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TEACHING AND LEARNING PROCESS OF SPEAKING
1 2 3
Henny Susanty , Dewi Ritonga and Puan Tursina
1STKIP Muhammadiyah, Aceh Barat Daya
2STKIP Muhammadiyah, Aceh Barat Daya
3STKIP Muhammadiyah, Aceh Barat Daya
email: henny.susanty15@gmail.com
Abstract
This study was investigated the process of language teaching and learning of speaking in
terms RIWHDFKLQJPDWHULDOVWHDFKLQJPHWKRGVDQGOHDUQLQJDVVHVVPHQWVWRWKHVWXGHQWV¶DW
MTsN Blangpidie in the Academic years of 2016/2017. This study was a descriptive
research. Two English teachers who taught at MTsN Blangpidie were participated in this
study. An Interview was used to collect the data. The data were recorded, transcribed and
coded based on the the problems. The finding of the study showed that the teachers at MTsN
Blangpidie of South West Aceh used various teaching materials, teaching strategies and also
learning assessments.
Keywords: Speaking, Teaching Materials, Teaching Methods and Learning Assessments
INTRODUCTION language change´ Speaking is very
Teaching English includes four important in learning a language, if
skills: listening, speaking, reading, and someone wants to master a language, she or
writing. Speaking is one of the most he must learn how to say something in
difficult aspects for students to master. This English, (Thornbury, 2015). In conclusion,
is hardly surprising when one considers speaking is a skill that can be used to
everything that is involved when speaking, express what the student is going to say.
ideas, what to say, language, how to use There are four factors that provide
grammar and vocabulary, pronunciation as for good or effectiveness teaching, they are
well as listening to and reacting to the institutional factors, teacher factors,
person you are communicating. Dealing teaching factors and learner factors,
with this complexity, speaking skill must (Richards, 2001). In this study, the writers
be practiced since elementary level because focused on the teaching factors because it
it is the golden age to acquire new things concerns about teaching materials, teaching
more easily. strategy and learning assesments in
According to Gert and Hans teaching and learning process of speaking
VWDWHG WKDW ³6SHDNLQJ LV VSHHFK RU in the classroom.
utterances with the purpose of having MTsN Blangpidie is an islamic
intention to be recognized by speaker and Junior High School. There, English is used
the receiver processes the statements in everyday since all the students and the
RUGHU WR UHFRJQL]H WKHLU LQWHQWLRQV´ ,Q teachers start teaching and learning process
addition, Rebecca (2006) stated that in class by praying in bilingual; English
³6SHDNLQJLVWKHILUVWPRGHLQZKLFKFKLOGU and Indonesian. It has a mission to make
en acquire language, it is part of the daily their students are able to communicate by
involvement of most people with language using official and foreign languages. To
activities, and it is the prime motor of make teaching and learning process more
Getsempena English Education Journal (GEEJ) Vol.4 No.2 Novemver 2017 | 179
successful, the material can be selected ³$VVHVVPHQWLVGHVFULEHGDVDQDWWHPSWWR
apropriately. The form of teaching analyze the learning which the students
materials is anything which present or have achieved over a period of time as a
informs about the language to be learned. UHVXOWRIWHDFKLQJOHDUQLQJ´7KHUHDUHVRPH
In teaching and learning process teaching purposes of assessment. First, assessment is
materials is very important in the teaching to increase the continuous learning process
of the classroom. (formative). Second, it is used to give
In addition, teaching materials in feedback for the students on their progress
speaking must be fun and interesting so or achievement (summative) and inform it
that the students can learn with happy and to teacher and parents (informative). Third,
do not feel bored. According to Jean, LW LV XVHG WR LGHQWLI\ VWXGHQWV¶ QHHG WR EH
Brewster, Ellis, and Girard (2003) revealed supported (diagnostic). And fourth, it is
that some teaching materials that can be also used to check the effectiveness of
used in speaking such as storybook, songs, teaching method and learning material
rhyme, chants, game, posters, flashcards, (evaluative). Therefore, to find out whether
worksheet, video, CDs and the internet. all aspects in teaching and learning process
The next aspect that must be of speaking were acceptable, the writers
provided was method. Nunan (1991) stated had a research problem; How is process of
WKDW³0HWKRGLVWKHSUDFWLFDO realization of English language teaching and learning of
an approach. There are methods or speaking class in terms of teaching
technique which offer students much time materials, teaching strategy, and learning
to practice their speaking ability not only in DVVHVVPHQWVWRWKHHLJKWKJUDGHVWXGHQW¶VLQ
classroom but also outside and help them MTsN Blangpidie ?
become more socialized, and make students
more active in teaching and learning METHODOLOGY
process and at the same time makes their Participants
learning more meaningful and fun for Two English teachers who taught at MTsN
WKHP´ 7KHVH PHWKRGV DUH 7KH *UDPPDU Blangpidie, South West Aceh. The first
Translation Method, Direct Method, teacher was Ms. Sry Muliaty, S.Ag., who
Audiolingual Method, Presentation, taught at seventh and nineth grade and the
Practice, and Production, The second one was Mr. Saiful Azhari. S.Ag
Communicative Language Teaching (CLT), who taught at eight grade.
