CHAPTER I

INTRODUCTION

A. Background

In learning language including English, each of the students should learn four
language skills (listening, speaking, reading, and writing). According to Bakers
(2003) the four skills have their own function in a language, one of the most
important skills is speaking.

Richards (2008) argued that speaking is exploring idea, acquiring

something done, subtraction various aspects of world or basically being together.
It means that if learners can speak accurately or fluently will help them
communicate easily and explore their idea. Speaking English also helps students
get up-to-date information field about health, technology and science.
Aristy et al. (2019 ) defined speaking as the most important skill of all
four skills because speaking is a tool for everyone to communicate between one
people to another. Speaking skills are essential for learners of any language. Speak
correctly and effectively to communicate well with each other. "Speaking is a skill
that students do the most in real-life situations". Speaking correctly and effectively
so that there is good communication between each other.
Speaking skills are mechanistic skills.The more practice, the more
mastered and skilled a person in speaking. Speaking is a skill which is worthy of
attention in both first and second language. Learning the speaking skill is the most
important aspect of learning a second or foreign language and success is measured
based on the ability to perform a conversation in the language (Nunan, 1995).
In everyday life, humans are faced with activities that require speaking
skills. Within the scope of the family, there is a dialogue with family members.
Outside the scope of the family, dialogue occurs between peers, neighbors,
coworkers as well as friends and teachers at school.
Speaking is essentially a process of communicating because in it there is a
message from one source to another. From the understanding already mentioned, it
can be concluded that According to what the students need in a target language is

1
the skill to use the language in acts of communication, because speaking is a very
complex and different skill to learn especially by the foreign language students. In
other words, learning to speak a foreign language will be facilitated when students
are active to communicate, because there is a proverb which says that we learn to
read by reading and we learn to speak by speaking (Erwadi, 2004).
With the ability of language that God gave to Adam, the angels
commanded Allah to prostrate before him. It means that language and the ability
to speak have great power that can bind human beings to a high degree, Allah said
in Qur’an :

َ ُّ‫ص ُح ِمنِّ ْي لِ َسانًا فَاَرْ ِس ْلهُ َم ِع َي ِر ْد ًءا ي‬

‫ص ِّدقُنِ ْٓي ۖاِنِّ ْٓي اَخَافُ اَ ْن يُّ َك ِّذبُوْ ن‬ َ ‫َواَ ِخ ْي ٰهرُوْ نُ هُ َو اَ ْف‬
Translate:

“And my brother Aaron he was more eloquent than mine, so send him with
me as my servant to justify my (words); indeed I fear they will lie to me.” Q.S
<Al- Qashash> /28: 34.
This verse contains information about the concerns of the Prophet Moses

a.s. when received God's command to face the tyrannical Pharaoh so that Prophet

Moses a.s. needed the help of someone else, namely his brother Aaron. Aaron was
chosen by the Prophet Moses a.s because "… he is more eloquent in his tongue
(speaking) than I… for justify my words… (Quran surah 28:34). This verse
explains that the ability to speak clearly, and fluently is essential for perfection
communicate.
In Islam, humans have been given the ability to speak and so they are
guided to be grateful, Allah said in QS <Toha>/20: 25-28.

َ ‫َربِّ ا ْش َرحْ لِي‬

‫ص ْد ِري‬
“My God, lay down for me my chest,
‫َو َيسِّرْ لِي َأ ْم ِري‬
and make it easy for me my business,
‫َواحْ لُ ْل ُع ْق َد ًة مِنْ لِ َسانِي‬
and remove the stiffness from my tongue,
‫َي ْف َقهُوا َق ْولِي‬
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 that they may understand my words”

