TEACHING SPEAKING USING DIRECT METHOD

This paper is established to fulfil course

TEACHING ENGLISH AS FOREIGN LANGUAGE

Lecturer :

Renita Donasari, M. Pd.

Arranged by:

Muhammad Ali Shohibul Hikam(932216119)

MAJOR TADRIS BAHASA INGGRIS

FACULTY OF TARBIYAH

INSTITUT AGAMA ISLAM NEGERI KEDIRI

2021
 CONTENTS

CONTEXT…………………………………………………………………………………………

CHAPTER 1……………………………………………………………………………………….

INTRODUCTION

A. Background Of The Study………………………………………………………………………

CHAPTER 2

THEORY

A. The Important of theaching speaking …………………………………………........

B. Difficulties In Teaching Speaking………..…………………………………………..

C. Direct Method………………………………………………………………………………

CHAPTER 3

CONCLUSION & SUGGESTION

Conclusion......................................................................................................................

Suggestion……………………………………………………………………………..

REFERENCES

Refrences……………………………………………………………………………..

APPENDICES

Lesson Plan………………………………………………………………………………………..
 CHAPTER I
Introduction

A.Backgound Of The Study

According to Brown (2000, p. 55) the main principles of teaching learning
processes are cognitive, because they are related, especially in mental and intellectual
functions. Teachers are often face with different types and styles of student learning.
Each student also has different English skills. Even when they are separated into groups,
not everyone in the group will get the same English skills.

In learning English cooperation skills are important in learning. Because it can

accelerate learning goals. According to Hamid (2011: 66), basically, a learning in the
group always has better results than individual study or learning independently. However,
we see a lot of students learning limitedly by only listening to the teacher's explanation
and not understanding the content of the lessons being delivered. In this case, students do
not only rely on the teacher in explaining English lessons, but they work together to solve
the problems given. In this way, they will also get many new lessons by sharing between
friends. This group method is also called the cooperative method, the cooperative method
can be define as a structure group learning system. The structure of cooperative learning
includes: positive interdependence, individual responsibility, personal interaction,
teamwork skills, and group processes.

Speaking is the expression that communicative is the exchange between people,

knowledge, information, ideas, opinions, feelings so must be a concept idea and follow,
from what they will say, or it can also be called an act of communication through
speaking generally appears in the interaction phase and agreement as part of a dialog or
rather a verbal exchange. That is the definition of speaking. Since English is either the
international language or the language of the world.

According to Gene and Bada (2005), speaking is an important and basic skill that
helps students learn English to become good readers and writers. Ellis (2003) has also
added that a person's main goal of learning English as a foreign language or second
language is to achieve personal goals in achieving success.

The general speaking problem is a deep experience, lack of confidence,

fluency,little motivation, etc. Students' abilities are essential to their speaking skills.
In this casestudents need to overcome their speaking problems so they will get excellent
speakingperformance.
 CHAPTER II
THEORY

A. The Important of theaching speaking

The Importance of the English Language In these modern days, the whole
world has become a global village and people communicate with each other in a
common language, i.e. English.The English language is spoken all over the world and
it has attained the status of the global language. English is the language widely used
in the field of scientific research, education, business, the internet, travel and
tourism, media and newspapers, software, medicine, engineering, information and
technology, entertainment, banking and so on. English is the language that is used
mostly for business correspondence and internet purposes. It is the only major
language used in writing scientific research articles as more than 85% of the research
publications are in English. It is the international language used for trade and
commerce. Even in the IT field also, most of the programmes are written in English
and even they communicate with their colleagues or other software professionals
those who work around the world in English.Furthermore, most of the books related
to higher education are published in English. Due to several advantages of English,
many people are learning the English language to attain fruitful results in their
respective fields.

Speaking skill is the most important skill to acquire foreign or second

language learning. Among the four key language skills, speaking is deemed to be the
most important skill in learning a foreign or second language. Brown and Yuke
(1983) say, “Speaking is the skill that the students will be judged upon most in
real life situations”. Regardless of its importance, teaching speaking skills have
been undervalued and most of the EFL/ESL teachers have been continuing their
teaching of speaking skills just as memorization of dialogues or repetition of
drills. Nevertheless, the modern world demands for the requirement of
communication skills for the learners and the English teachers have to teach the ELLs
the needed skills so that they will improve their abilities in speaking and perform well
in real-life situations. In the present EFL/ESL teaching environment, oral skills are
completely neglected whereas employability depends more on communication
than technology. As very less priority has been given to the important elements
of language such as phonological, morphological, semantic and syntactic aspects,
it has become a major impediment for the ELLs to acquire the speaking skills
among the learners of English. So far, more concentration has been given to
reading and writing skills. After realizing the importance of oral communication
skills, more emphasis is now laid on developing the speaking skills of the learners to
pursue their studies successfully and excel in their fields once they finish their
education. Moreover, English is the language of getting opportunities for
employment and getting success to achieve the desired goals in life.

B. Difficulties In Teaching Speaking

In teaching speaking in English, it is often encountered some of the difficulties or
obstacles experienced by teachers. The difficulty or hindrance in teaching English is two
categories, internal factors then external factors.
 1. Internal Factor
Internal obstacles or difficulties are sorts of issues that are come from the
students or teachers themselves on instructing and learning speaking abilities.
There are a few dialogs almost issues that come from the body of the students
themselves.The issues commonly ended up as impediments in teaching speaking.
The issues come from the students are local language, age, presentation, natural
phonetic capacity,character, and dialect sense of self, inspiration, and concern for
great speaking.
1) Forget ingredients.

Teachers who forget materials or lack of preparation for teaching. Can be an

influencing factor in teaching speaking.

