A STUDY ON ENGLISH MATERIALS IN TEACHING TENTH GRADE OF ANIMATION CLASS IN THE VOCATIONAL SCHOOL OF SMKN 4 MALANG
| Main Author: | Agustina, Yula Ariska |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/49581/1/PENDAHULUAN.pdf http://eprints.umm.ac.id/49581/2/BAB%20I.pdf http://eprints.umm.ac.id/49581/3/BAB%20II.pdf http://eprints.umm.ac.id/49581/4/BAB%20III.pdf http://eprints.umm.ac.id/49581/5/BAB%20IV.pdf http://eprints.umm.ac.id/49581/6/BAB%20V.pdf http://eprints.umm.ac.id/49581/7/LAMPIRAN.pdf http://eprints.umm.ac.id/49581/ |
Daftar Isi:
- In the teaching and learning process, teaching materials have a significant role. It could assist students improving their knowledge and skills. Hence, this research intended to find out (1) the English materials used in teaching tenth grade of Animation Class in the vocational school of SMKN 4 Malang, and (2) how the teacher transfers the English materials in teaching the tenth grade of Animation Class in the vocational school of SMKN 4 Malang. The researcher used a qualitative research design. The subject of this research is an English teacher in SMKN 4 Malang who has been a teacher for approximately nine years. The instruments used by the researcher was interview guide, observation checklist, and document analysis (lesson plan). The data was analyzed through four steps, namely: organizing, coding and reducing, interpreting and representing, then validating. The result of this research showed that there were two types of teaching materials used by the English teacher, namely authentic materials and non-authentic materials. It was found that the teacher used authentic materials such as the house of a story for narrative, flash card, and some realia related to the topic. For non-authentic materials, the teacher applied Telegram, personal blog, socrative, and OffIW (Offline Interactive Web). Furthermore, the teacher applied four kinds of methods in transferring the materials and combined with some techniques such as desuggestopedia with songs and singing; direct method with reading aloud, self-correcting, and writing a paragraph; grammar-translation method with reading comprehension questions and deductive application of the rule; and community language learning with small group tasks.