AN ANALYSIS ON TEACHING METHOD USED BY AN ESP LECTURER IN TEACHING SPEAKING INTHE SECOND SEMESTER OF COMMUNICATION DEPARTMENT AT UNIVERSITY OF MUHAMMADIYAH MALANG
| Main Author: | FAUZI, WILDANUL ULA |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2016
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/32753/1/jiptummpp-gdl-wildanulul-45058-1-pendahul-n.pdf http://eprints.umm.ac.id/32753/2/jiptummpp-gdl-wildanulul-45058-2-chapteri.pdf http://eprints.umm.ac.id/32753/ |
Daftar Isi:
- Keyword : teaching methods, speaking Speaking is a skill that enables us to produce utterances which involves expressing ideas and opinions. Moreover, speaking is difficult for students to master because there are a lot of components involve. Therefore, to make the teaching and learning speaking more interesting and easy to understand, the lecturer should use methods of teaching effectively. The methods should be suitable with studentsÂ’ characteristics and conditions. The purpose of this research was to analyze and describe the phenomenon which happened in speaking class. In this study, the researcher used qualitative research design to describe the phenomenon in speaking class. The researcher used qualitative research design based on the purposes of study that observed phenomenon in speaking class naturally. The data of this research were collected from the class observation. In addition, the data were displayed in the form of narrative. The result of observation and interview showed that the English lecturer used two teaching methods while teaching speaking, such as: Communicative Language Teaching (CLT) and Total Physical Response (TPR). Those methods were used in order to make the students speak up. However, there were also some problems faced by the lecturer in implementing those methods such as: in CLT, they were (1) Limited Vocabulary, (2) Less Confident, (3) Passive Student, and (4) Incorrect Pronunciation. In TPR, they were (1) Less Motivation, (2) Feeling Confused, and (3) could not controll the class (crowded). Also, the lecturer had some ways to solve those problems, such as: in CLT, the lecturer repeating instruction, asking students to open dictionary, discussing, putting smart student in each group, and taking a note on the wrong pronunciation. While in TPR, they were given motivation, making face to face presentation, repeating instructions, reviewing materials, walking around the class, and kept silent.