LANGUAGE TEACHING THEORIES

METHODS OF TEACHING

By :

Awwalia Fitrotin Izza

(2201411126)

English Education

Faculty of Language and Art

Semarang State University

2013

INTRODUCTION

A method is an overall plan for the orderly presentation of language material. It is one of the most important things in teaching learning process. A method is how the way we share our mind to the students, so to make students being understand with what we talking about, we have to make it easier and effective. There are some methods that used in teaching learning process, they are grammar translation method, direct method, audio lingual method, silent way, desuggestopedia, suggestopedia, community language learning (CLL), total physical response (TPR), communicative language teaching (CLT), content based instruction (CBI), task based approach (TBA), participatory approach, learning strategy training, and cooperative learning, multiple intelligence.

The challenges of a teacher in using the methods are to make it suitable for their students and how the way they talk in some conditions and situations. So that, as a teacher will be, we have to learn more about the methods that appropriate to apply in some schools based on they took place and what materials that we would be taught. In order to make both students and teacher enjoy the teaching learning process, the method that used have to provide what students need and what the teacher mastered. Here, a teacher has a full power for handling the class.

            In doing this observation I used an observation method by going to the school and observe by myself. I also take some pictures to provide the reliable of my paper.

THE OBSERVATION IN SMP N 1 Godong grade VII

            When I observed in SMP N 1 Godong class VII E, the teacher in this case Mrs. Leny Setyorini explained about “descriptive text”. She opened the class by greetings and apperception, also checked who is absent that day. Mrs. Leny try to keep along with the students by asked their feeling, and she also try to make friends with them. In teaching learning process, she used some methods. They are:

Audio-lingual method (repetition drill)

Audio lingual method is a method using behaviorist models of learning and helps learners to respond correctly to stimuli through shaping and reinforcement.

·         Application in classroom

-          Mrs. Leny gave an example of descriptive text titled “Mr. Tejo’s house”. Here, she wrote down the text on white board.

-          She asked one of the students to read aloud the text.

-          Finally, Mrs. Leny asked the students to listened to her and repeated. First of all, she read the text one by one sentence by herself, after that, all of students repeat by imitating what the teacher says.

-          Mrs. Leny would repeat if the students do not pronounce the word correctly.

Grammar translation method

            Grammar translation method is a method of language learning that is taught to promote intellectuality through mental gymnastics focusing on grammatical rules, memorization of vocabulary, various conjugations, translation of the texts, and doing written exercise.

            This method also used by Mrs. Leny in order to make the students familiar with some words, especially the difficult word. However, she used this method very minimal.

·         Application in classroom

-          Mrs. Leny asked all of the students, sometimes one of the students to translate one word or some words directly from native language to target language.

-          The students answer in target language based on Mrs. Leny’s question.

-          If anyone having trouble, they should open their dictionary.

Direct method

The direct method is a method which argues that translation is not allowed but meaning is conveyed directly in the target language through the use of demonstration and visual aids.

This method used by Mrs. Leny after she explains the material in order to make sure that her students being understand what she talking about.

·         Application in classroom

-          Reading aloud.

Mrs. Leny asked one of the students to come forward and read the “descriptive text” based on what they have made with their group.

-          Question and answer exercise

Mrs. Leny asked all of the students to do the assignment on their handbook. The assignment is like what we usually see on some books’ exercise.

-          Paragraph writing.

Mrs. Leny asked the students to make a group. One group consists of 5 people. Each group has to make a descriptive text differently from one group to another.

Silent way

            Silent way is a method of language teaching based on the premise that the teacher should be as silent as possible in the classroom but the students should be encouraged to produce language.

·         Application in classroom

-          Self correction gesture

Sometimes, Mrs. Leny used her finger to make a students understaand what she would say. so that, she did not speaks all of time. and try to make a students as active as possible.

I also found some incorrect speech by Mrs. Leny. Here some examples:

-          “Who is absent today?”

-          “Yesterday, we discuss about there is and there are”

-          “We will talks about......”

In teaching learning process by Mrs. Leny using those methods, actually there are some incorrect terms.

