A DESCRIPTIVE STUDY ON TEACHING SPEAKING BASED

ON COMPETENCY- BASED CURRICULUM TO THE SECOND

YEAR STUDENT OF LANGUAGE PROGRAM OF
SMAN 1 KAJEN PEKALONGAN

RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education in English Department

by
LAELA ROFIANA
A. 320 010 132

SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2006

SUMMARY
LAELA ROFIANA, A 320 010 132, A DESCRIPTIVE STUDY ON
TEACHING
SPEAKING
BASED
ON
COMPETENCY-BASED
CURRICULUM TO THE SECOND YEAR STUDENT OF LANGUAGE
PROGRAM OF SMAN 1 KAJEN PEKALONGAN, RESEARCH PAPER,
SCHOOL OF TEACHER TRAINING AND EDUCATION, MUHAMMADIYAH UNIVERSITY OF SURAKARTA, 2006.
This research aims at describing the teaching speaking to the second year
student of language program of SMAN 1 Kajen Pekalongan. The research was
conducted in May 2006. The objectives of this research are to know the objectives of
teaching speaking, the method used in teaching English speaking, the problems
faced by the teacher and the students.
The writer gets the data of this research from events, informant and
documents. The techniques of collecting data are observation, interview, and
document analysis. The data in the research are the information dealing with the
objectives of the teaching english especially in speaking skills, the method used and
the problems faced by the teacher and the students at second year students of
language programs of SMAN 1 Kajen Pekalongan.
The result of the analysis shows that the objectives of teaching English
speaking to the second year student of language program of SMAN 1 Kajen
Pekalongan is to develop the communicative skill for preparing them to face the
changing of global era. The methods used by the teacher are natural approach, direct
method, audiolingual method and discussion. The teacher has the problem to make
the students speak in front of the class, while the students problems are nervous
feeling and anxiety and the teacher less creative.
Consultant I

Consultant II

Drs. Djoko Srijono, M.Hum

Aryati Prasetyarini, S.Pd

Dean

Drs. Sofyan Anif, M.Si.

NIK.547

ii

APPROVAL

A DESCRIPTIVE STUDY ON TEACHING SPEAKING BASED ON

COMPETENCY-BASED CURRICULUM TO THE SECOND YEAR
STUDENT OF LANGUAGE PROGRAM OF SMAN 1 KAJEN
PEKALONGAN

by

LAELA ROFIANA
A. 320 010 132

Approved by Consultant

Consultant II

Consultant I

Aryati Prasetyarini, S.Pd.

Drs. Djoko Srijono, M.Hum.

iii
ii

ACCEPTANCE

A DESCRIPTIVE STUDY ON TEACHING SPEAKING BASED ON

COMPETENCY-BASED CURRICULUM TO THE SECOND YEAR
STUDENT OF LANGUAGE PROGRAM OF SMAN 1 KAJEN
PEKALONGAN

Accepted by the Board of Examiners

School of Teacher Training and Education
Muhammadiyah University of Surakarta
on

August, 2006

Team of Examiners:
1. Drs. Djoko Srijono, M.Hum.

Chair Person
2. Aryati Prasetyarini, S.Pd.
Member I
3. Drs. Maryadi, M.A.
Member II

Dean,

Drs. Sofyan Anif , M.Si

NIK. 547

iv
iii

STATEMENT

On this occasion, I state that there is no proposed work before in this research
to get bachelor degree in a certain university and as long as I know, there is also no
work idea that have ever been written or published by other people, except referred
written in this research paper and mentioned in the bibliography.
If it is proved there will be something wrong in my statement above later in
the future, so I will wholly be responsible.

Surakarta,

Agustus 2006

Laela Rofiana
A. 320 010 132

viv

MOTTO

Read ! In the name of your Lord, who has created (all that exist)
(Q.S. Al-Alaq: 1)
Language is the most powerful instrument of human progress.
(Maria Montessori)

viv

DEDICATION

This research paper is whole heartedly dedicated to :

Allah SWT
My dad and my mom,
My little brother; Udin, and my little sister; Nisa.

vii
vi

ACKNOWLEDGEMENT

First of all, the writer thanks to Allah, the Beneficent, the Almighty, whose
blessing has made all possible for the writer to finish the research paper. In finishing
this research paper entitled A DESCRIPTIVE STUDY ON TEACHING ENGLISH
SPEAKING BASED ON COMPETENCY BASED CURRICULUM TO THE
SECOND YEAR STUDENT OF LANGUAGE PROGRAM IN SMA N 1 KAJEN
PEKALONGAN, the writer realizes that without the helps of other people, it is
impossible for her to finish her work. On this good opportunity, the writer whishes to
reveal her special gratitude to :
1. Drs. Sofyan

Anif, M.Si., as the Dean of School of Teacher Training and

Education Faculty Muhammadiyah University of Surakarta,

2. Koesoemo Ratih, S.Pd., M.Hum., as the head of English Department, who gave
the opportunity in doing the research,
3. Drs. Djoko Srijono, M.Hum., as the first consultant for this valuable guidance,
contributed ideas, patience and helpful encouragement until completing this
research paper,
4. Aryati Prasetyarini, S.Pd., as the second consultant for her widsom correction,
guidance, patience help and kindness,
5. Drs. Maryadi, M.A. as the academic consultant and as the guest examiner who
has given the attention and guidance during her study in this university,
6. All lecturers at English Department of Muhammadiyah University of Surakarta
for the useful knowledge and wisdom,
7. Her beloved parents who always in the writers heart and give their love and
support, to the writes and to whom the writer gives her highest respect and
obidience,
8. Her loved siblings: de Udin and de Nisa who always care and loves her, thanks
for the beautiful affection,

viii
vii

9. Drs. Sumadi, M.Pd. as the headmaster of SMAN 1 Kajen, and the teacher Mr.
Eko Susanto, S.Pd. , thanks a lot for the permission and deep help to encourage
to the writer in conducting this research paper,
10. Her dearest friends: Arif, Erlina, Indah, Tatics, Etik, Fenny, Dwi,
11. Her trully and crazy friend :

