AlhamdulillahiRabbilAlamin, all praise be to Allah, the writer would like to express her best regards to Allah swt., the Lord of this world who received His blessings and mercy so that the writer could complete this study. Also, shalawat and salam to Prophet Muhammad saw., the great leader and good inspiration of world revolution who brought us from uneducated person to educated person. From the bottom of her heart, the author wishes to express great thanks and greater appreciation to her beloved parents, Sulaeman and Ramlah who always give their best, support Allah and pray for the successful author.
Also, the writer sends her great love to her brother Rusli and Abdul Rahman, her sister Asrah Sahrah, who motivated the writer. The writer realized that the thesis would never have been completed without guidance, support, motivation and encouragement. Arqam, M. Pd as the first advisor who shared all about the knowledge to the writer.
Zulfah, M.Pd a great teacher who has given his countless knowledge and advice to guide the writer to complete this thesis.
INTRODUCTION
Research Question
Objective of the Research
Significance of the Research
This study is intended to provide a resource for English teachers to anticipate the challenges that will arise when teaching productive and receptive skills in the English language. Then, this research can also provide information for English teachers to refine techniques suitable for use in teaching productive and receptive skills. This dissertation hopefully serves as a reference and provides more information to solve the problem of teaching productive and receptive skills in the English language.
REVIEW OF RELATED LITERATURE
Some Pertinent Ideas
These activities can do tasks or exercises to achieve lesson objectives.24 The activities can help teacher and students in many subjects in the classroom such as English. In the English subject, the teacher is also able to use the activities in the teaching and learning process to improve four skills in the English subject; listening, writing, speaking and reading. In the last, the teacher must build in some evaluative aspect to the techniques by doing, choosing, transferring, answering, condensing, expanding, duplicating, modeling, talking.
Therefore, the reading technique is the activities carried out in the classroom to help the teacher and the students in the teaching learning process of reading, which were consistent and harmonious with a method and an approach so that the students can understand a passage well. A reading technique used in the classroom should be chosen based on the needs and abilities of the students so that they can enjoy any activity in the classroom. This means that most of the teaching time must take place in the language being taught.
43 Maria Taselin, Interactive Activities to Improve Students' Writing Skills in English Language Teaching and English Language Components, ed. Sufficient writing ability gives an individual confidence and marks his expertise in a particular language. Writing is the process or result of recording language in the form of conventional visible signs or graphic characters on a surface.49.
METHODOLOGY OF THE RESEARCH
- Subject of the Study
- Setting of Research
- Technique of Data Collection
- Technique of Data Analysis
The researcher chose the English teacher of SMPN 2 Mattirobulu Pinrang Regency academic year 2019/2020 as the research object because the researcher wanted to know what are the challenges of the teachers in teaching productive and receptive skills and how the teacher can overcome the problem of encountered when teaching productive skills. and receptive skills. The primary purpose of this study was to find out what teachers face in teaching productive and receptive skills and how the teacher can overcome the problem encountered in teaching productive and receptive skills. The interview of this study focused on the challenges of teachers in teaching productive and receptive skills and how the teacher can overcome the problem in teaching productive and receptive skills.
The researcher asked some questions related to the problem in teaching and some other questions that would help in filling the data. To describe the challenges of teachers in teaching productive and receptive skills and how the teacher can overcome the problem in teaching productive and receptive skills. This chapter consists of the challenges that EFL teachers face in teaching productive and receptive skills and how the teacher can overcome the problem in teaching productive and receptive skills.
The data sources are drawn from teachers' conclusions about teaching productive and receptive skills at school. Challenge is something that is difficult, sometimes preventing something that the teacher wants to achieve in the learning process, especially in teaching productive skills. It is difficult for the students to speak English in front of the class because most of the students lack self-confidence.
A challenge is something that is difficult, sometimes prevents something that a teacher wants to achieve in the learning process, especially in teaching. We can conclude that some of these factors are teachers' barriers in teaching reading. One of the obstacles teachers face in teaching listening is the lack of facilities and infrastructure available in the school.
From the above explanation it can be concluded that the listening activities in teaching cannot be carried out properly because there are no rooms available at the school. Speaking requires practice, patience and perseverance. the more you practice, the better you become at it. The second is about the motivation of the students. The teacher must also learn from both theories and practical experiences on how to build up the students. The main cause of students' confidence is their low proficiency in speaking English.
FINDING AND DISCUSSION
Discussion
Kesulitan saya dalam menilai kemampuan menulis adalah pertama, tulisannya sangat berantakan, terkadang siswa hanya menuliskan apa yang diketahuinya saja, sehingga menulis sesuai dengan apa yang telah diucapkannya, ditambah lagi struktur bahasanya terkadang terbalik antara subjek, kata kerja, dan kata kerja. kata kerja dan Objek. NJ: Kalau mengajar siswa membaca, kesulitannya adalah siswa hanya membaca apa yang tertulis kemudian siswa kesulitan memahami isi bacaan yang diberikan. Dalam membaca terkadang siswa membaca apa yang mereka lihat (tulis), misalnya tabel bahasa inggris adalah tabel, mereka hanya menyatakan tabel mana yang seharusnya.
Dalam mengajarkan siswa mendengarkan tentunya kosakata siswa juga kurang sehingga mereka kesulitan dalam memahami apa yang didengarnya, kemudian suasana kelas juga menjadi kendala bagi siswa untuk dapat fokus mendengarkan dengan baik. karena kelasnya besar dan jumlah siswanya banyak. MR: Kalau dalam menyimak itu sulit karena siswa kurang kosakata, kadang siswa tidak mampu memahami apa yang disampaikan pembicara karena kurangnya kosakata, sehingga tidak mampu memahami apa yang disampaikan pembicara. Bagaimana cara Anda mengatasi permasalahan yang Anda temui pada kemampuan berbicara siswa Anda?
Jadi setelah saya mengucapkan satu kata atau kalimat, biasanya saya langsung bertanya siswa mana yang tahu apa yang saya katakan, jadi begitulah.
