METHODS AND TECHNIQUES ENGLISH AT SMAN
1 TABANAN
A.A. NGURAH WIRA WICAKSANA
1201305024
ENGLISH DEPARTMENT
FACULTY OF LETTERS AND CULTURE
UDAYANA UNIVERSITY
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ACKNOWLEDGEMENT
First of all, I would like to express my gratitude to the almighty God, Ida Sang Widi Wasa from the beginning of this work, until I am finish this work. I do realize that without his great guidance, I would not able to do this work.
In this occasion, I would like to express my appreciation and thanks to Prof. Dr. Ni Luh Sutjiati Beratha, M. A. as Dean of the Faculty of Arts, Udayana University, Gusti Ngurah Parthama, S.S., M. Hum as the Head of the English Department, A. A. Sagung Shanti Sari Dewi, S.S., M. Hum, M. App. Ling. as my academic advisor who has given me constant encouragement and has enabled me to complete my studies within eight semesters, and all the lecturers who have guided me and given me valuable knowledge through my academic years.
I would also like to express my sincere gratitude to Dr. I Made Netra, S.S., M.Hum as my first supervisor and Sang Ayu Isnu Maharani, S.S., M.Hum as my second supervisor, for their patience, assistance, and strong commitment to support me in writing in this study. Their suggestion has helped me through all of difficulties which arose during the writing this study.
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my best friends in English Department, especially our SOMPLUG group; Teguh Setiawan, Dewa Sidanes, Ari wiguna, Budi, Cahya, Dwi, Bion, Ray, Rico, Wahyu and Widi, these four years moments with you all are priceless experiences for my life.
Denpasar, May 2016
iii ABSTRACT
This paper is entitled Methods and Techniques English at SMAN 1 Tabanan. This study describes the English teaching learning process for second grade students. It concerns with how English is taught. The students often face some difficulties in learning English because they think that English is difficult to learn. The analysis of teaching implementation covers the approaches, methods, and techniques of English language teaching, and difficulties faced by the teachers.
The data were taken from the result of the interview and observation to the English teachers. They were interviewed around the related topics. The data were analyzed by using qualitative methods. Approach and method of English teaching related the theory proposed by Jack F. Richards & Theodore S. Rodgers (1986), the theory of English teaching technique proposed by Diane Larsen (2000), meanwhile the difficulties faced by English teachers was taken from the theory proposed by Douglas Brown H (1994) and supported theory by Nelson Brooks (1964).
The findings of this study show that the teachers of the second grade students in SMAN 1 Tabanan used communicative approach and scientific approach. The methods used by the English teachers in teaching English language were discussion and communicative language teaching method. The role play, small group/pair work, and game were used in technique in the English Language Teaching in the class. On the other hand, the difficulties faced by the teachers related to internal difficulties and external difficulties.
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1.5.2 Method and Technique of Collecting Data ... 5
1.5.3 Method and Technique Analyzing Data ... 6
CHAPTER II REVIEW OF LITERATURE, CONCEPT AND THEORETICAL FRAMEWORK ... 8
2.1 Review of Literature ... 8
2.2 Concept ... 10
2.2.1 Concept of Language Teaching ... 10
2.2.2 Concept of Approach, Method, and Technique in English Teaching 12 2.3 Theoretical Framework ... 13
2.3.1 Approaches in Language Teaching ... 13
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2.3.3 Techniques in Language Teaching ... 17
2.3.4 Difficulties Faced by the Teacher in Teaching English ... 27
CHAPTER III METHODS AND TECHNIQUES ENGLISH AT SMAN 1 TABANAN ... 30
3.1 Overview of SMAN 1 Tabanan ... 31
3.2 Approach Applied by the Second Year English Teacher at SMAN 1 Tabanan ... 32
3.3 Methods Applied by the Second Year English Teacher at SMAN 1 tabanan ... 36
3.3.1 Discussion Method ... 37
3.3.2 Audio-lingual Method ... 40
3.3.3 Communicative Language Teaching ... 42
3.4 Technique Applied by the Second Year English Teacher at SMAN 1 Tabanan ... 45
3.4.1Role Play ... 45
3.4.2 Small Group or Pair Work ... 47
3.4.3 Language Games ... 48
3.4.4 Authentic Material ... 51
3.5 Difficulties Faced by the Second Year English Teacher in Implementing the Methods and Techniques at SMAN 1 Tabanan ... 52
3.5.1 Internal Difficulties Faced by the Teacher in Teaching English ... 53
3.5.2 External Difficulties Faced by the Teacher in Teaching English ... 57
CHAPTER IV CONCLUSIONS AND SUGGESTIONS ... 58
4.1 Conclusions ... 58
4.2 Suggestions ... 60 BIBLIOGRAPHY
1 CHAPTER I
INTRODUCTION
1.1 Background
Language is a system of communication in speech and writing that is used by people in particular country (Hornby, 2000:752). This principle is used by human being to communicate one another, which has functions as a medium for delivering messages, conveying information, and expressing ideas, interacting in the society and performing imaginative or aesthetic function. Therefore it means human languages play important roles in human life.
