TEFL

(Teaching English as Foreign Language)

Teaching Speaking by Describing Picture

Approach DM (Direct Method)

Lecture : Novita Yanti, S.Pd

By:
Budi Setiyo Utomo
NIM 087051
2008E

ENGLISH DEPARTMENT
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
PERSATUAN GURU REPUBLIK INDONESIA
JOMBANG
2010

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 TABLE OF CONTENTS

TITLE................................................................................................................................................... i
TABLE OF CONTENTS..................................................................................................................... ii
CHAPTER I INTRODUCTION
1. Background of The Study...................................................................................................... 1
2. Statement of The Problem..................................................................................................... 1
3. Purpose of Study.................................................................................................................... 1
CHAPTER II REVIEW OF THE RELATED LITERATURE
1. Speaking................................................................................................................................. 2
2. Direct Method........................................................................................................................ 2
3. Definiton of DM.................................................................................................................... 2
4. Goal........................................................................................................................................ 2
5. Interaction.............................................................................................................................. 2
6. Type of Teaching and Learning Activity............................................................................... 2
7. Teaching Learning Activities................................................................................................. 2
8. Role of L1 ( First Language )................................................................................................ 3
CHAPTER III DISCUSSION
1. Procedure of Teaching Speaking using DM.......................................................................... 4
2. Teacher Role and Student Role.............................................................................................. 4
3. Evaluation.............................................................................................................................. 4
4. Advantages and Disadvantages.............................................................................................. 4
5. The Advantages..................................................................................................................... 4
6. The Disadvantages................................................................................................................. 5
CHAPTER IV CONCLUSION AND SUGGESTION
1. Conclusion............................................................................................................................. 6
2. Suggestion.............................................................................................................................. 6
PREFERENCES................................................................................................................................... 7

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 CHAPTER I
INTRODUCTION

1. Background of The Study

One of the skill in learning English is speaking. Speaking is fundamental to human
communication. In our daily live most of us speak more than we write, yet many English teachers
still spend the majority of the class time on all of English skill. If the goal of our language course
is truly to enable our student to communicate in English, the speaking skill should be taught and
practice in the language classroom.
But there are many problem for teachers, when they teach speaking in big class. The first
problem is the students does not want to talk or say anything during speaking activity in their
classroom. The other problem is when the students work in pairs of groups they just end up
chatting in their own language. The last problem when the students speak it together gets too noisy
and out of hand the teacher lose control of the classroom. In this chance the writer want to give the
resolution of the problem that have the teacher when they teach speaking in big class.

2. Statement of The Problem

Based on the background, the writer formulates the problem as the following:
1. What is the suitable technique or method to teach speaking?
2. How to implement the method in speaking class?
3. What are the advantages and disadvantages of the method above?
4. What kind of evaluation that is needed in the speaking class?

3. Purpose of The Study

Based on the Statement of The Problem above, the main purpose of this paper are to find out the
following:
1. To find out the suitable method that use in speaking class
2. To know the Role of teacher in Teaching speaking in class
3. To know the Role of Student in Learning Speaking in class
4. To find out the advantages and disadvantages in speaking class
5. To know the evaluation that use in Speaking class.

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 CHAPTER II
RELATED OF THE RELATED LITERATURE

1. Speaking
Everyday live needs a language to communicate with other. Speaking is needed to make us
react and undestand what they speak. Johnson and Marrow said speaking in actively involving two
or more people in which the participant are tooth hearer and speaking heaving to react what hear
and make that contribution at high speed (1981:70). It mean that we need some participant you
involve in our speech act, because more participant involve in our speaking activity we will reach
better. Speaking is also complete skill. In speaking we get listening and writing
Baker and Westrup state in their book, the reason practicing speaking during the lesson:
a. Speaking activity an involved reinforce the learning of new vocabulary, grammar or
functional language.
b. Speaking activity give students chance to use the new language that they are learning.
c. Speaking activity give more advance student the chance experience with the languge, they
already known in different situation and on different topic.
In speaking Engllish, student should speak English everyday in every situation with
reasonable fluency and correct on with the pronounciation is acceptable to a native speaker of the
language. In addition, in a simple dialogue based on daily life situation and answering question
about their usual activities. They should be able to ask similar question to retell simple story, to
describe historical and current event with which is similar, and to discuss aspect foreign
civilization and the literary merit of the material that is she or he has studied. Speaking is oral
skill. It can be improved only trough constant, systematic and intelligent practice. It is clear that
speaking will improve when we practice it more and constantly. Speaking a second language is
more difficult than speaking in first language. We cannot compare this to native speaker. They can
speak more thiently that us, although we have learnt the second language perfectly.

