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ABSTRACT
The central intention of this study was to analyze the English teachers’ strategies
in teaching speaking and readingcomprehension skills in SMPN 1 Selong. It was
conducted to get detailed information about the students’ responses towardtheir
teachers’ strategies in teaching speaking and reading comprehension skills. This
study employed a qualitative researchdesign. Necessary data was gathered using
open-ended question, classroom observation, interview, and questionnaire.
Theresult of this study revealed that the three teachers applied teaching speaking
and reading comprehension skills strategies inthree stages; Pre, Whilst and Post
Stages. Then in general the students’ responses toward their teachers’ strategies
inteaching speaking and reading comprehensions skills were good enough as their
instructions were clear and understandable.Based on those finding, it can be
concluded that the English teachers need to increase their knowledge and
experience inorder to understand the concept and reasons in using the strategies
for teaching speaking and reading comprehension. Thisstudy recommended that
English teachers should have awareness to the significance in choosing the
appropriate strategiesfor teaching speaking and reading comprehension skills. So
that the learning process can run effectively.
although they have been studying English for aboutsix years. In this context,
M. Thalal (2010) stated
thatt h e r e a r e m a n y c a s e s h a p p e n w h e r e s t u d e n t s ’ expectation
s do not match with the reality of learningresult showing that their English
proficiency is stillvery low or no significant English ability after
manyy e a r s o f s t u d y . M o r e o v e r , s t u d e n t s o f f o r e i g n l a n g u a g e
e d u c a t i o n p r o g r a m s a r e c o n s i d e r e d successful if they can
communicate effectively in
thel a n g u a g e ( R i g g e n b a c h & La z a r a t o n , 1 9 9 1 ) . Th e parameter used to r
evise the English teaching program in well-
design syllabus, lesson plan, andmaterial design that the students’ success or
lack of s u c c e s s i n E F L
( En g l i s h a s F o r e i g n La n g u a g e ) i s judged by the accuracy of the language t
hey produced. In order to improve the accuracy of English communicative
competence based on
recentE n g l i s h c u r r i c u l u m o b j e c t i v e s , t h e t e a c h i n g o f speaking
skill has become increasingly important inthe English as a foreign language
context.Unfortunately, the change in the
curriculumi s n o t f o l l o w e d b y a p p r o p r i a t e s o c i a l i z a t i o n a n d teacher
training and so, accordingly, the results thusfar do not match the expectations.
First, teachers arestill teaching in the traditional way with the biggestemphasis on
the grammar, and if some are alreadymoving towards a new approach, the
emphasis onfluency in the beginning is not directly followed byaccuracy.
Moreover, the change of approach is notfollowed by the application
of suitable assessment.In Indonesia, schools are put
into differentt y p e s o f c a t e g o r i e s : R e g u l a r s c h o o l s , N a t i o n a l Sta
ndard Schools, International Schools, InternationalStandard School (SBI), and
Prospective
InternationalS t a n d a r d S c h o o l s ( R S B I ) . R e f e r r i n g t o b i l i n g u a l educatio
n in Indonesia the types of schools are
thel a s t t h r e e : i n t e r n a t i o n a l s c h o o l s , i n t e r n a t i o n a l standard school
(SBI), and Prospective InternationalStandard School (RSBI).La w
No 20/2003 gives
a d e f i n i t i o n o f a n international school as ‘an institutional educationw h i
c h i s r u n b y t h e r e p r e s e n t a t i v e o f f o r e i g n countries in
Indonesia, which can use the
educationr u l e s o f t h e c o u n t r i e s m e n t i o n e d , a n d w h i c h i s a p p r o
v e d b y t h e I n d o ne s i a n g o v e r n me n t . ’ C l e g g (2007) mentions that the
Government of Indonesiahas taken a decision to establish English-
mediumeducation in a limited number of schools known as
SBI
schools.Having discussed the distinctive features
of t h e I n t e r n a t i o n a l S t a n d a r d S c h o o l , i t i s o f t h e researcher
