TUTOR’S STRATEGY OF TEACHING SPEAKING TO NON ENGLISH

DEPARTMENT STUDENTS IN ENGLISH TUTORIAL PROGRAM IN YEAR

2021/2022

RESEARCH PAPER

Submitted as a Partial Fulfillment of the Requirements

for Getting Bachelor Degree

in Department of English Education

Proposed by

ARINDA SALSABILA DAMAYANTI

A320180133
SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2022

APPROVAL

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 APPROVAL

METACOGNITIVE STRATEGY USED BY THE SECOND GRADE STUDENTS OF

SMA BATIK 2 SURAKARTA IN DEVELOPING ENGLISH SPEAKING SKILL

RESEARCH PAPER

By:

Destria Rizky Ramadhani

A320180131

Approved to be examined by consultant

School of Teacher Training and Education

Muhammadiyah University of Surakarta

Consultant,

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 MAULY HALWAT HIKMAT, Ph.D

NIDN. 0613066801

ACCEPTANCE

METACOGNITIVE STRATEGY USED BY THE SECOND GRADE STUDENTS OF

SMA BATIK 2 SURAKARTA IN DEVELOPING ENGLISH SPEAKING SKILL

Has been prepared and compiled by:

Destria Rizky Ramadhani

A320180131

Accepted and approved by The Board Examiners

On 11 November 2022
And declared to have fulfilled the requirements

The board examiners:

1. Mauly Halwat Hikmat, Ph.D.

(Head of Examiner) ( )

2. Dra. Rini Fatmawati, M.Pd.

(Member1 of Examiner) ( )

3. Suharyanto, S.Pd, M.Ed.

(Member2 of Examiner) ( )

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 Dekan

Prof. Dr. Sutama, M.Pd

NIDN: 0007016002

STATEMENT OF ORIGINALITY

I am the researcher, signed on the statement below:

Name : Destria Rizky Ramadhani

NIM : A320180131

Department : Department of English Education

Title : METACOGNITIVE STRATEGY USED BY THE SECOND GRADE

STUDENTS OF SMA BATIK 2 SURAKARTA IN DEVELOPING
ENGLISH SPEAKING SKILL

This work has not previously been submitted for a degree or diploma in any
university. To the best of my knowledge and belief, the research paper contains no material
previously published or written by another person except where due reference is made in the
research paper itself.

I convey this statement truthfully, and if in the future problems arise over the
publication of the work, I am able to bear the consequences.

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 Surakarta, November 2022
The researcher

Destria Rizky Ramadhani

A320180133

MOTTO

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 The researcher dedicated this research to:

1. Allah Subhaanahu Wa Ta’aala.

2. To my family.
3. All of my friends.
4. To myself.

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 ACKNOWLEDGEMENT

Assalamu’alaikum Warahmatullahi Wabarakatuh

All the praises be to Allah, the Lord of the 'Alamin. Praise be to Allah the almighty
God. Who always gives blessings, grace, and help to me, without which this thesis might not
be completed. Shalawat and greetings we extend to the Prophet sallallaahu 'alaihi wassallam
who has brought us to a bright time. In completing this thesis, I feel very grateful to many
people for their help, guidance, and support. Therefore, I would like to express special thanks
to:

1. Prof. Dr. Sutama. M.Pd., as the Dean of the Faculty of Teacher Training and Education,
University of Muhammadiyah Surakarta, who has given approval for this research pa
per.
2. Titis Setyabudi, S.S, M.M., as the Head of the Department of English Education, Unive
rsity of Muhammadiyah Surakanta. Who has given permission to write this research
3. Susianti Subari, S.Pd, M.Ed., as Secretary of the Department of English Education, Uni
versity of Muhammadiyah Surakanta.
4. Mauly Halwat Hikmat, Ph.D., as my consultant, for his immeasurable hard work, help,
guidance, and patience, as well as for sharing his ideas, knowledge, and time during
my writing process.
5. Dra, Rini Fatmawati, M.Pd., as the examiner.
6. Suharyanto, S.Pd. M.Ed., as the examiner.
7. Thanks to Muhammadiyah University of Surakarta.

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 8. All lecturers, who have educated me well, and all staff, for their assistance during my
studies and completion of my thesis:
9. To my beloved father and mother, thank you for giving all the opportunities as well as
prayers and support.
10. My beloved sister and brothers. Thank you for praying for support and encourageme
nt.
11. My big family who have sincerely prayed.
12. For my friends who always help, accompany and facilitate in all matters in compiling t
he thesis Asa, Evia Sopya, Astri Mutia, Iqma, Candra, Klara, Yulita, Siti.
13. Thank you to all of the class of 2018 friends who have been kind and willing to accom
pany me during the lectures.
14. The Second Grade Students of SMA Batik 2 who provides inspiration and a way to wr
ite a thesis.
15. The best and most comfortable cafe, D’fosso, and Couvee.
16. And all parties who cannot be mentioned one by one, I thank you very much, this is
mean a lot.
17. To myself: thank you for not giving up, proving that you can do it, and always improvi
ng yourself. You finally have something to be proud of.

The author realizes that this research is still far from perfect, even though without all
of you this work might not have been possible and completed. And also I would like to thank
the readers who have been willing to provide input in the form of suggestions or constructiv
e criticism to make this paper better. The researcher hopes that this research paper can be u
seful for everyone.

Wassalamu’alaikum Warahmatullahi Wabarakatuh.

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 ABSTRAK

Destria Rizky Ramadhani. A320180131. METACOGNITIVE STRATEGY USED BY

THE SECOND GRADE STUDENTS OF SMA BATIK 2 SURAKARTA IN
DEVELOPING ENGLISH SPEAKING SKILL. Skripsi. Fakultas Keguruan dan Ilmu
Pendidikan. Universitas Muhammadiyah Surakarta 2022.

Destria Rizky Ramadhani, A320180131

[email protected]

Mauly Halwat Hikmat, Ph.D

[email protected]

Tujuan dari penelitian ini adalah untuk mengidentifikasi strategi metakognitif yang
digunakan siswa kelas dua SMA dalam mengembangkan keterampilan berbicara di SMA
Batik 2 Surakarta dan mendeskripsikan penerapan strategi dalam mengembangkan
keterampilan berbicara di SMA Batik 2 Surakarta. Data dari penelitian ini memberikan
informasi tentang strategi pembelajaran yang digunakan oleh siswa kelas dua SMA untuk
mengembangkan keterampilan berbicara mereka. Keabsahan data dalam penelitian ini
didasarkan pada teori reliabilitas antar penilai. Hasil penelitian ini menunjukkan bahwa
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strategi pembelajaran bahasa taksonomi O'Malley digunakan oleh siswa dalam proses
pembelajaran berbicara. Strategi metakognitif yang digunakan meliputi self-management,
self-monitoring, delay production, dan self-evaluation.

Kata kunci : strategi metakognitif, strategi pembelajaran, keterampilan berbicara.

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 ABSTRACT

Destria Rizky Ramadhani.A320180131. METACOGNITIVE STRATEGY USED BY THE

SECOND GRADE STUDENTS OF SMA BATIK 2 SURAKARTA IN DEVELOPING
ENGLISH SPEAKING SKILL. Skripsi. Fakultas Keguruan dan Ilmu Pendidikan.
Universitas Muhammadiyah Surakarta 2022.

Destria Rizky Ramadhani, A320180131

[email protected]

Mauly Halwat Hikmat, Ph.D

[email protected]

The objectives of this study are to describe (1) techniques implemented by the Tutor of ETP
in teaching speaking, (2) difficulties faced by the Tutor of ETP in teaching speaking. The
writer took the tutors of ETP in English Department. The writer also interviewed to the tutor.
The writer found that the techniques used by the tutors in teaching speaking are question-
answer, role-play, and game techniques. The problems faced by the student are (a) the lack of
basic English is because the students speak more of their native language than English. (b)
the students lack of confidence to use English because they are afraid of mistakes and shy. (c)
their less motivation in studying English makes them hard to focus and understand the
material. (d) the lack of their time to study English in college.

