Exploring Secondary School Teachers Professional Development

in English Speaking Abilities to Teaching Speaking

NAME : DALILAH FIRYAL SALSABILA

NPM :171101010541

ENGLISH EDUCATION PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

BOGOR IBN KHALDUN UNIVERSITY

2019
 CONTENTS

CONTENTS..............................................................................................................i

CHAPTER I INTRODUCTION..............................................................................1

1.1 Background of the Study...........................................................................1

1.2 Scope of the Study.....................................................................................4

1.3 Formulation of the Problem......................................................................4

1.4 Purposes of the Study................................................................................4

1.5 Significance of the Study..........................................................................4

1.5.1 Practically...........................................................................................5

1.5.2 Theoretically......................................................................................5

1.6 Organization of the Paper..........................................................................6

CHAPTER II LITERATURE REVIEW..................................................................7

2.1 Previous Study...........................................................................................7

2.2 Professional Development.........................................................................8

2.1.1 Definition of Professional Development............................................8

2.1.2 Teacher's Professional Development...............................................10

2.3 Speaking..................................................................................................11

2.3.1 Speaking...........................................................................................11

2.3.2 Teaching Speaking...........................................................................13

CHAPTER III METHODOLOGY........................................................................16

3.1 Research Design......................................................................................16

3.2 Research Participants..............................................................................17

3.3 Instruments..............................................................................................17

3.4 Data Collection........................................................................................18

3.5 Data Analysis.........................................................................................18

i
BIBLIOGRAPHY..................................................................................................23

APPENDICES.......................................................................................................26

RESEARCH SCHEDULE.....................................................................................28

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 CHAPTER I

INTRODUCTION

1.1 Background of the Study

To meet the changing needs of students in the modern world, teachers must
pursue professionals development. They must do this by reassessing and re-
examining their current beliefs and teachings class teaching practice. They also
need to take responsibility for their professional development teaching. Teacher
professional development is considered an important factor for teachers function
successfully. On the other hand, teacher professional development must be seen as
absolute need not only for professionalism reasons, but also for moral reasons and
ability development. The teacher has morals the obligation to be the best
professional they can be. They nurture the minds of students and expose them for
current skills and techniques that will make them successful and wise students.
Role that teachers must play in their society is very important because teachers
shape future generations and help create a better tomorrow for students,
themselves and all people. As a professional development is important for any
career, equally important for all teachers. Teaching materials, techniques and
methods are constantly being updated and changed. This implies that the teacher
education alone will not be enough to serve them throughout their careers.
Professional teacher development means lifelong learning and growing as an
educator because the work of the teacher has never been complete.

The quality of teaching is the single most important factor that contributes to
changes in student learning. In many contexts there is a great need for initial
teacher training to increase teacher resources that are available as well as
professional development in positions for teachers in teaching roles that are
always demanding. However, there is a key reality which undermines the teaching
of English in many national contexts.

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All children get language naturally without much effort into it. Even if they are
exposed to several languages, they seem to learn it very easy. They also tend to
forget language as easily. Children acquire language without conscious effort, so
they never think grammatical, vocabulary or situational context. They get it only
through language exposure, for that, they need to hear a lot of language. As they
obtain the language of desire to be understood or fed motivating them to speak in
the language obtained. However, as they move towards puberty, language
acquisition gradually seems to be more difficult and over time adult it becomes
much more difficult, especially in secondary school. Studies show that speaking
skills are the most neglected skills language instruction. Most students don't even
have the chance to do it talk in the classroom or outside. Besides, talking is not a
part of exams in most language courses. As many people find researchers, foreign
language learning best occurs through interaction, the teacher must give students
the opportunity to communicate English in lessons. Because many goals of
learners in language learning are to be able to communicate smoothly in formal
and informal interactions, class activities must be designed to improve oral
fluency. But its abilityspeaking is a complex process in its nature; many students
want to talk in class or outside because of social differences or psychological
reasons so that they remain silent. Therefore, it needs to be done language teacher
to implement several natural strategies such as: role playing, group work, projects,
etc. to avoid the shame and unwillingness of students so they can participate in
speaking activities in class.

