A DESCRIPTIVE STUDY ON TEACHING-LEARNING PROCESS OF SPEAKING AT THE SECOND SEMESTER OF ENGLISH DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF SURAKARTA IN 2011/2012 ACADEMIC

YEAR

Name Nim Class

: Melia Istighfaroh : A. 320110177 :

BAB I
Background of the Study In the classroom students do their educational activity which is learning, but they also do another activity like playing and socializing with their friends. Classroom is a small miniature of wide society filled with many elements. Classroom is a real social context where its elements (teacher and learner) enter into equally real social relationship each other, but, in the sense of education, it's an artificial environment for teaching, learning, and using a foreign language. The process of teaching and learning is the most common element in the language class. Language teaching, in a simple word, can be defined as the activities which are intended to bring about language learning. It is assumed that language teaching is proposed to help people to learn and use the language. The process of teaching and learning almost occurs in the classroom. Classroom is not a place where the teacher just carries out predetermined routines, but rather than a place where various elements interact one another. These elements are the teacher with their educational background, the students, experience, knowledge, and expectation and also the activity in the classroom. Language learning occurs through meaningful interaction. Interaction, then, will certainly involves students. In other words, it can be said that language learning is a two-way interaction between all the elements in class. Those elements handle the same significant role in deciding whether the learning will achieve its aim or not. Each element cannot dominate

theothers. The teacher, then, handles a significant role in creating an atmosphere that stimulates students to participate in the classroom. The teacher also has to plan certain activities and interactions in order to achieve or produce a particular behavioral outcome. One important element, besides the teacher, is the students that also play many significant roles. In the language classroom, the students can be positioned as object; but sometime they have to put themselves as subject. It means that they are not only as receiver but also as an independent one who can speak up, give ideas, and contribute to language in the classroom. English consists of four language skills, namely listening, speaking, reading, and writing. Teachers should develop these four language skills in order that their students could use the skills to communicate or express their thoughts, feeling, and opinions in English. Speaking is one of the skills in learning English. Speaking is the representation of language orally. Speaking skill is for communicating with other people throughout the world by taking a speaking course. Communication is important in teaching speaking. It should improve student communication skill, because only in that way, student can express themselves and learn how to follow the social culture in speaking class. The teacher usually has some methods in teaching-learning process. Teaching methods are needed in teaching-learning process, especially in teaching speaking. Method is treated at the level of design in which the roles of teachers, learners and instructional materials are specified. When the students are having an idea to speak, they confuse to begin their speaking. They need some guide to speak and to get more idea. In learning English there are four basic skills that must be mastered by the learners. Four skills are equally important, one of them is speaking. Every learner should be able to speak correctly. Speaking correctly is one of the main capitals in learning and teaching language. As a prospective educator, Muhammadiyah University of Surakarta students should have mastered the skill to speak correctly as it will be used to teach. If speaking is not completely mastered by them so it can be a bad mark to them as teacher and it can disturb the teaching learning process that will be done by them soon. There are many students of different semester in the class of speaking II at Muhammadiyah University of Surakarta. It can be original from 2nd semester but it also can be from the higher semester like 4th semester, 6th semester and 8th semester. The original students from 2nd semester is the students that actually exact to get that material in that grade, so teaching-learning methods that used in the university grade still fresh and not really

boring. It will be vice versa with the higher semester. For the 4th, 6th, and 8th semester, speaking 2 is the material that they have got in the past. So that in giving material to them need some new method that can motivate them to learn speaking 2 again with enjoy like what the second semester students fells. If the method and the atmosphere in the speaking 2 teachinglearning class is good, so the students can easily master the material and teaching-learning process can be more efficient. It can increase the students ability in speaking. Many students faced problems in speaking, not only for the novice learners but also the adult learners. The adult learners can be students of university. In English Department of Muhammadiyah University of Surakarta, speaking skill must be mastered at all. It is important to explore the material until it is really understood. Although at the beginning of learning speaking the students have not mastered, students can repeat it at the other time. Based on the background above the writer decides to carry out a research entitled A Descriptive Study on Teaching-learning Process of Speaking at the Second Semester of English Department of Muhammadiyah University of Surakarta in 2011/2012 Academic Year. In this research, the writer limits the methods in teaching-learning process of Speaking II of English Department students of Muhammadiyah University of Surakarta in 2011/2012 academic year. The problem of this research is How is the teaching learning process in Speaking II of UMS in 2011/2012 academic year? Based on the problem statement above, the writer raises some subsidiary research question as follows: 1. What are methods of teaching learning process in speaking at English Department of Muhammadiyah University of Surakarta? 2. What are the strengths and the weaknesses of the method used in teachinglearning process of Speaking II at English Department of Muhammadiyah University of Surakarta?