Sadar, thanks for all your kindness, wisdom,

guidance, and remember that you always have a shoulder to the writer to cry, and
have a brilliant idea to create the writers smile,
12. Her dearest friends in Pekalongan : Ragil, Afi, Erma, thanks for our friendship,
hopefully, it will be forever,
13. The college library, thanks for the books. I get more from you
14. All friends in C class, thanks for the attention and a beautiful friendship,
15. Friends of Az-Zahra: Reni, Dian Ponco, De Dwi ,Titik, Sulis ,Ririn, De Nurul,
etc. thanks for the kindness and togetherness,
16. The community of Kirana boarding house; Tristia bintari, Indah IMM, En-tse
17. Her sisters of ex-zahra : mba Endah, mba Nia, mba Via rosoneri, teh
Wida. Thanks for the kindness,
18. Her best friends: Aminah, mba Isna, Rahma, Rika, Linda thanks for the support
and courage to the writer,
19. Her sweetest friends : Ike yo, Ibune farel ( Ita ), Iis keren thanks for the nice
moment you made,
20. Her friends of ex-cocak rowo boarding house: Sister Eni, Yunita, ike. Thanks
for the wonderful time.

Surakarta,

Writer

ix
viii

August 2006

TABLE OF CONTENT
page
TITLE ..............................................................................................................

SUMMARY .....................................................................................................

ii

APPROVAL OF CONSULTANT...................................................................

iii

ACCEPTANCE ...............................................................................................

iv

MOTTO ...........................................................................................................

DEDICATION .................................................................................................

vi

ACKNOWLEDGEMENT ...............................................................................

vii

TABLE OF CONTENT ...................................................................................

ix

CHAPTER I : INTRODUCTION....................................................................

A. Background of the Study....................................................

B. Previous Study ...................................................................

C. Problem of the Study..........................................................

D. Objectives of the Study ......................................................

E. Limitation of the Study ......................................................

F. Benefits of the Study..........................................................

G. Research Paper Organization .............................................

CHAPTER II : UNDERLYING THEORY

A. The Notion of Speaking Skill.............................................

B. The Method of Teaching Speaking ....................................

C. The Components of Speaking Skill ...................................

11

x
ix

D. Curricullum ........................................................................

13

E. Competency-Based Curricullum........................................

14

F. Standard of Material Competence Stated in the English

Teaching Guideline ............................................................

16

G. The Classroom Technique .................................................

19

H. Role of Instructional Material ............................................

20

CHAPTER III : RESEARCH METHOD

A. Type of Research ...............................................................

21

B. Subject of the Study ...........................................................

21

C. Object of the Study ............................................................

22

D. Place and Time...................................................................

22

E. Data and Source Data.........................................................

22

F. Method of Collecting Data.................................................

23

G. Techniques of Analyzing Data...........................................

24

CHAPTER IV : RESEARCH FINDING AND DISCUSSION

A. Research Finding................................................................

26

1. Goal of Teaching..........................................................

26

2. The Method Used in Teaching English Speaking........

28

3. The Problems in Teaching Speaking Faced

by the Teacher ............................................................

33

4. The Problems Faced by the Students ...........................

33

xi
x

B. Discussion of the Findings.................................................

34

1. The Objectives of Teaching Speaking .........................

34

2. The Method Used in Teaching English Speaking........

34

3. The Problems in Teaching Speaking Faced

by the Teacher ............................................................

38

4. The Problems Faced by the Students ...........................

39

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion .........................................................................

40

B. Suggestion ..........................................................................

41

BIBLIOGRAPHY
APPENDIX

xixii

CHAPTER I
INTRODUCTION

A. Background of the Study

As a foreign language in Indonesia, English is learned seriously by
many people to have a good prospect in the community of international world.
Recently, English becomes important. Since its important, English is taught
widely at formal school starting from elementary school up to universities;
even at informal school i.e. courses.
As everybody knows, speaking is one of the four skills in English
subject as a tool to communicate each other. According to Hornby (1985: 21),
speaking is making use of words in an ordinary voice; uttering words;
knowing and being able to use a language; expressing one self in words;
making a speech. In short, speaking skill is the ability to perform the linguistic
knowledge in the actual communication. In active effort is being made to
improve speaking skill.
According to the general objective of teaching English, the goal of
teaching English in Senior High School is to enable the students to listen,
speak, read and write in English. The goals are clearly stated in the curriculum
of Senior High School published by the Minister of National Education. The
main point of those goals are as follows:
The students are able to have the skill in listening, speaking, reading, and
writing with the degree of vocabulary mastery for at least 2500 words for
social and exact programs students and at least 3000 words for the
language programs students in the end of the school years (Depdikbud,
1995: 1)

The four language skills should be designed to provide intensive training to

develop listening, speaking, reading and writing. The teacher has to make sure
that their students acquire those skills at the end of their study at Senior High
School.
Teaching English speaking is not easy, because speaking is one of the
language skills which is quite difficult to master. Some reasons may account
for it. They are anxiety, nervousness, stress, clumsy tongue, etc.
Thus, English teachers should consider the characteristics of their
learners in order to apply the suitable method to the students. In this case, the
researcher conducts a research in SMA Negeri 1 Kajen especially in language
program. Naturally, their students are categorized as adolescence learners
which have the characteristics, such as: They search for individual identify,
they need self-esteem and peer approval and they may be disruptive in the
class. Besides, based on the general objective of teaching English above, how
the teacher realizes all of those. According to www.englishraven.com there are
three kinds of learners namely;young learners (from ages 5-12), teenagers
(from ages 12-18), and adult (older than 18). Therefore, the writer concludes
that Senior High School belongs to teenagers which coincide with a time of
rapid transition and change, both mentally and physically and they begin to
develop more cognitive ability, they can be exposed to language learning
techniques that requires more logical and/or abstract thinking.
Based on the phenomena above, the writer wants to analyze deeper
about a descriptive study on teaching speaking based on competency-based

curriculum of language programs at SMA Negeri 1 Kajen. The reason why the
writer chooses this school are the first, since they have special competences
which work on linguistic field, second, SMU Negeri I Kajen is the best school
in Pekalongan although it is located in a small town, but it employees national
standardization curriculum, and third, the school has good achievements of
their graduations.

