an analysis of teachers’ strategies in teaching …
TRANSCRIPT
AN ANALYSIS OF TEACHERS’ STRATEGIES IN TEACHING
SPEAKING ENGLISH ON ONLINE LEARNING CLASS AT
SMP N 7 MUARO JAMBI
THESIS
MADE BY :
M. RUSANDI
SN : 205172822
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI 2021
ii
AN ANALYSIS OF TEACHERS’ STRATEGIES IN TEACHING
SPEAKING ENGLISH ON ONLINE LEARNING CLASS AT
SMP N 7 MUARO JAMBI
THESIS
Submitted to fulfill one the requirements to obtain the undergraduate degree (S1)
Education
MADE BY :
M. RUSANDI
SN : 205172822
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI 2021
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Official Note
iv
Official Note
v
Originality Thesis Statement
vi
DEDICATION
First of all, the researcher gives praise and thankfullness to Allah SWT. Because
his blessing and the merciful with deeply this thesis can be finished.
I dedicated this thesis especially for :
My belove parents, there are my mother IIN DAMISRA and my father HABBI
thank you for youre love, material, best support and prayer for me. Both of you
always give me best motivation, youre love give a power for me to finish this
thesisi.
My beloved sistes and brother TUTI LESTARI, DEDE SUHANDRA and SRI
PURWASIH. Thank you for youre support, motivation and kindness. You are so
patienly with my characteristics.
My beloved lactures, my first advisor Dr. SITI RAUDATUL JANNAH, M. Pd. I
and my second advisor FAIQAH MAHMUDAH, M.Pd thank you for youre time,
helps, advice and teaching me until i finished my thesis.
Thank you for the pricipal Drs. JONI HASRI, M.Pd and Teachers at Junior High
School 7 Muaro Jambi which has allowed me to do research and give me new
knowledge
My beloved friend MEISI DWI MAISELA and also my friends in Dabest Squad
ANANDA PUTRI, ANA MUSTIKA, ENGGAR, FARADILLA, MARLINA,
MERI, WAHYU, JABIR and JUNITA SARI. Thank you for giving support,
helping and always hear my troubles, it really help me.
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Motto
“ The pleasure of God lies in the pleasure of parents and the wrath of God lies
in the wrath of parents (H.R. Tirmizi)”
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ACKNOWLEDGEMENTS
Assalamu’alaikum. wr . wb. Alhamdulillahirobbil’alamin, all praise be to
Allah SWT, who always blessesand helps the writer so the writer can finish the
graduating paper. Then, bless and mercy is upon great Prophet Muhammad SAW
for his guidance that leads the writer to the truth.
However, this paper will not be finished without support and
encouragementfrom several people and institution. Hence, the writer would like to
express gratitude to:
1. Prof. Dr. H. Su’aidi MA, Ph.D Rector of the State Islamic University of
Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Fadlillah, M.Pd. as Dean of Faculty of Education and Teacher
Training of The StateIslamic University of Sulthan Thaha Saifuddin
Jambi.
3. Wahyuni Fitria, M.Pd as the chief of English Education Program.
4. Dr. Siti Raudhatul Jannah, M.Pd.I as my first advisor and Faiqah
Mahmudah M.Pd as my second advisor.
5. All lecturers at English Education Program and all lecturers the Faculty of
Education and Teacher Training of The StateIslamic University of Sulthan
Thaha Saifuddin Jambi.
May Allah SWT always gives guidance and blessing to us. Amin Ya Rabbal
Alamin.
Jambi, April 2021
Researcher,
M. Rusandi
205172822
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ABSTRAK
Nama : M. Rusandi
Nim : 205172825
Judul : An Analysis of Teachers’ Strategies in Teaching Speaking
English on Online Learning at SMP N 7 Muaro Jambi
Dalam penelitian ini peneliti berfokus pada menganalisis strategi guru
dalam proses pembelajaran speaking secara online di SMP N 7 Muaro Jambi.
Dalam melakukan penelitian, penulis menggunakan penelitian kualitatif. Dalam
hal ini analisis langsung tentang strategi yang digunakan oleh guru dalam
mengajar speaking secara online. Dalam penelitian ini peneliti menggunakan
lembar observasi dan lembar wawancara untuk mengumpulkan data. Berdasarkan
temuan penelitian, tentang strategi guru dalam mengajar speaking secara online,
strategi yg sering guru gunakan dalam proses pengajaran speaking secara online di
SMP N 7 Muaro Jmabi Menggunakan strategi dialog, storytelling, sing a song dan
giving opinion/idea. Guru menggunakan strategi itu karena didasarkan pada buku
pegangan dan mudah untuk dipraktikkan secara online. Beberapa strategi lain
kadang digunakan oleh guru, akan tetapi itu sangat jarang karena kurang efisien
digunakan dalam proses pengajaran online.
Kata kunci : Strategi berbicara, Strategi Guru, online learning
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ABSTRACT
Name : M. Rusandi
Nim : 205172825
Title : An Analysis of Teachers’ Strategies in Teaching Speaking
English on Online Learning at SMP N 7 Muaro Jambi
In this research the researcher focuses on analays teachers’ strategies in
teaching speaking english on online learning at SMP N 7 Muaro Jambi. In
conducting research, the researcher uses qualitative research. In this case, a direct
analysis of the strategies used by the teachers in teaching speaking online. In this
research the researcher used observation sheets and interview sheets to collect
data. Based on the research findings, the teachers' strategies in teaching speaking
online, the strategies that teachers often used in the online speaking teaching
process at SMP N 7 Muaro Jambii used strategies dialogue, storytelling, sing a
song and giving opinions / ideas. Teachers used this strategies because it is
handbook based and easy to practice online. Several other strategies are
sometimes used by teachers, but they are very rare because they are less efficient
in the online teaching process.
