Penelitian ini bertujuan untuk mengidentifikasi kesulitan guru dalam mengajar bahasa Inggris sebagai bahasa asing di SMK Muhammadiyah 3 Makassar. Permasalahan guru dalam pengajaran bahasa Inggris sebagai bahasa asing di SMK Muhammadiyah 3 Makassar bermula dari siswa dan lingkungan sekolah. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Keguruan Universitas Muhammadiyah Makassar dibimbing oleh Ummi Khaerati Syam dan Eka Prabawati Rum.
Penelitian ini mencoba untuk mengetahui permasalahan yang dihadapi guru dalam pengajaran bahasa Inggris sebagai bahasa asing di SMK Muhammadiyah 3 Makassar. Permasalahan guru dalam pengajaran bahasa Inggris sebagai bahasa asing di SMK Muhammadiyah 3 Makassar bersumber dari siswa dan lingkungan sekolah. Alhamdulillah Rabbil Alamin, puji syukur kehadirat Allah SWT atas nikmat, kasih sayang, bimbingan, kesehatan dan rahmat-Nya yang tiada habisnya senantiasa kami panjatkan dalam menyelesaikan skripsi yang berjudul “Permasalahan Guru dalam Pengajaran Bahasa Inggris sebagai Bahasa Asing di SMK Muhammadiyah 3 Makasar.”
CHAPTER IV FINDINGS AND DISCUSSION
List of Observation
List of Interview and transcript I Documentation
Background
According to Mappiasse and Ahmad (2014:1), English has become the most spoken language in the world today. Students generally find little English in and out of the classroom because English is not used to teach the language in the classroom or as a communication tool during social interaction. 4 how teachers are assigned to different classes, the reduction of English language instruction time in the 2013 curriculum, the use of poorly written textbooks, and a less than optimal amount of English spoken in the classroom.
Yuwono (2015) states that a study on English teaching in Indonesia by obtaining the perspectives of school principals and English teachers in Salatiga city, Central Java. Furthermore, the reduction in English language instruction time in the 2013 Curriculum is even less regarded by teachers as a way to optimize students' interest in learning. In this case, in teaching English as a foreign language, English teachers need a creative way and select some good strategies that can help teachers and students present their ideas about teaching learning processes in the classroom.
Problem Statement
Griffiths (2007) stated that teachers may be able to promote language learning strategy used by their students. Bell (2007) suggested that teachers should be enlightened with all methods and should construct their own principled methods or decide which principles they draw upon in their teaching. According to Wardhaugh (1969), students must be stimulated to use the English language and try to use the innate language acquisition process that they have.
Based on the explanation above, the researcher motivated to conduct a descriptive qualitative research on Teachers' problems in teaching English as a foreign language. Based on the problem statement above, the researcher aims to find out the teachers' problems in teaching English as a foreign language at SMK 3 Muhammadiyah Makassar.
Signficance of the research
Scope of the research
Previous Related of Research Finding
They see many problems stemming from the student's lack of exposure to English and insufficient knowledge of the language. Students' lack of persistence in practicing or finding more opportunities to practice the language also contributes to their lack of confidence in using the language for communication. In addition, Alrawashdeh and Norma (2017) in their journal “Problems faced by English teachers in teaching listening comprehension and their attitudes towards them”. They found that it varies from teacher to teacher depending on the place and type of education.
Based on evidence of problems they found, the first was problems related to teacher skill. 9 associated with the high number of students in the class and the lack of rich libraries, resources, teaching aids, support materials and audiovisual teaching facilities such as English lab. Alrawashdeh and Norma (2017) used all teachers as a population and used the sample teachers were chosen randomly and the researcher himself is the same.
Some Concept of Teacher 1. Definition of Teacher
- Qualities of A Good Teacher
- Duties and Responsibiltes of A Teacher
- TEFL in Indonesia
- Handcap for Teacher in TEFL
10 According to the above definition, people in general have no problem explaining who a teacher really is. Students always imitate what the teacher does and not what he says in class. This is the most important step a teacher must take before entering the classroom.
If the teacher is not fair enough, there is no point in having the rules. The teacher must also build the attitude of patriotism towards the country among the students. Moreover, the teacher should train the students to develop sense of solidarity, honesty and love for.
