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n a d f it k e f e n a l a j r e b a s i b n a r a j a l e b m e p r a g a t a p e t g n a y e d o t e m n a k a n u g g n e m t a h il e m a si b k a d it a w s i s g n a d a k r e t , n u m a N . i a p a c i d a s i b n a r a j a l e b m e p n a u j u t , il a k g n ir e S . s a l e k m a l a d i d u r u g n a k a n u g i d g n a y n a r a j a g n e p e d o t e m i r a d n a u j u t c a m i a g a b r e b n a g n e
d am sebab dan alasan ,siswa memiilk iperseps iyang nega it f n i h a l a s a m r e p n a k r a s a d r e B . u r u g n a k a n u g i d g n a y n a r a j a g n e p a r a c p a d a h r e
t liah ,
. n a k u k a li d i n i n a it il e n e p e d o t e m p a d a h r e t a w s i s i s p e s r e p i r a c n e m k u t n u n a u j u tr e b i n i n a it il e n e P n a k a n u g i d g n a y n a r a j a g n e
p guru dalam kela sBahasa Inggris ,yang kemudian k u t n u n a k u k a li d i n i n a it il e n e P . i s p i r k s k u t n e b m a l a d e k m u k g n a r i d n a k a b a w a j n e
m beberapapermasalahan ,yatiu “Apakahperseps iGuruBahasaI nggri s a k a p A “ , ” ? a k e r e m n a r a j a g n e p a r a c i a n e g n e m o tt i r B e D e s e l o K A M
S h perseps i
n a r a j a l e b m e p a r a c i a n e g n e m o tt i r B e D e s e l o K A M S a w s i
s dalam pelajaran
” ? s i r g g n I a s a h a
B ,“Apakah perseps iguru dan isswa sama atau berbeda?” dan “Informas iapayangbisadiambi ldar ipersamaanatauperbedaani ni?”
i n a it il e n e
P n imengungkapkan gambaran bahwa Guru Bahasa Inggri s n a g n u b a g n a r a j a g n e p i g e t a rt s n a k a n u g g n e m o tt i r B e D e s e l o K A M
S ,berdasarkan
m a c a m r e
b -macam metode dan teknik . Strateg i in i digunakan guru dengan n a k i d i d n e P r a s a d p i s n i r p i d a j n e m g n a y r e t k a r a K n a k i d i d n e P a d a p u c a g n e m ti u s e
J . Selain untuk mengajarkan mater i kepada anak , prinsip in i juga r e t k a r a k n a k g n a b m e g n e
m dan pola piki ranak. Sementara tiu ,siswa-siswa SMA o tt i r B e D e s e l o
K menunjukkan respon yang acuh-tak acuh terhadap strateg i . s a l e k i d u r u g n a k a n u g i d g n a y n a r a j a l e b m e
p Para siswa menginginkan strategi . n a r a j a l e b m e p s e s o r p m a l a d a d e b r e b g n a y n a r a j a l e b m e
p Penyebab utama dar i
s u r e n e m s u r e t g n a y g n a j n a p s e s o r p n a k a n a h u n e j e k h a l a d a i n i h a l a s a m . g n i n r a e L e g a u g n a L y ti n u m m o
C dan Expe irenita lLearning adalah piilhan k u t n u i s u l o
s mengatas imasalahi n idanuntukmeningkatkanprose spembelajaran . o tt i r B e D e s e l o K A M S i
d Communtiy Language Learning menawarkan a p n a t g n a y n a r a j a l e b m e
p tekanan ,sedangkanExpe irenita lLearning em nawarkan y g n a t n a n e m n a d a t a y n h i b e l g n a y r a j a l e b n a m a l a g n e
p angakanmemoitvas isiwa
. r a j a l e b k u t n
u Kedua metode in idapa tdigunakan untuk meningkatkan prose s e s e l o K A M S i d s i r g g n I a s a h a B s a l e k i d n a r a j a l e b m e
p De Britto menjad ilebih
x i
S T N E M E G D E L W O N K C A
t s ri
F o fall, Iwould ilke to show ym deepest grattiude and my praise t o e
h
T Almighty Godfo rHi sblessing and guidancesotha t Ican ifnisht hist hesis . . y l g n i y f s it a s d n a y l e t e l p m o c s i s e h t s i h t h s i n if o t e l b a e b t o n d l u o w I , m i H t u o h ti W
m o d s i w f o n a m a e b o t e m h c a e t ll i w o h w , p ir g y m d n a r e p l e h y l n o y m e b l li w e H
e fi l y m n
i .
t s e t a e r g y
M thanks si fo r my adviso r Carla Sih Prabandari ,S.Pd. , .
