THE TEACHERS’ STRATEGIES IN TEACHING SPEAKING AT MTs

ANNUR TANGKIT

THESIS

WRITER BY:

HAMZAH FANSHURI

TE. 130502

ENGLISH EDUCATION PROGRAM

TARBIYAH AND TEACHERS TRAINING FACULTY STATE

ISLAMIC UNIVERSITY SUTHAN THAHA SAIFUDDIN

JAMBI

2019
 DEDICATION
In the name of Allah SWT For HIS blessing and the merciful with deep thanks and proud. I
dedicate this thesis especially to:

My beloved father “MUDIONO S.Pd” And My beloved Mother “KASINEM S.Pd” who
have been caring me with love and affection, teaching, and educating me that Islam be part of
my life

My beloved sister “HABIBAH ANNA RADMIKA S.Pd” for your support, motivation, and
suggestion so I can finish this Thesis

And for all my friend I just want to say : thank you so much
 KEMENTRIAN AGAMA REPUBLIK INDONESIA
UIN SULTHAN THAHA SYAIFUDDIN JAMBI
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Alamat : fakultas Ilmu Tarbiyah Keguruan
Jl.Jambi-Ma.Bulian.KM. 16 Simpang Sungai Duren Muaro Jambi 36363

ABSTRACT

Name : Hamzah Fanshuri

Department : English
Title :The Teachers’ Strategies in Teaching Speaking at MTs An Nur Tangkit

This study aims to determine the teacher's strategy in teaching speaking at MTs An
Nur Tangkit. In conducting research, the author uses qualitative research. In this case a direct
analysis of the strategies used by the teacher in teaching English. The arrangement of this
research was held at MTs An Nur Tangkit on Pandawa street number 43 Muaro Jambi
Tangkit. In this study researchers used observation sheets and interview sheets to collect data.
Based on the research findings, about the teacher's strategy in teaching speaking, the
researcher foundthe teacher teaching strategy that is most widely used in teaching speech at
MTs An Nur Tangkit Use Records & transcripts, dialogues, discussions, class conversations
and casual chat. The teacher uses the technique because it is based on a handbook and is easy
to practice. Some other strategies are sometimes used by the teacher, but the frequency is
very rare. Based on the discussion, most students like the strategies used by the teacher. They
followed the teacher's instructions

Key word : Teachers’ Strategies, Teaching Speaking

 KEMENTRIAN AGAMA REPUBLIK INDONESIA
UIN SULTHAN THAHA SYAIFUDDIN JAMBI
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Alamat : fakultas Ilmu Tarbiyah Keguruan
Jl.Jambi-Ma.Bulian.KM. 16 Simpang Sungai Duren Muaro Jambi 36363

Name : Hamzah Fanshuri

Jurusan : Bahasa Inggris
Judul : Strategi Guru Mengajar Berbicara di MTs An Nur Tangkit

ABSTRAK

Kata kunci: Strategi Guru, Mengajar Berbicara

Penelitian ini bertujuan untuk mengetahui strategi guru dalam mengajar berbicara di
MTs An Nur Tangkit. Dalam melakukan penelitian, penulis menggunakan penelitian
kualitatif. Dalam hal ini analisis langsung tentang strategi yang digunakan oleh guru dalam
mengajar Bahasa Inggris. Pengaturan penelitian ini diadakan di MTs An Nur Tangkit di jalan
Pandawa nomor 43 Tangkit Muaro Jambi. Dalam penelitian ini peneliti menggunakan lembar
observasi dan lembar wawancara untuk mengumpulkan data. Berdasarkan temuan penelitian,
tentang strategi guru dalam mengajar berbicara strategi mengajar guru yang paling banyak
digunakan dalam pengajaran berbicara di MTs An Nur Tangkit Menggunakan Pencatatan &
transkrip, dialog, diskusi, percakapan kelas dan obrolan santai. Guru menggunakan teknik itu
karena didasarkan pada buku pegangan dan mudah untuk dipraktikkan. Beberapa strategi lain
kadang digunakan oleh guru, tetapi frekuensinya sangat jarang. Berdasarkan diskusi,
sebagian besar siswa menyukai strategi yang digunakan oleh guru. Mereka mengikuti
instruksi guru.
 TABLE OF CONTENTS

PAGE TITLE ....................................................................................................……. i

OFFICIAL NOTE .............................................................................................….. ii

ORIGINALITY THESIS STATEMENT .......................................................….. iii

DEDICATION ...................................................................................................….. iv

MOTTO .............................................................................................................….. v

ACKNOWLEDGEMENT ................................................................................….. vi

ABSTRACT .......................................................................................................…... viii

ABSTRAK .........................................................................................................….. ix

TABLE OF CONTENT .....................................................................................….. x

CHAPTER 1 INTRODUCTION

A. Background of the Study .................................................................................. 1

B. The Formulation of The Problem ..................................................................... 4
C. Limitation of the Research ............................................................................... 4
D. Purpose Of The Study ...................................................................................... 4
E. Significance Of Study........................................................................................ 4
CHAPTER II THEORETICAL FRAMEWORK
A. The Teaching Strategy ...................................................................................... 6
B. Types of Strategy ............................................................................................. 7
C. Teaching Speaking ........................................................................................... 8
D. Strategies in Teaching Speaking ....................................................................... 15
E. Relevant Studies .............................................................................................. 26

CHAPTER III RESEARCH METHODOLOGY

A. Research Design ............................................................................................... 28
B. Setting and Subject of the Study ...................................................................... 28
 C. Data and Data Source ...................................................................................... 29
D. Data Collecting Method ................................................................................... 29
E. Data Analysis Method ...................................................................................... 30
F. Trustworthiness of Data ................................................................................... 31
G. Schedule of the Research ................................................................................ 32

CHAPTER IV FINDING AND DISCUSSION

A. Finding ............................................................................................................. 33
B. Discussion ........................................................................................................ 37

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ....................................................................................................... 41
B. Suggestion ....................................................................................................... 41

REFERENCES .......................................................................................................... 43
 CHAPTER I
INTRODUCTION

A. Background of the Study

Teaching is the way to convey information about a topic that would be learned by the
students. The purpose of the teaching learning process is to make students get knowledge and
be able to understand the knowledge. To achieve the purpose of teaching, the teacher is as a
key that should be creative in choosing the materials and strategies of teaching to make the
students easy to understand the knowldege. Besides that, the role of the teacher is also very
important to made learning process well.
According to law of Indonesian No. 14 (2015) Teacher is a professional educator
when the first of duty is educating, teaching, aiming, coached, assessment and evaluating the
young students of education at education formals and explain on subsection. The educators
are a professionallity to prepare, palned doing teaching and learning process.
Furthermore, the basic elemet in teaching and learning is the teacher (Kunandar, 2017).
Teacher is a professional educator who has responsibility in educating, teaching, supervising,
directing, training, assesing, and evaluating learners (Depdiknas, 2015). Therefore, the
teacher has to be able to create a comfortable and conducive class environment to make the
students enjoy the class and learn the material at the same time. As a result, the goal of
learning can be achieved. Since students are various in characteristics and background,
teacher need to be careful in choosing the right way to be implemented in order to help the
students achieve the learning goal. Therefore, a carefully designed procedure is primary in
teaching and learning activities. In other words, teacher needs a certain strategy to reach a
certain goal in teaching and learning.
However, a professional teacher will produce good students and future competitive era of
globalization. Teacher educators must also have good teaching strategies so that the learning
process will be easier to provide teaching and students can easily understand about learning,
so as to achieve the purpose of teaching and learning.
In fact, there are plenty of options strategies that can be used by a teacher while teaching,
not only strategies in the classroom,but also strategies outside the classroom that makes
learning more interesting for students so teachers must be active and creative in selecting
teaching strategies that better and efficient for students so that the teacher can control the
classroom with a good and active.
 Moreover, a strategy is defined as a set of procedure in learning, thinking, teaching, etc.
That is used as a way to achieve a certain goal (Richards, et al, 1992). Every individual has
his or her way to reach the goals that she or he set. It also happens to teacher. A strategy used
by one teacher might be different with another teacher. It depends on the needs of their
students or the learning objectives that they want to achieve.
As it is known that deciding the teaching strategy should be applied in the class involves
a thoughtful design and planning (Orlich, et al., 2010). In teaching, teacher is faced with a
group of different individuals that come from different backgrounds and the goal of teaching
itself is to bring those differences together into the learning (Silver, Harvey F., Richard W.
Strong, and Mathew J. Perini, 2017). Therefore, teacher should consider the goals that she
wants the students to reach. Decision of which approach and method that be used as the basis
for using a certain strategy is also important.
Based on the study of Hackarton (2015), Scores on quizzes and exams were fairly high,
even when using lecture. It is unfortunate that lecture has earned such a bad reputation. While
there may be some exceptions, the current research suggests that, in general, any technique
that an instructor uses can be effective, if it is used competently, appropriately, and
enthusiastically. So that way the strategy influenced the students’ score.
Thornbury (2005:1) states in his book, speaking is so much a part of daily life that we
take it for granted. The average person produces tens of thousands of words a day, although
some people –like auctioneers or politicians- may produce even more than that.
However, one of the responsibilities a teacher should concern while teaching the
students is to create a communicative environment, instead of worrying about the process of
teaching and put no regard on the students language ability. Nevertheless, speaking activities
in class sometimes do not work properly as the teacher wanted it to be. There are so many
factors that make the students feel afraid to express English spoken language in class. The
teaching learning process should not only happen between students and their teacher, but also
among students. In order to create an environment where the interactions between students
may happen, there are so many strategies can be applied.
Brown (2001:14), strategies were the specific activities manifested in the classroom
that were consistent with a strategy and therefore were in harmony with aproach as well.
Consequently, Teacher’s strategies in teaching speaking to the students are really
important. It is interesting to the researcher to study about these strategies implemented by
the teacher, because it is considered that teaching strategies influence the quality of students’
English learning condition and finally the students’ ability in English.
 One of school that concern to have bilinguals in teaching and learning activities is MTs
AnNur Tangkit. Besides, MTs AnNur Tangkit also has some students that succeess became
winner in speech contest, debate and English poet. Additionally, they also use English in
daily activity. This school has some areas to make students usual in using English. It called
English zone.
Based on pre observation, the researcher found that MTs AnNur Tangkit applied
teaching strategies in English learning and it make the students easier to understand English.
Therefore, teaching strategy is important, because it influnced students in learning. The
suitable and appropriate teaching strategy in some researchs can improve students’ ability and
improve their score. So that, teaching strategy is as a basic to teach for teacher. For addition,
this school also concern students to have multilingual skill in daily life. That is why the
research about teaching strategy can be a reference for school in order to develop and
improve school’s qualities.
As it knows that. to be a teacher must have strategy in teaching in order to make students
understand. If the teacher did not using strategies,the probability which can be hapened are
the students difficult to understand and they become bored. It caused of students do not
familiar to use English in their daily.The students become more understand when the teacher
using strategies in teaching.
So far, based on those explanations above, the researcher is interested taking the
research which is entitled is “TheTeacher’sStrategies in Teaching Speaking at MTs AnNur
Tangkit ”.