Key words : techniques, teaching, speaking

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 TABLE OF CONTENT

APPROVAL 2

ACCEPTANCE 3

STATEMENT OF ORGINALITY 4

MOTTO 5

DEDICATION 6

ACKNOWLEDGEMENT 7

ABSTRAK 9

ABSTRACT 10

TABLE OF CONTENT 11

CHAPTER I 13

INTRODUCTION 13

A. Background of the Study 13

B. Limitation of the Study 16
C. Problem Statement 16
D. Objectives of the Study 16
E. Benefits of the Study 16

CHAPTER II 17

LITERARY REVIEW 17

A. Previous Study 17

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 B. Theoretical Review 20
1. Components of Speaking 20
2. Micro and Macro Skills of Speaking 21
3. Technique in Teaching Speaking 23
4. Principles of Speaking 26
5. Strategies of Teaching Speaking 26
6. Difficulties of Teaching Speaking 27

C. Theoretical Review 28

CHAPTER III 29

RESEARCH METHOD 29

A. Research Type 29
B. Research Subject and Object 29
C. Data and Data Source 29
D. Technique for Collecting Data 30
E. Technique of Analyzing Data 30
F. Data Validity 30

CHAPTER IV 31

FINDINGS AND DISCUSSIONS 31

A. Findings 31
1. The strategies used by the Tutor of ETP in teaching speaking 31
2. The difficulties faced by Tutor of ETP in teaching speaking 34
B. Discussions 36
1. The strategies 36
2. The difficulties 37
3. The solution 39
CHAPTER V 40
CONCLUSION AND SUGGESTION 40
A. Conclusion 40
B. Implication 41
C. Suggestion 41
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REFERENCES 43

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 CHAPTER I
INTRODUCTION

A. Background of The Study

Speaking is one of four language skills, which is basic function of languages as com
munication instrument. Speaking is an important skill in communication. Most of people
in the world use speaking skill to communicate with other people every day. As students
in English Department, speaking has been more important skill than other. (Tarigan, 199
0) defines that “speaking is a language skill that is developed in child life, which is produc
ed by listening skill, and at that period speaking skill is learned.”. Recently the proposal te
st, students must to begin with pass the TOEFL test. The full score of the TOEFL test is 40
0, in case the score is less than 400, the student must rehash it until it comesto 400. In ex
pansion, English is additionally a necessity for work applications. Nearly all employments
requirethe information of English language particularly for universal companies. Althoug
h information of the English language is insomecases not a rerequisite, experts who can
ace the English language are favored.
Since of the importance of acing English for students, Muhammadiyah University of
Surakarta started to prepare its students with fundamental English abilities and begun as
modern students in 2015. The Organized for the Improvement of Basic Sciences and Lang
uages (LPIDB) at Muhammadiyah University of Surakarta has set up an English Tutorial P
rogram (ETP) which advertised to to begin with and moment semester understudies. Acc
ording to Dwi Harjanti (2015) as the chairman, he expressed that "the creation of an Engl
ish language instruction program starts with an assessment of the execution of English la
nguage educating, and the comes about of the assessment appear that students' talking
capacities are found." Therefore, the English Study Program points to get ready you to tal
k with students in arrange to secure great English. The objective is that when a student g
raduates, at slightest amid an meet for a work in an office or company, he or she will be a
ble to communicate in English.
Starting with the 2015 first year recruits, instruction in English I (English for Academ
ic Purposes) and English II (Standard English Exam Preparation) will be given in and out o
f the classroom. Classroom instructors, called English instructors, are driven by English in

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structors and facilitated by the Organized for Basic Languange Sciences Development (LPI
DB). Out-of-class mentoring, called the English Language Educating Program or English In
structing Program, may be a obligatory program for all understudies in all resources at M
uhammadiyah University of Surakarta, and is led by a mentor who may be a senior (third
semester) and over, those who have experienced preparing. When conveying learning m
aterials the English Tutorial Program takes put each Saturday exterior school hours for 13
weeks (taking after instruction in Al-Islam and Muhammadiya subjects).
With respect to the normal exercises of the ETP, among other things are learning b
asic English to all students at the starting of the semester, both written and spoken Englis
h, with the point of improving knowledge and certainty within the propensities of comm
unication with students by tutors, the tutors are chosen among the third semesters or o
ver, who are students of Muhammadiyah University of Surakarta, and gotten preparing fr
om the College level of English Language which is an yearly event of ETP. Each year ETP h
as yearly occasions such as: A Social Gathering Presents a day of ETP teachers' art exhibi
tions to academia and the general public, exhibiting teachers' work in musical poetry, da
nce, sound and theater. and other English traditions.In addition, there's thehEnglish Tuto
rial Program Cup an yearly event for students who get help from the ETP program which i
ncludes a friendly competition between students to progress their English and certainty.
The competitions that will be included within the EnglishhTutorial Program Cup incorpor
ate storytelling, speeches, poetry reading and expository news coverage, and the champ
s will be enrolled and shown on the site and UMS TV. At the conclusion of the semester, t
he ETP comes about will be a component of the English test with a weight of 30%. The co
mprehensive ponder component comprises of: 5% participation, 30% midterm, 35% last
exam and 30% instructional exercise.
In accomplishing succeess in a lesson, a appropriate educating procedure is require
d. Concurring to (David, 1976) states that “In the world of instruction, the methodology c
an be translated as a arrange, strategy,or arrangement of exercises outlined to accomplis
hes a specific instructive goal”. Teaching strategy could be a arranging of choice of ways t
hat will be used by teachers in learning exercises where within the learning handle is cen
tered on student exercises. Choice of such ways is done by considering the circumstance
and conditions, learning assets, needs and characteristics of students experienced in arra

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nge to realize successful and effective learning targets. According to (Sidjabat, 2001) “tea
ching techniques are a common approach in instructing and not so point by point and va
ried...” in this way, this startegy can moreover be called as a procedure to execute the lea
rning prepare, which serves to communicate the substance of learning to students and gi
ve data or materials that students have to be show execution such as works out and tests.
In relation to teaching strategies that should be known by teachers such as: learnin
g organizing procedures, learning conveyance procedures, and learning administration te
chniques. (Reigeluth et al., 1977) specified that “The organizing technique of learning ma
y be a structual methodology, which alludes to how to grouping and synthesize truths, co
ncepts, strategies, or standards relating to a learning substance the learning organizing m
ethodology is partitioned into two parts, specifically large scale organizing methodology t
o organize the in general grouping of subject matter (more than one idea), whereas small
scale organizing procedure could be a procedure for orchestrating the arrange of serving
for a single thought (concept, guideline, etc.).
English Tutorial Program is the primary movement organized by Muhammadiyah U
niversity of Surakarta in preparing all students so that all students get essential knowledg
e around english. In this manner, the researcher is interested to do investigate on the inst
ructing technique utilized by guide to the lesson in ETP exercises. ETP program have two
module book that common use for teaching-learning class. The module had 12 unit mate
rials :
a. Transportation
b. Positive and Negative Features, Making Comparison, Lifestyle Changes, and Expr
essing Wishes
c. Talking About Food, Expressing Like and Dislike, Describing a Favorite Snack, and
Giving a Step-by-step Instruction
d. Describing a Vacation Plan, Giving a Travel Advice, and Planning a Vacation
e. Requesting, Complaining, Apologizing, and Making Excuses
f. Describing Technology, Giving Instructions, and Giving Suggestion
g. Describing Abilities and Skills, Talking about Job Preferences, and Describing Pers
onality Traits
h. Writing a Cover Letter for a Job Application

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 i. Writing Instructions/Directions/Procedures
j. Writing a Complaint About a Product or Service
k. Writing a Report of Activities
l. Writing an Abstract of an Article

The tutors for ETP are selected by their points in English subject and only students in
third semester or higher can applied to become a tutor of ETP. The students for ETP Prog
ram are non English Departments. In this research, researcher wants to investigate the st
udents from Sport Education at Muhammadiyah University of Surakarta.