English language learning must be supported by English language teaching which needed certain approaches, methods, techniques, and steps of teaching. They are very beneficial in facilitating the English teaching progress. Teaching is defined as a mean to show or help someone to learn something. The most important part of the institution is the teacher, because in each learning process needs a teacher as the information transformer, in the other word, the teacher is the subject of learning and teaching process. Teacher’ roles are similarly related to the assumptions about language learning at the level approaches. Some methods are totally dependent on the teacher as a source of knowledge and also
the teacher’s role as catalyst, consultant, guide, and model of learning.
Realizing the importance of English in global era, the Indonesian government has gone into action through the national education department to revise the 1987 curriculum into the 1994 curriculum. As what is written in curriculum learning, English consists of four language skills, namely reading, speaking, listening, and writing. These are done because one skill is related to another, language skills in language teaching are the mode or manner in which the language is used and sometimes speaking and writing are called active / productive skills and reading and listening are called passive / receptive skills (Richard 1992:205).
assumptions and beliefs about language and language learning are specified. Approach refers to theories about the nature of language and language learning that serves as the source of practices and principles in language teaching.
Approach, method, and technique can give influence to the teaching learning process between the students and the teacher in classroom. A good teaching method makes is easier the students to understand about learning English. But in the other hand, some teachers makes the students confused to understand English.
1.2 Problem
From the background above, there are two problems formulated in this study, as follows:
1. What kind of approaches, methods, and techniques are used by English teachers in SMAN 1 Tabanan?
2. What difficulties faced by the English teachers in implementing the methods and techniques are in SMAN 1 Tabanan?
1.3 Objective
1.3.1 General Objective
The general objective of this study is to fulfill the requirements that needed in English Department to obtain the undergraduate Degree (S1).
1.3.2 Specific Objective
The objective of this study basically attempts to find out the kinds of approaches, methods and techniques used by English teachers of the second grade in English language skills teaching and also to investigate the difficulties faced by the teachers in implementing the methods and techniques in English language skill teaching in SMAN 1 Tabanan.
1.4 Scope of discussion
The scope of discussion in this study were limited only to find out kinds of the approaches, methods and techniques used by teachers in SMAN 1 Tabanan and investigated the difficult faced by teachers during the teaching and learning process in the classroom.
1.5 Research method
involves three main points, such as Data source, Method and technique of collecting data, and Method and technique of analyzing data.
1.5.1 Data Source
The data for this study were obtained through field research. The primary data were collected from the result of observation and interview with the teachers. The informants involved in this study were two English teachers; their names are I Putu Yoga Purandina (XI MIPA 6 and XI MIPA 7) and Yetty Artasari (XI IPS 1 and XI IPS 2). The reason of choosing this school is because this school is one of favorite schools in Tabanan regency and having the international standard. The second grade were chosen because the students of this school of this grade are still considered as beginners in the high school, the effective approach, method, and technique from the teacher should be improved their English language in the high school.
1.5.2 Method and Technique of Collecting Data
about approaches methods and techniques of English teaching which were used by the teacher in SMAN 1 Tabanan.
