CHAPTER I

INTRODUCTION

This chapter discusses the background of study, statement of problems, purpose of study,

significance of the study, scope and limitation, and definition of key terms.

1.1 Background of the Study

One of requirements to be successful in many fields; economic, business, entertainment,

educational, etc, in this modern era is mastering foreign language. As the most popular language

that used in the world, English has many roles in daily life. One of them is to communicate.

Speaking is one of essential skills in English besides listening, reading and writing. According to

Susilowati (2003), speaking ability is regarded as the most important skill in language learning

because the objective of learning a foreign language is to use the target language in real

communication.

In educational aspect, students usually learned this skill taught by the teacher at school

or at English courses. Therefore, teaching speaking effectively is very necessary. In the other

side, teacher needs to use a suitable teaching technique to be implemented when teaching

speaking in the classroom in order to make the students easier to understand. Students will get

many advantages if they mastering speaking ability.

Teachers usually using certain techniques in teaching and learning process in the

classroom. In other words, technique includes all tasks and activities.

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 In this research, the researcher is interested in conducting the research deeply

about teaching techniques used by LBBP LIA’s teachers. The teaching techniques used by

teacher in teaching English especially when teaching speaking to the students in LBBP LIA will

be observed. In this study, the researcher tends to find out what technique and how the

implementation when teachers implementing the techniques during teaching and learning

process. The researcher will doing an observations and interviews with four LBBP LIA teachers

who teach speaking in different classes. The purpose of selecting these four subjects is to make

sure that there are no phenomena or things that have been missed by the researcher and also to

expand the findings in this study in order to anticipate if one of the subjects experienced from a

deficiency in the teaching process.

It is generally understood that school cannot provide students sufficient time to learn

English adequately. In school, students only learn English in limited times on a week. In

addition, students may not to get full attention from the teacher while explaning the material

because there are many students on the classroom. It can be one of the reasons why some

students decided to join English courses outside their school to improve their English ability.

From the reason above, English courses are opened everywhere to fulfill students’ needs.

LBBP LIA is one of the English courses in Banjarmasin. It provides a variety of English

language courses for groups of different ages. This English course is equipped by the new

technologies that make the learning process more effective. LBBP LIA has special facilities such

as English language courses innovative learning systems, special teaching materials, the choice

or programs and service a complete course of study out country. These special facilities are

offered to the students as a good quality from LBBP LIA that cannot be found in other English

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courses. In this case, LBBP LIA has special concept that is given to the students. It is one class in

LBBP LIA not more than fifteen students that purpose to teaching effectiveness.

According to some learners who learn English in LBBP LIA, they said that learning

English in LBBP LIA is more enjoyable than learning English at their school. English teachers in

this English course have various teaching techniques that make them happy in learning English.

In addition, the support from the use of teaching media by the teachers make the students

interesting so that the children prefer to learn English in LBBP LIA. The students get many

interesting experiences and learning so many things that they have not got yet in their school.

1.2 Statement of Problems

This research will investigate on the teaching techniques used by LBBP LIA teachers.

Therefore, the researcher formulates the problems research as follows:

1. What are the teaching techniques used by the teachers of LBBP LIA when

teaching speaking?

2. How is the implementation of the techniques in teaching English at LBBP LIA?

1.3 Significance of Study

1. To the English teachers, this study is expected to give some examples and

contribution in teaching English especially in teaching speaking. Also, the finding

can give new ideas or feedbacks for the teachers to improve the teaching process.

2. To the English Department students, this study is expected to give some information

and technique about the way to teaching English.

1.4 Purpose of Study

1. To explore the teaching techniques used by teachers of LBBP LIA.

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 2. To describe how the teachers implemented teaching techniques in teaching English at

LBBP LIA.

1.5 Scope and Limitation

Dealing with the title of the thesis, the researcher would like to analyze teaching

techniques in improving students’ English ability. The researcher only focuses the discussion on

the teachers’ and learners of LBBP LIA.

1.6 Definitions of Key Terms

1. Teaching is showing or helping someone to learn how to do something, giving

instruction, guiding in the study of something, providing with knowledge, causing to

know or understand (Brown, 2008). In this study, teaching means showing or helping

students to learn how to study about speaking English.