Keyword : Speaking Strategi, Teaches’ Strategi, Online Learning
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TABLE OF CONTENTS
Official Note ..................................................................................................................... iii
Official Note ..................................................................................................................... iv
Originality Thesis Statement .............................................................................................. v
DEDICATION .................................................................................................................. vi
Motto ............................................................................................................................... vii
ACKNOWLEDGEMENTS ............................................................................................ viii
ABSTRAK ........................................................................................................................ ix
ABSTRACT....................................................................................................................... x
CHAPTER I ....................................................................................................................... 1
INTRODUCTION ............................................................................................................. 1
A. Background of the Research ................................................................................... 1
B. Limitation of the Problem ...................................................................................... 3
C. Problem Statement ................................................................................................. 3
D. Object of the Resrarch ............................................................................................ 4
E. Significant of the Research ..................................................................................... 4
1. Theoretical Benefit ............................................................................................. 4
2. Practical Benefit ................................................................................................. 4
CHAPTER II...................................................................................................................... 6
REVIEW OF RELATED LITERATURE .......................................................................... 6
A. Theoretical Framework .......................................................................................... 6
1. Definition of OnlineTeaching Strategy............................................................... 6
2. Speaking ............................................................................................................. 8
3. Teaching Approach .......................................................................................... 10
4. Definition of Online Learning .......................................................................... 11
B. Previous study ...................................................................................................... 13
RESEARCH METHODOLOGY ..................................................................................... 16
A. Design of the Study .............................................................................................. 16
B. Research Setting ................................................................................................... 17
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C. Instrument of the research .................................................................................... 18
D. Technique of Data Collection ............................................................................... 18
E. Technique of Data Analysis ................................................................................. 20
F. Trustworthiness of Data ....................................................................................... 21
G. Research of Schedule ........................................................................................... 22
CHAPTER IV .................................................................................................................. 23
RESEARCH FINDING AND DISCUSSION .................................................................. 23
A. Research finding................................................................................................... 23
B. Discusiion ............................................................................................................ 29
CHAPTER V ................................................................................................................... 32
CONCLUSION AND SUGGESTIONS .......................................................................... 32
A. Conclusion ........................................................................................................... 32
B. Suggestion ............................................................................................................ 33
REFERENCES ................................................................................................................ 34
APPENDIX ...................................................................................................................... 37
Appendix 1 ....................................................................................................................... 38
Appendix 2 Observation .................................................................................................. 43
Appendix 3 pictures ......................................................................................................... 48
1
CHAPTER I
INTRODUCTION
This chapter is an introduction to the research. It describes how and why
the writer chooses this topic. The basic details of the research are described as
following topics: Background of the Reseach, Limitation of the Problem, Problem
Statement, Objective of the Research, Significance of the Research.
A. Background of the Research
Learning foreign languages, especially English, has been used as a
strategy tool and strategy for human resource development at various time in
the history of education in this world. Indonesia education system obliging,
students at junior high school and senior high school level must pass an
English examination for graduating. That means learning English as a foreign
language is very important especially in the world of education. This is also
based on the explanation from Balan (2011) which states the importance of
English as an international language where by education and cultures are
exchanged at all levels. In educating students, the teacher plays an important
role in the school. According to Fedderholdt (1997) the importance of using
appropriate language learning strategies can increase language skill in a better
way.
Teaching English is not easy. With different levels of skill in each class,
teachers must use effective strategies that allow students to learn the material.
Teachers must be creative in choosing materials and be able to stimulate
student interest. Therefore, the teacher needs to manipulate several strategies to
support the teaching and learning process. Strategies can make learning “easier,
faster, more enjoyable, more self-directed, more effective, and more
transferable to new situations” (Oxford, 1990). Since the end of 2019, the
world has been rocked with a coronavirus or COVID-19. This virus was first
2
discovered in Wuhan, Hubei, China. Until now, there are 95.124 people
throughout the world exposed corona (CNN, 2020). A total of 3.254 people
died, while 51.171 others were declared cured. In Indonesia the number of
positive cases of coronavirus infection continues to grow. As of Wednesday
(8/4/2020), positive cases of COVID-19 infection reaches 2.956 people, 240
died, and 222 patients were cured.
As a result of the COVID-19 pandemic, the entire system that runs like a
government, the economy, including education in Indonesia are disrupted. As
of March 11, 2020, the president of the Republic Indonesia adopted a policy of
temporarily closing the teaching and learning process at schools and
universities urged them to study at home, and replacing them with online
learning to break the chain of viruses.
This is a challenge for all of the teachers, especially English teachers
because language is a study that requires mastery of four skills. English
learning can be defined as mastery of four skills. According to Richard &
Schmidt (2002), skills in language teaching are the mode or way in which the
language is used. The four language skills are listening, speaking, reading, and
writing. The four skills are categorized into two categories namely speaking
and writing are called active or productive skills, while reading and listening
are called passive or receptive skills. Mohan (1986) explains that, in a
segregated skill approach, the mastery of discrete skills, such as reading and
writing, or reading and speaking are considered as the key to successful
language learning and language learning is typically separated from content
learning (Oxford, 2001).
With that, the teachers inevitably have to apply and adapt to online
learning classes in conveying English material from listening, speaking,
reading, and writing so that the teaching and learning process can keep going.
According to Abbad (2009) e-learning refers to the use of information an
communication technologies to enable the access to online learning or teachinf
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resources. A teacher’s confession that she experienced a little difficulty in
implementing online learning classes because she rarely used it. With a short
time and without training, the teacher must directly apply it. Of course, here the
teacher requires adaptation and also a strategy to teach English.
Based on first observations at SMP N 7 Muaro Jambi, one of the schools
located in Muaro Jambi has A agreditation and the school also has achivment
in English, seen from the achievements of students who take part in various
English competitions that deserve appreciation. Even though schools during the
Covid-19 pandemic the learning process must be done online, the strategies
used by the teacher in the English teaching process are still running properly
through the zoom application.
Based on the explanation above, the researcher is interested in observing
and finding how strategies used by teachers' in dealing with problems in
teaching English on online learning class. Therefore, the researcher became
curious and try to investigate this with a research entitled "AN ANALYSIS OF
TEACHERS’ STRATEGIES IN TEACHING SPEAKING ENGLISH ON
ONLINE LEARNING CLASS AT SMP N 7 MUARO JAMBI "
B. Limitation of the Problem
In this research, the researcher focus on the teachers’ strategies in
teaching speaking English on online learning during the covid 19 at the Eight
grade of SMP N 7 Muaro Jambi.
C. Problem Statement
Based on the background of the Statement, the researcher formulate problem
as follow:
How are the teachers’ strategies in teaching speaking English on online
learning class during the COVID-19 pandemic at SMP N 7 Muaro Jambi?
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D. Object of the Resrarch
The objective of the Research is listed below:
To know the teaching strategies in speaking English on online learning class
during the COVID-19 pandemic at SMP N 7 Muaro Jambi.
E. Significant of the Research
1. Theoretical Benefit
This research will give good information related to the teachers’
strategies in speaking English on online learning class. Also this study
provides a favorable description for further research that wants to study the
same case, so this research becomes helpful information and a useful
reference for the next study.
2. Practical Benefit
a. For the English teacher
The researcher hopes that the result of this study will be useful for
the other teachers’ in applying strategies for teaching speaking English
on online learning class. So, the teachers can improve teaching and
English learning to become more active, effective, and efficient even
through online learning class.
b. For students
By using online learning appropriate strategies, the researcher
hopes that students will get enjoyable in the teaching and learning
process. The students will not feel forced in English learning but they
will feel happy to learn since they are put in an enjoyable situation
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the theoretical framework of the related literature
that relevant to the topic that is about the definition of online teaching
strategy, defination of speaking, speaking strategies, teaching approach,
definition of online learning. Also this chapter consists of the previous
research studies.
A. Theoretical Framework
1. Definition of OnlineTeaching Strategy
In the study of educational technology, the strategy is included in
the realm of learning design. The development of strategy as a science
has developed starting from the military world and then used in
education. In warfare, strategy is needed to obtain victory. Likewise
with the learning process, educators must identify all those related to
the learning process that will be carried out. Educators need to know
who will be their students, how different levels of intelligence, from
what background they come from, how they are motivated, and so forth.