It is also intended that the teacher must equip themselves with changes so that they can cope with science and technology. By updating their knowledge and skills, the teacher will be able to provide relevant material to their students. In addition, the teacher should give the students space to practice to strengthen the lesson.
In the past, the teacher was considered the only source of knowledge, but today the orientation is different. Instead, the teacher is not considered to be the only source of knowledge, but rather a facilitator in the learning process. The first is the teacher, how the teacher's teaching and learning of English takes place in the classroom without any problems.
Therefore, teachers especially in the vocational school know how to teach English in the classroom without difficulty.
Research Design
The researcher started with an outline of the method the researcher used for this study followed by the sample and population, research instrument, data collection process, data collection and data analysis technique.
Population and Sample of the study
According to Sugiyono, the sample is part of the number and characteristics that the population possesses." Thus, the sample was part of the existing population, while for the sampling certain methods were used based on existing considerations. Sugiyono explains that: " Purposive sampling is a technique of determining samples with certain considerations." From the above statements, the researcher used 3 English teachers of X, XI, XII class in SMK Muhammadiyah 3 Makassar.
Location
Data and Source of Data
Procedure of Collecting Data
Technique of Data Analysis
The data received was still in rough form, so they needed data selection. b). Data reduction was the elective process, focused on simplifying and transforming the raw data that emerged from the written data in the field, in other words, the researcher selects the main things or data in accordance with the research was focused. The reduced data was presented in the form of short descriptions, charts, graphs, making it easy to understand well in general. d).
The obtained data and the conclusions were drawn from the researcher, whether the goal has been achieved or not, if the desire has been achieved, discontinued study. Data collected from three teachers with the whole class at the school, each teacher gets three classes, was analyzed for kinds of instruments, namely observation classroom and interview to the teachers.
Findings
- The Teachers’ Difficulties in Teaching English as a Foreign Language To know teaching and learning in the classroom the researcher uses
- Lack of the student’s basic
- The number of students in class too much
- Students low concentration
- Lack of students motivation
- Students absent in learning process
- Learning Students who are bored learning
The teacher is very calm and kind to the students, which made them have a good interaction as well as a friendship. This case made the students behave rudely towards the teacher, they did not respect their teacher and even they played during the learning process. As we know, the media has great support in the learning process, and this interests the students.
She did not limit the students' own learning resources, or materials that students can easily obtain in their environment and are related to the lesson taught by the teachers. After observing the teaching and learning process of the teacher in the classroom, the researcher discovered some problems faced by the teacher and the students. For example, the use of body language (gastures) if the students did not understand what the teachers meant.
So the teachers have to give something that the students have skills to build a sense of concern for the environment. The students were remedied, it is because the students did not care about the material and also It is because lack of students basic and lazy study English in the teaching process. It is best if it is carried out on a daily basis so that students can achieve quick results and move on.
Yulia (2013), she said that The teachers claimed that it was due to students' low motivation: in fact, the students' eagerness to listen to the teacher as the models of English language expressions were good. The students can therefore play with their friends, disturb other students and the learning process is not ephemeral. Lack of students' motivation, based on the data of observation in the classroom that the students have problems with concentration in learning process.
It became difficult for the students to understand the material that the teachers had previously explained to them because they were absent from the learning process and it was also difficult for the teachers to repeat the material. It means that if the students are lazy to study English, the teachers should make the learning process a success. Overall, the teachers' difficulties in teaching English as a foreign language at SMK Muhammadiyah 3 Makassar stemmed from the students and facilities at the school.
Conclusion
This chapter consists of two sections, the first section deals with the conclusion of the study results and the second deals with proposals.
Suggestion
It also uses media other than books such as the Internet, but teachers can explore the media in their environment first or outside as in the next classroom, and then invite students to practice English vocabulary in each meeting. English Language Teacher Competence in the Context of the English Curriculum 2004: Implication for English Language Teacher Education, (University of Education Indonesia). Teaching English Language Indonesia: A Continuing Challenge in Education and Cultural Diversity, (Jakarta: Universitas Katolik Atma Jaya, 2008) pg,57.
English Language Education in Decentralized Indonesia: Voice of the Less Privileged School, The Case of Jambi University, (RMIT Universitas: August 2015), p.17.
APPENDICES
INTERVIEW TO THE TEACHER
