I. Introduction
This chapter sets the stage for the research, outlining the background of the study, the research problem, the study's purpose and significance, and key definitions. The background highlights the importance of English as a global language and the crucial role of speaking skills, citing the need for effective teaching techniques, especially for young learners. The research specifically focuses on the teaching techniques employed at Mayantara School in Malang, an English language course known for its innovative approach and small class sizes. The chapter establishes the research questions: What teaching techniques are used, and how are these techniques implemented in the English language instruction at Mayantara School?
1.1 Background of the Study
This section emphasizes the significance of English proficiency, particularly speaking skills, in today's globalized world. It highlights the challenges many Indonesian students face in mastering English despite years of formal education, suggesting the need for supplementary English courses like Mayantara School. The discussion references existing literature (Jain, 2008; Aini, 2002; Susilowati, 2003) to establish the importance of effective speaking instruction and the context of English language teaching in Indonesia. The unique features of Mayantara School, such as small class sizes and innovative teaching methods, are introduced as a potential source of effective teaching practices. The section concludes by highlighting the need to investigate these practices and their potential impact on student learning.
1.2 Statement of Problems
This section clearly articulates the two central research questions. The first question focuses on identifying the specific teaching techniques employed by Mayantara School teachers. The second question explores the practical implementation of these techniques during the teaching and learning process. These clearly defined research questions provide a framework for the subsequent investigation, ensuring a focused and coherent study. The formulation of these questions demonstrates a clear understanding of the research area and a methodical approach to addressing the research gap.
1.3 Purpose of Study
The purpose of the study directly addresses the research questions outlined in Section 1.2. The study aims to identify and describe the teaching techniques used at Mayantara School and to elucidate the manner in which these techniques are implemented during the English instruction. This establishes a clear connection between the study's objectives and the research questions, signifying a focused and well-structured research design.
1.4 Significance of the Study
This section underscores the practical value of the research for both English language teachers and students. For teachers, the study offers insights into potentially effective teaching practices and provides feedback for improving the teaching process. For students of English education, the study serves as a source of information and practical techniques for teaching English as a second language. This section clearly demonstrates the intended impact and contribution of the study to the field of English language teaching.
1.5 Scope and Limitations
This section defines the boundaries of the research, specifying the focus on the teaching techniques used to improve learners’ English speaking ability. The study specifically targets the teachers and young learners of Mayantara School, thus delimiting the population and context of the study. This clarifies the scope of the research and helps manage expectations regarding the generalizability of the findings. The explicit statement of limitations enhances the credibility and academic rigor of the research.
1.6 Definition of Key Terms
This section provides precise operational definitions for key terms. It defines 'teaching technique' as a specific method used to deliver lessons effectively, citing Christ (2008). 'Speaking' is defined as the act of conveying information and expressing feelings orally (Nunan, 2005). Finally, 'Mayantara School' is defined as a language institution employing innovative technology-based learning. These definitions ensure clarity and consistency throughout the research, avoiding ambiguity and improving the interpretability of the results.
II. Review of Related Literature
This chapter provides a theoretical framework for the study by reviewing existing literature on speaking as a language skill, principles of teaching speaking, various teaching techniques (including drilling, dialogue, games, and the Fishbowl technique), teaching methods and strategies, and characteristics of young learners. It also explores the purposes and functions of English language courses, establishing a theoretical basis for understanding and analyzing the data collected from Mayantara School. The chapter draws on several authors, including Brown (2000, 2008), Linse (2005), and Nunan (2005), to establish a robust foundation for interpreting the study’s findings.
2.1 Speaking
This section delves into the definition and complexity of speaking as a language skill, highlighting its interactive nature and the cognitive processes involved. It emphasizes the social function of speaking and its role in communication, drawing upon relevant literature to define and contextualize this key aspect of language learning. This section lays the groundwork for the subsequent discussion of teaching techniques specifically designed to enhance speaking abilities.
2.2 The Principles of Teaching Speaking
This section reviews the core pedagogical principles that underpin effective speaking instruction. The discussion likely explores various theoretical approaches and best practices for promoting speaking skills, drawing on relevant educational literature and research findings. This section contributes to the study by providing a theoretical lens for analyzing the teaching techniques observed at Mayantara School.
2.3 Teaching Speaking
This section delves into various approaches and methodologies for teaching speaking, potentially exploring different communicative language teaching approaches and their effectiveness. The review of literature in this section provides a theoretical framework for understanding and evaluating the teaching practices observed in the study. The section helps establish the context for the analysis of specific teaching techniques employed by the teachers at Mayantara School.
2.4 Techniques of Teaching Speaking
This section explores specific techniques for teaching speaking, likely including a range of interactive activities such as role-playing, games, and drills. The discussion will likely categorize these techniques, analyzing their effectiveness based on pedagogical principles and research findings. The detailed exploration of techniques lays a foundation for comparing and contrasting the techniques used at Mayantara School with established practices.