2) Grammar.
Lack of knowledge related to grammar can also affect learning speaking. Because,
there are many problems that occur in the process of learning speaking, especially
about grammar that is not mastered.
3) Nervous
Nervousness can also be a factor in making it difficult to learn speaking. Because
when we feel nervous, we become less focused, and make us even more afraid to
speak.
4) Vocabulary.
Vocabulary is a basic factor that we must know. When we do not master more
vocabulary, we will be confused and less confident, and will be more confused. And
that is very difficult.

2. External Factor

The viability of teaching speaking does not as it were come from the inner angles of the
students but is additionally affected by outside variables. The competence's understanding of
issues in teaching speaking should be known by the teacher. The Calculate is a regulation
setting that puts English as a second or foreign language in an idea. The setting in which the
language is learned is still considered important to the kind of English a notion will need and
ought to ponder, and the abilities they will have to be procured. The external problems are
the problems that come from the institutional context that puts English as a second or foreign
language in a nation, such as a classroom environment, material, and teacher’s strategy on
teaching speaking skills itself.
1) Supporting devices are not as expected
 When learning to speak, we sometimes need a supporting media. Such as: text, images,
video, audio, etc. For example: the teacher has prepared a picture that will be distributed
to students, the teacher prepares a picture of a tourist spot near their area. The teacher
asks students to describe the place from the picture given to the students. And it turns out
that students do not know about the pictures of the places shown, such as students who
have never visited the place, and make these students less knowledgeable and difficult to
describe.
2) Students who attend are less attentive
Problems like this often occur, not only in the process of teaching and learning speaking.
Students who are less active and do not listen can be the main factor causing difficulties
in learning speaking. When students do not listen to what the teacher says, students will
become confused and find it difficult to practice speaking. Due to the lack of knowledge
that students can get.
3) The class atmosphere does not support the speaking learning process.
The classroom atmosphere can affect the process of learning to speak. For example, a
crowded classroom atmosphere can make students less focused.

C.Direct Method
The direct method in teaching a language is directly establishing an immediate and
audiovisual association between experience and expression, words and phrases, idioms and
meanings, rules and performances through the teachers' body and mental skills, without any
help of the learners' mother tongue.[3]
1. Direct method of teaching languages aims to build a direct way into the world of the
target language making a relation between experience and language, word and idea,
thought and expression rule and performance.
2. This method intends for students to learn how to communicate in the target language
3. This method is based on the assumption that the learner should experience the new
language in the same way as he/she experienced his/her mother tongue without
considering the existence of his/her mother tongue

THE ANALYSIS VIDEO

In this video using speaking skill and Direct Method. The teacher demonstrates using
CD media. In this case, students pay attention and imitate the teacher’s practice. Then the teacher
show the image on the paper.
The teacher explains the material with the help of pictures on paper.
CROSS ROAD GO A HEAD

TURN LEFT

TURN RIGHT

TRAFFIC LAMP T-JUNCTION

HOW TO GO TO THE …. ???

Conversation :

Kia : how to go to the to the theater if we start from town hall ?

Fayola : if we go to the theater we strat from town hall the way is from town hall turn left and go
a head we find cross road and then go a head and we find cross road again.after that go ahead we
find the theater in left side from us.

CHAPTER III
CONCLUSION And SUGGESTION

A.Conclusion
Direct is one of an interesting method for teaching young learner because they directly
practice the command with the practice speaking with help of pictures on the paper. With this
method students will easily memorize and indirectly will be recorded in their memory, because
the direct method is about pronouncing syllables with pictures.

B.Suggestion
There are many methods of teaching English, in this case I use only one method in
teaching. if this method is combined with several other methods it will be more effective in
teaching and the results will be better than before. teaching will be maximized and the
understanding gained by students will also be more absorbed
 REFRENCES
H.douglas,brown.Teaching by principles second
Fahrurrozy M.A.,Ph.D. Teaching English As a foreign Language for teacher
indonesia.
Jack Richard,Richard,Theodore S Rodgers Approach.
Penny Ur, a course in language teaching

https://www.researchgate.net/publication/334283040_THE_IMPORTANCE_OF_
SPEAKING_SKILLS_IN_ENGLISH_CLASSROOMS
 APPENDICES
LESSON PLAN

1. Level : Elementary School

Grade/Semester : The six Grade
Theme : Direction
Skill : Speaking
Method : Audio Lingual Method,direct mothod
Time Allocation : 1x45 minutes

2. The Goal of The Study

Students are able to know, understand, and distinguish about the new vocabulary of
direction and some places.

3. The Objectives of The Study

 Students are able to respond by repeating what the teacher said alod with the
correct pronunciation.
 Students are able to read aloud about the descriptive text of theme
 Students are able to read and share their descriptive text of direction and some
places.

4. The Media of The Study

 The Descriptive Text about direction
 The Picture of place(simple map)

5. The Technique of The Study

 Drill
 Guessing
 Question and Answer

6. Teaching-Learning Procedure

Pre-Teaching (5 minutes)

 The teacher gives greeting to the students.

 The teacher checks the students’ attendance.
 The teacher states the material to be learned.

While Teaching (25 minutes)

 The teacher gives apperception, that is the teacher briefly explains the lesson
about family members.
  The teacher reads the vocabulary of family members repeated by the students.
 The teacher explains the family tree.
 The teacher takes one picture of family members and asks the students to guess
who is he or who is she.
 The teacher chooses one of the students to read the descriptive text of family
members aloud.
 The teacher asks the students to make a descriptive text about family members.
 The teacher chooses one of the students to read their work aloud.

Post-teaching (10 minutes)

 The teacher reviews the material of family members.

 Teacher asks the students’ feeling after learning the topic.
 The teacher closes the class.

7. The Evaluation of The Study

 The teacher asks students one by one about the material that has been discussed.