interest to analyze how English is taught inthis type of school. As a matter of fact,
English is notonly taught as a subject matter but also is used as thelanguage
of instruction in the classroom. Besides,teacher and students need to have
a higher
standardo f t e a c h i n g a n d l e a r n i n g p r o c e s s e s i n s i d e t h e clas
srooms. Therefore,
it is interesting to examineh o w t e a c h e r c o n d u c t t h e t e a c h i n g a n d l e a r
n i n g o f speaking and reading skills in EFL classes, which arethe most
important skills in an Internal needs to beanalyzed and
discussed.F u r t h e r m o r e Vo l ya ( 2 0 0 9 ) s t a t e d t h a t , a professional teacher s
hould consider suitablestrategies in teaching speaking. As focus of
teachings p e a k i n g i s t o i mp r o v e t h e o r a l p r o d u c t i o n o f t h e students, it
requires the teacher not only to create awarm and humanistic classroom
atmosphere, but also
to provide each student with a turn to speak or a roleto play. Since learning and
communication
strategiesf o r m o n e o f t h e c o m p o n e n t s o f c o m m u n i c a t i v e c o mp e t
e n c e , t h e t e a c h e r s h o u l d s p e n d mo r e t i me t e a c h i n g sp e a k i n g s t r a t e
g i e s , wh i c h a r e n o r ma l l y ignored by EFL
teachers.I n r e a d i n g i t s e l f , P a t e l ( 2 0 0 8 ) s a i d t h a t , reading is most
useful and important skill for
people.T h i s s k i l l i s m o r e i m p o r t a n t t h a n s p e a k i n g a n d writing.
Reading is a source of joys. Good reading isthat which keeps students regular
in which providehim both pleasure and profit. Reading habits not onlyhelp the
students to get knowledge and wisdom fromthe cultural of heritage, but are
also very helpful in passing for leisure period.Based on the above descriptions,
the
reasonso f r e s e a r c h e r t a k i n g o n l y s p e a k i n g a n d r e a d i n g comprehe
nsion skills in the present study are:
1.
All skills in English are integrated or related oneanother.
2.
The researcher is limited by the time.In line with the background of the study,
the problems of this study are formulated as follows; (1)What strategies are
used by the English teachers inteaching speaking and reading comprehension
skills,(2) What problems are encountered by the
Englisht e a c h e r s i n t e a c h i n g t h e s p e a k i n g a n d r e a d i n g comprehen
sion skills, and (3) What are the students’responses toward their English teachers’
strategies inteaching speaking and reading comprehension skills.
LITERATURE REVIEW
1.
The Nature of Communication
Communication is an important part of human civilization a
n d i t i s a m e a n s o f c u l t u r a l transformation. Communication using
languages
can be conducted in two ways: orally and in a writtenf o r m . I n t h e c o n t e x t
o f l a n g u a g e l e a r n i n g , i t i s commonly believed that to communicate in a
writtenf o r m ( w r i t i n g ) i s m o r e d i f f i c u l t t h a n o r a l l y (spe
aking), suggesting that writing is a more complexlanguage skill than speaking.
Thus, spoken languagewhich employs variability and flexibility is in fact
ascomplex as written language, meaning that each iscomplex in its own way.
Additionally, the two meansof language communication are equally important. Itis
speech, not writing, which serves as the
naturalm e a n s o f c o m m u n i c a t i o n b e t w e e n m e m b e r s o f community
(Byrne, 1980), both for the expression of thought and as a form of social behavior.
Writing is ameans of recording speech, inspire of its function as amedium of
communication in its own right.According to Harmer (2001), there are
threer e a s o n s wh y p e o p l e c o mmu n i c a t e . F i r s t , p e o p l e c o m m u n i c a t e
b e c a u s e " t h e y w a n t t o s a y s o m e - thing". As Harmer explained, the
word 'want' refers tointentional desire the speaker has in order to
conveyme s s a g e s t o o t h e r p e o p l e . S i mp l y s t a t e d , p e o p l e speak
because they just do not want to keep
silent.S e c o n d , p e o p l e c o mmu n i c a t e b e c a u s e " t h e y h a v e s o me c o m m
u n i c a t i v e p u r p o se " . B y h a v i n g s o me communicative purpose it means
that the speakerswant something to happen as a result of what theysay.