Beside interview, direct observation was done in the classroom such as watching and noting systematically to phenomenon investigated. The observation was done two times at I Putu Yoga Purandina and Yetty Artasari class was taught in one and half hours, the class started from 09.00 a.m. until 10.30 a.m. The observation process was focused only on the teaching steps in order the methods
and techniques that applied by both of the teachers and then the teacher’s mastery
on the language being used, method and techniques. The obtained data during observation was noted by note taking technique.
1.5.3 Method and Technique Analyzing Data
teaching in implementing the methods and techniques was analyzed using the theory proposed by Brooks (1964), and also supporting by theories from Brown (1994).
8 CHAPTER II
REVIEW OF LITERATURE, CONCEPT AND THEORETICAL
FRAMEWORK
2.1 Review of Literature
There are three studies reviewed in this study. The reviews of those theses are follows:
Surya (2004), “English Teaching Techniques Applied in SD 5 Saraswati”. This study is explains about teaching method, focused on teaching techniques. According to the explanation above, it has close relation between his focused problems with my study. He has similar problem with my study in teaching method that generally used for teaching students. But it explains more about the techniques of teaching English. However, his study should be better if he gives the easy way to explain her result analysis
Ferryanty (2007), “The English Language Teaching for The Deaf Student
at SLB. B Sidakarya a Case Study”. In this study focused on the technique and the
method of teacher to teach English for deaf students. This study is related the theory of applied linguistics, because the methods and techniques in language teaching become a part of applied linguistic studies. This study showed us how effective the teacher technique to teach the deaf students, but he didn‟t give us
source. Her data source comes from SLB. B Sidakarya, while in this study used the data source from SMAN 1 Tabanan.
The last study is entitled “Using Reciprocal Teaching Method for Reading
Comprehension in ESP Learners at the Islamic Education Department of STAI
Bahrul „Ulum Jombang” by Fauziyah (2011). The study is focused on the
implementation of the reciprocal teaching method to improve students' reading comprehension and learning participation. The students found many problems in reading comprehension such as in comprehending the message, in giving the correct answer besides low motivation and reluctance to read, and lack of vocabulary. The relation between this study and my study is seen in the problem of teaching method. However, Fauziyah‟s study focused in method for reading comprehension, while this study focused on effectiveness of teaching method to make the students understand learning English.
There are two articles from international journal reviewed in this study. First, the article is entitled A “Questionnaire Based Evaluation Of Teaching
Methods Amongst Mbbs Students” by Muneshwar (2012) the article explained
study. The method which applied the graphic is easy to analyze, but there are many absurd problems in this study.
The second article is entitled “Teaching Qualitative Methods in Social
Science: A Problem-Based Learning Approach” by Helene (2014). This article provides a comparative study of two research modules – a first year and MA module – to show how problem-based learning can enhance students learning. The theory of this article was taken from Williams (2006) and Winn (1995). Williams‟ (2006) approach allows the students to adopt their own approach, either
using personal history, interviews, or archive. By comparison Winn (1995) uses a “learning by doing” approach where the students, who are taking a specific
research method module, become part of commissioned research project and become responsible for different aspects of the project, which related to the method module.
2.2 Concept
2.2.1 Concept of Language Teaching
From the definition above, it means that how the way the teacher measurers the language skill of the students by doing something depends on the curriculum and subject. According to Penny (1996:35) stated that the curriculum is a package and rules about the goal, content, material for teaching and some ways that are used as a basic of the teacher to make lesson and syllabus. It can be concluded that curriculum relates to the teaching learning process. In curriculum, the contents are needed to decide before teaching learning process. Once content has been selected it then needs to be organized into teachable and learnable units as well as arranged in a rational sequence.
