Implementation of Speaking Learning from the Perspective of Social Cognitive Theory at Singkawang City High School, Indonesia

Abstract

This research aims to describe the implementation of speaking learning in the classroom from social cognitive theory perspective. The research uses descriptive qualitative method. The data are collected using direct observation, interview, and documentary study techniques. The data sources include teachers, students, and documents contained in some senior high schools in Singkawang City. The data validity are tested using triangulation methods, member checks, and extending the research time. The data are analyzed using descriptive qualitative technique with an interactive model proposed by [1], which includes data collection, data condensation, data presentation, and conclusions. Based on the findings, the implementation of speaking learning viewed from behavioral factors in Singkawang City high schools shows that most students have not been actively involved in the learning process, so that the learning process is monotonous. From the personal factors, most of the students are shy and nervous. Then, from the environmental factor, the implementation of speaking learning is disrupted by passive interaction between teachers and students. The method application is still not supported by proper techniques or tactics in teaching. Besides, the teachers do not use latest technology and still rely on writing on blackboards so that most students are less focused on the materials delivery.