2. Direct Method
a. Definition
There are many kinds method that use to teach speaking. One of them is Direct Method
(DM). the Direct Method, sometimes also called natural method, is a method for teaching
foreign languages thet refrains from using the learners’ native language and just uses the
target language. In this method teacher as a partner of the students in teaching learning
English. Teacher can use many kind of Media to support their teaching process.
The teacher can use real object picture or pantomime to teach speaking use Direct
Method.

b. Goal
The goal of Direct Method is student can think and communicate in target second
language (L2). They can say something in good grammatical.

c. Interaction
Direct Method interaction is to distinct and fundamental kinds:
1) Interaction between learner and learner.
2) Interaction between learner and teacher.

d. Type of Teaching and Learning Activity

1) Describing
2) Retell
3) Speech
4) Interview

e. Teaching Learning Activities

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 1) Grammar taught indctively (from example to the pattern)
2) Vocabulary (Guessing new word or making sentences using new
vocabulary)
3) Pronounciation
4) Speaking (Describe something, people and picture)
5) Writing (Making Paragraph)

f. Role of L1 (First Language)

1) Most used in classroom

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 CHAPTER III
TEACHING PROCEDURE

1. Procedure of Teaching speaking Use Direct Method

When we taught the student in all subjects. We must prepare of teaching before we taught
them we must decide what method and media that appropiate with the theme.

TEACHING STEP
A. MEDIA
• Picture
B. STEPS
1) Introduction
• Greeting
2) Discussion
• Show a picture to the students
• Ask some students to describe the picture
• Ask the student to read their description in
front of the class
• Ask the students to describe his or her friends
• Ask the students to write their description
3) Conslussion
• Students can describe people or something
• Students can find anew word
C. CLOSING
• Summarizing

2. Student Role and Teacher Role

Students is a partner in target language and teacher help the learners try to understand
their problem better by applying order and analysis to them. And a teacher’s positian is as a
center.

3. Evaluation
Evaluation in speaking class involves directing in a cotrolled or the skill being examined
and asking learner to monitor and asses their own progress. Extension consists of activities that
ask students to use the skill in a differenmt context or to integrate use of the new skill with
previously acquired ones. (Browns,1994 Burn Joyce,1997 Curter & Mc. Caty,1995)
Assessment instrument should reflect instruction and be incorporated from the beginning
stages of lesson planning (O’Mally and Pience,1996). Speaking assessment can take many forms,
from oral section such as telling story, speech, describing, interview the students with the other
friends etc.
The evaluation will take from students participation during discussion. The teacher take
the result by observe the student presentation when the student express their opinion about the
topic that have been chosen.

4. Advantages and Disadvantages of Direct Method

a) The Advantages
The major advantages of speaking class use direct method are:
1. Students more active and crative to explore their idea in speaking.
2. For upper students more confidence.
3. Students will be good at listening comprehension.
4. Students get more vocabulary.
5. Students speaking will be like native spakers

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 6. More interaction between teacher and students, and between students and students.

b) The Disadvantages
There are many disadvantages in teaching speaking use Direct Method are:
1. For the passive students will be deppress.
2. Active students will dominate the class.
3. It will hamper the students progress.
4. Passive students will be bored.
5. It will appear mesunderstanding between teacher and students because
there is no clarification in firsr language (L1)
6. Students can’t understand well.
7. difficult to mange the big class.

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 CHAPTER IV
CONCLUSION AND SUGGESTION

1. Conclussion
The teacher realized that teaching speaking was easy. It need some techniques or method
to make speaking class interesting for the students. So that the teacher can arrange and manage the
classroom as well as they can.
One techniques or method that can use the teacher to arrange and manage speaking class
in Direct Method. Direct Method is suitable technique to arrange the students speak up. This is
also make students feel confident when they speak.
Approach DM (Direct Method) the teacher as a partner, so they support the students with
understanding of their struggle to master language in often threatening new learning situation.

2. Suggestion
In teaching speaking, teacher should chose a good method such as direct Method that
appropriate. And teacher should prepare what media that suitable with their method.
Teacher can give simple roles and give punishment for student who speak with first
language.

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 PREFERENCES

Anthony, Edward M, Teaching English as a Second Language, Mc. Grow Hill Inc, Philippines, 1965
Erikson, E. Clifford, A Basic Test for Guidance Workers, Prtince Hall, New York, 1847
Gardon and Wong, A Manual for Speech Improvement, Pretince Hall, 1961
Jerry, G. Gerhard, Teaching English is a Foreign and Second Language, The University of Michigan
Press, 1996
Johnson and Wong, Communication in the Classroom, Longman Group United, Hong Kong, 1961
Rivers, Wilga, Teaching Foreign Language Skills, the University of Chicago, 1970
Klein, Wolfgang, Second Language Acquisition, Cambridge University Press, 1986

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 ITEM POINT

CONTENT

PROBLEM

DISCUSSION

REFERENCES

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