B. Limitation of the Study

Based on the research problem above, the writer limited the study only in teaching
strategies undertaken by the tutor of ETP in academic year 2021/2022 in teaching spea
king and the problem found by the Tutor of ETP in teaching speaking.

C. Problem Statement
1. What are the strategies used by the Tutor of ETP in teaching speaking?
2. What are the difficulties faced by the Tutor of ETP in teaching speaking?

D. Objectives of the Study

1. To analyze the teaching strategies used by the Tutor of ETP in teaching speaking.
2. To identify the difficulties that faced by the Tutor of ETP in teaching speaking.

E. Benefits of the Study

1. Theoritical Benefits

The benefit theoritically in research on instructional delivery strategy is

expected to be useful for the next researcher who can be used as a reference in
completing the task eventually.

2. Practical Benefits

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 The benefit of practical use in research on instructional delivery strategy is
expected to be useful for students to develop their ability to speak English. This
research is also expected to be useful for teachers in determining a good strategy in
the delivery of learning to students. In addition, this research is also expected to be
useful for universities in developing the English language skills to students.

CHAPTER II

LITERATURE REVIEW

A. Previous Study
The first study was taken from (Putri, 2020) with title Factors That Influence The Pr
oblem Faced by Students of English Tutorial Program (ETP) in Performing Speaking at M
uhammadiyah University of Surakarta. This research aims at describing the factors that i
nfluence the problems faced by students of ETP in performing speaking at Muhammadiy
ah University of Surakarta. The purpose of this research is to find out the factors that infl
uence students problem in performing speaking. It was a descriptive qualitative researc
h. The research subjects are the students of ETP. The research methods were online inte
rview, questionnaire, and documentation. The results of this research indicate that there
are 3 factors that influence by problem faced on students in performing speaking, includ
ing; 1) inhibition, 2) low or uneven participation, and 3) nothing to say (lack of motivatio
n).
The second study was taken from (Akbar, 2018) with title Problems Facing Adult Le
arners in Learning Speaking at English Education Department Universitas Muhammadiy
ah Surakarta. This researcher aims to describe the problems encountered by adult learn
ers in English Education Department, UMS. Adult learners refers to the 7th semester wh
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o have been learning english for 3.5 years in the department. This research is qualitative
descriptive research. The object is the problems faced by students in the 7th semester o
f English education at Universitas Muhammadiyah Surakarta in learning to speak English
and how the students solve these problems. To obtain the data, the researchers applied
interviews, observation, and questionnaire to the students. To analyze the data obtained,
the researcher employed. The results of this study indicate that (1) the problems faced
by the 7th semester students of English education at Muhammadiyah University of Sura
karta are the limited number of vocabulary, lack of knowledge of grammar, and poor pro
nunciation. (2) the causes of students are having difficulty in speaking English are lack of
confidence, the overuse of mother tongue, and age factor. (3)the strategies applied by st
udents in dealing with the problems in speaking English are watching movies, listening t
o music in English, through social media, getting used tospeaking English with anyone, b
eing more active in class, and using the google translate application, using u-dictionary s
o that it can be justified when the pronunciation is wrong.
The third study was taken from (Afrilliani, 2019) with title An Error Analysis on Oral
Production Made by Non-English Department Students in English Tutorial Program (ETP)
Under Teacher Training and Education Faculty at Muhammadiyah University of Surakart
a in 2018/2019 Academic Year. This study focuses on the types of speech errors by the s
econd semester of non-English Education Department students in the English Tutorial Pr
ogram (ETP) under the Teacher Training and Education Faculty and the Speaking teachin
g techniques used by tutors. The purpose of this study is to find out the types of speech
errors committed by students and discover the techniques used by tutors to teach speak
ing. The subjects of this study were 30 second semester students and 10 ETP tutors fro
m the Muhammadiyah University of Surakarta. This type of research is descriptive qualit
ative. The results showed the types of errors are silent pause, filled pause, repeats, retra
ced, interjections, and stutters and the techniques used by tutors are multiply vocabular
y, reading with loud voices, grammar, conversations, feedback, role plays, build confiden
ce, games and discussion.
The fourth study was taken from (Indah Purwaningsih & Wijayanto, n.d.) with title
Strategies of Teaching Speaking in English to Desa Bahasa Sragen’s Students. This resear
ch is aims to find out the teachers’ strategies of teaching speaking. The researcher used

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and the teachers’ interview to collect the data. The finding shows that there are three st
rategies are used at Desa Bahasa Sragen, they are: cooperative activities, creative task a
nd drilling.
The fifth study was taken from (Budiarsih, 2015) with title Teaching Techniques Us
ed By Tutors In English Tutorial Program (ETP) At Universitas Muhammadiyah Surakarta.
This study aims to describe the teaching techniques used by tutors in teaching speaking
in English Tutorial Program (ETP) at Universitas Muhammadiyah Surakarta. The subject o
f this reseach was 10 tutors of ETP (English Tutorial Program) and 20 students. This resea
rch used qualitative method. The qualitative data were obtained through observation an
d interview. The data were analyzed through data reduction, presentation of data and c
onclusion drawing. This study used theory proposed by Harmer (2005) in analyzing the t
eaching speaking teachnique. The result of the research showed that there were three t
eaching speaking techniques that tutors used in teaching speaking skill in ETP, namely, r
ole-playing technique, discussion technique and presentation technique.
The sixth study was taken from (Fatmawati, 2011) with title Communication Strate
gies Used by English Department Students of Ums in Speaking Class. This study is carried
out to describe the communication strategies used by students of Speaking III of English
Department, Muhammadiyah University of Surakarta. The study is also intended to give
some contribution for the betterment of teaching speaking. The data of this research ar
e in the form of excerpts transcribed from the student’s speech or conversation in Speak
ing III. The result is the writer suggest teaching communication strategies as part of the s
peaking lesson. Since communication strategies is a device for the students to survive in
conversation even with vocabulary restriction.
The seventh study was taken from (Prasetyo, 2018) with title The Implementation
Of Presentation Technique For Speaking Skill At The Third Semester Students Of Dee Ums
In Sega Extracurricular Program. The purpose of this research is to investigate the imple
mentation of presentation technique for speaking skill at the third semester students of
DEE UMS in SEGA extracurricular program. The type of this research is descriptive qualit
ative research. The respondents of this research is the third semester students of DEE U
MS in SEGA The writer collected the data through an interview. The result of this researc
h shows the implementation of presentation technique for speaking skill at the third se