MHum.fo rhe rintelilgen tbu twiseguidanceinmyproces so fw iritngt hist hesis . I
h g u o h t n e v
E expeirenced having some problem sin the wiritng proces sand I y ll a n if l it n u t n e it a p g n i e b t p e k e h s , n o it a n i m r e t e d f o k c a l d e w o h s I s e m it e m o s
c do ul ifnisht hist hesi scompletely. y
M thankfulness goe sfo rFX .Agu sHariyono ,S.E. ,S.Pd. , et h p irncipa l A
M S f
o KoleseDeB irtto Yogyaka tra, fo rhi spermission t o conductt her esearch .s
i s e h t y m r o
f Also Ithank Ag .Triwinanta, S.Pd., Andrea s Denny Seita .
d P . S , a m a t
U ,and P .Gandh iPrastowo ,S.Pd., the Engilsh teachers fo SMA d
n a e c n a d i u g g n i v i g r o f o tt ir B e D e s e l o
K suggesiton and t hei rwliilngness t o be .s
t n e d n o p s e r y
m oT thestudentsi nSMAKoleseDeBrittoYogyakarta ,It hank m
e h
t fort hei rbeautfiu lpercep iton t ha twasr eally helpfulf o rmy r esearch . Iwli l h
ti w r e h t e g o t n r a e l o t e c n a h c e h t t e g r o f r e v e
n al lo fthem.
o w
I uld give my bes tgrattiude to la lo fPB Ilecturers ,especially rfo C ea ciilaTutyandari ,S .Pd. ,M .Pd., andGregoriu sPuntoAj iS.Pd. ,M.Hum.,
n e v i g e v a h o h
w suppo tr sand guidance to me du irng my study in PBI . Iwould k
n a h t o s l
a PB I staf ,f Mbak Dhanniek & Mbak Tari f or thei r help in r
e tt e l n o i s s i m r e p e h t g n ir e t s i n i m d
a ,and organizi ng wha t Ineed du irng my study .I
B P n
i tIi salsoi mpo trant fo rmetos ay“thankyou” toal lo filbrarian sands taf f n
i Sanata Dharma Library fo rgiving bes tservices fo rme du irng my study , s
i s e h t y m g n it ir w f o e m it e h t n i y ll a i c e p s
e .Laslty , Igive my thank sto the las t ,
r e r u t c e
l Dra . Lanny Anggawat,i who had changed my viewpoin t o f lfie y
l e t e l p m o
x y
m wisdom; my word soft hank swli lneve rbe enough t o show my grattiude t o r
e h .
, y li m a f y m n
I Iwouldgivet hemosts inceret hankst omymother, Imelda , tr
o p p u s d a h o h
w e d me and scolded me when Ilacked o fmo itvaiton to do my .s
i s e h
t My t hank salso go t o my l tiltebrother ,Ade ,who alway smake smel augh ‘
y m e b s y a w l a l li w d n a , s e k o j s i h h ti
w senior’i nplayingonilnegames:thet hing I d
e t a v it o m n u l e e f I r e v e n e h w m i h h ti w o d s y a w l
a .TomyOpungandTulangwho
s e t a e r g e h t e m o c e b s y a w l
a tf amliymembert ome. ,
e fi l y m f o t h g il e h t r o
F Hikari; Iwould ilket ot hankherf o rgivingmet he .
e v o l o t w o h e m g n i h c a e t d n a , e fi l y m n i s h t n o m 9 t s e i p p a
h Andt omybestf irend ,
, e fi l y m n i d n e ir f t s e b l a e r e h
t Krisitn , Iwould ilke to say “thank you” for t he d
a h r e v e e v a h I p i h s d n e ir f l u fi t u a e b t s o
m wtih her . To my greates t‘patrne rin ,
I B P n i ’ e m ir
c Setyo; Ithank he rfo rhe rcrazy thought so flfie and also he r o
T . e m o t s tr o p p u
s Romo ,Eilsta ,Nova ,Lucky ,and Ajeng ,It hank t hemfort he .