These verses contain information about God commands the Prophet

Moses a.s to meet Pharaoh to deliver the treatise on tawhid. When he was about to
carry out the duties of Allah SWT, Prophet Moses did not forget to pray that all his
affairs would be carried out even though in fact Allah SWT had guaranteed
salvation and victory for him. this contains the lesson that as servants of God, man
must still pray to God. By praying, we acknowledge that we really need God in
all circumstances. The Prophet Moses a.s. who beg, and pray, to Allah so that
he is given strength in preaching. Among his prayers were "… and release your
strength from my tongue ”(Qur'an surah 20: 27) which implies meaning ‘Give this
servant of yours the ability to speak’ so that they will understand my words.
From all the descriptions above it can be known that in the Koran there is a
description of all the domains of the use of language that have been used as the
theory in language learning today. Therefore, speaking is difficult for students.
Generally, the Indonesian students faced the problems to communicate and
express their idea in English because less of practicing, lack of vocabulary
mastery, the problem in the organ of speak, and are passive to speak in the target
language. As the result, they are fear in making mistakes and feeling inferior to
speak English. To overcome problems faced by students, teacher should find
strategies certainly, The teachers should find the appropriate strategy to apply in
the classroom which is suit the learners‟ level. To achieve the goal, it is necessary
to have strategies that can help students speak well. Reiser and Dick (1996) argue
that teachers can use different strategies of teaching to achieve teaching learning
goals.
Teachers’ strategies are important to attain the lesson objectives, which
affect the teaching learning circumstances, and speaking skill is typically a sign of
successful language learning, which is a subject of teaching a language. According
to Brown and Yule (1999) The strategy of the teacher in the teaching and learning
process is one component of teaching, which is the core of the formal education
process in schools in which there is an interaction between various other
components such as content/subjects and students.
Based on the description above, it can be concluded that the teacher's
strategy is very important in education because not only that, the teacher also
3
 dominates class activities and acts as a facilitator and coordinator of student
learning activities. One important factor that supports the success of learning
English at school is the teacher who teaches English. The teacher is an important
factor in the teaching and learning process, especially in English, because it helps
students to achieve learning goals. Teachers are also expected to apply appropriate
strategies to help students use the target language.

The reality in the field, namely after observing at SMAN 1 Tinambung,

showed that in the learning process most students were not enthusiastic about
learning English, and students also tended to have difficulty speaking English
actively. From these findings, the reason is not only students' limitations in
understanding the material but some students are afraid of making mistakes,
embarrassed to speak in front of the class and limited vocabulary and lack of
knowledge of pronunciation and the lack of the teacher's strategy in providing
understanding to students. The teachers should find the appropriate strategy to
apply in the classroom which is suit the learners’ level.
Based on the explanation above, the researcher is interested in conducting
case study research entitled “ The Teachers’ Strategy in Improving Speaking
Skills of 11th-Grade Students at SMAN 1 Tinambung”.

B. Problem statement

Based on the background above, the researcher would like to formulate the
research question as follow :
1. How is the strategy of teachers in improving the speaking skills of 11 th grade
students at SMAN 1 Tinambung ?
2. How is the improvement of speaking skills at 11th grade students at SMAN
1 Tinambung ?

C. Research Objectives and Significance

The objectives of the background authors who conducted the study were:

1. To find out the extent of the teacher's strategy in improving the english
speaking skills of grade 11 students of SMAN 1 Tinambung.
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 2. To get an idea of the results of improving the speaking skills of grade 11
students of SMAN 1 Tinambung.
The results of this study that the background authors did reseach will be
useful for:
1. Teacher

Through the implementation of research, teachers get contributions of ideas on

ways to improve students' speaking skills and can better understand student
difficulty to speaking English.
2. Students
The results of this study are very beneficial for students to improve their
speaking skills because this research can facilitate to improve their speaking
ability.

D. Research Scope

In this research, it is necessary to limit the problem. The problem

focuses on the teaching strategy used by the teachers in improving speaking skills
of 11th-grade students at SMAN 1 Tinambung.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Literature Review

1. Previous Related Research Findings

There are some relevant researches which have relevancy to this research. The
first title is “ Developing HE students’ speaking skills through a focus on English as a
lingua franca “ That was conducted by D. Dippold et al. (2019). In this study are
qualitative method and quantitative method, the research used interviews or focus
groups to analyze responses from interviewers. The participants consist of 70 EFL
Learners. The overall aimed of this journal is to discuss how co-curricular student
support for speaking skills in HE group work,inparticular in Anglophone EMI
environments which include native as well as non native speakers, can be further
developed.
To this end, the journal investigates first year undergraduate students’
perceived speaking demands in HE group work and explores where these demands align
with the cooperative and strategic strategies proposed by ELF research. Based in the
research finding of the study, the researcher conludes that speakers make a conscious
effort in negotiating meaning and using language that accommodates group members, in
particular non-native speakers. What it has not been able to show was whether speakers’
actual communicative behaviours have matched their reports of displayed or desired
behaviours. This is of course due to the fact that this paper – contrary to the demands
outlined in Section did not draw on authentic communicative group work data in an HE
context, the collection of which would have required more funding than was available
for this project. However, by focusing the analysis explicitly on speaking demands, we
have demonstrated that students are aware of principles of ELF and willing to put them
into action, and have highlighted the centrality of speaking for academic success. This
provides the basis for future research on the complexity of spoken language in the