Haidir and Salim (2012) states the word strategy is often interpreted by
technique or method, which is a way to convey a message in this case
subject matter to students to achieve the stated learning goals. Thus, the
word strategy is related to the way, tactics or methods to do something.
The online teaching strategy is also a description or designed by
the teacher to carry out online teaching activities so that these activities
run properly, in the online teaching process that is carried out through
zoom or other technology the teacher must first design the strategy that
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will be carried out in the teaching process because the strategies that the
teacher uses will have an impact on student understanding. According
to Dabbagh (2005) Online learning is an open and distributed learning
environment that uses pedagogical tools, enable by internet and web
based technologies, to facilitate learning and knowledge building
through meaningful action and interaction. From the definitions put
forward by Dabbagh above, it can be concluded that online learning is
an open learning environment by considering aspects of learning and
perhaps using internet and web-based technology to facilitate the
learning process and build meaningful knowledge. Meanwhile,
according to Carliner (1999) in Anderson and Elloumi (2001) online
learning as educational material that is presented on a computer. Based
on Carliner's definition, online learning is an educational material that is
broadcast using a computer.
The basic element in teaching and learning is the teacher
(Kunandar, 2007). Teacher is a professional educator who has
responsibility in educating, teaching, supervising, directing, training,
assessing, and evaluating learners (Depdiknas, 2005). Therefore,
teacher has to be able to create a comfortable and conducive class
environment to make the students enjoy the class and learn the material
at the same time. As a result, the goal of the learning can be achieved.
Since students are various in characteristics and background, teacher
needs to be careful in choosing the right way to be implemented in
order to help the students achieve the learning goal. Therefore, a
carefully designed procedure is primary in teaching and learning
activities. In other words, teacher needs a certain strategy to reach a
certain goal in teaching and learning.
A strategy is defined as a set of procedures in learning, thinking,
teaching, etc. that is used as a way to achieve a cetain goal (Richards, et
al, 1992). Every individual has his or her own way to reach the goal/s
8
that she or he set. That also happens to teacher. A strategy used by one
teacher might be different with another teacher. It depends on the needs
of their students or the learning objectives that they want to achieve.
Where 1s teaching is a series of events experienced by a teacher
to present and want change in students’ behavior. It brings changes in
thinking, feeling and student actions. This helps them to adapt to their
environment.
From some of the definitions above, it can be concluded that the
teaching strategy is a method, technique, and tactic used by a teacher to
teach students. Teaching strategies have been designed before,and this
is very necessary so that a learning goal can be achieved, and the
material can be delivered easily.
2. Speaking
a. Defination of Speaking
Tarigan (1990:3-4) defines that speaking is a language skill
that is developed in child life, which is produced by listening skill,
and at that period speaking skill is learned.
Based on Competence Based Curriculum speaking is one of
the four basic competences that the students should gain well. It has
an important role in communication. Speaking can find in spoken
cycle especially in Joint Construction of Text stage (Departmen
Pendidikan Nasional, 2004). In carrying out speaking, students face
some difficulties one of them is about language its self. In fact, most
of students get difficulties to speak even though they have a lot of
vocabularies and have written them well. The problems are afraid for
students to make mistakes.
Speaking is the productive skill. It could not be separated from
listening. When we speak we produce the text and it should be
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meaningful. In the nature of communication, we can find the
speaker, the listener, the message and the feedback. Speaking could
not be separated from pronunciation as it encourages learners to
learn the English sounds.
b. Speaking Strategy
Faucette (2001:272) states that speaking strategies can be seen
as the ways in which an individual speaker manages to compensate
for this gap between what she wishes to communicate and her
immediately available linguistics resources. It can thus be assumed
that they play a predominantly reactive role by helping learners to
deal with problems with getting their messages across in the course
of communication.
According to Hussain S. (2018), a variety of functions based
activities and tasks can be used to develop the speaking skills given
below:
1) Dialogue is a Classroom tecnique used for practicing functions
of language like greeting, agreeing, disagreeing, apologizing,
suggeting, asking information etc.
2) Role play is a popular technique used in the classes to practice
speaking skills in the class.
3) Opinion/Ideas When we ask for opinions on controversial topics
or situations, students are asked to express their opinions about a
topic that is being discussed. Here, students have many
languages to communicate their ideas. This online learning
process can be effectively via zoom.
4) Problems (Group work) are good sources for making the
learners speak. While engaged in gripping the problem.
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5) Surveys and interviews, this is also an interesting function based
technique in whice an interviewer or surveyor tyr to find out a
person’s test, preferences, attitudes, information etc.
6) Dreams or Ambitions Every student must have their dreams and
ambitions. This can be used as a good interaction. This activity
ended openly which caused many students to speak.
7) Songs The learners enjoy songs and it can be used for
developing EFL speaking skills. For instance to practice simple
question forms this may be beautifully used.
3. Teaching Approach
According to Arvind (2017) there are various approaches which
are useSd in teaching learning process. The following are the main
approaches of teaching learning:
a. Teacher centered approach
Teacher centered approaches are more traditional in nature,
focusing on the teacher as instructor. They are sometimes referred to
as direct instruction, deductive teaching or expository teaching, and
are typified by the lecture type presentation. In these methods of
teaching, the teacher controls what is to be taught and how students
are presented with the information that they are to lean
b. Student centered approach
Student centered approaches (sometimes referred to as
discovery learning, inductive learning, or inquiry learning) place a
much stronger emphasis on the learner’s role in the learning process.
When you are using student- centered approaches to teaching, you
still set the learning agenda but you have much less direct control
over what and how students learn.
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c. Inductive and Deductive approach
In inductive approach students moves towards specified
(example) to general (rules). At first many examples are put forward
to student and then he draws out a conclusion on the basis of
theseexamples. Deductive approach is opposite to inductive
approach because in it first a principle or rule is put in front of
students and then it is clarified by giving examples.
4. Definition of Online Learning
In this era computers are one of the technologies that can be
utilized to increase effectiveness in the learning process of teaching.
Through a computer connected to the internet network students can
access a wide range of information. The widespread utilization of the
internet is a potential for the development of learning with online
systems. Online learning allows participants to access information
flexibly without limited time and place. Online learning media more
good at increasing student knowledge in learning English use of offline
learning media. This reasonable, because online learning media is an
open and well-known learning systep by using pedagogical devices (tools
educational aids), made possible through internet and network-based
technology for learning ordering process and knowledge through action
and interactionmeans (Dabbagh and Ritland 2005: 15).
Use of online learning media in learning English allows students to
direct and exercise direct control on sources of information, so that
students can control and access what is became his necessity. Learning
with online media also supports free teachers interact with students so
learning that makes learning focused on the information being studied.
There are several E-learning platform used in the process of online
learning
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1. Google Classroom
Google Classroom (or in Indonesian, namely Google
Classroom) is a mixed learning platform devoted to each scope of
education which is intended to find solutions to difficulties in creating,
sharing and classifying each paperless assignment.The creation and
assignment of assignments can be completed via Google Drive while
using Gmail to generate notifications in Google classrooms. Students
can be invited to a classroom in several ways, namely through the
institution's database, through a personal code which can then be
added to the student interface or imported individually from the
School Information Management System. Google Classroom
integrates with the Google Calendar of students and teachers. Each
class is created with a file that is separated by Google Classroom in
each Google service where students can submit their work to be
classified by a teacher.