Giving the task means giving the instruction. The way teachers communicate to students, the manner in which they interact is crucial to both successful learning and teaching. Perhaps the most important point that determines how successfully students will learn is the way instructions are formulated and sometimes these things that determine a good teacher in the teaching learning process. Therefore, the teacher‟s directions relating to academic
2.2.2 Concept of Approach, Method, and Technique in English
Teaching
Edward M. Antony in Richard and Rodgers (1986) identified three levels of conceptualization and organization. Which he termed approach, method, and technique
Approach refers to theories about the nature of language and language learning that serves as the source of practices and principles in language teaching. (Anthony cited in Richards and Rodgers, 1986:16)
Method is the level at which theory is put into practice, and at which choices are made about the particular skills to be taught, the content to be taught, and the order (rule) in which the content will be taught. The methods used in second and foreign language teaching, such as: grammar translation method, the direct method, the audio lingual method, the silent way, situational language teaching method, communicative language teaching, and the total physical response method (Anthony cited Richards and Rodgers, 1986: 15).
A technique is implementation, which actually takes place in a classroom. It is particular trick, stratagem, or contrivance used to accomplish an immediate objective. Technique must be consistent with a method, and therefore in harmony with an approach as well. (Anthony cited in Richard and Rodgers, 1986:15).
active as much as possible. It is also important to set a technique and establish an environment when the student can smell, taste, touch, manipulate, work, fell, and see. The student need constant changer activity, they need to be involved in something active, they will usually not sit and listen and they need to be appreciated by the teacher who is important figure for them. In relation on this, numerous techniques are appropriate the students who may be physically oriented. Program materials that are used by machines may be one of them.
2.3 Theoretical Framework
Every research should be supported by significant theory, purpose by some experts in the field of English learning. The theories were taken from Jack C. Richards and Theodore S. Rodgers (1986). They state that method is an umbrella term for the specification and interrelation of theory and practice. Further, method is theoretically related to an approach, is organizationally determined by design, and is practically realized in procedure as same as they pointed in their book. Meanwhile the approach refers to theories that explain about nature of language and language learning which is servers as the source of practice and principles in language teaching (Richard and Rodgers, 1986:16).
2.3.1 Approaches in Language Teaching
nature of the subject matter to be tough. It also describes how people acquire their knowledge of the language, and makes statements about the conditions, which will promote successful language teaching.
The approach is a set of correlative assumptions dealing with the nature of language teaching and learning. According to Antony‟s model in Richards and
Rodgers (1986: 16), Approach refers to theories the nature of language and language learning that serves as the sources of practices and principles in language teaching. There are four kinds of approach which are used in language teaching process. They are:
2.3.2.1Natural Approach
Natural approach belongs to tradition of the language teaching methods base of the observation and interpretation of how the learners acquire both first and second language in formal setting. A focus on comprehension and meaningful communication as well as the provision of the rich kind of comprehensible input provide the necessary for successful classroom.
2.3.2.2Communicative Approach
Communicative approach can be considered as an approach that used in teaching – learning process in other to stimulate the learners to communicate the meaning in the real situation.
2.3.2.3The Electric Approach
2.3.2.4Oral Approach
Material is tough orally before it is presented in written form. Before reading a new structure a new vocabulary, the teacher should teach orally both of the new structure and vocabulary.
2.3.2Methods of Language Teaching
Based on Richard and Rodgers (1986:14) there are several methods used in second and foreign language teaching, such as: Grammar Translation Method, Direct method, Audio-lingual Method, Communicative Language Teaching Method, and Total Physical Response Method. All were discussed in following chapter.
2.3.2.1Direct method
2.3.2.2 Grammar Translation Method
This method is way studying languages that approach the language first through detailed analysis of its grammar rules, followed by application of his knowledge to be task of translating sentences and texts into and out of the target language (Richards and Rodgers, 1986:3). It is simply a combination of activities of teaching grammar and translation. The teaching begins with English rules, isolated vocabulary items, paradigms, and translation. The teacher explains the rules in student‟s first language and then put the sample into the slot of
grammatical rules. The grammar rules are memorized as units. The teacher provides the class with other words and translation. Then, the students practice using the rule by using the word provided. The texts usually are translated in classics; this type of texts is used to have the students practice understanding the literature in the target language.
2.3.2.3Audio-lingual Method
In this method, the teacher‟s role in central and active; it is a teacher who
dominated method. Tape recorder and audiovisual equipment often have central role in Audio-lingual Method.
teachers models the target language, control the direction and pace of learning, and monitors and corrects the learners performance.