In addition, the main task of a language teacher is to provide opportunities for

students by encouraging them to use English not only in class but also in their
daily interactions with their classmates, teachers or students' who speak English, if
possible. Because it's an English teacher playing the biggest role in developing
students' speaking skills by applying various strategies and techniques in the
classroom that will make learning speak more effectively in English.

The teacher always has something new to learn, something else to share with
others strategies or resources to create. This is the true nature of the profession:

2
disseminating, learning and reflect. Teachers must be given time to learn often
and in a supportive way. This give them regular repairs and will benefit them and
their learners. Past found that the teacher who provided inspiration and
information was the most important factor related to the school affect student
achievement. So it is very important to pay attention to training and teachers
develop and provide support to new and experienced teachers. As an English
teacher for a long time, researchers felt that it was very important to investigate
teacher ideas professional development. Teacher development is the basis for the
English language process language teaching. In addition, studies on professional
development in the world of English teaching are still rare.

In today's teachers world need to continue to innovate and adapt. Supported by

professional development, they need knowledge and skills to be flexible and
reflective professionals who respond to the needs of 21st century students. In the
words of a teacher from the Cambridge English professional development project:
We all need refreshment whatever profession we face, but teachers may face some
of the biggest challenges today use a curriculum based on an education system
that is 200 years old and which is not suitable for school students 21st century, so
this makes the importance of training and professional development far more
important. Teachers must be able to analyze what they do or use in class and see if
it really has value students who are obviously very different from them as
students, but to be able to do this the teacher needs to stay up to date and if they
don't develop themselves it is impossible to be able to provide the best service for
them students or prepare them adequately for the future that lies ahead.

Effective professional teacher development leads to improved teaching and, in

turn, increased learning. That applies potential benefits both at the micro level
(teacher practice and student learning) and at the macro level (influence the whole
education system). Teachers ‘are at the forefront of delivering education, [and
they] face increasing demands and expectations. They need and deserve to be
equipped to be as effective as possible. Research also shows that institutions need
to balance costs and benefits of professional development better supply and

3
demand, to maximize their impact. For example, in the International Survey of
Training and Learning in several activities, such as qualification programs, and
collaborative research, considered by teachers to have the highest impact, but
relatively few teachers participated in it.

According to Harmer (2007; 107) a teacher is like “a gardener, because he/she

plants the seeds and watches them grow”. Students are the field and the seed is
seen as the knowledge planted by educators. As a gardener takes very good care
of the roses, flowers, waters them when necessary, the teacher also plays different
roles in the lives of the students not only by planting knowledge in them but also
acting as a model in the classroom and outside it with their personal lives.
According to Vilar (2003), teachers have two primary functions in education: the
managerial and the instructional functions. The latter refers to the conditions that
teachers create for learning to take place and the other is the knowledge that the
teachers impart in the classrooms. Teachers should carry out these functions
simultaneously for efficient language instruction because they cannot be
separated. This proposal aims to focus on secondary school teachers professional
development in their speaking abilities.

1.2 Scope of the Study

It is important to clarify the research problem so that it remains focused and has
clear objectives. In this study, researchers focused on Professional Development
in Teaching English Speaking.

1.3 Research Questions

Based on the background of this research, the research questions to be

addressed are;

the problems analyzed in this research can be described as follows:

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 1- what are teachers preception about the relation from their english

speaking ability with the teaching professional development?

2- How are teachers implementing their speaking ability to teach their

students?

1.4 Purposes of the Study

Considering the questions above, the aims that are expected to achieve

from this research are mentioned below.

1.4.1 To know the preception about the relation from their english speaking

ability with the teaching professional development.

1.4.2 To know the ways of teachers implementing their speaking ability to teach

their students.

1.5 Significance of the Study

However, the researcher hopes that this paper has two profits in teaching

and language learning as presented below.

1.5.1 Practically

a. Student

This research adds the students’ interest, motivation, and

particularly their creative in learning English speaking which are 21st

century requirements. It is expected to be able to increase speaking

proficiency to the students.

b. Teacher

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 This research additionally provides teaching styles to English

teachers in order to implement and develop language teaching quality

and professional development which is appropriate in 21st century

whether it is theoretical or practical.