B. The Formulation of The Problem

From the background of the study stated above, the researcher formulates the question
as follows:
“What are the Teacher’sstrategies in teaching speaking atMTs AnNur Tangkit ?’
C. Limitation of the Research
To limit the problems will be discuss in this research the comprise of: (a) teacher
strategies in teaching English at students MTs AnNur Tangkit , (b) the students response of
the teacher strategies in teaching English MTs AnNur Tangkit .
D. Purpose Of The Study
Based on the statement of the problem above, this study is aimed at to find out the
Teacher’s strategies in teaching speaking at MTs AnNur Tangkit.
E. Significance Of Study
Significance of this study is expect the result of this study to give somecontributions
to the success of the teaching and learning English at the elementary. Especially for The
teacher is able to select the most appropriate strategy toovercome the problem and the student
can understand easily. The result of the research can enrich the previous theories in second
language learning. The finding of the research hopefully can be used as valuable theoretical
information about strategies in teaching English for any researchers who wants to conduct
further research of English language teaching. Then, To the students, this research gives
information about how teaching strategies can be implemented to help them learn better.
 CHAPTER II
THEORETICAL FRAMEWORK

A. The Teaching Strategy

Word a strategy are meaning about the winer, life or fighting spirit. The meaning are
about unable or failure of the company or organization in confron the pressure or problem
from inside and outside (Kasali, 1994:173).
Strategies are steps or actiona taken for the purpose of winning a war, other definition
of strategy is an effort to achieve of succes goal. In education context, J. R David (in
Hamruni, (2017: 1) stated that strategy is a plan, method, or series of activities designed to
achieve a particular educational goal.
So, The strategy are the plan long-term and as determinants in long-term and
following activities to achieve special purpose. Strategy important to coordinate a
organization to achieve a goal. In here strategy is like art that is art bring the army on the
battle field with good position.
According to Antony, Parrewe dan Kacmar (2010) In Nainggolan (2017) The strategy
as formulation mission and the goal of organization, include the action plans to achieve the
goal in explicit, with considered competitive condition and the influences in direct from
outside organization or not influences for the directness organization.
According to Brown (2010:113) Strategies are specific methods of approaching a
problem or task, modes of operation for achieving a particular end, planned designs for
controlling and manipulating certain information.Then strategy is as a remedy the teacher in
making system area thathappened to process teaching learning. (Ahmadi:2015: 32).
According to Chamot (1987) strategies are often more powerful when theyare used in
appropriate combinations.
The strategy as general of activities it must do to achieve specific purpose (sanjaya,
2017). Say the general because a strategy in the reality not yet going to the practice, still as
plan or full illustration, but to achieve the purpose of strategy in arranged to specific purpose.
So, the strategy are when a person doing activities to achieve specific purpose, have a
plan and formulation to get the goal it.Based on those definitions above, strategies are any
tools or tactics that learners employ to learn more effectively and more autonomously.

B. Types of Strategy
Before the strategy, writer will explaine about approach. An approach is a way of
looking at teaching and learning. Underlying any language teaching approach is a theoretical
view of what language is, and of how it can be learnt. An approach gives rise to methods, the
way of teaching something, which use classroom activities or techniques to
help learners learn. After the approach, the strategy become the part of approach,.
According Masitoh (2017 :15-18) there are several types of learning strategies as well
as supporting reference by teachers in teaching, such as:
First startegy is learning startegy. Learning Strategies Expository Is a strategies that
emphasizes the delivery of content verbally process of a teacher / instructor to sekelomok
trainees with the intention that trainees can master the subject matter optimally.
Second is quantum learning. Quantum Learning combines sugestologi, accelerated
learning strategies , and NLP with the theories, beliefs, and the specific method. Including
concepts: the theory of the right brain and the left brain, the theory triune brain, selection
modalities, holistic education, learning with symbols, and simulation, concept of learning
Quantum design a learning process harmoniously combines elements of academic skills,
physical feats, and skills in life.
Then, the third is cooperative Learning Strategies. Cooperative Learning Strategies is
a series of learning do students in small groups with different abilities to achieve the learning
objectives that have been formulated.
The fourth is Inquiry Learning Strategy. Teachers act is digging a maximum capacity
of students and the potential existing on students in completing the discharge of duties /
problems in the learning process
The next strategy is strategy problem based Learning (SPBM). The learning
objectives can be achieved if the educational activities focused on tasks or problems that
authentic, relevant, and presented in a context, learning begins with problems and these
problems will determine the direction of learning in groups.
The other strategy is Contextual Learning Strategies. Contextual Learning Strategies
is a learning strategy that emphasizes the process of involvement of students to be able to find
the material studied and relate them to real life situations that encourage students to be able to
apply it in their lives.
The last is Active Learning Strategies. In active learning activities, it was students
who perform the learning activities, it is they who must find and solve problems on their own,
finding examples, tries skills, and perform learning tasks that must be accomplished.
Teachers needed some theory strategy for teaching especially in teaching speaking it
make easier teachers to teach, as like: Learning strategies expository, quantum learning
strategies, cooperative learning strategies, inquiry learning strategy, strategy problem based
learning (SPBM), contextual learning strategies, active learning strategies. To support the
teacher in teaching learning listening some strategies can be used in order teaching learning
process can be good and interested.
So, the strategy is something that important for teachers to teach and deliver teaching
materials properly and to establish a classroom atmosphere becomes more fun and
interesting, so that achievement of learning goals, especially speaking comprehension.