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mester students of DEE UMS in SEGA extracurricular program; 1) Teaching speaking thro
ugh presentation in SEGA’s class is full of obstacle, 2) Teaching speaking through present
ation is merely method, 3) Teaching SEGA is more to the practice and speaking skill.
The eigthth study was taken from (Maulidar et al., 2019) with the title Teacher's St
rategies in Teaching Speaking for Cadets. This study aims at finding the strategies used i
n teaching speaking and the problems faced by the teacher during a teaching process at
BP2IP Malahayati Aceh. It also investigated the students’ responses toward the teacher
s’ strategies by involving two English teachers and two classes of 58 students. To gain th
e needed data, the writers used classroom observation, interview and questionnaire as r
esearch instruments. The results showed that the teachers used five strategies in teachi
ng speaking for cadets in BP2IP Malahayati Aceh, namely: role play, drilling, games, desc
ribing picture, and also discussion group. Moreover, three common obstacles were foun
d during teaching process; limited vocabulary, improper pronunciation, and less confide
nt of the students. This study also showed that students’ responses towards the strategi
es were positive.
The nineth study was taken from (Prasetya, 2016) with title Teaching Techniques U
sed by Tutor in English Tutorial Program at Muhammadiyah University of Surakarta. This
research aims at identifying techniques are used by tutor, the purpose of the techniques
used and tutor’s roles in teaching learning process in English Tutorial Program (ETP) UM
S. This research is descriptive research. The subjects of this research are students of Clas
s DD of FEB UMS. The object of the study is teaching techniques used by tutors in Englis
h Tutorial Program (ETP) UMS. The techniques used are lecturing, role play and giving as
signment. Different techniques show different purposes of the expected achievement.
The tenth study was taken from (Sari, 2015) with title Strategies In Communicatio
n Used By English Department Students In Muhammadiyah University Of Surakarta:A Ca
se Study In Saturday English Gathering (SEGA) Program. This research describe about th
e type, the frequency and the dominant type of communication strategies used by Engli
sh Department students in Muhammadiyah University of Surakarta in Saturday English
Gathering (SEGA) program. Data of the research are taken from students of Saturday En
glish Gathering (SEGA) program. The object of this study is communication strategies us
ed by the fourth semester students when they were speaking English in Saturday English

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 Gathering Muhammadiyah University of Surakarta in 2015 period. The data are the tran
script of students’ utterances in SEGA. The data are taken by observation, recording and
transcribing, note taking, the last validity and reliability. The researcher uses descriptive
qualitative research by Celce-Murcia Taxonomy of CS. The result of data analysis the res
earcher found 4 types with 10 subtypes of communication strategy that used by the stu
dents in SEGA program UMS.
After reviewing the previous studies, the researcher discovers some differences. T
he researcher uses tutors’ of ETP from English Departments which become a tutors of E
TP for Departments of Sport Education. In this research, researcher only use descriptive
qualitative. From the perspective of the research subject, several previous studies, inclu
ding Prasetya, uses students of Class DD of FEB UMS and Sari uses students of SEGA in f
ourth semester. (Maulidar, 2019), and (Indah Purwaningsih & Wijayanto, n.d.) uses stud
ents’ from outside of Muhammadiyah University of Surakarta.

B. Theoretical Review
In the theoretical review contained such as Components of Speaking, Micro and Ma
cro Skill, Technique of Teaching Speaking, Principles of Speaking, Strategy of Speaking a
nd Difficultie of Speaking.
1. Components of Speaking
According to (Syakur, 2007) there are elements of speaking, as follows :
a. Pronunciation
Pronunciation is one of important skills needed in speaking English. We ca
n know someone’s intentions and goals when speaking with the correct pronu
nciation. Pronunciation has some definition.
According to (Ann Cook, 2012), pronunciation is the spoken sounds of vow
els, consonants, and combination. We can conclude that pronunciation is how
someone can speak the vowels, consonants and combine of it to produce the
word or sentence correctly with learning pronunciation. Toward pronunciation
we are able to identify the speakers. We can also know if someone is the nativ
e or not by his pronunciation.
b. Grammar
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 (Nelson, 2001) stated that “grammar is the study of how words combine t
o form sentences:. From the statement above we can say that grammar have a
n important rule that is needed for the students to combine correct sentences
in conversation.
According to (Batko, 2004) “grammar refers to the fundamental principles
and structure the language, including clear and correct sentence construction
and the proper forms of words”. It can be concluded that the function of gram
mar is to arrange the correct meaning of sentences based on the context and i
t is used to avoid misunderstandings in communication.
c. Vocabulary
Turk (2003) argued that “In spoken language, the vocabulary tends to be a
familiar and everyday”. It means that when we are speak and doing conversati
on we always used vocabulary. Vocabulary is a basic building of language learni
ng. Students need to know words, their meanings, how they are spelt and how
they are pronounced.
d. Fluency
Fluency can be defined as the ability to speak fluently and accurately. Flue
ncy is the aim of speaking skill of many language learners. Signs of fluency incl
ude a reasonable fast speed of speaking and only a small number of pause. Th
ese signs indicate that the speaker does not have to spend a lot of time searchi
ng for the language items needed to express the message (Brown, 1997).

2. Micro and Macro skills of Speaking

(Brown, 2004) explains that a list of speaking skill can be drawn up for the p
urpose to serve as a taxonomy of skills from which we will select one or several th
at will become the objectives of an assessment task. The micro and macro- skills t
otal roughly 16 objectives to asses in speaking are described. The micro-skills, to p
roducing the smaller chunks of language such as phonemes, morphemes, words, c
ollocations, fluency and phrasal units. The macro-skills imply the speaker’s focus o
n the larger elements: accuracy, discourse, style, cohesion, nonverbal communicati
on, and strategic option as follows:

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A. Micro-skills :
a. Producing difference among English phonemes and allophonic variant.
b. Producing chunks of language of deferent length.
c. Producing English stress patterns, words in stressed and unstressed positi
ons, hythmic structure and intonation contours.
d. Producing reduced forms of words and phrases.
e. Using an adequate number of lexical units words to accomplish pragmatic
purposes.
f. Producing fluent speech at different rates of delivery.
g. Monitoring one’s own oral productions and use various strategic devices-
pause, fillers, self-corrections, backtracking-to enhance the clarity of the
massage.
h. Using grammatical word classes noun, verb, etc, system e.g., tense, agree
ment, and pluralization, word order, patterns, rules, and elliptical forms.
i. Expressing a particular meaning in different grammatical form. k Using co
hesive devices in spoken discourse

B. Macro- skills :
a. Accomplishing appropriately communicative function according to situati
ons, participants, and goals.
b. Using appropriate styles, registers, implicative, redundancies, pragmatic c
onventions, conversation rules, floor keeping and- yielding, interrupting,
and other sociolinguistics features in face to face conversations.
c. Conveying links and connections between events and communicating suc
h relations as focal and peripheral ideas, events and feelings, new informa
tion and given information, generalization and exemplification.
d. Conveying facial features, kinesics, body language, and other nonverbal c
ues along with verbal language.
e. Developing and using a battery of speaking strategies, such as emphasizin
g key words, rephrasing, providing a context for interpreting the meaning

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 of words, appealing for help, and accurately assessing how well your inter
locutor is understanding you.

As researcher considers designing task for assessing spoken language, these

skills can act as a checklist of objectives. While the macro-skills have the
appearance of being more complex than the micro-skills, both contain ingredients
of difficulty, depending on the stage and context of the test-taker. commit to user
20 Referring to the above elaboration, in assessing speaking skill the researcher
has to pay close attention to two main skills as essential substances of speaking
skill namely micro-skill and macro-skill. The micro-skill is concerned to produce
the smaller chunks of language such as phonemes, morphemes, words,
collocations, fluency and phrasal units. While, the macro-skill implies the
speaker’s focus on the larger elements such as accuracy, discourse, style, cohesion,
nonverbal communication, and strategic option.

3. Techniques in Teaching Speaking

To make an interactive teaching and learning, designing and promoting vario
us techniques become a crucial part in teaching speaking. (Brown, 2001) proposes
seven principles in designing speaking techniques, as follows:
1. Use techniques that cover the spectrum of learners needs, from language-bas
ed focus on accuracy to message-based focus on interaction, meaning, and flu
ency.
2. Provide intrinsically motivating techniques
3. Encourage the use of authentic language in meaningful contexts.
4. Provide appropriate feedback and correction.
5. Capitalize on the natural link between speaking and listening.
6. Give students opportunities to initiate oral communication
7. Encourage the development of speaking strategies.