1.5.2 Theoretically

The result of research can be used for reference for those who want to

conduct a research in teaching English, especially in speaking proficiency.

1.6 Definition of Terminology

Teacher Professional Development :

Teaching Speaking :

1.7 Organization of the Paper

This paper is divided into 3 chapters as follows.

Secton I is the introduction which explains the background of the study, the scope

of the study, formulation of the problem, purpose of the study, significance of the

study, definition of term, and organization of the paper. sectionr II is the literature

review. It describes about Teacher Professional Development and speaking.

section III is the research methodology. It consists of research design, participants

setting, instrument, procedure of data collecting and analysis.

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 CHAPTER II

LITERATURE REVIEW

1Proffesional Development

2.1.1 Definition of Proffesional Development

The following areas (Vanessa Vega, 2003) detail the range of best

practices found by researchers to be critical for ensuring teachers

growth and success: 1. Effective Administrator and Teacher

Leadership,2. Job-Embedded Professional Development, and 3.

Professional Learning Communities. Research shows that the

following features of effective leadership can improve student

achievement (Leithwood et al., 2004; Vescio, Ross, and Adams, 2008;

The Wallace Foundation, 2012): 1. A vision of academic success for

all students based on high expectations 2. A safe and cooperative

climate for learning 3. Support and training to promote continual

professional learning 4. Data to track and promote collaborative

inquiry and practices that improve student learning 5. Cultivating

leadership in staff, parents, and community partners. In jobembedded

professional development, it has been found that: when teachers

receive well-designed professional development, an average of 49

hours spread over six to 12 months, they can increase student

achievement by as much as 21 percentile points (Yoon, Duncan, Lee,

Scarloss, and Shapley, 2007). On the other hand, one-shot, "drive-by,"

or fragmented, "spray-and-pray" workshops lasting 14 hours or less

7
 show no statistically significant effect on student learning (Darling-

Hammond, Wei, Andree, Richardson, and Orphanos, 2009). Above

all, it is most important to stress that effective professional-

development programs are job-embedded and provide teachers with

five critical elements (Darling-Hammond et al., 2009): Collaborative

learning: a. Teachers have opportunities to learn in a supportive

community that organizes curriculum across grade levels and subjects,

b. Links between curriculum, assessment, and professional-learning

decisions in the context of teaching specific content , c. active

learning: teachers apply new knowledge and receive feedback, with

ongoing data to reflect how teaching practices influence student

learning over time,d.deeper knowledge of content and how to teach it:

training teachers solely in new techniques and behaviors will not

work, e. sustained learning, over multiple days and weeks:

professional development efforts that engage teachers in 30 to 100

hours of learning over six months to one year have been shown to

increase student achievement.

2.1.2 Teachers Proffesional Development

Research on professional development for teachers has shifted in the

last decade from delivering and evaluating professional-development

programs to focusing more on authentic teacher learning and the

conditions that support it (Webster-Wright, 2009). Professional

8
learning communities (PLCs) or networks (PLNs) are groups of

teachers that share and critically interrogate their practices in an

ongoing, reflective, collaborative, inclusive, learning-oriented, and

growth-promoting way to mutually enhance teacher and student

learning (Stoll, Bolam, McMahon, Wallace, and Thomas, 2006). PLCs

go a step beyond professional development by providing teachers with

not just skills and knowledge to improve their teaching practices but

also an ongoing community that values each teacher's experiences in

their own classrooms and uses those experiences to guide teaching

practices and improve student learning (Vescio et al., 2008). Research

shows that when professional learning communities demonstrate four

key characteristics, they can improve teaching practice and student

achievement in reading, writing, math, science, and social studies

subject tests (Vescio et al., 2008): Successful collaboration, focus on

Student learning, continuous teacher learning, and teacher authority to

make decisions regarding curriculum, the processes of their own

learning, and aspects of school governance. Several practices of

professional learning communities have received consistent support :

Videobased reflections, lesson study, mentoring programs, and grade-

level teams.