C.Teaching Speaking

One of the skills learned in language learning is speaking. Havingthe ability to speak
is considered as the successful of language learning. The reason is because speaking may
need courageous for language learners. It takes courageous because speaking is not only
producingsounds, but it needs the knowledge of how to pronounce, to deliver meaning, and to
turn ideas into words. Speaking has some sub-skills and it also may become essential for
learners in language learning.
Hughes (2002:6) stated that “Speaking is not a discrete skill.” It cannot stand alone
because some complex activities or sub-skills such asvocabulary mastery, grammar
competence, comprehension, inputs of language, phonology, and pronunciation are included.
People speak using words in which the words have meaning that the speakers have to
chooseand use them appropriately and of course this activity needs a skill in choosing and
using the proper ones. Not only does the word order that people should notice, but the
knowledge of how to pronounce words is also should be noticed in speaking. The reason of
why pronunciatio should be noticed because in speaking in foreign and second language the
written form and the pronunciation are far different. Those sub-skills are merely needed for
successful of communication activities.
Speaking, according to Bygate in Nunan “Speaking is typically reciprocal:
interlocutors are normally all able to contribute simultaneously to the discourse, and to
respond immediately to the each other’s contributions.”(2006:76). The brief explanation
about speaking above inspires the writer that in speaking, speakers produce language which
has meaning in order to express some ideas or thoughts. In other words, people speak in order
to express their ideas and in order to give information to who they talk to. This means that
speakers need listeners to keep the conversation going.
 Speakers and listeners are interchangeable in their roles. Incommunicative activities,
speakers are listeners at the same time because speakers need listeners to listen what they are
saying and listeners need spoken language from the speakers to be listened to or to be reacted
to what they have heard. When speakers and listeners do their roles in conversation, the
conversation will keep going on. This is because listening and speaking are interconnected in
which the listener listen to the speaker and make a reaction. Therefore, the comprehension of
listening is a way to the listener and the speaker keeps going on a conversation.
In language learning, speaking may essential for learners. Horwitzstated that
“speaking is the hallmark of second language learning. Although some learners may have
personal goals for language learning that do not include speaking, most educators accept
speaking as an essential goal of language learning and teaching.” (Horwitz ,
2008:91).Speaking becomes essential because it is the skill which people can see directly that
the learners of a language are succeed. People may judge that the successful of language
learning is when the learners can produce the language they are learning. Like what stated by
McDough and Shaw “In many contexts, speaking is a skill upon which person is judged ‘at
face value’. (McDough& Shaw, 2003:87). In other words, people may sometimes make
judgment about language competence from speaking skill rather than any other skill.
Moreover, Farrel, stated that “One of the main sources of evidence of language competency
is the ability to speak the language you are learning” (Farrel,2007:143). Therefore, speaking
can be a direct judgment for language learners, because speaking performance can define the
knowledge of the speakers in using the language.
The skill of speaking refers to the students’ ability to express mind or feeling orally.
Many language learners regard speaking skill 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 term of their accomplishments in spoken
communication. They often evaluate their success in language learning as well as the
effectiveness of their English course on the basis of how much they feel they have improved
in their spoken language proficiency.
Oral skill have hardly been neglected in EFL/ESL courses (witness the huge number
of conversation and other speaking course book in the market), thought how best to approach
the teaching of oral skills has long been the focus of strategyological debate. She nd
textbooks make use of a variate of approaches, ranging from direct approaches focusing on
specific features of oral interaction (e.g turn-taking, topic management, and questioning
strategies) to inderect approaches that create conditions for oral interaction throguh group
work, task work, and other strategies (Richards, 2011).
As language skill, speaking is the active or productive skill, where the students need
to function the language to communicate to someone, talk or to express their ideas so that
they will find out that people can respond and understand them.
Meanwhile, Cameron (2015:40) states that speaking is the active use of language to
express meaning so that other people can make sense of them.
Meanwhile as a language skill, speaking which is said as has to be interactive, and in
other condition, discourse management is also required in speaking.
As Thornbury states (2015) speaking is interactive requires the ability to cooperative
in the management of speaking turns.
Nunan (2011:16) Speaking is physically situated face -to- face interaction: usually
speaker can see each other and so can refer to the physical context and use a number of
physical signals to indicate to the interaction. Their intention to contribute and their attitude
towards what is being said.
Based on some opinion above, speaking is the activity to use language to
communicate ideas in interactive situation, in doing the activity of communicating the
speakers need to show their attitude, and taking turns which us said as having discourse
management. The interactive situation itself includes the condition where there are several
speaking interactions shown among the students, between students and their teacher in active
English. The students attitude should show the students’ ability in speaking regardless that
they found obstacles supported with discourse managements where the students and their
teacher take turns when they speak and communicate during the learning-teaching progress
taking place.
Teaching speaking is the action of guiding the students to be able to communicate and
show any interaction to another person involved in the conversation. Thus, in teaching
speaking skill it is necessary to make the students have clear understanding involved in
speech.
As Brown and Yule (2010: 3) describe that there are significant differrences between
spoken and written language in language teaching. Spoken language has been pictured as
teaching students to pronounce written sentences in foreign language teaching. Furthermore,
Brown and Yule (2010:3) also states, there is no longer a secure, tried-and-tested, teaching
tradition to lean upon. The fact that as a teacher, we need to provide the classroom with
appropriate teaching materials, communicative environment of teaching learning process, or
the demand to always bring a teaching strategy that will increase the students’ speaking skill.
The term of teaching can be understood by several points of view. Generally, teaching
means the action of someone who teaches to let the learner to know certain knowledge or
skill, in certain setting of learning and teaching. According to Brown (2010:7), teaching is
guiding and facilitating learning, enabling the learner to learn, setting the conditions for
learning. Teaching needs to be seen as a process, includes someone who teaches, has the
learner, the material, and also the setting. Which all of the components needed in teaching
have to be maximized to achieve what it is refered to effective teaching.
Teaching in educational psychology can be seen as both art and science. According to
Santrock (2011:25) teaching is linked to both science and art. In terms of art, skillful,
experienced practice contributes to effective teaching. In terms of science, information from
psychological research can provide valuable ideas.
There are two main ideas that the researcher wants to emphasize from the statement
above, effective teaching and provide valuable ideas. To achieve effective teaching, the
teacher should namely providing skill, experience, knowledge, and certain informations to
themselves to be able to guide and facilitate learner.
According to Brown and G.Yule (2010;6) explain that in teaching speaking the
teacher helps their students develop for real life communication situation. They help their
students develop the ability to produce grammatically correct, logically connected sentence
that are appropriate to specific context and to do so using acceptable (that is, comprehensible)
pronunciation.
One of the primary concerns of improving speaking English is to involve students
consciously in their own learning process as they work to improve their spoken English.
According to Morley in Manalu (2017: 5), the purpose of teaching speaking is to help the
students to accomplish four things:
1. To improve self confident in speaking and listening to English.
2. To improve intelligibility in speaking and listening to speaking English.
3. To improve fluency in speaking English.
4. To improve accuracy in speaking English.
From the explanation from the experts above, the researcher concluded that teaching
speaking speaking is the action of facilitating the learning process of the students with
various strategies to be able to be said as successful learning.
 In teaching speaking, it is then become important to know the characteristic of spoken
language that can influence some element of speaking. According to Brown (2010:270-271),
there are some characteristics of spoken language can make oral performance becomes easy
or difficult:
1. Clustering, fluent speech is phrasal, not by word. Leaner can organize their output both
cognitively and physically (in beat groups) through such clustering.
2. Redundancy, the speaker has opportunity to make meaning clear through the redundancy
of language. Learners can capitalize of this feature of spoken language.
3. Reduced Forms, contractions, elisions, reduced vowel, etc. All from special problem in
teaching speaking English.
4. Performance variables, one of the advantages of spoken language is that a process of
thinking as you speak allows you to manifest certain number of performance hesitations,
pauses backtracking, and corrections. Learners can actually be taught how to pause and
hesitate.
5. Colloquial language, make sure your students ore reasonably well acquainted with the
words, idioms, and phrases colloquial language and they get practice in producing these
forms.
6. Rate of delivery, another salient characteristic of fluency is rate of delivery. One of your
task in teaching spoken English is to help learners achieve an acceptable speed along with
other attributes of fluency.
7. Stress, rhythm, and intonation, this is the most important characteristic of English
pronunciation. The stress timed rhythm of spoken English and it’s intonation patterns
convey important messages.
8. Interaction, learning to produce waves of language in a vacuum without interlocutor would
rob speaking skill of it’s richest component the creativity of conversational negotiation.
In Teaching speaking is also becomes important to know what exactly the goal of
teaching speaking itself. When teaching speaking is meant to be communicative, fluency and
accuracy are the most being concerned features.
According to Richard (2010:222-223) fluency and accuracy are as follow:
1. Fluency is the features which give speech the qualities of being natural and normal,
including native like use of pausing, rhythm, intonation, stress, rate of speaking, and use of
interjections and interruptions. In second and foreign language teaching, fluency describe
a level of proficiency in communication, which includes:
a. The ability to produce written and/or spoken language with ease.
 b. The ability to speak with a good but not necessarily perfect command of intonation,
vocabulary, and grammar.
c. The ability to communicate ideas effectively.
d. The ability to produce continuous speech without causing comprehension difficulties
or a breakdown of communication.
2. Accuracy refers to produce grammatically correct sentences but may not include the
ability to speak or write fluently. As it is explained above, both fluency and accuracy
seems to be contrasted to each other, yet in teaching speaking fluency and accuracy have
to be taught at the same time.
Based on the explanation above, the researcher concludes that elements of speaking
are consist of both strategies and goals. The strategies are related to the linguistic
competence, such as pronunciation, grammar and vocabulary. Meanwhile, the goals of
speaking will influence the speaking fluency and accuracy.
Refers to Richard and Renandya (2012: 208) says that there are two functions of
speaking in human interaction, they are Interactional function serves to establish and
maintain social relations. In the meantime, transactional function focused on the exchange of
information. Speaking in this case aims to give information from one to others that can
involve two or more people who use language for interactional and transactional purpose.
Brown (1994) labels speaking as the most challenging skill for students because of the
set of features that characterize oral discourse contractions, vowel reductions and elision; the
use of slang and idioms: stress, rhythm and intonation; and the need to interact with at least
one other speaker.
There are numerous daily life situations where people need speaking, such as talking to
someone face to face, communicating through the phone, answering questions, asking for
directions, in shops, meetings or chatting with their friends, to name a few. People spend
great deal of their time interacting with more people and, each of these situations requires a
different register according to the formality of the moment (Lindsay and Knight, 2016: 58).
From the experts above, the researcher concluded that the purpose of speaking is to
develop effective speaking skills such that they can be understood by classmates, faculty,
staff, and others for academic and social purposes including conversations, classroom
discussions and oral presentations.