According to (Prayitno, 2004) there are an easy ways to speak english, namely:

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a. Multiple vocabularies
Before students master the communication and english grammar, they mu
st have the vocabulary used every day in the conversation. Here students must
know and master a little vocabulary to help and facilitate when using english. I
t would be difficult if they did not have th slightest basic about the basic vocab
ulary that is commonly used everyday.
b. Reading with a loud voice
If students read english aloud, not only to develop pronunciation skills, but
also to improve grammar and vocabulary listening skills.
c. Simple English grammar
Students must have a basic understanding of english grammar, it becomes
their device to develop English language skills at a higher level. Examples of si
mple grammar that can be learned are about noun, verb, to be, adjective, adv
erb, simple tenses, such as simple present tense, continous tense, and so on.
d. Reading English Posts
What is meant by reading here is that students like books, such as short st
ories, novels, comics, and others in English. The habit of reading English will m
ake them familiar with English. In addition, students can find new vocabulary s
o that the English vocabulary increases.
e. English Conversation
In conversations with others can help students to be confident, can help th
em to learn from mistakes, help them learn from others. The students should c
ommunicative in English to their friends so that they learn from each other tog
ether.
f. Listen to English Songs
After students hear English songs, they are expected to be able to sing it t
oo. Besides they feel happy with the song, they also indirectly learn to sharpen
listening and speaking skills.
g. Watch English Movies

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 Watching western movies can help students get used to words or sentenc
es, and expressions from native speakers. This can also help students improve l
istening and speaking skills.
h. Happy with English
If students feel happy, they feel enthusiastic about learning English, so tha
t is basic capital for them to facilitate learning English. With enthusiasm and pl
easure, it is not impossible that the knowledge of English will easily enter their
memory.

According to (Harmer, 2005) there are classroom techniques to teaching speaking

in English :

a. Role Playing
According to New-Mark (1996) “role playing creating a dramatic situation i
n a classroom, or in a part, simply acting out dialogues, but also in part re-labe
ling objects and people in the room to prepare for imaginative role playing”. R
ole playing can be used to increase students’ fluency in oral communication b
ecause students be the real participants in the situation.
b. Games
Teaching-learning process will be fun if the students are given cheerful lea
rning strategies, such as game. According to (Fauziati, 2005) “games are not o
nly suitable for children but also for adults since there is always a child hidden
in every one of us”.
c. Problem-Solving
Materials which focus on problem solving offer further opportunities for st
udents to work in pairs or small groups, to share information and opinions on
topics, which are meaningful to them (Fauziati, 2015). In this technique the te
acher acts as a mediator when the information conveyed is correct or incorrec
t.
d. Discussion

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 Discussion is important to learning in all disciplines science because it help
s students process information rather than just accpeting it. They can exchang
e ideas by forming a small group of two, three or four or more students.
e. Song
According to (Fauziati, 2015) “using song in English as a EFL classroom, esp
ecially speaking one can be both enjoyable and educational. Teaching speakin
g by using songs has also been widely applied by teachers, besides being easie
r to remember and understand vocabulary more effectively, singing the song c
an help students to develop pronunciation skills with natural intonation, and s
harpen our accents to resemble the accent of a native speaker.

4. Principles of Speaking
According to (Nunan, 2001), there are five principles for teaching speaking :
a. Be aware of the differences between second language and foreign language le
arning contexts. Speaking is learned in two broad contexts: foreign language a
nd second language situations. The challenges you face as a teacher are deter
mined oartly by the target language context.
b. Give students practice with both fluency and accuracy. Accuracy is the extent
to which students’ speech matches what people actually say when they use th
e target language. Fluency is the extent to which speakers use the language q
uickly and confidently, with few hesitations or unnatural pauses, false starts,
word searches, etc.
c. Provide opportunities for students to talk by using group work or pair work, a
nd limiting teacher talk. Pair work and group work activities can be used to inc
rease the amount of time that learners get to speak in the target language dur
ing lessons. One further interesting point is that when the teacher is removed
from the conversation, the learners take on diverse speaking roles that are no
rmally filled by the teacher.
d. Plan speaking tasks that involve negotiation for meaning. Learners make progr
ess by communicating in the target language because interaction necessarily i
nvolves trying to understand and make yourself understood. It involves checki
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 ng to see if you’ve understood what someone has said, clarifying your underst
anding, and confirming that someone has understood your meaning. By askin
g for clarification, repetition, or explanation during conversations, learners get
the people they are speaking with to address them with language at a level th
ey can learn from and understand.
e. Design classroom activities that involves guidance and practice in both transac
tional and interactional speaking. Interactional speech is communicating with
someone for social purposes. It include both establishing and maintaining soci
al relationships. Transactional speech involves communicating to get somethin
g done, including the exchange of goods and or services.

5. Strategies of Teaching Speaking

A various number of speaking teaching strategies are utilized and used in th
e classrooms for many circumstances. Among others, the strategies of teaching sp
eaking are simulation, communication games, drilling and discussion. Simulations
are activities where students are asked to pretend to be in various social contexts
and various social roles (Harmer, 2001);(Thornbury, 2005). Discussion resemble re
al-life tasks as (Solcova, 2011) asserts that students develop their fluency best, if e
ngaged in tasks where all their concentration focuses on producing something, rat
her than on the language itself. Drilling, as (Thornbury, 2005)argues, is a strategy t
o improve pronunciation by imitating and repeating words, phrases, and even who
le utterances. It functions to make students pay attention to the new materials an
d emphasize words, phrases, or utterances on students’ mind, move new items fro
m working memory to long term memory, provide means of gaining articulatory c
ontrol over language.

6. Difficulties of Teaching Speaking

According to Darwyan (2010) components of teaching english spesific purpo
ses that comes as difficulties in teaching speaking as follows:
a. Students
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 Students are defined to someone who follow an education program in th
e school or university or other education institution under guiding of teacher
or lecturer.
b. Curriculum
Curriculum is not only about subject such as English for specific course, a
nd learning activity of the students but also everything which is affecting towa
rds students’ personal formed that is suitable with the aim of learning such as
campus facility, the comfortable environment media and source of learning.
c. Learning Material
In learning process, material must be designed for teaching the aim of lea
rning. The selections of material have to give the skills for solving the problem
in daily life. For example, the material of speaking subject must be chosen as
accurate as impossible in order to reach the goal of speaking skill.
d. Media
It refers to soft ware or hard ware which function as learning instrument
or instrument which can help the learning process run well.
e. Method of Teaching
Method of teaching is the way that teacher use to make the learning proc
ess running well and how the students be able to get the point of the subject
that they learn. The method is decided by the teacher in terms to know the ca
pability and ability of students.
f. Learning Sources
Learning sources is provided by the teacher or comes from the school. It i
s necessary to support the learning process and make the students be easier t
o get comprehension about what they learn.
g. Evaluation
Evaluation is an action or process to determine the score. It is also define
d as an activity to collect the data as much as possible which related to studen
ts’ capability.
h. Time

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 The teaching and learning English which is conducted in junior high schoo
l holds for 180 minutes per week. There are several junior high schools that di
vide english class into two meetings in a week. However, there are also severa
l junior high schools that conduct the English class in only a meeting with the
time allocation is 180 minutes.

C. Theoretical Framework
In this research, the researcher investigated the strategies of teaching speaking fro
m tutors of ETP from English Departments based on the theory of classroom technique
by Harmer (2005) to teaching speaking in English; a. Role Playing, b. Games, c. Proble
m-Solving, d. Discussion, and e. Song. Also the theory for strategies of teaching speaki
ng; simulation, communication games, drilling and discussion. Simulations are activitie
s where students are asked to pretend to be in various social contexts and various soci
al roles Harmer (2001) and Thornbury (2005). Discussion resemble real-life tasks as Sol
cova (2011) asserts that students develop their fluency best, if engaged in tasks where
all their concentration focuses on producing something, rather than on the language it
self. Drilling, as Thornbury (2005) argues, is a strategy to improve pronunciation by imit
ating and repeating words, phrases, and even whole utterances.