2. Technique of teaching is a special way used by teacher in order to deliver his/her

lesson with a better result (Christ, 2008). In this research, teaching technique refers to

the techniques used by the teacher in teaching English during the teaching learning

process in LBBP LIA course.

3. Speaking is one of the skills of English in addition to reading, listening, and writing.

Speaking is the action of conveying information or expressing one’s feeling in

speech.

4. LBBP LIA is an educational institution which organizes language courses. In

teaching and learning process, LBBP LIA also use information technologies that can

be reached without bounded distance (http://lbppliabjm.com/v1/about.html).

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents review of related literature which is related to the topic. It

concerns with the definition of LBBP LIA Banjarmasin, speaking, the principle of teaching

speaking, teaching speaking, technique of teaching speaking, teaching method, teaching

strategies, characteristic of young learners, and English course.

2.1 LBBP LIA Banjarmasin

LBBP LIA Banjarmasin which is located on Jalan Gatot Subroto No.1 Banjarmasin is

one of branches of LBBP LIA Indonesia. LBBP LIA is one of units under LIA Affiliation. LIA

Affiliation which was known as Lembaga Indonesia Amerika first established in Jakarta and

started its English course teaching in 1959. At the beginning, the purpose of this institution is to

tighten the relationship between Indonesian people and American citizens. As the development,

this institution then upgrades the works units. LIA not only has units of teaching languages, but

also adds units in the area of professional and education training. Now LIA Afiliation has some

units, they are Lembaga Bahasa dan Pendidikan Profesional (LBBP LIA), Pusat penerbitan (PP

LIA) and Sekolah Tinggi Ilmu Bahasa Asing (STBA LIA), and the other is Dana Pensiun

(DAPEN LIA)

There are many programs offered by LBBP LIA, especially for the English program,

but in LBBP LIA Banjarmasin there are only five programs, they are:

1. English for Children

2. English for Teens

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 3. English for Adults

4. Conversation in English

5. TOEFL Preparation

2.2 Definition of Speaking

As the difficult skill to be mastered, it is important for the learners to be better

understood what speaking is. If the learners understand well about what speaking is, it can help

them to be a good speaker.

According to Brown (1994), speaking is an interactive process of constructing meaning

that involves producing, receiving and processing information. It means that in this oral

communication process, we need a speaker to produce some oral language to convey his idea or

information to someone else. Then, the other as recipient will process the information that he get

in order to keep the communication between them can be going smoothly. Similarly, Chaney

(1998:13) defined speaking as process of building and sharing meaning using verbal and

nonverbal symbols in a variety of contexts.

Moreover, Nunan (2003:48) explained that speaking is a productive oral skill, which is

the hardest skill, in teaching English as a foreign language (EFL) because it happens in real time.

As productive skill, speaking needs a speaker to produce systematic verbal utterances to convey

meaning. Systematic here means every utterance that are produced by the speaker should use

properly and correctly, for example the vocabulary use, pronunciation, stress and intonation

which have produced by speaker, it should be used correctly based on the context. So, the

communication can be going smoothly between the speaker and listener. The speaker’s utterance

should also listen by the listener, and then the listener should prepare feedback immediately. It is

similar with what Haley and Austin (2004:189) stated to be more orally productive, learners

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would need to be more capable of responding in a relevant and socially appropriate manner to

the communication of other. In conclusion, speaking is the form of the oral language that is

inevitably used to communicate ideas and feelings, no matter what the language is.

2.3 Teaching Speaking

In order to master the speaking skill, we have to learn. For teacher, the task would be

teaching speaking skills to their students. Teaching speaking is vital to the act of expressing

oneself to be understood by others. It conveys the sense of exposing the students to express their

thoughts, ideas, and feelings.

In the teaching speaking, the teacher should have certain techniques, which are needed

to increase the students’ interest in speaking class. The teacher also should have to build certain

ways to transform speaking ability to the students. In speaking, the ideas and the feelings of the

students are free to show. As the result of the teaching of the speaking, the students can speak

English fluently with a good choice of vocabulary, good pronunciation and good grammar.