D. Strategies in Teaching Speaking

 As what have been discussed above, the ability of speaking is the language skill that is
seen as the evidence and the hallmark of language teaching and learning. Discussing about
speaking ability, the question that may appear is to what extend learners can be judged that
they have abilityin speaking?
Woods stated that “Speaking effectively depends very much on thespeakers’ ability to
interact with an interlocutor.”(Woods, 2005:41). Another statement is stated by Linder that
the “Communicative competence is measured according to the degree of fluency with the
spoken language, but it also includes comprehension of that language in real-life
situation.”(Lander, 1977:5). Referringto the statements of Woods and Lander, it can be
concluded that the ability of speaking is the ability to speak and interact with the interlocutor
with fluently and comprehensibly.
In classroom, speaking activities may happen to practice communicative competence.
Ur stated some characteristics of a successful speaking activity such as bellow (Ur,
1996:120):
a. Learners talk a lot. As much as possible of the period of timeallotted to the activity
is in fact occupied by learner talk. This mayseems obvious, but often most time is
taken up with teacher talk orpauses.
b. Participation is even. Classroom discussion is not dominated by amonitory of
talkative participants: all get chance to speak, andcontributions are fairly evenly
distributed.
c. Motivation is high. Learners are eager to speak: because they areinterested in the
topic and have something new to say about it, orbecause they want to contribute to
achieving a task objective.
d. Language is of an acceptable level. Learners express themselves inutterances that
are relevant, easily comprehensible to each other, andof an acceptable level of
language accuracy.
Discussing of strategies in English language teaching, it initially cannot be separated
with understanding strategy and approach. According to Richards (2010:30), in language
teaching, the theory, philosophy and principles underlying a particular set of teaching
practices. Language teaching is sometimes discussed in terms of three related aspects:
approach, strategy, and strategy. Different theories about the nature of language and how
languages are learned (the approach) imply different ways of teaching language (the
strategy), and different strategies make use of different kinds of classroom activity (the
strategy).
 Meanwhile Brown (2010:14), states that approach is a principled basis upon which the
teacher can choose particular designs and strategies for teaching a foreign language in a
particular context.
Thus, the researcher concludes that teaching is the series of classroom activities that is
chosen by the teacher to be applied in giving the language inputs to the students. In teaching
speaking, various speaking strategies are designed to help teacher in teaching English
speaking regarding the approach, strategy, or some practical teaching strategies.
Speaking activities which are applied by she nd students in a classroom is crucial to
improve their ability in speaking and to avoid the reluctance happens. According to Chastain
in Sokowati (2012: 3), speaking competence can not be achieved in a year or even two but
given the appropriate classroom activities, one has hypothesize that many students can learn
to communicate about those topics covered in their texts. He also claims that the target
language. More over the activities that involve students feeling and attitude may give them
the satisfaction of expressing themselves.
In selecting speaking activities, the teacher must always remember that the goal is for
the students to be able to interact freely with others; to understand what other with to speak in
the broadest sense, and to be able to convey the others what they themselves wish to share.
The students need the situation where they are on their own (that is not supported by teahcer
or structured exercise) trying to use the foreign language to exchange with others of real
interest to them. The teacher can not send the students off in group or pairs and tell them to
speak. Motivation to speak must be aroused in some ways. The teacher should propose or
encourage the students to develop activities which have an intrinsic interest for them.
A supporting activity argued may enhance students’ speaking skills that can be carried
out in classroom is role play. Many students derive a great benefit from role-play.
According ho Harmer (2017: 352), simulation and role-play can be used to encourage
general oral fluency or to train students for specific situations.
Tomkins in Sokowati (2012: 4) argues that role play activity can encourage students’
thinking and creativity. Students usually find role playing enjoyable, but students who lack
self-confidence or have lower profiency levels may find them intimidating at first. In role
plays, students are assigned roles and put into situations thay they may eventually encounter
outside the classroom. Because role plays imitate life, the range of language functions that
may be used expands considerably. Also, the role relationship among the students as they
play their parts calls for them to practice and develop their sociolinguistic competence. They
have to use language that is appropriate to the situation and to the characters.
 Brown and Yule (2010:25), states that learners learn spoken language through any
forms and mostly in written forms, thus they offer some task based strategies:

1. Description task, the learners are asked to be able to describe things by identify and
distinguish objects in pictures, which could be helped by providing list of noun or
adjective and nouns to stimulate the learners’ speaking production.
2. Instruction/description task, the learners are asked to describe and give instruction by
using diagram or series of cards to their partner. The task can be done by two students or
more in group.
3. Story telling, the learners are asked to tell a story by using series of pictures where the
learners are stimulated to tell a story and have an interaction with their audience.
4. The eye-witness account, the learners need to do this activity with a partner. The learners
have to be able to describe things in a picture while the other students guessing the same
picture on another place just by listening and have an interaction with their classmate.
5. Opinion-expressing, the learners are stimulate to use spoken language by giving them
different topic with the help of watching movie, reading news, or even looking at a
photograph therefore the learners can describe their opinion.
Meanwhile, Thornburry (2015), classified teaching speaking strategies into three
different categories; awareness-raising activities, appropriation activities, and towards
autonomy.

1. Awareness-raising activities are the activities that are used to uncover the gaps that the
students face in their English speaking learning. The gaps mentioned here are such things
learners cannot easily do, namely learners’ lack of certain speaking skills (retrieving
words at speed, achieving long, pause-free runs) and how things learners do not know,
such as how to change a topic or how to respond appropriately to a difficult request. In
the second case it is because the learners are lack in the knowledge which can influence
their fluency. The awareness-raising activities itself involves the process of how learners
pay attention, noticing and understanding things being spoken. The English speaking
teaching strategies can be used to support awareness-raising activities include using
recordings and transcripts, using live listening and noticing-gap activities.
2. Appropriation activities are the activities that are used to facilitate learners to learn their
English speaking from other person as appropriation itself is created to capture better
sense of learning, the collaborative construction. Appropriation where the learners need
to do such repetition is the stage that can minimalize the learners in making mistake. The
 English speaking teaching strategies can be used to support appropriation activities
include drilling and chants, writing tasks, dialogues and task repetition.
3. Toward autonomy is the condition where the English speaking teaching strategies are
taken further to make the learners build their autonomy. Autonomy in sociocultural terms
is the capacity to self-regulate performance as a consequence of gaining control over
skills that were formerly other-regulated. Classroom speaking activities that involve
minimal assistance, and where learners can take risks and boost their confidence, provide
an important launch pad for subsequent real-world language use. The English speaking
teaching strategies can be used toward autonomy include presentation and talks, stories,
jokes and anecdotes, drama, role play and simulation, discussion and debates,
conversation and chat, and outside class speaking.
Based on Brown and Yule (2010) and Thornburry (2015) theory, the strategies that
can be used to promote the second language learners to speak based on those three categories
mention above are as follows:

1. Using Recordings and Transcripts

This strategy is done to raise learners’ awareness of features of spoken language. It is
to expose them to instances. The strategy is done by playing learners recordings of
monologue or multiparty talk. By doing this activity, the learners will know how the speaking
activity goes and how discourse management is in progress.Example : teacher gave transcript
about one topic that suitable with recording. When it play, students listen and speak based on
transcri[t imitatate the native speaker from recording.

2. Using Live Listening

This strategy is used to raise learners’ awareness of features of spoken language too.
By using live listening it gives the bigger chance for the students to engage in a learning
activity with their teacher. The advantage of live listening is that the learners can interact to
ask questions, clarify details, and solicit repeats.Example : Teacher told about a topic, then
students paid attention, asking questions, giving critics or argumentation based on topic.

3. Noticing-Gap-Activities
This strategy is used by making the learners to get important messages about their
current state of proficiency by attending to their own output, and by making comparisons
between their output and that of others. In the learning of speaking, learners may benefit from
first “having a go” and then observing a skilled practisioner performing the same
task.Example : Students make a group, each group have a same topic, then they told about the
content of the topic and compare it to other group.

4. Drilling and Chants

Drilling and chants are the strategies regard to appropriation activities. Drilling that is
imitating and repeating words, phrases and even whole utterances. Thus, after learners have
listened to a dialogue the teacher can isolate specific phrases or utterances and ask learners to
repeat them. The effect of repeating them is bound to make them more salient. Drilling also
provides a means of gaining articulatory control over language-of “getting your tongue round
it”. Chants, on the other hand, is a more playful form of practice that replicates the repeating
and chunking nature of drilling is the use of chants. Chants is more memorable than in
standard drills.Example : students imitate some words and then they memorize it. After that,
students back to mention those words again.

5. Writing Tasks
Writing has a useful role to play as an initial stage in the appropriation of newly
encountered language for speaking. It can act as a way of easing the transition from learning
to using. Learners tend to rely on a very narrow repertoire of memorized expressions in face-
to-face interaction. So, an important function of classroom speaking activities is to help
learners extend their range of such features. The form of the activities can be in dictation,
paper conversations, computer mediated chat and rewriting.Example : teacher told about a
story, then students write on paper, after that they retell the story orally.

6. Dialogues
Practicing dialogues has a long history in language teaching-not surprisingly, since
language is essentially dialogic in its use, and any grammar structure or lexical area can be
worked into a dialogue with a little ingenuity. Dialogue practice also provides a useful
change of focus from teacher-led classroom interaction. Even in a large classes with fixed
furniture, setting up pairwork is not an insurmountable management challenge.Example :
students got a pair with their friends, they practice a dialogue about the topic which has given
by teacher.
Dialogue is one of the strategy based on communicative language teaching which
provides “whole-task practice”, allows natural learning, and creates a context which supports
learning (Littlewood in Liu, 2010:136 )”. Additionally, Richards and Rogers (1986 : 76)
mentioned “dialogue as one of the examples of social interaction activities compatible with a
communicative approach which fluency and acceptable language is the primary goal”. Varela
and Torre support this idea by stating that” role-play contributes to the development of
conversational skills and are suitable to develop student‟s fluency and interaction (2017: 5)”.
Therefore, the main objective of this strategy is to prepare students for the real- life language
use by practicing in the classroom the situation that may happen in real life. In practicing
transactional-interactional talk where message and interaction are important, dialogue can be
used as a strategy that require students to be involved in information sharing and participate a
lot in conversation.
In using this strategy, the teacher guides the students how to pronounce some words
and expressions related to the certain situation discussed in the classroom. Afterwards, the
students have to practice using the words and expressions in a conversation between two
speakers. To make it more challenging and to know whether the students are able to link
sentences, their conversations are based on cues written on two cards. The students should
ask and respond using the words and expressions they learnt before

7. Task Repetition
The contextual teaching can impact the fluency of learnes’ English speaking. This
strategy is also influence the students’ accuracy anf complexity of production. With the
advent task-based learning, it is found that by manipulating the condition of speaking tasks:

a. Giving learners unlimited time when performing a tsak increases their accuracy, but at
the expense of their fluency.
b. Allowing time for pre-task planning enhances fluency, resulted faster speech and
fewer silent pauses.
c. Likewise, pre-task planning has a positive effect on the complexity of the language
that is produced.
d. Repeating a task shown gains in accuracy (including pronunciation), fluency, and
complexity.
8. Presentation and Talks
Whether or not learners will have to give presentations or talks in real life, the
experience of standing up in front of their colleagues and speaking for a sustained turn is
excellent preparation for real-life speaking. This is especially the case if they also have to
respond to questions. Example: she sked students to present about a topic then another
student will ask it.
9. Stories, Jokes and Anecdotes
Storytelling is a universal function of language and one of the main ingredients of
casual conversation. Through their stories learners not only practise the essential skill, but
they can also get to know one another: we are our stories. Narration has always been one of
the main means of having learners recount folk tales, or amusing or dramatic incidents based
on a series of pictures. The value of encouraging learners to tell their own stories has been
recognized, and coursebooks now include personalized narrating tasks, whether monologic or
dialogic, as matter of course.Example :She sked students to read a fairy tale, then she sked
them to retell orally about the story that they have read.