2.3.2.4Total Physical Response
The idea of focusing on listening comprehension during early foreign language instruction comes from observing how children acquire their mother tongue. The teacher helps the students to understand her by using pictures and occasional words in the students‟ native language and by being as expressive as
possible.
2.3.2.5Communicative Language Teaching
The method makes the use of the languages as social usage. It means that through the communicative method language is managed to be used actively. The teacher should know the procedure of teaching in the classroom. It makes the teaching and learning process more effective.
2.3.3 Techniques in Language Teaching
The statement from Larsen that, “a method is a coherent set of such links
in the sense that there should be some theoretical or philosophical compatibility among the links”. If a teacher believes that language is made up of a set of fixed
The techniques that proposed by Larsen in there are:
2.3.3.1The Direct Method
There are some techniques of the Direct Method that adapt to the approach of teaching. The following expanded review of techniques provides you with some details which will explain the techniques clearly (Diane Larsen, 2000: 11)
1. Reading Aloud
Students take turns reading sections of a passage, play, or dialog out loud. At the end of each student's turn, the teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear.
2. Question and Answer Exercise
This exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice new words and grammatical structures. They have the opportunity to ask questions as well as answer them.
3. Getting Students to Self-Correct
possibility is for the teacher to repeat what the student said, stopping just before the error.
4. Dictation
The teacher reads the passage three times. The first time the teacher reads it at a normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed, and students check their work.
5. Paragraph Writing
The teacher in this class asked the students to write a paragraph in their own words on the major geographical features of the United States. They could have done this from memory, or they could have used the reading passage in the lesson as a model.
2.3.3.2The Grammar-Translation Method
There are still some useful techniques associated with the Grammar-Translation Method. Below is an expanded description of some of these techniques. (Diane Larsen, 2000: 1)
1. Translation of A Literary Passage
vocabulary and grammatical structures in the passage are studied in subsequent lessons.
2. Reading Comprehension Questions
Students answer questions in the target language based on their understanding of the reading passage. Often the questions are sequenced so that the first group of questions asks for information contained within the reading passage.
3. Fill – In – The - Blanks
Students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as prepositions or verbs with different tenses.
4. Memorization
5. Composition
The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson. Sometimes, instead of creating a composition, students are asked to prepare a précis of the reading passage.
2.3.3.3The Audio-Lingual Method
The Audio-Lingual Method, like the Direct Method we have just examined, is also an oral-based approach. However, it is very different in that rather than emphasizing vocabulary acquisition through exposure to its use in situations, the Audio-Lingual Method drills students in the use of grammatical sentence patterns. It also, unlike the Direct Method, has a strong theoretical base in linguistics and psychology. There may be techniques of The Audio-lingual Method described below that you are already using or can adapt to your approach. (Diane Larsen, 2000: 47).
1. Dialog Memorization
2. Backward Build-Up (Expansion) Drill
This drill is used when a long line of a dialog is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line.
3. Chain Drill
A chain drill gets its name from the chain of conversation that forms around the room as students, one-by-one, ask and answer questions of each other. A chain drill allows some controlled communication, even though it is limited.
4. Single-Slot Substitution Drill
The teacher says a line, usually from the dialog. Next, the teacher says a word or a phrase-s-called the cue. The students repeat the line the teacher has given them, substituting the cue into the line in its proper place. The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence.
5. Multiple-Slot Substitution Drill
6. Transformation Drill
The teacher gives students a certain kind of sentence pattern, an affirmative sentence for example. Students are asked to transform this sentence into a negative sentence. Other examples of transformations to ask of students are changing a statement into a question, an active sentence into a passive one, or direct speech into reported speech.
7. Question-And –Answer Drill
This drill gives students practice with answering questions. The students should answer the teacher's questions very quickly. Although we did not see it in our lesson here, it is also possible for the teacher to cue the students to ask questions as well. This gives students practice with the question pattern.
8. Use Of Minimal Pairs
The teacher works with pairs of words which differ in only one sound; for example, „ship/sheep‟. Students are first asked to perceive the difference between
the two words and later to be able to say the two words. The teacher selects the sounds to work on after she has done a contrastive analysis, a comparison between the students' native language and the language they are studying.