B. Previous Study
To prove the originality of this study, the writer wants to present the
previous researches that deal especially with the speaking skill in general.
They are Anik Munjayanah (UMS, 2000) and Dain Nurfika (UMS, 2002).
Anik Munjayanah (UMS, 2000) conducted a research entitled The
Implementation of Communicative Language Teaching in Teaching Speaking
at LIA Surakarta: An Ethnography. She aims at observing the
implementation of communicative language teaching in teaching speaking at
LIA Surakarta and how the strength and weakness of teaching speaking using
CLT. The conclusion of her research is that the objective of teaching in
conversation class at LIA Surakarta is to achieve communicative purpose. It
enables the students to speak English in real communication.
The next research was conducted by Dain Nurfika (UMS, 2002). He
wrote Teaching Speaking Using Games and Role Play to the Students of
Conversation Class at SMU Al-Islam 3 Surakarta. According to him, games
and role-play were effective to teach conversation class at SMU Al-Islam 3

Surakarta. It could improve the learning motivation through amusing and

enjoyable situation.

C. Problem of the Study

In this research the writer formulates the problems of the study as
follows:
1. What are the objectives of teaching English speaking based on
Competency-based Curriculum to the second year student of language
program in SMA Negeri 1 Kajen?
2. What methods are used for teaching English Speaking based on
Competency-based Curriculum to the second year student of language
program in SMA Negeri 1 Kajen?
3. What problems are faced by the teacher in teaching English speaking
based on Competency-based Curriculum to the second year student of
language program in SMA Negeri 1 Kajen?
4. What problems are faced by the second year students of language program
in SMA Negeri 1 Kajen in learning English speaking

based on

Competency-based Curriculum?

D. Objective of the Study

Based on the problems of the study, the writer has some objectives as
follows:

1. To describe the objectives of teaching English speaking based on

Competency-based Curriculum to the second year student of language
programs in SMA Negeri 1 Kajen?
2. To describe the teaching methods in teaching English speaking based on
Competency-based Curriculum to the second year student of language
programs in SMA Negeri 1 Kajen.
3. To describe the problems faced by the teacher in teaching English
speaking based on Competency-based Curriculum to the second year
student of language program in SMA Negeri 1 Kajen.
4. To describe the problems faced by the students to the second year student
of language program in SMA Negeri 1 Kajen in learning English speaking
based on Competency-based Curriculum.

E. Limitation of the Study

In this research, the writer limits the study on the teaching English
speaking based on Competency-based Curriculum of the second year student
of language program in SMA Negeri 1 Kajen. Further, the writer analyzes the
methods and the difficulties faced by the teacher and the learners.

F. Benefit of the Study

There is always a sense or experience behind everything done and
happened in the world. Different activities will have different benefits. The
researcher hopes that this research will give some practical and theoretical
benefits:

1. Practically, the result of this research will be useful to the further research
and also to readers who are interested in analyzing teaching English
speaking in Senior High School.
2. Theoretically, the finding of this research will enrich the theory of
teaching English speaking to Senior High School.

G. Research Paper Organization

The writer divides the research paper into five chapter as follows:
Chapter I is Introduction. This chapter deals with the Background of
the Study, Previous Study, Problem of the Study, Objective of the Study,
Limitation of the Study, Benefits of the Study, and Research Paper
Organization.
Chapter II is Underlying Theory. This chapter deals with the Notion of
Speaking Skill, the Notion of Teaching Speaking, the Components of
Speaking Skill, Curriculum, Competency-based Curriculum, the competence
that should be required in speaking skill stated in the outline of the English
Teaching Guideline, the Classroom Technique, the Role of Instructional
Material.
Chapter III is Research Method. This chapter contains Type of
Research, Subject of the Study, Object of the Study, Place and Time, Data and
Source Data, Method of Collecting Data, and Techniques for Analyzing Data.
Chapter IV is Data Analysis and Discussion. In this chapter discusses
the results or findings of teaching speaking based on competency-based

curriculum to the second year student of language program of SMA N I Kajen

Pekalongan.
Chapter V is Conclusion and Suggestion.

CHAPTER II
UNDERLYING THEORY

This chapter discusses the notion of speaking skill, the method of teaching
speaking,

the components of speaking skill, curriculum, competency-based

curriculum, standard of material competence, the classroom technique, and role of

instructional material

A. The Notion of Speaking Skill

Speaking skills is the ability to perform the linguistic knowledge in
actual communication. It function is to express one idea, feeling, thought and
needs orally. Speaking is one of language arts that are most frequently used by
people all over the world. Richards and Rodgers (1993: 9-10) state that the
spoken language is primary and that this should be reflected in an oral-based
methodology. Furthermore, oral method was very important in the classroom,
especially in the early stages of learning (Howatt, 1985: 9-10).
The theories above provide the starting point of for question and
answer work, which requires the student to use the target language. The
teacher is expected to speak for foreign language as the normal means of
classroom communication, retaining the mother tongue only for glossing new
words, and explaining new grammar points. According to Hornby (1995: 318)
speaking is making of words in an ordinary voice, uttering words, knowing
and being able to use a language; expressing oneself in words, making speech.

B. The Method of Teaching Speaking

Teaching speaking connects the students with the basic ability to use
the language, to receive and to convey information.
Teaching method of speaking that was proposed by Lambert Sauveur
(1826-1907) in Fauziati (2002: 20) was known as the natural method. He used
intensive oral interaction in the target language. In his Natural method, he
argued that a foreign language could be taught without translation or the use of
the learners native language if the meaning was conveyed directly through
demonstration and action.
Berlitz (1852-1921) in Fauziati (2002: 20) used a kind of method
called Direct Method. Together with sauveur, Berlitz successfully used the
method in commerical schools in the US and Europe. In practice, it stands for
the following principles: (1) Classroom was conducted exclusively in the
target language; (2) Only everyday vocabulary and sentences were taught; (3)
Oral communication skills were built up in a carefully graded progression
organized around question and answer exchanges between teachers and
students in small, intensive class; (4) Grammar was taught inductively; (5)
New teaching points were introduced orally; (6) Concrete vocabulary was
taught through demonstration of objects and pictures, whereas abstract
vocabulary was taught by association of ideas; (7) Both speech and listening
comprehension were taught; and (8) Correct pronunciation and grammar were
emphasized (Richards and Rodgers (1993) in Fauziati, (2002: 20-21))