The grammar translation method is an old method that used by teacher in old era. As the teacher that grows in this era, we have to more creative and inovatife. So, grammar translation method should not be used in this modern era. Beside those problem, in giving a material, Mrs. Leny should give a new information or give a text that makes student being curious and challenged. Avoid a text that turn around and round, like Mr. Jono’s house. I think that is an ordinary text and make students uninterested in.

CONCLUSION AND SUGGESTION

Conclusion:

                        All in all, in teaching English for foreign language, teachers use many methods from grammar translation method to multiple intelligences. Some methods also used by Mrs. Leny in teaching learning process. To explain about “descriptive text”, she uses grammar translation method, direct method, and silent way. These three methods in one hand is suitable and effective. But however, there are some disadvantages that maybe occurred when teaching learning process. One of them is grammar translation method that still be used, instead of this is the old method that probably used in 1950s.

                        Some teachers maybe still found any difficulties to find an appropriate method in teaching learning process. Moreover, it is hard to get the attention from the students. So, the teachers have to work hard in order to make the class more attractive.

Suggestion:

-          Teachers should use an appropriate method in teaching learning process by knowing how the student’s condition first.

-          In order to get attention from the students, teacher should have some tricks, maybe by giving a game or apperception.

-          Teacher does not allow to give a material turn around and round.

-          By explain “descriptive text”, teacher should give an educational text or information text rather than give an ordinary text that may not give a new information or education.

LAMPIRAN

Standar Kompetensi dan Kompetensi Dasar

      Kelas VII, Semester  1

Standar Kompetensi	Kompetensi Dasar
Mendengarkan 1.      Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat	1         Merespon makna dalam percakapan transaksional (to get things done) dan  interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: menyapa orang yang belum/sudah dikenal, memperkenal-kan diri sendiri/orang lain, dan memerintah atau melarang 2       Merespon makna dalam percakapan transaksional (to get things done) dan  interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapkan kesantunan
2.      Memahami makna dalam  teks lisan fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat	2   1       Merespon makna tindak tutur yang terdapat dalam teks lisan   fungsional pendek sangat sederhana  secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat 2.  2       Merespon makna gagasan yang terdapat dalam teks lisan fungsional pendek sangat sederhana  secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat
Berbicara 3.      Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat	3  .1  Mengungkapkan makna dalam percakapan transaksional (to get things done) dan  interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima   3.2  Melakukan interaksi dengan lingkungan terdekat yang melibatkan tindak tutur: menyapa orang yang belum/sudah dikenal, memperkenalkan diri sendiri/orang lain, dan memerintah atau melarang 3.   3  Mengungkapkan makna dalam percakapan transaksional (to get things done) dan  interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapkan kesantunan
4.      Mengungkapkan makna dalam teks lisan fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat	4.  1  Mengungkapkan makna tindak tutur dalam teks lisan fungsional pendek sangat sederhana  secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat 4  .2  Mengungkapkan makna gagasan dalam teks lisan fungsional pendek sangat sederhana  secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat
Membaca 5.      Memahami  makna dalam teks tulis fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat .	5  .1  Membaca nyaring bermakna kata, frasa, dan kalimat dengan ucapan,   tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan terdekat 5.  2  Merespon makna yang terdapat dalam teks tulis fungsional pendek  sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat
Menulis 6.      Mengungkapkan makna dalam teks tulis fungsional  pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat	6.   1  Mengungkapkan makna gagasan dalam teks tulis fungsional pendek  sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat 6.   2  Mengungkapkan langkah retorika dalam teks tulis fungsional pendek  sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat

Data Diri Guru

Nama                           :           Leny Setyorini S, Pd.

Tempat/tanggal lahir   :           Grobogan, 27 Oktober 1977

Alamat                                    :           Desa Karanganyar Rt 04/Rw 04 Kecamatan Godong

Lama mengajar            :           10 tahun (di SMP N 1 GODONG)

Alumni            :           IKIP PGRI Semarang

Tahun              :           2003

Jurusan            :           S1, Pendidikan Bahasa Inggris

Catatan Khusus           :           GTT (guru tidak tetap)

ACADEMIC WRITING ASSIGNMENT 1

NAME            :           Awwalia Fitrotin Izza

NIM                :           2201411126

THE USE OF MINI DRAMA IN TEACHING SPOKEN  NARRATIVE TEXT

 (An Action Research at the Grade XI of SMA Negeri 1 Grobogan in the Academic year of 2010/2011).