6
context of HE group work (and beyond) which can be used to support its development
pedagogically, with language and communication being foregrounded. We should not
forget that these efforts do not only support group work, but will have effects into
employment, supporting graduates when working in international teams to complete
high stakes tasks. An authentic environment for using HE group work to prepare
adequately for employment can only be provided if the university community is brought
together and specific groups are not singled out based on their enrolment status
(home/international student) or their use of English (native/non-native speaker).

The second title is “The use of YouTube in developing the speaking skills of
Jordanian EFL university students”. That was conducted by H.A. Saed et al (2021). ). In
this study is quantitative method, , the researcher used e interrater analysis is used to
analyze responses from students. The participants in this study consisted of 80 students
enrolled in four English Oral Skills classes offered by the Department of English
Language and Literature at a private university in Jordan. Each class comprised 20
students. This study aimed to examine the development of the speaking skill descriptors
among the experimental group subjects subsequent to the treatment they were subjected
to in YouTube. The differences between the pre-test and post-test scores showed that
students’ speaking skill performance was higher for this group than their counterparts in
the control group. This is consistent with Silviyanti (2014), who affirmed the
unquestionable value of using YouTube in EFL classrooms, where students get to be
eager and keen to watch YouTube videos and other videos in the target language. This,
of course, provides them with an opportunity to practice the speaking skill interactively
and communicatively. The results of this study are in agreement with Omer (2017), who
showed that YouTube improved EFL students’ listening and speaking skills and
encouraged them to communicate verbally in English. Furthermore, YouTube
acquainted students with native English speakers' culture, which, in turn, enhanced their
language proficiency. Many researchers affirmed the benefit and usefulness of YouTube
in teaching speaking skills to EFL students. A recent study conducted by Syafiq et al.
(2021, p. 50) showed that “YouTube video as English learning material improved the
speaking skill of students including fluency, vocabulary, pronunciation, grammar, and
content.” This ties in well with the results reported in the current study. Ever since it was
launched in 2005, the YouTube video-sharing platform has made giant strides in
7
revolutionizing sources of information and knowledge base interactively. The current
study subscribes to this thesis by investigating the impact of YouTube videos in EFL
speaking classes. Our research findings have most succinctly shown that not only does
the use of YouTube in the EFL classroom help boost the speaking skill, but it also
develops fluency & coherence through enhancing pronunciation, lexical choices, and
grammatical structures, leading to a coherent and meaningful discourse.

The Third Title is “ Teachers’ Strategies in Increasing Students’ Speaking

Ability at Junior High School 1 Tembilahan” That was conducted by Devi Anggraini
Silvina (2022). This research was used descriptive qualitative research as a method.
Participants of this research were three English teachers of eight grade of Junior High
School 1 Tembilahan. To collect the data in this research, the researcher was used
interview instrument. the aimed of this research namely to find out the teacher‟s
strategies in increasing students speaking ability, the way teachers do implement the
strategies to increasing students' speaking ability at Junior High School 1 Tembilahan. e.
The result of this study showed that teacher 1 and 2 used demonstration, role-play, while
teacher 3 used demonstration, role-play, and guessing game.

The similarity of this research is that research will observe the teacher's strategy
in improving students' speaking skills. It also tries to investigate how many students are
aware of the teaching strategies of a teacher. In addition, this study tries to explain the
importance of the teacher's strategy in building a friendly and productive environment as
an effort to encourage students to be confident in speaking English. The difference in
this study is that the researcher will explore the best strategy for teachers to improve
students' speaking skills in 11th grade SMAN 1 Tinambung .

