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THE TEACHER STRATEGIES IN OVERCOMING STUDENTS' DIFFICULTIES IN

SPEAKING AT ENGLISH INTENSIVE PROGRAM OF MA AN-NUR CIREBON

THESIS

Submitted to the Department of English Language Education, Faculty of Education and

Teacher Training, State Institute for Islamic Studies Syekh Nurjati Cirebon in Partial
Fulfillment of the Requirements of Bachelor of Islamic Education in
English Language Education

By: Ririn Rianingsih

Reg. Number 14111320123

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHING SCIENCE OF SYEKH NURJATI STATE INSTITUTE
FOR ISLAMIC STUDIES
CIREBON
2015
vi
 ABSTRACT

Ririn Rianingsih. 14111320123: The Teacher Strategies in Overcoming Students'

Difficulties In Speaking At English Intensive Program Of MA An-Nur Cirebon.

This research investigated the teacher strategies in Overcoming Students' Difficulties In

Speaking At English Intensive Program. As matter effect, many students often find
difficulties in speaking. Teaching strategy can solve the students difficulties. It is used to
measure the learning process, learning result and the impact of learning activities. Each
school has its own strategy to develop its own output, means the quality of students and
graduation. Also with MA An-Nur Cirebon has certain program namely "English Intensive
Program" to improve students’ competence in speaking English.
The goals of the research are: (1) to describe the implementations of the teacher
strategies in teaching Speaking at English Intensive Program of MA An-Nur Cirebon, (2) to
describe the students' difficulties in speaking at English Intensive Program of MA An-Nur
Cirebon, and (3) to describe the strategies of the teacher in overcoming students' difficulties
in speaking at English intensive program of MA An-Nur Cirebon.
The method of this research is descriptive qualitative research. It takes place at MA An-
Nur Cirebon. The participants of this study were an English teacher and all the students who
join English Intensive program. The primary sources of data for this research are observation
interview and study of document. While, the secondary data of this research are
questionnaire, journals and books.
The result shows that the teacher used some strategies in teaching speaking at English
Intensive program, there are lecturing, review, sharing, discussion and telling story. But, the
students still difficult to speak English. The problems consist of : limitedness of vocabulary,
Problem in choosing vocabulary, lack of understanding of grammatical pattern, incorrect
pronunciation, and inconfidence to speak. Then, the teacher has some strategies to overcome
students' difficulties in speaking, there are: debate, role play, prepared talks, interview, games
and brainstorming. It was also found out that the teacher strategy in overcoming students'
difficulties at English Intensive program has good impact to the students response.

Key Words : Strategy, Teaching Speaking, Students' difficulties in speaking, English

Community.

ix
 TABLE OF CONTENT

TITLE ........................................................................................................................ i
LETTER OF AUTHENTICITY................................................................................ ii
DEDICATION .......................................................................................................... iii
MOTTO..................................................................................................................... iv
APPROVAL .............................................................................................................. v
RATIFICATION ....................................................................................................... vi
OFFICIAL NOTE ..................................................................................................... vii
CURRICULUM VITAE ........................................................................................... viii
ABSTRACT .............................................................................................................. ix
ACKNOWLEDGEMENT......................................................................................... x
PREFACE.................................................................................................................. xi
TABLE OF CONTENT ............................................................................................ xii
LIST OF FIGURE ..................................................................................................... xv
LIST OF TABLE....................................................................................................... xvi
LIST OF CHART ...................................................................................................... xviii
LIST OF APPENDIX................................................................................................ xix
CHAPTER I INTRODUCTION
1.1 Background of the Problem.....................................................................1
1.2 Focus of the study ...................................................................................4
1.3 Questions of the research ........................................................................4
1.4 Aims of the research................................................................................5
1.5 Significance of the research ....................................................................5
1.6 Theoritical Foundation ............................................................................6
1.6.1 Strategy............................................................................................6
1.6.1.1 The definition of strategy....................................................6
1.6.1.2 Types of strategy .................................................................6
1.6.2 The nature of speaking ...................................................................10
1.6.3 Elements of speaking......................................................................12
1.6.4 Types of speaking performance......................................................12
1.6.5 Micro and macro skills of speaking................................................13
1.6.6 Teaching speaking ..........................................................................15

xii
 1.6.6.1 Objectives of teaching speaking.........................................16
1.6.6.2 Principles for designing speaking activities.......................16
1.6.6.3 Teacher's role in speaking activities...................................17
1.6.6.4 Developing speaking activities ..........................................18
1.6.7 Learning speaking...........................................................................19
1.6.7.1 Purpose for practicing speaking .........................................20
1.6.7.2 Criteria for successful learners...........................................22
1.6.7.3 Students' problems in learning speaking ............................22
1.6.8 Asessment of speaking ...................................................................27
1.6.9 Community .....................................................................................29
1.6.9.1 English Community ...........................................................29
1.6.9.2 English Intensive Program .................................................30
1.6.10 Conceptual Framework ................................................................31
1.7 Research Methodology...........................................................................32
1.7.1 The objective of the research..........................................................32
1.7.2 Place and time of the research ........................................................32
1.7.3 Method of the research ...................................................................33
1.7.4 The source and type of data............................................................34
1.7.4.1 Primary data source............................................................34
1.7.4.2 Secondary data source........................................................35
1.7.5 Instruments of the research.............................................................36
1.7.5.1 Human Instrument..............................................................36
1.8 Techniques of collecting data.................................................................36
1.8.1 Observation.....................................................................................36
1.8.2 Interview.........................................................................................36
1.8.3 Questionnaire..................................................................................37
1.8.4 Study of Document.........................................................................37
1.9 The techniques of data analysis..............................................................37
1.10 Literature Review .................................................................................40
CHAPTER II The Implementations of The Teacher Strategies in Teaching
Speaking at English Intensive Program of MA An-Nur Cirebon ..45
CHAPTER III Students' Difficulties In Speaking at English Intensive Program
of MA An-Nur Cirebon..................................................................60

xiii
CHAPTER IV The Teacher Strategies In Overcoming Students' Difficulties In
Speaking at English Intensive Program of MA An-Nur Cirebon 78
CHAPTER V CONCLUSION .............................................................................118
5.1Conclusion .................................................................................................. 118
5.2 Suggestion.................................................................................................. 119
5.3 Implication ................................................................................................. 120
BIBLIOGRAPHY................................................................................................. 121
APPENDIXES

xiv
 1

CHAPTER I
INTRODUCTION

1.1 Background of The Problem

This research investigated the teacher strategies in overcoming students' difficulties in
speaking at English Intensive Program. Learning speaking English with low participant in the
classroom it is not successfull. As matter effect, many students often find difficulties in
speaking activities. It was found out from students at MA An-Nur Cirebon when the
researcher observed in those schools. They seem difficult to speak in the classroom. Then the
researcher found an alternative program at MA An-Nur to overcome the students' difficulties
in speaking. The program name is English Intensive Program. Usually, they had the meetings
after the reguler class had done. At the beginning, the club aimed at facilitating the students of
MA An-Nur Cirebon to have a place for practicing and improving their English speaking skill
outside of the classroom sessions. This organization was established and organized by the
headmaster of the school. Based on the preliminary observation, the club provides some
activities to improve speaking skill. The students of MA An Nur Cirebon could speak English
as often as possible in that program.
In addition, teachers have to choose the aproppriate strategy for the students with different
quality and quantity (Brown, 2001 : 160). Besides teachers attempt to create good learning
atmosphere to make students experience the learning process by using both aproppriate
materials and teaching strategies delivered by teachers. However all teachers endavor to
comply with students' needs has something to do with properly selecting accurate teaching
strategies.
Speaking is an important aspect to people in their lives. Because by speaking people can
communicate their feeling, share the ideas and opinions. Speaking is the most important skill
and the mastery of speaking skills in English is importance for second and foreign language
learners. Speaking is one of important parts in teaching language also because it includes one
of four basic language skills. To speak in the foreign language in order to share understanding
with other people who need attention to accurate the specific language. A speaker need to find
the most appropriate words and correct grammar to express meaning accurately and
specifically and needs to organize the discourse so that the listener will understand. So that,
speaking is a fundamental skill that foreign language learners should master (Richards (2008:
19), Ur (1996: 120)).
 2

Speaking is a productive skill, because the people produce language by speaking.

Speaking is one of an observable skills in language skills, (Nashruddin, 2012: 77). Then
Brown (2004: 140) states that “Speaking skill can be directly and empirically observed. Those
observations are invariably colored by the accuracy and effectiveness of a test-taker’s
listening skill, which necessarily compromises the reliability and validity of an oral
production tests”. Moreover, Brown (2004: 272) divides speaking skill into two, namely:
micro and macro skills of speaking. The micro skills refer to producing the smaller chunks of
language such as phonemes, morphemes, words, collocations, and phrasal units. The macro
skills imply the speaker’s focus on the larger elements: fluency, discourse, function, style,
cohesion, nonverbal communication and strategic options.
Speaking is one of difficult skills, because the foreign language learners sometime are
affraid in making mistakes when they try to speak. One of the problems in learning speaking
are the learners affraid to express their ideas, language, how to use grammar, vocabullary and
pronunciation in their communication with the people, (Hughes, 2011: 6). Students who can
communicate in English fluently with a good grammar, pronunciation, fluency, accuracy,
comprehension, and appropriate vocabularies will be considered to have a skill in English.
However, to achieve this highest target of English is not an easy thing because when speaking
students must speak and think about the components of speaking at the same time. Therefore,
students should learn those components of speaking to become a good speaker. In this case,
students should master those components of speaking in the process of learning speaking
skill. It becomes a task for English teacher in the school to create an enjoyable, interesting and
interactive English class for students especially in every speaking activity to make them
confident to speak. Moreover, the goal of teaching speaking is improving students’ speaking
skill when they are interacting with other people.
In the previous research in the speaking area, the researcher divided into five sides. There
are strategy in teaching speaking, method in teaching speaking, speaking anxiety, public
speaking and teachers’ strategy in teaching and learning speaking. The first side in the
research of speaking discussed about the strategy in teaching speaking. The research in the
strategy in teaching speaking was written by Yuniarti (2008), Aini (2010), Jondeya (2011),
Ayu Suputri, (2013), Widyawati, (2014), Surtikanti (2011), Ma’arif (2014), Ismuwardani,
(2014), Rianjani, (2014), Sumini, (2014), Frista Sukma, (2012), Sari, (2014), Prihastuti,
(2013) and Wastinih, (2013). The second side in the research of speaking is discussed about
method in teaching speaking. The research in the method of teaching speaking was written by
 3