For example, they may ex- press a request if theyneed a help from other people
or they command if they want other people to do something. Thus, two
7.
T h e S t r a t e g i e s o f T e a c h i n g S p e a ki n g a n d Reading Comprehension
Skill
This study focuses on teaching speaking
andreading comprehension skills which are deliveredinto three stages or
activities by the English teachers,this include; Pre, Whilst, and Post activities. In
mored e t a i l , t h e i r s t r a t e g i e s i n t e a c h i n g s p e a k i n g a n d reading
comprehension skills can be seen in researchfindings and discussions.
RESEARCH METHODOLOGY
1.
Research Design
This research employed qualitative studyDesign. A case study was
chosen because this is
too b s e r v e a n d t o a n a l y z e t h e E n g l i s h t e a c h e r s ’ s t r a t e g i e
s i n t e a c h i n g s p e a k i n g a n d r e a d i n g comprehension skills and t
he students’ responsestoward their strategy used. In line with this,
Cobenand Manion (1994) and Gray (1992) stated that a caseobserve the
characteristics of an individual unit; achild, a class, a school, or a community
and attemptto set light on a phenomenon by studying in depth asingle case
example of the phenomenon. It is an idealdesign to understand and interpret
observations of educational phenomena.
2.
Method of Data Collection
A s i t i s m e n t i o n e d e a r l i e r , t h i s s t u d y employed qualitative
research, precisely a
qualitatives t u d y. S o t h a t , t o a n a l yz e t h e c h a r a c t e r i s t i c s a n d phenomen
on of the single case, multiple datacollection techniques we intended to use. They
were
classroom observation, open-ended questions,
and
questionnaire
.
Open-Ended Questions
The
Open-Ended Questions
was conducted before taking the classroom observation whicha p p l i e d t o f i n d
out the teachers’
concept on their s t r a t e g i e s i n t e a c h i n g s p e a k i n g a n d r e a d
i n g comprehension and the problems they encountered.T h e o p e n -
e n d e d q u e s t i o n s w e r e u s e d m e r e l y t o support the data from
observation. That’s why; theopen-ended questions should be related to the
pointst h a t we r e o b s e r v e d i n t h e c l a s s r o o m o b s e r v a t i o n . Dornyei
(2003) he also explained that open endedquestions includes items where
the actual
questionsa r e n o t f o l l o w e d b y r e s p o n s e s o p t i o n f o r t h e resp
ondents to choose from but rather by some blank space for the respondents to fill.
The open responsescan offer graphic examples, illustrative quotes, andc a n
a l s o l e a d u s t o i d e n t i f y i s s u e s n o t p r e v i o u s l y anticipated.
Furthermore, sometimes we need open-e n d e d i t e ms f o r t h e s i mp l e
r e a s o n t h a t we do
n o t k n o w t h e r a n g e o f p o s s i b l e a n s w e r a n d t h e r e f o r e cannot provide
pre-prepared response categories.
Classroom Observation
The classroom observation was conducted
ino r d e r t o i d e n t i f y t h e s t r a t e g i e s u s e d b y E n g l i s h foreign
Language teachers and also to identify thestudents’ responses toward their
teacher strategies inteaching speaking and reading comprehension skills.Th e i d e a
o f u s i n g a n o b s e r v a t i o n a s t h e ma i n d a t a collection is related to the
Flander (1960) as cited inAllwright (1998) who proposed observation as
thekey procedure for a number in comparing “methods”
s t u d e n t s u n d e r s t a n d t o t h e m a t e r i a l h a d b e e n given
by their teachers.Then as found in the results of
questionnairedata, it can be concluded that basically almost
of the students believed that all of the teachers hadcreated
some extent strategies in teachingspeaking and reading
comprehension skills.They perceived all their teachers
prepared thelesson and activated their background
k n o w l e d g e before speaking and reading activity.
They also perceived that all their teachers had created clear i n s t r u c t i o n t h a t
could help them to speak andunderstand the text in reading
https://www.academia.edu/4073753/A_Study_on_Strategies_for_Teaching_Speaking_and_Reading_Co
mprehension_Skills