IDENTITY

Author                         :           Nena Andriyani

NIM                            :           2201405531

Year of Graduation     :           2011

CHAPTER 1 : INTRODUCTION

1.3 Statement of the Problem

      Based on the background above she wants to state the problem as follows:

1.      What problem does the teacher face in teaching spoken narrative text?

2.      How mini drama be used in teaching spoken narrative text?

3.      To what extent the use of mini drama improve the students’ speaking ability in spoken narrative text?

1.4 Objective of the Study

      The objectives of this study are:

1.      To know what problem does the teacher face in teaching spoken narrative text.

2.      To describe how mini drama be used in teaching spoken narrative text.

3.      To analyze to what extent the use of mini drama improve the students speaking ability in spoken narrative text.

CHAPTER II : REVIEW OF RELATED LITERATURE

2.1       The characteristics of Senior High School Students.

2.2       Speaking

2.2.1    General Concept of Speaking

2.2.2    Teaching Speaking in Senior High School

2.2.3    Teaching Speaking by Using Drama

2.3       Drama

2.3.1    Definition of Drama

2.3.2    The Elements of Drama

2.4       Narrative

2.4.1    Definition of Narrative

2.4.2    Narrative in Drama

2.5       Action Research

2.5.1    Definition of Action Research

2.5.2    Steps of Action Research

2.5.3    The Use of Action Research for Teachers

CHAPTER III : METHODS OF INVESTIGATION

3.1              Research Design

									Action of Cycle 1
	Problem				Planning of Cycle 1

 

Reflection of Cycle 1

Observing of Cycle 1

Cycle 1

Action of Cycle 2

Unsolved Problem

Planning of Cycle 2

Reflecting of Cycle 2

Observing of Cycle 2

 

3.5              Procedures of Collecting Data

Took some oral test during the research to know the students’ speaking skill. They were pretest and cycle test.

Pretest  :            -    Students were divided into seven groups, then the teacher gave script    drama and asked the  students to learn about scene one.

-          The teacher asked the students to read and memorize it before practicing it in front of the class. While they were playing scene one, the teacher records the voice of students’ performance to know their initial speaking ability.

Cycle test :       -    Divided class into three groups, then give them script drama.

-          They were asked playing mini drama out in the front of the class.

-          Just like in pretest, teacher gave score based on their performance.

The procedures of cycle 2 test was similar to the two previous tests. The purpose of this test was to measure the improvement of the students speaking skill.

CHAPTER IV : DATA ANALYSIS AND DISCUSSION

            Chapter IV discusses the analysis of the data taken from the research, there are the analysis of pretest, the analysis of the activities in cycle 1, the analysis of the cycle 1 test, the analysis of the activities in cycle 2, the analysis of cycle 2 test, the improvement of the students’ speaking skill, the analysis of field notes, and the advantages and disadvantages of the use of mini drama in teaching speaking.

4.1  Analysis of Pretest

            The average of the students’ test was 53,89.

4.2  Analysis of Activities in Cycle 1

            Activity in cycle 1 was conducting research of the use of mini drama in teaching speaking. It is one of an alternative techniques in teaching spoken narrative.

4.3  Analysis of cycle 1 test

            The average of the students’ test result in cycle 1 was 63,81.

4.4  Analysis of activities in cycle 2 test

            - Made a planning

- Did the activities as have made in lesson plan.

- Observe all activities during the research.

- Reflected the activities from the first until the last.

Found that the students made a progress in speaking.

4.5  Analysis of cycle 2 test

            The average of the students’ test result in cycle 2 was 76,19.

4.6  The improvement of the students’ speaking skill.

            There are improvements in every tests.

4.7  Analysis of field notes.

            Used field notes to support research that is to know the development of the researcher’s way of teaching and the students’ progress in teaching learning process.

CHAPTER V : CONCLUTION AND SUGGESTION

5.1  Conclusions

            The main problem that the teacher faces in teaching spoken narrative text were the students are very poor in speaking, they made so many errors, especially in pronounciation, and their vocabularies were also very limited. The using mini drama in teaching speaking is effective to be applied in teaching learning process. It is also can be concluded that the students enthusiastic to learn speaking by perform mini drama.