10

Thus, teaching method of speaking is related to the concept of oral

based methodology, where the activity immediately setting the students
speaking competence.
Whereas, Nunan (1991: 51-52) states that learning to speak in a second
or foreign language will be facilitated when learners are actively engaged in
attempting to communicate. The following exercise constitute the sum total of
speaking practice which leaners received in the cource: (1) Learner listens to
and reads two-line dialogues and practices with a partner; (2) Listen and
repeat; (3) Listen to a model dialogue and repeat, interpreting own name;
(4) Read question cue and make up question; (5) Read two line skeleton
dialogue and practice with partner; (6) Listen or read a model question and ask
a partner; (7) Read a model dialogue and have a similar conversation using
cues provided; (8) Study a substitution table and make-up sentences; (9) Study
questions and answers in a model dialogue and make up similar questions
using cue words; (9) Look at a picture and study model sentences. Make up
similar sentences about a similar; (10) Listen to numbers and dates. Read
numbers and dates and say them; (11) Listen to tape script and written
comprehension questions; (12) Listen to an interview. Ask and answer similar
questions with a partner; (13) Look at diagram of clock with a partner ask and
answer questions about time; (14) Listen to a model, study a map and say the
route from one specified point to another (Nunan, 1991: 51-52).

11

C. The Components of Speaking Skill

According to Syakur (1987: 5), speaking skill is a complex skill
because at least it concerns with components of pronunciation, grammar,
vocabulary and fluency. The description is as follows:
1. Pronunciation
When teachers teach English, they need to be sure that their
students can be understood when they speak. Students need to be able to
say what they want to say. Pronounciation is the students way to utter
English well and it deals with phonology. According to Srijono (2001: 35),
phonology refers to the component of a grammar made up of the elements
and principles that determine how sounds vary and pattern in a language.
2. Grammar
It concerns with how to arrange to correct sentence in conversation.
It is line with the explanation given by Heaton (1978: 5) that students
ability to manipulate structure and to distinguish appropriate grammatical
forms from in appropriate ones. The utility of grammar is also to learn the
correct way to gain expertise in a language both in oral and written form.
Language students need to learn the lexis of language. They need
to learn what words mean and how they are used. It is very needed by the
students when the knowledge of grammar is essentiall to compete the
language use. For example: they need to know what kind verbs used by
after the third person in simple present form (he swims, she runs). It
concerns with how to arrange to correct sentence in conversation.

12

3. Vocabulary
Vocabulary means the appropriate diction which is used in
conversation. Without having a sufficient vocabulary, one cant
communicate effectively or express ideas in both oral and written form.
Having a limited vocabulary is also a barrier that precludes learners from
learning a language. When they do not know how to enrich their
vocabulary, for example, they often gradually lost interest in learning.
Thus, they should have good ideas how to expand their vocabulary so that
they can improve their interest in learning the language. Language
teachers, therefore, should possess considerable knowledge on how to
manage an interesting classroom so that the learners can gain a great
success in their vocabulary learning.
4. Fluency
It can be defined as the ability to speak fluently and accurately
suited with professional necessity. Basically, being fluent means being
able to keep the language coming. There may be mistakes, fillers and
repetitions, but there are no unusually language pauses in the flow of talk.
In interactive speaking activities, the teachers are trying to get their
students to communicate their own ideas, opinion and wishes. They are
fully aware of the meaning they wish to convey, but the exact content of
their message is unpredictable, and the teacher cannot give them the exact
language they need to communicate. As a result the students will not

13

always be aware in their use of the language, but this is not important, so
long as the speakers are able to be understand. This emphasis on fluency
implies two things. First, an error correction policy should reflect his
emphasis particularly in speaking, its important that the teachers should
encourage the risk takers. Second, the activities the teacher present should
reflect promote fluency. The teachers want to find ways of stimulating our
students so that they want to speak and this desire to speak to overcome
their inhibitions about expressing themselves in English (Klippel,
Frederike, 1984.www.Teachingenglish.org.uk/think/speak/ speaking.skill.
html).

D. Curriculum
Nunan (1997: 8) states that curriculum is concerned with planning,
implementation, evaluation, management, and administration of education
programs.
In general, curriculum is defined as a plan development to facilitate the
teaching learning procedure, as the direction and guidance of schools, college,
and its staff members. The curriculum includes all planning, activities, and
events, which take place in education institutions. Curriculum is the plan made
for guiding learning in schools usually represented in retrievable documents of
several levels of generality, and the implementation of these plans in the
classroom, those experiences take place in a learning environment that also
influences what is learned (Clark, 1987: 84).

14

There are four reasons why the curriculum should be developed :

1. To anticipate the different purposes of the learners
2. To improve the quality of education
3. To make effective in teaching learning process
4. To plan the effective and successful language teaching learning

E. Competency-based Curriculum
According to Mulyasa (2002: 37), competency represents the mixture
of knowledge, skill, assessment and attitude reflecting in the habit of thinking
and acting. Competency also means as knowledge, skill and ability mastered
by people who have become the part of them. So they can conduct the
cognitive, affective, and psychomotoric behaviors as good as possible. It
indicates that competency covers the duty, skill, attitude, and appreciation,
which must be owned by learner to be able to carry out the learning tasks that
are suitable to certain job. Thus, there is a link between task studied by the
learners at school and the ability or skill needed by the work field. For the
reason, curriculum claims the good cooperation between education and the
work fields, especially to identify and to analyze the competencies to be taught
to the learners at school.
Based on the definition of competency above, the competency-based
curriculum can be interpreted as a curriculum concept emphasizing at the
development of competency to certain standard performance, so that the result
can be felt by the learner in the form of the mastering to a set of certain
competency. According to Gordon (1988: 109) in Mulyasa, (2002: 38) there
are several aspect in the concept of competence :