2. Some Pertinent Ideas

Speaking in a foreign language is to exchange understanding and

information with foreigners. It was the way to find out the students’
difficulties. Hence, some pertinent ideas related to the research are as
follows:
a. Concept of Speaking

8
1) Definition of Speaking

A speaker needs to find the most appropriate words and correct

grammar to express meaning accurately and specifically and needs to
organize the discourse so that the listener will understand. In another word,
speaking is a fundamental skill that foreign language learners should master
(Richards, 2008). The speakers expressed their opinion in a thoughtful,
convincing, and passionate way through their speaking skills. Speaking is a
creative skill because it can create many words continuously.
According to Ramlannarie (2011) speaking is a thought process and
reason for the conversation a person can be accepted and well understood
by others or listeners. In Addition, Al- Jarf (2012) defines Speaking is an
ability oral to achieve pragmatic goals through interactive discourse with
other speakers of the same language. Speaking as a form communication to
interact with people verbally. Deep Speaking people are expected to be able
to communicate their ideas, feelings, and opinions. The goal is for
participants to be able to creating social interactions comfortable and
communicate with good.
(Harmer 2007) says that: If students want be able to speak fluently
in English, student need to be able pronounce phonems correctly, use
appropriate stress and intonation patterns and speak in connected speech.
But there is more to it than that. Speakers of English especially where it is
language will have to be able to speak in a range of different genres and
situations, and student will have to be able to use a range of conversational
and conversational repair strategies. Student will need to be able to survive
in typical function exchanges, too. Meanwhile, “The ability to speak
fluently presupposes not only a knowledge of language features, but also
the ability to process information and language 'on the spot.
Some students want to speak under certain conditions or stimuli and
students want to express freely what they feel in front of the class without
shame on their friends. Furthermore, According to Christopher Turk (2003)
many people argue that speaking well is no more than the application of
9
common sense While stating that Watkins (2007) speaking is the main aim
of the lesson it can sometimes lead to dissatisfaction It means that speaking
is the most important skill that must be mastered Because it can be the
measurement of someone’s skill. Therefore, teacher productivity in creating
effective learning is needed to encourage students to enjoy learning so that
students' speaking skills can increase and teachers must convey interesting
things to do interesting, fun, and communicative speaking activities.

Harmer (2001) There are six important things considered to be useful

that someone can be more fluent and brave in speaking. They are
confidence, fluency and accuracy, finding the right words, showing where
we are going, keeping the listeners interested and sounding natural.
Therefore, the mastery of speaking in English as a priority for many second
language or foreign language learners. Consequently, learners often
evaluate their success in language learning as well as the effectiveness of
their English course on the basic how much they feel they have improved in
their spoken language proficiency especially in improvement speaking
ability it can make someone can be more fluent, confidence, brave, be able
pronounce phonems correctly, use appropriate stress and intonation patterns
and speak in connected speech.
2) Types of Speaking

According to Brown (2004) there are five basic types of

speaking,namely :
a. Imitative

Imitative speaking is the ability to imitate (parrot back) a word or a

phrase or possibly a sentence. At this level, the Learner is just trying to
imitate what the teacher says. one example of an imitative thing in class is
"Repeat after me".
b. Intensive

Intensive speaking is goes one step beyond imitative to include any

speaking performance that is designed to practice some phonological and
10
grammatical aspect of language. At this level, trying to produce language is
limited due to a tightly controlled context. For example, reading a section or
answering directly to a simple question.
c. Responsive

Responsive speaking is interaction at the somewhat limited level of

a very short conversation, standard greeting and small talk, simple comment
and request, and the like. Responsiveness is a bit more complicated than
intensive, there is a significant difference, namely At this level, there is a
discussion stage while at the intensive level, the conversation is in a
limited scope. An example of a responsive stage is a dialogue consisting of
simple questions and one or two follow-up questions, which means there is
a discussion stage at this level.
d. Interactive

Interactive speaking is complex interaction which sometimes

includes multiple exchanges and/or multiple participant. The difference
between interactive and responsive conversations is the length and
complexity of the interaction, sometimes spanning multiple conversations
or many participants.
Interaction serves as an exchange of certain information or an
interpersonal exchange to maintain social relationships. The challenge of
speaking between people is context or pragmatics. The speaker should
remember the use of slang, humor, ellipsis, etc. when trying to
communicate.

e. Extensive

Extensive speaking is oral production, include speeches, oral

presentation,and story telling. Extensive includes speaking, oral
presentations, and storytelling, where the listener's opportunities for verbal
interaction (perhaps for non-verbal responses) are severely limited.

