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This chapter will explain some points related with the topic under the study. There are background of study, research problem, the purpose of study, significance of study, scope and limitation, definition of key terms.

A. Background of Study
In learning English as foreign language students have to practice the four language skill, they are listening, speaking, reading and writing. A teacher has duty to make the students become effective and active in teaching learning process and how to make the students interested to study about them.
In English, the students have to always practice to speak up every time to improve our English speaking fluently, the process of practice speaking necessary to the teaching, in teaching as transfer knowledge process, when talking about transferring knowledge process the teacher needs approach to make the students easily to learn English speaking practice.
An approach is a set of correlatives assumptions dealing with the nature of language teaching and learning.[1] It means that approach deals with the students need in language teaching and learning process. According to Anthony’s model, approach is the level at which assumption and belief about language and language learning are specified[2].
In teaching and learning process, the English teacher efforts on the teaching process with the purpose how to the students could understand easily to the English material and how to the students can be active in the class when teaching and learning English process. To make the students more active in learning speaking English, the English teacher must be use the appropriate approach in the teaching learning process of speaking English at the classroom. That’s way, an approach in the English teaching process especially in the speaking English is very important.
When the researcher observed in MA Al Falah Dempo Barat Pasean Pamekasan on speaking subject the teacher made their students interested to join his lesson and the students very active and the teacher just become facilitator. The teaching English process in MA Al falah, the first step teacher gave an instruction to the student, the formula of instruction the teacher made a group consist three groups, and than every group got a subject and than they prepare by their selves, the last the student explained to the material, so that ideally the student should be competence to explain about the material using English speaking language. But, the students mix their language although the teacher gets to use full English. In this case the student very interest although the students prepare by their selves. It correlate with Self-direct learning likes in the original work of Knowles was said in Murray Fisher book. The teacher is as controller, director, manager, resource, and facilitator[3] to make an effective and active teaching process. Using Self-direct Learning (SDL) for teaching English needs method, technique, model and approach.
In this case, using self-direct learning (SDL) approach. This approach allows learner to be more effective. In the original work of Knowles states that SDL is defined as a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes’[4]. On the other hand, Self-direct learning is assumed that the human being grows in capacity (and need) to be self-directing as an essential component of maturing, and that this capacity should be nurtured to develop as rapidly as possible[5]. Here the student prepare by its self, if the student have problem the teacher gives instruction to solve their problem at the end their subject.
To make the students motivate the English teacher must guide them when teaching learning process because Self-Directed Learning (SDL) is a modern approach indonesia curriculum but in indonesia more famous student center. This approach does not only focus on speaking but also to listening, reading and writing but the researcher focus to discuss speaking. Speaking a language is specially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interaction[6], using self-direct learning is a simple of approach. So, the teacher use self-directed learning approach to be an effective learning. It will be effective if it used minimally at senior high school moreover in speaking subject. The researcher is interested to understand about this approach because this approach interact directly between the speaker and listener.
Finally, based on the problem above, the researcher wants to know about “The Implementation of Self-Direct Learning (SDL) Approach in Teaching Speaking English At 11th Grade Students of MA Al Falah Dempo Barat Pasean Pamekasan”.

B. Research Problem
1. How the ways to implement of Self-Direct Learning (SDL) approach in Teaching speaking English at 11th grade students of MA Al Falah Dempo Barat Pasean Pamekasan?
2. Which parts of the implementation of Self-Direct Learning (SDL) can motivate the students’ activities highly in teaching speaking English at 11th grade of MA Al Falah Dempo Barat Pasean Pamekasan?
3. How are the English teacher and the student perception about teaching speaking English by using Self-Direct Learning (SDL) at 11th grade students of MA Al Falah Dempo Barat Pasean Pamekasan?


[1] Jack C. Richard and Theodore S. Rodger, Approach and Method in Language Teaching Second Edition, (New York: Cambridge University Press, 2001), p. 19.
[2] Ibid.
[3] H. Douglas Brown, Teaching by Principle An Interactive Approach to Language Pedagogy Second Edition, (New Vistas USA : Longman, 1994), p.167.
[4] Murray Fisher, Jennifer King and Grace Tague, Development of a self-directed learning readiness scale for nursing education, Harcourt Publishers Ltd, 2001, p. 516-517.
[5] Malcom Knowles, Self-Directed Learning, Cambridge Adult Education, 1975., p. 1
[6] Jack C. Richard and Willy A Renandya, Methodology in Language Teaching Antology of Current Practice, (New York : Cabridge University Press, 2002), P. 204.