ISSN 1799-2591

Theory and Practice in Language Studies, Vol. 8, No. 1, pp. 74-82, January 2018
DOI: http://dx.doi.org/10.17507/tpls.0801.10

Developing a Model of Teaching Speaking

through Discussion and Presentation for
Accounting Education Students of UMS and
IAIN Surakarta in 2014/2015 and 2015/2016
Academic Year
Sapta Mei Budiyanto
FKIP-English Education, Universitas Negeri Semarang, Kampus UNNES Bendan Ngisor Semarang, 50233, Central
Java, Indonesia

Mursid Saleh
FKIP-English Education, Universitas Negeri Semarang, Kampus UNNES Bendan Ngisor Semarang, 50233, Central
Java, Indonesia

Dwi Rukmini
FKIP-English Education, Universitas Negeri Semarang, Kampus UNNES Bendan Ngisor Semarang, 50233, Central
Java, Indonesia

Ahmad Sofwan
FKIP-English Education, Universitas Negeri Semarang, Kampus UNNES Bendan Ngisor Semarang, 50233, Central
Java, Indonesia

Abstract—The research aim is to develop a model of teaching speaking through discussion and presentation
for teaching speaking for accounting education students. It is research and dvelopment study and the research
was conducted and developed in three models. Each model consists of model draft planning, implementing the
model, getting the model result and and revising the model. Technique of data collection was obtained by using
test, interview, and observation; Technique of data analyzed for quantitative data used non independent t-test.
He also used descriptive statistic including highest, average, and lowest scores. To analyze the qualitative data,
the researcher used flow model of analysis. The research results showed that The first model: improved the
students’ bravery to speak up in front of the audience and made a better condition of the students’ speaking
environment. The second model results showed that the development of the students’ speaking ability grew up
rapidly and their grammar and vocabulary also getting better. The Final Model results showed that there is
very clear and significant improvement on their bravery to speak up in front of the audience. Their learning
progress grew up rapidly, their grammar and vocabulary also increased significantly. The computation result
showed that all of the results is higher than tt (2,02).The hypothesis stating that developing a model of teaching
speaking through presentation and discussion is good, suitable and accurate model for teaching and improving
the Students’ Speaking Ability of accounting education of UMS and IAIN Surakarta in 2015/2016 Academic
Year was proved correct and significant.

Index Terms—developing, discussion, model, teaching, speaking, presentation, significant

I. INTRODUCTION
Everybody knows that English is the most important language in international communication nowadays. English is
also the language of science and knowledge, because most of the science and knowledge in the world are written in
English. Speaking is very crucial for education, business, economic and international communication, so that, the main
target of someone study foreign language/English is the speaking ability. English is a means of international
communication and the university students should learn how to speak English well, because their future, job, career, and
education depended on it. Moreover, business and politics in international community in this modern era that has
absolutely grown up rapidly with very tight and hard competition was demanded everyone to speak English well.We
can understand the science and knowledge in the books, because we study and know about English. If we study hard,
seriously and always practice it continuously and diligently, so we certainly can speak English well.Then, we can
communicate with the foreign people smoothly and easily.