Task Based Learning, Silent Way,
Suggestopedia, and Total Physical Research Design
Response. Besides, there are some popular To gain the data needed, the writer
strategy in English language teaching used interview. Interview was used to get
learning of speaking such as role play, further instructional information about
simulations, information gap, teaching and learning process of speaking
brainstorming, storytelling, interview, story skill at MTsN Blangpidie. The writer
completion, reporting, playing cards, asked eight questions, for questions
picture narrating, picture describing. number 1 until number 3 refer to teaching
The last aspect that must be materials, for questions number 4 until
considered was assesment. According to number 6 refer to teaching strategies, and
Jean, Ellis, Dennis (2001) mentioned that for questions number 7 until number 8 refer
Getsempena English Education Journal (GEEJ) Vol.4 No.2 Novemver 2017 | 180
to learning assessments. For detail 3. Do you have any obstacles in
information see appendix 1. All the teaching speaking ?
answers were recorded to make the writer The answer indicated both of them said
easier to analyze the data. In addition, each that they have same obstacles in
teacher was interviewed within seven to teaching speaking like
nine minutes. misunderstanding of vocabulary.
In analyzing the data, first, the writer ³The problem that mostly I faced
WUDQVFULEHG DOO RI WKH WHDFKHUV¶ DQVZHUV in teaching speaking was the
Second, the writer interpreted all of the students lack of vocabularies.
information that the writer got from the Because of it, the students were not
data. Third, the writer described and took able to response my questions
´(SM)
conclusion about the teaching speaking in ³Of course, they could not
terms of teaching materials, teaching memorize well the vocabularies that
strategy and learning assessements. they have learnt. Besides, most of
them are from the different villages
Findings and they have different mother
1. What kinds of material that you used languages so it influenced their
abilities. ´(SA)
in teaching speaking in the
classroom ? 4. What kinds of strategy or methods
The answer indicated that both of them that you use in teaching speaking in
used various teaching materials. the classroom ?
³I used storybook, a songs and The answer indicated that
sometimes a game. By using a both of them used various
game I could make one materials of in teaching methods.
speaking.´(SM) ³ I ever to used role-play,
³I used the English On The Sky
textbook and this year he uses interviews, then story completion
another textbook Bright. Sometime, and also discussion. The students
I use storybook, a game and made a group, one of groups
worksheet.´(SA) discussed about some materials.
Implying discussion made them
2. Do you have another material that more active and asked them to share
you used in teaching speaking ? if the information to other groups in
yes, what are they ? front of class. With these strategies
The answer indicated that both of them classroom was more lively. Then, I
used another material in teaching always ask the students to memorize
speaking. a dialogue and asked them to do a
³Last semester, I used stories from role-SOD\´ (SM)
the newspaper and magazines. Then, ³ )LUVW , XVH EUDLQVWRUPLQJ role-
in this semester I used English On play and then storytelling.´(SA)
The Sky book. From the book, I
took some dialogues and made some
anecdotes from the magazine.´ 5. Do you have another method that
(SM) you use in teaching speaking in the
³Sometimes, I use real object and I classroom ? if yes, what are they ?
construct it as conversation. ´(SA)
Getsempena English Education Journal (GEEJ) Vol.4 No.2 Novemver 2017 | 181
The answer indicated both of them had ³KPPPWKHUHLVQRPRUH´(SA)
another method/strategy used in
teaching speaking in the classroom. 8. What kinds of assessment that you
³ I also used picture describing, I use in assessing to the students in the
gave the picture then I asked the class ?
students to describe it. The students The answer indicated that both of them
described about the pictures, what, used various assessments, such as
what they have to do. Then, from informal assessment, formative
the picture they could make a story assessment and summative assessment.
³(SM) ³I always use summative and
³ As I mentioned it before, yes I IRUPDWLYH´(SM)
have.´(SA) ³I use both of informal and
sometimes formative assessments.´
(SA)
6. Why do you apply the strategies or
methods in the class ? RESEARCH FINDING
Both of the teachers said that they In order to reach the goals of
applied the strategies or methods in the teaching and learning process, all the
class to motivate the students, attract stakeholders of MTsN Blangpidie have to
WKH VWXGHQWV¶ DWWHQWLRQ DQG PDNH WKH concern with the objective, the materials,
students like to study English textbook, and the medium of instruction.
especially in speaking. The purpose of teaching English in MTsN
³Well, I used the various methods Blangpidie was to develop communication
in teaching speaking to alleviate the competence orally during action (language
bored and to motivate the students
to learn speaking in the classroom. accompanying action) in school context,
So, if we only just imply one and to have awareness about the essence
strategy or method, for example and importance of English to enhance
memorize, the students feel bored. competing competence in the global.
If we use some methods or strategy A textbook is supposed to stimulate
they help the students more creative the students for being active, with the clear
to think. Although the results are not instruction, meaningful, and clear
as I expected, I saw my students are
willing to work and do what ever objectives. The textbooks used by MTsN
that I ask them to do. ´(SM) Blangpidie are English On the Sky II,
³ :H DGMXVW WR WKH VWXGHQWV Practice Your English Competence and
circumstances.´ SA) also Bright.
In addition, teacher plays an
7. 'R\RXKDYHUXEULFIRUWKHVWXGHQWV¶ important role in structuring the type of
achievement ? environment that will promote effective
The answer indicated that both of them oral language development. They can
had scoring rubric, but they were not establish a classroom atmosphere which
able to show the data. promotes openness, respect, and
³Actually there LVEXW,GRQ¶WNQRZ motivation. Students should feel some
where I put them exactly, because of
moving to another room and the ownership in the classroom voice.
papers scattered.´(SM) Language use is a natural part of this
Getsempena English Education Journal (GEEJ) Vol.4 No.2 Novemver 2017 | 182
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