BAB II

UNDERLYING THEORY Underlying theory in a research is used as material to analyze the data. In this chapter, the writer describes several points of theories that will be used to analyze the data. They are the definition of speaking skill, the components of speaking skill, and teaching speaking. A. The Definition of Speaking Language is a tool which is used to communicate with others. One of the ways is by speaking. Speaking here means the individuals ability in expressing his or her ideas. Because of speaking, individual can express feelings or something he or she directly conveyed. Speaking is one of language arts that are most frequently used by people all over the world. According to Oxford Advanced Learners Dictionary (1986:827) speaking is making use of words in an ordinary voice, uttering words, knowing and being able to use a language; expressing oneself in words; making speech, while skill is the ability to do something well. Therefore, the writer can infer that speaking skill is the ability to make use of words or a language to express oneself in an ordinary voice. In short, the speaking skill is the ability to perform the linguistic knowledge in actual communication. The ability functions to express our ideas, feelings, thoughts, and needs orally. Besides, according to Bailey and Savage (1994:7) in Fauziati (2010: 15) speaking in a second or foreign language has often been viewed as the most demanding of the four skills. So, speaking is the very important skill for human being. The man cant live alone without others because they have social characteristic required by the others help. Their way to get in touch with others is by communicating. B. The Components of Speaking Skill Nurgiyantoro (1987:259-260) states that components of speaking are pronunciation, grammar, vocabulary, fluency, and comprehension. According to Syakur (Syakur, 1987: 3) in http://www.scribd.com/doc/27235175/ Teaching-Speaking-in-a-Classroom there are at least five components of speaking skill: 1. Comprehension For oral communication certainly requires a subject to respond to speech as well as to initiate it. 2. Grammar It concerns with how to arrange to correct sentence in conversation.

3. Vocabulary Vocabulary means the appropriate diction which is used in conversation. 4. Pronunciation Pronunciation is the students way to utter English well and it deals with phonology. 5. Fluency It can be defined as the ability to speak fluently and accurately suited with professional necessity. C. Teaching Speaking According to Oxford Advanced Learners Dictionary (1986:886) teaching is giving instruction; cause to know or be able to do something; giving knowledge, skill; giving lessons. Speaking is making use of words in an ordinary voice, uttering words, knowing and being able to use a language; expressing one-self in words; making speech. Then the writer concludes that teaching speaking is giving lesson in making the use of words in an ordinary voice, uttering words, knowing and being able to use a language, expressing one-self in words making speech. Speaking is the ability caused by the process of communicative competence, pronunciation, intonation, grammar and vocabulary oneself possessed. Tarigan (1986:4) states that increasing listening skill is very beneficial for speaking ability. The students speaking ability depends on how they practice to pronounce from what they have heard. There also many obstacles in learning or practicing speaking skill. Richards and Rodgers (1993:9-10) in Fauziati (2009:35) state that the spoken language is primary and that this should be reflected in an oral-based methodology. Furthermore, oral method was very important in the classroom, especially in the early stages of learning. The theory above provides the starting point of for question and answer work, which requires the student to use the target language. The teacher is expected to speak for foreign languag as the normal means of classroom communication, retaining the mother tongue only for glossing new words, and explaining new grammar points. 1. The Method of Teaching Speaking Teaching speaking connects the students with the basic ability to use the language, to receive and to convey information. Teaching method of speaking that was proposed by Sauveur (1826-1907) in Fauziati (2009:36) was known as the natural method. He used intensive oral interaction in the target language. In his Natural method, he argued that a

