TEACHING SPEAKING SKILL THROUGH OUTING SPEAKING PROGRAM

(OSP)

This Paper is Arranged to Fulfill Final Project of

TEACHING ENGLISH AS FOREIGN LANGUAGE

LECTURER : IMA FITRIYAH, M.Pd.I

WRITTEN BY:

DWI AINUN FADZILAH ( 932216417 )

ENGLISH DEPARTMENT-FACULTY OF EDUCATION

STATE OF ISLAMIC INSTITUTE
(IAIN) KEDIRI
2019
TEACHING SPEAKING SKILL THROUGH OUTING SPEAKING PROGRAM
(OSP)

By Dwi Ainun Fadzilah / TBI 5E / 932216417

A. Introduction
English is community language. It is used to communicate with other
people around the world, especially among people who had different nationality.
Many countries speak in English as their mother language, some of them use
English as their second language, and the other use English as their foreign
language.
Now the government of Indonesia has decided to include English as a
subject taught at schools especially in junior and senior high level (Depdiknas,
2006). The subject aims the students to master four language skills, namely
listening, speaking, reading, and writing: and three languages components which
are grammar, pronunciation, and vocabulary.
As we know that one of the most significant problems in teaching-
learning English nowadays which is faced by students in Indonesia is the lack of
motivation to learn it. English somehow is still a “nightmare” for several
students in national examination.
Every skill and language components are important to be learned by the
students. However speaking is what the students focus to learn when they want
to communicate using English. But, teaching speaking in junior high school is a
big challenge for the teachers, because the teacher should grow the student’s
interest in order that they have motivation to speak. Besides, the teacher should
create some interesting ways for their students such as role play, study club,
jigsaw, guessing word, discussion, and group debate. Those can reduce the
student’s bored in studying language, especially speaking.
Speaking is very important skill for the junior high school students
because it prepares them to face the global world. However there are three
problems in identified teaching speaking for junior high school students namely;
1) limited vocabulary which will make them unable to say words during
teaching-learning process. 2) Limited grammar, they are also afraid in arranging
the words into a sentence. The mistake of using grammar is a big problem for
the students to speak well. 3) lack of confidence, it will be an obstacle produce
the speaking ability to students.
From the problem above, the teacher should think about the methods that
could be used to extend the information for the students, where the methods
might be appropriated with the materials that would be given. Lecturer might
have many ideas to make the teaching and learning process was not
monotonous. The class could be successful if the teacher could choose the
proportional method to give the information and materials for the students. The
ability of lecturer in using teaching methods would influence the students’
achievements.
The activity that can be used in teaching speaking and provide the joyful
and comfortable environment for students is through conducting the class in
outdoor environment. For the meaning itself Outdoor education is as O‟Donnell,
Moris and Wilson (2006) suggest that Education Outside the Classroom has
been defined, in its broadest sense, as any structured learning experience that
takes place outside a classroom environment, during the school day, after school
or during the holidays and it can include, amongst other activities, cultural trips,
science and geography fieldwork, environmental and countryside education,
outdoor and adventurous group activities, learning through outdoor play, and
visits to museums and heritage sites. When in outdoor class, students will see a
real object. In speaking, students can describe something in real object and it is
very important, it will make the students easily describe the object without
thinking about the shape of the object in their imagination.
In outdoor class students will see many kinds real object that can be
described, such as building, people, plant, and etc. Furthermore Patmonodeo
(2003:2012) also stated that in the teaching learning process, outdoor activities
are essential for student’s health and well-being. The sense of peace and warmth
of the sun on their backs and butterfly lend gently on a flower are immeasurable.
Just like that the beautiful scenery and fresh air can make their mind relax and
healthier.
 Outdoor class provides many advantages for students as well as the
motivation. As Oliver (2009) says that “Taking the classroom outside provides
an ideal opportunity for students to improve their comprehension, as well as
increases intrinsic motivation by making valuable connections to the outside
world” Through the use of outdoor class, students‟ motivation will increase.
This kind of motivation will help the students to study English more and if the
motivation of the students is increasing, they will easily learn speaking.
B. Theoretical Basis
Teaching speaking
Teaching 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. These activities make students more active in the learning process and at the
same time make their learning more meaningful and fun for them.
What is meant by "teaching speaking" is to teach ESL learners to:
 Produce the English speech sounds and sound patterns
 Use word and sentence stress, intonation patterns and the rhythm of the
second language.
 Select appropriate words and sentences according to the proper social setting,
audience, situation and subject matter.
 Organize their thoughts in a meaningful and logical sequence.
 Use language as a means of expressing values and judgments.
 Use the language quickly and confidently with few unnatural pauses, which is
called as fluency. (Nunan, 2003)

