A STUDY ON TEACHING SPEAKING OF ENGLISH CLUB IN THE FEMALE

STUDENTS’ ENGLISH PROGRAM OF MAMBA’UL ULUM BOARDING SCHOOL

OF MAN 2SURAKARTA

Bunga Nuur Primayu Utami

S200170037
Graduate Program of Language Study
Muhammadiyah University of Surakarta
E-mail: bunganuur22@gmail.com

Abstract

The aims of this research are (1) to explore the students and the teachers on the whole
activities when they are practice in the English program’s class in the female’s English program,
(2) to explore the strengths and the weaknesses in the female’s English. The study was carried
out on February until May 2017. The researcher used descriptive qualitative study to conduct this
research by observation, interview and documentation to gather the data in the female students’
English program. The subjects of the study are the students and the teachers. The collecting the
data analyzed based on the Miles and Huberman (1994: 21-23), theory framework for qualitative
data analysis by three components: data reduction, data display, and drawing or verifying
conclusion. The results of this research show that there are some activities in the teaching
speaking skill, it can be faced there are some activities that done in every theme in English
drama, broadcaster and newscaster. There are the strengths of English program: (1)The materials
in English program has differences with material in common class, Its emphasize to practice and
have fun, so it will be more interest the students to learn English especially in Speaking
skill(2)Make the students more confident to speech in the public (3)The teacher know the
psychology of the students.(4) Make the students more aware and understand about the five
components in speaking skill. (5)There is no homework in English program so, it do not make
difficult the students. There are the weaknesses of English program (1) The students cannot
speak English instantly, so needed prepare step by step. (2) The schedule of English club held on
the late evening time, so some students felt sleepy and their time must divide with other task to
prepare for next day. (3) Some material need much time to be ready for presents the show.

Key Words : Teaching, Speaking Skill, English Program

1. Introduction
Teaching speaking in senior high school can be done in many ways. As the teachers
who apply in English program on the female boarding school of MAN 2 Surakarta that
located at Jalan Dr. Rajiman 2, Kauman, Kliwon’s market Surakarta, especially in the
 English subject, the teachers used communicative approach in the English teaching.
Usually, the teacher makes the material which can be an up to date also and builds
students’ interest to discuss and more curiosity to develop about the topics. It is believed
that the teaching and learning process by using this approach will be know the
psychology and cognitive processes involved in language learning. As we know, the
students are learning in boarding school must obey the rules. The researcher concludes
that one of the rules in boarding school’s environment is that the students must have
conversation with English, Arabic and Indonesians language to interact with other. So,
the researcher believed that English program can help the students make conversation
more clearly.

English program on the female’s boarding school of Mamba’ulUlum MAN 2

Surakarta is a group to learn and play a game which has a goal to increase the students’
English ability. The English program was taught by Mrs. Fathkurrohmah Atmawati, S.Pd
and Miss. Hidayati Sholihah, S.Pd. In English program there are 3 levels to learn: beginner
class, intermediate class and advance class. This English club joined by the tenth and the
eleventh grade students that want to develop their ability in English Language. In the
beginner class for tenth grade there are 22 students, in the beginner class for eleventh grade
there are 22 students. Then in intermediate class for eleventh grade there are 10 students.
For advanced class there is no student who cannot reach this level. For the material, the
teachers always give randomly such as: market, storytelling, newscaster, drama,
broadcaster, etc. The researcher is interested in the English program in that school because
the students in there were entered by selection. So the students that registered in
Mamba’ululum boarding school of MAN 2 Surakarta must have some special criteria that
have been specified by the school such as reciting a holy Quran, Language test, and other
subject test. So, why the students of Mamba’ul boarding school were excellent? The first
one is after praying subuh, the students were obliged to memorize 25 new vocabulary in
English and Arabic. The second one, the students had passed the criteria’s selection that
determine from the school. The third one the students that joined in English program also
can improve their ability to speak in English in the competition, for example some students
from English program joined in debate competition and got the winner. At least the
students also increase their confidence to speak up and show up in the public. That is
evidence why the quality of English program in that school is better than others.
Language learning has communicative purposes, such as exchanging information,
interacting with friends, reading steps of using objects, reading menus, note taking,
understanding referrals, etc (Scrivener, Jim: 32). Based on the explanation above the
researcher conclude that beside language as a means of communication, language is also an
instrument to make an interpersonal relationship, changing the information, and
understanding various utterance especially in English language. English as an international
language should be mastered all of people around the world. It is also become popular in
Indonesia. English language is important to transfer many things to get new knowledge, so
it is the bridge to open opportunity to learn such as science, technology, and establish
international relationship.
Contrary with the situation, whether English subject is familiar for the student, but
most of them feel that English is difficult. It is reflected by the fact that many students
only speak English or studying English when they are in English lesson or have
homework only. They do not know what they should do about English subject. The
students lack motivation from the environment also to learn English language. On the
other hand the first language of the students is difference. They have less confident and
fluently to pronounce English language.