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Mohan raj said that “Twenty first century world is called a globalized village. Globalization is a great equalizer, at
the same time it is a powerful divisive force. English is looked upon as a global language”. Today, English is spoken by
about 400 million native speakers; around 240 millions are Americans (Mohan raj J, 2013, p. 2). There are about 1500
millions who speak English as a second or foreign language. So, it is very important in international community. Crystal
also stated that, “The notion of a generic native speaker has become so diversified that it has lost its meaning” and the
environment in which other speakers of English as second language or foreign language learn English makes it very
difficult to attain native like competence”, so what is attainable and essential is intelligibility.
The students should be recognized that no matter what the department they come from, they should be able to speak
English well. They have to study hard in order that be able to speak English well, because it is one of the most
important capitals and requirements to compete in the crucial modern era for their better future. As everyone knows,
that it is very tight and hard competition in international business, job, career, and education for getting a better and
brighter future nowadays.
Most of people also realized that speaking is difficult enough to master, but the great effort should be done to achieve
the best result that is “The ability to speak English well”. Therefore, if students were able to speak English well, thus,
they will get a better and brighter future for their job and career. It is absolutely true, that the ability of speaking English
well, will give a lot of advantages and benefits for their job, life, career, business, education, and future, even this ability
will be appreciated by other people and society.
Stepping from all of the statements above, the researcher wants to use and develop a model by using discussion and
presentation for teaching speaking for accounting education. He regarded that the model will be accurate, suitable and
appropriate for them, he believed that” By using discussion and presentation model will be able to overcome the
students’ speaking problems of accounting education.
A. Reason of Choosing the Respondent
The reasons why the reseacher choose accounting education as the respondents because they are diligent, smart,
interesting and challenging, but their speaking English still poor, so it badly needed improvement.
B. Reason of Choosing a Model
The reasons why the researcher chooses discussion and presentation model for improving the students’ speaking
ability. He believed that if the accounting education students are taught and trained by accurate, appropriate and suitable
model so they will be able to speak English well.
C. Problems Identification
a. The students have low spirit and motivation to study English
b. The environment’ did not support the speaking practice
c. They felt ashamed, afraid, worried and nervous in speaking
d. The students have limited vocabularies and grammar.
D. Problem Limitation
a. The research and observation are conducted in UMS and IAIN Surakarta, especially for Accounting Education
Students as a pilot project.
b. The researcher analyzes the elements which have closed relation with the object and problems of the research,
those are; Developing, Model, Teaching, Speaking, Discussion, and Presentation.
E. Research Questions
1. What is the existing model of teaching speaking for accounting education students?
2. What kinds of model which is required for teaching speaking for them?
3. What is the most significant improvement on their speaking through discussion and presentation model?
4. How effective is the model of teaching speaking through discussion and presentation for them?
F. Reseach Objectives
The main targets of this dissertation research are;
1. To discover the existing model of teaching speaking for accounting education students.
2. To indicate that discussion and presentation model is suitable for teaching Speaking for accounting education
sudents.
3. To discover the most significant improvement on the students’ speaking ability through discussion and
presentation model.
4. To measure the effectiveness of discussion and presentation model for teaching speaking for accounting education
students.
G. Significance of the Study
There are three kinds of significance of this study;
a. Theoretically

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We do hope that the product of this research and development study (Developing a Model of Teaching Speaking
through Discussion and Presentation Techniques for AccountingEducation Students) would be beneficial and useful for
teaching speaking for the accounting education students especially and non English department students in general. This
model of teaching speaking could be adapted as the basis to develop the model and material for teaching speaking for
adult students or university level.
b. Pedagogically
The research findings/results will be beneficial for language instruction to enlarge and enrich the model of teaching
speaking for accounting education students especially and non English department students in general. The research
findings gave the English lecturers many choices and alternativesfor increasing the accounting education students’
speaking ability. The lecturers can use this model for teaching speaking easily and happily. It also helped the curriculum
designers to plan the accurate and appropiate instructional program for teaching speaking for their own students’ need.
The textbook writer as well as the material developers can adopt this model in presenting the material, designing
assignment and constructing exercise for the students.
c. Practically
The product of this research and development study can be used for teaching learning speaking in the classroom. This
model of teaching speaking has proved suitable, appropiate and accurate to increase the accounting education students’
speaking ability and hopefully can enhance and generate the speaking ability of the other non English department
students in general.
From discussion the students get spirit and motivation to study speaking together with their friends, they helped each
other to make summary of the topic discussion, this condition also supported them to practice their speaking. They also
got a lot of new vocabulary, and better grammar from their discussion, because they discussed, the topic given by the
lecturer in English.
From presentation, the students got bravery and self confidence to speak up in front of audience/class. It gave a lot of
chances and opportunity for practicing and increasing their speaking ability. The students got the strongest spirit and
motivation to study together in order not to feel ashamed, afraid, fear, worried and nervous anymore to express their
ideas, feelings, and desires through speaking. Therefore, the members of the group supported each other to do the best
one in speaking.
H. The Assumption and Limitation of Development
This research and development developed the model through discussion and presentation techniques to discover the
best solution of the accounting education students’ problems in expressing ideas, minds, desires, and feeling through
speaking. The researcher recognized that this research is difficult and complect enough, therefore, he conducted this
research and development carefully and seriously to find a good solution and alternatives for overcoming the students’
speaking problem by using and implementing the model through discussion and presentation for teaching speaking for
accounting education students in the classroom. He hoped that this research and development gave something valuable
and useful for accounting education students to increase their speaking ability in general. He believed that the model
generated and supported the development of students’ speaking ability.
From the discussion and presentation, the researcher believed that the students would be accustomed to speak
English, so that they could overcome their own problems in expressing ideas, desires, minds and feeling through
speaking. The researcher gave them more convenience, interesting, lovely condition, situation and atmosphere to study
English or speaking, so that, they got a good time and happiness in studying speaking/English; therefore, they increased
and generated their own speaking ability. By doing so, the accounting education students have strong believed, spirit
and motivation to study speaking/English, so that they could speak English well.