foreign language could be taught without translation or the use of the learners native language if the meaning was conveyed directly through demonstration and action. 2. The Classroom Technique in Teaching Speaking Fauziati (2010:18-28) states that there are some activities that include in teaching the speaking skill namely: role-play, games, problem solving, songs and discussion. a. Role Playing Role-play is method to develop speaking skill which is by creating a dramatic situation in a classroom. b. Games Games are activities that can create dynamic, innovative classes, and it suitable not only for children but also for adults. c. Problem Solving Materials which focus on problem solving offer furtheropportunities for students to work in pairs or small groups, to share information and opinions on topics, which are meaningful to them. The basic principle lying behind such activities is that the teacher sets up a situation where there is an information gap among the participants, and this gap has to be bridged either orally or written form. d. Discussion Discussion is done by two or more students; it can be called as group discussion. Fauziati (2002: 134) states that the aim of group discussion is one strategy to improve fluency. Next, the more advanced class, however, can be given a factual article from a newspaper, journal, and the sale brochure of an ear film. e. Song Using song in English foreign language classroom, especially speaking one can be both enjoyable and educational. From a pedagogical standpoint, songs can be incorporated into the classroom for a variety of reasons. Whatever the activity that the teacher uses, it must concern with the development of students interaction and the increasing of their speaking ability. In further, this intends to discuss classroom activities that aim at encouraging communication or interaction between students to talk to each other in pairs or in groups. 3. Objective of Teaching Speaking What is meant by teaching speaking is to teach English language learners to: a. Produce the English speech sounds and sounds patterns. b. Use words and sentence stress, intonation patterns and the rhythm of the second language.

c. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter. d. Organize their thoughts in a meaningful and logical sequence. e. Use language as a means of expressing values and judgments. f. Use the language quickly and confidently with few unnatural pauses, which is called fluency (Nunan 2003). While according to Spratt et.al (2005:35) teaching speaking means developing learners speaking skills by focusing regularly on particular aspects of speaking (fluency, pronunciation, grammatical accuracy, and body language). According to Hughes (2003:113) the objective of teaching spoken language is the development of the ability to interact successfully in the target language, and that involves comprehension as well as production. In addition, the objective of speaking is the students are able to express their feeling such as greetings, apologizing, introducing, etc (Brown and Yule, 1983:27). Based on the theories above, it can be said that teaching speaking is a process of teaching English language in producing, using, selecting, organizing the English speech sounds, sounds patterns, intonation patterns, rhythm of the second language in appropriate words, meaningful and logical sequence as a way to express or judge to develop and provide students with oral productive skill successfully. 4. Media for Teaching Speaking Media are the essential and important parts that must be made in instructional design. As tools for language learning or teaching, media have undoubtedly always facilitated for both instructed and no instructed learners. Gerlach and Donal (1973) states that media have four general purposes; Media can help to simplify the teaching process, and they can help to perfect it, machines allow the teachers practice the principle of object teaching and illustration, by media the use of mother tongue of the students can be reduced, media are instruments of motivation if they are used in such away as to stimulate learning. Besides preparing the material, the teachers also need the interesting media that will be used in the teaching process. In selecting the media, the teachers have to be creative. The media that will be used by the teachers have to be interesting for the students, especially for junior high school student in teaching speaking. For example: video. Teachers can use video in teaching speaking. Through using video it can motivate and increasing students vocabulary also make the students feel enjoy and fun to study. So using video is very helpful for teacher in teaching and learning process. Video that will be given in whilst-teaching and postteaching activity by the teachers.

5. Evaluation Teaching Speaking Skill According to Ur (1996:120), there are four characteristics of a successful speaking activity, they are: 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 pause. b. Participation is even. Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed. c. Motivation 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 in achieving a task objective. 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.

BAB III

RESEARCH METHOD Research method is very important in conducting a research. It is necessary for researchers to apply an appropriate method. At this chapter, the writer describes the type of study, subject of the study, object of the study, data and data source, method of collecting the data, and technique for analyzing data. A. Type of the Study In this research, the write conducts a descriptive qualitative research. It is a type of research which does not use any calculation or enumerating (Moleong, 2006:2-3). Descriptive qualitative research method is one of the two major approaches to research method in social science, which involves and in depth understanding of human behavior in order to categorize data into pattern as a primary basis for organizing and reporting result. By using descriptive research, the writer wants to describe the kinds of method in teaching speaking, the classroom activities, and the problem faced by the teacher in teaching speaking. B. Subject of the Study In this research the writer focused on the teacher and the learners of Speaking 2 at English Department of Muhammadiyah University of Surakarta in 2011/2012 academic year. C. Object of the Study In this research the writer focused on describing all of the activities that happen in the teaching-learning process in Speaking 2 class at English Department of Muhammadiyah University of Surakarta in 2011/2012 academic year. D. Data and Data Source The data of this research are some information in word derived from the observation and interview notes accumulated in the field and those are collected from classroom observation of teaching-learning process and interview with the lecturer, and take some pictures of classroom activities. The sources of the data are: 1. Event The writer observes the situation in teaching-learning process and the students activities in the classroom. 2. Informant