1.2 The Previous Related Study

In this study, the researcher takes some previous study in order to get the significant
development and improvement done by other researcher. There has been several
researchers conducted a research.
The first previous research was done by Rhizki Amelia (2015) entitled “A Study on
Learning Process for Speaking English Competition at SMA IT Nur Hidayah Kartasura in
the Academic Year of 2015/2016.” In her research the researcher used the descriptive
qualitative method. It research emphasize the quarantine process before competition. The
researcher used interview and document to gather the data. The researcher had three steps
to analyze the way the teacher choose the students (selected) to join the Speaking English
Competition, then described the students activities during preparation for joining its
competition, and the third described also about students response when activities during
preparation and when they joining competition. Those activities hold on one week before
the competition and the rehearsal running every day. The activities help or guide students
also in their preparation for joining the Speaking English Competition, so that they got the
second winner in debate and speech competition.
The second previous research was done by Miftaahurrahmah (2012) by the entitled A
Descriptive Study on Language Program of Speaking Conducted at Islamic Boarding
School Jawahirul Hikmah Besuki Tulung Agung In Academic Year 2011/2012. In her
research, the researcher describes that at Islamic Boarding School Jawaahirul Hikmah,
activities of language program of speaking, and characteristics of language program of
speaking. 1) There are two kinds of language program; those are daily language program
and weekly language program. Daily language program is some programs which the
students can learn more and practice speaking in daily activity. There are five activities
consisted of English day, English announcement, drilling sentence, English conversation,
and reporting. The second is weekly language program which the students can practice
speaking in a certain day. There are four activities consisted of oral test, speech, game, and
singing. There are four activities consisted of oral test, speech, game, and singing. Both
daily and weekly language program focuses on teaching and learning speaking. 2)
Language program of speaking has three purposes for the students. The first is to train the
students in speaking by correct grammar and pronunciation. The next purpose is to build
the students to speak confidently both in daily speaking and public speaking. The last
purpose is to create good environment which the students can learn and practice speaking.
The researcher also uses Asian EFL Journal was done by Tsu-Chia Hsu Lunghwa
University of Science and Technology, Taiwan entitled “Analysis of the Contributions of
In-school Language Clubs in Taiwan”. The researcher describe that it is observed that
there is an increasing number of in-school Toastmasters club in Taiwan. Their goal is to
help their student members gain personal growth through the training of communication
and leadership skills in a positive and cooperative environment. In light of the rapid growth
and perceived contributions of the campus Toastmasters club, this study shall seek to
provide an empirical analysis of the various underlying factors behind the contributions
and impact of the in-school language clubs in Taiwan. Results indicate that students are
 helped by means of bridging-the-gap between their acquired knowledge and actual
application of communication skills. Lastly, the adaptation of the in-school language clubs
has also brought forth new non-threatening ideas in the language teaching pedagogy.