Amrizal (2014), and Titi (2014). The third side in the research of speaking is discussed about
speaking anxiety. The research in speaking anxiety was written by Occhipinti, (2009),
Mahmoodzadeh, (2012), and Cheng, (2009). The fourth side in the speaking discussed about
public speaking. The research in public speaking was written by Pan, (2010) and Debra
(2007). The fifth side in the speaking discussed about strategy in teaching and learning
speaking. The research in strategy in teaching and learning speaking was written by
Anjaniputra (2013), Merdekawati (2011), Wijayati (2011), Wahyuni (2013), Maghfiroh
(2014) and Purwatiningsih (2014). Based on the previous researches above, the position of the
current research is on the strategy in teaching and learning speaking. The current research try
to analyse the teachers’ strategies in overcoming students’ difficulties in speaking. The gap of
this research with the previous research is the current research focuses on the teachers’
strategies in teaching speaking of the students at English intensive program.
Strategy is an important aspect in teaching and learning process. In teaching and learning
process strategy is an activity that should be done both teacher and learner in order to get
learning activity become effective and efficient. Of course, the teacher who has first
obligation for designing strategy and it followed the students in learning activities. According
to Silver, et al (2007: 1) “The goal of teaching is to weave together a conversation that unites
these disparate individuals around a common core of learning. Strategies are the different
types or styles of plans teachers use to achieve this goal”. Strategy The teacher should able to
choose aproppriate strategy in teaching Speaking for the students.
Strategy can solve the students difficulties when they try to express themselves in
Speaking English. Because the students usually find some problems in speaking activities.
Then, the students will frustrate in learning a foreign language, because they do not
understand how to make it easy. The students problems in speaking activities are, they have
no motivation to express themselves in speaking activities, they have low participation in
doing speaking activities, and they have mother tongue in classroom, (Ur, 1996 : 121). So, the
teacher should able to choose an aproppriate strategy in order to make the students understand
about the content and the teacher should guide the students to express their ideas in speaking
activities at the classroom.
Because of the importance of strategy, the researcher wants to analyze the teachers’
strategies in overcoming students’ difficulties in speaking at English Intensive Program. The
research gave some descriptions about the teachers’ strategy in overcoming student's
difficulties in speaking at English Intensive program. The purpose of this research are: to
 4

describe the implementation of teacher strategies in teaching speaking at English Intensive

Program, to describe the students' difficulties in speaking and their reasons and to describe the
strategies used by the teachers in overcoming students’ difficulties in speaking at English
Intensive Program.

1.2 Focus of The Study

As researcher states that teacher's strategies influence learning process in classroom
whether it is successful or not, teaching speaking is quite different related to its complexity.
The current research would like to investigate the teacher strategies in teaching speaking at
English Intensive Program of MA An-Nur Cirebon. Then the researcher focuses on teaching
speaking at English Intensive Program as English community at MA An-Nur Cirebon.
Furthermore, the researcher does not study about teacher strategies at regular class. Because
the researcher only conduct the study at English community at those school, namely English
Intensive program which facilitated the students in speaking outside the classroom session. In
addition, the researcher takes an English teacher who teach at English Intensive Program and
16 students who join at those program as respondents of this research.

1.3 Questions of The Research

Based on the description above, the problem of this research was formulated into the
following question :
1. How are the implementations of the teacher strategies in teaching speaking at
English Intensive program of MA An-Nur Cirebon?
2. How are the students' difficulties in Speaking at English Intensive Program of
MA An-Nur Cirebon?
3. What are the strategies of the teacher in overcoming students' Difficulties In
speaking at English intensive program of MA An-Nur Cirebon?
 5

1.4 Aims of The Research

Based on the research formulation stated above, this research was aimed:
1. To describe the implementations of the teacher strategies in teaching speaking at
English Intensive program of MA An-Nur Cirebon
2. To describe the students' difficulties in Speaking at English Intensive Program of
MA An-Nur Cirebon
3. To describe the strategies of the teacher in overcoming students' difficulties in
speaking at English intensive program of MA An-Nur Cirebon

1.5 Significance of The Research

The significance of the research can be theoretically and practically.
1. Theoretically
a. The result of the study can be used as input in understanding the teachers’
strategy in overcoming students’ difficulties in speaking.
b. The result of the study can be used as input in understanding the students need in
improving their speaking skill.
c. The result of the study can be used as the reference for those who want to
conduct a research in Strategy in teaching speaking.

2. Practically
a. For the teachers
The result of this research can be used as references or reflection for the teachers about
their understanding of the strategy in overcoming students’ difficulties in speaking,
so that the teachers can increase the teachers’ ways during English learning process.
b. For the students
The result of this research can motivate the students to improve their speaking skill in
the next future.
c. For the researcher
This research can develop the researcher knowledge about the teachers’ strategies
in overcoming students’ difficulties in speaking at English intensive program.
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1.6 Theoritical Foundation

1.6.1 Strategy
1.6.1.1 The Definition of Strategy
Strategy means a plan for achieving something. In teaching and learning
process strategy is an activity that should be done both teacher and learner in
order to get learning activity become effective and efficient. Of course, the teacher
who has first obligation for designing strategy and it followed the students in
learning activities. According to Oxford, (1990: 7) states that “the term ‘strategy’
comes from the ancient Greek word strategia meaning ‘generalship’ or ‘the art of
war’. Then Silver, et al, (2007: 1) states that “The goal of teaching is to weave
together a conversation that unites these disparate individuals around a common
core of learning. Strategies are the different types or styles of plans teachers use to
achieve this goal”.
Strategies are not new to most educators. Then, Silver, et al, (2007: 4) states
several reasons of strategies become an important part in education as follows:
1. Strategies are tools for designing thoughtful lessons and units
2. Strategies make the work of differentiating instruction manageable for
teachers and motivating for students
3. Strategies provide the tools needed to bring thoughtful programs alive in the
classroom
4. Strategies build the skills needed for success on state tests
5. Frequent use of strategies leads to consistent and significant gains in student
achievement
6. Strategies build different kinds of knowledge

1.6.1.2 Types of Strategy

a. Prepared talks
Prepared talks represent defined and useful speaking genre, and
properly organized, can be extremely interesting for both speaker and
listener (Harmer, 1989: 271). A popular kind of activity the prepared talks
where a student or students make a presentation on a topic of their own
choice. Such talks are not designed for informal spontaneous conversation;
 7

because they are prepared, and however if possible, students should speak
from notes rather than a script.

b. Role-play
Many students derive great benefit from simulation and role play
(Harmer, 1989: 271). One way of getting students to speak in different
social contexts and to assume varied social roles is to use role-play activities
in the classroom. Role play activities are also pertinent way of integrating
skills in the language classroom.

c. Brainstorming
Brainstorming is one of the activities which can be done in pre –
teaching stage. In general, the teachers activated their students' knowledge
by asking questions of related words within text or the title given which
were called brainstorming activities. Crawford et al, (2005:29) state that
brainstorming as one of very popular tasks in learning activities that can
help students to elicit background knowledge and to activate necessary
schemata. In addition, Brown (2001:184) defines that brainstorming is a
technique whose purpose is to initiate some of sort of thinking process.
One of the best ways to generate a number of ideas in a short amount of
time is through the brainstorming strategy. Brainstorming helps to stretch a
student’s imagination, encourages group cooperation, and leads to creative
thinking through spontaneous contributions by all group members. Key
principles of brainstorming include the following:
- Select a problem or topic and react to it quickly.
- Designate one person in the group as the recorder of ideas.
- Accept and record all ideas or suggestions.
- Build on other people’s ideas.
- Do not criticize anyone else’s ideas.
- Remember that, initially, quantity of ideas is more important than
quality.
 8

d. Oral Interview
According to Kayi, (2006: 53) Oral interview can be conducted with
individuals or pairs at all levels language proficiency and require no
preparation on the part of the students. In a classroom setting, interview can
take the form discussions or conversations with the teacher and with other
students.
Students can conduct interviews on selected topics with various people.
It is a good idea that the teacher provides a rubric to students so that they
know what type of questions they can ask or what path to follow, but
students should prepare their own interview questions. Conducting
interviews with people gives students a chance to practice their speaking
ability not only in class but also outside and helps them becoming
socialized. After interviews, each student can present his or her study to the
class. Moreover, students can interview each other and "introduce" his or
her partner to the class.

e. Debate
Debate can be present opportunities for students to engage in using
extended chunks of language for a purpose. A debate is type of role-pay
where the students are asked to take sides on an issue and defend their
positions. The debate is probably more often used in content area
classrooms than in ESL classrooms. Debates are most appropriate for
intermediate and advanced learners who have been guided in how to prepare
for them. Debates require extensive preparation by learners, call for
interaction in groups, and make use of at least the following language
functions: describing, explaining, giving and asking for information,
persuading, agreeing, and disagreeing.
According to Simon (2005 : 3) there are two teams in every debate.
One team is required to argue that the topic is true. This team is called the
‘affirmative’, or sometimes the ‘proposition’. The other team is required to
argue that the topic is not true. This team is called the ‘negative’, or
sometimes the ‘opposition’. Each team uses two basic types of argument to
support for its side of the topic. First, there are substantive arguments.
 9

These are prepared arguments in favour of a team’s side of the topic.