15

1. Knowledge, that is awareness on the cognitive field, for example a teacher

knows the way to identify the learning need and conduct the lesson
(teaching learning process) suitable with the learner needs.
2. Understanding that is cognitive and affective deepness having by
individual. For examples, the teacher who will conduct the lesson should
have good understanding about the characteristic and condition of the
learner. So he/she can execute the teaching learning process effectively
and efficiently.
3. Skill; that is something owned by the individual to conduct the duty of
work charge upon. For example teacher ability to make and choose simple
teaching aid in order to give ease on the study of the students.
4. Value; that is behavior standard of someone that have been believed and
had been unity psychologically. For example teacher behavior standard
(politeness, responsibilities, opened, etc.)
5. Attitude; that is feeling (like, dislike) or reaction to the incoming
stimulation from outside.
6. Interest; that is someone tendency to conduct an action or activity for
example to learn or to do something.
Mulyasa (2002: 39), states that competency-based curriculum can be
interpreted as a curriculum concept emphasizing on the development of ability
to conduct certain competence. The target of competency-based curriculum is
self-supporting or school mounting in competency development to be
submitted by educative participant, according to environmental condition.

16

Competency-based curriculum is used systemic functional approach

which views a language as a system used by human to exchange meaning.
This curriculum is conducted to develop knowledge of understanding, attitude
value, and enthusiam of learners in the form of ability, efficacy and accuracy
with responsibility.

F. Standard of Material Competence stated in the English Teaching

Guideline
Give expression to the meaning nuance on the transactional
expression and/or oral monologue especially in connection with descriptive,
narrative, anecdote, exposition analysis and exposition hortatory.
The indicator that must be conducted by the students to show that they have
based competency in speaking skill : (a) Do various speech in transactional
oral expression like, (b) Give expression about feelings, (c) Do monologue
(narrative, procedure, spoof/recount, report, news item, say)
Based on the teaching guideline in the 2004 curriculum, there are five
competence that should be reached; Actional competence, discourse
competence, socio culture competence, and strategic competence.
1. Actional Competence is a basic competence for all of skills. There are four
skills in this competence; listening, speaking, reading and writing.
2. Discourse Competence refers to the ability to apply the elements to
produce some texts that are arranged by integrating (coherent) it using
cohesive

devices,

personal

pronoun,

coherencies

conversation, in order to the coherent text can reached.

devices,

and

17

a. Cohesive devices
1) Reference (Do you know Danau Toba? Yes, it is the largest
lake in Sumatra).
2) Substitution (Do you see the motorcycles? The big one is mine;
John left the room immediately. I did the same. I did so, too).
3) Ellipsis (I have read a lot of novels, but this is the best []; we
bought some oranges, and Toni [] some apples).
4) Connector (and, that, or, because, when, .)
5) Words that be connected or repeated.
6) Same structure (she likes swimming and playing tennis)
b. Personal pronoun (my friend, we, you, him,.)
1) Spatial (here, there; this, that)
2) Temporal (now, then; after, before)
3) Textual (the following chart; the example above)
c. Coherencies devices
1) Expression and understanding the meaning and the aim of the text.
2) Placing of theme.
3) Arranging the old information and new information.
4) Using the structure of meaning
5) Continuity and change of genre
6) Narration, interview, the market serving, observation report, etc.
d. Conversation structure
1) How to open the new conversation

18

2) How to change the conversation topic

3) How to give a chance to other people
4) How to cut the conversation
5) How to close the conversation
3. Linguistic Competence
This competence refers to the ability to apply and understand the
elements of structure, vocabulary, pronunciation, and spelling in the texts.
4. Socio Cultural Competence
This competence refers to the ability to express the message and
receive the message based on socio culture connected with the
communicative events.
5. Strategic competence
This competence refers to the ability and skill to apply every
strategies of communication.
a. To understand and produce written and oral text.
b. To understand oral text that heard directly from native speaker or
electronic media.
c. To overcome the difficulties of communication.
d. To understand the text (scanning, skimming, reading club)
e. To produce written text that cohesive and coherent.

19

G. The Classroom Technique

Fauziati (2002: 127) state that there are some activities that include in
teaching the speaking skill namely: role-play, games, problem solving, songs
and discussion.
1.

2.

3.

4.

5.

Role Playing
Role-play is method to develop speaking skill which is by
creating a dramatic situation in a classroom.
Games
Games are activities that can create dynamic, innovatif classes,
and it suitable not only for children but also for adults.
Problem Solving
Offer further opportunities for students to work in, pairs or
small groups, to share information.
Discussion
Fauziati (2002: 134), states that the aim of group discussion is
one strategy to improve fluency. Next, the more advanced class,
however, can be given a factual article from a newspaper, journal, and
the sale brochure of an ear film.
Song
Using song in English foreign language classroom, especially
speaking one can be both enjoyable and educational. From a pedagogical
standpoint, songs can be incorporated into the classroom for a variety of
reasons.
Grant (1991: 35-43) state that there are three kinds of speech
work namely: (a) Drilling, drills are mechanical: the students practice
the sounds or grammar of the language without having to think much
and focus on accuracy; (b) Communication Activities, the students will
learn how to communicate by communicating by using the language.
Communication focused more on fluency than on accuracy; c natural
language Use, it is important to bring ordinary, everyday human speech
naturally and spontaneously interaction with, and between, the students
into the classroom.

One method by which teachers might develop lots of example for

teaching students to communicate more effectively is IPTT (Individual Pupil
Talking Time). It is presented by West (1968) in Fauziati (2002: 126), which
the teacher must concern with the development of student-to-student
interaction. In further, this intends to discuss classroom activities that aim at
encouraging communication or interaction between students to talk to each
other in pairs or in groups.

20

H. Role of Instructional Material

Material has important role in teaching-learning process. The teacher
uses the material to develop the students ability and knowledge and
hopefully, it should help the students to understand the lesson easily. The
material should be appropriate to the syllabus.
According to Hardjono (1998: 93) there are some function of
instructional material are : (a) medium of information, (b) to stimulate the
student interest, (c) to develop the ability, and (d) to illustrate the things to the
students.
Teacher has responsibility in the choosing the materials: sometimes it
makes them feel overwhelmed. Before the choosing the right material, they
are supposed to consider the factor especially for the suitability of their class.
Beside using the handbook for the material, the teacher can use the cassette,
flashcard, poster, picture the dictionary or videotape cassette to support the
teaching learning process (House; 1997: 13-15).