Story telling is a creative art form that has entertained and informed across centuries
and cultures ( Fisher in Handayani, 2010) and its instructional potential continues to serve
teacher. Storytelling or oral literature has many of its roots in the attempt to explain life or the
mysteries of world and the universe – to try to make sense out of things ( Tway in Sokowati
2012:14). Story telling has been used as a means of communication since earliest times, but
at now, storrytelling is becoming one of the key ingredients to managing communications,
educations, training and inovation. Highlights for begginer educational storytelling is
dedicated to helping children grow in basic skills and knowledge, in creativeness, in ability to
think and reason, and many more.
In Speaking, story telling can be a method to improve the students’ speaking. Based
on Chastain in Sokowati (2012:3) speaking an active activity, so the students need to make
utterance. She also add about the procedure of this method. First, students can briefly
summarizeda 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 help students
express ideas in the format of beggining, development, and ending, including the characters
and setting a story has to have. Second, 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 she ddress students’ speaking
ability, but also get the attention of the class.
Using the medium of the performing arts, Remenyi (2015) reports that storytelling is a
fundamental method for sharing knowledge among people as it allows participants to be
transported to another time and place. Through the use of descriptive oral language, students
are able to have an enhanced experience with literature. Then , It means story telling is a
creative art form that has entertained and informed across centuries and cultures. It also has
good potential to motivate students in speaking. The important thing that this strategy is
suitable to junior high school students.
10. Drama, Role-play, and Simulation
Speaking activities involving a drama element, in which learners take an imaginative
leap out of the confines of the classroom, provide a useful springboard for real-life language
use. Situations that learners are likely to encounter when using English in the real world can
be simulated, and a greater range of registers can be practiced than are normally available in
clasroom talk. Moreover, simulation and artifice suit the temperament of certyain learners,
who may feel uncomfortable “being themselves” in a second language.Example :she sked
students to make script of drama, then they must present it in front of the class.

11. Discussion and Debates

The best discussion in the classroom is the one that is spontaniously arise in the
English speaking class, either it is because of the students’ personal experience that they
report in the classroom or from a text or topic in the textbook that triggers some debate. It is
become important to the teacher to be able to raise the situation where discussion and debate
can be formed in more formal way for teaching English speaking.Example : Teacher gave
students a topic, then teacher divided students to some groups. After that students asked by
teacher to debate about the pro and contra of the topic content.

12. Conversation and Chat

Classroom conversation and casual chat have varied over the years. Conversation and
chat provide a good condition in English as a second language class. Conversation and chat is
best to be applied in a traditional grammar-focused class.Example :She sked students to have
practice with their friends.

13. Outside-class Speaking

Learners can improve their speaking ability with the ease of the transition from
classroom to the outside world, the teacher can use the strategy as a task to do outside
class.Example :she ccompanied students to go out calss. She skerd students to observe around
of them. Then, she sked students to tell what have they seen about their environment orally.
 Regards to the given classifications of English speaking teaching strategies by Brown
and Yule (2010) and Thornburry (2015) above, the researcher concludes that the
classification of English speaking teaching strategies are based on the learning theories
namely behaviorist, cognitivist and sociocultural theories. The English teaching strategies
offered by the experts above can be used in an English as second language speaking class.
The researcher uses the classification of the strategies offered by Thornburry (2015) since
they can be used in classroom speaking activities, especially in MTs AnNur Tangkit . The
strategies have also covered what learners needs in learning English speaking. The researcher
also concludes that the strategies are better in the term that they fulfill learning theories of
cognitivism and sociocultural theories. Thus, the researcher uses the English speaking
teaching strategies offered by Thornburry above in composing the research instrument.
Based on the explanation above, the researcher concludes that teacher strategy is a
way of making decisions about a course, an individual class, or even an entire curriculum,
beginning with an analysis of key variables in the teaching situation. These variables include
the characteristics of the learners, the learning objectives, and the instructional preferences of
the teacher. Once these variables have been analyzed, informed decisions can be made about
course content, structure, methods of assessment, and other key components..

E.Relevant Studies
There are three relevant studies that the writer takes about english Teacher’s strategies
in teaching english. They are teacher’s strategy in teaching english at junior high school and
teacher strategy they are :
The first is study from Sujayani (2017) with the title “The Strategies in Teaching
English Speaking as an Extracurricular Program at SMPN 01 Batu”. The research design,
used in this study was descriptive research. Based on the research finding, the researcher
concludes that the English teacher of the extracurricular program at SMP 01 Batu teacher
used several strategies, they were: game, discussion, interview, tour, oral report, question and
answer and sentence correction. The teacher combines the strategies in order that the students
can easily understand the lesson that the teacher teaches. If the students can easily understand
the lesson that the teacher teaches, it means that the teacher has made the students perform
better in their learning activity.
The second is the study of Rahmawati (2013) about “Teacher Strategies in Teaching
English (A Case Study of Hearing Impaired Students in SMPLB Prof. Dr. Sri Soedewi
Masjchun Sofwan, S.H. Jambi)”. This study was qualitative research with a case study
approach. This research found that students with hearing impairement is supposed to more
focus in reading and writing skills. It is because those skills is possible to do by them.
Teacher especially the English teacher needs strategy to teach them. In conclusion, there
some strategies that can used by teacher to teach students with hearing impairement. They are
advertising me, drama, story writing and making dcision. The dominant strategy is story
writing because the student can explore their feeling and wishing in written. This strategy
works well because it is appropriate to the students with hearing impairemen’s skill
commonly
The last is resesarch by Bambang Hendri (2016) with the title EnglishTeacher’s
Strategies in Teaching Speaking at MTs AnNur Tangkit in academic Year 2015/2016. The
research designed in this study was a descriptive qualitative Based on the research findings, it
can be concluded that the most Teacher’s teaching strategy that used in teaching speaking in
MTs AnNur Tangkit are using recording & transcripts , dialogues, discussion, Classroom
conversation and casual chat . Teachers used those techique because it is based on handbook
and it is easy to practice. Some other strategy sometime used by teachers, but the frequency is
very rare. The most used are dialogues and conversation and chat and jokes. Based on
discussion, most students like the strategy that used by the teacher. They followed teacher’
instruction.
The similarity of those last research to this present research is about the focus of
study, that is teaching strategies. The diffirences are those last study used regular junior high
school as a sample, kind of research methodology and strategies theory. This present research
used Islamic junior high school as subject, then the descriptive qualitative used as a method
then, the researcher used strategy theory by Wina Sanjaya, Nainggolan and Yi Guan.
 CHAPTER III
RESEARCH METHODOLOGY

This chapter consists of research design, data and data source, subject of the study,
research instruments, data collection method, and data analysis method.

A. Research Design
The type of this research was qualitative research. Frankel et al (in Cresswell,
1994,p.162) states the qualitative study produces paragraph data that are obtained in form
of word or picture rather than numbers .
Five features of qualitative research according to Yin (2011:7) : 1) Studying the
meaning of people’s lives, under real-world conditions, 2) Representing the views and
perspectives of the people (participants) in a study, 3) Covering the contextual
conditions within which people live, 4) Contributing insights into existing or emerging
concepts that may help to explain human social behavior, and, 5) Striving to use multiple
sources of evidence rather than relying on a single source alone.
Considering the features above, the writer has an opinion that this research posses
the features as like the second feature, it is representing the perspective of people in
study, in this case the directly analysis about the strategy used by teacher in teaching
English.

B. Setting and Subject of the Study

The setting of this research hold at MTs AnNur Tangkit at Pandawa street
number 43 Tangkit Muaro Jambi. The writer took the subjects of research to get the data
through purposive technique. The subjects of study, the writer focuses on the . The writer
took the English teacher at second grade of MTs AnNur Tangkit as the subject of the
research

C. Data and Data Source

The data taken by observation and interview result. Then, the data source came
from English teacher at second grade.
D. Data Collecting Method
This research used observation and interview.
1. Observation
For doing observation the observer directly observed the strategy used by
teacher in teaching English. In the meantime, documentation using video recording of
the whole proceeding was also made to acquire more complete data about the
speaking performance process. In collecting the data, the writer conducted non-
participant observation, in which the writer as the passive participant. It means that
the writer didn’t involve herself in the subject activities in the classroom.
The observation hold 3 times meeting in each clases for a month.The data of
Teacher’sstrategy in teaching English will be collected by doing classroom
observation, which was the most widely used instrument in collecting data about all
kinds of classroom verbal and non-verbal behavior. The observation divided into three
parts, pre, while and post activity.
2. Interview
Then in this research, the writer conducted face to face interviews with
participants to get some information that are needed for this research. The writer will
propose some questions related to the research title. To get information, the writer
interviewed the participant to explore their opinion more deeply. The writer used
mobile phone as instrument to record the data from interviewes. The interview based
to theory of Masitoh about the teacher strategy types.