Second, there is rebuttal.

f. Games
According to Wright et al (2006 : 1) the word ‘game’ to mean an
activity which is entertaining and engaging, often challenging, and an
activity in which the learners play and usually interact with others. Games
also help the teacher to create contexts in which the language is useful and
meaningful. The learners want to take part, and in order to do so must
understand what others are saying or have written, and they must speak or
write in order to express their own point of view or give information. Games
provide one way of helping the learners to experience language rather than
merely study it.

g. Telling Story
We spend a lot of our time telling other people stories and anecdotes
about what happen to us and other people. Students must be able to tell story
in the target language, in this case is English. Teacher can encourage the
students to retell stories which they have read in their books or found in
newspaper or in internet. The best stories of course are those which the
students tell about themselves and their family or friends, (Harmer, 2007 :
129).

h. Discussion
According to Auner (1947: 287), In our everyday talk the term
discussion is both widely and loosely used. We apply it to chance
conversations, where the theme is subsidiary to the desire to get acquainted,
where the talk passes from on topic to another and only by chance lingers
long enough anywhere for the through consideration of a subject.
Discussion should have the following characteristics:
1) General participation. Discussion aims to make it possible for each
individual to speak as well as to listen. Intelligent listening followed by
informed action is participation.
 10

2) Informality. Discussion aims at an organized informality.

3) Purpose. Discussion is talk with a purpose. The member of the group
have come together because they have information or ideas to exchange
about some specific problem, or because they want to hear what their
fellows have to say about it.
4) Planning, except for the occasional spontaneous discussion that happen
when a and interested minds meet, discussion requires a leader and a
plain. The leader should direct the progress but not the out come of the
discussion.

1.6.2 The Nature of Speaking

Speaking is a skill which is used by someone to communicate in daily life,
whether at school or outside the school. Speaking is an activity involving 2 or more
people in which the participants are both the listeners and the speakers having to act
what they listen and make their contribution at high speed, (Brown (2004: 140).
Speaking is a skill and such as needs to be developed and practiced independently of
the grammar curriculum (Thornburry, 2005: 4).
Speaking is a productive skill, because the people produce language by
speaking. Speaking is one of an observable skills in language skills, (Nashruddin,
2012: 77). Then Brown (2004: 140) states that “Speaking skill can be directly and
empirically observed. Those observations are invariably colored by the accuracy and
effectiveness of a test-taker’s listening skill, which necessarily compromises the
reliability and validity of an oral production tests”
Speaking defines as reciprocal and physically situated face-to-face interaction
(Carter and Nunan, 2001: 16). Reciprocal means that speakers can give simultaneous
contribution to the discourse and respond to each contribution as soon as possible.
Whereas, physically situated face-to-face interaction means that speakers can see each
other thus they can understand some physical context and physical signal to show their
attention to the interaction and their intention for responding the utterances.
Furthermore, speaking also defines as physically situated face-to face interaction
which means that both of speaker and interlocutor can see each other. They can use
physical context and physical signal for indicating their attention or intention to the
 11

interaction and for making some contribution or for responding the topic being
discussed.
On the other hand, McDonough and Shaw (2003: 133) see that speaking is not
an oral form of written language because it requires learners' ability to use its sub
skills to form a complete competency of spoken language. With this argumentation
can be concluded that speaking differs from oral form of written language because to
achieve speaking competency learners are not only required to be able to speak but
they also need to be able to master speaking sub-skill such as pronunciation, stress,
intonation, turn-taking ability, and so on. When the speakers involve in speaking
activity, speaking sub-skills will give some important contributions for maintaining or
managing speakers' relation with the other speakers in speaking activity. This relation
is useful for delivering their message clearly and for communicating successfully.
Speaking is active uses of language that makes on learners of language in term
of sharing meaning (Cameron, 2001: 41). In other words, speaking is the active use of
language to express meanings so that other people can make sense of them. The label
productive uses of language can be applied to speaking receptively. To construct
understanding in a foreign language, learners will use their existing language
resources, built up from previous experience of language use. To speak in the foreign
language in order to share understandings with other people requires attention to
precise details of the language. A speaker needs to find the most appropriate words
and a correct grammar to convey meaning accurately and precisely and needs to
organize the discourse so that the listener will understand. Speaking activities, because
they are so demanding, require careful and plentiful support of various types, not just
support for understanding, but also support for production.
The mastery of speaking skill in English is a priority for many second-
language or foreign language learners (Richards, 2008: 19). Learners often measure
their success in learning foreign language through how much they feel their speaking
skill has improved. Therefore, the teachers try to get the best method, approach or
technique that is good to improve the students' speaking skill since there are varieties
of methods, approaches, and techniques appear from direct approaches where the
teacher focuses on specific features of oral interaction to indirect approaches where
the teacher focuses in creating a condition for oral interaction which is appropriate for
students.
 12

1.6.3 Elements of Speaking

Speaking is a complex skill requiring the simultaneous use of number of
different abilities, which often develop at the different rates. Harmer (2001), when
discussing the elements of speaking that are necessary for fluent oral production,
distinguishes between two aspects – knowledge of ‘language features’, and the ability
to process information on the spot, it means ‘mental/social processing’.
The first aspect, language features, necessary for spoken production involves,
according to Harmer, the following features: connected speech, expressive devices,
lexis and grammar, and negotiation language. For a clearer view of what the
individual features include, here is a brief overview:
- connected speech – conveying fluent connected speech including assimilation,
elision, linking ‘r’, contractions and stress patterning – weakened sounds);
- expressive devices – pitch, stress, speed, volume, physical – non-verbal means
for conveying meanings (supersegmental features);
- lexis and grammar – supplying common lexical phrases for different functions
(agreeing, disagreeing, expressing shock, surprise, approval, etc.);
- negotiation language – in order to seek clarification and to show the structure
of what we are saying. (Harmer 2001, 269-270)

1.6.4 Types of Speaking Performance

Brown (2004: 271) describes six categories of speaking skill area. Those six
categories are as follows:
a.Imitative
This category includes the ability to practice an intonation and focusing on some
particular elements of language form. That is just imitating a word, phrase or
sentence. The important thing here is focusing on pronunciation. The teacher
uses drilling in the teaching learning process. The reason is by using drilling,
students get opportunity to listen and to orally repeat some words.

b.Intensive
This is the students’ speaking performance that is practicing some phonological
and grammatical aspects of language. It usually places students doing the task in
 13

pairs (group work), for example, reading aloud that includes reading paragraph,
reading dialogue with partner in turn, reading information from chart, etc.

c.Responsive
Responsive performance includes interaction and test comprehension but at the
somewhat limited level of very short conversation, standard greeting and small
talk, simple request and comments. This is a kind of short replies to teacher or
student initiated questions or comments, giving instructions and directions.
Those replies are usually sufficient and meaningful.

d.Transactional (dialogue)
It is carried out for the purpose of conveying or exchanging specific information.
For example here is conversation which is done in pair work.

e.Interpersonal (dialogue)
It is carried out more for the purpose of maintaining social relationships than for
the transmission of facts and information. The forms of interpersonal speaking
performance are interview, role play, discussions, conversations and games.

1.6.5 Micro and Macro Skills of Speaking

According to Brown, (2004: 142-143) speaking consist of microskills and
macroskills. The microskills refer to producing the smaller chunks of language such as
phonemes, morphemes, words, collocations, and phrasal units. The macroskills imply
the speakers focus on the larger elements : fluency, discourse, function, style,
cohesion, nonverbal communication, and strategic options. The micro- and
macroskills total roughly 16 different objectives to assess in speaking.
a. Microskills
1. Produce differences among English phinemes and allophonic variants
2. Produce chunks of language of different lengths
3. Produce English stress patterns, words in stressed and unstressed
positions, rhythmic structure, and intonation contours
4. Produce reduced forms of words and phrases
 14

5. Use an adequate number of lexical units (words) to accomplish pragmatic

purposes
6. Produce fluent speech at different rates of delivery
7. Monitor one's own oral production and use various strategic devices
8. Use grammatical word classes (nouns, verbs, etc.), systems (e.g., tense,
agreement, pluralization), word order, patterns, rules, and elliptical
forms.
9. Produce speech in natural constituents : in appropriate phrases, pause
groups, breath groups, and sentence constituents
10. Express a particular meaning in different grammatical forms
11. Use cohesive devices in spoken discourse

b. Macroskills
1. Appropriately accomplish communicative functions according to
situations, participants and goals.
2. Use appropriate styles, registers, implicatures, redundancies, pragmatic
conventions, conversation rules, floor-keeping and –yielding,
interrupting, and other sociolinguistic features in face-toface
conversations.
3. Convey links and connections between events and communicate such
relations as focal and peripheral ideas, events and feelings, new
information and given information, generalization and exemplification
4. Convey facial features, kinesics, body language, and other nonverbal
cues along with verbal language
5. Develop and use a battery of speaking strategies, such as emphasizing
key words, rephrasing, providing a context for interpreting the meaning
of words, appealing for help, and accurately assessing how well your
interlocutor is understanding you.