According to Kayi (2006), what is meant by teaching speaking is the teacher teaches the

learner to: the first is produced the English speech sounds and sound patterns. Second, use word

and sentence stress, intonation patterns and the rhythm of the second language. Third, select

appropriate words and sentences to the proper social setting, audience, situation and subject

matter. Forth, organize their thoughts in a meaningful and logical sequence. Fifth, use language

as a means of expressing values and judgments. The last, use the language quickly and

confidently with few unnatural pauses, which is called as fluency.

Furthermore, in terms of teaching speaking Davis (2000) proposes there are some clear

implications for teaching speaking:

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 First, teacher should attempt to make comfortable classes, so the students are not bored

to speak in front of the class. Do as many speaking activities as possible in pair and groups, so

that the student can speak English without listening. Second, in the lesson teacher must show to

naturally pronunciation as much as possible to the student. They will not easy to learn

pronunciation, or to grow speaking skills in common, if they do not listen enough natural speech.

Third, Teacher should make the student’s always to combining listening and speech in daily life.

So, the most important occasion for this is in the common use of English in the classroom.

2.4 The Principles of Teaching Speaking

According to Ramelan (1982:36) an approach is axiomatic, a method is procedural. This

includes the lesson plan, the curriculum, time schedule, text books etc. the term techniques mean

implementation that actually takes place in the classroom to implement an approach and a

method. According to Brown (2001:275), there are 7 principles for designing teaching speaking

techniques. They are:

1. Using techniques that cover the spectrum of learners needs.

The learners’ needs involve language based (focus on accuracy) to message based (focus

on interaction, meaning and fluency).

2. Providing intrinsically motivating techniques.

Often students do not know why the teacher asks them to do certain things; it is better to

tell them. Try at all times to appeal to student’s ultimate goals and interest to their

knowledge, for status, for achieving competence and autonomy and for being that they

can be.

3. Encouraging the use of authentic language in meaningful contexts.

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 The teachers can help their students to develop this skill by providing authentic practice

that prepares students for real life situations.

4. Providing appropriate feedback and correction.

In most of EFL classes, students are totally depending on the teacher for linguistic

feedback. The teachers have to do a correct feedback that is appropriate for the situations.

Be sure, that the students do not feel stress and lose their motivation to speak because of

wrong feedbacks.

5. Capitalizing on the natural link between speaking and listening.

Many interactive techniques that involve speaking will also of course relate with

listening. Although, the goal is focusing on speaking but both of skill can reinforce each

other.

6. Giving students opportunities to initiate oral communication.

A good deal of typical classroom interaction is characterized by teacher initiation of

language. The teacher should give his students a great chance to initiate oral

communication.

7. Encouraging the development of speaking strategies.

Those strategies include some points, such as:

 Asking for clarification (what?)

 Asking someone to repeat something (huh..? Excuse me?)

 Using fillers (umm, I mean, well) in order to gain time to process

 Using conversation maintenance cues (umm, right, yeah, okay, hmm)

 Getting someone’s attention (hey, say, so)

 Using paraphrases for structures which is difficult to be understood.

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  Appealing for assistance from the interlocutor (to get a word or phrase, for

example)

 Using formula expressions (at the survival stage) (how much does … … … cost?

How do you get to the … …?)

 Using mime and nonverbal expression to convey meanings.

2.5 Techniques of Teaching Speaking

One of important skills for the teacher to teach is speaking skill. In their own language,

children are able to express their emotions, communicate intentions and behavior, opportunities

the language and make it fun, so they demand can be to do the same in English. The important

part of teaching young children a foreign language is the responsibility that the foreign language

is just different way of showing what they want to express, but there are limitations because of

their lack of actual language (Scoot and Ytreberg, 2000).

In order to improve students’ speaking skill, a teacher should use techniques of teaching

speaking. Before we discuss about the teaching technique of speaking, we should understand

about the point of teaching speaking. The point of teaching speaking skill is to communicative

efficiency. The students must be able to make themselves understood, using their feeling subject

to the complex. They should try to avoid confusion in the, message due to faulty pronunciation,

grammar, or vocabulary, and to observe the social and cultural rules that apply in each

communication situation.

According to Brown (2000), technique is a variety of exercise, activities, or devices

used in language classroom to help the lesson objectives in teaching and learning process. The

important part is the technique used, it will be better when they use an appropriate technique to

support their teaching in the class.