II. REVIEW OF RELATED LITERATURE, FRAMEWORK OF THOUGHT AND HYPOTHESIS

The research observes and analyzes the elements which have closed relation with the object and problems of the
research, those are; Developing, Model, Teaching, Speaking, Discussion and Presentation.
A. Developing
To enlarge, to aid in the growth of strengthen, to improve the quality of, to cause to become more complex or
intricate; add detailed and fullness, to bring into being gradually. To set forth or clarify by degrees. (Merriam Webster,
2013)
B. Model
Model is a schematic description of a system, theory, or phenomenon that accounts for its known or inferred
properties and maybe used for futher study of its characteristics.
Model is a small object, usually built to scale, that represents in detail another, often large object. A representative
form or pattern. (Margaret Rouse, 2011)
C. Teaching
Teaching is the act of profession of a person who teaches. Teaching is instruction, pedagogy is recognized as an

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important profession, precept, commandment, didactics, educational activity is (the activities of educating /instructing
activities that impact knowledge or skill). Teaching is to cause to know something and to cause to know how, to cause
to know the disagreeable consequeces of some action and to accustom to some action or attitude. It formed the
performance, attitude and personality of the students to be better and wiser.
D. Speaking
Speaking means; By using language or communicating ideas, feeling, and desires by means of system of sound
symbols or manners of using words. We know that speaking directly involves the use of words, so that by using words
we can express our ideas, feelings, desires or even interest. In sociolinguistics, speaking model, is a model socio-
linguistic study developed by Dell Hymes. To facilitate the application of his representation, Hymes constructed the
acronym, S-P-E-A-K-I-N-G (for setting and scene, participants, ends, acts sequence, key, instrumentalis, norms, &
genre).
E. Teaching Speaking
It is very crucial and the main target of teaching speaking is how to make our students to be able to speak English
well. Teaching speaking is to teach students to organize their thoughts in a meaningful and logical sequence. “Use
language as a means of expressing values and judgments. Use the language quickly, confidently and as fluency as
possible” (Nunan, 2003)
F. Techniques for Teaching Speaking
It is very important for the lecturers to understand techniques for teaching speaking, because better techniques will
give better result. There are three kinds of techniques for teaching speaking, those are:
a. Integrating English Vocabulary in Speaking
Vocabulary is very crucial in speaking, if we got more vocabulary so our speaking ability would be better. There is
no speaking without vocabulary. The lecturer can build the vocabulary of students through motivating activities. Some
best practices for building listening and speaking vocabulary include: having short, targeted discussions about
interesting themes, sharing images or objects that spark conversation.
b. Integrating English Grammar in Speaking
The mastering of good grammar is very important for speaking, so that the lecturer should teach good and correct
grammar. By teaching good and correct grammar during speaking activities will make the students able to speak
English well.
c. Integrating English Pronunciation in Speaking
Pronunciation and spelling has very important role to make speaking much more better than we hope and listening to
fluent English in a variety of contexts is one of the best tools for teaching pronunciation.
G. Discussion
Discussion is to speak with another or others about; to examine or consider (a subject) in speech or writing. We make
consideration of a subject by a group; an earnest conversation. it is essential that the purpose of the discussion activity is
set by the lecturer, so we have to design assignments that are complicated and interesting and use those as springboards
for discussion. There are three stages; 1. Pre – Discussion/the forming group, 2. Discussion (the groups discuss the topic)
3. Post discussion (peer - feedback from the observer and lecturer).
H. Presentation
Most presentations are divided into 3 main parts (+ questions): 1. In the introduction, we tell audience what the
message is going to be. 2. In the body, you tell audience the real message. 3. In the conclusion, we summarize what the
message was. Therefore, a successful presentation is one of the most effective ways of communicating your message.
I. The Framework of Thought
The researcher recognized that the English mastery of Accounting Education Students is still low and unsatisfying, so
he needs a good, accurate and suitable model for teaching and improving the students’ speaking ability. If the
accounting education students are taught and trained by good, accurate and suitable model so they will be able to speak
English well, therefore, presentation and discussion model is the best choice to do so.
J. Hypothesis
The hypothesis stated that: “Developing a Model of Teaching Speaking through Discussion and Presentation is a
good, accurate and suitable model for teaching and improving the students’ speaking ability of accounting education of
UMS and IAIN Surakarta in 2015/2016 Academic Year.”