Informant is people who can give information about the situation of the object study. Here, the informant is the Speaking II lecturer of Muhammadiyah University of Surakarta. He is asked some questions about teaching-learning process of speaking. E. Method of Collecting the Data The method used to collect the data is observation and interview. 1. Observation Observation here is the activity to get the data. In this observation, the researcher does observe in the process of teaching- learning speaking process at English Department of Muhammadiyah University of Surakarta. The writer observes the teacher who teaches in front of the class and the interaction among the students with the teachers from the beginning until the end of the lesson. From this observation, the writer gets the data from teaching technique in speaking. 2. Interview This is verbal communication between writer and the teacher to get more information. Besides with the teacher, the writer also does the interview with the students to get more information. F. Technique for Analyzing Data In this research, the writer analyses the data using three steps follows: 1. Arranges and categories the data taken from observation and interview. 2. Performs the classification and the discussion of the data finding of the research in the form of systematic classification in order to be read and learned easily. 3. Draws the conclusion and proposes suggestion based on the analysis.

BAB IV
RESEARCH RESULT AND DISCUSSION In this chapter, the writer is going to present the research result and discussion, which has been collected from the observation and interview. The important point of this chapter is to describe about the method used in teachinglearning process of speaking with its strength and weakness at the second semester of English Department of Muhammadiyah University of Surakarta in 2011/2012 Academic Year. A. Research Result 1. The Method Used in Teaching Learning Process of Speaking From the interview and the observation in the classroom at the second semester of English Department of Muhammadiyah University of Surakarta in 2011/2012 Academic Year, the teaching learning process of speaking is very interactive. Based on the analyzing data, the writer finds just one method and some classroom activity used in the teaching learning process of speaking2. It uses direct method in all classroom activity. Actually, it is a method that use target language totality. In speaking classroom activity, it applies some technique like role play, games, problem solving, discussion and song. The learning does in twelve meeting. One meeting is 1 hour 40 minutes. The material is Speaking 2. In practice, direct method stands for the following principles: (1) Classroom was conducted exclusively in the target language; (2) Only everyday vocabulary and sentences were taught; (3) Oral communication skills were built up in a carefully graded progression organized around question and answer exchanges between teachers and students in small, intensive class; (4) Grammar was taught inductively; (5) New teaching points were introduced orally; (6) Concrete vocabulary was taught through demonstration of objects and pictures, whereas abstract vocabulary was taught by association of ideas; (7) Both speech and listening comprehension were taught; and (8) Correct pronunciation and grammar were emphasized. Thus, teaching method of speaking is related to the concept of oral based methodology, where the activity immediately setting the students speaking competence. So, the specific objective of the language teaching-learning process of speaking at English Department of Muhammadiyah University of Surakarta is to make the students active in target language orally.

The material for teaching speaking at the second semester of English Department of Muhammadiyah University of Surakarta in 2011/2012 Academic Year is Speaking 2. It is a material that depends on the lecturer who teaches in second semester. The lecturer said actually Speaking 2 has purpose just how to increase speaking skill. So, material is not important in Speaking 2. The more important thing is classroom technique to make students interest in speaking up. The success of the process of teaching and learning may also depend on the degree to which the lecturer can provide the content or create the conditions for successful language learning. The teaching uses some tricks, so the students understand what he/she means. Direct Method defines the students roles in speaking teaching learning process. The writer doing the observation eight times with the results: a. First Observation In the first observation the writer found that the lecturer used direct method in his class and collaborated with many classroom activities. But it still found some missing in the implementation of the method; it is about using target language. The lecturer should use the English in all of the conversation in the class, but it still used Indonesian language about 3040%. Although the use of Indonesianlanguage just a little but it still not allowed in that method. It was done because the first meeting is the important time to convey some material for the students and about everything that have to know by the students because it was needed during 1 semester. The lecturer seldom used Indonesian language in order to make the second grade students of speaking understand clearer and easier. Besides, concrete vocabulary and abstract vocabulary was directly explained with Indonesian language because still in process of introduction. The lecturer did not give different atmosphere from speaking 1 in the first meeting of speaking 2. 1) Opening First, after the students were ready in the class lecturer gave some greetings and the students gave responses 2) Previewing In this meeting, the lecturer explained about the material that will do in every meeting, he also introducing the new teaching points orally. 3) Presentation of Material Preparation of material in second semester. a) Self introduction