CHAPTER III

RESEARCH METHOD

A. Research Type

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 The researcher used descriptive qualitative method, which describe tutors strategy in
speaking skills. Descriptive qualitative is a technique that describe and interprets the
meaning of the data that has been collected by using pay attention and record as many
aspects of the situation as possible under study at the time, so as to obtain a general and
comprehensive picture of the actual situation (Kriyantono, 2014).

B. Research Subject

The subject of the research is the tutors in English Tutorial Program from English
Departments. There are four tutors of Departments of English Education at Muhammadiyah
University of Surakarta.

C. Research Object

The objects of this research is transcripts from the interview method about tutors’
strategy and the difficulty that faced by tutors in teaching speaking learning process in
English Tutorial Program at Muhammadiyah University of Surakarta.

D. Data and Data Source

Qualitative method more typically use non random or purposive selection techniques
based on particular criteria (Ary, 2006). It means that researcher cannot take the interviewee
randomly as research subject in order to get data which is suitable with this research.
Researcher has her own qualification for choosing the data and sources of data which is the
one who related and know how to answer the problem which has been formulated. Data of
this study was an Tutor of ETP from English Department Students chosen as a subject to be
participated in this research.

Source of Data Tringulation is done by comparing data from interviews from one
resource with another resource person with the same question. Tringulation techniques
carried out by comparing the data obtained from interviews with data from observations and
also data from the results of field notes.

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E. Technique of Collecting Data

To collect the data, the researcher uses direct observation, semi-structured interview,
and document as the instruments. Further, in conducting the research the following steps
have been taken: 1. Finding out some theories and concepts related the teaching speaking 2.
Selecting the participants. This research chose four tutors from English Departments. 3.
Preparing interview guideline as the research instrument; 4. Observing the class activities.

F. Technique of Analyzing Data

According to (Sugiyono, 2008) there are three activities to analyze data in descriptive
qualitative research. Those activities are data reduction, data display, and data conclusion.

1. Data reduction
Data reduction is summarizing, selecting, and focusing on the most important asp
ects of the data. It is desgined to discover patterns in the findings by observing social p
henomena in the field. The writer categorizes the data taken from the interview and o
bservation.
2. Data display
Data display is the process of organizing and describing the data obtained from dat
a reduction. It is intended to help in understanding the phenomena those are happeni
ng. The writer provided and analyze the data gathered based on the classification and
also explained the research’s problem statements.
3. Data Conclusion
Conclusions are drawn or verified if the data collected and processed are valid, co
nsistent, and sufficient. This is the final stage of data analysis; the writer provides a su
mmary or conclusion and verifies the findings.

G. Data Validity

In getting data validity from the results of the research, the researcher uses the
triangulation technique. Triangulation is used to increase the theoretical, methodological,
and interpretive power of qualitative research (Mekarisce, 2020). In assessing the data, the

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researcher used triangulation and interviews to collect data. In addition, validity is also
assessed by experts, so the findings will be valid.

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 CHAPTER IV

FINDINGS AND DISCUSSION

This study focuses to describe the teaching strategy in speaking skills used by tutors
of ETP from English Departments. This study relied on interview and field noted as sources
of data.

A. Research Findings
1. The strategies used by the Tutor of ETP in teaching speaking
Based on the data of interviews by researchers to some tutors, they used a
several strategies; games, question and answer, role-playing.
a. Games
There are two tutors who use games when teaching ETP, they often use
game to make students do not quickly feel bored.
Based on the observation on August 5th 2022 with AM, she began the
learning process with greetings, and check the students attendance. To make the
learning process became fun and active, she used games. Games is considered
more effective to increase students motivation in learning English. Another
observation on August 5th 2022 with ES, she starts learning process with
greetings, and asked them if they already know the materials Transportation or
not and then play the games. The games would be use to measure students
ability in English.
(Interview on August 5th 2022 with AM)
“Saat mengajar ETP, dalam materi Talking about Food, Expressing Like
and Dislike, saya menggunakan permainan seperti menebak gambar
makanan yang sudah disediakan dan mereka juga harus menjelaskan suka
atau tidak suka dengan makanan tersebut dan alasannya.”
“In materials Talking about Food, Expressing Like and Dislike, when
teaching ETP, I use games such as guessing the food pictures name that
have been provided and they have to expressing like or dislike with the food
and the reasons related to the pictures.”
(Interview on August 5th 2022 with ES)

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 “Permainan yang saya gunakan saat mengajar ETP pada materi
Transportation yaitu menyuruh mereka untuk mengeja huruf yang berada
di dalam satu kata, karena walaupun sudah mahasiswa ternyata ada
beberapa anak yang belum bisa mengeja kata dengan huruf dalam bahasa
inggris.”
“The game I used in materials Transportation when teaching ETP is to tell
them to spell the letters that are in one word, because even though they are
students, it turns out that there are some children who can't spell words with
letters in English.”

b. Question and Answer

There are three tutors who use question and answer in different materials
when teaching ETP, they use question and answer because it can make the
students more focuses on the materials.
Based on the observation on August 6th 2022 with WR, she began the
learning process with greetings, and check the students attendance. To make the
students became more talkactive, she used question and answer. Question and
answer technique is an activity in which asking and answering take place
between the students with their teacher. By asking questions a mutual
communication can occurconsidered more effective to increase students
motivation in learning English. This technique could increase vocabulary and
boost students confidence in speaking English. She prefer that kind of technique
because it also could at the understanding about English. Another observation
on August 5th 2022 with ES, after greetings and check their attendance, she
starts the lesson with asking about what they know about the Instruction, and
then the students have to answer what they know, so that the learning process
using question and answer would involved.
(Interview on August 6th 2022 with WR)
“Karena dalam ETP kita hanya berfokus pada speaking, maka saya
menggunakan tanya-jawab pada materi Describing a Vacation Plan,, jadi
saya bertanya tentang rencana liburan mereka, saya juga bertanya
menggunakan bahasa inggris agar mereka terbiasa menggunakan bahasa
inggris.”

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 “Since in ETP we only focus on speaking, I use question and answer to
make it easier for them, so in the materials Describing a Vacation Plan, i ask
them about their planning on a vacation with English so that they used to
speak in English.”
(Interview on August 5th 2022 with ES)
“Saya pakai tanya-jawab pada materi A Step by Step and Instruction,
Apologizing, Giving a Travel Advice, hampir semua materi sih, karena
lebih memudahkan mereka dalam mengerti materi yang saya berikan.”
“I use question and answer in almost all of the materials, A Step by Step
and Instruction, Apologizing, Giving a Travel Advice, because it makes
easier for them to understand the material I gave.”
(Interview on August 5th 2022 with AM)
“Saat mengajar, saya menggunakan tanya-jawab di materi Transportation,
seperti bertanya tentang apa saja transportasi yang mereka ketahui.
Terkesan seperti mengajar anak kecil tapi ada beberapa anak yang belum
mengetahui kendaraan dalam bahasa Inggris.”
“I ask students about their knowledge of transportation as part of my lesson
plans and use the questions and answers from the transportation materials.
Since some children experience an understanding of English-language
transportation, feel like teaching young learners but it is not.”
c. Role Playing
The two tutors use role playing to teach the students, there are some
materials can be teach with role playing such as Asking and Giving Directions,
Expressing Wishes and Expressing Like and Dislike. The purpose of teaching
with role playing is to make students understand in a real life situation.
Based on the observation on August 6th 2022 with DR, she starts the lesson
with greetings, and check the students attendance. That day, she used to teach
about Asking and Giving Directions, she used role playing technique for the
materials. The tutor would choose them to be in pair, and play the role as seen in
the book. The technique is a teaching strategy where students play out a
situation that centers on interpersonal concerns. Students are given the chance to
define or express a character they are playing, while other students are tasked
with watching the drama unfold. The teacher can put a stop to the drama at

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 some portions, like the midpoint, and give the pupils a chance to voice their
ideas and criticisms about the topic being covered.
(Interview on August 6th 2022 with DR)
“Saya menunjuk mereka untuk bermain peran, pertama saya menyuruh
mereka untuk berpasangan, memilih dialog lalu kemudian menampilkan di
depan kelas.”
“I asked them to be in pair to play a role playing, choose a dialogue, and
then show it to the class.”