III. RESEARCH METHODOLOGY

A. Model Development
The Model Poduct Development consits of: Model Draft Planning, Implementing The Model, Getting The Model

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Result and and Revising The Model

B. Method of Data Collection

1. Interview for doing Need and Analysis: By conducting interview, he knew the students’ condition and their
problems,
2. Test: Researcher conducted pretest and posttest 1, 2 and 3.The main target of the test is to know whether there is a
significant improvement or not on the students' speaking ability.
3. Observation: Reseacher and Collaborator observed what happened entirely and monitored the effect of the actions.

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It is done while he is taking actions and after he did it.

IV. RESEARCH RESULTS

A. The First Model Results
The first model only solved a part of the students’ speaking problems: Improving the students’ bravery, spirit and
motivation to study speaking and making a better condition of the students’ speaking environment. Though, there are
many students who made mistakes in grammar or vocabulary but it was okay. Eventhough the students’ speaking ability
was still low, but they are interested in the speaking lesson. The students are still having problems in speaking
especially limited grammar, and vocabulary that still need improvement.
B. The Second Model Results
The second model results showed that the development of the students’ speaking ability increased clearly. The
researcher found significant improvement on their bravery and mentality to speak up in front of the audience.Their
grammar and vocabulary also getting better. It improved the grammar and increased the vocabulary; it gave more
opportunity for students to explore and express their minds, desires, feelings and ideas through speaking. It also gave
special freedom for students to practice their speaking actively and happily.The researcher observed that the learning
progress of the students’ speaking ability improved rapidly and clearly. Their communication in English is also getting
better and more fluently than before.
C. The Final Model Results
(Opening-Small Discussion–Presentation–Large Discussion–Closing)
The Final Model results showed that there are more significant improvements on the students’ speaking ability. Their
learning progress grows up rapidly and significantly. Their bravery, grammar and vocabulary are also increased and
improved clearly. The results of the students’ speaking ability were excellent and succeed. The Final Model increased
and improved the students’ speaking ability so clear and very significant, The Final model is also the most effective
and efficient model to improve and increase the students’ speaking ability. There is very sharp, clear and significant
improvement on their speaking’ ability after giving the treatment through this model and the best model to use for
teaching speaking for accounting education students is also the final model. The most significant improvement in this
research and development study is the students’ fluency and bravery to speak up in front of the audience. The
accounting education students will be able to speak English well, if they are trained and taught with accurate and
suitable model.
D. The Research Results from Discussion and Presentation
From Discussion,
The students have learned a lot about how to work together and help each other, so that, no students feel lonely and
sad, because the other students always care, ready to help their friends, when they got problem in speaking, grammar
and vocabulary. From discussion, the students got spirit and motivation to study speaking together with their group.
They support each other in studying speaking to increase vocabulary, improve grammar and discuss to make the
summary of topic discussion given. The environment and condition also support them to practice their speaking English
actively. The students also got spirit of togetherness for cherish and help each other, so that, they got experiences in
discussing, sharing and solving their speaking problems from their own group. Discussion made the students
accustomed to speak English and by discussing and studying together so they can overcome their own speaking
problems.
From Presentation,
The students have learned about bravery and mentality to speak up in front of the audience/class, they have learned a
lot about pronunciation, diction, fluency and courtesy in their speaking, and also listening of course. Because, when one
of audience asked question and the group members answered their questions, so other students listened carefully and
seriously about the answered, so that; they studied both of them speaking and listening altogether and automatically.
When, there were many questions/feedback from audience/class that was curious of the topic, so, it made speaking class
cheerful and lovely. The students got strong belief, bravery, mentality, spirit, and motivation to study speaking, so that,
they did not feel ashamed,,afraid, and nervous anymore to express their ideas, feelings, and desires through speaking.
The presentation gave a good training for the students to speak up in front of the audience/class, because by presenting
the topic given by the lecturer, so, it gave more science, knowledge and experiences for practicing and increasing their
speaking ability and their bravery.
E. Computation Result
The conclusion of the researcher was supported by the computation result:
a. The result between Pretest and Posttest 1 was 17, 80 because (17.8) is higher than tt (2.02), therefore, it can be
concluded that there is significant improvement between pretest and Posttest 1
b. The result between Pretest and posttest 2 was 12.97 because (12.97) is higher than tt (2.02), therefore, it can be

