Author (Penulis)

AMIR HAMZAH
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

11.1.01.08.0016

Abstract

ABSTRACT Speaking is an important skill that must be acquired by students to master all English skills because it indicates the students’ proficiency in learning English. Speaking needs special treatment even though it can be learn naturally, without appropriate instruction and activity to practice it, students will be difficult to have good proficiency of speaking. Therefore, the teacher must be able to manage the class as it becomes an important point of teaching in a classroom includes what the teacher and students must or must not do in the classroom. Moreover, an effective teaching and learning process occur in the classroom that has good management. This research adopted descriptive qualitative and it is applied case study research design because it investigated a single case that was classroom management conducted by English teacher of SMP PGRI 1 Kediri at the eighth grade students in teaching speaking. The data were collected through observations, interview, and documentation which are focused on classroom management in teaching speaking. To analyze the data, the researcher used three components such as data reduction, data display, and conclusion drawing or verification data. There are some findings of the research. In teaching speaking, the English teacher provided some kinds of activities to deliver material about asking, giving, and rejecting help namely drilling, pairing work activity, discussion, and role play. In presenting the activity, the teacher used some physical environment of the classroom management such as organizing the students, seating arrangements, materials construction, speaking activities, using teaching media, evaluation or feedback and the roles of teacher in teaching speaking. For seating arrangement, teacher used orderly row to manage students’ position. And the teacher’s voice was audible. Meanwhile, in managing the activities was also supported some roles of the teacher. The teacher took place as controller, participant, director, facilitator, and teacher as resource. In relation to the findings above, the writer suggests some advices: (1) The teacher must manage the students noisy during in the teaching and learning by considering the rules (2) The teacher must motivate and encourage the passive students by giving opportunity and reward (3) the teacher should provide an interesting and various activities in teaching speaking that can make students enjoy and interest in learning process. Key word: Speaking, Teaching Speaking, Classroom Management

Keyword

a

Reference

PUBLISHED

2016-02-09

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

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