SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2019

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The Strategies Used in Teaching Speaking to Flight Attendant Students at LPP (Lembaga Pelatihan Profesi) Sekar Gegani

Ringksi Maria Dani



Ringksi, Maria Dani. 2019. The strategies used in teaching speaking to flight attendant students at LPP (Lembaga Pelatihan Profesi) Sekar Gegani. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: (I) Francisca Maria Ivone, M.A., Ph.D., (II) Prof. Moh. Adnan Latief, M.A., Ph.D.

Key Words: speaking, teaching strategies, English for Specific Purpose (ESP)

Teaching English for Specific Purpose is based on the students’ field need. The teacher should decide some useful strategies to achieve the goals in students’ learning. At LPP Sekar Gegani, the teaching speaking strategies are allow the students to use English actively in various relevant communication context, so that the alumni of this school are ready to work as flight attendants in national and international airlines. It could be assumed that the strategies in teaching speaking in LPP Sekar Gegani are appropriate for their context and many other institutions can learn for the success of the teacher and students. The aim of this research is to analyze the kinds of teaching speaking strategies, the problems in teaching speaking, and the teacher’s solutions in overcoming the problems in teaching speaking at LPP Sekar Gegani.

This research used a case study. The researcher was the key instrument. Data were collected by doing interview and observation to find how the teacher teaches speaking to flight attendant candidates. The researcher conducted interviews to the ESP teacher and the students. The observation were used to record the teacher activities in the classroom while she was teaching.

The findings of the study showed that the ESP teacher used five kinds of teaching speaking strategies while teaching speaking: having student presentation, video viewing, video retelling, interview, and reading aloud. The most frequent strategies used by the teacher were student presentation and video viewing. There were six problems in teaching speaking were identified in the study i.e. grammatical inaccuracy, limited vocabulary, improper pronunciation, students’ anxiousness, and students’ inability to the teacher’s intruction. The teacher solve these problems using several ways. To cope with the grammatical innacuracy she used video and correct the error immediately. Dealing with limited vocabulary, she used YouTube video, searching on Google, and helping the students to translate the words. To overcome the improper pronunciation, she used video and corrected immediately. She solved the students’ anxiousness by asking the students to work in group, used various activity, and probed the students. Dealing with students’ unwillingness, she allowed them to use L1 and make mistakes in written or oral work. She solved the students’ inability to the teacher instruction by translating English instruction to Bahasa.

Based on the findings, it can be concluded that in teaching speaking, the ESP teacher at LPP Sekar Gegani used various and effective strategies. To cope with the problems she also used appropriate solutions.  The findings of this research can be useful for the other ESP teachers as a consideration to decide how teaches speaking should be conducted. Further researchers can investigate the teaching speaking strategies from various points of view and use different research design.