CHAPTER I

CHAPTER II

CHAPTER III
The importance of speaking
 speaking is the active use of language
to produce language(Hosni, 2015).
 Speaking is the most important skill
since it is the basic for communication
and speaking is one of the productive
skills which become the evidence of a
student how much he or she is
competent in a language (Zyoud, 2016)
 •Speaking becomes the most difficult skill to aster
Student’s lack for the majority of English learners, and they are
still incompetent in communicating orally in
in speaking English (Zhang, 2009)

• For language learning to take place

expossure is one of conditions that should
Expossure be exist. (Hosni,2014)

• The teaching strategies as one of factors take important

Teaching role in teaching language. It is one important aspect of
the consistently claimed promotion of self-regulated

strategy
learning in classrooms (Kistner, Rakoczy, Otto, & Klieme,
2015)
 How do Peace Corp volunteer and the counterpart
teacher collaborate their teaching strategies in
teaching speaking?

THE STATEMENT OF What are the challenges faced by Peace

PROBLEMS CorpVolunteer and the Counterpart teacher in
colaborating their teaching strategies in teaching
speaking?

What are the solutions done by Peace Corp

Volunteer and the Counterpart teacher in
colaborating their teaching strategies in teaching
speaking?
 It can be useful as
feedback to the
The English
teacher
teachers to develop
their teaching strategies
in teaching speaking.

It will motivate
SIGNIFICANCE The students
students to develop
their interest in
OF STUDY speaking using
English language.

as an input to conduct
Other a further research about
researchers teaching strategies to
develop speaking skill.
 • Collaborative
teachers’ strategy
that is implemented
Scope by Peace Corp and
the counter part
teacherin teaching
speaking

• Peace Corps and the

counterpart
tearcher’s t strategies
limitation in teaching speaking
at SMK
Muhammadiyah 6
Banyuwangi
 TEACHING SPEAKING
 TEACHING STRATEGY
 COLLABORATIVE TEACHING
 PEACE CORP VOLUNTEER
AND THE COUNTERPART TEACHER
 the teacher holds major responsibility for the
Star one course while the co partner takes part as guest
lecturer

the senior teacher responsible for most of class

Hierarchical one while junior instructors assist in discussions

The teacher and co teacher design

COLLABORATIVE curriculum in a team and each one taking
Specialist collective
TEACHING major role according to special knowledge
then all assisting in discussions.

the team collaborate in designing of curriculum

Generalist collective but teaching is divided by practical considerations
rather than specialty

the team collaborate in designing of curriculum and

Interactive collective in this type of collaboration the teaching highly
flexible according to need at time of teaching
 • The distinction of
David teachers language
(2003) proviciency and
teaching behaviour.

• power imbalances
Yim & Ahn between NESTs and
(2018) Non - NESTs
 the volunteer who
TWO YEAR VOLUNTEER applies for two years
Volunteers

PEACE CORPS The Volunteer applies to

VOLUNTEER THIRD YEAR VOLUNTEER serve for an additional
year to the Peace Corps

The Volunteers who serve

in short term with high
PEACE CORPS RESPONSE impact assignments
around three months to
one year
 RESEARCH DESGN
DESCRIPTIVE QUALITATIVE
RESEARCH

RESEARCH SUBJECT
PEACE CORPS COUNTERPART
VOLOUNTEER TEACHER
RESEARCH PROBLEMS DATA HOW INSTUMENTS

To describe the way the Peace

Corp Volunteer and the -WORDS - OBSERVATION - Observation Cheklist
counterpart teacher
collaborate and implement - INTERVIEW - Interview Guide
their teaching strategies in
teacing speaking.

To identify the challenges -WORDS - OBSERVATION - Observation Cheklist

faced by Peace CorpVolunteer
and the Counterpart teacher in - INTERVIEW - Interview Guide
colaborating their teaching
strategies in teaching speaking

To recognize the solutions done -WORDS - OBSERVATION - Observation Cheklist

by Peace Corp Voluunteer and
the Counterpart teacher in - INTERVIEW - Interview Guide
colaborating their teaching
strategies in teaching speaking.
 Exploring and
Data coding the
reduction data

Drawing the Data

conclusion interpretation
 Credibility : the researcher will use
observation and interview as the tools of
data collection as the credibility of this
study.
 Confirmabilty : The reasercher will use
audit trail such as video record and
voice record to display, clarify the data
neutrality gained from the subjects