LEVEL AT MARIO ENGLISH COURSE OF

Thesis Title: Teaching Conversational Speaking I [rvel in Mario English Course of Palangka Raya. The main purpose of this study is to describe what are the methods of teaching conversational speaking level I implemented by the teacher al Mario English course of Palangka Raya.

DEDICATION

MOTTO

THE LIST OF TABLES

TTTLE

LEGALIZATION ABSTRACT

ACKNOWLEDGMENTS

DEDICATION MO'ITO

CHAPTERI INTRODUCTION A. Backgmund of the Study

Delinition of the Concept G. Frame of thinkiqg

CHAPTER III RESULT OF THE STUDY

The mcthods of teachirry at Mario English course of palangka

Ihill Ecftod

CHAPTER IV CLOSURD A.Corrclusion

REIEXENCES APPENI'ICES

LISTOFTABLES

CHAPTERI

CHAPTER I II{TRODUCTION

Scope and limitation
Delinition of the concept
Frame of thinking

Data Collection Procedure

Validity ofthe deta

Data display

In this case, qualitative rcsearch means discovering and describing the phenomena through the process observed in detail and clearly as the reality found in the method of speaking for conversation I level implemented in Mario English course. the Conversation I Class of Mario English Course Palangka Raya. The observation of the subject of the study was done by observing the method of speaking adopted in the Mario English course. " tbid, p.3ot.

CHAPTER II

Based on the result of the study, the writer concluded that the use of charts (t!ee chart) in teaching speaking was not more effective than no charts for the second year students of MTs I Model palangka Raya. Based on the results of the study, the writer concluded that the procedures in Mario Palangka Ray's English course were not maximal to perform because.

REVIEW OF RELATED LITERATURE

Speaking difficulty

Keep in mind that the following characteristics of spoken language can make oral performance both easy and in some cases difficult. Learning to produce language waves in a vacuum without interlocutors would rob it of fluency. It is the richest part of conversational negotiation creativity. One implication of such a list is the importance of focusing on both the importance of focusing on both the forms of language and its functions.

We also help students see the pieces, down to the little bits of language that make up the whole. Perform communicative functions appropriately depending on the situation, participants and goals. l3.Use appropriate registers, implicature, pragmatic conversations and other sociolinguistic features in face-to-face conversations. Develop and use a range of speaking strategies, such as emphasizing key words, rephrasing, providing context for interpreting the meaning of words that ask for help, and accurately assessing how well your interlocutor understands.

Table 2.1 Micro skills of ord commuuication

Do not overuse them b. Intensive

The other form of conversation mentioned in the previous chapter was interpersonal dialogue, conducted or{ morc for the purpose of maintaining social relations than for the transmission of facts and information. Finally, students at intermediate to advanced levels are asked to give extended monologues in the form of oral report, summary or perhaps short speeches. How to initiate and respond to talk on a wide range of topics, and how to develop and maintain talk on this topic.

How to use conversation in different social settings and for different types of social encounters, such as on the phone and casual and formal social gatherings. How to keep a conversation flowing by avoiding excessive pausing and grammar or pronunciation mistakes. This creates a dramatic situation in the classroom, or partly by simply acting out dialogues, but partly also by labeling objects and people in space in preparation for imaginative role play.

Games

In order for the students to concentrate on communicative behavior when performing their roleq, he advocates that the situation and the key vocabulary be presented to them in advance, with each small group tasked with preparing the roleplay in its own way. The role plays designed can be presented in a few minutes and contain a minimum of advanced vocabulary. Minimally designed to allow students to eat their own characters for half a year, rather than blithely imitating ones that have already been painstakingly detailed.

A group of city and village residents have met to discuss the merits of. At the beginning of the class, for example, students can be divided into pairs, each provided with simplified maps illustrating a nearby code or campus in the vicinity of the class. Each pair of maps can be designed not to be complete, but by their partner to fill in the blanks themselves.

Discussion

Song

The introduction of the Direct Method as an official method caused many problems in the countries that adopted it. The aim of the DM is to make students learn how to communicate in the target language. To do this successfully, students must start thinking in the target language.

Overemphasizing the similarities between natural first language acquisition and foreign language in the classroom results in the exclusive use of the target language. The absolute avoidance of the native language occasionally disturbs the direct method in the tea of understanding abstract concepts. It requires native language teachers or teachers who are fluent in the target language. 3a.

Grrmmar Tremletion Method

46. paradigm, and continued by translating the language as units and often put into sentences as examples). A large part of the lesson is devoted to translating texts into and from the target language. e. It is used to explain new topics and allow comparisons between the foreign language and the learner's native language.3s.

Students answer questions in the target language based on their understanding of the reading texts. The strengths of the grammatical translation method. l) The phraseology of the tsrget language is quickly explained. In the grammar translation method, caching the second language starts with learning rcading.