1.3 Research Problems

a. How is the implementation of the Female students’ English program in the speaking

activity of Mamba’ul Ulum boarding school at the eleventh grade of MAN 2

Surakarta in the academic year 2016/2017?

b. What are the strengths and the weaknesses of the female’s English program activity

of Mamba’ul Ulum boarding school at the eleventh grade of MAN 2 Surakarta in the

academic year 2016/2017?

2. Background
2.1 The Definition of Speaking
“Speaking is a skill, which deserves attention, every bit as much as a literary skill in both,
first and second language, “and refers to Harmer (2007: 124) there are three main reasons
for getting students to speak in the classroom. Firstly, speaking activities provide rehearsal
opportunities - chances to practice real-life speaking in the safety of the classroom. Secondly,
speaking tasks in which students try to use any or all of the languages they know provide
feedback for both teacher and students. The third everyone can see how well they are doing:
both how successful they are, and also what language problems they are experiencing. In
addition Thornbury (2002: 1) states that speaking is so much a part of daily life that we take
it for granted. The average person produces tens of thousands of words a day, although some
people- like auctioneers or politicians – may produces even more than that. So, natural and
integral is speaking that we forget how we once struggled to achieve this ability – until, that
is, we have to learn how to do it all over again in a foreign language. From the explanation
above English speaking is a skill which deserves attention a literary skill in both the first
language and the second language and also need rehearsal opportunities, getting feedback
and get successful meaning from the conversation.
2.2 Micro Skills in the Speaking Skills
In other case, sometimes speaking is felt as a difficult skill. There are many kinds
of micro skills that involve in speaking (Brown, 2001: 272) such as:
1) Produce chunks of language of different lengths.
2) Orally produce difference among the English phonemes and allophonic variant.
3) Produces English stress patterns, word in stressed and unstressed positions, rhythmic
structure, and into national contours.
4) Produce reduce forms and word and phrase.
5) Use an adequate number of lexical units (words) in order to accomplish pragmatic
purposes.
6) Produce fluent speech at different rates of delivery.
7) Monitor our own oral production and use various strategic devices-pauses, self-
corrections, backtracking- to enhance the clarity of the message.
8) Use grammatical word classes (nouns, verb, etc.), system (e.g., tense, agreement,
plural) word order, pattern, rules, and elliptical forms.
9) Produce speech in natural constituents – in appropriate, pause groups, breath group,
and sentences.
10) Express a particular meaning in different grammatical forms.
11) Use cohesive device in spoken discourse.
12) Accomplish appropriately communicative function according to situations,
participants and goals.
13) Use appropriate registers, implicative, pragmatic conventions, and other
sociolinguistic feature in face to face conversation.
14) Convey links and connection between events and communicate such relations as
main idea, supporting idea, new information, given information, generalization, and
exemplification.
15) Use facial features, kinesics, body language, and other nonverbal clues along with
verbal language to convey meanings.
16) Develop and use a battery of speaking strategies such as emphases key word,
rephrasing, providing a context for interpreting the meaning of words, appealing for
help, and accurately assessing how well our interlocutors is understanding our self.
Those are the micro skill of speaking. It seems complex so that it needs the components
above which recover the solving in speaking.