11
Examples are speech, storytelling, etc. that require a lot of preparation and
are not usually spontaneous communication. Intensive communication,
students can speak naturally. But in my personal experience, the average
student can't do it convincingly.

b. Definition of Teaching

Hornboy (1995) stated that teaching means giving the insruction to a

person: givee person (knowledge skill, etc). Individual teaching components
are not is partial (separate) or runs singly, but it must walk regularly,
interdependently, and Sustainable. For this reason, management is needed
good teaching. Good teaching management should be developed based on the
principles teaching. Teachers must consider in terms of and teaching
strategies, systematically designed, are of a nature conceptual but practical-
realistic and flexible, both the concerns the issue of teaching interaction,
management classes, utilization of learning resources (teaching), nor
judgment.
Teaching cannot be defined apart from learning because learning
and teaching are related to each other. Teaching is showing or helping
someone to learn how to do something giving instructions, guiding the
study of something, provides with knowledge that causes knowing or
understanding. Moreover, Learning is a relatively permanent change in
behavioral tendencies and it is the result of strengthened practice.
Furthermore, he explained that teaching guide and facilitate
learning, enables learners to learn, and organize conditions for learning.
Therefore, an understanding of how learners learn will determine
educational philosophies, teaching styles, approaches, and methods and the
class 11 technique. That is, learning is a process of student behavior through
several stimuli as a result of reinforced exercise.
c. Teaching Speaking

Kayi (2006) stated that teaching speaking means that the teacher
teaches the listener to 1) produce the English speech sound and sound

12
pattern, 2) use words and sentences, stress intonation pattern and the
rhythm of the second language, 3) select appropriate words and
sentences according to the proper social setting, audience, situation, and the
subject matter, 4) organize their thoughts in a meaningful and logical
sequence, 5) use language as a means of expressing, values, and judgments,
6) use the language quickly and confidently with few unnatural pauses,
which is called fluency.

Teaching speaking is giving instructions to someone to convey. Bailey

(2005) speaking is a productive oral skill. It consists of producing
systematic verbal to convey meaning. This means that speaking is a basic
skill process. The purpose of teaching speaking skills is to communicate
efficiently. Students must be able to communicate effectively so that they
can be understood well by the interlocutor.

From these definitions from several experts, researchers can conclude:

The goal of teaching is to make sure that the students are competent to
speak, therefore the language course is very important, that teaching
speaking is a way for students to be free to express their emotions, a way
for students to be more communicative, and interact with other people in
any situation. For that, in teaching speaking skills it is necessary to have a
clear understanding.

d. The Strategy of a Teacher

Lickona, Thomas. (1991) Teachers as caregivers, examples and

mentors and have enormous power to make students' lives better with
guidance through explanation, classroom discussions, storytelling,
providing personal motivation and providing corrective feedback.
According to Brown (2010) 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.. (Brown and Yule, 1999) states