1.6.6 Teaching Speaking

The most important reason for teaching speaking is to develop oral fluency that
is the ability to express oneself intelligibly, reasonably, accurately and without undue
 15

hesitation, (Ur, 1996: 56). Nunan (1998: 39) sees “mastering the art of speaking” as
the most important aspect of learning a language.
According to Hughes (2003: 113), the objective of teaching spoken language is
the development of the ability to interact successfully in that language, and that this
involves comprehension as well as production. It is also assumed that at the earliest
stages of learning formal testing of this ability will not be called for, informal
observation providing any diagnostic information that is needed.
Therefore, some researchers and experts have tried to assign the notion of
teaching speaking like Nunan (2003, p. 48) who has clarified it as to teach English
language learners to
- produce the English speech sounds and sound patterns;
- use words and sentence stress, intonation patterns and the rhythm of the second
language;
- select appropriate words and sentences according to the proper social settings
situation and subject matter;
- organize their thoughts in a meaningful and logical sequence;
- use language as a means of expressing values and judgments, and
- use the language quickly and confidently.
Teaching speaking, in the researcher's opinion, is the way for students to
express their emotions, communicative needs, interact with other persons in any
situation, and influence the others. For this reason, in teaching speaking skill it is
necessary to have clear understanding involved in speech and also encourage the
potential of the learners to develop their speaking skill naturally. Overall, teaching
speaking skill emphasizes on the activities to make the students active and creative.
From the basic of teaching English, speaking is one of English skill which
must be taught to the learners. Language is identical with the skill in communicating
with other using spoken form. So, teaching speaking one more become very
significant to be taught. In this part, teaching speaking will be explored into the reason
for teaching speaking, kinds of speaking activities, and teachers’ role in speaking
activities. Here are some descriptions about those theories;
 16

1.6.6.1 Objectives of Teaching Speaking

In teaching speaking the students are asked to bo more active in
speaking activities. Also in the curriculum, speaking becomes an important
competence that should be mastered by the students. Finally, speaking skill is
very important to be taught by in the school, especially. “There are three main
reasons for getting students to speak in the classroom” (Harmer, 2007:123).
Firstly, speaking activities provide rehearsal opportunities, chances to practice
real life, speaking in the safety of the classroom. Secondly, speaking tasks in
which the students try to use any or all of the languages they know provide
feedback for both teacher and students. Then thirdly, the more students have
opportunities to activate the various elements of language they have stored in
their brains. As a result, the students will be able to use words and phrases
fluently without very much conscious thought.
Teaching speaking depends on there being a classroom culture of
speaking, and that classrooms need to become very crowded classroom
because of speaking. In other words, students will be much more confident
speakers and their speaking ability will improve if the teaching process in the
classroom is attractive. The teachers their selves who need to arrange the
speaking activities to be applied in the classroom. So, the quality of teaching
speaking will be very influenced by the speaking activities applied by the
teacher in the classroom.

1.6.6.2 Principles for Designing Speaking Activities

There are many kinds of activities that can be applied when the teacher
teaches speaking. The activities should be arranged in a good sequence in
order to get the best result in teaching speaking. Teachers also should consider
about the activities will be applied to the students. It should be appropriate to
be applied to the students’ level, and it should be beneficial to improve
speaking skills. “Good speaking activities can and should be extremely
engaging for the students” (Harmer, 2007:123).
There are seven principles for designing speaking techniques (Brown,
2001:275);
 17

1. Use techniques that cover the spectrum of learners need, from language-
based focus on accuracy to message-based focus on interaction, meaning,
and fluency
2. Provide intrinsically motivating techniques
3. 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 students opportunities to initiate oral communication
7. Encourage the development of speaking strategies

1.6.6.3 Teachers' Role in Speaking Activities

Teachers have a significant role in teaching speaking class in the
classroom. They do not only prepare the activities of speaking applied in the
classroom, but they also sometimes involved in the students activity. Some
teachers get very involved with their students during a speaking activity and
want to participate in the activity themselves. There is nothing wrong with
teachers getting involved, of course, provided they do not start to dominate.
Although it is probably better to stand back so that you can watch and listen to
what’s going on.
Sometimes, however, teachers will have to intervene in some way if the
activity is not going smoothly. If someone in a role play can’t think of what to
say, or if the discussion begins to dry up, the teacher will have to decide if the
activity should be stopped because the topic has run out of the steam, or if
careful prompting can get it going again.
There are 3 roles of the teachers in speaking activities (Harmer,
2007:275);
a. Prompter: students sometimes get lost, cannot think of what to say next, or
in some other way lose the fluency we expect of them. Teachers can leave
them to struggle out of such situations on their own, and indeed sometimes
this may be the best option. However, teachers may be able to help them
and the activity to progress to offering discrete suggestions.
b. Participant: teachers should be good animators when asking students to
produce language. At other times, however, teachers may want to
 18

participate in discussion and role-plays themselves. That way they can

prompt covertly, introduce new information to help the activity along,
ensure continuing student engagement, and generally maintain a creative
atmosphere.
c. Feedback provider: when students are in the middle of a speaking activity,
over correction may inhibit them and take the communicativeness out of
the activity. When students have completed an activity it is vital that we
allow them to asess what they have done and that we tell them what, in our
opinion, went well.

1.6.6.4 Developing Speaking Activities

Several methodologists and teaching specialists suggest and describe
the organization of activities focused on the development of speaking skills
with different names and numbers of stages. Three elementary stages have
been suggested: pre-activity stage, during-activity stage, and conclusion stage.
For the purpose of this thesis, the researcher adopted these three stages.
Primarily, the lessons plan in the current study will be based on Harmer’s
(2001) theoretical inputs related to organizing pairwork and groupwork, which
originally and as suggested, each stage includes certain areas of focus, for
which didactic principles have been collected as a synthesis of several sources.
Harmer (2001: 122-124), when considering organizing groupwork and
pairwork in relation to various communicative and pre-communicative
speaking activities, proposes three stages – before, during, and after. The three
stages explained as follows :

a. Pre-Activity Stage
The first stage, pre-activity stage, includes two focus areas - ‘engage-instruct-
initiate sequence’, of which the name has been borrowed from Harmer (2001:
58-59), and ‘grouping students’, it means dealing with the ways that can be
initiated in order to divide learners into groups or pairs in case of including
groupwork and pairwork activities.
 19

b. During-Activity Stage
During-activity stage focuses on ‘the roles of the teacher’ that he or she can
take on during activities, and, what can be suggested concerning the roles of
the teacher. Another focus area concentrates on ‘providing feedback during
activities’; and, finally, ‘the mother tongue use’, which discusses attitudes
towards mother tongue use in the classroom, and actions that can be taken to
promote the use of English will be included in this stage.

c. Conclusion Stage
Conclusion stage includes the areas which focus on the process of ‘stopping
the activity’, it means the appropriate time and method selection; and,
‘providing feedback’ after the activity.

1.6.7 Learning Speaking

All around the world, students of all ages are learning to speak English. They
realize that they need to master in speaking skills as a target for learning language.
Some students, of course, only learn English because it is on the curriculum at primary
or secondary level, but for others, studying the language reflects some kind of a
choice. This sub chapter covers four pints about learning speaking, those are purpose
for practicing speaking, criteria of successful learners, learners’ strategies in learning
speaking, and learners’ role in speaking activities. The explanation of each literature is
as follows;

1.6.7.1 Purpose for Practicing Speaking

The ability to speak fluently purposes not only knowledge of language
features, but also the ability to process information and language. In learning
language especially learning speaking, the learners need to have more practices
and more use that language. Also in learning speaking English, the students need
to have more practice in speaking English. The ability of speaking needs to have
a routine conversation. By practicing speaking the students will build some
language features (Harmer, 2007:269) as follows;
a. Connected speech: effective speakers of English need to be able to produce the
individual phonemes of English (as in saying I would have gone) but also to
 20

use fluent connected speech (as in I'd I've gone). In connected speech sounds
are modified (assimilation), omitted (elision), added (linking r), or weakened
(through contraction and stress patterning). It is for this reason we should
involve students in speaking activities designed specially to improve their
connected speech.
b. Expressive devices: native speakers of English change the pitch and stress of
particular parts of utterances, very volume and speed, and show by other
physical and non-verbal (paralinguistic) means how they are feeling (especially
in face to face interaction). The use of these devices contributes to the ability to
convey meanings. They allow the extra expression of emotion and intensity.
Students should be able to deploy at least some of such supra segmental
features and devices in the same way if they are to be fully effective
communicators.
c. Lexis and grammar: spontaneous speech is marked by the use of a number of
common lexical phrases, especially in the performance of certain language
function. Teachers should therefore supply a variety of phrases for different
functions such as agreeing or disagreeing, expressing surprise, shock, or
approval. Where students are involved in specific speaking contexts such as a
job interview, we can prime them, in the same way, with certain useful phrases
which they can produce at various stages of an interaction.
d. Negotiation language: effective speaking benefits from the negotiatory
language we use to seek clarification and to show the structure of what we are
saying. We often need to ask for clarification when we are listening to someone
else talk. For students this is especially crucial. Speakers also need to structure
their discourse if they want to be understood, especially in more writing-like
speech such as giving presentations. They use negotiation language to show the
structure of their thoughts, or reformulate what they are saying in order to be
clearer, especially when they can see that they are not being understood.

Besides building the language features that we have discussed above,

practicing speaking also will build mental/social processing. If part of speaker’s
productive ability involves the knowledge of language skills such as those discussed
 21

above, success is also dependent upon the rapid processing skills that that talking
necessitates. The mental/social processing included (Harmer, 2007:271);

a. Language processing: effective speakers need to be able to process language in

their own heads and put it into coherent order so that it comes out in forms that
are not only comprehensible, but also convey the meanings that are intended.
Language processing involves the retrieval of words and phrases from memory
and their assembly into syntactically and propositionally appropriate
sequences. One of the main reasons for including speaking activities in
language lessons is to help students develop habit or rapid language processing
in English.
b. Interacting with others: most speaking involves interaction with one or more
participants. This means that effective speaking also involves a good deal of
listening, and understanding of how the other participants are feeling, and a
knowledge of how linguistically to take turns or allow others to do so.
c. (On-the-spot) information processing: quite apart from our response to others’
feelings, we also need to be able to process the information they tell us the
moment we get it. The longer it takes for the penny to drop the less effective
we are as instant communicators. However, it should be remembered that this
instants response is very culture-specific, and is not prized by speakers in many
other language communities.

