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INTRODUCTION
This paper discusses the study of teaching techniques to increase students’ spoken interaction in EFL
classroom at SMA Islam As-Syafi’iyah Sukabumi.
1. Background
In this globalization era, English has an important role in the world, in term of communication
and interaction. As an International language, most countries in the world use English as medium of
communication in entire aspects of life. Meanwhile, In Indonesia English is considered as a foreign
language (EFL). It also has been introduced to educational institutions which is learnt from Junior
High School up to university as compulsory subject.
The ability to speak English has always become a very important goal for learners of this language
both its natural and foreign setting. Although learning English without learning how to communicate
in English is possible, today’s frequent transactions by means of the language have made the
possession of the ability to speak in it become indispensable. However, more failures than successes
have always marked the English teaching world when attempts are made a particularly deal with
ability to communicate. Many learners know about the language, but only some of them understand
how to use it in daily social use correctly, not necessarily appropriately.
The teaching of English in SMA is intended to provide students with a brief knowledge of
understanding any references of English, either in written or spoken. Furthermore, one of the
objectives of new curriculum (Competence Based Curriculum / CBC) is to enable them have some
skills, especially to communicate using English as a target language. Therefore, English teaching at
SMA also should be improved through the availability of facilities such as classroom, language
laboratory, and language library. On the other hand, sufficient qualified teachers are also needed to
increase the required educational development especially in EFL teaching implementation. By
sending them to any EFL upgrading will improve the development of teachers qualification. There are
provided and introduced many of up to date teaching techniques that may grow brightly expected
teaching especially in speaking such as role play, group discussion, simulation in English activities
and so on.
In transferring of language to students are needed appropriate techniques in order to give new
atmosphere of class interaction. In other side, by implementing various techniques, avoid students to
be bored and could stimulate them in teaching and learning process. To make the students able to
communicate in target language, the English teacher should be aware of implementing classroom
speaking process. Moreover, Brown states :
1) Techniques should cover the spectrum of learners needs, from language-based focus on accuracy
to message-based focus on interaction, meaning and fluency, 2) technique use also encourage the use
intrinsically motivating, 3) technique uses should also encourage the use of authentic language in
meaningful context, 4) provide appropriate feedback and correction, 5) capitalize on the natural link
between speaking and listening, 6) give the students opportunities to initiate oral communication, 7)
encourage the development of speaking strategies (1994 : 266)
1.6 Games
There are some valuable language games that may foster the teachers to avoid students’ fed
up to learn English. Moreover, the games may make the class enjoyable for students. There can
also be effective for classroom practice especially in speaking. Those are guessing games,
questionnaires, and quizzes. There are some tasks that teachers instruct the students to do the
activities in guessing games as Byrne claimed (1987 : 21) :
Name the object, spell the name of object, say something about the object, say what they would do
with the object if they had it, make up sentence using the object, link the object on the right to the
left object.
Meanwhile, questionnaires are also designed to make the students practice real class condition.
2. Students’ interaction
Based on the views explored widely above, all of the instructional approaches aim to increase and
develop students competence in the language, oral or written. To realize the aims, syllabus design
must be arranged closely with the students’ need in the real life situation. Hence, increasing and
developing teacher-students and students-students interaction is focus of teacher technique/strategy
in teaching and learning process.
In order to realize the international competence, the instructional theory widely explored above can
be adapted in teaching-learning process. The interaction between the teacher and students is aimed
to increase students’ proficiency in English.
1. Research design
The research was carried out to describe students opinions, perceptions toward the teaching
English by using techniques. Moreover, the researcher wanted to know the effectiveness of the
techniques in increasing students interaction in EFL classroom.
2. Setting of the research
This research was conducted by asking students opinion and perception based on their experience in
learning English. The question was given by the researcher to the students in written. They answered
some questions on a piece of paper provided.
3. Subject of the study
The subjects of this study were students of SMA Islam As-Syafi’iyah Sukabumi at the third class.
There are consists of 2 classes, social and science classes. Social Class has 26 students and science
class has 25 students. The subject are taken randomly. Researcher was taken 15 students in each class.
Number of sample in this research was 30 students. All of the students have been learning English
since the first class and have been thought by the different teacher.
4. Technique of data collection
The data were collected by giving the students a questionnaire to find out the students’ opinions and
perceptions based on their experiences in learning English.
5. Technique of data analysis
In the process of data analysis, the data were presented in a list of students’ opinions and perceptions
in learning English. Then their opinion and perception were tallied on the kind of learning English, by
using techniques. If mostly students say / state that teacher who thought using techniques are better
and more interested than not, means that the employing of techniques in teaching and learning process
of English were effective. Finally, their opinions and perceptions were compared, to find out the
effectiveness of teaching technique in learning English.
A. RESEARCH FINDING
The data of this research was students’ opinion in implementing of teaching technique to increase
their spoken interaction in EFL classroom. From 30 respondents that was taken as sample in this
research, can be described the result as follows:
1. From 30 respondents, 20 or 67 % respondents reveal that the teacher usually open the lesson by
greeting and warming up first. So, students are guided their brain to come to the English material
indirectly.