13
that teachers’ strategies are important to attain the lesson objectives, which
affect the teaching learning circumstances, and speaking skill is typically a
sign of successful language learning, which is a subject of teaching a
language. Derakhshan (2016) also says that new strategies can be used for
teachers to develop the ESL learners in communication and speech without
feel under pressure.
According to Wehrli (2003) there are some kinds of teaching
strategies that can be applied in the language teaching process :
1) Brainstorming
David Minter & Michael Reid (2007) argued that Brainstorming is
another way used by companies to generate ideas. Brainstorming is
gathering a group of people, with the goal produces new and fresh thoughts.
2) Case-based Small-group Discussion
Brame & Biel, 2015) argued that small group discussion is activities
planned by the teacher . Teachers would like to consider assigning members
of the previous group to ensure a mix of professions, skills, or experiences,
which can lead to richer and more varied discussions. For more formal or
ongoing groups, group members can assign roles, e.g. clerk, reporter, etc.
3) Demonstration
Demonstration is an activity that asks learners to give their thoughts
in front of their friends so that learners can observe how it is done in order
to helplearners transfer theory to practical application. Moreover,
demonstration strategy involves the teacher showing learners how to do
something (Adekoya&Olatoye, 2011)
4) Guessing Game
Guessing game is a game in which the participants compete
individually or in teams to identify something that indicate obscurely. In
teaching speaking through guessing game, students are expected to be
involved actively in speaking class activity; they are much courage to think
what they want to say ( Klippel, 2004).
5) Role-play
Role plays can be performed from prepared scripts, created from a
set of prompt and expression or written using and consolidation knowledge
14
gained from instruction or discussion of the speech act and its variations
prior to the role plays Themselves (Murcia, 2001)
6) Storytelling
According to Oliver (2008) Storytelling is an art that describes
actual events as well as fiction and can be conveyed using images or sounds,
while other sources say that storytelling is a depiction of life which can be
in the form of ideas, beliefs, personal experiences, learning about life
through a story.Story which means story and telling means storytelling.
When combined, it is interpreted as storytelling story or tell a story.
7) Speaking Class Activities
According to Ready (2021) there are some types of activities which can be
applied in teaching speaking, namely :
a. Simulation
Simulation is a process of imitation of something real and its
surroundings (state of affairs). The action of performing this
simulation generally describes the properties of the key
characteristics of the behavior of the physical system or system.
b. Telling story
Telling story to convey something by speaking using a
technique or ability to tell a story. Storytelling is an amalgamation
of the two words that are story and telling. Story which means
story and telling means storytelling. When combined, it is
interpreted as storytelling story or tell a story.
c. Interview
interview is a conversational activity between two or more
people, this interview has a party as a source and an interviewer
or person who has questions to ask the source.
d. Conversation
Conversation is a conversation that a person makes to
another person to discuss something that is considered important
or unimportant. Can be done by 2 or more people in a group.
e. Discussion Activities
Discussion is the act or process of talking about something in
15
 order to reach a decision or to exchange ideas. Discussion is a
form of interaction in everyday life that involves two or more
people discussing and finding a solution to a problem.
Discussion is a common activity in forums both formal and
non-formal and is an important process in understanding a topic,
the main purpose of the discussion is to solve the problem.
f) Using the target language outside the classroom
use target languages outside the classroom can be very
helpful homework requirements in cases where the target
language is used in the environment.
From the definition above, it can be concluded that the teacher is
the most important factor influencing the learning process. Directing
students to learn at any level is a very noble position. Teachers will be
enthusiastic in providing teaching materials if students are also enthusiastic
in receiving lessons. The teacher has the task of teaching students to design
learning and reflect on the material. In society, teachers have social duties,
namely helping the nation's children. When a teacher teaches speaking in
class, Teaching strategies will be the key to achieving teaching success.
Good communication between teachers and students shows a indicators of
teaching success.
Likewise in society, teachers have social duties that aim to create
a good atmosphere maximally to achieve good social interaction. In
addition, they must provide learning resources along with appropriate
teaching strategies to achieve the goals of the teaching and learning process.
including assessing students, planning lessons, implementing plans, and
evaluating processes. In the learning process, the teacher must be a good
evaluator.

In learning, the teacher must complete several learning activities

so that all learning can be achieved properly. For this reason, the assessment
must be carried out by the teacher. That is, the teacher must be good at
assessing something that is lacking in the teaching and learning process to
make better revisions in the next section. the teacher must have good
demonstration skills and then ask students to do it indirectly to help students
16
 demonstrate their mastery of certain materials. That way, the teacher will
know the extent of student understanding of the lesson.

The teacher must have the right strategy for teaching that can be
adapted to the material and conditions of the class and students because the
teacher's strategy is one of the factors that can influence the teaching and
learning process in class. The teacher's strategy is one of the factors that can
influence the teaching and learning process in speaking class. The teacher's
strategy is also useful for improving the teacher's ability to convey material
so that students are interested in speaking

Teachers must always apply new ideas to other situations to be

highly productive teachers expected. This makes students challenged and
excited to learn because they always have ideas in various situations. The
reason why the right teacher strategy is important in the learning process in
speaking class is because the right strategy can make students feel
comfortable in following the lesson and make students always creative in
creating new ideas.

B. Conceptual Framework

English Language Learning

English Language Learning

Initial conditions
Condition at Beginning

Lack of strategy of teachers in Lack of student activity in

providing guidance to students speaking english

17
 Action

The Result of Students’ Improvement in

Speaking Skill

Figure 1. Conceptual Framework

Condition At Beginning : The teacher gives speaking lessons monotonous

strategies also lack of strategy of teachers in providing guidance to students because that
student become bored quickl, not interested and lack of student activity in speaking
english when learning process.