1.6.7.2 Criteria of Successful Learners

Characteristics of successful speaking activity are (Ur, 1991:120):
a. Learners talk a lot. As much as possible of the period of time allotted to the
activity is in fact occupied by learner talk. This may seem obvious, but often
most time is taken up with teacher talk or pauses.
b. Participation is even. Classroom discussion is not dominated by a minority of
talk active participants: all get a chance to speak, and contributions are fairly
evenly distributed.
c. Motivated is high. Learners are eager to speak: because they are interested in
the topic and have something new to say about it, or because they want to
contribute to achieving a task objective.
 22

d. Language is of an acceptable level. Learners express themselves in utterances

that are relevant, easily comprehensible to each other, and of an acceptable
level of language accuracy.

1.6.7.3 Students’ Problem in Learning Speaking

The students often face some difficulties in doing speaking activities. Some
students may be successful in doing speaking activities, but most students also get
many problems with speaking activities. Here are some problems with speaking
activities (Ur, 1996: 121):
a. Inhibition. Unlike reading, writing and listening, speaking requires some
degree of real-time exposure to an audience. Learners are often inhibited about
trying to say things in a foreign language in the classroom: worried about
making mistakes, fearful of criticism or loosing face, or simply shy of the
attention that their speech attracts.
b. Nothing to say. Even they are not inhibited, you often hear learners complain
that they cannot think anything to say: they have no motive to express
themselves beyond the guilty feeling that they should be speaking.
c. Low or uneven participation. Only one participant can talk at a time if he or
she is to be heard; and in a large group this means that each one will have only
very little talking time. This problem is compounded by the tendency of some
learners to dominate, while others speak very little or not at all.
d. Mother tongue use. In classes where all, or a number of, the learners share the
same mother tongue, they may tend to use it: because it is easier, because it
feels unnatural to speak to one another in a foreign language, and because they
feel less ‘exposed’ if they are speaking their mother tongue. If they are talking
in a small group it can be quite difficult to get some classes-particular, the less
disciplined or motivated ones to keep to the target language.

In other references there some aspects that makes speaking difficult. While the
problems have been explained above are the problems of the learners in speaking
activity, here are some problem that comes from the language target itself. Bear in
mind that the following characteristics of spoken language can make oral performance
easy as well as, in some cases, difficult (Brown, 2001: 270).
 23

a. Clustering. Fluent speech is phrasal, not word by word. Learners can organize
their output both cognitively and physically through such clustering
b. Redundancy. The speaker has an opportunity to make meaning clearer through
the redundancy of language
c. Reduced forms. Contractions, reduced vowels, etc. all are special problems in
teaching spoken English
d. Performance variable. One of the advantages of spoken languages is that the
process of thinking as you speak allows you to manifest a certain number of
performance hesitations, pauses, backtracking, and corrections
e. Colloquial language. Make sure your students are reasonably well acquainted
with the words, idioms, and phrases of colloquial language and that they get
practice in producing these forms
f. Rate of delivery. One of your task as teacher in teaching spoken English is to
have learners achieve an acceptable speed along with other attributes of
fluency
g. Stress, rhythm, and intonation. The stress-times rhythm of spoken English and
its intonation patterns convey important messages
h. Interaction. Learning is to produce wave in language in vacuum-without
interlocutors-would rob speaking skills of its richest component: the creativity
of conversational negotiation

Next is Linguistic Factor that become the students difficult in speaking

1. Lack of Vocabullary
Vocabulary has been increasingly recognized as necessary to language use.
Lack of vocabulary knowledge could lead to students’ difficulties in language
reception and production and becomes an obstacle for them to express their ideas
in English, Smith (2011). Vocabulary, as Smith further argues, is the basic for
speaking or conversational skill. In this case, the more words students know, the
more they can say and understand things presented, both oral and written, in
English. The importance of vocabularies for students has also been argued by
some theorists like Huyen and Nga, (2003). They say that in order to
communicate well in a foreign language like English, students should acquire an
adequate number of words and should also know how to use them accurately. This
 24

means that teaching vocabulary to the students should also be accompanied by an

explanation of each use of the vocabularies given.

Causes of Lack of Vocabulary

Based on his research to the Vietnamese students, Huyen (2003) says that
there are two factors causing students’ lack of vocabulary. First, students consider
that the teacher's explanation is simply for meaning or definition, pronunciation,
spelling and grammatical functions. The students in this context consider that
those things mentioned are nothing to do in vocabulary learning.

2. Lack of Understanding of Grammatical Patterns

It is argued so far that learning grammar cannot be separated from learning
a foreign language. Further Dykes (2007: 5) defines that grammar is a language to
talk about language. It is impossible, for example, to offer a meaningful
explanation for why we say 'did it well' rather than 'did it good' if there is no
shared understanding of the language for talking about language – to explain that
'good' being an adjective qualifies a noun, e.g. 'He did a good job,' but 'well' , an
adverb, is used for adding meaning to a verb, e.g. 'he did it well'. In fact, learning
foreign language becomes difficult since the target language has different system
from the native language (Haryanto, 2007). Further Haryanto adds that when
someone learns a foreign language, he often faces interference where he/she
applies his/her mother tongue or first language structure to structure of the foreign
language which is different from his/her native language. As it is known, efficient
communication cannot take place without correct grammar (Savage et al, 2010).
This idea is similar to Foppoli’s statement (2009). He says that grammar provides
students with the structure they need in order to organize and put their messages
and ideas across. In this sense, they will not be able to convey their ideas to their
full extension without a good command of the underlying grammar patterns and
structures of the language. Therefore, teaching grammar explicitly is also helpful
for students to speak English better.
 25

Causes of Lack of Understanding of Grammatical Pattern

In terms of the cause of lack of understanding of grammatical pattern,
Dykes (2007: 192) argues that students’ inability to use grammar correctly is also
caused by: confusion between words, Past tense and past participle, Double
negatives, Double comparatives, and Redundant Adverbs.

3. Incorrect Pronunciation
It is stated that correct and clear pronunciations are important in language
learning because good pronunciation makes the communication easier to
understand (Dan, 2006 cited in Varasarin, 2007). Being unable to pronounce well
can cause the students to be poorly perceived and understood by others. This
indicates that paying attention to this linguistic aspect is also important because
students’ low ability in pronunciation can also become obstacle for the students to
speak (Liu, 2007). In many cases, especially in EFL class, most students do not
have self-confidence to speak because they do not know how to pronounce a
certain word well. They are also afraid of being an object of their peers’
evaluation. This condition becomes an obstacle for them to speak in English class
(Gilbert, 2009). Further Gilbert states that it is common for students to feel uneasy
when they hear themselves speak with the rhythm of a second language. They find
that they “sound foreign” to themselves, and this is troubling for them. Although
the uneasiness is usually unconscious, it can be a major barrier to improved
clearness in the second language. All these show that allowing students to practice
pronouncing words more in the class is also worth considering.

Causes of Incorrect Pronunciation

The incorrect pronunciation is often caused by the lack of sound similarity
between English and the students’ native language. In this situation, students wish
that they could speak English fluently but most of them think that English is too
challenging for them to master (Varasarin, 2007 and Solihin, 2009). Regarding
this, some experts view incorrect pronunciation has been caused by instruction
goal and the teacher himself and the teaching and learning in this area which is
still inappropriate (Varasarin, 2007). In her further note, Varasarin says that
pronunciation is an area that some teachers avoid or are reluctant to teach because
 26

the teachers find it difficult to teach due to their low ability in pronunciation area.
This means that a good command in English pronunciation should also be the
focus of the teachers’ professional development so that they can become a good
model for their students The fact that pronunciation has not been the teachers’
concern has been proven by studies conducted by Claire (1993), Fraser (2000) and
Yates (2001); in Varasarin (2007), among other. In this case, they find that many
teachers tend to avoid dealing with pronunciation because they lack of confidence,
skills and knowledge. All these show that focus on improving both teachers and
students’ pronunciation is urgent to be conducted.
Then, what the teacher can do to help to solve some or the problems above.
This is the duty of the teachers to help the students solve their problems. Here are
some ways to solve it (Ur, 1996: 121):
a. Use group work
b. Base the activity on easy language
c. Make a careful choice of topic and task to stimulate interest
d. Give some instruction or training in discussion skills
e. Keep students speaking the target language

1.6.8 Asessment of Speaking

Assessment is a process of collecting and analyzing the data to measure the
result of students’ achievement. The assessment activities is applied to achieve, to
analyze, and to interpret data about the result of students’ progress in teaching learning
process systematically and continuously.
In the end of learning English the students will be measured in order to know
their improvement in learning English. It means in learning speaking, the students’
ability also will be measured by the teachers. Talking about measuring ability it is
known as testing or test. “A test, in simple terms, is a method of measuring a person’s
ability, knowledge, or performance in a given domain” (Brown, 2004:3). In the
speaking test, means that there will be some aspects like fluency, accuracy, and
comprehensibility. The test also should be appropriate to test those aspects or domain.
In other hand, progress or achievement test of speaking ability is designed to
measure learners’ skill progress in relation to the syllabus they have been following.
Achievement test only work if they contain item types which the students are familiar
 27

with. If students are faced with completely new material, the test will not measure the
learning that has been taking place that is learning speaking. Moreover, achievement
test at the end of a term should reflect progress of speaking skill, not failure. They
should reinforce the learning that has taken place. They can also help us to decide on
changes to future teaching programs.
There are two types of test item (Harmer, 2007: 322):
a. Direct test item. It asks candidates to perform the communicative skill which is
being tested. Whereas direct test items try to be as much like real-life language
use as possible.
b. Indirect test item. It tries to measure a student’s knowledge and ability by
getting at what lies beneath their receptive and productive skills. Whereas, it
tries to find out about a student’s language knowledge trough more controlled
items, such as multiple choice question or grammar transformation items.