2. Zoom
Zoom Video Communications is a platform that focuses on
developing video conferencing technology. Like Google Hangout,
zoom can also be used for online learning, especially for teachers who
prefer to face to face online with their students.With zoom, we can do
everything online from meetings, webinars, conference rooms,
telephone, file sharing to online learning
3. WhatsApp
WhatsApp is a trending application that is widely used in online
communication. Through WhatsApp, people are free to form groups
according to their needs; both for the purposes of discussion, sharing
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information and the learning process.WhatsApp for the learning
process. With WhatsApp the teacher can create discussion groups in
virtual classrooms. Discussion groups are a form of learning
community which is a component of the Contextual Teaching
Learning model.
B. Previous study
Previously, to avoid unnecessary replication, the writer reviewed
several studies that have correlated with this study. The researcher can
make a comparison of the result of each strategy used by the teacher and
also the researcher can conclude what extend the strategy helps the teacher
in online learning class.
The first from Gamara Dea.(2018). An Analysis Of Teachers’
Strategi in Teaching English Speaking at SMP Islam Al-Hamidiyah
NW Kediri. The strategies used by the English teachers in teaching
English speaking were: Improving students discussion, forming role play,
creating story-telling, and Training interview. Also the mostly strategy
used by the teachers in teaching English speaking was forming role play
strategy because the teachers concluded that by applying the forming role
play strategy, students became more confident and active in playing the
role based on the materials which were given by the teachers in the class.
Forming role play strategy also made the students become so enthusiastic
in learning and became more active to talk with their seatmates or group.
From the research above, there are similarities from the research
above with the speaking strategy of this research, namely the strategy used
jointly using storytelling, discussion or delivery of ides so that students
think more creatively and generate student self-confidence. The difference
is that the strategy above uses training interview so that students are more
14
diligent to ask questions, while the researcher uses dialogue so that
students express what they think through talking.
The second from Robert N. F. & Pane W. S. (2020) Teacher’s
Strategies in Teaching English Speaking SMP Negeri 18 Medan. the
strategies of teaching speaking that the teacher used were role play,
storytelling, social strategy and discussion. The second is the
implementation of teacher strategies, first teacher implement learn while
playing and applied the role play method after that, storytelling and
conversations. Second Teacher implement it by conversation.
Conversations using simple, short and clear sentences to students. The
teachers chooses a strategy based on the principles of teaching speaking.
The teacher uses several strategies to help students are more motivated to
learn and can add to their new vocabulary.
From the research above, there are several research similarities above,
namely the strategies in teaching speaking both use opinion and discussion
to increase student vocabulary and encourage students’ self-confidence so
that students can convey their ideas. The difference is that the researchers
above used the storytelling to encourage students to dare to speak while
research uses strategy dialogue and song.
The last from Anjaniputra A.G. (2013).Teacher’s strategies in
teaching speaking to studant at secondary level. The strategies of
teaching speaking that the teacher used were cooperative activities,
creative task, role play, and drilling. While, students’ responses towards
the strategies reveal positive attitude as they responded that the strategies
helped them to speak, as well as concerned oral production of students
whose participation was emphasized. Thus, it is suggested that teachers
use strategies teaching speaking in acaccordance with students’
characteristics and level of proficiency, and provide materials involving
15
students to be active by using various available media for the
implementation of teaching speaking
From the research above, there are several similarities in the speaking
strategies used by researchers, namely provoking student creativity by
using the delivery of ideas and creative tasc. The difference from the
above research is that the researcher uses dreams and dialogue to
encourage student confidence to dare to appear, while the above research
use rolplay.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter the writer would like to explain the methods of this
research. It consists of the design of the study, research setting, instrument of
the research, the technique of data collection, technique of data analysis,
trustworthiness of data and research of schedule.
A. Design of the Study
In this research, the writer used descriptive qualitative research
that focuses on the analysis of teachers strategies in speaking English on
online learning class. It describes the strategies of speaking used by the
english teachers in Junior High School 7 Muaro Jambi. Qualitative
research is used to describe and analyze the abilities, forms, uniqueness,
variations of words produced by teachers in online learning class.
According to Creswell (2014:2) qualitative research is a research
with an approach to understanding the meaning of individual or group and
exploring social or human problems. In general, qualitative research can
used for community life, history, behavior, organizational,
functionalization, social activities, and etc. One of the reasons for using it
the experience of researcher where research on qualitative approach to this
method can used to find and understand what is hidden behind a
phenomenon which is something difficult to grasp satisfactorily. This type
of research was inductive, where data at the location would be the main
source of the phenomenon and problems in the observation process.
So it can be concluded that descriptive qualitative trying to
describe a social phenomenon in the form of words. The main purpose of
descriptive research is to describe the state of view as it exists today.
Simply stated, this is a fact-finding investigation. In descriptive research,
17
conclusions can certainly be accepted, but it doesn’t build a cause and
effect relationship.
B. Research Setting
1. Research Time
The researcher has been conducted at Februari 17th, 2021. with several
teachers at SMP N 7 Muaro Jambi
Observation
First observation Wednesday February 17, 2021
Second observation Thursday February 18, 2021
Third observation Wednesday February 24, 2021
Fourth obsevation Thursday February 25, 2021
Interview
First interview Tuesday February 23, 2021
Second interview Thursday February 25, 2021
2. Research Place
The research location was the coverage area on which the research
is based. In this research, because of the existence of covid 19, which
requires learning activities to be online learning, so the research was
conducted at SMP N 7 Muaro Jambi. This school located at JL. Lintas
Sumatera , Mendalo Darat, kecamatan Jaluko, Kabupaten Muaro
Jambi.
3. Research Subject
18
In this research, the subject has been take the English teachers.
Because here the researcher was analyze the teachers’ strategies in
teaching speaking English on online learning class. The research
subject are two peoples, thay are teachers at SMP N 7 Muaro Jambi.
C. Instrument of the research
The instrument of this research is the researcher herself because the
research is the descriptive qualitative research. The researcher has the
main role in looking for the data or information related to teachers’
strategies in teaching speaking Englis on online learning class that
researcher focused on.
The researcher also uses some supporting instruments;
a. Observasi
The Research has been observations to the school to 4 times and
saw the teacher teaching through zoom, the researcher used file
note when the learning process took place and documented it.
b. Interview
The Research has conducted interviews with 2 English teachers
and recorded what the teacher said. The researcher also did
documentation and file note to strengthen the data.
D. Technique of Data Collection
In this research the data was collected using observation and
interview.
1. Observation
Observation is a process that is preceded by observation then
recording which is systematic, logical, objective and rational towards
19
various kinds of phenomena in actual situations, as well as artificial
situations (Kristanto 2018). The purpose of observation is in the form
of descriptions, giving birth to theories and hypotheses or testing
theories and hypotheses.