Action : The Teacher in Speaking learning applies a variety of learning strategies that
attract students’ learning interest then learning activities get the better result of learning.

The Result of Student’s Improvement in Speaking Skill : The used of varied

learning strategies can attract student’s interest in learning.

18
 CHAPTER III

RESEARCH METHOD

A. Research Method

The design of this research is descriptive qualitative. Descriptive research

means looking into or describing something like situations, conditions, events, and
activities in which the result of the study can be exposed in a research report.
Creswell & Creswell (2017) also argued that qualitative research would be
appropriate to be employed when it would identify research participants’ opinions,
beliefs, or even perceptions. In this research, the researcher investigated the
teacher’s role in improving speaking English and the finding will be seen by using
the description.
Moleong (2005) argues that Qualitative descriptive research is a study that
produces data in the form of written or spoken words from observable behavior
approaches that lead to the setting and the individual holistically ( intact)". So in
this case it should not isolate the individual or organization into variables or
hypotheses, but it is necessary to view it as part of a whole. "Data analysis is
qualitative and qualitative research results emphasize meaning to generalisas
Sugiyono (2012) This qualitative method is used by several researchers to
It's easier to get data that is still vague. Such With this method, the researcher can
go directly into the object research related to The Teacher's Role in Improving
Speaking Skills of 11th-Grade Students at Sman 1 Tinambung.

B. Data Source

19
 1. Primary data sources

Primary data sources are data obtained directly from 11 informants namely 3
English Teachers in grade 11, 3 Class Advisor in Grade 11, 5 students in grade
11, Through interviews in-depth interviews, observations, and documentation
studies.
2. Secondary Data Sources

Secondary data sources are data obtained indirectly In schools but

from electronic media, then from the results of studies documentation
regarding written data, documents, photographs, and other data that has a
link to research.
C. Determination of Informants

Determination of samples or informants in qualitative research works to get

the maximum information. The Researcher will take 11 people who were
sampled/informants are those who meet the following criteria :
1. The Eleventh Grade English Teachers of SMAN 1 Tinambung

2. The Eleventh Grade Class Advisor of SMAN 1 Tinambung

3. The Eleventh Grade Students of SMAN 1 Tinambung

D. Research Instrument

The purpose of research is to measure social and natural phenomena

because basic research is about measurement, then research must have good
measuring instruments. Research measuring instruments are referred to as
research instruments.
To facilitate the research and compilation of this work, the author uses
research tools to store information related to the topic under study. The
instruments used in this study were:

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 1. Observation guidelines (observations)

Observation is a research tool, which is tool to conduct direct research in

the field. What was observed in this study was how "The Teacher's Strategy in
Improving Speaking Skills of 11th-Grade Students at SMAN 1 Tinambung"
2. Interview guidelines

An interview is an assessment tool in the form of a conversation that the

interviewer conducts to obtain information from respondents. This interview
guide contains an overview of the research in the form of a questionnaire for
research purposes.
3. Documentation
Documentation, which is data collection based on important archives at the
school level that are examined.

E. Data Collecting Procedures

According to Sugiyono (2005) Engineering Data collection is a step that

most strategic in research, because of the objectives The main point of the
study is to get the data.

In collecting the data, there are some steps will be taken by the researcher,
they are :
1) Observation

The form of observation in this study is research in the form of

observation of participation in daily activities at school. This method is used
to get data about daily activities. Observation In the act of measuring what is
happening. 8 This method is used to obtain data regarding daily activities.
Observation is part of a person's ability to use his observations as a result of
work, both sensory observation sight, and hearing.

The sensory observation that had been planned at the beginning

21
research is an action and a role carried out by teachers in high school classes.
Observation is done by observing directly the object research to obtain a
detailed picture to obtain accurate data so that a discussion will be reached in
the study.