21

CHAPTER III
RESEARCH METHOD

Research method is an important part in a research. It is used for

researcher to apply an appropriate method. It is necessary to reduce the possible
mistake in conducting a research. Hadi (1983: 9) states that a research is a
phenomenon effort to develop and to verify the truth of knowledge. In other
words, research is an overall plan to investigate all of the problems. Therefore, by
research all the problems are able to be solved. The writer uses the descriptive
qualitative method in this research.

A. Type of Research
The type of this research is descriptive qualitative research with
observational study. The product of the observation is notes or narratives of
pictures of a situation of teaching English speaking. It focuses on the methods
which is used in teaching English speaking, and problems faced by the teacher
and learners to second years students of language programs in SMA Negeri 1
Kajen.

B. Subject of the Study

The subject of the study is the English teacher and the second year
student of language program of SMA Negeri 1 Kajen. The number of student
is 38.

21

22

C. Object of the Study

The object of the study is the teaching English speaking based on
Competency-based Curriculum in the second year students of language
programs in SMA Negeri 1 Kajen. In this case, the writer describes the
objective of teaching speaking, the method and problems faced by the teacher
and students.

D. Place and Time

This research is conducted in SMA Negeri 1 Kajen Pekalongan
especially of second year student of language programs and is done in May
2006.

E. Data and Source Data

Data are some information in word derived from the observation and
interview notes accumulated in the field, documents and records. The writer
took the data from various sources;
1. Event, that is teaching and learning English speaking in a natural setting.
2. Informant. That is the teacher of English, the headmaster, the other teacher
and the second year students of language programs in SMA Negeri 1
Kajen.
3. Documents. That is writing materials or others, which add and enrich the
data in teaching English speaking at the second year students of language
programs in SMA Negeri 1 Kajen. The writer gather written information

23

materials or documents, such as curriculum, material program, planning

documents, lesson plan, handbook, etc.
Data are some information found in setting and engaged a wide range
of activities, the data in a setting are including: participants, student teacher
interactions, the process of teaching and learning, the materials, the text used,
the notes taken by the students, teacher plans, configuration of the rooms and
organization of desks and the furniture (Brause and Mayher, 1991: 131-132).

F. Method of Collecting Data

The writer collects the data of the research through observation,
documentation, and interview.
1. Observation
The researcher observes to the second year students of language
programs in SMA Negeri 1 Kajen directly to get a comprehensive picture
of a situation and to know the process of teaching English speaking to find
the data needed. The steps of observation are; select the aspect of behavior
to be observed, clearly defined the behavior falling within a chosen
category, developing a system for qualifying observation, developing
specific procedures for recording the behavior.
Observation is an activity in a certain situation to get the data.
Richards and Lockhart (1979: 12) state that observation involves visiting a
class to observe different aspect of teaching. Observation is suggested as a

24

way of gathering information about teaching rather than a way of

evaluating teaching.
2. Documentation
The document is needed to complete the data in arranging the
research paper as the evidence. The form of the documents can be writing
materials such curriculum, material program, planning document, lesson
plan, handbook and the pictures.
3. Interview
The researcher also conducts some interviews to the teacher,
headmaster and students to gather the data about the teaching learning
process of English and all things dealing with it.
4. Field Notes
The writer notes everything she gets from her observation relating
to her research in teaching English speaking in second year students of
language programs in SMA Negeri 1 Kajen in every visit. She will note
what she sees and hears from the observation in the classroom and also
conducts some interviews to the teacher and headmaster about the
speaking English teaching learning process in the second year students of
language programs in SMA Negeri 1 Kajen.

G. Techniques for Analyzing Data

The technique of analyzing the data in this research is non-statistical
method by observing the methods used in teaching English speaking and the

25

problem faced by teacher and students. Descriptive qualitative research is the

process of simplification of the data in order to make it easier to read
(Singarimbun, 1995: 263). The technique used in analyzing the data is as
follows:
1. Collecting field notes taken from the interview and observation.
2. Grouping related information of field notes whether it is relevant or not
with the research.
3. Classifying and defining the strategies in teaching English Speaking.
4. Concluding the result and giving the suggestions.

26

CHAPTER IV
RESEARCH FINDING AND DISCUSSION

This chapter presents the research finding and discussion of the

teaching English Speaking process, the objectives of teaching, the method
used in teaching speaking, the problems faced by the teacher and the students
in teaching speaking of the second year students of language program in SMA
Negeri 1 Kajen Pekalongan.

A. Research Findings
1. Goal of Teaching
From the interview and the observation in the classroom at the
second year students of language programs of SMA N 1 Kajen
Pekalongan, the goal of teaching is to develop the communicative
competence of the students in four language skills.
The teacher said that :
Tujuan

pengajaran

bahasa

Inggris

yaitu

untuk

menerapkan keempat skill berbahasa yaitu salah satunya

speaking, (May 2nd, 2006)

Based on the teaching guideline in the 2004 Curriculum, the

general objective of the language teaching at the senior high school is to
develop the four language skills. The four language skills have to be taught
in integrative way, including two other components: vocabulary and

26

27

grammar. The specific objective of the language teaching learning process

at SMA N 1 Kajen especially in language program is to make students
active in the any class both in oral and written, and to apply the four
language skills.
According to headmaster of SMA N 1 Kajen the purpose of
teaching-learning process especially in language program can be
categorized into short plan and long plan. Initially, the students are
expected to be able to use one of languages that they have got from the
teacher and apply it in their community in order to face the change of
globalization era. The second, in the long plan, the graduates from
language programs are expected to go on their studies into university in
order to develop and to deepen their skill.
a. Type of Syllabus
Syllabus refers to the content of knowledge. Hutchin and
Waters (1987: 80) define syllabus generally as document, which
says what will or at least should be learnt.
Syllabus is used in teaching learning-process by teacher as the
teaching guideline in giving the material to the students in the
classroom activities. The type of syllabus in the second year students
of SMA N 1 Kajen is topic-based syllabus. As a matter of fact, the
content of syllabus in general is about the description of the material;
spesifically it contains themes and topics. The teaching and learning
activity in classroom which is carried out is based on the topic in book.