D P S n i e fi l y m n i n o it a r e p o o c t s e t a e r g
r o f o g o s l a s k n a h t y
M Yo ,Hans ,Eils ,fo rbeing t hef irend so f‘my othe r o
t o s l a d n a , ’ fl e
s Pauilne ,Anggi ,Andre ,De tta ,Iman ,Prisca ,Ptia ,Angeilne , d
n
a Liza ,my f amliyi n “TheYouth Generaiton”. T o otherpeoplet ha t Icanno t e
n o y b e n o n o it n e
m ,whohass uppo tredmei nw iritngt hist hesis .Thel as tbu tno t y
m o t , t s a e
l 9 angels (especially Kim Hyoyeon ) in Girls ’Genera iton a.k.a . D
S N
S (So NyeoS iDae) ,who gavemespriti sandentetrainmenti n mybad itme , y
ll a i c e p s
e thei rsong“ChocolateLove” ,whichalway saccompaniedmei n t yping .s
i s e h t y m
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A ... ii D
N A O T T O
M DEDICATIONPAGE... i v Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... .... v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... .... vi T
C A R T S B
A ... v i i K
A R T S B
A ... viii S
T N E M E G D E L W O N K C
A ... ix
S T N E T N O C F O E L B A
T ... .. xi S
E L B A T F O T S I
L ... xiv S
E C I D N E P P A F O T S I
L ... .... x i v
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground... 1 .
B ResearchProblem s ... 3 n
o it a ti m i L m e l b o r P .
C ... 3 .
D ResearchObjecitves ... 4 .
E ResearchBeneftis ... 4 s
m r e T f o n o it i n if e D .
F ... 6
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
n o it p ir c s e D l a c it e r o e h T .
A ... 9
.1 Reviewo fPreviou sStudyabou tPercepiton ... 9
.2 PercepitonStudya sSurveyResearch ... 11
a .De ifniitonandNatureo fPercepitonStudies ... 11
b .FactorsI n lfuencingPercepiton ... 11
.3 EngilshTeachingLearningi nI ndonesian
HighSchool ... 12
ii x
a .Jesui teducaitonassistsi nt het otalformaitono feachi ndividua l
wtihint hehumancommuntiy ... 14
b.Jesui teducaitonemphasize sacitvtiyont hepar toft he
students ... 15
c .Jesui teducaitonemphasize sacitvtiyont hepar toft he
student s ... 15
d.J esui teducaitonencouragesl fie-longopennes s
togrowth ... 15
5 .TeachingLearningSrtategie s ... 15
a .AudioLingua lMethod ... 16
b .Task-BasedLanguageTeaching ... .... 17
c .CooperaitveLanguageLearning ... .... 18
d .CommunicaitveLanguageTeaching ... 1 9
e .GenreBasedTeaching ... 1 9
.6 Thecharacteirsitc so fAsianHighSchooll earner si n
learningEFLandHowt heTeacher sMus tDealwtih ti ... 21
7 .Student smoitvaitont ol earnEngilsh ... 23 k
r o w e m a r F l a c it e r o e h T .
B ... 24
Y G O L O D O H T E M . I I I R E T P A H C
e R .
A searchMethod ... 28 g
n it t e S h c r a e s e R .
B ... .. 2 9 s
t c e j b u S / s t n a p i c it r a P h c r a e s e R .
C ... 30 s
t n e m u rt s n I .
D andDataGatheirngTechnique ... 31 n
A a t a D .
E alysi sTechnique ... 35 c
r a e s e R .
F hProcedure ... 37
. V I R E T P A H
C RESEARCHRESULTSANDDISCUSSION .
A ThePercepitono fSMAKoleseDeB irttoYogyakatraEngilsh
ii i x .
B ThePercepitono fSMAKoleseDeB irttoYogyaka traStudents
toward steachings rtategyusedi nEngilshclas s... 50 .
C TheCompairsono fStudents ’PercepitonandTeachers ’Percep iton 75
N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H
C S
.
A C con lusions ... 80 .
B Recommendaitons ... 83
E
R FERENCES ... 91 S
E C I D N E P P
v i x
S E L B A T F O T S I L
e l b a
T Page
.s t n e d u t S e h t r o f e ri a n n o it s e u Q e h t f o t n ir p e u l B e h T . 1 . 3 e l b a
T ... 33
e i v r e t n I e h t f o t n ir p e u l B e h T . 2 . 3 e l b a
T wGuideilnef ort heTeache.r ... 34 e
l b a
T 4.1 .Student sPersona lEvaluaitont oEngilshClass... 52 .
