A STUDY ON THE TECHNIQUES OF TEACHING ENGLISH USED BY THE ENGLISH TEACHER AT FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOL NAHDATUL ULAMA KEPANJEN
| Main Author: | Mustofa, M.Zainal Arifin |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2013
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/27493/1/jiptummpp-gdl-mzainalari-33019-1-introduc-n.pdf http://eprints.umm.ac.id/27493/2/jiptummpp-gdl-mzainalari-33019-2-babi.pdf http://eprints.umm.ac.id/27493/ |
Daftar Isi:
- This research was focused on the techniques of teaching English used by the teacher at the first grade of SMA NU Kepanjen. The purposes of the study: (1) to know the techniques of teaching English used by the English teacher at SMA NU Kepanjen and (2) to know the reasons of the teacher using those techniques. The design used in this research was descriptive qualitative design. This research focused on the English teachers who taught the first grade students of SMA NU Kepanjen. There were three teachers who taught that grade. However, it was only one teacher chosen as the subject of the study because this teacher was not graduated from English Department. Consequently, the teacher had to know the suitable techniques to arouse the studentsÂ’ enthusiasm in learning English. Moreover, the instruments used to collect the data were semi-structured interview and observation. The research finding showed that the techniques of teaching English used by the teacher covered lecturing technique, discussion technique, direct experience technique, game technique, and demonstration technique. Besides, the reasons of the teacher using these techniques were: First, the lecturing technique it could save time and the students could focus on the material, however the students became move passive observer and they got little knowledge. Second, the discussion technique made the students free to express their idea and they could improve the sharing of ideas with others. On the other hand, this technique needed more time to get group discussion and the condition of the class was crowded. Third, the direct experience technique make the students became more active to comunicate with others and they could express their private experiences. The game technique were made mode the students interested in joining the class and they would not get bored. The strengths of the demonstration technique were the students could remember the material well and they got more knowledge.