A DESCRIPTIVE STUDY ON TEACHING-LEARNING PROCESS AT SPEAK SECOND SPEAKING CLASS IN THE DAFFODILS ENGLISH COURSE PARE KEDIRI
| Main Authors: | Aini, Fitriyah, Dra.Hj., Woro Retnaningsih, M.Pd. |
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| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2017
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| Subjects: | |
| Online Access: |
http://eprints.iain-surakarta.ac.id/1232/1/Full%20Text.pdf http://eprints.iain-surakarta.ac.id/1232/ |
Daftar Isi:
- ABSTRACT Aini Fitriyah. 13.32.2.1.016. A Descriptive Study on Teaching-Learning Process at Speak Second Speaking Class in the Daffodils English Course Pare Kediri 2016/2017. A Thesis: The State Islamic Institute of Surakarta, Surakarta. 2017. Advisor : Dra.Hj. Woro Retnoningsih, M. Pd. Key word : Teaching-learning speaking at speak second class The objectives of this research are to describe the process of teaching- learning at speak second speaking class in the Daffodils English course Pare, Kediri, and to know the teaching speaking techniques and strategies used in teaching-learning process at speak second speaking class in the Daffodils English course Pare, Kediri. The researcher used the descriptive qualitative research design. It was conducted at the speaking class at speak second speaking class in the Daffodils English course. The data was collected by using observation, and interview. The researcher took observation to know the real process of teaching –learning at speak second speaking class. The interview was given to collect data related to techniques and strategies used by the teacher in the teaching-learning process at speak second speaking class in the Daffodils English course. After collecting the data, the researcher analyzed the data found in qualitatively. The result of the analysis, the researcher found some findings of the research. Based on the observation during teaching-learning process at speak second speaking class in the Daffodils English course, the researcher found that the implementation of teaching-learning process was attractive. The students were really enthusiastic participating the class. The teacher also made the students to be more active, and creative. It made the students to always practice their English, and the teacher could know their developments. From the interview, the researcher also found the answer of the problem statements of the research about the technique and strategy used by the teacher at Speak Second speaking class in the Daffodils English course. The teacher used problem solving, role play, and discussion techniques. Those techniques were combined with the strategies of group work, and give some instruction or training in discussion skill to teach speaking at speak second speaking class in the Daffodils English course. The combination of those techniques and strategies made the students being more active. They also were being critical in thinking, confident I delivering their opinion, compactness, and cared to their surrounds.