Makalah Teaching Speaking

PERENCANAAN DAN PENGAJARAN BAHASA INGGRIS MAKALAH SUSILAWATI, M.Pd

TEACHING SPEAKING IKA DEWI KURNIAWATI

: 201212500558

PENDIDIKAN BAHASA INGGRIS FAKULTAS BAHASA DAN SENI UNIVERSITAS INDRAPRASTA PGRI TAHUN 2015

PREFACE 1

First at all, give thanks for God’s love and grace for us. Thanks to God for helping me and give me chance to finish this assignment timely. And I would like to say thank you to Mrs. Susilawati, M.Pd as the lecturer that always teaches me and give much knowledge about planning and teaching English language. This assignment is the one of English task that composed of how to teach speaking. I realize that this assignment is not perfect, but I hope it can be useful for us. Critics and suggestion is needed here to make this assignment be better. Hopefully we as a student of “ UNIVERSITAS INDRAPRASTA PGRI ” can be better in “TEACHING SPEAKING” in class and our future.Thank you.

Jakarta, 21 Mei 2015 TheWriter

TABLE OF CONTENT

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RESUME………………..…………………………………………………………i PREFACE………………..…………………………………………………….…ii CHAPTER 1 :BACKGROUND OF STUDY A. Description

Situation………...

…………………………………………………………1 B. Formulation of the problem……………………………………….………1 C. Purpose of the Problem………………..………………………………..…1 CHAPTER II :THEORY OF STUDY A. Definiton of teaching speaking………………..……......…………...……1 B. Three areas of knowledge to learn speaking English……..………………2 C. Purpose of Teaching Speaking……………………..………..……………2 CHAPTER III :DISCUSION A. Definiton of teaching speaking……………..………………..……...……3 B. Three areas of knowledge to learn speaking English……….….…………3 C. Purpose of Teaching Speaking………………..………...………..…….…4 CHAPTER IV : CLOSING A. CONCLUSION……………………………………………………………5 B. OPINION…………….……………………………………………………5 SOURCES……………...…………………………………………………………6 ATTACHMENT A. Lesson Plan of Teaching Speaking...…………………………...………iii

CHAPTER 1 BACKGROUND OF STUDY

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A. Description Situation Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication. And there are three areas of knowledge to learn speaking english like mechanics, functions and social and cultural rules and norms. In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation. B. Formulation of the problem From the above background problems can be formulated as follows : 1. Definiton of teaching speaking 2. Three areas of knowledge to learn speaking English 3. Purpose of three areas of knowledge to learn speaking English C. Purpose of the Problem 1. To knowing Definiton of teaching speaking 2. To knowing The three areas of knowledge to learn speaking English 3. To knowing Purpose of three areas of knowledge to learn speaking English.

BAB II THEORY OF STUDY

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A. Definiton of teaching speaking Teaching speaking is to teach our learners To Produce the English speech sounds and sound patternsUse word and sentence stress, intonation patterns and the rhythm of the second language

B. Three areas of knowledge to learn speaking English



Mechanics (pronunciation, grammar, and vocabulary ).



Functions (transaction and interaction ).

 Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants).

C. Purpose of Teaching Speaking To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output.

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CHAPTER III DISCUSION

A. Definiton of teaching speaking According to Grognet A.G (136:1997) Speaking is one of the skills that have to be mastered by students in learning English. Speaking is an essential tool for communicating. Hornby (1995: 37) defines that speaking is the skill that the students will be judged upon most in real-life situations. It is an important part of everyday interaction and most often the first impression of a person is based on his/her ability to speak fluently and comprehensively. So, as teachers, we have a responsibility to prepare the students as much as possible to be able to speak in English in the real world outside the classroom. Speaking is a crucial part of second language learning and teaching.The mastery of speaking skills in English is a priority for many second- language or foreign-language learners.Our learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their spoken language proficiency. Teaching speaking is to teach our learners To Produce the English speech sounds and sound patterns.Use word and sentence stress, intonation patterns and the rhythm of the second language.Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter. B. Three areas of knowledge to learn speaking English 

Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation.

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

Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building).



Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.

C. Purpose of Teaching Speaking The goal of teaching speaking 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 faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation. To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output. Language input comes in the form of teacher talk, listening activities, reading passages, and the language heard and read outside of class. It gives learners the material they need to begin producing language themselves. Structured output focuses on correct form. In structured output, students may have options for responses, but all of the options require them to use the specific form or structure that the teacher has just introduced. In communicative output, the learners' main purpose is to complete a task, such as obtaining information, developing a travel plan, or creating a video. To complete the task, they may use the language that the instructor has just presented, but they also may draw on any other vocabulary, grammar, and communication strategies that they know. In communicative output activities, the

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criterion of success is whether the learner gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message. CHAPTER IV CLOSING

A. CONCLUSION

Speaking is one of the skills that have to be mastered by students in learning English. Speaking is an essential tool for communicating. For the teacher of English speaking, who are going to apply teaching speaking should be responsible to pay attention to some instructions to relate their teaching material to the real experience. So that the students can connect their speaking ability and experience in their daily

B. OPINION The goal of teaching speaking in today’s world is to improve students communicative skills because only in that way, students can express themselves and learn how to follow the social and culture rules appropriate in each communicative circumstance.