2 . 4 e l b a
T Student sPersona lEvaluaitont oward sEngilshClass... 54 d
n a n o it i d n o C e h t s d r a w o t X e d a r G m o r f e s n o p s e R ’ s t n e d u t S . 3 . 4 e l b a T
processi nEngilshClass(Par tA)... 56 s
e R ’ s t n e d u t S . 4 . 4 e l b a
T ponsef romGradeXt owardst heCondiitonand
processi nEngilshClass(Par tB) ... 57 e
g a u g n a L d n a e c n e i c S I X e d a r G s t n e d u t S f o n o it p e c r e P . 5 . 4 e l b a T
onTheCondiitonandprocessi nEngilshClass(Par tA) ... .. 60 .
6 . 4 e l b a
T Percepitono fStudent sGradeX IScienceandLanguage
onTheCondiitonandprocessi nEngilshClass(Par tB).. .... 61 d
n a n o it i d n o C e h t n o l a i c o S I X m o r f s t n e d u t S f o n o it p e c r e P . 7 . 4 e l b a T
processi nEngilshClas .s( Par tA) ... 63 d
u t S f o n o it p e c r e P . 8 . 4 e l b a
T entsf romX ISocia lont heCondiitonand
processi nEngilshClas .s( Par tB) ... 64 n
i t n e m e v e i h c A ’ s t n e d u t S . 9 . 4 e l b a
T EngilshClas s... 65 e
h T n i d e s U s e i g e t a rt S g n i h c a e T n o n o it p e c r e P s t n e d u t S . 0 1 . 4 e l b a T
Clas sXTaugh tbyTeache r1.( Par tA)... 68 e
l b a
T 4.11 .Student sPercep itononTeachingSrtategie sUsedi nThe
Clas sXTaugh tbyTeache r1.( Par tB) ... 6 9 e
h T n i d e s U s e i g e t a rt S g n i h c a e T n o n o it p e c r e P ’ s t n e d u t S . 2 1 . 4 e l b a T
Clas sX IScienceandX ILanguageTaugh tbyTeache r2 .... 71 .
3 1 . 4 e l b a
T Students ’PercepitononTeachingSrtategie sUsedi nThe
Clas sX IScienceandX ILanguageTaugh tbyTeache r2 .... 72 e
h T n i d e s U s e i g e t a rt S g n i h c a e T n o n o it p e c r e P ’ s t n e d u t S . 4 1 . 4 e l b a T
v x e
d u t S . 5 1 . 4 e l b a
T nts ’PercepitononTeachingSrtategie sUsedi nThe
i v x
S E C I D N E P P A F O T S I L
x i d n e p p
A Page
. 1 x i d n e p p
A PermissionLetterf ort heHeado fSMAKoleseDeB irtto
Yogyakar at fromSanataDharmaUniverstiy ... 96 .
2 x i d n e p p
A PermissionLettert oConduc tResearchf romSMA
KoleseDeB irttoYogyakatra ... 98 .
3 x i d n e p p
A Quesitonnarief o rTheStudent s ... 1 0 0 x
i d n e p p
A 4 .InterviewGuideilnesf o rTeacher s... .. 1 6 0 x
i d n e p p
A 5 .QuesitonnarieRecapf o rpar t1 ... 1 8 0 x
i d n e p p
A 6 .QuesitonnarieRecapf o rpar t2and3... 111 x
i d n e p p
A 7 .InterviewTranscirpts :Teache r1 ... .... 1 91 x
i d n e p p
A 8.I nterviewTranscirpts :Teache r2 ... .... 1 8 2 3
r e h c a e T : s t p ir c s n a r T w e i v r e t n I . 9 x i d n e p p
1 I R E T P A H C
N O I T C U D O R T N I
m e l b o r p h c r a e s e r e h t d n a d n u o r g k c a b e h t , r e t p a h c s i h t n
I a re discussed .
e h
T researchbackground shows thereasonwhyther esearcherdecided t oconduc t n
o it a l u m r o f m e l b o r p e h T . y d u t s s i h
t deifnes the quesiton sa sthe fundamenta l e
n il e d i u
g to conduc tthe study. There i salso some addiitona linformaiton abou t f
o s n o it a ti m il e h
t thestudy, t he objecitves of t he study ,and also beneftis of t he .