28

b. Language Teaching Material

Material is such kind of part of the matter that the teacher needs
to consider to what content they will be taught. Then, how they will
present to the students and what should happen in the classroom based
on the teachers best professional judgement to choose certain material
to be presented should be correlated to the syllabus. The material for
teaching English speaking is a student worksheet for second year
student of language programs
c. Role of Instruction Material
The students get models of language from worksheet and from
audiovisual or video. The teacher uses a worksheet, which concludes
the material that is appropriate with the syllabus. The teacher compiles
it in order to be mastered by the students and it contains the material
that have to be taught during the teaching learning process. Most of
instructional materials, especially textbooks, are not designed in a way
that corresponds to the nature of concept learning. Thus, the role of
instructional material is significant for teaching learning activity in
supporting the teaching learning abilities, of course, material as the
basic resource material.

2. The Method Used in Teaching English Speaking

The writer finds that the English teacher in teaching speaking
English in second year student of language program in SMA N 1 Kajen

29

Pekalongan come teaching methods. Those methods are used in English

teaching English speaking process to get the goal of teaching learning
process of English language especially in teaching English speaking.
Those methods are:
a. Natural Approach
The techniques and classroom procedures in natural approach
are adopted from some other methods. From the observation the writer
saw the classroom activities dealing with natural approach as follows:
1) It starts with TPR commands. At first, the commands are quite
simple.
The Teacher : Student, check the volume of your booth and use
your headset
The Students : (They check the volume and use the headset)

2) It introduces classroom terms and properties into command

For example :
The Teacher : Student! pay attention to the picture that you have
got, in this case you should choose the best answer
according to the native speaker wants

3) It uses visuals; teacher gives the picture to the students to make

clear and to correct the answer and also to introduce new
vocabulary. All of the students are asked a question and they must

30

answer what the subject was doing in each pictures or where the
correct answer is.
For example :
The Teacher : Who has the picture of umbrella in column A
The Students : Sally (bringing an umbrella because its raining)
The Teacher : After you heard from Native Speaker. Where
Sally would go?
The Students : Go to movie
4) Using several pictures, the teacher asks students to point the picture
being described. In this case the students give some pictures and
then the teacher asked them to describe.
For example :
The Teacher : In picture no 1, where will Sally go?
The Students : Go to the movie
The Teacher : Describe the order of each column (A B C D)
The Students : Describe what they have heard from the native
speaker

b. Direct Method
The writer finds that some principles in direct method are used
in teaching English speaking process in the second years students of
language program of SMU N 1 Kajen Pekalongan, they are as follows:

31

1) Only every day vocabulary and sentences were taught

The teacher only presents the daily vocabulary for the
student to be easier for students to apply everyday.
For example :
The Teacher : Good morning, students!
The Students : Good morning, Sir ! (chorally)
The Teacher : How are you today?
The Students : Fine, thanks (chorally)
2) Concrete vocabulary was taught through some pictures, whereas
abstract vocabulary was taught by association of ideas. For
example:
The teacher shows the answer by showing the clear picture by
using computer. While the abstract think vocabulary teacher
associate of the ideas for example the word reform, the teacher
associate with the meaning to make a new order.
3) Language is viewed as primarily spoken not written. Therefore,
students study everyday in target language. This is done at least
when the students start and finish the lesson such as greeting.
4) Oral communication skills were built up in a carefully graded
progression organized around question and answer exchanges
between teachers and students in small, intensive class
5) Both speech and listening comprehension were taught
In teaching speaking the teacher teaches speaking preceded by
listening, then the student repeat what they have heard.

32

6) Correct pronunciation and grammar were emphasized

The teacher also gives the pattern of how to make a question
in English.In this case, the teacher teaches the topic of questiontaq.
`

The teacher gives the pattern and gives some.it can see bellow:
a)Giving the pattern
Yes/No Auxiliary + Be + S + verb/complement.?
b)Giving some example
Example : Do you speak.?
Are you ready?
Besides the teacher also corrects the students pronounce from
the student utterances.For example is the word proud. one of the
students utter the word proud by [prod] then the teacher corrects
the word by saying [pra: d].
c. Audio-lingual Method
During observation teacher also uses laboratories to teach
speaking. The students learn the vocabularies from computer by
looking at the picture. In this case the teacher checks the pronunciation
of his students. The principle in Audio-lingual Method that used in
teaching English speaking in second year student of SMA N I Kajen
Pekalongan is that the students listen to a model dialogue. In this case
the students repeat an utterance as loud as possible after hearing from
the the cassette. They do this without looking at a printed text.

33

d. Discussion
Through the observation, the writer sees the students are very
enthusiastic when the teacher teaches speaking through a discussion.
The students can expose their opinions, make them fluent in speaking
and a lot of new vocabularies are received by the students, and when
the teacher asks about their opinions, the students also have a great
attention to the teacher.

3. The Problem in Teaching Speaking Faced by the Teacher

The writer has conducted the interview and observation to the
teacher dealing with the teaching English speaking process in
second year students of languange program in SMA N 1 Kajen
Pekalongan to know her problems in teaching English speaking.
According to him, to make students to be active in front of the class is
difficult since the students feel nervous and the material is only from
student worksheet. Next, related to the laboratory, sometimes the
electricity is wiped out. As the result, the class in laboratories will be
noisy. On the other hand, the teacher is also difficult in managing the time
if the material is limited.

4. The Problems Faced by the Students

Based on the observation, the students have some problems that are
explained as follows:

34

Some of them have the great motivation while the other have not great
motivation. Besides, the lack of vocabulary makes the students be nervous
when they speak, and the students are difficult in uttering the
pronounciation.