2.3 The Elements of Speaking Skill

Based on Harris (1969: 81 -82), there are five components of speaking:
pronunciation, grammar, vocabulary, fluency and comprehension. The followings are the
description of the indicators of pronunciation, grammar, vocabulary, fluency, and
comprehension.
1) Acceptable pronunciation : have a standard of English accent.
2) Grammatical system : make few (if any) noticeable errors of grammar or
word order.
3) Vocabulary mastery : use of appropriate vocabularies related to the
topic.
4) Fluent speech : have fluent speech without hesitation.
5) Comprehension : understand everything or the topic without any
difficulties.
Speaking is also one of language arts that is most frequently used by people all over
the world. The art of speaking is very complex. It requires the simultaneous use of the
number of abilities, which often develop at different rates.
In line explanation above, Syakur (1987: 3) said that there are at least five
components of speaking skill concerned with comprehension, grammar, vocabulary,
pronunciation, and fluency, those are:
1) Comprehension
For oral communication certainly requires a subject to respond to speech as
well as to initiate it.
2) Grammar
It is needed for students to arrange a correct sentence in conversation. It is in
line with explanation suggested by Heaton (1987: 5) that student’s ability to
manipulate structure and to distinguish appropriate grammatical form in appropriate
ones. The utility of grammar is also to learn the correct way to gain expertise in a
language in oral and written form.
 3) Vocabulary
One cannot be communicative effectively or express their ideas both oral and
written form if they do not have a sufficient vocabulary. Without grammar very little
can be conveyed. So, vocabulary means the appropriate diction which is used in
communication, (Wilid: 1990).

4) Pronunciation
Pronunciation is the way for students to produce clearer language when they
speak. It deals with the phonological process that refers to the component of a
grammar made up of the elements and principles that determine how sounds vary and
pattern in a language. There are two features of pronunciation; phonemes and supra-
segmental features. A speaker who constantly mispronounces a range of phonemes
can be extremely difficult for a speaker from another language community to
understand, (Gerard 2000: 11).
5) Fluency
Fluency can be defined as the ability to speak fluently and accurately. Fluency
in speaking is the aim of many language learners. Signs of fluency include a
reasonably fast speed of speaking and only a small number of pauses and “ums’ or
“ers”. These sign indicate that the speaker does not have spent a lot of time searching
for the language items needed to express the message, (Brown 1997: 4).
Based on explanation above the researcher conclude that in speaking if the
speaker have a good grammar but do not have a good comprehension related to the
sentences that will be speech or do not have a good pronunciation to deliver to the
other people, it cannot makes a good in speaking and etc. So to make a good in
speaking one component with other components related to each other.

3. Methodology of The Research

3.1 Research Method
The researcher used descriptive qualitative research. Qualitative research is a
research studies that investigate the quality of relationships, activities, situations, or
materials are frequently referred to a quality research (Frankael, 2007). In addition,
 qualitative data is a source of extensive descriptions and grounded sturdy as well as
contains an explanation of the processes that occur within a certain scope. (Miles and
Hubberman, 1992: 1).

3.2 The Setting and Time of the Study

The setting of this research is at the Mamba’ulUlum Boarding School of MAN 2

Surakarta which is located at Dr. Rajiman number 2, Kauman, Pasar Kliwon Surakarata of
central Java 57112. The web is www.man2ska.com and man2surakarta@kemenag.go.id. The
phone number is (0271) 716387. The research was conducted on February 2017 until April
2017.

3.3 The Subject of the Study

“Subject of research is the process of selecting a number of individuals for a study such
as a way the individual represent the large group from they were selected” (Nasution,
1991:119). The researcher chooses the students who joined the English club; there are 22
students at the beginner class and 10 students at the intermediate class. Totally there were 32
students, exactly in eleventh grade class and also the 2 teachers who taught the students as
the subject of this research.