y d u t
s In the end o fthi schapter ,a ils to fkey term si s presented to clarfiy the s
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A ResearchBackground g
n i n r a e
L foreign languages , especially Engilsh, migh t be dfiifcutl fo r s
t n e d u t s n a i s e n o d n
I .The dfiference sin cu tlure and also in the second language r
a m m a r
g cause the dfiifculite sfo rthe students ni learni ti .ng In Indonesian ,
m e t s y s n o it a c u d
e Engilsh i sone o fthe foreign language staugh tin senio rhigh l
o o h c
s .Senio rhigh schoo lstudentsalso havet hedfi ifculitesl earning Eng ilsh .In v
e s t n e d u t s s e s a c e m o
s enf ee lnervous ro srtessful .I tmigh taffectt hei rmoitvaiton .
h s il g n E n r a e l o
t A language teacher ,in thi scase Engilsh teacher ,needs the e
l b a ti u
s srtategy to teach Engilsh. I ti sneeded to provide a more effecitve ye t . y l g n il li w n r a e l o t m e h t e g a r u o c n e d n a n r a e l o t s t n e d u t s r o f n o it a u ti s t n e i n e v n o c
e h t t a h t d n a t s r e d n u t o n o d s t n e d u t s e h t t a h t y ti li b i s s o p a l li t s s i e r e h t , r e v e w o H
y g e t a rt
. s d e e
n Student smightf eelt hati n t heproces soflearning, t hemate irali st oo hard r e h c a e t e h t t a h w w o ll o f s t n e d u t s e h t fi , t c a f n I . g n ir o b e r a d e s u s e u q i n h c e t e h t r o
e l b a e b d l u o h s y e h t , g n i n r a e l e h t n i s e t a ti li c a
f tol earnt hef oreignl anguageeasliy. n
i d n u o f s a w m e l b o r p s i h t t u o b a e s a c l a e r e n
O the researcher’ s itme o f
( g n i h c a e T e c it a r
P PPL - Prakitk Pengalaman Lapangan )in SMA Kolese De ,
e r e h T . o tt ir
B ther esearcherhadt ot eachsomeclasse so fthef ris tyear( Clas sX) . ,
d o ir e p n o it a v r e s b o e h t g n ir u
D the researcher found tha tthe student swere no t e
h t w o ll o f o t c it s a i s u h t n
e lesson .They seemed unmoitvated to join the lesson . n e m n g i s s a r i e h t g n i o d n i n o it c u rt s n i s ’ r e h c a e t e h t d e w o ll o f d e e d n i y e h
T t .
s n o i s s e r p x e r i e h t ,r e v e w o
H (sucha ssighingandhavinggloomyfacia lexpressions) .
o s o d o t e k il t o n d i d y e h t t a h t d e w o h
s Thi smigh tlead them to have low d
y e h t e c n i s t n e m e v e i h c
a i d i tunwliilngly ,no twtih t hei rbest .Fu trhermore ,atfe r r
e h c r a e s e r e h
t did the teaching pracitce ,the feedback so rcomment sfrom the n
o s t n e d u t
s the researcher’steaching moslty conveyed t he i dea t hat t hey did no t e
h t e k
il thei rEngilsh teachers and even asked theresearcherto conitnueto t each .
e r e h t
r e g g ir t e s a c s i h
T e d the researcher’ s interest to invesitgate students ’ n
o it p e c r e
p o n the teachers ’ teaching srtategies in Engilsh Lesson . Students ’ n
o it p e c r e
p o n the t eaching srtategies i n Eng ilsh classi sbeneifcia lespecially fo r r
e h c a e
t s .By knowing students’ percepiton ,teacher scan adjus tthei rteaching .
g n i n r a e l n i d e e n r i e h t l li fl u f d n a n o it i d n o c ’ s t n e d u t s t i u s o t y g e t a rt
s Thi sway ,
e h t f o d n e e h t n i t n e m e v e i h c a r e tt e b e v e i h c a o t s t n e d u t s e h t p l e h n a c r e h c a e t
. s s e c o r p g n i n r a e
m e l b o r
p , which also involved the teachers ’percepiton a sthe compairson .Wha t g
n i h c a e t f o e s a c e h t n i s m e l b o r p l a e r e h t e r
a -learning srtategies? Wha tdo the t
a h W ? d e s u e v a h y e h t s e i g e t a rt s g n i h c a e t e h t t u o b a k n i h t s r e h c a e
t i sthestudents ’
n o it p e c r e
p towardst herit eacher’ ssrtategies? Thesekind so fquesiton sbecome the r
o f e c n a d i u
g ther esearcher toinvesitgatemoreaboutt hi sproblem.