2.4.1 Kinds of Techniques in Teaching Speaking to Young Learners
This subsection focuses specifically on the techniques suitable for young learners. It likely discusses age-appropriate activities and modifications for engaging young learners effectively. The specific mention of drilling, dialogue, games, and the Fishbowl technique suggests an in-depth analysis of their applicability and effectiveness in the context of young learners. This detailed analysis is relevant because the study focuses on the teaching techniques used for young learners at Mayantara School.
2.5 Teaching Methods
This section explores various overarching teaching methods that inform the selection and implementation of specific techniques. It might contrast methods like communicative language teaching with more traditional approaches, evaluating their alignment with the overall objectives of language acquisition. This section adds another layer to the theoretical framework by providing a broader context for understanding the choice of techniques.
2.6 Teaching Strategies
This section distinguishes between methods and strategies, focusing on the tactical approaches employed within a chosen method. The section likely explores various strategies for creating engaging and effective learning experiences, considering factors like learner motivation, classroom management, and assessment. This provides a more nuanced understanding of the pedagogical choices made by the teachers at Mayantara School.
2.7 Characteristics of Young Learners
This section examines the developmental characteristics of young learners relevant to language learning. It discusses factors such as cognitive development, learning styles, and social-emotional needs. Understanding these characteristics is crucial for evaluating the appropriateness of the teaching techniques observed at Mayantara School. The section contextualizes the choice and implementation of techniques with respect to the age group being taught.
2.8 English Courses
This section examines the rationale and structure of English language courses, clarifying their role in supplementing formal education. It explores the learning objectives, benefits, and functions of such courses, providing a wider perspective for interpreting the findings of the study. The section contextualizes Mayantara School within the broader landscape of supplementary English language instruction.
III. Research Methodology
This chapter details the research design, participants, data collection methods, and data analysis techniques employed in the study. It explicitly outlines the qualitative approach adopted, describing the methods used to gather data, such as observation and interviews, ensuring transparency and allowing for critical evaluation of the research process. The chapter specifies the data analysis techniques to be used to interpret the collected data.
3.1 Research Design
This subsection clearly defines the research design utilized in the study, specifying the qualitative methodology employed and justifying the choice of this approach in relation to the research questions. The rationale for using a qualitative design, emphasizing the rich descriptive data it affords, would be presented here. This section enhances the transparency and methodological rigor of the study.
3.2 Research Subjects
This section describes the participants in the study – teachers and young learners at Mayantara School. It explains the sampling method and the rationale behind selecting these particular subjects. This enhances the understanding of the context and the generalizability of the findings. A clear description of the sample ensures transparency and allows for critical evaluation of the study's scope.
3.3 Research Instruments
This section details the tools used for data collection, including the observation checklist and interview protocol. It describes how these instruments were developed, piloted (if applicable), and validated. This is crucial for ensuring the reliability and validity of the data collected. A detailed description enhances the overall methodological rigor and trustworthiness of the study.
3.4 Data Collection
This subsection outlines the procedures used to collect data, including the specific steps involved in conducting observations and interviews. The timeframe for data collection and ethical considerations would also be addressed. This enhances the clarity and replicability of the study. A clear description of data collection procedures enhances the transparency and rigor of the study.
3.5 Data Analysis
This section describes the qualitative data analysis techniques employed, such as thematic analysis. It explains how the data will be analyzed to answer the research questions, enhancing the methodological rigor and ensuring the alignment of analysis with the research objectives. This section explains how qualitative data will be processed and interpreted to draw meaningful conclusions.
IV. Research Findings and Discussion
This chapter presents the results of the study, detailing the teaching techniques used by teachers at Mayantara School. It presents a detailed description of how these techniques are implemented in the classroom, drawing on the observational data and interview transcripts. This section analyzes the findings in relation to the theoretical framework presented in Chapter 2, discussing the implications of the results and comparing them with existing research.
4.1 Research Findings
This section presents the main findings of the study, systematically reporting the data collected through observation and interviews. It describes the specific teaching techniques identified and provides detailed examples to illustrate their implementation in the classroom setting. This is crucial for understanding the nature of teaching practices at Mayantara School.
4.2 Discussion
This section interprets the findings in light of the existing literature reviewed in Chapter 2. It discusses the effectiveness of the teaching techniques employed at Mayantara School, comparing them to established pedagogical principles and best practices. This section connects the findings to the broader theoretical context, enabling a deeper understanding of the study’s implications.
V. Conclusion and Suggestion
This chapter summarizes the key findings of the study, reiterating the main conclusions drawn from the analysis. It offers practical suggestions for English language teachers based on the research findings. These suggestions could include recommendations for improving teaching practices, incorporating effective techniques, and further research directions.
5.1 Conclusion
This section summarizes the major findings of the study, reiterating the answers to the research questions. It synthesizes the results and provides a concise overview of the key insights gained from the research. This section provides a final summary of the study's core findings and their implications.
5.2 Suggestion
This section presents recommendations for future practice and research based on the study’s findings. Practical recommendations for teachers might be included, along with suggestions for further investigation in related areas of English language teaching. This section contributes to the study's overall impact by suggesting practical applications and future research directions.