3.4 The Technique of Collecting The Data

1. Observation
Observation is an observational study; the current status of phenomena is determined
not by asking but by observing. For certain research question, observation is clearly the
most appropriate approach (Gay, 1992: 234). In this case, the researcher observed the
activities in the teaching speaking skill of English program by making field note. Field
note includes the notes of whatever the researcher observed during conducting the
research from the beginning until the end. It also included the schedule of the
observation. So, in this research, the researcher wrote the schedule and time of
observation included the students and the teacher activities in the English program.
2. Interview
 Hadi (1993:59) (In Miftaakhurrahmah 2012) stated, “Interview can be viewed as a
method of data collection by way of question and answer undertaken unilaterally by
systematic and based on the purpose of the investigation”. The purpose of interviewing
people is to find out their mind, what they think or how they feel about something. She
interview people to find out from them those things we cannot directly observe.
In this case the researcher used free guided interview. This interview’s method have
goal to investigate and ask questions to get deeply information to the teachers and the
students activities. It included the preparation of the teacher about the material will be
given in the class, the students understood, the students activity in the English program
class at the female students’ of Mamba’ululum boarding school at eleventh grade of
MAN 2 Surakarta in academic year 2016/2017. The people interviewed by the
researcher are:
a. The teachers of English program: For this case, the researcher interviewed 2 teachers
to ask about everything that deals with English program of speaking.
b. Students: The researcher interviewed the students that joined in English program
especially in beginner level and intermediate level at eleventh grade of
Mamba’ululum boarding school of MAN 2 Surakarta to get more information
directly about activities of English program.
3. Documentation
Arikunto (1998:135) stated, “In the execution of the documentation methods,
researcher investigating the written items such as books, magazines, documents,
regulations, meeting minutes, diaries, etc”. This instrument was used by the researcher to
get support information about the total students that joined in female students’ English
program, the list of students’ name, the list of teachers’ name, the syllabus, the text of
the material, and the video when the students perform. So, the researcher used
documentation to strength and give evidence about teaching speaking skill in the female
students’ English program of Mamba’ulUlum boarding school at the eleventh grade of
MAN 2 Surakarta.

4. Finding and Discussion

 In the result the researcher discuss the teaching speaking skill on the female students of
English program of Mamba’ul Ulum Boarding School at eleventh grade of MAN 2 Surakarta. It
describes the whole activities of the teachers and the students’ speaking skill activities in every
material they got in English program and what are the strengths and the weaknesses in the female
students’ English program of Mamba’ul Ulum Boarding School at eleventh grade of MAN 2
Surakarta.

a. The implementation of the Female students’ English program in the

speaking activity of Mamba’ul Ulum boarding school at the eleventh grade
of MAN 2 Surakarta.
Before the researcher explain the implementation of the Female students’ English
program in the speaking activities , the researcher wrote the theme list in the English
program in the female students’ of Mamba’ul Ulum Boarding School at the eleventh grade
of MAN 2 Surakarta.
No Name of Theme Activity Level of Class
a. English Drama Beginner and Intermediate
b. News Caster Beginner
c. Broadcaster Intermediate
a. English Drama
There are 4 activities in the English Drama :
1) Organizing the crews of event
2) Rehearsal
3) Performance
4) Evaluation
b. Newscaster
In the newscaster’s material there are two times meeting;
1) In the first meeting the students’ activity are get the explanation about newscaster, and
exercise or practice to be a newscaster.
2) The second meeting, the students perform as the newscaster one by one and given
score by the teacher
c. Broadcaster
There are three times meeting in the broadcaster activity;
 1) In the first meeting the teacher introduce to the students what is broadcaster, and gives
example by an video about TV host. After that the teacher makes conversation with
the students one by one to practice like as in interview.
2) In the second meeting the teacher asked the students to make a group, then make
concepts about broadcaster’s program and discuss with a group.
3) In the third meeting the students perform appropriate with their concept before and the
teacher given the score.
In previous chapter that has been mentioned, there are five components of speaking skill
according to Syakur (1987: 3). Those are comprehension, grammar, vocabulary,
pronunciation, and fluency. From the researcher’s observation the speaking activities in the
female students’ English program also include in the five components of speaking skill.
a. Comprehension
The researcher find that in observation when the female students’ of English program
made conversation in English with their pairs.
This is the example of conversation between the teacher and the student in
broadcaster material when in Intermediate class.
The teacher as the host and the student as Syahrini (Indonesians singer)

Teacher : Hello syahrini, how are you?