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2.2 Speaking

2.1.1 Speaking

Speaking is defined as an interactive process of building meaning that includes

producing, receiving and processing information (Brown, 1994; Burns & Joyce,

1997; Luoma, 2004; 2). Speaking is an interactive process of getting and

evaluation of information in order to produce meaning through the use of verbal

and non-verbal symbols in a variety of contexts (Chaney, 1998; 13). Similarly,

Tarone (2005:p. 485) states that speaking is the most difficult and complex

language skill to master. The act of speaking incorporates listening and

comprehending simultaneously and it relies on communicative competence and

the situational context. Thus, speaking is thought to be the complex system

because it includes the ability of using the grammar, sound, vocabulary and even

cultural knowledge of the language.

Speaking is the way how learners express themselves not just orally but also

coherently and appropriately in a sensible manner. Literature demonstrates that

speaking can be either transactional or interactional, both have some linguistic

differences in their usage. The transactional discourse involves mainly passing on

information and this type of languge is “message-oriented” rather than listener-

oriented (Nunan; 1989 p.27). Such speaking discourse is usually long, clear,

comprehensible and planned beforehand, for example, news, instructions,

documentary programs, etc (Richards;1990). In contrast, interactional discourse

involves interpersonal use of conversations like: small talks, greetings, etc. which

is listener-oriented. Interactional speaking happens face to face which lets

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speakers receive an immediate response. This kind of communication involves

facial expressions, movements of the lips and the body such as gestures, mimics,

etc., and in some cases even silence is thought to have a role in facilitating

comprehension. It is interactive, that is: participants involved in such

communication contribute to it at appropriate moments. Turn-taking is one of the

features of interactive communication which happens unconsciously and

differently in different cultures. Sometimes, turn taking might be a source of

communication problems for people who are from different cultures and

languages (Kim McDonough, Alison Mackey, 2013). While discussing speaking,

another important distinction can also be made between dialogue and monologue.

The ability to give incessant oral presentation is totally different from interacting

and communicating in interactional and transactional situations. Even the native

speakers might experience some difficulties talking about a subject to an

audience. This specific skill should also be adressed to in language instruction.

Monologic talks always include a recognaizable format and are similar to written

language. Brown G. & Yule G. (1983) discuss that it is important that teachers

should focus on having students practice in producing speeches such as public

talks, public announcements,along with short turns. Because practising to produce

dialogues in interactional situation might not guarantee that students can yield

satisfactory results from long talks to a group of listeners.

2.2.1 Teaching Speaking

According to Harmer (2007; 107) a teacher is like “a gardener, because he/she

plants the seeds and watches them grow”. Students are the field and the seed is
seen as the knowledge planted by educators. As a gardener takes very good care

11
of the roses, flowers, waters them when necessary, the teacher also plays different
roles in the lives of the students not only by planting knowledge in them but also
acting as a model in the classroom and outside it with their personal lives.
According to Vilar (2003), teachers have two primary functions in education: the
managerial and the instructional functions. The latter refers to the conditions that
teachers create for learning to take place and the other is the knowledge that the
teachers impart in the classrooms. Teachers should carry out these functions
simultaneously for efficient language instruction because they cannot be
separated. In ELT classes teachers are expected to teach effectively, to guide
students and to keep order in the classroom. However, the most crucial role
teachers are expected to play is providing and maintaining a good quality of
education (Leu, 2005). In order to achieve this quality, teachers should be
encouraged to use their energy, knowledge along with motivation. Thus, teachers
should play various roles according to the skills and needs of the learners. The
roles teachers play in ELT field are mostly of an assessor, organizer, facilitator,
prompter, motivator, participant, monitor, model, etc.

A good teacher is the one who assesses their students speaking skill by means of
both observations and quizzes or exams designed to evaluate oral proficiency of
the learners. However, in most language instruction courses, assessment of the
students’ speaking skill is usually ignored. For perfecting students’ speaking skill
the teachers have the role of an assessor (R M. Harden & J. Crosby, 2000).
Organizer is one of the most important roles of teachers during speaking
activities. This is more than just explaining or doing some oral exercises. Teacher
should know what kind of activity to use at first or what to do after that. This role
includes different aspects of teaching contexts. For example: what kind of method
and materials the students need, how to organize an activity and how long to
should last or to have alternative activities if something goes wrong with the
current activity.