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2.6 Kinds of Techniques in Teaching Speaking

One of the important parts of the learners, ESL and EFL classroom is speaking

activities. That is the teacher should match the objectives of the program with the activities of the

program with this activities in teaching speaking. Technique of discussion, role play, simulation,

information gap, brainstorming, storytelling, interview, story completion, reporting, drilling,

dialogue, fishbowl technique, communicative language teaching technique (CLT), and games

can be used as some techniques in teaching speaking. According to Kayi (2006), there are some

techniques which can be used in teaching speaking skill.

2.6.1 Discussion

A discussion can be held for sharing ideas about an event or find solution in student’s

discussion group. Discussion supports the students in the development of reasoning, critical

thinking and problem solving skill.

2.6.2 Role play

The teacher gives information to the students such as who they are and what they think

or feel. They have to pretend according to the situation given. Role play is very important in

teaching speaking because it gives students an opportunity to communicate in different social

contexts and in different social rules. Role play is really a kind of learning experience for both

the teacher and the students. The students not only have more opportunities to act and interact

with their peers but also they can improve their speaking ability. Role play can bring live in the

classroom. Students learn to use the language in a more realistic and more practical way. Thus

the can become more aware of the usefulness and practicality of English.

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2.6.3 Simulation

Simulation is very similar to the role play. The different that simulation is more

elaborate than role people. Students can bring items to class to create a realistic environment in

Simulation technique. For instance, if a student is acting as s singer, she can bring a microphone

to sing and so on.

2.6.4 Information Gap

In this activity students are asked to do in pairs. One student will have the information

that others partners don’t have and the partners will share their information.

2.6.5 Brainstorming

Brainstorming is effective to generate the ideas freely and quickly. On a given topic

students can produce ideas in a limited time. The goal of brainstorming is to generate many ideas

in a short period time. A topic for being asked may be based on students’ experiences.

2.6.6 Story Telling

Students can briefly summarize a tale or story based on some information they heard

from sources. They may use their own version. It fosters a creative thinking. The teacher should

be a model story telling before expecting the students to tell stories. Story telling can encourage

students to experiment with voice, tone, eye-contact, gesture and facial expressions.

2.6.7 Interview

Student can conduct an interview on selected topics with various people. This activity

can give the students a chance to practice their speaking ability. It is a good technique that the

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teacher provides a topic to the students. Thus, the students can know what type of questions the

can ask or what path to be followed. The students should prepare their own interview questions.

After interviews, each student can present his or her study to the class. Moreover, they can

interview each other and introduce himself or his partner.

2.6.8 Story Completion

This is a very enjoyable, whole class, free speaking activity for which students sit in a

circle. A teacher start to tell a story, but after a few sentences he stop narrating. Then each

student starts to continue the story from the point where the previous one is stopped.

2.6.9 Reporting

Before coming to the class, students are asked to read a newspaper or magazine. Then

they report to their friends what they find as the most interesting news. Students can also talk

about their experiences in their daily lives before coming to the class.

2.6.10 Drilling

According to Lines (2005), the purpose of drilling is getting learners to practice using

the way in language. The importance is substitute in each line of the drill. Older learners are

better able to understand the concept of adjectives and can make the substitution almost

instantaneously when the exercise is introduced. Example:

Substitution Drills

Children listen and repeat the sentences spoken by the teacher.

Teacher : This is a white car.

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Students : This is a white car.
Teacher : This is a black car.
Students : This is a black car.

Teacher : This is a grey car.

Students : This is a grey car.
Teacher : This is a white car.
Students : This is a white car.

Teacher : Black.
Students : This is a black car.
Teacher : Grey.
Students : This is a grey car.
Teacher : Scooter.
Students : This is a grey scooter.
And so on
For the learners, drills can be dull and boring, they do not have to. Whenever possible,

try to personalize the content to the content to the learners in the classroom. For instance, doing

the drills in example above based on the different clothes that some of our learners are wearing.

Having them stand up while we point to the dresses they are wearing and lead the drill.

2.6.11 Dialogue

Dialogue provides learners with grammatical control script that they can use in real life.

Dialogue can very easily be script and turn into child – friendly, role – plays. Whenever possible,

the role – play must be base on the types of real and make believe conversations that children

have when they work and play.