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concluded that there is significant improvement between pretest and Posttest 2

c. The result between Posttest 1 and Posttest was 12.14 because (12.14) is higher than tt (2.02), therefore, it can be
concluded that there is significant improvement between Posttest 1 and Posttest 2
d. The result between Pretest and Posttest 1 was 16.75 because (16.75) is higher than tt (2.02), therefore, it can be
concluded that there is significant improvement between pretest and Posttest 1
e. The result between Pretest and Posttest 2 was 18.23 because (18.23) is higher than tt (2.02), therefore, it can be
concluded that there is significant improvement between pretest and Posttest 2
f. The result between Posttest 1 and Posttest 2 was 7.50 because (7.50) is higher than tt (2.02) tt, therefore, it can be
concluded that there is significant improvement between Posttest 1 and Posttest 2

V. CONCLUSION
1. The existing model of teaching speaking for accounting education mostly still using: drilling, repeat after me and
pronunciation exercised. These kinds of models are difficult to improve the students’ speaking ability.
2. Presentation and discussion model is the most required for teaching speaking for accounting education students,
because it is good, accurate and suitable for them.
3. The most significant improvement is the students’ fluency and bravery to speak up in front of the audience.
4. The most effective and the best model is the final model, because it is effective and efficient for teaching and
improving the accounting education students’ speaking ability.
5. The computation results supported the conclusion, because all of the results is higher than tt (2,02).
The computation result showed that all of the result are higher than tt (2.02) thus, it can be concluded that there is
significant improvement on the students’ speaking ability after giving the model through discussion and presentation.
The hypothesis stating that “Developing a Model of Teaching Speaking through Discussion and Presentation is a good,
accurate and suitable model for teaching and increasing the students speaking ability of accounting education of UMS
and IAIN Surakarta in 2015/2016 Academic Year” was proved correct and significant.
Suggestion
1.Trust our students, because every student has their own ability and potential. They have strength and weakness, so
our duty is to explore their strength and to cover their weakness.
2 Give them more spirit, motivation, and bravery, so we will see their amazing ability, talent and potential to express
their desire, feeling and opinion through speaking.
3. Set up our speaking classroom as interesting as possible, then provide with suitable and accurate topic and material
that is in line with our students’ need and discipline.
4. Keep remained our position as a good manager, motivator and facilitator, so that, we knew that our students
actually are smart, creative, innovative and excellent human being.

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Sapta Mei Budiyanto was born at Surakarta/Solo/Mr. President’ City, on May 27, 1964. He got S1 in
1990/UMS (Muhammadiyah University of Surakarta – English Education, His master/S2 in 2008/UNS
(Surakarta State University) - English Education. Then His S3/Doctorate Program In 2017 – English
Education. He is one of the lecturers at Muhammadiyah University of Surakarta (One of The Best Private
Universities in Indonesia) since 1990 – Now at (FKIP/ LC UMS)

Mursid Saleh was born at Sleman, June 9, 1944. He got his Diploma at ELI, Victoria University of Wellington in 1973 –
Teaching English as Foreign Language, Undergraduate/S1 at IKIP Yogyakarta/1971 – English Education, then continued his
master/S2 - Research Method in Education/1983 and Doctorate/S3 – Applied Linguistics at Macquarie University. He is one of the
best lecturers at Graduate/Doctorate Program in UNNES
He is The Promotor of Sapta Mei Budiyanto at Doctorate program in UNNES.

Dwi Rukmini was born at Semarang, April 15, 1951. She got her bachelor at IKIP Negeri Semarang in 1974 – English Education
and Diploma at Lancaster University – UK – English for Specific Purposes in 1984, Her S1 – Universitas Terbuka – English
Education, Her master/S2 and Doctorate program/S3 at Universitas Negeri Semarang. She is one of the most familiar Lecturers at
Graduate/Doctorate Program in UNNES.
She is The Co Promotor 1 of Sapta Mei Budiyanto at Doctorate program in UNNES.

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82 THEORY AND PRACTICE IN LANGUAGE STUDIES

Ahmad Sofwan was born at Pemalang, April 27, 1962. He got his S1 at IKIP Yogjakarta in 1988, His Master/S2 at Deakin
University in 1993 – Translation and La Trobe University in 1998– Linguistics. Then His Doctorate program/S3 at La Trobe
University in 2004 – Linguistics. He is one of the most cooperative lecturers at Graduate/Doctorate Program in UNNES. He is The
Co Promotor 2 of Sapta mei Budiyanto at Doctorate program in UNNES.

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