2. The difficulties faced by the Tutor of ETP in teaching speaking

There are some difficulties of English language learning, such as spelli
ng, homework, some people do not appear interested in English, disruptive (up
setting) behavior, pronunciation difficulties, writing composition, terrible (ver
y bad) handwriting, learning vowel letters, and etc. The difficulty means the
problem when improving and learning English.
The difficulties in learning English in conducting the learning process,
usually come from the students itself. After reviewing the interview transcript,
the researcher concluded that the difficulty faced by the Tutor of ETP in
teaching speaking as follows:
a. The lack of basic English is because the students speak more of their native
language than English. The habitual from young age to speak native language
more, makes them hard to speak in English.
(Interview on August 6th 2022 with WR)
“Kesulitan yang saya hadapi pada saat mengajar mahasiswa POR adalah
kelemahan mereka dalam mengartikan kata dalam bahasa Inggris ke bahasa
Indonesia, pun sebaliknya. Dan beberapa dari mereka juga tidak terlihat memiliki
semangat dalam belajar bahasa Inggris.”
“The problem I encountered when teaching Sport Education’s students was their
inability to convert words from English into Indonesian. Additionally, some of
them lack interest in learning English.”
(Interview on August 5th with ES)
“Masalahnya sih ada pada anaknya, karena mereka tidak terbiasa menggunakan
bahasa Inggris dalam keseharian, jadi lebih sulit memberikan materi dalam

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 bahasa Inggris terutama materi lewat speaking, jadi saya selaku tutor harus
menggunakan bahasa Indonesia terlebih dahulu dan itu sangat membuang
waktu.”
“It is more difficult to offer information in English, especially content through
speaking, because their students are not accustomed to using it in daily life. As
a result, I as a tutor must use Indonesian first, which is a waste of time.”
b. The students lack of confidence to use English because they are afraid of mistakes
and shy. It’s all about the confidence, since they think English is hard, so they talk
in native language while learning English.
(Interview on August 6th with DR)
“Sebagian dari mereka kurang aktif dalam berbicara bahasa inggris, saat saya
suruh menjawab pertanyaan saya, mereka bilang, ‘takut salah’”
“Part of them are inactive in speaking in english, so I asked them and they said ‘I
worried of being mistaken.’”
(Interview on August 5th with AM)“
“Saat saya suruh mereka menjawab pertanyaan saya atau bercerita tentang
apapun, mereka akan bilang ‘takut salah’ padahal mereka belum mencoba”
“I challenged them to tell a tale about anything, but they would always respond
with, "How if it (the pronounciation) was wrong?" They did not even try.”
c. Their less motivation in studying English makes them hard to focus and
understand the material. A lot of students from non English Departments are put
English in lasts, they don’t think English is important for them.
(Interview on August 6th 2022 with WR)
“Beberapa dari mereka juga terlihat tidak terlihat memiliki semangat dalam
belajar bahasa Inggris, terlihat dari cara mereka yang malas menangkap apa
yang sudah saya jelaskan”
“Some of them don't seem quite interested in learning English, as shown by
their carelessness in processing what I've said.”
(Interview on August 5th with ES)
“Karena singkatnya waktu pertemuan kami, dan kurangnya semangat dari
mereka untuk terus belajar bahasa inggrislah yang membuat mereka juga
mengikuti program ETP ini semata-mata hanya memenuhi formalitas dari
kampus.”

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 “Due to the briefness of our meeting and their low motivation to keep studying
English, they also took part in the ETP program as either a mere academic
requirement on college.”
B. Discussion of Research Findings
In this section, the researcher will discuss extensively the research results that have b
een found. The discussion will focus on the results of the research questions in this stud
y so that in this part will discuss (1) the strategies used by the Tutor of ETP in teaching sp
eaking, (2) the difficulties faced by the Tutor of ETP in teaching speaking. An explanation
of the research results will be discussed below:
1. The strategies used by Tutor of ETP in teaching speaking
Based on the findings of the research there are some tutors who use the same
teaching strategy with previous researchers who used question and answer as a tea
ching process, it is in accordance with previous researchers named Maulidar (2019),
Maulidar using the teaching strategy with the aim to know the ability of students in
speaking using English. Teaching strategy with question and answer is also relevant
with the theory of Ali (2007:83) which explains about the method of question and a
nswer, the method of question and answer can be a classical ask, ask a chain and as
k alternately either between teachers with students and students with other studen
ts with the aim that the teaching and learning activities and delivery of material by t
he teacher can be effectively delivered to the students.
There is also a teaching strategy used by tutor when teaching ETP with teaching
strategies role playing, in order to make students become more active in following t
he materials and the students can also have the ability to speak english well. The en
glish teaching strategy with role playing is in line with the previous researcher name
d Prasetya (2016) who has done the research on teaching strategy using role playing,
Prasetya using the teaching strategy with the aim to know the ability of students s
peaking skill. Teaching strategiy with role playing is also relevant to (Harmer, 2003),
role play is students simulation of a real life encounter (such as a business meeting,
an encounter in an aeroplane cabin, or an interview) as if they were doing so in the
real world, either as themselves in that meeting or aeroplane or taking in the role of
character different from themselves.

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 According to the theory of (Spiegelman & Glass, n.d.) a lot of game based learni
ng can be done with a small investment of funds and many can be implemented wit
h very little overhead. Additionally, the benefits of games-based learning, including i
ncreased engagement and motivation, greater learning, in theory it is explained tha
t the method of games used when teaching it is a way used by teachers in presentin
g lessons by creating an atmospere fun, serious but relaxed, with no disregard for th
e lesson objectives to be achieved. That is why there are also some tutors who use t
eaching strategies using games when teaching ETP with the aim that the learning pr
ocess can run in a relaxed and fun but also seriously, thus the material presented by
the tutor will be easy to understand by all students and the students also not easy t
o feel bored when following the activities of ETP.
The teaching strategy using the games is in line with previous researcher name
d Maulidar (2019) who is also doing research on the teaching strategies and one of t
he strategies they are using games, since there is a large amount of information that
has to be comprehended by the students, distracted students find it difficult to focu
s and concentrate during lessons, which prevents them from understanding the mat
erial properly. They may even be reluctant to accept the material the tutor is trying
to teach them. As a result, the tutor will identify the best way to deal with the issue.
Based on the findings in the research and discussion above, it can be concluded
that a tutor should have their own teaching strategies that are in accordance with t
he conditions and abilities possessed by students so that learning activities can run
smoothly and the material presented by the tutor can also be understood by all stu
dents.
From the summary above, it is found that there are some differences between t
his research and previous research. In this study, the tutor used a several technique
of teaching speaking by Harmer (2005). It can be seen on the previous research that
was conducted by Purwaningsih (2019) and another previous study by Akbar (2018)
that research was focused more on Departments of English Education, while this stu
dy focuses more on programs that built by Muhammadiyah University of Surakarta i
tself, called English Tutorial Program where the learning provided is still fairly basic
but very useful for students. The writers also found a similarities from the previous r

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 esearchers in its learning process used the presentation technique for speaking less
on such as Prasetya (2018), in this study the presentation technique for teaching sp
eaking are makes students boring, the students more like to have games to lifted up
their mood while studying.

