CHAPTER III DISCUSSION. This chapter contains all activities of the writer during practice of teaching

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1 CHAPTER III DISCUSSION This chapter contains all activities of the writer during practice of teaching in SMP Muhammadiyah 03 Semarang starting from observing the classes up to making evaluation of the students examination. During the observation classes, the writer was guided by the English teacher in the seventh and eighth of SMP Muhammadiyah 03 Semarang, Ms Titin Apriyati, S.Pd. 3.1 The Observation Students in a big class are often afraid to speak up because they think they will say something stupid in front of the class, or that what they have to say is not important, or that they really have nothing useful to contribute. This case also happens in the seventh and eighth grade of SMP Muhammadiyah 03 which each class consists of students. Therefore, the writer structures activities for activation and opinion exchange, she tries to keep the following in mind: It s not necessary for the teacher to hear everything that is being said or see everything that is being written. Students should be allowed take about issues of real interest to them. The activity should offer many choices of expression. 16

2 Teaching Speaking in the Seventh Grade In the first two meeting of PBL (the study field), the writer just paid attention to what the English teacher did during the teaching-learning process and what kind of approach she was used. The writer sat down on the corner of the class and took a note all activities done by the teacher. Ms Titin Apriyati, S.Pd as an English teacher of the seventh and eighth grade often uses Communicative Language Teaching (CLT) as an approach of her teaching. She sometimes opens the class with praying, if the schedule was in the first hour of all schedule the day, then continued by greeting. She always greets her students by the same words every meeting. Good morning, everybody? How are you today? and then the students also replied with the usual answer. Good morning, Ms Titin. I m fine, thank you. And you? I m fine too, she said. After checking the students attendance, she asked her students to open the English student worksheet Cute published by CV Cahyaning Surya. The worksheet was the product of the English teachers organization of Semarang city and it was a compulsory reference book for junior high school in Semarang. The first 20 minutes, Ms Titin and the students discussed about shopping. She brought some pictures connecting with the topic, such as the picture of vegetables, fruits, stationary, clothes, and household items. She said that by using picture in the teaching-learning process, it will help the students easier in learning English. She is one of the creative teachers who use any aids in her teaching in order to make her students be fun in learning English.

3 18 The next third meeting was the writer turn to teach. The topic that will be discussed was about Imperative Sentences. Before starting the lesson, the writer greeted the students. In order to make the students got the different circumstance, the writer started the lesson by sing a song related to the topic. The lyrics are, One-Two buckle my shoe, Three-four shut the door, five-six pick up stick, seven-eight lay them straight, nine-ten begin again (back to One-two ) The students looked enthusiastic and happy in repeating the song and then they sang the song together. After saying the last word of the song, the writer asked about the students feeling. Most answers were they felt happy and enjoyed the lesson. They said that English subject was not a terrible thing anymore. They began enjoying the subject. The next step, the writer explained about the meaning of imperative sentence, and then she showed the students which one the sentence in the lyrics of the song that included in the imperative sentence. The purpose of her teaching was how the students can speak in English as their means to communicate with other people, either in the classroom or outside. Therefore, she emphasized the students to pronounce each word correctly by repeating after her, and then continued by practicing with the partner in front of the class or outside the room if they want. Before the time was over, the writer gave the conclusion of the topic and the students any time to share what the difficulties they encounter during the teaching-learning process. The next meeting, the writer took another approach. The topic was sleepways of sleeping, sleeping experience etc. First of all, the writer talks about sleep,

4 19 about nightmare, or about someone she has seen sleep walking. She got students to give her as much sleep vocabularies as they can (e.g. dream, nightmare, walk in your sleep, heavy sleeper, light sleeper). The students then work in pairs to plan question for their sleep questionnaire and the writer went around helping when necessary. A simple student questionnaire might end up looking like this: SLEEP QUESTIONNAIRE How many hours do you normally sleep?.. Are you a light sleeper/ heavy sleeper? Have you ever.. Yes No Talked in your sleep Walked in your sleep? Had a nightmare? The students went around the class questioning other students and noting down what they say. While they were doing this activity, the writer listened and prompted where necessary and she then got them to tell the class of any interesting experienced they have uncovered. Encouraging the students to get up and walking around talking to other classmates (not only the one they were sitting next to) has many advantages. It varies the classroom periods, allows people a bit of physical movement, and provides a welcome variety of interaction. The writer hopes that students can

5 20 design and use surveys and questionnaire about any topic smoking, TV watching, feelings and emotions, musical preference etc. 3.3 Teaching Speaking in the Eighth Grade The English teacher of the eight grade of SMP Muhammadiyah 03 Semarang is Ms. Titin Apriyati S.Pd. She is responsible for two of five classes in the seventh grade and 2 of 5 classes in the eighth grade. The same way as used in teaching the seventh grade, in the first meeting Ms Titin introduced the writer to the students. The time then used to collect the homework that was given in the previous meeting. The teacher wrote down the answers on the whiteboard and discussed them one by one. She appointed some students to read loudly the sentences. During the activities, she also walked around the class to warn some students who make crowd in the class. The next meeting was the writer turn to teach the class VIIIB. The topic that would be discussed was about making telephone calls. In conveying the lesson, she used the aids telephone toys and the reference book from Tim MGMP (English Teachers Organization Team) of Semarang, and others book that deal with the curriculum of the year. The purpose of using aids was to help students easier to understand the topic and to be familiar with the parts of telephone. In addition, the aids usage made the students more interested in learning English. Before asking the students to do practice, the writer explained the formal and informal ways of how to make telephone calls. It is divided into three parts;

6 21 starting, stating the purpose and ending the conversation. The materials that given were below: 1. Starting Conversation a. Formal 1) Could I speak to? 2) May I talk to..? b. Informal 1) Can I talk to.? 2) Is there? 2. Responds Yes, may I ask who is calling? Yes, who is calling? Yes, just a moment. Who is calling? 3. Stating the purpose of calling I m calling to. The purpose of my calling is to. 4. Ending the conversation Nice talking to you Nice to talk to you again. After explaining the materials, the writer gave examples of conversation covering the three parts of making telephone calls. She also asked the students to open their worksheet because there were such conversations in it. Some students

7 22 asked the difficult words which were found in the text. The writer then wrote down the words and discussed them by explaining the meaning, function in the sentence, and how to pronounce them. The other activity that the writer had done in her teaching was discussion activity. The writer started by asking individually students to name the last film they saw. Did they enjoy it? Was it funny? Serious? Violent? Frightening? The replies she got at this point will be fairly monosyllabic, but at least the topic has been introduced and the students were enjoying thinking about movie. The writer then said that the class was going to concentrate on the issue of violence in films. Is there too much? Does it matter? Should anything be done about it? She put the students into groups. In one group, the students have to think and make a note about the level of violence in films and what effects it might have. In another group, students have to think and make a note about ways of stopping the portrayal of violence in films. In another group, students have to think up reasons why the level of violence in films is quite justifiable and unworrying. The last meeting with the students of seventh and eighth grade, the writer reviewed all material that had learned together and made evaluation of their speaking skill by did activities; practicing dialog, read loudly and discussion. From the observation in the two classes, the writer found that the application of the CLT in teaching speaking caused several impacts to the students such as the students more motivated in study English and they made good progress in their speaking skill either inside the classroom or outside.