Thc Audio-lingurl Method

At the time, Mario English course adds the other program is Arabic, Mandarin, Japan and children's English school. From the table above, it can be known that the number of teachers who tqtch in Mario English course is 13 (thirteen) people. From the above table it can be known that arc tho supporting facilities in the process of teaching learning in Mario English Course Palangka raya are good enough.

If you want to improve the quality of education at the Mario Palangka raya English course, it should be added to other facilities. Organization of Mario English course structure Palangka raya MARIO ENGLISH COURSE STRUCTURE SCHEME OF. From the reme organization structure in Mario's English course above, the writer described Dr.

KETUA

ADMINSTRARTION SECTOR

TECHMCAL

From the rheme of structural organization at Mario English course above, the author dr. B as leader, Nurul as secretary, Siti as treasurer Sulis as administration sector, and Anggraini, S.pd as technical. To make the learning process .. go smoothly, the teacher expected to be able to organize the class. Histogram Of Frequency The Number Of Students Mario English Course At Kakatua Street Palengkr Reye period 201)9.

Mario English course 2009 from period I is 140, period II is 9g, period III is 160 and period lV is 140 students from all there programs.

PERIOD I PERIOD II PERIOD III PERIOD IV

From the diagram above, wfiter analyzed students in Mario English course 2009 from period I is 71, from period lt is 48, from period III is 43 and from period IV is 33 students from all programs there. From the diagram above, the writer analyzed the students in Mario English course 2009 from period t 33, period II 57, period lll.

CHAPTER III

Drill method

The teacher used this method to practice the students to be able to master the mastery given by the teacher. Based on the observation of wrircr, the teacher used the drill method for teaching speaking. The teacher asked the students to respect that the example has been demonstrated by the teacher to know their understanding.

Then, the teacher evaluated each exercise done by the students to know their ability and stiffness in speaking. He gave an assignment to the students to write the vocabulary that was formed. Bard in the observation and interview with the teacher and the students, the teacher applied the audio-visual method for teaching talking about level I conversation.

The Teaching Spcoking For Conversadoa I (One) Level At Mrrio

Material
Media
Method
Evaluation
Time
Materiel
The students could make question using *is
MetM
The students could making question using
Mrteriel
Ewluation

Based on the observation, the English teacher distributed the book Mario English Course for Conversation I to the students in the classroom. The English teacher allowed to make the sentence the students made a question using 'lvhat am (apa)' and 'Am (apakah)'. The students could talk about how to ask and answer about something and information. media - Whiteboard What is.

Students can ask questions using *is ask questions using *is (apakah)" and answer the question for example : /s lu. Based on the observation, the English teacher shared the book Mario English Conversation Course I with the students in the class, The teacher could see examples according to that book. Before the teacher continued to teach the next material, he asked the students about the homework they had given in the first time.

TSTAIN

CHAPTERIV

CHAPTER IV CLOS['RE

Audio-visual method Based on the observation and interview with the teacher and students, the teacher applied the audio-visual method for teaching by talking about the conversation of level I. He every meeting uscd chard mcdia likes pictures, dolls, etc. to learn in the material in the classn :om. The teacher said that it is done so that the students do not get bored in class and to improve the understanding of the students.

Based on the observation and interview with the teacher and the students, the teacher applied games method for teaching speaking for conversation I level. The teacher must be able to manage the available time so that the teaching learning goal can be well achieved. The teacher should improve his creativity to create an interesting game so that the students do not feel bored.

Purwono, Direa MetM in htrp|llPt nxono-linguistics.blogspor.com/2006/0 l/direct method I 3.html (online or 36 March 2009).

APPENDIXS

Bagaimana langkah-langkah B+ak untuk memilih metode pengajaran berbicara yang tepat di Mario English Course di Palangka Raya. Media apa saja yang tersedia yang dapat mendukung penggunaan metode Speaking pada kursus Mario English. Media apa yang Anda gunakan untuk memotivasi siswa belajar berbicara bahasa Inggris?

Apa yang Anda lakukan untuk memastikan siswa termotivasi untuk belajar berbicara bahasa Inggris. Berapa jam materi tatap muka diajarkan di kelas bahasa Inggris. Apa yang anda lakukan ketika masuk kelas/mengajar hingga jam pelajaran selesai?

THE INTERYIEW GUIDE FOR THE HEADMASTER

THE INTERVIEW GUIDE FOR THE STUDENTS

DEPARTEMEN AGAMA RI

SEKOLAH TTNGGI AGAMA ISLAM NEGERI (STAIN) PALA]iIGKARAYA

TEACIIING SPEAXTNG

NOR CONVENSATION 1 LEVEL AT MABIO ENGII$I

COURSE PALANGKA RAYA'

PANITIA SEMINAR PROPOSAL SKRIPSI MAIIASISWA SEKOLAH I'INCGI AGAMA ISLAM NT.](;T]RI

SI'AIN PALANGKA RAYA

TARBIYAH/TBI

DINAS PENDIDIKAI\O PEMUDA DAN OLAH RAGA

PALAIIGKARAYA 731II