1
would be conducted as follows: background of the study, limitation, problem statements, objectives of the study, and significance of the study.
A. Background of the Study
As we know that nowadays English language becomes very popular as an International language that makes people around the world used it to communicate each other in the global communication. In Indonesia, English language as a foreign language which means that English is not the main language in Indonesia, but it is taught to people who live in Indonesia.
English language was taught in Indonesia from the elementary school, junior high school, senior high school until the college educational level. According to Wachendrof (1967) “The purpose of teaching English language in Indonesia is to introduce people that English language is as a Foreign language that should be taught in almost all of the intermediate school”. It is enforced by the National Policy Number 096 Year 1967 that being exists until today. The end purpose of teaching English as a foreign language in Indonesia is to make the students mastered the English skills such as listening, reading, writing, and speaking skill. So that is the reason that teachers should choose the suitable teaching method toward the students.
down to earth learning activities relevant to the learners’ need. So there is scientific teaching approach that is believed to provide answer to the education challenges for the teachers, students and the student trainees in Indonesia.
In order to deliver the material in English teaching learning process, some teachers usually apply some classroom techniques consisted in a teaching method. Every teaching method has different classroom technique with others. Anthony (1963) in Fauziati (2014) defined Technique as an implementation consisted of trick and strategy actually applied in a classroom. Thus, every English teacher especially the trainee of educational program has their own technique to present teaching materials. There are various language teaching techniques that can help students to understand the teaching material and to get
students’ participation in the classroom. Sometimes more than one technique is
combined to make a meaningful ELT classroom.
The student trainees of educational program should have an ability to understand the teaching method and technique in order to make their own lesson planning and also the classroom technique in order to have an implementation of teaching learning process in the classroom. Microteaching class is a class used for the trainees to practice teaching learning process. It becomes an important subject that should be mastered by the educational faculty students of UMS supposed that they can practice a real teaching learning process. Microteaching class conducted in the sixth semester. It consists of 20 students for each class and takes time is about 100 minutes as same as the other subject. It is aimed in preparing them before doing the job training in some schools.
and also about the way how they managed the classroom atmosphere. Those kinds of difficulties and findings had been proposed in a research conducted by some researches.
There are fourteen researchers that conduct their research in order to investigate the kind of English teaching method used by some teachers in English language teaching. The previous researchers divided into two groups in which the first group were related to the English teaching technique (Kodotchigova, 2002; Chauhan, 2004; Anggraeni, 2007; Yulianto, 2011; Oyedele, Shaikh, Humairoh & Purwati, 2013; Mukharomah, Kartikawati, Guntoro, 2015), and the second group were related to the things on microteaching class (Nurmasitah & Widiyatmoko, Mahmud & Rawhshon, 2013; Saputro, Arsal, 2015).
Those groups of researcher had supported this research which is conducted in order to investigate the types of English teaching techniques used by the sixth semester students of DEE UMS in microteaching class, and whether the students vary the technique related to the teaching material. That is why the researcher wants to conduct this study entitled English Teaching Techniques Used by the Sixth Semester Students of DEE UMS 2016 in Microteaching Class.
B. Limitation of the Study
This research belongs to the qualitative research that uses some videos that had been transcribed into the written form as the data. The videos are taken from the microteaching class the sixth semester students of English Education UMS 2016 as the trainees. The researcher was focusing this research in investigating the English teaching technique used by the trainees in microteaching class.
C. Problem Statement
1. What are the types of English teaching technique used in English teaching process by the sixth semester students of DEE UMS in English microteaching class?
2. Do the sixth semester students of DEE in microteaching class vary their teaching techniques in relation to different teaching materials?
D. Objective of the Study
In order to solve the problems faced by the researcher, this research will fulfill the problem statements as follows:
1. To classify the types of English teaching technique used in English teaching process by the sixth semester students of DEE UMS in English microteaching class.
2. To investigate whether the sixth semester students of DEE in microteaching class vary their teaching techniques in relation to different teaching materials. E. Significance of the Study
At the end of this research, hopefully it can be useful to other researchers, teachers and also students. The significance of the study divided into two, such as practically and theoretically as it can be described as follows:
1. Practically:
a. It can be a tool for the lecturers to evaluate the students in conducting English teaching process in microteaching class.
b. It can inspire other students of UMS before conducting English teaching learning process in microteaching class.
2. Theoretically:
a. It can be a previous study for those who want to investigate English teaching technique used by the students in microteaching class.
b. It can be one of references used to make a lesson planning according to the English teaching method and technique used in microteaching class. F. Paper Organization
The researcher divides the paper into five chapters, as follows:
the study, limitation, problem statement, objective of the study, and significance of the study.
2. Chapter II is underlying theory. It concludes the previous study that had been conducted by other researcher and some theories supported the research, such as the notion of teaching, the type of English teaching technique and the notion of microteaching.
3. Chapter III is research method. In this part of research paper, the researcher will describe the type of research, the object of research, data and data source, technique of collecting data, data validity, technique of analyzing the data, and research paper organization.
4. Chapter IV is analysis and discussion. This chapter focuses on English teaching technique used by the sixth semester students of DEE UMS in microteaching class.