B. Discussion of the Findings

1. The Objectives of Teaching Speaking
Based on the finding above, the objectives of teaching English
speaking of second year students of language program of SMA N 1 kajen
pekalongan is to develop the communicative competence of the students in
four language skill. Besides, in speakinhg skill the students are expected to
be able to use English language to apply it in their community in order to
face the change of global era
2. The Method Used in Teaching English Speaking
Based on the findings, the writer knows that the process of
teaching English speaking in second year student of language programs in
SMA N 1 Kajen uses some English teaching methods such as; Natural
Approach, Direct Method, and Audio-lingual Method.
a. Natural Approach
In teaching English speaking, the teacher in second year
students of language program applies some principle of Natural
Approach such as; (a) it starts with TPR commands, (b) introduces

35

classroom terms and properties into commands, (c) using several

picture asking the students to point to the picture being described.
The teacher only uses some principles of Natural Approach that
are suitable to improve the student ability in speaking skill. However,
those principles include the basic principle of Natural Approach. Thus,
the use of Natural Approach in teaching English speaking in second
year students of language program of SMA N 1 Kajen is suitable with
Natural Approach.
The objective of using Natural Approach in teaching English
speaking at SMA N 1 Kajen Pekalongan of second year students of
language program is to make the students learn English in natural order
as the children acquire their mother tongue. By giving a lot of the
teachers words, the students are expected to be able to use the English
language.
The teacher has some roles in natural approach in teaching
English speaking in second year student of language program in SMA
N 1 Kajen Pekalongan.
1) Teacher as a Source of Information
He transfers his knowledge to the students. In delivering the
materials he gives much information to the students. The teacher
gives a lot of input in the form of his English words. The students
always ask the teacher what their difficulty is.
For example : The teacher asks about the meaning of reformation

36

The teacher

: What do you know about reformation ?

The students : Reformation is an effort to make a new order

government
The teacher

: Yes. All right

Reformation means an effort to make a new orde to
make clear government from CCN (Corruption,
Collusion and Nepotism)

2) Teacher as Facilitator
The teacher fasilities the students to learn. It makes the
students understand the lesson when teaching learning speaking
process is done. The teacher gives the material explanation briefly
then makes the students

understand the target language. He

provides some pictures so that the students will catch the material
more easily. Furthermore, he always gives a chance to the students
to ask about the material every time they are confused and then he
explains to the students.
3) Teacher as an Instructor
The students repeat what the teacher says. They repeat it
first chorally and then individually.In this case, the teacher can
correct the pronounciation of the students.
b. Direct Method
Based on the findings, the use of direct method in teaching
English speaking can help the student in increasing the vocabulary and

37

in speaking more fluently. The objectives of Direct Method in teaching

English speaking in second year students at language program is to
make the students able to use English for communication.
The teachers role in direct method in second year students in
second year students of SMA N 1 Kajen Pekalongan
1) The teacher as a model
He teaches student by reading the text in worksheet and
then he acts out the English words until the students understand the
meaning in their tongue. Then the students repeat what the teacher
has said.
2) Teacher as facilitator
He provides some media like pictures to alleviate the
students in understanding the material and to increase their
vocabulary.
3) Teacher as a source of information
He introduces new English vocabulary to the students. The
teacher gives a brief explanation about the material and the
students always ask him everything they do not understand.
In this case, the learners role in direct method are imitator, passive
learners and also an object of learning. They only have a little and
limited idea to manage their speaking.
c. Audio-lingual Method
Based on the findings, the teacher also uses the laboratories that
apply for the principle of Audio-lingual Method. For example is when

38

the teacher asks students to repeat what they have heard from the
native speaker. The role of teacher were only as an instructor who asks
the students to repeat what they have heard. In this case, the teacher
checks the correct pronounciation of his students.
Based on the observation, the students seem bored and un
interested in following the lesson because they just repeat and imitate
the native speaker says. In this case they just imitate the native
speakers utterace.
d.Discussion
At the discussion, the students speak more fluently and more
active although material of discussion is merely from the worksheet or
the teacher. They are able to express their idea and their opinion freely.
They can say everything according to their opinion without faling
anxious and nervouce.
3. The Problem Faced by the Teacher
Based on the findings, the teacher has some problems. Some of
them are that the students are difficult in practicing the conversation of
their speech in front of the class and sometimes difficult in managing the
class if the material is limited. Besides, when the time is still available it
makes the students noisy and the students become less motivated when
they get bored.

39

4. The Problems Faced by the Students

Based on the findings, the students seem too less motivated and
nervous when the teacher asks them to speak in front of the class. The
teacher is less creative in conducting such atmosphere to the students.
Therefore, the students often seem bored at the laboratory or classroom.
The students also have the problem in lack vocabulary and grammar.
When they want to explore their idea they do not know the word in
English and the grammar accurately.

40

CHAPTER V
CONCLUSION AND SUGGESTION

In this chapter, the writer draws the conclusion and proposes the
suggestion as follows :

A. Conclusion
After describing and analyzing the data, the writer draws some
conclusions based on the result of observation of English teaching speaking
process to second year students of language programs in SMA N 1 Kajen
Pekalongan as follows:
1) The objectives of teaching speaking in second year students of language
program in SMA N 1 Kajen are to make the students being active to speak
in English. Besides, the students are expected to use the English in order
to face the change of global era.
2) The method used in teaching English speaking in second year student of
language programs in SMA N 1 Kajen Pekalongan are : Natural Approach,
Direct Method, Audio-lingual Method, and using strategy of Discussion.
3) The problems faced by the teacher in teaching speaking in second year
student of language program in SMA N I Kajen Pekalongan are : the
students are difficult to speak in front of the class, and the different

40

41

competence of each student make the teacher difficult in making

conversation class

4) The problems faced by the students in learning English speaking process

are; they feel nervous and anxious when speaking in front of the class.
besides, they get bored in the classroom since the teacher is less creative in
conducting such interesting teaching learning atmosphere for the students.

B. Suggestion
Having concluded the teaching English speaking in second year
student of language programs in SMA N 1 Kajen Pekalongan, the writer likes
to propose some suggestions as follows:
1. For the teacher. The teacher should improve the students
motivation in the classroom, because motivation is a great solution for the
students boredom. In this case, the teacher should create some interesting
classroom activities and improve them. Besides, the teacher ought to make the
students more active.
The teacher should apply another tricks to dig the students skill
especially in speaking skill and make the situation of teaching speaking as free
atmosphere in order to make student free to expose their ideas and their
knowledge.
2. For the students, they can give some helpful feedback to the teacher
or practice with their friends. For example is by giving extra attention or even

42

by practicing the material much more with their friends both in the classroom
or outside of the classroom.