Student : Hi, I’m fine, ulala

Teacher : Syahrini, what are your activities?

Students : Shopping, going around the world and walking-walking.

From the example above when the researcher observe give proof that the student can
respond the question that given from the utterance.

b. Grammar
The researcher find that in observation when the female students’ of English program
made conversation in English with their pairs.
In the second conversation Teacher as the host and the student as Messi (football
player)
 Teacher : Hello Messi, how is your life?

Students : Hello, wonderful

Teacher : What is your job today?

Students : Miss, kalo mau ngomong bahasa Inggrisnya pertandingan gimana ya

miss?

“Lalu guru menjawab, yang lain ada yang ingat apa bahasa Inggrisnya
pertandingan? Karena anak-anak blank lalu guru menyebutkan pertandingan itu
match. Jadi jawabnya gimana I have a match in…….”

Student : Oh I have a match in Barcelona.

Related to grammar component can prove with the interview between the researcher
and the student that grammar also taught in implicit.
c. Vocabulary
The importance to masters’ vocabulary it can prove in interview between the
researcher and some students who joined in Female students’ of English program.
Researcher: Menurut kalian apa sih kelebihan dari English program?
Wisdha: Vocab kita jadi nambah, jadi ketika speech penguasaan kosa katanya juga
tambah banyak dan speech nya bisa lebih baik lagi.
d. Pronunciation
The fact that pronunciation component that attention in Female students’ English
program we can know in every performance the students. Sometimes the students make
correctly by themselves and sometimes the pronunciation correction will be correct by the
teachers. For example in Newscaster practice when the student read the text as the
newscaster. This example got from researcher observation.
Teacher : Tulisan air tadi bacanya apa?
Students : /еә(r)/
Teacher : Iya dibenarkan ya yang nanti maju selanjutnya еә(r)/ ya yang benar
bacanya.
 Teacher : Kalo write itu bacanya /raIt/ ya huruf “W” nya samar seperti tidak
dibaca
Students : (murid menirukan mengucapkan /raIt/

From the researcher observe above, give prove that in female students’ English
program pay attention with the pronunciation component.

e. Fluency
The proof is in the newscaster material, when the student pronounce “producer” the
student reply twice, the first produce music” and at the second the student pronounce
”music producer”. The other fact is when conversation in broadcaster class.
The teacher : Raisa, what is your activity?
Raisa : “emmm” my activity is acting, modeling, and singing
The teacher : Ok well, so how about your new single?
Raisa : Oh, yes my, “my emm my”new single is “Kali ke dua”

So from some prove in above the researcher conclude that English program in the
Female boarding school is also pay attention with component of fluency that
implementation in every material activities emphasize in the speaking performance.
A key teaching skill is to successfully prepare, set up and run a single classroom
activity or task. Scrivener (1994: 42-58) there is guidance on planning similar activities,
those are: Running an activity, exploiting an activity, Pair work information gaps, Small-
group discussion and Pair work grammar activities.
From the five classroom activities above, there are 2 similar activities that used in the
female students’ English program of Mamba’ul ulum boarding school at eleventh grade
of MAN 2 Surakarta.
The first is running an activity. The specific outcome done by the students is when
they performed in English drama as their character that they got. For example the student
got character to be an animal, antagonist people, a tree, etc. It can be prove in the text
drama entitled “Alice in Wonderland”

Dinah (the cat) : Meow

 Alice : If I had a world in my own, everything would be nonsense.

Dinah (the cat) : Meow

Alice : In my world, you wouldn’t say ‘meow’ You would say ‘Yes
miss Alice’ Oh Dinah, you would be just like people, and all the
other animals too. Why in my world…

The piece of conversation between Dinah (the cat) and Alice the queen, it can shows
that actually, Dinah is human, but in the English drama Dinah should convince the
audience that she is a cat, really cat in the real. Then Alice as a queen she is also shows
that she is a queen and supported , with the face is beautiful, the costume is elegant, her
words is softly, character Alice as the white queen also must be convince the audience
that she is a queen, and in general, a queen can described like that. In addition in English
drama also need like as sound, setting, property, make up, lighting and others to make the
good atmosphere in the real life is true. So, the series activities that have done from the
students can show the specific outcome from their running activities is to make the
audience believe to imagine, that the story of the drama is same in a life in the long time
ago.