.
B ResearchProblems d
e s a
B ont hebackgroundexplained ,threeproblemsaref ormulated: .
1 Wha tare the percepitons o fEngilsh teacher so f SMA Kolese De B irtto g
n i h c a e t n w o r i e h t s d r a w o
t ?
.
2 Wha taret hepercep itons fo studentsf romSMAKoleseDeB irttot owards the ’
s r e h c a e
t srtategiesinEngilshl earning? .
3 Wha tinsightcanbeinferredfromt hesimliairite sanddfiferencesbetweenthe n
o it p e c r e p ’ s r e h c a e t e h t d n a s n o it p e c r e p ’ s t n e d u t
s ?
.
C ProblemLimtia iton
e h t g n i v l o v n i , o tt ir B e D e s e l o K A M S f o a e r a e h t n o s e s u c o f y d u t s s i h T
r e p e h t s s u c s i d y l n o l li w y d u t s s i h T . s r e h c a e t h s il g n E e h t d n a s t n e d u t
s cepitons ,
e h t n i s e i g e t a rt s e h t s d r a w o t , s t n e d u t s d n a s r e h c a e t e h t m o r f h t o
b process fo
e h t n o s u c o f o s l a n o i s s u c s i d e h t n i r e t a l e d a m s n o it c e n n o c e h T . n o s s e l h s il g n E
h c a e t o t d e s u e r a s e it i v it c a t a h w t u o b a y li r a m ir p , s e i g e t a rt s g n i h c a e t e h t f o t c e p s a
.
D ResearchObjecitves y
d u t s e h
T i sexpectedtor evea lsomei nformaitonabou:t .
1 Thepercepiton so fEngilsh t eacher so fSMA KoleseDeB irtto t owardst hei r g
n i h c a e t n w
o .
.
2 Thepercepiton so fstudent so f SMA KoleseDe Birtto t owardst he t eachers ’ s
e i g e t a rt
s inEngilshl earning. .
3 Theinsighttha tcanbei nferredf romt hesimliairite sanddfiferencesbetween n
o it p e c r e p ’ s r e h c a e t e h t d n a s n o it p e c r e p ’ s t n e d u t s e h
t ?
.
E ResearchBeneftis
l a i c if e n e b e b l li w y ll u f e p o h n o it p e c r e p ’ s t n e d u t s t u o b a y d u t s s i h
T in some
t r o p e r a s a y l n o e b o t t o n h c r a e s e r s i h t s t n a w r e h c r a e s e r e h T . n o it a c u d e f o s t c e p s a
l a n o it a c u d e r e h t o r o s r e h c r a e s e r r e h t o r o f e c n e r e f e r a s a o s l a t u b s i s e h t r o f
r e h tr u f t c u d n o c o t e c n e r e f e r c i s a b a e b n a c y d u t s s i h t , y ll u f e p o H . s r e k a tr a p
h c r a e s e
r e s so tha t the study abou t students ’ percepiton s toward s teaching s
e i g e t a rt
s wli lnots tophere. t
, y lt s ri
F he researche rhope stha tthi sstudy wli lbe beneifcia lfo rthe r
e h c a e t h s il g n
E s in senio rhigh school l evel .Fort het eacher sin SMA KoleseDe ,
o tt ir
B hopefully thi sstudy wli lprovidesomesoluiton sto t heproblem soccurred s t n e d u t s e h t w o h w o n k l li w s r e h c a e T . s s a l c e h t n i s e it i v it c a g n i n r a e l g n i h c a e t n i
g n i h c a e t ri e h t e v i e c r e
p srtategiesand t hu swli lhavesomeconsideraiton t oadjus t g
n i h c a e t ri e h
t strategiesin t eaching Engilsh t o t hestudents .Fo rEngilsh t eacher s l
o o h c s r e h t o m o r
r e h c a e t e h t p l e h l li w y ll u f e p o h y d u t s s i h T . s e i g e t a rt s r o d o h t e m g n i h c a e t
n o it p e c r e p r i e h t d n a h s il g n E g n i n r a e l n i d e e n ’ s t n e d u t s e h t d n a t s r e d n
u o n the
s e i g e t a rt
s bette .r i , y l d n o c e
S n addiiton t o the teachers ,the researche ralso hope stha tthi s w
y d u t