b) Listening music c) Hometown d) Interview e) Sharing f) Retelling a story behind the song 4) Closing In this meeting the lecturer not only emphasize on the speaking skill but also in listening skill. He made the students closer with English in speaking and listening. To close the meeting, the lecturer asked the students to improve their speaking skills to prepare the next material. The objective of this meeting is to explain the materials that will study in every meeting. Finally he gave greeting and the students responded it. b. Second Observation In the second observation, the lecturer begun to intensive in uses English. The lecturer used Indonesian language just about 20%. It was done because there are some students still confuse with the instruction given by the lecturer. In that meeting, direct method was rather applied well. c. Third Observation In the third observation the lecturer full used direct method. All of the principles of direct method can he combined naturally. Starts from exclusively all of the activities are in the target language; teaching vocabularies, sentences, grammar, pronunciation; and he also delivered all of his ideas orally. 1) Opening In the opening, the lecturer gave some greetings in correct English and the students gave responses correctly. After that the lecturer checked the students attendance by signature the attendance list by students. 2) Previewing Before they begun the lesson, the lecturer told them a story about his hometown in the target language and in the modern conversation style. The lecturer presented the material orally with some related pictures. The material in this meeting was about Hometown. After the lecturer gave the material, he asked to the students to tell about their hometown one by one in front of class.. 3) Presentation of Material Hometown is the city or town where one grew up, or the place of ones principal residence. It is not to be confused with birthplace, although the two can be the same place. It can also

about everything that has the city, such as foods, market, entertainment, public station etc. With telling about hometown, someone can feel happy and proud to his / her hometown. 4) Closing Finally, to close the meeting, the lecture asked the students to improve their grammar and pronunciation. The objective of this meeting is accustoming English speaking. And than he gave greeting and the students responded it. d. Fourth Observation In this observation the students prepared to autonomously learning or active learning. The lecturer just gave some directions and than gave them many time to explore their ability, monitoring and gave the score for the students in the end. The lecturer did not applied all of the principles of direct method like teaching vocabularies, sentences, grammar, and pronunciation because the lecturer wants to know how far the students ability to conscious with their own mistakes and also aware and gave some correction of their friends mistakes. But the other principles like uses full English, introducing new teaching points orally and teaching both speaking and listening are done well. 1) Opening First of all, after the students were ready in the class, the lecturer gave some greetings and the students gave responses. Like usual classroom was conducted in target language. 2) Previewing In this meeting, the lecturer introduced the teaching points orally. The lecturer gave direction to make pair with their friend. The activity in that day is interview. They will give many times by the lecturer to make interview. It can about everything related to his/her partner. During the class, the students are not allowed to use Indonesian language, so the interview is full in English. 3) Presentation of Material An interview is a conversation between two or more people where questions are asked by the interviewer to elicit facts or statements from the interview. The students have interview about everything. 4) Closing Actually in every meeting the lecturer is not only emphasize in speaking, but also in listening. The students are accustomed not only to speak up their ideas with their own ability but also listen their friends ideas and their friends comment for themselves. Finally, teacher told the students to prepare for midsemester test on next week and the material was about Interview.