Researchers use this type of participatory observation where the
data collection method is used to collect research data through
observation and sensing where the researcher is involved in the daily
activities of the informants.
In direct observation, the researcher observes the strategies used by
the teacher in teaching English speaking through zooming by sitting
next to the informant because the researcher wants to see and observe
the learning process directly without joining the zoom application
because it avoids students not focusing on the learning process.
2. Interview
In simple terms, it can be said that the interview is an event or a
process of interaction between the interviewer and the source of
information or the person being interviewed through direct
communication (Yusuf, 2014). Interviewing aims to achieve opinions,
feelings, emotions, and other things related to the individual in the
interview. organization.
The technique of conducting interviews is carried out
systematically, what is meant by systematically is the interview
conducted by first the researcher arranges an interview guide
instrument. Researchers use a type of quided interview where the
researcher asks the informant about the things that have been prepared
beforehand.
20
E. Technique of Data Analysis
This study used qualitative data analysis techniques. Data analysis is
an integral part of the research process which is poured either in writing or
not. Study with a qualitative approach, the focus of the research problems
demanded researcher conduct systematically, deep, and meaningful
assessment as confirmed by Burgess below. Sudarwan Dnim and Dervish,
(2003) In qualitative research, all investigators or researchers focus on the
problems studied, guided by the conceptual or theoretical framework.
Data analysis in qualitative research is often carried out
simultaneously or together with data collection. Then, Sirajuddin
(2010:283) stated that the data analysis in this study included several steps
or stages; Data reduction, data display, and make conclusions or
interpretations. More clearly as follows,
1. Data Reduction
Reducing data means summarizing, choosing the main thing,
focusing on the things that are important, as well as being sought
theme and pattern. Thus the reduced data will provide a clearer view,
and make it easier for researchers to conduct further data collection,
and look for it if necessary. Data reduction can be assisted with
equipment, such as computers, notebooks, and so on. In reducing data,
the researcher has been guided by the objectives to be achieved. In
this stage, the researcher obtained data from interviews with the
teacher, which shows how the teachers strategies on English online
learning classs. In this step, the required data is entered while
irrelevant data is not used.
2. Data Display
After the data is reduced, the next step is presenting data.
According to Miles and Huberman (2014:249), the most frequently
used to present data in qualitative research is with narrative text. With
the presentation of data, it has made it easier to understand what is
21
happening and plan the next work based on what has been done
understood. In this study, the researcher displayed data using an essay,
this is the most commonly used display in qualitative research.
3. Drawing Conclusion
The conclusion is the final stage in data analysis. The conclusion in
qualitative research is new findings that have never before existed.
Findings can be in the form of description or description of an object
before still dim or even dark, so after being investigated becomes
clear. This conclusion can be either a casual relationship or an
interactive, as well as hypothesis or theories. In the conclusion stage,
the researcher began to see and examine all data then tell the story by
making a relationship between the story so that the researcher got the
results and conclusions from the study.
F. Trustworthiness of Data
In the research, researcher must obtain data are valid. This part of
research points how the way data can get the trustworthiness. To check the
trustworthiness of the data, the researcher used theoretical triangulation.
The researcher uses triangulation checking the data. Acording to
Creswell (2007) is member checking is to increase credibility of resesrch
findings and explanations whice stuted by Linclon and Guba cited in
Creswell (2007) the most critical technique for establishing credibility. In
memeber checking, the researcher delivers the transcript and also data
interpretation to the participants to verify the data accuracy.
In this research, the researcher has been used triangulation to collect
and to compare the data from observation to interview result, when
researching comparing the general statement to the personal statement
about the result of observation.
22
G. Research of Schedule
No Activities Month
October Novembe
r
December January February March April
1. Preparation x x
2. Arranging
proposal
x X X X x
3. Preparation
of seminar
x x x x x
4. Improvement
of seminar
x x
5. Making
research
permission
x x x X
6. Collecting
data
x x x x
7. Arranging
research list
x x x x
8. Writing final
report
x x x x x x
9. Examination
23
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research finding
The research got the data through observation and interview.
Researchers collected data by making observations while the teacher was
doing the learning process on Wednesday February 17, 2021, Thursday
February 18, 2021, Wednesday 24, 2021 and Thursday 25, 2021 and the
researcher interviewed two teachers on Tuesday February 23, 2021 and
Thursday February 25, 2021. Researchers analyzed the strategies used by
the teachers’ in the process of learning English online at SMP N 7 Muaro
Jambi.
Based on the results of data collection and analysis, the researcher
found several strategies used in the online speaking learning process,
namely story telling, dialogue, opinion or idea and sing a song.
1. Storytelling
Storytelling is one of the strategies that the teacher used in the
speaking learning process because it is more effectively used during the
online learning process, this storytelling aims for students to share their
experiences or stories. Based on the results of interviews and
observations before carring out the learning process, the teacher
determined the topics and material would be studied by students then
the teacher shares them via WhatsApp group, during the learning
process carried but through zoom first the teacher gaves an example
about themes would be told and students practice, nexts the teacher
gaves an example to students, if the students have understood the
explanation given by the teacher so students are asked one by one to tell
about their experiences so that their friends can pay attention and tell
24
their experiences more easily. The used of storytelling strategies in the
speaking learning process can improved students' vocabulary and
encourage students' imagination when telling stories. This statement is
reinforced from the results of interview that the researcher has
conducted with one of the English language teachers:
“For the online learning process, I often use pictures for students
to describe it and also storytalling so that students can share
stories or share their experience, dialogue and opinions to practice
students' speaking because this strategy is also effectively used in
online learning.”(Teacher 1)
From the above interview results, the researcher has analyzed the
data on the strategies used by the teacher in the online learning process,
the teacher used storytelling strategies in online learning to increase
vocabulary and encourage students' imagination so that students can
express their minds through storytelling.
From the observations that has been conducted by researchers at
the time of the English language learning process, teachers used
storytelling strategy in online learning through the zoom, the students
asked to tell about their experience that good or bad, hobbies and ideals.
Before asked students to tell stories, the teacher would tell stories first
so that students pay attention to the correct prounoncation, so students
would be asked to write stories they was share with their friends, if the
time to tell stories is lacking then students are asked to record their
stories and send them via WhatsApp. This storytelling strategy is
carried out through zoom because to be more effective for students, so
that students initially lacked confidence to speak in front of their class
would be more confident if only through zooming.