2. Asking about the language medium that teacher used in instructing the subject, 15 / 50 %
respondents stated that the English teacher used English as language instruction. Meanwhile,
when they were asked whether they understood or not, 5 respondents/17 % answered yes, 18
respondents / 60 % were doubt by choosing sometimes and 7 respondents / 23,3 % didn’t
understand.
3. The researcher also asked them whether they were sleepy and bored when the teaching and
learning process taken place. 5 respondents / 17 % answered yes, 20 respondents revealed
sometimes and 5 respondents stated no. But when they were asked why they were sleepy and
bored when the process of teaching and learning in the classroom, 19 students/63,3 % stated that
they were sleepy and bored fastly because of uninterested / traditional/monotones techniques
which was used by the teacher, 8 respondents / 27 % were doubt, and 3 students / 10 % stated no.
It indicated that various techniques implemented by the teacher could reduce students’ saturated in
teaching and learning process.
4. Based on the effect of various techniques implemented by the teacher in stimulating students
participations, 20 respondents / 67% revealed that various techniques made them interested and
stimulated to follow the lesson, 7 students / 23,3% were doubt by choosing sometimes and 3
students / 3,3% stated no. Means that Mostly students were interested and stimulated to participate
in the classroom.
5. Various techniques also made them understand faster rather than monotonous / traditional one.
The research result indicated that 24 students / 80 % revealed yes or 5 17% were doubt
(sometimes) and 1 student / 3,3 % didn’t.
6. The researcher also gave them a question about stimulus that was given by the teacher in
practicing English everyday. 15 / 50% of the students stated that stimulus that was given by
teacher could increase their motivation and also fully attention in learning English yes, 9 students /
30 % were doubt (sometimes) and 6 students / 20% didn’t.
7. To find out their purpose in learning English, the students were asked about their motivation and
purposes in learning English. Most of them stated that they learnt in order to be bale to speak in
English, some of them revealed in order to be able to answer of the English test (UAS/UAN) and
so on.
Assignment of Issues in English Language Education…………………………………………………………………..… 7
8. The researcher also asked them whether stimulus from the teacher could increase their motivation
and participation particularly in speaking, 22 respondents / 73% agreed with it, 6
respondents/16,6% were doubt and 2 persons/6,7% weren’t.
Moreover, Researcher also gave students some essay questions based on their opinion and
perception in learning English using different techniques. Mostly are interested and motivated in
following process of learning English. They argued that teaching and learning process with various
models/technique wanted that in teaching and learning process, the teacher should prepare a suitable
techniques in term of teaching speaking English. Furthermore, they wish in teaching and learning
process should focus on students-oriented / students centered. Means that Students are guided to do
something themselves under control of teacher as facilitator in the classroom.
2. DISCUSSION
The topic discuss about the result of the study, that is in what extent the techniques in teaching
and learning process can increase students’ interaction in EFL class. As explained previous that
mostly students considered that techniques which is applied by teacher in teaching and learning
process could increase and improve students ability to comprehend the English material, especially in
term of students’ interaction in the classroom. From the data described above could be concluded that
from 30 students as respondents in this research, 20 students or 67 % revealed that the teacher should
give pre activities first by greeting, warming students up, so the brain of the learners became fresh.
Meanwhile, based on the medium which was used by teacher in guiding the lesson, they agreed if
the teacher uses English as language guiding, even though some of them didn’t understand et all
entirely what teacher said. But, most of students argued that by using English in guiding students’
learning, at least, they could practice and train their ear to listen again and again. Moreover, it can
motivate students to imitate what teacher expressed in English.
The main issues has been asked to students, whether techniques in teaching and learning process
might be increase their motivation, activeness, attention and also their comprehension to the materials.
20 students or around 67 % revealed that various methods made them interested to follow the subject
actively. Furthermore, they were also able to comprehend what teacher explained. Even though, 24
students / 80 % stated that techniques/methods that’s applied by teacher could be
understood/comprehended faster rather than monotonous/traditional techniques.
A. CONCLUSION
1. Students were interested to learn English as foreign language in order to be able to communicate
in English, answer of test (UAS, UAN, SMPB) etc.
2. Students had problems in terms of teaching learning process. They wish the instructor/guide
should prepare themselves by mastering English materials, and also various kinds of teaching
techniques, especially in teaching speaking.
3. They had different motivation and comprehension in learning English. One of the main factors to
enhance their motivation and understanding were the implementing of various kinds of techniques
in process of learning English
4. Techniques in teaching and learning process must be mastered and owned by teacher.
5. The effect of using technique / method in teaching and learning process were perceived by
students as a good activity, because it could increase their motivation and comprehension in
following the learning process.
B. SUGGESTION
1. To improve students’ motivation in teaching and learning process, the English teachers should
prepare themselves by adequate materials and apply various kinds of techniques / methods.
2. Government could be a facilitator in term of teachers’ training, in order to increase teachers’
ability in teaching English particularly.
3. The researcher realizes that this research is not really perfect yet, because of limitations. Further
researcher with various population are recommended to make finding more accurate.
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