THE PROBLEMS IN IMPLEMENTING OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN TEACHING LEARNING PROCESS AT AL-QALAM ISLAMIC BOARDING SCHOOL PROGRAMS OF MAN 3 MALANG
| Main Author: | KHUTAEMI, |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2011
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/30905/1/jiptummpp-gdl-s1-2011-khutaemi06-21223-pendahul-n.pdf http://eprints.umm.ac.id/30905/2/jiptummpp-gdl-s1-2011-khutaemi06-21223-CHAPTER%2BI.pdf http://eprints.umm.ac.id/30905/ |
Daftar Isi:
- This study is conducted to describe the teacher's teaching, the problems in teaching learning process, and solution of the problems in implementing of Communicative Language Teaching (CLT) approach in teaching speaking. In this study, the descriptive qualitative research was used to obtain the information related to the research problems. The subjects of this study were teachers and students at boarding school of MAN 3 Malang. The instruments used to collect the data were observation and interview. The result of this study showed that the teacher used a variety of methods in teaching and learning English speaking using CLT such as discussion, role play, and game. The result of this study also showed the teacher faced some problems in implementing teaching speaking. First, the teacher found some students who had less attention and less participation to the training activity especially in the early morning session. Second, the teacher found out that some students felt embarrassed in expressing their ideas orally. Third, the teacherâ€TMs problem in implementing CLT was some studentsâ€TM were not discipline to follow the rules of Maâ€TMhad Al-Qalam. One of the rules said that students have to speak bilingual language but in the reality, some students did not speak in bilingual languages. The last, the teacherâ€TMs problem in implementation CLT was passive students. In coping with the problems of students who had less attention and less participation, the teachers chose the alternative solutions by making group discussion or game suitable to the material. So, students would participate actively. The teacher gave stimulus to get studentsâ€TM participation, and keep motivating them to be active because motivation is one of power in their study in order to develop their skills. In solving the problem of studentsâ€TM embarrassed feeling, the teacher asked the students to share with their friends who had more confidence. The teacher asked them to drill themselves to speak English. In order to solve the problems of discipline, the teacher became more active to check the students in their daily activities. The teacher had to be stricter when he or she found out the students who did not speak bilingual language by giving education punishment like memorized the vocabularies or gave the English task. The last, solution for passive students, the teachers approach to the students and gave more attention to them. In this way, the students tended to be more active and they would be able to express their ideas more actively.