25
2. Dialogue
Dialogue is one of the strategies in the online speaking learning
process, from the results of data collection and analysis that several
teachers often used this strategy in the online learning process because
it be the classroom atmosphere not bored. Based on the results of
observations and interviews, the researcher found a dialogue strategy
that was often used by English teachers, before the learning process
began through zoom the teacher first determined the material and theme
that the students would used later for dialogue, so the teacher would
gave an example of having a dialogue with one of the students. so that
his friends pay attention and be able to understand it, the teacher gaves
an example, students would be asked to have a dialog via zoom or used
records sent via WhatsApp. Giving examples of dialogue can also be
used through records so that students can listen to it over and over again
so that students find it easier to pronounce the prounoncation. This
statement was also conveyed by one of the English teachers:
“For the online learning process, I often use. ... dialogue and
opinion to practice students' speaking because this strategy is also
effectively used in online learning”(Teacher 1)
This statement was also conveyed by another English teacher who
also used a dialogue strategy because it could be considered to be the
classroom atmosphere more attractive to students:
“I usually use dialogue so that the class is more fun and less
boring”(Teacher 2)
26
From the statement conveyed by the first teacher and the second
teacher that dialogue strategies are often used in the online learning
process because they feeled that dialogue strategy can effectively
during the online learning process because in the learning process asked
students to speak through zoom and this strategy can improved
vocabularies, correct students pronouncation and also can to be the
classroom atmosphere less boring for students.
Based on the results of observations has been by researchers during
the English learning process, learning activities used the dialogue
strategy carried out through the zoom application, before asked students
to have a dialogue the teacher would gave an example first to dialogue
with one of the students, so the students be asked 2 people to practice
dialogue and the teacher correct it so that other students can improve it,
this statement was also strengthened by one of the English teachers :
“When asking students to have a dialogue I usually use the zoom
application, before that I will give an example of a dialogue with
one of the students so that other students will see and it's easier to
practice.” (Teacher 1)
Based on the results of the interview above, the researcher
concluded the dialogue strategy used by one of the English teachers
when learning online through the zoom application so the teacher can
gave direct examples to students so that students can practice it younger
when they have watched their friends dialogue repeatedly. This zoom
application can not only be accessed via a laptop or computer but can
also be used via a smartphone so that it can be easier for students to
used it.
27
3. Opinion / idea
Opinion / idea is one of the strategies that effectively used in the
online learning process, based on the results of observations and
interviews that researchers have conducted on the learning process, in
this opinion / idea strategy the teacher used images for students
described to convey their opinions. Before began the learning process,
the teacher first determines the theme and material to be studied, the
teacher look for images related to the theme distributed to students via
WhatsApp group so that students can learn it first, when the learning
process through the application zoom the teacher display the image then
explain and provide examples of opinions / ideas to describe the image
so that students can understand how to convey good and correct
opinions / ideas, so the teacher displays the next picture then asked
students to gave their opinion regarding the image. This statement was
also conveyed by the English teacher regarding the opinion / idea
strategy during the learning process.
“Usually I often use dialogue so that the class is more fun and not
boring, then I also use giving opinions / ideas to increase the
thinking power of students because I prefer students to express
opinions according to their opinions / ideas, then sing a song
because I think this strategy can work effectively used through
zoom and also so that students remember the santences they
conveyed.”(Teacher 2)
Another statement was also conveyed by other English teachers
who used opinion / idea strategies because this strategy in addition to
improved students’ speaking skills could also encourage students'
imagination so that students could convey their ideas as creatively as
possible.
28
“If for the online learning process I often use pictures for students
to describe it and ... opinions to practice students' speaking
because this strategy is also effectively used in online
learning”(Teacher 2)
Based on the statements conveyed by the first and second English
teachers from the results of the analysis conducted by researchers, this
strategy of delivering opinions / ideas can also be effective in the online
learning process because it can encourage students' creativity in
conveying their ideas so that it can be students more confident in
speaking.
The researcher has been observations during online learning
activities, the researcher analyzed that the strategy for delivering
opinions / ideas could not only be done through zooming but also
through WhatsApp groups, the teacher would later provide discussion
topics that would be discussed first by students, so that students would
younger later when conveying their opinion / idea.
4. Sing a song
Sing a song is one of the speaking strategies that can be used
through the online learning process, this strategy is often used by the
teacher because it can create a class that enjoys it, from the results of
data collection through observation and interviews, the researcher has
analyzed the data, before carrying out learning process First the teacher
determined the theme of the song that would be sung by students,
students given 1 same song to sing, before that the teacher asked
students to listen and memorized English song, so students asked to
record the song they sing and send via WhatsApp. This statement was
29
also strengthened by one of the English teachers regarding the sing a
song strategy:
“....Then I use the sing a song strategy because I think this strategy
can be used effectively via zoom and WhatsApp so that students
remember the santences they conveyed.”(Teacher 2)
Based on the results of an interview that the researcher has
conducted on one of the English teachers, the researcher has analyzed
that the teacher used the sing a song strategy to improved students'
vocabulary and improved their prounoncation.
From the results of observations by the researcher during the online
learning process, the researcher has analyzed that the sing a song
strategy can be the class more enjoyable and less tense, this strategy can
be done via zoom or WhatsApp, before students asked to sing them first
would listen the song so that later it be easier for students in its
prounoncation and students also find it easier to practice it because the
song can be heard over and over again.
B. Discusiion
This research focuses on the analysis of teachers’ strategies in the
process of learning English speaking online at SMP N 7 Muaro Jambi. The
researchers collected data by conducting observations and interviews with
2 English teachers. The results of this research, the researchers found
several strategies used by the teacher in teaching speaking online.
30
In this part, the researcher would explain deeply about the finding
and the deliver of research results regarding the strategies that teachers
used in the process of teaching speaking online. Based on the data that has
been collected and the analysis that has been carried out, the researcher
concludes that the teacher used storytelling strategies, dialogue, opinions /
ideas and sing a song in the online learning process because it can be
effective and can be done via WhatsApp and also zoom.
Storytelling is a strategy that teachers used in the online learning
process to tell a story either in the form of experiences, pasts or hobbies.
Storytelling is often used in the teaching and learning process, this strategy
is useful for encouraging students’ imagination, training students' speaking
and be the classroom atmosphere so they don't get bored. This statement is
also strengthened by Asfandiya (2007: 2) storytelling is a creative process
of students in its development, always activating intellectual, sensitivity,
emotional aspects and encouraging students' imagination which not only
prioritizes the ability of the left brain but also the right brain.
Dialogue is a conversation that is held between two or more people
who discuss a problem topic that is done to improve speaking skills, the
application of dialogue strategies can also be done online via zoom. This
strategy is often used by the teacher so that students can be creative with
each other, the used of the dialogue strategy can encourage students to be
more active in speaking and can improve students' vocabulary. This
statement is also strengthened by Al-Nahlawi (2014) dialogue is a
conversation that is carried out between two or more people related to a
certain topic to encourage the creativity of students' speech. In previous
research conducted by anjaniputra A. G. (2013) the use of dialogue
strategies is carried out by playing the roles and characters of students so
that students can dialogue while expressing their ideas creatively.
31
Opinions / ideas are one of the speaking skills in English that
students do to convey their opinions based on what they think, this aims to
make students broader in thinking and giving opinions. This statement was
also conveyed by Olii and Erlita (2011: 39) opinion or statement about the
thoughts or attitudes of a controversial issue. The application of an opinion
/ idea strategy can encourage students' ideas because by exchanging
student opinions it can add to their insights with each other
Sing a song is one of the strategies used in the speaking learning
process where students be asked to memorize a song, the use of this
strategy can also create a more enjoyable classroom situation so that later
students can learn casually, this statement is also strengthened from the
theory. which is conveyed by Kumari (2014: 16) the application of the
sing a song can create a learning process that enjoy it can be used for
developing EFL speaking skills. The sing a song strategy can also be used
in the online learning process because this strategy is easy to implement,
students can practice it via zoom or record and send via WhatsApp.
