THE IMPLEMENTATION OF TEACHING LISTENING AT SMP MUHAMMADIYAH I MALANG
| Main Author: | ROLINA SAMTI, MAYA |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2007
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/9866/1/THE_IMPLEMENTATION_OF_TEACHING_GRAMMARAT_MTS_MUHAMMADIYAH_I_MALANG.pdf http://eprints.umm.ac.id/9866/ |
Daftar Isi:
- This study was intended to describe the implementation of teaching listening at SMP Muhammadiyah I Malang. Therefore, the purposes of this study are to investigate the objective of teaching listening, the topic of teaching listening, the technique of teaching listening and the evaluation technique of teaching listening for the second year students at SMP Muhammadiyah I Malang. This study was Descriptive qualitative research. The subject was a teacher of the second year students. The instruments used in this study were semi structured interview and non participant observation. Based on the result of the data analysis, it was found that the objectives of teaching listening at SMP Muhammadiyah I Malang were: (a) Understanding varieties of meaning, (b) Understanding the oral test, (c), Be able to response the texts. (d), giving vocabularies. The topics were: (a) Flora and fauna, (b) Friendship, (c), Travel. (d), Health. Techniques of teaching listening that used by the English teacher were three phases listening as follows: (a) Pre-Listening activity: the teacher gave the material and discussed the topic with the students. The teacher also demonstrated the picture, (b) Phase of listening task: the teacher gave the dialogues that performed it in front of the class, new vocabularies, (c) Post-Listening activity: the teacher checked and evaluated the student’s task. The technique of evaluation of teaching listening that was used by the English teacher were oral and written test. The teacher also evaluate (a) the cognitive domain; the teacher gave the exercises, examination, block-examination, mid-test and final test, (b) affective domain; the teacher measured this component from the students’ active participation in the classroom, attendance, respond and attitude of the students, and (c) the psychomotor domain; the students doing what teacher asked.