E. Data Analysis Method

After the data are collected through doing observation and interview, then the
data are analyzed. The data analysis for the present study is done by applying the
procedures suggested by Miles and Huberman (2014) covering data reduction, data
display, and conclusion drawing that is done interactively.
1. Data Reduction
Data reduction is a form of analysis that sharpened sorts, focuses, discards,
and organizes the data in such a way that final conclusion can be drawn and verified.
In data reduction, the writer selects, focus, simplify, abstract, and transform the data
that appear in written up field notes or transcriptions.
 2. Data Display
Data display is a form of analysis that describes what is happening in the
natural setting so that it finally can help the writer to draw a final conclusion. In this
research, the writer used cross – case analysis. The principles applied in analyzing
across cases essentially parallel those employed in the intra-case analysis. The writer
made a table to separate the teacher .strategies.
3. Conclusion Drawing
Conclusion is the last of procedure of analyzing the data of the study. In the
context of the study, after the data is displayed, a conclusion is drawn. There are two
kinds of conclusions that the writer draws in this study, they are temporary and final
conclusion drawing. If the temporary conclusion drawing is valid in that it can answer
the research problem being investigated in the study, the writer can use it as a final
conclusion drawing.
On the other hand, if the data does not valid or the result unclear, the writer
should repeat the process starting from displaying the data in order to check whether
the data display are in line with the formulation of the research problems being
investigate in the study or not. In other words, final conclusion can be made whether
the data display answer the research problems being investigate in the present study or
not.

F. Trustworthiness of Data
In qualitative research, there is a common technique usually used to check the
trustworthiness of the data. To get the trustworthiness in this research, more than one
instrument was used to collect the data. So, the researcher used triangulation techniques.
The purpose of triangulation is to increase the credibility and validity of the findings.
Source of data triangulation is processes in which various source of data are collected.
The variety of sources can refer to time, place, and person. In the present study the
sources of data referred to the teachers and students. Methodological triangulation is a
process in which various method are used to measure the same unit. Methodological
triangulation was done by employing different method of collecting data, namely
observation, and interview.
 G. Schedule of Research

Months
NO Activities November December January February March April
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Preparation x
Arranging
2 x x x x x x x
proposal
Preparation
3 x
of seminar
Improvement
4 x
of seminar
Making
5 research x
permission

Collecting
6 x x x
data
Arranging
7 x
research list
Writing final
8 x x x x x
report
9 Examination x
 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents finding and discussion of the research about teacher’ strategies
used in teaching English speaking at MTs AnNur Tangkit . The findings were obtained from
the observation and interview result and followed by discussion. The data from that
instrument are discussed in the finding and discussion below.

A. Findings

In teaching, teacher using recording & transcripts is as one of conventional strategy in

teaching speaking, but it sometimes effective from some students because they were familiar
with. Based on interview, Teacher said that she often used this strategy because the media
was available in school. Using Live listening is one another alternative to teach speaking. It
can be more effective, if most students have good English basic. While, in MTs AnNur
Tangkit , the a few of students have low ability in speaking, so based on teacher’s interview
he seldom used it. Teacher in this strategy prepare the tape recording and the transcript.
Then, students will be arranged to listen the tape recorder, then they can imitate the dialogue
using transcript.
Then, teacher also use noticing-Gap-activities for teaching speaking. This strategy is
used by making the learners to get important messages about their current state of proficiency
by attending to their own output, and by making comparisons between their output and that of
others. Based on the teacher interiew, this strategy is quite difficult to do, so he seldom use it.
Students actively collaborate with classmates to achieve the activity’s goal while the
teacher facilitates the activity (preparation, set up and scaffolding, and during-activity
support, as needed). Then, students communicate for a purpose as they exchange and collect
information needed to complete the task. Information gaps can involve group, pair, or whole-
class interaction dynamics, which add variety to a lesson. Also, students get to feel like
important “experts” because everyone has task-essential information.
Teachers can tailor information gap activities to meet students’ real spoken English
needs, such as asking for and following directions, asking for opinions, and problem solving
with others. While teachers should provide level-appropriate scaffolding and language
frameworks, communication during information gaps is often unscripted, reflecting the
communication format students will encounter in everyday situations. Also, information gap
activities can be designed to incorporate authentic materials such as maps, brochures, and
other real-world content.
Once teachers become familiar with the formats information gap activities can take,
they can build activities that meet many types of learning objectives. Teachers can create
activities that require or encourage students to orally use recently taught vocabulary or
grammatical forms. Teachers can also build information gaps around themes from non-
language curriculum content areas, such as science or history.During information gaps,
students must often exercise problem-solving skills, determine what data is missing,
categorize and analyze data that is collected, seek clarification from others, and collaborate
with classmates to successfully achieve the activity’s objectives.
Teacher also use, drilling and chants are the strategies regard to appropriation
activities. Drilling that is imitating and repeating words, phrases and even whole utterances.
Thus, after learners have listened to a dialogue the teacher can isolate specific phrases or
utterances and ask learners to repeat them. Based on teacher’s interview, he often used this
strategy, because it was easy to understand for students. Beside, students become more active
in speaking class. In this strategy, the teacher used flashcard.
In the introduction, teacher showed students both the image and word sides of each
flashcard. When teacher start drilling words for the first time, show students the word side of
the flashcard so they can practice reading and pronouncing it. Later on, rather than show
students the word you want them to pronounce, show them the image. This will help check
their comprehension of the material. With flashcards, you can also challenge your students
when they become more familiar with certain vocabulary by flipping through the cards at a
faster rate.
As material becomes more familiar, teacher conduct short pair activities where a
student’s comprehension is tested by his partner. To do this with a vocabulary list for
instance, have student A read the translation of each word in random order while the student
B says the word in English. Student A can then place a checkmark next to all the words
student B got correct and then the students can switch roles. With this method students can
check each other and have visual proof of how well they performed afterwards which they
can refer to when practicing material on their own or preparing for exams. Conducting an
activity such as this on a regular basis will help students review vocabulary often and should
not take more than five minutes even with fifteen to twenty vocabulary words.
Writing has a useful role to play as an initial stage in the appropriation of newly
encountered language for speaking. It can act as a way of easing the transition from learning
to using. The form of the activities can be in dictation, paper conversations, computer
mediated chat and rewriting. She often used rewriting for writing task. She believes this way
can make students motivated ad remember the material well. For example, teacher gave a
drama script or ask students make it, then they must present it in front of the class.
Practicing dialogues has a long history in language teaching-not surprisingly, since
language is essentially dialogic in its use, and any grammar structure or lexical area can be
worked into a dialogue with a little ingenuity. Dialogue practice also provides a useful
change of focus from teacher-led classroom interaction. She said, he often used dialogue in
pair work. Students will memorize the dialogue then he ask them to move in front of class to
practice. It was easy but based on his experience it was not effective to improve students
speaking skill. For example, teacher gave students dialogue script, then they must practice it.
Storytelling is a universal function of language and one of the main ingredients of
casual conversation. Through their stories learners not only practise the essential skill, but
they can also get to know one another: we are our stories. This strategy became familiar in
recents year because there were some telling story compettition. It made students more fun in
learning speaking, beside it also can stimulate their barain to focus and remembered about a
story or material. For example students must retell by their own words about the story that
has given by teacher.
Speaking activities involving a drama element, in which learners take an imaginative
leap out of the confines of the classroom, provide a useful springboard for real-life language
use. Even though, she said this strategy entertained and fun, but the preparation and time
duration become big problrm in manage it. This kind of speaking strategy need preparation.
For example, she sk them to find a drama script, then they must prepare all the drama parts,
they must prepare costume, dialogue, stage, and many more.
The best discussion in the classroom is the one that is spontaniously arise in the
English speaking class, either it is because of the students’ personal experience that they
report in the classroom or from a text or topic in the textbook that triggers some debate. She
said that he often used this strategy because students love it. They have mre time to find they
need and then they will keep their argument. The problem was debate need good speaker,
while only a few students can speak well. For example, teacher gave students a topic, then
students must have discussion and share their opinion orally.
Classroom conversation and casual chat have varied over the years. Conversation and
chat provide a good condition in English as a second language class. Conversation and chat is
best to be applied in a traditional grammar-focused class. Teacher often used this strategy
because it was easy and students understand. But, honestly it can not be enough to improve
students’ speaking skill. For example, teacher gave them a task just like a seminar. One of
them present the topic, another can ask the presentation.
Learners can improve their speaking ability with the ease of the transition from
classroom to the outside world, the teacher can use the strategy as a task to do outside class.
In mises that he will try it. For example, she asked students to observe their environment,
then they must retell to their friends.
Dialogues and conversation and chat became the most strategies used by teacher. It
means teacher pretend those strategies is easy to understand to students. Beside, the material
is available.Beside, students have some favorite technique to study speaking. One of them is
story telling. Story telling is a creative art form that has entertained and informed across
centuries and cultures. It also has good potential to motivate students in speaking.Story
telling fosters creative thinking. It also help students express ideas in the format of beggining,
development, and ending, including the characters and setting a story has to have. Second,
students also can tell riddles or jokes.
Discussion also be a favorite one. Discussion Method emphasises pupil-activity in the
form of discussion, rather than simply telling and lecturing by the teacher. Thus, this method
is more effective. Students like to share their idea and then they can make conclusion.