Compared with the results of using the strategy used by researchers
in previous research on the used of storytelling strategies and opinions /
ideas that are often used by English teachers to improve students' speaking
skills and train students how to convey their ideas properly and correctly,
this strategy is used in addition to the learning process ofline also can be
effectively used during the online learning process, whereas from previous
research that has been done by Gamara Dea (2018) on analyzing strategies
used by teachers in the speaking learning process, teachers often use
strategies to improve student discussions, making storytelling and
interview training. This strategy is more often used because it can increase
student activity so that students are more creative in speaking and
expressing their opinions regarding a material.
32
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter deals with the conclusion and suggestion related to the
research finding and discussion. For this purpose, the researcher will explain the
conclusion of research problems and suggestion to the teacher and for the further
researcher.
A. Conclusion
Based on the result of the study, the researcher found the kinds of
teaching strategy in speaking english on oline learning used by the English
teachers, how the English teachers implemented the strategy on online
learning.
The strategies that are usually used by teachers in the online
speaking learning process, namely the first storytelling strategy is a
strategy where students are asked to tell stories about experiences,
aspirations and hobbies, this strategy aims to encourage students'
imagination when speaking. Second dialogue strategies are conversations
between 2 or more people. This strategy aims for students to be able to
express their ideas through dialogue. The third strategies of giving opinion
/ idea are strategies that provoke students to convey their ideas or what
they think, this strategy aims to encourage the development of students'
reasoning so that students have no difficulty in choosing vocabulary. The
last sing a song strategies where students are asked to memorize a song
and sing it, this strategy aims to create a classroom atmosphere to make it
more enjoyable and improve students' prounons when singing. Some of
these strategies are used by the teacher because they are more effectively
used when learning online.
33
B. Suggestion
Based on the conclusion above, the suggestion related to the research
findings are offered for English teachers and the other researchers. The
researcher hopes that the result of this study can be used as experiences
and reference for the other teachers and researchers.
1. For the English teacher
The teacher must know the character of students in advance in
order to choose what strategies used in the online learning process in
order to be able to be effective. Teachers can use this study as learning
in analing the learning process online.
2. For the other researcher
The researcher expects that the findngs of this research will give
contribution as the source of data to the next research on strategies of
teaching speaking on online learning process and also for the other
researchers to do observation in online learning via WhatsApp, Zoom
and etc, it is recommended to join directly in the learning process.
34
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37
APPENDIX
38
Appendix 1
List of interview
1. Bagaimana pendapat Ibu tentang pembelajaran speaking secara online
selama covid 19?
( What do you think about learning speaking online during Covid 19?)
2. Di masa covid 19 sekarang, bagaimana ibu menyampaikan materi
pembelajaran speaking secara online kepada siswa?
(In this Era covid 19, how do mothers deliver speaking learning materials
online to students?)
3. Strategi apa yang sering ibu gunakan dalam proses pembelajaran speaking
secara online?
(What strategies do you often use in speaking on online learning process?)
4. Apa yang ibu lakukan saat meminta siswa berbicara pada pembelajaran
secara online?
(What do you do when asking students to speak on online learning)
5. Bagaimana ibu mengatasi jika ada siswa yang kurang aktif dalam
pembelajaran speaking secara online
(How do you cope if there are students who are less active in learning
speaking online ?)
6. Bagaiman pendapat ibu, apakah siswa rajin dalam mengerjakan tugas yang
ibu berikan dalam pembelajaran speaking secara online?
(how your opinion, are the students diligent in doing the assignments that
mother gave them in learning speaking online?)
39
No. Question Answare
Teacher 1 Teacher 2
1. Bagaimana pendapat Ibu
tentang pembelajaran speaking
secara online selama covid 19?
( What do you think about
learning speaking online during
Covid 19?)
Menurut pendapat saya
proses pembelajaran
speaking secara online ini
lumayan menantang
karena yg kita tau
speaking itu harus di
praktekkan secara
langsung dan selama covid
19 ini kita tidak bisa
belajar secara tatap muka,
jadi saya harus bisa
mengatur bagaimana
pembelajaran speaking yg
bisa di praktikkan siswa
secara online dan bisa
meningkatkan skill
speaking siswa.
Hmmm baik, menurut
saya pembelajaran
speaking secara online
sangat menuntut guru
untuk lebih kreatif lagi
dalam menyampaikan
materi pembelajaran,
apalagi untuk pelajaran
speaking guru harus
menggunakan media dan
teknik agar siswa tidak
bosan dalam proses
pembelajaran. karena
media yg kita gunakan
dalam proses mengajar itu
sangat berpengaruh
terhadap pemahaman
siswa.
2. Di masa covid 19 sekarang,
bagaimana ibu menyampaikan
materi pembelajaran speaking
secara online kepada siswa?
(In this Era covid 19, how do
mothers deliver speaking
learning materials online to
students?)
kalau saya menyampaikan
materi speaking secara
online ini, saya
menggunakan 2 aplikasi
WhatsApp dan Zoom saat
mengajar, jadi sehari
sebelum saya mengajar
speaking itu saya beri
terlebih dahulu materinya
Dimasa covid 19
sekarang biasanya saya
menggunakan aplikasi
zoom, WhatsApp dan link
YouToube. Jadi sebelum
proses pembelajaran
speaking saya membuat
vidio pengajaran speaking
dan saya upload ke
40
melalui WhatApp group,
seperti di halaman berapa
dan materi apa yg akan di
pelajari, nanti saya rekam
suara saya agar mereka tau
prounontationnya dan
tanda bacanya bagaiman
agar siswa bisa
mempraktikannya
keesokan harinya melalui
zoom.
YouTube, kemudian saya
membagikan linknya
melalui WhatsApp Group
sehari sebelum
pembelajaran berlangsung
agar siswa bisa
mempelajarinya terlebih
dahulu dan saat
pembelajaran berlangsung
di aplikasi zoom saya
menjelaskan kembali
tentang materi yg ada di
video untuk
meningkatkan
pemahaman siswa agar
lebih memudahkan
mereka dalam
mempraktekkan speaking.
3. Strategi apa yang sering ibu
gunakan dalam proses
pembelajaran speaking secara
online?
(What strategis do you often
use in speaking on online
learning process?)
Jika untuk proses
pembelajaran online saya
sering menggunakan
picture untu siswa
mendiskripsikannya dan
juga storytalling agar
siswa bisa berbagi cerita,
dialogue dan opinion
untuk melatih speaking
siswa karena strategi ini
juga efektif di gunakan
dalam pembelajaran online
Biasanya saya sering
menggunakan dialogue
agar kelas lebih asik dan
tidak membosankan,
kemudian saya juga
menggunakan giving
opini/idea untuk
meningkatkan daya pikir
siswa karena saya lebih
suka siswa mengeluarkan
pendapat menurut
opini/ide mereka,
kemudian sing a song
41
karena saya rasa strategi
ini bisa berjalan efektif
digunakan melalui zoom
dan juga agar siswa
mengingat santences yg
mereka sampaikan
4. Apa yg ibu lakukan saat
meminta siswa berbicara pada
pembelajaran speaking secara
online?