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2.6.12 Using Puppets to Introduce the Dialogue

Puppets can easily model different dialogues for children to practice with their

classmates. We can also use puppets to show children how to work with a partner or in small

groups. Teachers working with young learners are often aware that children feel more

comfortable talking with a puppet than an adult (Linse in Slattery and Willis, 2003). The use of

puppets is very appropriate in the young learners’ classroom. A child who developmentally is too

shy to speak to an adult in front of his peers may feel very comfortable when the same adult is

holding a puppet and speaking to the child as the puppet. Puppets also make the language

learning activity more fun.

2.6.13 Fishbowl Technique

Fishbowl is a particular technique which helps children to work with a partner or in

small group. The teacher can implement this technique with invite a volunteer to do activity with

him or can also show it by using two or more puppets. Teacher possibility shows the activity that

the children think to do while everyone in the class watch as if the teacher and the volunteer in

fishbowl. Children then go back to their seats and know exactly what they expect to do.

2.6.14 Communicative Language Technique

Teachers have understood about the importance of relating real-life situations with

classroom instruction and all that related to communicative language CLT is a way of

philosophical orientation in making relation of language learning and language that learners need

in classroom, so that the learners able to communicate outside of the classroom (Nunan in Linse,

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2003). From the standpoint of teaching English to young learners, it is necessary to connect

classroom learning to the real-life child-focus situations where children use language to

communicate and convey meaning such as asking a parent to help finding something that is lost,

playing a game, saying a finger-play, inviting a friend over to play, and creating an art project.

CLT for children is slightly different than CLT for adults in parts because children often

enjoy playing the role of adult or grown-up. They may, for example, find role-playing a flight

attendant and an airline passenger to be an authentic activity even though in the real world they

will not be, at least in the short term, a flight attendant. The activity can be authentic because it

represents the type of authentic play. Outside the classroom, young learner might engage in

depending upon her interest and stage of development. This type of play is have play teacher as a

child.

Moreover, it is necessary to consider the type of language that children need in order to

communicate in specific situations. For instance, if children are going to have a role-play like

finding a part of lost socks, they would need to know the interrogative where. They might also

need to know preposition such as in, on, under, etc. Another evidence would be clear when

children are playing board games. They will need to be able say first, next, last as in spaces on

the game and whose turn it is to play. If children are talking about a birthday party they had or

went to, they will need to know the past tense.

2.6.15 Games

During the process of teaching and learning, the students may not interest in the class.

Games can be the solution to improve the student’s spirit and motivation. In the young learner’s

classroom, games are a appropriate teaching technique. According to Lines (2005), we can very

16
easily set up games so that children repeat the same patterns over and over again. Games can also

be structured to maximize English use. When giving the rule for a game, deliver it by using

English. When English-use is a game rule, children tend to monitor their use of the English

during their game. For instance, if a child uses her native language (other languages than

English) during the game, he will lose a point or turn.

In addition, Kayi (2006) in a second language, there are many activities can be apply to

encourage speaking and could be an alternative activity, they are: discussion, role play,

simulations, information gap, brainstorming, storytelling, interviews, story completion,

reporting, playing cards, picture narrating, and picture describing. Those techniques could be an

alternative activity to teach speaking to our students especially to young learners.

2.7 English Course

Learning course is an educational movement and a kind of activity which is done by

someone who has good ability in many control to make easier their problem solving in learning

process (Mutamimah:2013). It covers the activity to solve their tasks and practices in certain

disciplines. It aims at directing someone to get new knowledge to be applied in real life.

2.7.1 Purposes and Benefits of Learning Course

Generally, the purpose of learning course is to achieve balance academic capabilities so

that the students can develop their potentials optimally. It gives help to students in relation to

some problem solving and gain an effective learning individually or classically, explaining the

procedures to use the books and do the tasks appropriately, and preparing the students before

having examination. It trains also the students to solve certain problems and manage their time.

By this guidance, it is expected that the students can learn and develop their potentials well.

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 Specifically, the students are expected to be able to recognize, understand, direct, and

actualize their potentials optimally through the Learning course. They may also develop their

skills and create a conducive learning environment for themselves.