According to Harmer (2001:275-6) there are three important roles that teachers
can play if they want to get their learners to speak fluently. One of them is the

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prompter. It is when students are not sure about how to do a task, teachers often
play the role as a prompter. During the speaking tasks, learners might demonstrate
a kind of struggling when they try to express themselves. In this case, the teacher
usually gives hints, suggests phrases or vocabulary. However, the teacher should
be careful when he/she gives prompts to students during oral tasks because the
primary purpose of prompting is to give the right amount of motivation and
encouragement. Weshould not “take the initiative away from the students”
(Harmer, 2007: 109). One more role is that of the participant. This is when
teachers participate in discussions not as teachers but as peers of L2 learners. The
teacher usually assigns students to perform a speaking activity and from time to
time intervenes to give feedback or corrects mistakes only when necessary. This
role enables teachers to understand difficulties learners face during speaking
activities. When giving any task to the students, the teachers can actually do the
task themselves so that they can anticipate the difficulties that the students might
encounter and better equip them with the strategies for that task. As a participant,
the teacher can also make sure that students participate and are involved in the
task. On the other hand, he/she shouldn’t dominate the discussion. The next role
according to Harmer is a “feedback provider”. This is when teachers give
feedback after the oral activity. Teachers should be very careful when they give
feedback since over-correction might hinder students’ motivation to talk. But
encouraging responses may drive students to carry out the oral tasks with self-
confidence which will in turn improve their speaking ability.

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 CHAPTER III

METHODOLOGY

3.1 Research Design

In this study, the researcher is going to use a qualitative research. Heigham and

Croker (2009) describes that qualitative research entails collecting primarily

textual data and examining it using interpretive analysis. It does not present both

the data and the result in the statistic form, but it interprets in description form.

Researcher intends to focuses on the learning progression where it is student-

centred activities. Therefore, the researcher plans to apply descriptive qualitative

that explores more about the process of learning activities that may encourage

higher order thinking skill in the classroom. In order to get effective observation,

the researcher became an observer where he documented and inspected the

interaction process among students. Then, case study will be used in this research.

Yin (2003) explains, “As a research strategy, the case study is used in many

situations to contribute to our knowledge of individual, group, organizational,

social, political, and related to phenomena”.

2.2 Research Participants

The participant in this research are 15 English teachers in second grade

class in Bogor junior high school whose ethnic background is Sundanese, and

from whose different teaching's background The sample will be selected randomly

with interview questions for purpose of the research.

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 2.3 Procedures of Data Collection

In this research, the researcher is going to implement interview as

instruments needed to complete data of the research. Jonker and Pennink (2010)

even claims that finally, the researcher uses specific instruments to measure the

variables. Interview was applied to support the analysis of this research where it

contains certain questions to obtain and strengthen more information towards

students’ and teachers' response. The researcer was interviewed also to recognise

another perspective of its research.

The data of this research is obtained to be organised in order researcher

can analyse the problem of his study. The researcher is going to questioning based

on the questions sheet and record the answer. The post stage is interviewing

teachers to gain information toward their response and interviewing the resercher

also to find the profits of the reserch.

2.4 Data Analysis

In the literature review we have presented studies carried out in language learning
especially in learning speaking. At this stage, we will move on to the practical part
of this study. For collecting the data the researcher is going to use some steps in
analysing qualitative data :

1. Use the questions provided by the researcher to retrive data.

2. Interview, to describe what the teachers preceptions and thinking.

3. Code the data

According to (Creswell, 2007) Coding is the process of segmenting and

labeling text to form descriptions and broad themes in the data. The researcher
will code the data to get the findings.

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 BIBLIOGRAPHY

Yin, R. K. (2003). Case Study Research: Designs and Methods (3rd Ed.).

California: Sage Publication Inc.

Jonker, J. & Pennink, B. (2010). The Essence of Research Methodology: A

Concise Guide for Master and PhD Students in Management Science.