To know the improvement of students’ speaking skills has been made by the
students after being treated by some problem sticks, their speaking ability will be
measured by speaking measurement adapted from Arthur Hughes collaborated with
FSI (foreign service instate). There are five components have ratting range from 1-6
with different weighting point from the lowest to the highest.
The speaking measurement contains of some component elaborated from
students’ skill including their pronunciation, grammar, vocabulary, fluency and
comprehension.

Table 1.1 Speaking Assessment Rubric

Pronunciation
1 Pronunciation frequently unintelligible.
2 Frequent gross errors and a very heavy accent make understanding
difficult, require frequent repetition.
3 Foreign accent require concentrated listening, and
mispronunciations lead to occasional misunderstanding and
apparent errors in grammar or vocabulary.
4 Marked foreign accent and occasional mispronunciations which do
 28

not interfere with understanding.

5 No conspicuous mispronunciations, but would not be taken for a
native speaker.
6 Native pronunciation, with no trace of foreign accent.
Grammar
1 Grammar almost entirely inaccurate expert in stock phrases.
2 Constant error showing control of very few major patterns and
fluently preventing communication.
3 Frequent errors showing some major pattern uncontrolled and
causing occasional irritation and misunderstanding.
4 Occasional errors showing imperfect control of some patterns but
no weakness that the cause misunderstanding.
5 Few errors, with no patterns of failure
6 No more than two errors during interview
Vocabulary
1 Vocabulary inadequate foe evens the simplest conversation.
2 Vocabulary limited to basic personal and survival areas (time, food,
transportation, family, etc.)
3 Choice of words sometimes inaccurate, limitations of vocabulary
prevent discussion of some common professional and social topics.
4 Professional vocabulary adequate to discuss special interest; general
vocabulary permits discussion of any non-technical subject with
some circumlocutions.
5 Professional vocabulary board and precise; general vocabulary
adequate to cope with complex practical problems and varied social
situations.
6 Vocabulary apparently as accurate and extensive as that of an
educates native speakers
Fluency
1 Speech is so halting and fragmentary that conversation is virtually
impossible.
2 Speech is very slow and uneven except for shot or routine sentences
 29

3 Speech is frequently hesitant and jerky; sentences may be left

uncompleted.
4 Speech is occasionally hesitant, with some unevenness caused by
rephrasing and grouping for words
5 Speech is effortless and smooth, but perceptively non-native in
speed and evenness.
6 Speech on all professional and general topics as effortless and
smooth as a native speaker’s.

1.6.9 Community
1.6.9.1 English Community
Community is group of some people who share and concern a passion
for something they do and learn how to do it better as they interact regularly.
Community is people forming a smaller social unit within a larger one, and
sharing common interest, work, identity, location, etc. a college community,
the labor community. According to Redfield (1963:113), community is small
settlement of people self-contend and distinct from all other communities.
The community is very important for the learning and maintenance of
a language. A learner of the target language who has no contact with a
community in which the language is spoken will have more possible failure to
learn or maintain his or her target language.
Communicative language teaching and learning require a sense of
community, an environmental of trust and mutual confidence where learner
may interact without fear or threat of failure. Communication involve not an
expression of the segmented self but total openness of the self. Such
communication would behave to be present in the authentic community. Good
teacher have long recognized the value of community in all learning
environment and have found ways to encourage group cohesiveness and
responsibility without community there can be no communication. Individuals
in foreign language community often demonstrate cognitive development,
creative thinking, and attention abilities that surpass their monolingual peers.
 30

1.6.9.3 English Intensive Program

In response to the educational process by the government through
educational institutions: elementary, junior, and high schools, the students in
the university level who were the output of those schools were looking for an
alternative for them to improve their English ability, especially in speaking.
They, then, created a community containing themselves as students, aiming at
achieving the goal they didn’t get in their previous schools.
The names for the community could be varied. For examples, the
names are English Club, English Community, English Debate Community,
English Intensive Program, etc. Nevertheless, the goal is all the same: English
speaking improvement. In MA An-Nur Cirebon, there were several particular
students communities. The headmaster in MA An-Nur Cirebon conducted an
informal students’ community called “English Intensive Program”. Usually,
they had the meetings after the reguler class had done.
At the beginning, the club aimed at facilitating the students of MA An-
Nur Cirebon to have a place for practicing and improving their English
speaking skill outside of the classroom sessions. This organization was
established and organized by the headmaster of the school. Based on the
preliminary observation, the club consists of debate club, story telling, speech
and written practice which usually held on Friday.

1.6.10 Conceptual Framework

Strategy

Definition of Types of Strategy

Strategy
 31

Speaking

Nature of Element of Types of Speaking Micro and

Speaking Speaking Performance Macroskills

Teaching Learning Speaking Asessment of

Speaking - Purpose for Speaking

- Objective practicing
- Principle speaking
- Teachers' Role
- Develop - Criteria of
Speaking successful learner
Activities - Students' Problem

Community

English Community English Intensive Program

Figure 1.1 Conceptual Framework

1.7 Research Methodology

1.7.1 The Objective of The Research
This research focused and investigated on teachers’ strategy in teaching speaking at
English Intensive Program of MA An-Nur Cirebon. Thus, this research was set out in
 32

three phenomenons that relate: first, to observe the teacher strategies in teaching
speaking at English Intensive Program of MA An-Nur Cirebon, secondly, to describe
the students' difficulties in speaking at English Intensive Program, and also to
investigate the strategies that teachers used in overcoming students' difficulties in
speaking at English Intensive Program.

1.7.2 Place and Time of The Research

The researcher determined the place of the research at MA An-Nur Cirebon which
located at Jl. P. Drajat Karanganyar Jagasatru Selatan, Cirebon. The researcher choose
the place because MA An-Nur has one program to improve students’ speaking skill, it
is “English Intensive Program” which usually held on Friday. In that program, the
skill will be focused is Speaking skill. It is a great opportunity to observe this
phenomenon related to Teachers’ strategy. Then, the researcher try to analyse the
kinds of strategies are implemented by the teacher and the kinds of strategy to
overcome students’ difficulties in speaking used by the teacher who teach at English
intensive program of MA An-Nur Cirebon. The time of the research can be specified
below:

Table 1.2 Research Timeline

NO TIME ACTIVITIES
1 10-25 January 2015 Proposal preparation
2 26 January - 4 February 2015 Instrument Preparation
3 5 February 2015 Observe the teacher schedule for teaching
Speaking at English Intensive Program
4 6 February 2015 Conducting The Research
5 17 April 2015 Finish The Research
6 18 April - 18 May 2015 Analyzing Data
7 19 - 24 May 2015 Conclusion and Suggestion

1.7.3 Method of The Research

This research applies qualitative method. This method is focus on the study of
social phenomena and on giving choice to the feelings and perceptions of the
 33

participants under study. This is based on belief that knowledge is a legitimate

scientific process, (Lodico M,et al, (2010 : 142). And then, the research design being
used in this research is a descriptive qualitative research. Research that asks questions
about the nature, incidence, or distribution of variables; it involves describing but not
manipulating variables (Ary, et al, 2010 : 640).
This research is descriptive qualitative research because the result of the
research in utterances or written document from interview transcipt, observation and
study of document. The descriptive qualitative method was chosen as method of
research because : a). The data presents in words or utterances from interview
transcipt and observation taken; b). Results of this research is described through words
or uterances from interview transcipt and observation taken ; c). The purpose of this
research is to get deep understanding of teacher strategies in teaching speaking at
English Intensive Program of MA An-nur Cirebon.

1.7.4 The Source and Type of Data

1.7.4.1 Primary data source
Kothari (2004:95) states “The primary data are those which are
collected afresh and for the first time, and thus happen to be original in
character". The data of the research was taken from direct observation in
teaching and learning process of English Intensive Program at MA An-Nur
Cirebon, interview with the students about their difficulties in speaking and
with the teacher about her reason based the used of each strategy and
questionnaire for students responds on the teacher' strategy. The participants of
this study were an English teacher who teach at English Intensive Program of
MA An-Nur Cirebon and all the students who join that program which consist
of 16 students. The data was verbatim interview transcipt and observation
which were describe into written documents, utterances, as description of the
descriptive qualitative of this study.
The first analysis concerned with the field notes observation taken of
the strategy that the teacher implemented at English Intensive Program. The
second analysis concerned with the results of study document of recording
sheet and interview transcipt with the students about their difficulties in
speaking. The Third analysis concerned with the the field notes obsevation
 34

taken of the teacher strategy in overcoming students' difficulties in speaking at

English Intensive program of MA An-Nur and the results of interview transcipt
with the teacher about her reason of using each strategies.
The object of this research was all participants along interview,
observation and study of document. They are students of MA An-Nur Cirebon
who join English Intensive Program and the English teacher who teach at
English Intensive Program. All name are used in this study are pseudonym
names. They are :
T : Teacher
S1 : Student 1
S2 : Student 2
S3 : Student 3
S4 : Student 4
S5 : Student 5
S6 : Student 6
S7 : Student 7
S8 : Student 8
S9 : Student 9
S10 : Student 10
S11 : Student 11
S12 : Student 12
S13 : Student 13
S14 : Student 14
S15 : Student 15
S16 : Student 16

1.7.4.1 Secondary data source

The secondary data can be taken from the writing study in the form of
journals, appropriate books, and the other source that relevant to support this
research. Kothari (2004:95) states “The primary data are those which are
collected afresh and for the first time, and thus happen to be original in
character".
 35

The secondary data, on the other hand, are those which have already
been collected by someone else and which have already been passed through
the statistical process. Ary, et al, (2010:486) states Primary sources are original
documents (correspondence, diaries, reports, etc), relics, remains or artifacts.
Secondary sources the mind of a non observer also comes between the event
and the user of the record. The secondary data that the researcher takes from
many kinds of book that relating to the theoretical view of this research. It uses
for additional data. And also the researcher gave questionnaire for additional
data to take the data about the students' responses toward teacher strategy in
teaching speaking at English Intensive program.