9. Complete The Dialog
10.Grammar Game
Games like the supermarket alphabet game described in this chapter are used in the Audio-Lingual Method. The games are designed to get students to practice a grammar point within a context.
2.3.3.4The Total Physical Response Method
Based on Larsen (2000:113), the technique of Total Physical Response Method is by using commands to direct behavior, role reversal, and action sequence of teacher. Asher acknowledges that, although this technique is powerful, a variety of activities is preferred for maintaining student interest. A detailed description of using commands is provided below:
1. Using Commands to Direct Behavior
It should be clear from the class that use of commands is the major teaching technique of TPR. The commands are given to get students to perform an action; the action makes the meaning of the command clear.
2. Role Reversal
3. Action Sequence
At one point we saw the teacher give three connected commands. For example, the teacher told the students to point the door, walk to the door, and touch the door. As the students learn more and more of the target language, a longer series of connected commands can be given, which together comprise a whole procedure. This series of commands is called an action sequence, or an operation.
2.3.3.5Communicative Language Teaching
According to Larsen, (2000:132), there are some materials and techniques in Communicative Language Teaching which will be describe:
1. Authentic Materials
To overcome the typical problem that students cannot transfer what they learn in the classroom to the outside world and to expose students to natural language in a variety of situations, adherents of CLT advocate the use of language materials authentic to native speakers of the target language. For example, the teacher uses a real newspaper article. He also assigns the students homework, requiring that they listen to a live radio or television broad cast.
2. Scrambled Sentences
not seen before. They are told to unscramble the sentences so that the sentences are restored to their original order.
3. Language Games
Games are used frequently in CLT. The students find them enjoy able, and if they are properly designed, they give students valuable communicative practice. Morrow's three features of communicative activities were manifested in the card game we observed in the following way: An information gap existed because the speaker did not know what her classmate was going to do the following weekend.
4. Picture Strip Story
5. Role Play
Role plays are very important in CLT because they give students an opportunity to practice communicating in different social contexts and indifferent social roles. Role plays can be set up so that they are very structured (for example, the teacher tells the students who they are and what they should say) or in a less structured way (for example, the teacher tells the students who they are, what the situation is, and what they are talking about, but the students determine what they will say).
2.3.4 Difficulties Faced by the Teacher in Teaching English
Being a foreign language teacher is not easy as it seems. Becoming a foreign language needs some preparation to face a lot of obstacle that must be passed which from internal and external environment both from the teacher and student. The internal factor such as the class, the student, teacher, and the book, it could be from the inside school. Meanwhile, the external could be from the society around the school and parents. A teacher before teaching the learner, he needs to know and understand the system of foreign language and the differences between the first and the second language of the learner and the teacher also much be know the function as well. That‟s the base thing for the teacher to speak and
In this case the teacher has a close relationship with the place where the process occur i.e. school. School is community which I exists. Life in a school is unending succession calling for the use of language by both teachers and students, very conscious of their identity, of whom and what they are in relation to this. The explanation above also supported by brooks. There some description about difficulties that faced by the teacher based on brooks.
2.3.2.1Student
The teacher is ideally someone of good character who likes to work with people younger than himself, who is thoroughly at home in his student‟s mother tongue and in the language they are learning, and who is well acquainted with the school world in which the learning is taking place. According to Brooks (1964:67), a school typically contains four types of student: firstly, the students who are able and willing to follow the prescribed regimen, second, who are able but unwilling to do so, Third, those who are unable though enough, and the last those who are unable and unwilling, and don‟t pretend otherwise. The teacher is
likely to find all four groups represented in any class he enters.
1.3.2.2Textbooks
learner‟s circumstances and calculated progress, and should be used by one
student only. Reverence books are in another category, and should be designed quite differently. Such books may be prepared for mush use by many learners and have no need to reflect the individual‟s progress. Selected reading also has a distinct set of requirements. Such books should contain the works of authors who wrote for other that a classroom audience and whenever possible should be used as original printed.
1.3.2.3Physical surrounding