Principles of teaching speaking

According to Brown (1994), there are seven principles of teaching reading, they
are:
1. Use techniques that cover the spectrum of learners needs, from language
focus on massage, meaning and fluency to accuracy.
2. Provide intrinsically motivating techniques.
3. The use of authentic language in meaningful context, the teacher should
encourage the students to use authentic language during the speaking
activities, so that the activities would be meaningful for them.
4. Provide appropriate feedback and correction, when the students make some
mistakes during the activities the teacher should give feedback and
correction, so the students would not make same mistakes.
5. Capitalize on the natural link between speaking and listening, because
speaking could not be separated from listening.
6. Give students opportunities to initiate oral communication.
7. Encourage the development of speaking strategies.

Outing Speaking Program

Gair (1997) listed six features of an outdoor education program:

1. Education occurs outdoor. It does not have to be offered in a classroom.

2. Participants get directly involved in activities.
3. Real objects are used. Activities are implemented by using real objects and
the senses.
4. Instead of memorizing available knowledge, relations between objects or
events are discovered and described.
5. Learning through practice and experience activates more than one sense.
6. Since the environment of an outdoor education program is different from that
of an enclosed classroom, children find outdoor activities interesting and fun.

It has been reported in the literature that outdoor learning environments

provide students with a chance of gaining direct experiences and contribute to
making connections between what they learn and daily life (Ertaş, Şen &
Parmasızoğlu, 2011). Study in the US show that schools that use outdoor
classrooms and other forms of nature-based experiential education show
significant student gains in social studies, science, languages, arts and
mathematics (Cooper, 2015). Observing what is learned outdoors and in nature
quickens the acquisition and retrieval of knowledge in the long-term.
TEACHING PROCEDURE

Teaching speaking skill is difficult, so the author would like to present

the application of outing speaking program to teach speaking skill.

Opening

The teacher opens the class by using greeting expressions like “good morning
students how are you?"

Pre- activity

1. The teacher leads to pray together

2. The teacher checks students’ presence
3. The teacher involves students for brainstorming.

Main activity
Ask students to make a group consist of 3 to 5 students. Before students come to
the place for outdoor classroom, teacher separated some words or picture in the
secret place, and asks students to found it.

Teacher: Now today we have an exciting activity for you. What do you want to
go ahead?

Students: Yes

Teacher: That something called find me!

Students: it was about finding something?

Teacher: Yeahhh, you are right. I have done to hide some words. And your duty
is find the words. After that you must presented about it. Do you understand?

Students: Yes miss, we are understand.

Teacher: You only have 10 minutes, starting from now.

Whilst activity

Observing

Teacher informed to the students about the describing people, animals, and
other.

Questioning

1. Every group discuss about vocabulary that has been found.

2. Teachers explain that students have to present word with time 2 minutes.

3. Teacher give example first.

Communicating

Teachers explain to the task and ask students to make a group and discuss with
their own group.

Post activity
Teacher give evaluate the students’ performance
Closing
Teacher: okay, I think it is enough for today. Do not forget to do your homework
and see you!
Students: See you and thank you miss.
C. Reflection
D. Conclusion
E. References
Brown, H. Douglas. 1994. Teaching by Principles: An Interactive Approach to
Language Pedagogy 10th Edition. New Jersey: Prentice Hall.
Nunan, D., 2003. Practical English Language Teaching. NY:McGraw-Hill.