1.7.5 Instrument of The Research

1.7.5.1 Human Instrument
In this research, the researcher herself as human instrument. As Ary, et
al, (2010: 453) states "In qualitative studies, the human investigator is the
primary instrument for the gathering and analyzing of data". The human
instrument as the oerson who observes (the investigator) and interviews. These
instruments are used to get the data of observation valid and real.

1.8 Techniques of Collecting Data

1.8.1 Observation
Observation is the basis method to gather data in qualitative research, (Ary, et al,
2010: 474). The observation technique is committed to acquire the main data of the
strategy that used the teachers in teaching and learning process of speaking that
located in the class or probably in outside class and gathering data for the
way/techniques that the teacher use those strategies. The researcher will record while
the teachers explain by using those strategies and using observational protocols in the
form of field notes.
To control observer bias, the researcher used both descriptive field notes and
reflective field notes. As Lodico, M, et al, (2010: 118) explains “Descriptive field
notes summarize what the researcher sees and hears in the setting while reflective field
notes include description of the observers’ feelings and thoughts about what he/she is
observing”. Field notes will be collecting two data that consists of: how are the
 36

implementations of the teacher strategies in teaching speaking at English Intensive

Program of MA An-Nur Cirebon and what are strategies used the teachers in
overcoming students’ difficulties in speaking at English Intensive Program of MA An-
Nur Cirebon.

1.8.2 Interview
The next technique used to collect the data is interview. The researcher uses
this technique in order to collect the data of clarification, verification about what is in
their mind regarding in the problem that being investigated. It is a more open minded
technique because we directly get information with the respondents. As Ary, et al
(2010: 480) explains that Interview are used to gather data on subjects’ opinion,
beliefs, and feeling about the situation in their own word. In this research, the
researcher uses structured interview method.
In this research, the interview is taken to collect the data in the form of
information of the students' reasons why they feel difficult to speak English and the
teacher's reasons toward the used of each strategy in overcoming students' difficulties.
Moreover, the researcher will use audio tape recording while interview.

1.8.3 Questionnaire
Questionnaire is a tool to collect the data in the form of question lists presented
to the respondents to be answered in written. A questionnaire is a research tool used to
collect information from individuals about themselves. According to Brown (2001:6)
states “Questionnaires are any written instruments that present respondents with a
series of questions or statements to which they are to react either by writing out their
answers or selecting from among existing answers.”
Compared to an interview, a questionnaire does not take much time. Thus, the
researcher used questionnaire in order to get easier data from many students. This
questionnaire is committed to acquire students' responses in receiving teachers'
strategies.

1.8.4 Study of Document

Arikunto (2006:231) indicated that documentation is used to get the data
directly from the place research usually they are relevant books, laws, activities report,
 37

photos, film documenter, archives, letters, diary, journals and other written text in
order to be used to analyze the problem. Documentation is a process of recording data
from the document that is collected from non-human source. In this research, the
researcher used recorder sheet of the students' speaking to take the data about their
difficulties in speaking at English Intensive Program.

1.9 The Techniques of Data Analysis

Data analysis in qualitative research is a time-consuming and difficult process
because typically the researcher faces massive amounts of filed notes, interview
transcripts, audio recordings, video data, reflections, or information from documents,
all of which must be examined and interpreted. Analysis involves reducing and
organizing the data, synthesizing, searching for significant patterns, and discovering
what is important. The researcher must organize what he/she has seen, heard, and read
then try to make sense of it in order to create explanations, develop theories, or pose
new questions.
In this research, the researcher followed some steps by Milles and Huberman
(1994:10) in analyzing the data which is called as Interactive Analysis Model that
consists of data collection, data reduction, data display and drawing conclusion.Those
are will be defined as follows:
1. Data Collection
In this step, the researcher took the data through recorded data during an
observation which was collected from the observation sheet/guide and interview
with English teacher who teach at English Intensive Program and also the students
who taught by the teacher and took the data about the students' difficulties at
speaking through study of document. And for additional data, the researcher used
questionnaire to take the data about students' response toward the teacher strategies.

2. Data Reduction
The next phase is data reduction. In this data reduction phase, there are living
in process and living out process. It means that the selected data are included in the
needed data and it stays in the living in data and the unselected data are included in
the living out data. In this research, data reduction was about the informations those
were gained from observation and interview with English tecaher and the students
 38

of English Intensive Program. Some information was needed in filling the data, but
some of them were not necessary. Therefore, unimportant data were reduced by the
researcher.

3. Data Display
The data display presents the process of showing data simply in the form of
words, sentences, narrative, table, and graphic in order that the data collected is
mastered by the researcher as the basic to take appropriate conclusion. In this
research, the data were displayed consist of the informations about the Strategy
used by the teacher in teaching speaking at English Intensive Program of MA An-
Nur Cirebon, the Students' difficulties in speaking at English Intensive Program of
MA An-Nur Cirebon, and the teacher strategy in overcoming students' difficulties
in speaking at English Intensive Program of MA An-Nur Cirebon. Then, students'
response toward teacher strategies in overcoming students' difficulties in speaking
at English Intensive program of MA An-Nur Cirebon as additional data of this
research.

4. Drawing Conclusion
Drawing conclusion is the last phase where the researcher summarized the
discussion to make the conclusion of this research. It was last procedure of
analyzing the data of this research. After the data were displayed, a conclusion were
drawn. Here, there are two kinds of conclusions those are temporary drawing
conclusion and final drawing conclusion. If the temporary conclusion was valid and
could answer the research problem, the researcher could use it as final conclusion.
In the other hand, if it was not valid, the researcher should repeat the process
starting from the displaying data in order to check whether the data displayed is in
the line with the formulation of research problems or not.

1.9.2.1 Trustworthiness of Study

To ensure the trustworthiness of data in this research, the researcher used the
triangulation technique of data analysis to hold the dependability or realiability of
this research. Moleong (2008:330) clarified that triangulation is a technique to
check the validity of data which uses something else to be the comparison toward
 39

that data. It assesses the sufficiency of the data according to the convergence of
multiple data sources or multiple data collections. Based Sugiyono (2009:330), the
aim of triangulation data is not to determine the truth about some social
phenomenon, rather the purpose of the triangulation technique of data analysis is to
increase one’s undersatanding of whatever is being investigated.
Triangulation is the way of establishing the dependability of the research by
cross-checking the data through more than one method collection. In this research
the researcher conducted four methods collecting data those were doing
observation and performing the interview. Firstly, she doing observation to take
the data about the implementation of the teacher strategy in teaching speaking at
English Intensive Program and about the teacher strategy in overcoming students'
difficulties in speaking at English Intensive Program. Then, the interview section
with the subject of this research by discussing about the students' reasons about
their difficulties in speaking, to verify the data from doing interview with the
subject of this research who was students who join English Intensive Program, the
researcher also carried out the interview section to the teacher about her reasons of
applying each strategies in classroom. Afterwards, in order to intepret and to check
the validity of data collection from the interview, the researcher observed the
subject trough test and questionnaire as additional data for this research.

1.10 Literature Review

The research of the teachers’ strategy in speaking area has been studied many times by
different researchers with different context, situation, and background. To support this
research, the researcher takes four previous studies to know how far the area of teachers’
strategy in teaching speaking has been researched and what kinds of gaps are them.
Anjaniputra (2013) and Merdekawati (2011) researched about strategy was used by the
teacher in teaching speaking, Wijayati (2011) researched about metacognitive strategy in
teaching and learning process, and Wahyuni (2013) researched direct and indirect
teachers’ strategy in teaching speaking. Then, all of the previous research above was
conducted at teaching and learning speaking at reguler class. Here are some previous
studies with the similar topic about teachers’ strategy in teaching speaking:
The first previous study has ever been researched in analysis of strategy in teaching and
learning speaking was written by Agung Ginanjar Anjaniputra. He is an English student of
 40

