The Technique of Teaching Speaking at SMA Negeri I Nganjuk

Khalifah Siti, Nur, (2010) The Technique of Teaching Speaking at SMA Negeri I Nganjuk. [ Skripsi ]

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Abstract

Key word: teaching technique, speaking. In the implementation of English language teaching in Indonesia, speaking is one of the skills that have become an important part of students’ daily life. Besides, to most people, the success of learning a foreign language is measured in term of the ability to carry out the meaningful conversation in the language. Since speaking is a skill, the students should be given enough chance to practice it. Therefore, the teacher should pay attention to teaching speaking, especially in choosing and implementing the techniques of teaching speaking. This study was intended to describe the teaching of speaking skill at SMA Negeri I Nganjuk. It focuses on describing the implementation of the techniques by using rolr play, debate and disscussion in teaching speaking skill. This study is desciptive qualitative research. The subject of this study was the teachers and the students at SMA Negeri I Nganjuk. The instruments used to collect data were observation, field note, and interview. The researcher analyzed the data and then presented them descriptively. The findings of this study were as follows. The activity of role play, debate and disscussion were some techniques of teaching speaking at SMA Negeri I Nganjuk. The first technique is role play.The steps of implementation of role play are, the teacher gave instruction about role play, the teacher gave preparation time, and the teacher decided group and then, the role play was done. And about the material of role play, the teacher made the simple material and the teacher had taken from book and sometimes from internet. For example, it is about the situation in the hospital, etc. This activity could make the students feel fun, enthusiastic in involving the teaching and learning process. The second technique is debate. The step of implementation of debate are, the teacher reminded about the instruction to learn more about the material of debate. Then, the teacher divided the students into two groups. Next, the teacher gave time for preparation, and the debate was done. About the material, the teacher used or chosed the problems in Indonesia like; the problem of pornographic video of Ariel, problem of tax broker of Gayus Tambunan, etc. The implementation of debate was interesting but also makes some of the student afraid to speak because it is dominated by smarter and talkative students. The last technique is discussion. The step of discussion was not very different from debate. It’s also similar with debate technique. And about the material it’s also similar; sometimes it’s more specific like, the condition of teenagers in this era, and the preparation before National examination. The implementation of \discussion was interesting but also makes some of the student afraid to speak because it is dominated by smarter and talk active students. All of those activities did make the students communicate using the target language. They used several language functions, and they used their body language to impove their expression. Based on the result of the study, it is recommended that the English teacher be more careful in selecting the kinds of the opening activity, give more students chance to speak and give more feedback and evaluation after the classroom activity. Next, to other reseacher it is suggested to conduct research on the same field using other research design such as experimental research design to know whether the techniques is more effective or not.

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