According to the research of Mutmainah (2003), she found the advantages that learning

course can bring for students covers many aspects such as the availability of comfortable

learning environment, noticeable personal characteristics of students, and also reducible learning

problem that the students may find. For the tutors, it helps them in developing and directing the

learning programs which are appropriate with their characteristics and potentials. Those

evidences expose the advantages the students possibly get by joining learning course. They will

be assisted to understand the materials of certain subject.

2.7.2 Functions of Learning Course

Mutmainah (2003) stated that learning course may have some functions there are first

prevention, second understanding, and third improvement, as follow:

First, prevention it can be functioned as the preventive service which means that it can

be an action to prevent students for making troubles. Prevention is an action which precedes

certain unexpected behavior which may disturb the learning activities. In this case, the

prevention is given through some helps for students to face their difficulties in learning and

avoid the troubles. For instance, they may have lack of understanding about the subjects in

school, tasks, etc.

Second, understanding in this function, it helps students to perceive their potentials and

interests. Consequently, they are expected to explore and develop it optimally for their learning.

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 Third, the function of improvement is the benefit that learning course may give by

helping them to improve their capabilities in solving their learning problems. They are given

some treatments to reinforce their understanding and capabilities in learning especially about

their learning subjects.

2.8 Previous Study

In this part, the researcher describes some previous studies which are relevant to this thesis.

First, the study is related to study of teaching technique on English course was done by

Marlina (2009) she stated in her research about teaching technique entitled with “A

Descriptive Study of English Teaching Process at LBBP LIA Banjarbaru” that the teachers

did not use a specific method in the class, but they just took and applied some principles or

characteristics from one method or more related with the topic they taught and the

techniques the used. There are some principles and characteristics of several method that

she have found on her research at LBBP LIA in using or applying teaching-learning

activities in the classroom:

a. Direct method: introducing a new target language word or phrase by

demonstrating its meaning through the use of realia, pictures, pantomime, sketch,

diagram, and never use translation in students’ native language.

b. The use of authentic material and relating the lesson to real life context of

students’ condition is one applied principle of contextual teaching learning (CTL).

c. Suggestopedia: one of the principles in this method is a great deal of attention in

students’ feeling (if the students are relaxed and confident, they will not need to

learn the language).

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 d. Community Language Learning: teacher responded to student’s errors was done

in non-threatening way, for example the teacher repeated correctly what the

student had said incorrectly, without calling further to the error.

e. Communicative Approach: the target language should be used not only during

communicative activities, but also in explaining the activities to the students or in

assigning homework.

Second, the study that related to this thesis was done by Azlina Ayu Nurmeda (2014).

Azlina conducted his research in Mayantara School Malang. She found out there were

four speaking teaching techniques applied by the teacher, namely:

a. Drill techniques: is a technique for practicing a speaking in which students repeat

a sentence, each time substituting a new element, such as a new verb, as directed

by the teacher, as in changing a statement to a question.

b. Communicative Language Technique (CLT) : the teacher used CLT technique in

teaching speaking, it makes to connect classroom learning to real life child-focus

situations where children use language to communicate and convey meaning such

as asking a parent to help finding something that is lost, playing a game, saying a

finger-play, inviting a friend over to play, and creating an art project.

c. Dialogue Technique: the teacher used dialogue technique in teaching speaking; it

makes the teacher control the grammatical mistake in pronouncing the patterns.

As discussed above, dialogue can very easy be scripted and turned into child-

friendly role-plays, the teacher use the technique when she ask about rule in

games.

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d. Games Technique : the last technique implemented in the class was game. Play is

a purposeful activity and games are part of playing. As such, games are very

appropriate teaching techniques in young-learners classroom. When carefully

planned, games offer the advantages of both Audiolingual Method (ALM) and

Communicative Language Teaching (CLT). Games can also be structured to

maximize English language use.

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 CHAPTER III

RESEARCH METHOD

This chapter presents the procedures used in conducting the research. It covers:

research design, research subject, research instruments, data collection, and data analysis.