2. The difficulties faced by the Tutor of ETP in teaching speaking

Based on the findings of the research there are a several difficulties faced by so
me tutors in teaching speaking to Non English Departments, there are (1) the lack of
basic English is because the students speak more of their native language than Englis
h. (2) the students lack of confidence to use English because they are afraid of mistak
es and shy. (3) their less motivation in studying English makes them hard to focus and
understand the material. (4) the lack of their time to study English in college.
According to (Haryudin & Jamilah, 2018) Speaking English as a foreign language
is difficult skill to be taught and learned because the learners should master some as
pects like mastery vocabulary, correct pronunciation, know about grammar, and othe
r. When the learners want to speak, they also should think about all of those aspects.
Therefore, speaking skill is the most difficult aspect for learners to master. This i
s a hard thing because when people want to talk or say something to others, they ha
ve to consider several things that are interrelated like ideas, language that is used, w
hat to say, how to use grammar and vocabulary, pronunciation, as well as listening an
d reacting to interlocutors. It all can be solved by technique teaching speaking by (Ha
rmer, 2005) using Games, so that they have more spirit to learn english, and role play
ing to make them have more confidence to speaking English.
According to (Santoso, 2018) students are always lazy in doing assignments, the
use of games in learning is very suitable for practicing a new language they can learn
eagerly and willingly in doing the task, games also allow students to play and learn at
the same time. So that they have more spirit to learn english, also that games can hel
p students to experience language rather than just learning it.
Based on this research, the researcher can conclude that this research have the
similarities in students problems by the previous researcher, Akbar (2018) described
speaking problems faced by students of 7th semesters in Muhammadiyah University

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 of Surakarta are lack of confidence, the overuse of mother tongue, and age factor. Pu
tri (2020) described speaking problems faced by English Tutorial Programs students a
re inhibition, low or uneven participation, and lack of motivation. While, Afriliani (20
19) described speaking problems faced by the students of ETP in academic year 2018
/2019 which are types of errors; silent pause, filled pause, repeats, retraced, interjec
tions, and stutters.
The researcher also found the differences between the previous research. The r
esearcher takes the students of ETP in Sport Education of Muhammadiyah University
of Surakarta. Some previous research did not investigate the students of ETP in Sport
Education of Muhammadiyah University of Surakarta, they are unlikely to acquire Eng
lish because it is not one‘s native language and since they not think it is crucial. Also t
here are the factors that impact students' difficulties, the students speaking techniqu
es, or the students issue techniques. Most earlier research mainly described the tuto
r’s approach to helping students with their difficulties. In addition, a significant findin
g from this study sets it apart from earlier ones. The researcher discovers students "tr
eatments for solving problems of students speaking ability".

3. The solution to solve the difficulties faced by the students

The solution to solved the difficulties by the students are to increase their
confidence by being active in speaking class. They drilled themselves to be more
active and confident in speaking in class because by often speaking in front of the
audience, habitually, they would feel confident and did not feel shame although they
had few mistakes in their speech. According to (Ur, 2012) a further characteristic of
effective speaking activity is even participation. They also improved their English by
speaking English with their friends outside of class because they were more relaxed
and had more time to practice their speech. And they were not afraid of making
mistakes or being mocked by their peers. (Ur, 2012) stated the characteristic of
successful speaking activity is that learners talk a lot.

So to more practice their English with other students that master English well,
the students joined some English Clubs in campus because in English Clubs they
would have more practices with the other friends that mastered English well. They

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 also often listened to native speaker conversation in order listen to the right
pronunciation from native speaker. The students also often listened to the Western
song and also watched Western movies in English. Some songs and movies that they
listened were besides for learning also for enjoyment because at their age they still
like listened and watched movies. They also tried to speak with native speaker to
practice their oral communication like they saw at the movies.

They also have to motivating themselves. Ur (2012) states that the other
characteristic of successful speaking activity is having high motivation; learners are
eager to speak because they are interested in the topic and have something new to say
about it, or learners contributed to achieving a task’s objectives.

CHAPTER V

CONCLUSION, PEDAGOGICAL IMPLICATION, AND SUGGESTION

In this last chapter there are two discussions; conclusion and suggestion. The first is the
conclusion which is a summary of the results of the research that has gone through the data
selection process. In this section, the researcher will briefly describe the results of the
research questions in this study. And the second is giving suggestions to all parties involved
in this research.

A. Conclusion

After analyzing the english teacher strategies in teaching speaking in ETP the
conclusion were drawn as followed :
1. The tutor of ETP applied three techniques in teaching speaking English; question-
answer, role play, and game techniques.
a) Question-answer technique can improve the vocabulary mastery of the students
because the teacher always gave explanation using Indonesian language so they
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 could know the meaning of the topic. It is possibly suitable to be applied to
Elementary School students because this technique was too easy.
b) Role-play technique can make the students improve their pronunciation. They
were also accustomed to speak in front of their class. Through role-play
technique, the students can explore their capability to dramatic the dialogue.
However technique had weakness too that is the students were not innovative
because the students only read the dialogue from a book. It can make the
students felt enjoyable. It also can develop their pronounciation. This technique
is suitable to be applied to Yunior School and Senior High School Students.
c) Game technique is used to teaching speaking. This technique can help the
students motivating class because the students make a clue and the other friend
is guessing the anwer. It need a lot of time to use this technique. It make they
enjoyable, so they don’t shy or afraid to speak in front of the class. This
technique suitable to Elementary School, Junior High School, and Senior High
School.
2. There are three problems of teaching speaking English to Non English Department,
a) The lack of basic English is because the students speak more of their native
language than English. (b) the students lack of confidence to use English
because they are afraid of mistakes and shy. (c) their less motivation in studying
English makes them hard to focus and understand the material. (d) the lack of
their time to study English in college.
3. The researcher concludes that the tutors apply the techniques of teaching speaking
by Harmer. They assume the technique will make the students easy to understand, r
emember, and not boring. They want the students feel happy and enjoyable when t
hey learn English.

4. The solution to solve the students difficulties by themselves are motivating themsel
ves, increase the confidence, joining the English Club, learning with friends who are
more fluent in English, viewing movies with English subtitles, listening to English mu
sic, and learning to write the lyrics.

B. Pedagogical Implication

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 In this part, the researcher will show the pedagogical implication of the research resu
lts that have been found. In technique of teaching speaking english, the strategy is signi
ficant things which an effort to attain the target in learning activity. Then the tutors have
important role to improve the students speaking ability and developing other skills such
as reading, listening, etc. Beside that, the students has their own difficulties in learning s
peaking such as; lack of basic english, no self confidence, and less of motivation, that ma
kes the tutors should use many kind of classroom strategy to make student active, attrac
tive, and interest with English, especially in speaking class. If the students are enjoy and
happy, then they will have motivation to learn English material, especially Speaking.

C. Suggestion
a. To the tutors
1. The tutors should increase the techniques for teaching speaking for example us
ing song, so the students can improve their pronunciation.
2. The tutors should to be patient to give explanation the students so they can un
derstand about the material that given by the teacher.
3. The tutors should be friendly to the students so the students can enjoy and the
y wasn’t afraid to speak English.
4. The tutors must give minimal one page dialogue so the students can more dra
matic the dialogue.
5. The tutors must ask the students to bring properties in learning speaking so the
y can explore their capability allow the topic.
b. To the students
1. The students must be active in the class so they accustomed to speak in front o
f the class.
2. The students must try to speak in front of the class so they wasn’t shy to speak
up.
3. The students also must listen the teacher so they can know the currect of pron
ounciation.
4. The students must bring properties in teaching speaking so that they can explor
e their capability to practice the dialogue.
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