London: Springer Science+Business Media.

Nunan, D. (1989). Designing task for communicative classroom. Cambridge:

Cambridge University Press.

Nunan, D. (2003). Practical English Language Teaching. Boston,

Massachusetts: Heinle and Heinle Publishers.

Vescio, V., Ross, D., and Adams, A. (2008). “ A Review of Research on the

Impact of Professional Learning Communities on Teaching Practice and

Student Learning” [Abstract]. Teaching and Teacher Education, 24(1),

80-91. Review of 11 empirical studies on professional learning

communities.

Darling-Hammond, L. (2012). Creating a Comprehensive System for Evaluating

and Supporting Effective Teaching (PDF). Stanford, CA: Stanford Center

for Opportunity Policy in Education.v

Darling-Hammond, L., Wei, R.C., Andree, A., Richardson, N., and Orphanos, S.

(2009).Professional Learning in the Learning Profession: A Status Report

on Teacher Development in the United States and Abroad (PDF).

Stanford, CA: National Staff Development Council and the School

Redesign Network at Stanford University.

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Yoon, K. S., Duncan, T., Lee, S. W-Y., Scarloss, B., and Shapley, K. (2007).

Reviewing the Evidence on How Teacher Professional Development

Affects Student Achievement (PDF). Issues & Answers Report, REL

2007–No. 033.

Webster-Wright, A. (2009). Reframing Professional Development through

Understanding Authentic Professional Learning [Abstract}. Review of

Educational Research, 79(2), 702-739.

Stoll, L., Bolam, R., McMahon, A., Wallace, M., and Thomas, S. (2006).

Professional Learning Communities: A Review of the Literature (PDF).

Journal of Educational Change, 7(4), 221-258.

Brown, D. H. (1994). Teaching by Principles: An interactive Approach to

Language Pedagogy. Englewood Cliffs, NJ: Prentince Hall Regents.

Kim McDonough, Alison Mackey. (2013). Second Language Interaction in

Diverse Educational Contexts. Amsterdam, The Netherlands: John

Publishing Company.

Brown G. & Yule G. (1983). Discourse Analysis. Cambridge: Cambridge

University Press.

Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). London:

Pearson Longman.

Vilar, E. (2003). Roles of teachers a case study based on: Diary of a language

teacher. Retrieved from

http://www.uji.es/bin/publ/edicions/jfi6/teachers.pdf

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Leu, E. (2005). The role of teachers, schools and Communities in Quality of

Education: A review of the Literature. Washington, DC: Global

Education Center.

R M. Harden & J. Crosby. (2000). The good teacher is more than a lecturer the

twelve roles of the teacher. Med Teach, 334-347.

Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman

Press.

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 APPENDICES

STUDENTS INTERVIEW GUIDELINES

Students’ Name :

Class/Semester :

Date :

No Questions Response
Are you comfortable in speaking English?
Do you feel the benefits of cooperation on your speaking? What are
Learning English Speaking

they?
What the favorite model in learning English you prefer?
What are the feelings when talk English with stangers?

Do you give comments to your friends when he/she was talk about
something in English speaking?
Do you have some method to make your speaking English better?
Do you compare the performance of yours and others when talking
English?
What is your creativity in your speaking performances?

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 TEACHER INTERVIEW GUIDELINES

Teacher’s Name :

Date :

No Questions Response
How is your opinion about professional development?
Teachers' Professional Development

What are the strengths you see toward students’ progress on their
speaking performances?
Is professional development can relate with teachers learning
strategies?
What are the benefits of implementing teachers professional
development?

How do students evaluate their performances of speaking?

How we can help the students in learning speaking?
How do they solve a problem on their learning progress?
What are the progress of their speaking skill before and after
learning through the ways teacher learning?

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 RESEARCH SCHEDULE

Num
Items May June July Aug
b
1. Preparation
a. Observation
b. Identification of Research Area
a. Submission of Topic Paper
b. Proposal Arrangement
2. Implementation
a. Proposal Seminar
b. Data Collection
3. Approval Report
a. Report Arrangement
b. Thesis Defence

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