3.1 Research Design

In this research, the researcher uses descriptive qualitative research. It is to

describe the process of teaching speaking English concerning the teaching techniques. Seliger

and Shohamy (1989:124) said that descriptive research involves a collection of technique used to

specify, delineate or describe naturally occurring phenomena without experimental

manipulations. Qualitative research method is a method of research that is based on the

collecting data and analysis data including observation, interview, focus group, and videotaping

(Gay and Airasian:2003). Qualitative researchers analyze data by synthesizing, categorizing, and

organizing data into patterns that produce a descriptive, narrative synthesis. So, this study used

descriptive qualitative methods because there was no control or a treatment as found in

experimental research and the data will be reported on the written form rather than on the

statistical form.

This study was conducted to describe the techniques in teaching speaking English to

student of LBBP LIA. The researcher concerns with providing a description on the English

teaching process at LBBP LIA especially in teaching speaking. The method which is used to

22
carry out is descriptive and qualitative where the data entirely descriptive in true sense. This is to

say that personal opinion and judgment will be eliminated as much as possible.

3.2 Research Subject

This study explained about the teaching techniques used by the teachers of LBBP LIA

Banjarmasin in teaching speaking. The subject of this study is a LBBP LIA’s teachers who teach

speaking. In this course, the researcher chooses two classes with the same level but in different

conversation classes. Each class consists 10-15 students.

3.3 Research Instrument

Instrument is a tool for measuring, observing, or documenting quantitative data

(Creswell: 2012). The researcher identify before collect the data, the instrument may be a test,

questionnaire, check sheet, observational checklist, inventory, or assessment instrument.

Researchers use instruments to measure achievement, assess individual ability, observe behavior,

develop a psychological profile of an individual, or interview a person. In this study the

researcher used three kinds of instruments to gather data. There are observation, interview, and

documentation.

3.3.1 Observation

Observation is use to find out the activities of the teacher and the students in the

classroom. Observation is closely watching and noting classroom events, happenings, or

interactions (Freeman, 1998). In this study, the researcher’s role was an as external or non-

participant observer. An external or non-participant observer is one who watches but does not

participate (Gay and Airasian, 2003). As non-participant observer, the researcher took a seat at

the back of the classroom and checks whether each behavior was present or absent during the

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observation using checklist. Seliger and Shohamy (1989:62) state that the main use of

observation is for examining a phenomenon or behavior while it is going on.

The researcher made a scale that is consisted of some behaviors then checked whether

each behavior was present or absent during the observation. This checklist was used to obtain the

data observation about the use of teaching speaking principles that were applied by those two

teachers in each class and obtain the data about how the teachers chose an appropriate method

for teaching speaking.

3.3.2 Interview

Another instrument that will be used in this study is interview. Interview was used to

obtain the information that could not be obtained through observation. Interview as a purposeful

interaction between two or more people focused on one person trying to get information from the

other person (Gay and Airasian, 2003). According to Seliger and Shohami (1989:116) the pupose

of the interview is to obtain the information by actually talking to the subject. In general, the

interview is given to the teachers to get the data and information related to the research problem.

the researcher mentioned two kind of interview, they are structured and unstructured. This study

used unstructured interview.

3.3.3 Documentation

In order to support the data taken from the observation and interview, this study also

uses documentation. A qualitative research may also gather information about an event or

phenomenon from documents that participants or observer have prepared (Tuckman, 410:1999).

This technique was aimed to look for all written documents, reports, archives needed in this

research to give any detailed and supporting data.

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3.4 Data Collection

The data of this study will be obtained from the checklist in observation in the class and

interview with two of LBBP LIA teachers. The researcher collected the data by doing the

following procedures, they are:

1. Interviewing the English teachers as research subject to investigate kinds of teaching

techniques that are used in teaching English.

2. Having direct observation and using checklist to observe the teaching practice in the

class to record the teaching techniques used by the teachers.

3. Analyze the result of interview and checklist to know what the teaching techniques

used by the teachers and to know how the teachers implemented of those teaching

techniques.

3.5 Data Analysis

Data analysis is an important step in the research. The researcher obtains the answer of

the problem that is questioned. There are several steps applied in analyzing the data. They are:

1. Selecting the answers from interview to know whether the data provided sufficient

information or not.

2. Classifying the data about the technique used by the teacher in teaching speaking

from the observation.

3. Presenting the data from all of instruments.

4. Drawing conclusions.

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