THE ENGLISH TEACHING BY A NATIVE SPEAKER AT SMAN 10 MALANG
| Main Author: | Riza WEGANOFA |
|---|---|
| Format: | PeerReviewed |
| Bahasa: | eng |
| Terbitan: |
, 2009
|
| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/1875 |
Daftar Isi:
- ABSTRACTWeganofa, Riza. 2009. The English Teaching by a Native Speaker at SMAN 10Malang. Thesis, English Department. Faculty of Letters. Sarjana Program.State University of Malang. Advisor: Niamika El Khoiri, M.A.Key Words: Teaching English, native speaker teacher, regular time.English has emerged as an important language since the last century. Asearly as 1950s, Indonesia government decided that English was included in thenational curriculum. Since then, every school has done some efforts to provide aquality English teaching. Through the decree no.20/2003, the government statesthat government or local government school should develop at least one school atevery level of education into national school with international standard. Sommers(2005) highlighted that most of primary and secondary schools in Taiwan hademployed native speaker teacher to teach English. Native speaker teachersteaching in secondary schools at the regular time are hardly found in Indonesia.However, SMAN 10 Malang, supported by Sampoerna Foundation employed anative speaker to teach English in school regular time. This study was conductedto describe the English teaching by a native speaker. It aims: (1) To describe theinstructional materials, (2) To describe the teaching techniques, (3) To describethe students' attitudes towards teaching activity, (4) To find out the nativespeaker' problems, and (5) To know the students' problems.The setting of the study was SMA Negeri 10 Malang and the subject was anative speaker who was teaching at the school. The instruments used to obtain thedata were observation sheet for field notes, interview guide, and questionnaires.An example of lesson plan, and instructional materials were included to completethe data obtained. Observation was applied in order to know the teaching activitiesdone in the classes. Interviews were conducted both to the native speaker and theEnglish class teacher. It aimed at knowing the native speaker' responses towardsteaching English as a foreign language. For the students, questionnaires wereprovided for the sake of obtaining the students' opinions about teaching activityby a native speaker.The results showed that the native speaker used her own materials as theinstructional material. She chose to use authentic materials, such as songs and jobinterviewhand-out. The native speaker teacher was free to determine materialsthat are appropriate with students' needs and interests. The materials wereselected based on topic. However, she could not maximize the use of the materialswhere students did not have sufficient time to practice new vocabulary they learnt.The investigation done in classes showed that the native speaker implemented roleplay and conventional tutorial teaching techniques. The students gave a positiveresponse towards the variety of teaching techniques that it brought to a state thatthey liked the way the native speaker taught them. Introducing new relatedvocabulary through giving examples in meaningful contexts induced goodcommunication strategy. Role play engaged all students to participate in theactivity. Meanwhile conventional tutorial was be dominated only by 5-6 smartstudents. During the investigation, the native speaker dominantly initiatediiquestions with a long response towards an issue. In contrast, students replied invery short utterances.Students responded positively towards their involvement in the activity.The enrollment of a native speaker gave advantage that students got maximumexposure to native-liked situation. Only 10 students or 9.25 percent who felt didnot involve in the activity. Stressful classes also were found during theobservation. This situation might be caused by the condition of both the nativespeaker and the students. However, the students thought that the native speakergave them appropriate feedback to encourage learning. The native speaker gotproblem in handling naughty students and making an appropriate evaluation forthe students. On the other hand, the students got confused with the teacher'sinstruction that was caused by the absence of lesson objective or difficult words.Also, they had problem with the native speaker accent because they were used tolearning English with Indonesian or Javanese accent.Based on the research findings, some suggestions were given for thebetterment of teaching process of English. If the native speaker teacher intends tocontinue her teaching experience as an ESL/EFL teacher, she should work harderto increase the quality of the teaching process of English by learning teachingprinciple, selecting appropriate instructional material, implementing variousteaching techniques, planning the teaching activities well in advance, and joiningEnglish seminars, or workshops to develop her qualification. For the principal aswell as the English class teacher, they should supervise the native speaker to bebetter teacher. The qualification of native speaker teachers needs to be developed.For other people or institutions, they need to be well-prepared before employing anative speaker teacher. For the next researchers, it is suggested to conduct aresearch about teaching English by native speakers who collaborate with nonnative speaker teachers and its effectiveness.