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THE METHODS OF TEACHING SPEAKING ENGLISH AT THE LANGUAGE PROGRAM OF SMA MUHAMMADIYAH I PAMEKASAN

PRATIWI, AISYIYAH CITRA (2014) THE METHODS OF TEACHING SPEAKING ENGLISH AT THE LANGUAGE PROGRAM OF SMA MUHAMMADIYAH I PAMEKASAN. Other thesis, University of Muhammadiyah Malang.

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Abstract

Speaking is the one of the important skills in peopleÂ’s daily communication. Besides, speaking is an essential role in teaching learning process. People sometimes think that the success of learning a foreign language is measured by the ability to speak. Therefore, the teacher should know the appropriate methods of teaching speaking. This research was about the methods of teaching speaking English for the students of the language program at SMA Muhammadiyah I Pamekasan. The purposes of the study were to investigate 1) the teaching methods of speaking English, 2) the implementation of those methods, and 3) the advantages and disadvantages of the methods. The research design used in this study was descriptive qualitative research. The subject of the study was the teacher of English at the language program of SMA Muhammadiyah I Pamekasan. The instruments used in this study were interview and observation. The result showed that the teacher of English at the language program used three methods in teaching speaking English. The methods were Direct Method, Audio-lingual method, and Community Language Learning. The teacher implemented those methods through three stages; they were pre-activities, whilst-activities, post-activities. The advantages of the direct methods were 1) it made the students more active and confident to share their own idea; 2) There was an interaction between the teacher and the students. The disadvantage of the direct method was that there were only the same students who were active to speak in the teaching learning process. The advantages of the audio-lingual method were 1) students were more interested in learning speaking English because the teaching learning process applied media like tapes recorder, laptop, or video; 2) it was easy for the students to memorize new vocabulary. So, they got new words that could be used in conversation with their friends. The disadvantages of audio-lingual method were 1) some students were bored and sleepy because of too many repetitions and discussion about the dialogue test; 2) some students considered the teacherÂ’s explanation was too fast and they did not understand the lesson. The advantages of community language learning were 1) the students could help each other to learn English; 2) The students were more confident to share their ideas in front of the class. The disadvantages of community language learning were 1) passive students in the class might be more passive and they did not give any contribution to their group; 2) The teacher had difficulties to manage the students in the class. In brief, the teacher chose appropriate method in teaching speaking English although the material was not appropriate for teaching speaking.

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
P Language and Literature > PE English
Divisions: Faculty of Teacher Training and Education > Department of English Language Education
Depositing User: Mrs Fatimah Azzahra
Date Deposited: 05 Apr 2016 09:22
Last Modified: 05 Apr 2016 09:22
URI : http://eprints.umm.ac.id/id/eprint/24738

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