TEACHING STRATEGIES APPLIED BY SPEAKING LECTURERS TO HELP STUDENTS DEVELOP THEIR SPEAKING SKILL (A CASE AT ENGLISH DEPARTMENT MUHAMMADIYAH UNIVERSITY OF PURWOREJO IN ACADEMIC YEAR 2014/2015
Abstract
ABSTRACT
The objective of the study is to investigate and describe the teaching strategies
applied by the speaking lecturers to help students develop their speaking skill. In
analysing the teaching strategies the researchers use Kumaravadivelu theory
based on macro-strategies which derived from postmethod. Based on postmethod
teacher/lecturer should create their own strategy for teaching the language by
considering the students’ characteristics and classroom situation to maximize the
result of teaching objectives.
The research participants of this study are students who have speaking class and
the lecturers who teach speaking class of the second and the fourth semester. The
research participants are students of Class A of the second semester, Class C and
E of the fourth semester. Three lecturers of Speaking are Ms. Semi Sukarni, M.Pd.
the lecturer of Academic Speaking, Mr. Tusino, M.Pd, Bi the lecturer of
Speaking for everyday communication, and Mr. Edi Sunjayanto, SS, M.Pd
another lecturer of Academic Speaking. To collect the data on the teaching
strtegies the researchers use a research instrument namely class observation. The
researchers record the teaching learning process by using video recorder and
prepare observation sheet and checklist to note the lecturers’ teaching strategies.
The record of teaching process is trancribed and analyzed for the use teaching
strategies.
The reseult of the study shows that (1) based on the lecturer observation checklist
the first lecturer applied ten teaching strategies, while the second and the third
lecturer applied six strategies; (2) based on the students’ perception that the first
lecturer always applies Strategy 1, Strategy 2, Strategy 3, Strategy 5, Strategy 8
and Strategy 10 and she sometimes applies Strategy 4, Strategy 6, Strategy 7 and
Strategy 9 in her Speaking class. The second lecturer always applies Strategy 1,
Strategy 2, Strategy 3 and Strategy 7 and he sometimes applies Strategy 4,
Strategy 6, Strategy 10. He also applies strategy 8 and 9 in his speaking class but
the frequency is not significant. The third lecturer applies the speaking strategies
but the frequency of the application of each strategy is not significant; (3) In
relation to the last macro-strategy: Raising cultural consciousness, the issue of
multiculturalism has not been covered in the three speaking classess.
Keyword: teaching strategy, postmethod, macro-strategies, speaking skills
The objective of the study is to investigate and describe the teaching strategies
applied by the speaking lecturers to help students develop their speaking skill. In
analysing the teaching strategies the researchers use Kumaravadivelu theory
based on macro-strategies which derived from postmethod. Based on postmethod
teacher/lecturer should create their own strategy for teaching the language by
considering the students’ characteristics and classroom situation to maximize the
result of teaching objectives.
The research participants of this study are students who have speaking class and
the lecturers who teach speaking class of the second and the fourth semester. The
research participants are students of Class A of the second semester, Class C and
E of the fourth semester. Three lecturers of Speaking are Ms. Semi Sukarni, M.Pd.
the lecturer of Academic Speaking, Mr. Tusino, M.Pd, Bi the lecturer of
Speaking for everyday communication, and Mr. Edi Sunjayanto, SS, M.Pd
another lecturer of Academic Speaking. To collect the data on the teaching
strtegies the researchers use a research instrument namely class observation. The
researchers record the teaching learning process by using video recorder and
prepare observation sheet and checklist to note the lecturers’ teaching strategies.
The record of teaching process is trancribed and analyzed for the use teaching
strategies.
The reseult of the study shows that (1) based on the lecturer observation checklist
the first lecturer applied ten teaching strategies, while the second and the third
lecturer applied six strategies; (2) based on the students’ perception that the first
lecturer always applies Strategy 1, Strategy 2, Strategy 3, Strategy 5, Strategy 8
and Strategy 10 and she sometimes applies Strategy 4, Strategy 6, Strategy 7 and
Strategy 9 in her Speaking class. The second lecturer always applies Strategy 1,
Strategy 2, Strategy 3 and Strategy 7 and he sometimes applies Strategy 4,
Strategy 6, Strategy 10. He also applies strategy 8 and 9 in his speaking class but
the frequency is not significant. The third lecturer applies the speaking strategies
but the frequency of the application of each strategy is not significant; (3) In
relation to the last macro-strategy: Raising cultural consciousness, the issue of
multiculturalism has not been covered in the three speaking classess.
Keyword: teaching strategy, postmethod, macro-strategies, speaking skills
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