entering the field,
while in the field, and when you're done
in the field. According to the Nasution (from Sugiyono, 2008:245) analysis has been started since formulate and explain the problem,
before plunging into the field, and continue
until the writing of the results of the research.Activity in the analysis of
the data in this study, namely :First,
data reduction activities, at this stage
the researcher chose the subject matter of the data obtained from the field,
summarize, focusing on things that are
important and sought after themes and patterns. This
reduction process is done in stages, during and after
data collection to reporting results. Writers sort out
important data related to the research focus and make presentation framework. Second, presentation of data (data display), after
reducing the data, then the next step is to display the data. In this activity,
the authors reconstruct data based classification of each topic and then
separated, then the same topic are stored in one place, and each place is
marked, this is to facilitate the use of data in order to avoid mistakes.
Third, the data were grouped in two activities and then examined again
carefully, see where the data is complete and incomplete data that still require
additional data, and the activities carried out during the activities take
place. Fourth, after the data is considered sufficient and has reached
saturation point or has obtained compliance, the next activity is to prepare a
report at the end of this conclusion
Analysis in qualitative research using inductive
method . This study did not test the hypothesis ( but working hypothesis is
only used as a guide ) , but rather a compilation of abstraction based on the
data collected . analysis conducted over intensive after all
the data obtained in the field is considered to be adequate and sufficient , to
be processed and compiled into research until the final stages of the research
conclusions .
H.
CHECKING THE RESEARCH FINDING
VALIDITY
In the qualitative research that
become instrument is the researcher.
in the book of Metode penelitian quantitative qualitative R and D
sugiyono (2008:222) validasi terhadap penelitian sebagai
instrumen meliputi validasi terhadap pemahaman metode penelitian qualitative,
penguasaan wawasan terhadap bidang yang di teliti, kesiapan peniliti untuk
memasuki objek penelitian, baik secara akademik maupun logistiknya. It’s means that the researcher
must be understand about the method
that will use to the research and the time to take research. The researcher will add
with documention or addition data to complete the data and compare with data
that have occured by interview.
CHAPTER
IV
CONCLUSION
A.
Suggestion and Hopes
The researcher
accept for all suggestion and advice to make the research well. The
researcher also hope
that this research will do well and perfect.
REFERENCES
1. Universitas Nusantara PGRI
Kediri.PanduanPenulisanKaryaTulisIlmiah
2. Sugiyono.
2008. MetodePenelitianKuantitatifKualitatif dan R&D.
Bandung: ALFABETA.
3. Arikunto,
suharsimi. Prosedurpenelitiansuatupendekatanpraktik,
Jakarta :RinekaCipta
4. Moleong,
Lexy J. 2006. Metodologi Penelitian Kualitatif. Bandung: ROSDAKARYA.