e. Fifth Observation In the fifth observation the lecturer still used direct method in his teaching-learning process. During the teaching-learning process all of the students and the lecturer are have to use English for their communication. With that technique, he also can teach the students about the vocabularies, grammar, and pronunciation, fluency of speaking English inductively. In this observation, the direct method cant use well because the students are still broke the rules with sometimes use Indonesian language in their discussion. 1) Opening Like the meetings before, in English, after the students were ready in the class lecturer gave some greetings and the students gave responses. Before begin their lesson, the lecturer ask some questions to the students about the definition of problem according to the students. In the middle of conversation, there are some mistakes with the sentence structure of the students answer. The lecturer corrects it and gave some explanation. 2) Previewing The first thing that the lecturer do is gave direction about everything that will be done in that day to the students in English. It means that new teaching points were introduced orally and it done according to the students ability to catch the meaning of the direction. The lesson for that meeting is sharing. The lecturer asked the students to make some groups in the class. He make 5group in his class according to the students blood type; A, B, AB, \O and unknown blood type. Every group have different amount of number. After that the lecturer asked the students to make discussion and share about their problems with his or her partner in their own group by English speaking skill. It was about how they shared their problems. During the sharing activity held the lecturer just monitoring them. If the lecturer found some students make mistakes like speaking in Indonesian language, the lecturer help them to speak English well. The difficult vocabularies will explain by the lecturer using an action or in the other explanation using simple English. Although the lecturer do that, but the students still use Indonesian language hidden, the direct method cant effectively used to that topics because the students are enjoy to sharing with their friends in Indonesian language. According to the lecturer it does not a big problem. 3) Presentation of Material Sharing is conversation between two or more people to share something, such as problem of life, happiness, working, love, family etc. 4) Closing

To close the lesson, the lecturer gave some review of all the activities in that day. The lecturer asked the students to accustom their English speaking and listening to make their English skill increase faster. The lecturer also asked the students to seek other sources to learning English, because learning English is not only orally but also written. Finally, he gave greeting and the students responded it. f. Sixth Observation In the sixth observation the lecturer applied all of the principles of direct method well. All over the activities in the classroom were done in English, from the opening until the closing of the class. The teaching-learning process was never translated but with some demonstrate, never explain but action, never made a speech but asked question much, never spoke with single word but used sentences, the lecturer never spoke too much but made the students spoke much, never spoke too slowly but normally, never spoke too quickly but spoke naturally, never spoke impatient but take it easy. The lecturer wants to make the last of the speaking 2 material more enjoyable but still followed the rules and got the objective of speaking. 1) Opening After the students were ready in the class lecturer gave some greetings in English and the students gave responses in English. 2) Previewing Before the lesson was begun, the lecturer asked some questions to one of the students about her favorite song and what her reason. The student answers it but she found some difficult vocabulary. She tried to ask to her friend but the lecturer not allow it and asked her to try again with her own sentences or some act and demonstrate. After that the lecturer ready to introduce the teaching points, of course in English and orally. He explained what they will do in that meeting. Like in plan of the last meeting the lecture gave the students a song. The lecturer wants to give some refreshing with enjoy the song but still practice the speaking ability. The lecturer played a song and asked some students to came in front of class to tell the other students about their own story that have a close relation with the song that played by the lecturer. The lecturer gave instruction in English and the students have to use English too in their explanation. 3) Presentation of Material Song is music within lyric. The lyric usually tells about something, maybe about love, broken heart, life, even politics. In this material, the lecturer gives the student west song, title When I see you smile by Bad English.

4) Closing When closing, the lecturer emphasized to the students to speak correctly. It doesnt matter to speak slowly but still fluent, in English, use correct grammar and pronunciation. It is important to try every day. It will be best if it is usually practiced. Finally, to close the meeting, the lecture asked the students to improve their speaking skills by themselves and he gave greeting and the students responded it. g. Seventh Observation In this observation the writer found that the lecturer couldnt apply all of the principles of direct method because the class is not effective. There is just an explanation to prepare the final test next week. In that meeting the lecturer is more active than the students. The class is conducted in English. The lecturer opened the class by greeting and the students responded it with correct English. Then he checked the students attendance by calling one by one. In this meeting is no material and just review all the material because the next meeting is final test. The lecturer seldom asked to the students about the last materials. The students also answered it but not spoke too much. Although the teaching-learning process is not effective but the lecturer still emphasize the students grammar and pronunciation. It showed when he made some correction to the students answer. The material of final test is one of the materials that have been studied before. Finally, lecturer told the students to study and prepare for final test next week. The teacher closed the session by greeting. h. Eighth Observation The meeting was used to do final test, so, there was no teachinglearning process. The materials for this final test were about the last material by drawing. The materials was self introduction or someone, hometown, interview, and sharing. First, lecturer gave some greeting asking the students whether they are ready for this test or not. The lecturer called one by one to choose the material. The test was orally in full English depending on the material that was chosen by drawing. The lecturer took the score considered the comprehension in order to adjust principle of direct method such as grammar, vocabulary, pronunciation, and fluency. The lecturer closed the session by greeting. 2. Strength and Weakness The Direct Method, also called the Natural Approach, developed towards the end of the 19th century. It represents are critical reaction to the teaching methods of the ancient