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References

http://www.nclrc.org/essentials/speaking/spindex.htm http://shohib-everything.blogspot.com/2012/01/how-to-teach-speakingskill.html http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html http://www.slideshare.net/apamipale/the-principles-of-teaching-speaking http://www.nclrc.org/essentials/speaking/goalsspeak.html

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah Mata Pelajaran Kelas/Semester Materi Pokok Alokasi Waktu

: SMAN 1 Semarang : Bahasa Inggris/Wajib : X/1 :2. Apoligizing / Forgiving : 1 x pertemuan (90 menit)

A. Kompetensi Inti: KI 1

: Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2

: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli

(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3

: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4

: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

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B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. 2.1.

Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.

3.2 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya. 4.2 Menyusuntekslisandantulisuntukmengucapkandanmeresponpujianbersayap, denganmemperhatikanfungsisosial, strukturteks, danunsurekebahasaan yang benardansesuaikonteks.

C. Indikator 1.1.1 Menunjukkan kesungguhan belajar bahasa Inggris dalam berkomunikasi tentang pujian dan perhatian dengan guru dan teman. 2.1.1 Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam melaksanakan komunikasi tentang pujian dan perhatian. 3.2.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapanmemuji bersayap (extended) serta responnya. 4.2.1 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap (extended).

D. Tujuan Pembelajaran 1.1.1 Siswa dapat menunjukkan kesungguhan belajar bahasa Inggris dalam berkomunikasi tentang pujian dan perhatian dengan guru dan teman dengan tepat. 11

2.1.1Siswa dapatmenunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam melaksanakan komunikasi tentang pujian dan perhatian dengan tepat. 3.2.1 Siswa dapat mengidentifikasi fungsi

sosial, struktur teks, dan unsur

kebahasaan pada apologizing / fogiving serta responnya dengan tepat. 4.2.1 Siswa dapatmenyusun teks lisan dan tulis untuk mengucapkan dan merespon apologizing dengan tepat.

E. Materi Teks lisan dan tulis untuk apologizing / forgiving 1. Fungsi sosial: Menjaga hubungan interpersonal dengan guru, teman dan orang lain. 2. Ungkapan: “I’m sorry”. “I beg your pardon “. “I apologize for saying that”. “ It’s O.K “. “Don’t worry about it”.

3. Unsur kebahasaan: Ucapan, tekanan kata, dan intonasi. F. Metode Pembelajaran: group discussion, role play

G. Media, alat, dan sumber pembelajaran 1. Media

:teks apologizing / forgiving

2. Alat

:bukusiswa

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3. Sumber Pembelajaran :Bukusiswa

H. Langkah-langkah kegiatan pembelajaran KegiatanPe mbelajaran Pendahuluan

Deskripsi

Wa

1. Guru memberi salam kepada siswa,

ktu 5

2. menanyakan kabar siswa,

me

3. memberi arahan kepada ketua kelas untuk memimpin nit do’a, 4. mengecek kehadiran siswa. Inti

Mengamati:

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1. Guru membimbing siswa untuk mengamati contoh me tekspercakapan

yang nit

menunjukkanungkapanapologizing / forgiving. 2. Gurumemintadua

orang

siswauntukmempraktikkantekspercakapanmenunju kkanungkapanapologizing / forgiving. Mempertanyakan: 1. Guru memintasiswauntukmengerjakan exercise no 3 halaman 10. 2. Guru

membimbingsiswauntukbersama-

samamembahasjawabanuntukexercise

no

3

halaman 10. Mengeksplorasi: 1. Guru membimbingsiswauntukkembalimereviewteksperc

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akapandanmengidentifikasiungkapanapologizing / forgiving. 2. Guru membimbingsiswamengenaliberbagaiungkapanunt ukapologizing / forgiving. dalamberbagaikonteks. Mengasosiasi: 1. Guru memintasiswauntukberpasanganmembuatteksperc akapanberisiungkapanapologizing / forgiving. Mengomunikasikan: 1. Guru

meminta

siswa

untuk

berpasangandengantemannyamempraktikkanteksp ercakapan yang telahdibuat di depankelas. Akhir

1. Guru memberi arahan dan bimbingan siswa 10 menyimpulkan materi yang telah dipelajari.

me

2. Guru memberikan tugas terstruktur individu

nit

3. Guru menjelaskan rencana kegiatan pembelajaran pada pertemuan selanjutnya.

I. Penilaian 1. Jenis/teknik Penilaian : Pengamatan dan Unjuk Kerja 2. Bentuk Instrumen : lembar pengamatan dan tes Instrumen : a. Instrumen penilaian sikap spiritual (lembar pengamatan terlampir)

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b. Instrumen penilaian sikap sosial (lembar pengamatan terlampir) c. Penilaian pengetahuan dilakukan dengan : Tes Tertulis (soal terlampir) d. Penilaian penerapan dilakukan dengan penilaian rubrik (lembar rubrik terlampir)

3. Pedoman Penskoran : (terlampir)

Semarang, Agustus 2014 Mengetahui Guru pamong

Dra. Setyati,MM NIP. 19670201 199203 2 007

Mahasiswapraktikan

Bob Septian NPM 11420207

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