The second activity that used in English program in the female students’ of
Mamba’ul Ulum boarding school of MAN 2 Surakarta is small-group discussion. It can
prove when the students done in some practices. The first when they are got material
English drama. It is start when the teacher gathered beginner level and intermediate level
in a class, then teacher give material English drama. By together the teachers and the
students discuss to choose who is become the director, then anyone who writes the script,
choose the crew team, etc. The first the teacher and students choose Sukma as the
director. But, after casting the teacher select Sukma as the main character, then the
teacher chooses Aza as the director. The scenario of the drama was written by the
students, but the teacher also guided them to make correctness in the text, give advice etc.
Then the students also discuss what the property will be make to complete in drama
setting, how to make up the characters in order to strength the character, how about the
lighting, the sound, how the way to collect the things that they needs, etc.
 The third implementation is the teachers used communicative approach. Relate to the
theories, (Chomsky, 1968) Language acquisition cannot be based on behaviorist
theory. On the other hands this approach states that the authentic language use and
classroom exchanges where students engaged in real communication. From that
theory the researcher find the same activities with the teaching speaking in the
female students’ English program. To teach the students, the teachers give interesting
material and practices by the students. The students not only learnt and practice in
theory but emphasize in practice especially in speaking skill. The teaching speaking
skill also used by the students in their boarding school, appropriate by the schedule
in every week.

The differences between this research and previous study according to the
previous research Miftakhurrahmah (2012) were in the activities of language
program of speaking, and characteristics of language program of speaking. 1) There
are two kinds of language program; those are daily language program and weekly
language program. Daily language program is some programs which the students can
learn more and practice speaking in daily activity. There are five activities consisted
of English day, English announcement, drilling sentence, English conversation, and
reporting. The second is weekly language program which the students can practice
speaking in a certain day. There are four activities consisted of oral test, speech,
game, and singing. There are four activities consisted of oral test, speech, game, and
singing. The second previous study Amelia (2016) focus in the quarantine process
before debate competition. So the discussion of the previous study are different with
this research.

b. The strengths and the weaknesses of female students’ English program of

Mamba’ul Ulum boarding school of MAN 2 Surakarta in academic year
2016/2017.
The strengths and the weaknesses from this program can know from the interviewed
between the researcher and the teachers and interviewed between the researcher and the
students that joined in the female students’ of English program in Mamba’ul ulum boarding
school at eleventh grade of MAN 2 Surakarta.
a. There are the strengths of English program:
1) The materials in English program has differences with material in common class, Its
emphasize to practice and have fun, so it will be more interest the students to learn
English especially in Speaking skill.
2) Make the students more confident to speech in the public
3) The teacher know the psychology of the students before taught them, and know how to
make them interest with the material.
4) Make the students more aware and understand about the five components in speaking
skill such as the pronunciation, grammar, comprehension, fluently and the vocabulary.
5) There is no homework in English program so, it do not make difficult the students,
b. There are the weaknesses of English program:
1) The students cannot speak English instantly, so needed prepare step by step.
2) The schedule of English club held on the late evening time, so some students felt
sleepy and their time must divide with other task to prepare for next day.
3) Some material need much time to be ready for presents the show. The proof can show
when the researcher interviewed the teacher.
There are five strengths and three weaknesses in teaching English club in the
female students’ English program, why the researcher mentioned the strengths more
than the weaknesses? It was because in teaching English club especially in female
students’ boarding school is emphasizing in speaking. It means that to teach foreign
language to the students especially in English subject, the teacher should teach them
with the different way or method than the other subject such as math, science and etc,
that basically those subjects learnt in bahasa. To learn foreign language the students
cannot instantly memorize the vocabulary in English. For example, when the teacher
directly taught the students pure in English and the students cannot understand with
the teacher’s explanation, the teacher can make them understood by using property, or
demonstrate something or by the video, etc. Although at first the students are getting
difficult and feel unfamiliar with foreign language when the teacher teaching them, but
little by little, word by word until become sentences will be pronouncing by the
 students. Moreover the students can translate and understanding the meaning. In the
other reasons, automatically the students have motivation to mention words and
sentences in English language to conversation or communicate with other in the
boarding school’s environment because they had been interesting in the material that
teachers given. There is no perfect one when all of us to learn, everything have the
benefit and the risk, the both of them will related, as well as the teaching learning
process in this English club.
Those are the result discussion about the strengths and the weaknesses of teaching
speaking of English club in the female students’ English program of Mamba’ul Ulum
boarding school at the eleventh grade of MAN 2 Surakarta, based on the researcher observed
in every meeting, and collected the data from interviewed with the teachers and the students,
then from video that took when the students performed.