B. Discussion
One of language skills that should be learnt by English learners is speaking. Speaking
is considered as a necessary skill because of its essential role in facilitating learners to master
English. Teaching speaking must use strategies in order to make students interest and
increase the student’s ability with speaking English.
Students often think that the ability to speak a language is the product of language
learning, but speaking is also a crucial part of the language learning process.Traditional
classroom speaking practice often takes the form of drills in which one person asks a question
and another gives an answer. The question and the answer are structured and predictable, and
often there is only one correct, predetermined answer. The purpose of asking and answering
the question is to demonstrate the ability to ask and answer the question.
In contrast, the purpose of real communication is to accomplish a task, such as
conveying a telephone message, obtaining information, or expressing an opinion. In real
communication, participants must manage uncertainty about what the other person will say.
Authentic communication involves an information gap; each participant has information that
the other does not have. In addition, to achieve their purpose, participants may have to clarify
their meaning or ask for confirmation of their own understanding.
To create classroom speaking activities that will develop communicative competence,
instructors need to incorporate a purpose and an information gap and allow for multiple forms
of expression. However, quantity alone will not necessarily produce competent speakers.
Instructors need to combine structured output activities, which allow for error correction and
increased accuracy, with communicative output activities that give students opportunities to
practice language use more freely.
The explanation above is appropriate to Richards (2010:30), that say if in language
teaching, the theory, philosophy and principles underlying a particular set of teaching
practices. Language teaching is sometimes discussed in terms of three related aspects:
approach, method, and strategy. Different theories about the nature of language and how
languages are learned (the approach) imply different ways of teaching language (the method),
and different methods make use of different kinds of classroom activity (the strategy).
In fact, students need strategy which can make them study speaking in fun. That is
why teacher need to be more creative in changing their skill in teaching strategy. Beside, she
lso must understand what students like in learning activities. Some of strategy that used in
MTs AnNur Tangkit , based on Interiew has explained by the teacher.
This research took observation in 3 classes The observation has done 3 times meeting
in each clases. The observation has done for a month, from 13 April 2018 until 13 May 2018
The observation sheet consist of 3 parts. This result show what strategies used by
teacher in three meeting in every grade. Sometime teacher cannot use all the strategy, but
teacher knew what suitable strategies to teach in every meeting. Pre activity is the beginning
of teacher start the lesson, then it continued in while activity which contains the strategy that
will be used by teacher. After that, the post activity is as the end of the lesson in that meeting.
The strategies which always or often use in three time meeting and succees in making the
students more active in classroom became the effective strategy for she nd students.
The table below (Table 4.1) show about the observation result of teacher’ strategies
used in teaching English speaking at MTs AnNur Tangkit For Grade eighth .
Table 4.1
Observation Result

class pre activity while activity post activity

 VIII A 100% 85% 100%
VIII B 100% 75% 100%
VIII C 100% 88% 100%

From the table above it’s clearly to show us that the teacher did whole items in pre
activity. But teacher can not do whole items in while-activity for teaching speaking. It was
because teacher did not have much time to do whole activities. But, dialogue and
Conversation & Chat are the most strategy used in teaching speaking because it always used
from the first meeting to the third meeting during researcher observation. Then, for the post
activity, did all step
For more detail, the observation result about teaching strategies can be seen as
follows:
Table 4.2
Teaching Strategies Tabulation Result for Grade Eighth

Strategies VIII A VIII B VIII A

Using recording &
2 2 2
transcripts
Using Live listening 0 0 0
Noticing-Gap-activities 1 1 1
Drilling and Chants 0 0 0
Writing tasks 1 1 1
Dialogues 3 3 2
Task Repetition 1 1 1
Presentation & talks 1 1 1
Stories, Jokes, &
1 1 1
Anecdotes
Drama, role-play &
0 0 0
Simulation
Discussion & Debates 1 1 1
Conversation & Chat 3 3 3

Outside-class speaking 0 0 0

Based on the table above it can be seen that the most using by the teacher in teching
speaking ia dialogues and conversation and chat. Based on interview, teacher used both of
strategies because the strategies were easy to understand and the material is also easy to get.
 Miss Raudhah is a female. She is 35 years old. She was graduated from Padang
University. The interview of her got result that she has been taught from 2007 in MTs AnNur
Tangkit .
Based on interiew, she sometime used recording & transcripts when teach speaking.
It is because this school has the tape recorder to play the cassette. Then, school also has
transcript that appropriate to the recording. So, it makesteaher easy to teach speaking using
this strategy. But, he never use live listening when teach speaking because even it is one of
interested strategy, the equipment such as internet and computer does not exist in this school.
So, she almost never used this strategy.
She seldom used Noticing-Gap-activities when teach speaking because this strategy is
difficult to explain the way to students. This strategy also will spent much time.Drilling and
Chants when sometime used by Teacher B in teaching speaking. But it is includes in the
difficult strategy. Students are easy to feel bored.
Writing tasksis one of strategy that often used by teacher because it is the practice
strategy and easy to understand.Dialoguesis also another tehnique used by teacher. It is the
most strategy He used. Besides it is easy, the steps can be seen in a book.Task
Repetitionsometime used by teacher. He used it when students feel bored in classroom.
Students can get attention using this strategy.
Teacher B said that Presentation & talksbecome one of strategy that used by him. This
strategy is easy and the step written in English book. So, students can do this strategy.
Stories, Jokes, & Anecdotesatually ne of fun strategy, but teaher need to collect some funny
story. Teacher B sometime used this strategy. The fact, students are lazy and do not have
much confidence to speak well.
Drama, role-play & Simulation is never used by the teacher. Those strategies is very
difficult, because it needs many preparation, but if the kinds of this strategy based on book, it
can used it. Discussion & Debatesis often used by teacher. But, it needs more prepation,
because students need more motiavation to speak. Then, Conversation & Chatalso often used
by teacher. Teacher used this strategy because it is easier and it included in handbook.
Outside-class speakingis the last strategy that never used by teacher. she said that this
strategy is not eficience. Even this strategy good but it need many preparations. Then, it
should hae plan before.
The contextual teaching can impact the fluency of learnes’ English speaking. This
strategy is also influence the students’ accuracy anf complexity of production. In speaking,
she has used this strategy, but in giving limitation time only when students told about
himself. It was not effective too, because students often lost idea, so they will ask to add the
time more and more.For example, she aks atudents to tell about their family.
Whether or not learners will have to give presentations or talks in real life, the
experience of standing up in front of their colleagues and speaking for a sustained turn is
excellent preparation for real-life speaking. This is especially the case if they also have to
respond to questions. In some material, she has given this strategy to students. Most of the
have good interactive but another stil passive.
 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion
Based on the research findings, about teacher’ strategy in teaching speaking, teh
researcher can be concluded based on finding and discussion as follows
The most teacher’ teaching strategy that used in teaching speaking in MTs AnNur
Tangkit are Using recording & transcripts , dialogues, discussion, Classroom conversation
and casual chat . Teacher used those techique because it is based on handbook and it is easy
to practice. Some other strategy sometime used by teacher, but the frequency is very
rare.Based on discussion, most students like the strategy that used by the teacher. They
followed teacher’ instruction.

B. Suggestion
Based on the finding and discussion, the strategy influence many aspects, such as
teacher, school and students. For detail, the researcher give suggestion as follows:
1. Next Researcher
This research can be developed by the next researchers that are interested in doing
research about the speaking.
2. Teacher
Teacher suggested to be more selective to choose the strategy in teaching speaking.
The speaking strategies in this research can be their alternative to teach speaking. It
will be better if teacher choose strategy based on what students like. The strategies are
using recording & transcripts , dialogues, discussion, Classroom conversation and
casual chat
3. Students
Students should have any alternative in learning speaking and can applicate this
strategy to improve their ability in speaking.
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Appendix

Observation sheet

Variable Indicator Yes No

Pre-Activity a. Greeting
b. Pray together
c. Brainstorming
While a. Using recording &
Activity transcripts
b. Using Live listening
c. Noticing-Gap-activities
d. Drilling and Chants
e. Writing tasks
f. Dialogues
g. Task Repetition
h. Presentation & talks
i. Stories, Jokes, & Anecdotes
j. Drama, role-play &
Simulation
k. Discussion & Debates
l. Conversation & Chat
m. Outside-class speaking
Post a. Giving homework
Activity b. Reinformation
c. Giving motiation
Source: adapted from Thornburry (2005)
Appendix 2

Interview sheet

1. What is the most strategy you used in teaching speaking?

Answer : Using recording & transcripts , dialogues, discussion, Classroom conversation
and casual chat
2. What is your reason in usingsome strategies in teaching speaking?
Answer : I use some strategies in order to make students feel excited
3. How do you make students active in classroom?
Answer : I changes the strategy every teaching
4. Can you explain each strategies that you use in teaching speaking?
Answer : yes I can
5. How does students reaction when you changed the strategies?
Answer : They feel excited
6. Please explain about recording & transcripts when you teach speaking?
Answer :
7. Please explain about use Live listening when you teach speaking?
Answer : Using Live listening is one another alternative to teach speaking. It can be more
effective, if most students have good English basic. While, in MTs AnNur
Tangkit , the students have low ability in speaking, so based on teacher’s
interview he seldom used it. Teacher in this strategy prepare the tape recording
and the transcript. Then, students will be arranged to listen the tape recorder,
then they can imitate the dialogue using transcript.
8. Please explain about use Noticing-Gap-activities when you teach speaking?
Answer : This strategy is used by making the learners to get important messages about
their current state of proficiency by attending to their own output, and by
making comparisons between their output and that of others. Based on the
teacher interiew, this strategy is quite difficult to do, so he seldom use it.
9. Please explain about use Drilling and Chants when you teach speaking?
Answer : Students actively collaborate with classmates to achieve the activity’s goal while
the teacher facilitates the activity (preparation, set up and scaffolding, and
during-activity support, as needed). Then, students communicate for a purpose
as they exchange and collect information needed to complete the task.
Information gaps can involve group, pair, or whole-class interaction dynamics,
which add variety to a lesson. Also, students get to feel like important “experts”
because everyone has task-essential information.
10. Please explain about Writing tasks when you teach speaking?
Answer : Writing has a useful role to play as an initial stage in the appropriation of
newly encountered language for speaking. It can act as a way of easing the
transition from learning to using. The form of the activities can be in dictation,
paper conversations, computer mediated chat and rewriting. She often used
rewriting for writing task. She believes this way can make students motivated ad
remember the material well. For example, teacher gave a drama script or ask
students make it, then they must present it in front of the class
11. Please explain about Dialogues when you teach speaking?
Answer : Practicing dialogues has a long history in language teaching-not surprisingly,
since language is essentially dialogic in its use, and any grammar structure or
lexical area can be worked into a dialogue with a little ingenuity. Dialogue
 practice also provides a useful change of focus from teacher-led classroom
interaction. She said, he often used dialogue in pair work. Students will
memorize the dialogue then he ask them to move in front of class to practice.
It was easy but based on his experience it was not effective to improve
students speaking skill. For example, teacher gave students dialogue script,
then they must practice it
12. Please explain about Task Repetition when you teach speaking?
Answer :Storytelling is a universal function of language and one of the main ingredients
of casual conversation. Through their stories learners not only practise the
essential skill, but they can also get to know one another: we are our stories.
This strategy became familiar in recents year because there were some telling
story compettition. It made students more fun in learning speaking, beside it
also can stimulate their barain to focus and remembered about a story or
material. For example students must retell by their own words