Indonesia University of Education who was graduated in 2013. His research is about
Teachers’ Strategies in Teaching Speaking to Students at Secondary Level. In his
qualitative study, Agung observes an English teacher and class of 22 students in reguler
class. Then he gives a questionnaire for the students and makes interview to some teachers
and students. The results revealed that the strategies used by the teacher were cooperative
activities, role play, creative tasks and drilling.
The second previous study has ever been researched in analysis of strategy in teaching
and learning speaking was written by Indah Merdekawati. She is an English student of
State Institute for Islamic Studies Sunan Ampel Surabaya who was graduated in 2011. Her
research is about teachers’ strategy in teaching English speaking at the second grade of
Junior level in regular class. In her qualitative study, Indah takes two observation
checklists to find out the method, media, strategy, material, learning purpose and the last
the evaluation of study. To support the observation, she used interview as additional
instruments in conduct the research. The result of her study showed that the teacher used
four methods in teaching English speaking, those are; effective discussion, debate, role
playing, and daily conversation.
The third previous study has ever been researched in analysis of strategy in teaching and
learning speaking was written by Anik Pratiwi Wijayati. She is an English student of
Jember University who was graduated in 2011. Her research is about metacognitive
strategy in teaching English at Junior high school level in regular class. In her qualitative
study, Anik collect the data of her study with questionnaire, observation, and interview.
Observation and interview were conducted to both students and teacher, and questionnaire
was conducted to the students. The results is the teacher used a variety of teaching
strategies in the teaching process. She used a visual aid to make the students easier
comprehend and draw the background knowledge. She used a game to make the situation
be relaxed, and so on.
The fourth previous study has ever been researched in analysis of strategy in teaching and
learning speaking was written by Sri Wahyuni. She is an English student of Canbera
University who was graduated in 2013. Her research is about L2 Speaking Strategies
employed by Indonesian EFL teretiary students across proficiency and gender in regular
class. In her mixed study (qualitative and quantitative), Sri collect the data of her study
with questionnaire, observation and interview. Observation and interview were conducted
to both students and teacher, and questionnaire was conducted to the students. The study
 41

demonstrates that the students used a wide range of strategies that spread over six strategy
groups, favouring metacognitive strategies. It also shows that speaking proficiency and
gender significantly affected the use of affective strategies only. The study also
demonstrates that the students used strategies consciously, confidently, effortfully or
persistently because of the usefulness of the strategies or pleasure in using them.
Implications for Indonesian EFL teachers, curriculum developers, and students are made.
The fifth previous study has ever been researched in analysis of strategy in teaching and
learning speaking was written by Kuni Nailal Maghfiroh. She is an English student of State
Islamic Institute Tulungagung who was graduated in 2014. Her research is about teaching
strategies in transactional- Speaking class at IAIN Tulungagung. In her qualitative study,
Maghfiroh collect the data of her study with observation, interview and documentation.
The research findings were: the activity of Speaking English applied in 2B
of IAIN Tulungagung, the teaching strategies used by the lecturer and the students’
responses toward the teaching strategies. There was an activity occurred in the classroom.
Grouping ability or discussion is the activity in the speaking classroom. There are four
strategies used in teaching activity. Those are cooperation strategy, substitution strategy,
minimal responses and interactive activity. The students’ responses toward the teaching
strategies are so respectful. It is going to prove that motivation given by the lecturer is
absolutely influential toward the students. The lecturer also uses the acceptable language
when conveying material and give example for getting students understandable deeply.
The sixth previous study has ever been researched in analysis of strategy in teaching
and learning speaking was written by Tutut Purwatiningsih. She is an English student of
State Islamic Institute Tulungagung who was graduated in 2014. Her research is about The
Strategies of Native Speaker Teacher in Teaching English for English as Foreign Language
Students at SMAN 1 Ngunut Tulungagung. In her qualitative study, Purwatiningsih collect
the data of her study with observation, interview and documentation. The research findings
were: the native speaker teacher used two kind of teaching strategy inside of her English
classroom, they were direct teaching strategy and cooperative learning teaching strategy,
the implementation of both those teaching strategies are the native speaker teacher
combined those two teaching strategies into her every teaching and learning activity in the
EFL classroom in a purpose to make both of them can support to each other, so that it can
create a classroom environment was having good atmosphere and can reach the learning
goal effectively.
 42

The research about teachers’ strategy in teaching speaking was done by the previous
researcher in speaking area. The first previous study was done by Agung Ginanjar
Anjaniputra (2013) about strategy was used by the teacher in teaching speaking at reguler
class. The results revealed that the strategies used by the teacher were cooperative
activities, role play, creative tasks and drilling. The second previous study was done by
Indah Merdekawati (2011) about strategy was used by the teacher in teaching speaking at
reguler class. The results of her study showed that the teacher used four methods in
teaching English speaking, those are; effective discussion, debate, role playing, and daily
conversation. The third previous study was done by Anik Pratiwi Wijayati (2011)
researched about metacognitive strategy in teaching and learning process of speaking at
reguler class. The results is the teacher used a variety of teaching strategies in the teaching
process. She used a visual aid to make the students easier comprehend and draw the
background knowledge. She used a game to make the situation be relaxed, and so on. The
fourth previous study was done by Sri Wahyuni (2013) researched about direct and indirect
teachers’ strategy in teaching speaking at reguler class. The study demonstrates that the
students used a wide range of strategies that spread over six strategy groups, favouring
metacognitive strategies. It also shows that speaking proficiency and gender significantly
affected the use of affective strategies only. The study also demonstrates that the students
used strategies consciously, confidently, effortfully or persistently because of the
usefulness of the strategies or pleasure in using them. Implications for Indonesian EFL
teachers, curriculum developers, and students are made. The fifth previous study was done
by Kuni Nailal Maghfiroh (2014) researched about teaching strategies in transactional-
Speaking class at IAIN Tulungagung. The research findings of this study : are there are
four strategies used in teaching activity. Those are cooperation strategy, substitution
strategy, minimal responses and interactive activity. The students’ responses toward the
teaching strategies are so respectful. It is going to prove that motivation given by the
lecturer is absolutely influential toward the students. The lecturer also uses the acceptable
language when conveying material and give example for getting students understandable
deeply. The sixth previous study was done by Tutut Purwatiningsih (2014) researched
about The Strategies of Native Speaker Teacher in Teaching English for English as
Foreign Language Students at SMAN 1 Ngunut Tulungagung. The research findings were:
the native speaker teacher used two kind of teaching strategy inside of her English
classroom, they were direct teaching strategy and cooperative learning teaching strategy,
 43

the implementation of both those teaching strategies are the native speaker teacher
combined those two teaching strategies into her every teaching and learning activity in the
EFL classroom in a purpose to make both of them can support to each other, so that it can
create a classroom environment was having good atmosphere and can reach the learning
goal effectively.
Then the current research try to analyse the teachers’ strategies in overcoming students’
difficulties in speaking at English intensive program. This research used qualitative
research with descriptive qualitative design. The researcher observes an English teacher
and 16 students at English intensive program. The researcher observed the teachers'
strategies in teaching speaking at English intensive program with direct observation, then,
the researcher took the data about students' difficulties in speaking at English Intensive
Program through study of document and interview as additional data, The researcher also
made interview with English teacher who teach at English intensive program to know her
strategy in teaching speaking at English Intensive Program, then the researcher also
observer the teacher strategies in overcoming students' difficulties in speaking at English
Intensive Program through direct observation, the researcher also gives questionnaire to the
students who join English intensive program to know their response toward the teachers’
strategy in teaching speaking at English intensive program as additional data for this
research. So that, there is a gap between other research and this research. The previous
researches above are conducted about teachers’ strategies, but different between object.
Other previous research focus on the teachers’ strategy in teaching speaking at the students
in regular class, meanwhile the current researcher focuses on the teachers’ strategies in
teaching speaking at the students in English intensive class.
 115

CHAPTER V
CONCLUSION

This chapter presents the conclusion, suggestion and implication of the research.
Conclusion summarizes the result of the discussion based on the research problems. So,
it summarizes about the students' difficulties in speaking, type of teaching strategies,
and implementation of the teacher strategies. Then, students' response toward the
teacher strategies in teaching speaking at English intensive program as additional data
for this research. While, the suggestion is the researcher recommendation based on the
result of the research for having better result in teaching and learning speaking and
implication is based on conclusion and suggestion.

5.1. Conclusion
Based on the result on the research on the discussion, the researcher concludes that:
1. Teaching speaking is not easy for the teacher. The teacher has to teach the students
to communicate with participant fluently. The commitee of school should create an
English community also to give opportunity for the students in improving their
speaking ability. Then, the implementation of the teacher strategy in teaching
speaking at English Intensive Program consist of review strategy, lecturing,
discussion, sharing and telling story.
2. There are some difficulties found at students in speaking at English Intensive
Program, there are limited in vocabulary because they still lack of Motivation to
enrich English vocabulary, confused in choosing vocabulary because they still lack
the necessary vocabulary to get their meaning across, lack of understanding of
grammatical patterns because they do not have opportunity to apply the grammar
knowledge, problem in their pronunciation because the lack of sound similarity
between English and the students' native language, and still inconfidence to speak
because Limited Opportunities Outside of class to practice.
3. There are some strategies used by the teacher in overcoming students difficulties in
speaking at English Intensive Program, such as prepared talks as strategy to explore
their own thinking based on the theme given, debate as strategy to make the
students speak English more widely, as strategy to make the students understand
more about the topic given, Games as strategy to enrich their English vocabullaries,
 116

Brainstorming as strategy to explore their knowledge, and interview as strategy to

know the students' lackness. And The students’ response toward teaching strategies
in overcoming the students' difficulties at English Intensive Program is good. The
positive impacts are they have a high-self confidence, active in speaking activities,
enrich the students' knowledge, improve the students' ability in speaking, make the
students understand to speak English, able to respond the questions in English. In
teaching and learning process, the teacher gives opportunity to students in speaking
activities at English Intensive Program and they feel enjoy and relax too.

5.2. Suggestion
Based on the result of the result, the researcher would like to give some suggestions
as consideration, they are :
1. For the teacher
a. The teacher should be more creative to provide speaking activities to make
the students not bored
b. The teacher also should be more variety strategies to make the students be
more active in speaking
c. The teacher has to control the students activity as much as possible to avoid
the students mistakes

2. For Students
a. The students have to understand that speaking is important because the
function of language is for communicate
b. The students should be aware to speak English outside and in the classroom
to improve their speaking ability
c. The students are expected that they have capability to explore their
information by speaking
d. The students have to more active in speaking classroom

3. For future researcher

a. The researcher expect that the next researcher has to prepare well before and
during conducting the research
 117

b. The next researcher has to know about the discussion on the research deeply
especially in teaching speaking English

5.3. Implication
Based on the study results and conclusion, the study can be used as:
1. The theory of the study about teacher strategies in speaking at English
Community can be implied in our faculty.
2. There are many speaking strategies that can be used by the teachers
3. May all teachers can solve the students' difficulties in speaking with aproppriate
strategies
 118

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