5. Conclusion
The researcher found there are some activities that done in every theme, there are
English drama, broadcaster and newscaster. In the teaching speaking skill, the teachers
used communicative approach. This approach states that the authentic language use and
classroom exchanges where students engaged in real communication. So the teachers
implemented that approach in the teaching learning female students’ English program,
because the learning realistic and can communicate using appropriate social language,
gesture, or expression, when the students presents in their speaking performance. Then,
the researcher found that the teaching speaking in the female students’ of English
program pay attention in the five components in the speaking skill such as
comprehension, grammar, vocabulary, pronunciation and the fluently components. Then
the classroom activities that used in that English program are running the activity and the
small group discussion.
In the implementation of teaching speaking in the female students’ English program there
are face of the strengths and the weaknesses. From the interview and observation, the researcher
also can draw the strengths and weaknesses that found by the teacher and the students in the
implementation of it.
1. The strengths are: (1) The materials in English program has differences with material in
common class, its emphasize to practices in speaking, and the class’s design is make the
students have fun. So it will be more interest the students to learn English, especially in
speaking skill, (2) Make the students more confident to speech in the public, (3) The
teacher know the psychology of the students before taught them, and know how to make
them interest with the material, (4) Make the students more aware and understand about
the five components in speaking skill such as the pronunciation, grammar,
comprehension, fluently and the vocabulary, (5) There is no homework in English
program so, it do not make difficult the students.
2. The weaknesses are : (1) The students cannot speak English instantly, so needed prepare
step by step, (2) The schedule of English club held on the late evening time, so some
students felt sleepy and their time must divide with other task to prepare for next day,
(3) Some material need much time to be ready for presents the show.

There above are the strengths and weaknesses that in the teaching speaking skill in the
female students’ English program of Mamba’ul Ulum Boarding School at the eleventh grade of
MAN 2 Surakarta.

From the conclusion above the researcher would like to suggest as follows:

1. For the teacher:

a. The teacher has an important role to guide the students when prepared from the

preparation the material until the end of the learning.

b. The teacher may use indoor or outdoor room while preparation, so that the

students feel many kinds of situations and conditions when delivering their speech

2. For the students:

a. Students may feel more confident and using their appropriate gesture when

delivering their speech

 b. Students should encourage themselves to practice more, to do more, to ask more

in the learning process. Students should increase speaking ability as best as

possible

3. For the other researcher

The researcher realized that the result of this research is still far from being

perfect, there were still many aspects of speaking components and teaching’s

approach. The researcher expects that there will be other researchers who investigate

other aspects relating to speaking methods, hopefully will be useful as a reference to

their research. Besides, it can be also used by them who carry out and develop a

similar study.

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