(what do you do when asking
students to speak on online
learning?)
ketika saya menyuruh
siswa berbicara biasanya
saya menggunakan
aplikasi zoom, sebelum itu
saya akan memberi contoh
berdialog kepada salah
satu siswa agar siswa yg
lain akan melihat dan lebih
mudah
mempraktekkannya.
saat meminta siswa
berbicara saya tidak
menggunakan aplikasi
zoom saya fikir itu
kurang efektif karena
nanti siswa akan rusuh
melalui zoom, jadi saya
menggunakan WhatsApp
group saat meminta siswa
berbicara, sebelum itu
saya akan membuat
voicenote untuk siswa
agar mereka nanti akan
mudah dalam
pembenaran
prounoncationnya dan
nanti mereka bisa meniru
cara pengucapannya
dengan benar.
5. Bagaimana ibu mengatasi jika
ada siswa yg kurang aktif dalam
pembelajaran speaking secara
online?
(how do you cope if there are
Oke untuk siswa yg
kurang aktif saya biasanya
akan memotivasi mereka
dan memancingnya untuk
berbicara agar nanti saat
terkadang jika ada siswa
yg kurang aktif saya akan
menanyakan sebab
mereka kurang aktif dan
memotivasinya supaya
42
students who are less active in
learning speaking online?)
proses pembelajaran
mereka akan lebih percaya
diri.
mereka lebih aktif.
Terkadang saya juga
sering mengadakan quiz
seperti sesi tanya jawab
agar siswa lebih
bersemangat untuk
berbicara agar mereka
mendapatkan poin.
6. Bagaimana pendapat ibu,
apakah siswa rajin dalam
mengajarkan tugas yg ibu
berikan dalam pembelajaran
speaking secara onine?
( how about your opinion, are
the students diligent in doing
the assignments that you gave
them in learning speaking
online?)
rajin sih karena biasanya
siswa yg tidak
mengerjakan akan ibu
tanya kenapa mereka
tidak mengerjakannya
tetapi itu kembali lagi
kepada siswanya karena
ibu rasa tidak semua siswa
rajin juga dalam
mengerjakan tugas.
ya rajin, tetapi ada juga
beberapa siswa yg
terkendala dalam
mengumpulkan tugas,
seperti tidak mempunyai
kuota dan terkendala
dalam penggunaan
handphone yg meminjam
milik orang tua, jadi saya
biasanya memberikan
konpensasi waktu kepada
mereka untuk menyusul
dalam mengumpulkan
tugas.
43
Appendix 2 Observation
Field Notes of Observation
1. First observation
Date : Tuesday Wednesday 17, 2021
Title : Observation of Teaching English
Class : Grade Eight
a. Opening
1) Teacher share link zoom via WhatsApp group
2) The teacher opens zoom through the laptop and starts learning
The teacher greeted the students by saying “assalamualaikum”
3) The teacher checked the attendance of students.
4) The teacher explained a little about the previous lesson
b. Main activity
1) The teacher explains and provides an example of Share
Experience learning material
2) The teacher asks for students' understanding of the material
that has been jilated
3) After that, the teacher asks students to write their experience
that they will practice to tell it
4) Students one by one will be appointed to tell the story through
zoom (if the time for practice is not enough, students are asked
to polish their storytelling and sent to whatsapp)
44
c. Closing
1) The teacher asks the students' understanding of the material
that has been conveyed again.
2) The teacher closed the meeting by saying “wassalamualaikum
and see you next meeting”
3) The teacher closes zoom
2. Second Observation
Date : Thursday February 18, 2021
Title : Observation of Teaching English
Class : Grade Eight
a. Opening
1) Teacher share link zoom and link google form via WhatsApp
group
2) The teacher opens the zoom through the laptop and starts
learning
3) The teacher greeted the students by saying “assalamualaikum”
4) The teacher explains a little about the previous lesson
b. Main activity
1) The teacher explains that the Bigger learning material is not
always better
2) The teacher asks students' understanding of the material that
has been explained
3) After that, the teacher gives dialogue assignments according to
the textbook to students
4) The teacher first practices with one student
45
5) The teacher asks students to practice pairing with their friends
to have dialogues through zoom
c. Closing
1) The teacher asks the students' understanding again regarding the
material that has been conveyed.
2) The teacher closed the meeting by saying “wassalamualaikum
and see you next meeting”
3) The teacher closes zoom
3. Third Observation
Date : Wednesday February 24, 2021
Title : Observation of Teaching English
Class : Grade Eight
a. Opening
1) Teacher share link zoom via WhatsApp group
2) The teacher opens the zoom through the laptop and starts
learning
3) The teacher greeted the students by saying "Good morning"
4) The teacher check the attendance
5) The teacher explains a little about the previous lesson
b. Main activity
1) The teacher explains the learning material for my uncle is
zookeeper
2) The teacher gives an example describing a picture of an
animal in the zoo
46
3) The teacher asks students' understanding of the material
that has been explained
4) After that, the teacher assigns a task to describe a picture
that is in the zoo based on their idea
5) The teacher asks students to practice it
c. Closing
1) The teacher asks the students' understanding again
regarding the material that has been conveyed.
2) The teacher closed the meeting by saying "see you next
meeting"
3) The teacher closes zoom
4. Fourth Observation
Date : Thursday February 25, 2021
Title : Observation of Teaching English
Class : Grade Eight
d. Opening
1) Teacher share link zoom and link google form via WhatsApp
group
2) The teacher opens the zoom through the laptop and starts
learning
3) The teacher greeted the students by saying "assalamualaikum"
4) The teacher explains a little about the previous lesson
e. Main activity
1) The teacher explains the learning material we got a lot of
history
47
2) The teacher asks the students to write the song lyrics that are
on the package
3) Students are asked to hear the song and repeat the sentence that
the teacher said
4) After that, the teacher tells the students to sing one by one (if
there is not enough time then students will be asked to record
and send it via WhatsApp
f. Closing
1) The teacher corrects a number of pronoun mistakes that the
students say
2) The teacher closed the meeting by saying "wassalamualaikum
and see you next meeting"
3) The teacher closes zoom
48
Appendix 3 pictures
49
50
51
52
53
Corriculum Vitae
Name : M.Rusandi
Gender : Male
Date of Birth : Peninjau, 12 April 1998
Address : Bukit Sulah, kec.Batang Asai, kab.Sarolangun, Prov.
Jambi
Contact : 085368407059
Email : [email protected]
Educatioanl Background
No Level of Educational Addres Graduate Year
1. SD 150 Bukit Sulah Batang Asai, kab. Sarolangun 2011
2. MTS Nurul Falah Batang Asai, kab. Sarolangun 2014
3. Bording School An Nur Tankit, kab. Muaro Jambi 2017