TEACHING PRONUNCIATION BASED ON THE APPLICATIONOF BLOOM TAXONOMIES AT SMU NEGERI 8 MALANG
| Main Author: | Indah Permatasari, Astrid |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2008
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/4871/1/TEACHING_PRONUNCIATION_BASED_ON_THE_APPLICATIONOF_BLOOM_TAXONOMIES_AT_SMU_NEGERI_8_MALANG.pdf http://eprints.umm.ac.id/4871/ |
Daftar Isi:
- Keywords: Teaching Pronunciation, Application, and Bloom Taxonomy In language teaching and learning, teaching holds the important role to help improve educational practices. One of the importance of teaching is to help the students acquire change of develop skill and attitude of teaching learning activities. In getting a success of teaching process, teachers have to cover Bloom Taxonomies in all domains that consist of cognitive, affective, and psychomotor domain. This study concerns with the teaching pronunciation based on the application of Bloom Taxonomy at SMU N 8 Malang. Here, the purposes of this study were to investigate the components of cognitive domain covered in teaching pronunciation used by the English teachers; to investigate the components of affective domain covered in teaching pronunciation used by the English teachers and to investigate the components of psychomotor domain covered in teaching pronunciation used by the English teachers. The design of this study was descriptive research because the writer wanted to describe the practices that prevail. The practice that prevails in this study was the teaching pronunciation based on the application of Bloom Taxonomy. In this research, the writer took two English teachers in the first and second year students as research subjects. The instruments were used in this study were semi structured interview and an observation non participant. The finding of this study showed that Bloom Taxonomy was not implemented maximally at SMU N 8 Malang. In cognitive domain, the teacher applied knowledge, comprehension and application; in affective domain, the teacher applied responding and organization component; in psychomotor domain, the teacher applied perception and guided response component. The teachers did not apply the whole components, it was caused by many factors such as limited time and facilities for example, there were no books about Bloom Taxonomy.