Grammar Translation Method which produced knowledge about language rather than knowledge of language. The general goal of the Direct Method is to provide learners with a practically useful knowledge of language. They should learn to speak and understand the target language in everyday situations. By implementing Direct Method, there are some benefits: a. The student becomes more active during the teaching learning process. b. The student is more involved. c. The student can usual to listen and speak the target language. d. Makes student brave to speak the target language. Although Direct Method has some benefit but it also has some weakness, they are: a. During group work activity, the teacher cannot control all the language used, so the students sometimes make mistake. b. Difficult to control the class. c. The student that has less skill of the target language is late to follow. d. Makes the time of meeting limit if any student that cant speak well. B. Discussion The objectives of teaching speaking at the second semester of English Department of Muhammadiyah University of Surakarta in 2011/2012 academic year is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to comprehension, grammar, vocabulary, pronunciation, fluency and to observe the social and cultural rules that apply in each communication situation. It is also to enable the students in understanding that English is as a means of communication and to enable the students in being active in practicing English language. The use of direct method can bring the students to be easy in studying English. The system of teaching learning process is student-centered that concerns the students need, interest and pleasure. The general goal of the direct method is to provide learners with a practically useful knowledge of language. They should learn to speak and understand the target language in everyday situations. The teaching methods recommended by the new reform movement followed logically from the emphasis on providing a useful knowledge of target knowledge, because that can only be developed by the direct use of the target language in class. The writer observes the percentage of teaching listening at the first year student only 30% from the total materials available and 70% for classroom technique in teaching speaking. It is about 90% because speaking is the first skill that must be mastered by the

students in direct method. So, speaking skill cannot be neglected in this composition of teaching English. The listening activities in the students individual are about 50% and grouping is about 50%. From this data it can be concluded that this portion is enough because the speaking activity will be integrated with other English skills. But, the writing activity is reduced. The stress is in speaking and listening activity. The teacher always uses English in teaching learning process (about 90%) and uses Indonesian language (10%). The material as a component of speaking course should be prepared. It needed to make learning strategy that can increase speaking skill and make the students interest. It is like individual and grouping activity. Individual activity can make the student more active and grouping is to do discussion. The media that functions as a helping learning process also must be considered. Tape is one of the media that use in Speaking 2. It is an innovation to improve the speaking skill.

BAB V
CONCLUSION AND SUGGESTION A. Conclusion Based on the research result, the writer concludes that the implementation of teaching speaking using direct method at the second semester of English Department of Muhammadiyah University of Surakarta in 2011/2012 Academic Year as follows: 1. The method used by teacher The method used in the teaching-learning process of speaking II is only direct method. It is one of the methods that are suitable to conduct teaching speaking. The use of direct method can make the student more active to speak English in the classroom. 2. The strength and the weakness of the method a. The strengths 1) It can make the student more active. 2) It can make the student more involved. 3) It can make the student more familiar with the target language. 4) It can make the student have more confidence to speak up. b. The weaknesses 1) It cant be controlled by the teacher in a large group. 2) It is rather difficult to apply in a large class. 3) It makes the student that has less skill cant follow the other. 4) It needs many times because most of the student needs long time to understand. B. Suggestion Dealing the conclusion above, the writer would like to give some suggestions as follows: 1. To the teacher a. The teacher conducts classroom exclusively in the target language. So, they must have good speaking skill. b. The teacher has technique to make everyday using vocabulary and sentences. New teaching points were introduced orally. c. The teacher is competent in grammar and pronunciation. d. The teacher must understand well the media used in teaching speaking whether she will use live presentation or demonstration.

2. To the student a. The student must prepare the material first, such as learning vocabulary before they join in the class. b. The student should practice to speak English every time. c. The student must pay attention during the lesson. d. The student must have good self confidence, in order they can follow the speaking course. e. The students should learn grammar and pronunciation. 3. To the other researchers To enlarge the research of speaking not only in the university, but it can be tried to the public school.