2) Interview (interview)
The interview method is a method that is often used in research. The
interview is a series of processes to obtain information for research through
asking questions, formulating questions face-to-face between the interviewer
and the interviewee with or without using interview guidelines. This research
includes interview research. Interview i.e. the involvement of the researcher
and the interviewee are involved in social life which is not relatively short.
This interview or interview is addressed to educators as learning
implementers to obtain student data. In-depth interviews used in this study
were conducted to obtain student data and obtain information on the purpose
of the research conducted while asking face-to-face questions face-to-face
between the interviewer and the informant without using a guide.
Method interviews, In this study, researchers tried to find information
through interviews with relevant informants. About qualitative research, then
Researchers determine informants who are expected to provide the
appropriate information with a research focus, these informants were selected
based on certain criteria, including that informants not only know and can
provide information, but also have lived seriously as a result of their
involvement long enough with the environment or activity in question, and
additionally an informant from a resident.
3) Documentation

This method is used to obtain data regarding the geographical location

of SMAN 1 Tinambung, the history of its establishment, vision, mission and
goals, school organizational structure, circumstances students, teacher
conditions, employee conditions, state of facilities, and infrastructure
according to standards of national education. Documentation method, namely
data collection techniques by using collect and analyze documents both in the
form of writings, pictures, or monumental works of someone. Documentation

22
 is done by reviewing documents related to research, including secondary
sources.
F. Data Validity Check
Checking the validity of the data that has been obtained from the results
of data mining necessary to ensure that the data is true and accurate. This
is done because it does not rule out the possibility that the data obtained
the informant is not true. And the untruthfulness of such data can occur
due to some things, for example; Asking the wrong question which means
the answer is also wrong and the subjective actions of the researcher. As
for the techniques that can carried out in the examination of the validity of
the data, namely:
1. Test the credibility of the data.
a. Extension of Observations Researchers
Extend the observation period by means of back on the field, making
observations, interviewing again with Past and newly encountered data
sources. This is done when researchers feel that the data obtained is not
right, so it is necessary conducted re-research related to the data that
must be collected So that the data found can be complete and precise.
b. Observation Perseverance.
The persistence of the observation in question is that the researcher
examines in more detail the results of the research obtained regarding
self-concept informants by analyzing the factors as well as the elements
that is in the matter.
c. Triangulation
Triangulation is a technique of checking the validity of data with use
of two or more sources to get an idea of research objectives.
Researchers performed three types of triangulation, namely; source
triangulation, technique triangulation, and time triangulation.
Triangulation the source is done by checking the information obtained
from some sources. Then, triangulation techniques are carried out by
means of check the data obtained by the same source using different
techniques such as interviews, observations, and documentation studies.
d. Discussions with Peers.
23
 Researchers have discussions with peers with displays the interim
results or final results that the researcher got in the field and discussing
it with peers, namely fellow researchers. This is done as a researcher's
self-evaluation to research that has been done, such as getting thoughts
from peers that were not thought of before by researchers or get inputs
that can be used as consideration by researchers to strengthen the results
of their work
2. Confirmability Test
Researchers conduct a confirmability test by linking the results research
with the research process that has been carried out. And if the result the
research that has been obtained is felt to be lacking, so the researcher
conducts Confirmability is to re-confirm the informant
3. Transferability Test.
Researchers conduct Tranferabilty tests by deciphering them detailed
research results to be able to describe the background of the research with
clear. Transferability testing is intended to ensure that the data obtained is
correct so that the research results can be applied to another situation with
similar characteristics.

P. Data Analysis Technique

Moleong (2004) defined data analysis technique is the process of organizing
and sorting Data into patterns, categories, and units of description basic so that it
can be found themes and where formulated working hypotheses as
those .suggested by the data.
Based on the problem formulation and research objectives, what is the “
teacher's strategy in improving the speaking skills of 11th-grade students at
SMAN 1 Tinambung” aims to find out the implementation of the results of
sensory interpretation, and the reality and theory, then the data analysis is done
qualitatively. To support this empirical studies are needed so that the data
analysis is more comparative. Which method used is an inductive method by
constructing between data and data facts. Based on the problem formulation and
research objectives, the data analysis was implemented qualitatively. To support
this, an empirical study is needed. This research is field research (field research).
24
 used is descriptive qualitative analysis. Descriptive research studies the problem
in society, procedures apply, attitudes, and views of the ongoing process that
gathers facts but not testing hypotheses. Descriptive Method Namely, a research
method that examines the status of a group of people, an object, a condition, or a
fact. The resulting conclusion is in the form of a descriptive which is the final
result.

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