13. Please explain about Drama, role-play & Simulation when you teach speaking?
Answer : Speaking activities involving a drama element, in which learners take an
imaginative leap out of the confines of the classroom, provide a useful
springboard for real-life language use.
14. Please explain about Discussion & Debates when you teach speaking?
Answer : The best discussion in the classroom is the one that is spontaniously arise in the
English speaking class, either it is because of the students’ personal experience
that they report in the classroom or from a text or topic in the textbook that
triggers some debate.
15. Please explain about Conversation & Chat when you teach speaking?
16. Please explain about Outside-class speaking when you teach speaking?
17. What is students’ most favorite strategy ?
Answer :some favorite technique to study speaking. One of them is story telling. Story
telling is a creative art form that has entertained and informed across centuries
and cultures.
18. What is teacher’ most favorite strategy?
Answer : Dialogues and conversation and chat became the most strategies used by
teacher. It means teacher pretend those strategies is easy to understand to
students
Appendix 3
Observation Result Class VIII A
meeting 1
No Variable Indicator
Yes No
Greeting √
1 Pre-Activity Pray togethe √
Brainstorming √
Using recording &
√
transcripts
2 While Activity Using Live listening √
Noticing-Gap-activities √
Drilling and Chants √
 Writing tasks √
Dialogues √
Task Repetition √
Presentation & talks √
Stories, Jokes, &
√
Anecdotes
Drama, role-play &
√
Simulation
Discussion & Debates √
Conversation & Chat √

Outside-class speaking √

Giving homework √
3 Post Activity Reinformation √
Giving motiation √
 meeting 2
No Variable Indicator
Yes No
Greeting √
1 Pre-Activity Pray togethe √
Brainstorming √
Using recording &
√
transcripts
Using Live listening √
Noticing-Gap-activities √
Drilling and Chants √
Writing tasks √
Dialogues √
Task Repetition √
2 While Activity
Presentation & talks √
Stories, Jokes, &
√
Anecdotes
Drama, role-play &
√
Simulation
Discussion & Debates √
Conversation & Chat √

Outside-class speaking √

Giving homework √
3 Post Activity Reinformation √
Giving motiation √
 meeting 3
No Variable Indicator
Yes No
Greeting √
1 Pre-Activity Pray togethe √
Brainstorming √
Using recording &
√
transcripts
Using Live listening √
Noticing-Gap-activities √
Drilling and Chants √
Writing tasks √
Dialogues √
Task Repetition √
2 While Activity
Presentation & talks √
Stories, Jokes, &
√
Anecdotes
Drama, role-play &
√
Simulation
Discussion & Debates √
Conversation & Chat √

Outside-class speaking √

Giving homework √
3 Post Activity Reinformation √
Giving motiation √
No Variable Indicator meeting 1 meeting 2 meeting 3
Yes No Yes No Yes No
Pre-
1 Greeting √ √ √
Activity
Pray togethe √ √ √
Brainstorming √ √ √
Using
While
2 recording & √ √ √
Activity
transcripts
Using Live
√ √ √
listening
Noticing-Gap-
√ √ √
activities
Drilling and
√ √ √
Chants
Writing tasks √ √ √
Dialogues √ √ √
Task
√ √ √
Repetition
Presentation
√ √ √
& talks
Stories, Jokes,
√ √ √
& Anecdotes
Drama, role-
play & √ √ √
Simulation
Discussion &
√ √ √
Debates
Conversation
√ √ √
& Chat
Outside-class
√ √ √
speaking
Post Giving
3 √ √ √
Activity homework
Reinformation √ √ √
Giving
√ √ √
motiation
Observation Result Class VIII B
meeting 1
No Variable Indicator
Yes No
 Greeting √
1 Pre-Activity Pray togethe √
Brainstorming √
Using recording &
√
transcripts
Using Live listening √
Noticing-Gap-activities √
Drilling and Chants √
Writing tasks √
Dialogues √
Task Repetition √
2 While Activity
Presentation & talks √
Stories, Jokes, &
√
Anecdotes
Drama, role-play &
√
Simulation
Discussion & Debates √
Conversation & Chat √

Outside-class speaking √

Giving homework √
3 Post Activity Reinformation √
Giving motiation √
 meeting 2
No Variable Indicator
Yes No
Greeting √
1 Pre-Activity Pray togethe √
Brainstorming √
Using recording &
√
transcripts
Using Live listening √
Noticing-Gap-activities √
Drilling and Chants √
Writing tasks
Dialogues √
Task Repetition √
2 While Activity
Presentation & talks √
Stories, Jokes, &
√
Anecdotes
Drama, role-play &
√
Simulation
Discussion & Debates √
Conversation & Chat √

Outside-class speaking √

Giving homework √
3 Post Activity Reinformation √
Giving motiation √
 meeting 3
No Variable Indicator
Yes No
Greeting √
1 Pre-Activity Pray togethe √
Brainstorming √
Using recording &
√
transcripts
Using Live listening √
Noticing-Gap-activities √
Drilling and Chants √
Writing tasks √ √
Dialogues √
Task Repetition √
2 While Activity
Presentation & talks √
Stories, Jokes, &
√
Anecdotes
Drama, role-play &
√
Simulation
Discussion & Debates √
Conversation & Chat √

Outside-class speaking √

Giving homework √
3 Post Activity Reinformation √
Giving motiation √
 meeting 1 meeting 2 meeting 3
No Variable Indicator
Yes No Yes No Yes No
Greeting √ √ √
Pre-
1 Pray togethe √ √ √
Activity
Brainstorming √ √ √
Using
recording & √ √ √
transcripts
Using Live
√ √ √
listening
Noticing-Gap-
√ √ √
activities
Drilling and
√ √ √
Chants
Writing tasks √ √ √
Dialogues √ √ √
Task
While √ √ √
2 Repetition
Activity Presentation
√ √ √
& talks
Stories, Jokes,
√ √ √
& Anecdotes
Drama, role-
play & √ √ √
Simulation
Discussion &
√ √ √
Debates
Conversation
√ √ √
& Chat
Outside-class
√ √ √
speaking
Giving
√ √ √
homework
Post
3 Reinformation √ √ √
Activity
Giving
√ √ √
motiation

Observation Result Class VIII C

meeting 1
No Variable Indicator
Yes No
 Greeting √
1 Pre-Activity Pray togethe √
Brainstorming √
Using recording &
√
transcripts
Using Live listening √
Noticing-Gap-activities √
Drilling and Chants √
Writing tasks √
Dialogues √
Task Repetition √
2 While Activity
Presentation & talks √
Stories, Jokes, &
√
Anecdotes
Drama, role-play &
√
Simulation
Discussion & Debates √
Conversation & Chat √

Outside-class speaking √

Giving homework √
3 Post Activity Reinformation √
Giving motiation √
 meeting 2
No Variable Indicator
Yes No
Greeting √
1 Pre-Activity Pray togethe √
Brainstorming √
Using recording &
√
transcripts
Using Live listening √
Noticing-Gap-activities √
Drilling and Chants √
Writing tasks √
Dialogues √
Task Repetition √
2 While Activity
Presentation & talks √
Stories, Jokes, &
√
Anecdotes
Drama, role-play &
√
Simulation
Discussion & Debates √
Conversation & Chat √

Outside-class speaking √

Giving homework √
3 Post Activity Reinformation √
Giving motiation √
 meeting 3
No Variable Indicator
Yes No
Greeting √
1 Pre-Activity Pray togethe √
Brainstorming √
Using recording &
√
transcripts
Using Live listening √
Noticing-Gap-activities √
Drilling and Chants √
Writing tasks √
Dialogues √
Task Repetition √
2 While Activity
Presentation & talks √
Stories, Jokes, &
√
Anecdotes
Drama, role-play &
√
Simulation
Discussion & Debates √
Conversation & Chat √

Outside-class speaking √

Giving homework √
3 Post Activity Reinformation √
Giving motiation √
 meeting 1 meeting 2 meeting 3
No Variable Indicator
Yes No Yes No Yes No
Greeting √ √ √
Pre-
1 Pray togethe √ √ √
Activity
Brainstorming √ √ √
Using
recording & √ √ √
transcripts
Using Live
√ √ √
listening
Noticing-Gap-
√ √ √
activities
Drilling and
√ √ √
Chants
Writing tasks √ √ √
Dialogues √ √ √
Task
While √ √ √
2 Repetition
Activity Presentation
√ √ √
& talks
Stories, Jokes,
√ √ √
& Anecdotes
Drama, role-
play & √ √ √
Simulation
Discussion &
√ √ √
Debates
Conversation
√ √ √
& Chat
Outside-class
√ √ √
speaking
Giving
√ √ √
homework
Post
3 Reinformation √ √ √
Activity
Giving
√ √ √
motiation