CLASSROOM TECHNIQUES USED BY THE TEACHER IN THE TEACHING OF ENGLISH: A NATURALISTIC STUDY AT SMP Classroom Techniques Used By The Teacher In The Teaching Of English: A Naturalistic Study At SMP Muhammadiyah 1 Kartasura In 2015/2016 Academic Year.

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CLASSROOM TECHNIQUES USED BY THE TEACHER IN THE

TEACHING OF ENGLISH: A NATURALISTIC STUDY AT SMP

MUHAMMADIYAH 1 KARTASURA IN 2015/ 2016 ACADEMIC YEAR

PUBLICATION ARTICLE

Submitted as a Partial Fulfillment the Requirements

for Getting Bachelor Degree of Education

in English Department

by

YULINDA INDAH AYU PRATIWI

A320120235

SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

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APPROVAL

CLASSROOM TECHNIQUES USED BY THE TEACHER IN THE

TEACHING OF ENGLISH: A NATURALISTIC STUDY AT SMP

MUHAMMADIYAH 1 KARTASURA IN 2015/2016 ACADEMIC YEAR

PUBLICATION ARTICLE

by

YULINDA INDAH AYU PRATIWI

A320120235

Approved to be Examined by Consultant

Consultant I

Prof. Dr. Endang Fauziati, M. Hum.

NIK. 274

Consultant II

Nur Hidayat, M. Pd.

NIK. 771

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ACCEPTANCE

CLASSROOM TECHNIQUES USED BY THE TEACHER IN THE

TEACHING OF ENGLISH: A NATURALISTIC STUDY AT SMP

MUHAMMADIYAH 1 KARTASURA IN 2015/2016 ACADEMIC YEAR

by

YULINDA INDAH AYU PRATIWI

A320120235

Accepted and Approved by Board of Examiner

School of Teacher Training and Education

Muhammadiyah University of Surakarta

On May 04, 2016

Team of Examiner:

1. Prof. Dr. Endang Fauziati, M. Hum.

(

)

(Chair Person)

2. Nur Hidayat, M. Pd.

(

)

(Member I)

3. Drs. Djoko Srijono, M. Hum.

(

)

(Member II)

Dean,

Prof. Dr. Harun Joko Prayitno, M. Hum.

NIP. 196504281993031001

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PRONOUNCEMENT

I, those autograph sign below,

Name

: Yulinda Indah Ayu Pratiwi

NIM

: A320120235

Major

: Department of English Education

Title

:

CLASSROOM TECHNIQUES USED BY THE TEACHER IN

THE TEACHING OF ENGLISH: A NATURALISTIC STUDY

AT SMP MUHAMMADIYA 1 KARTASURA IN 2015/2016

ACADEMIC YEAR

Herewith, I testify that in this publication article is no plagiarism of the previous

literary work which has been raised to bachelor degrees of university, nor there are

options or masterpiece which have been written or published by others, except those in

which the writing are referred manuscript and mentioned in the literary review and

bibliography.

Hence, later, if it is proven that there are some untrue statements in this testimony, I

will hold fully responsible.

Surakarta, May 04, 2016

The researcher,

Yulinda Indah Ayu Pratiwi

A320120235

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1 CLASSROOM TECHNIQUES USED BY THE TEACHER IN THE TEACHING OF

ENGLISH: A NATURALISTIC STUDY AT SMP MUHAMMADIYAH 1

KARTASURA IN 2015/2016 ACADEMIC YEAR

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

ABSTRACT

This study is carried out to describe classroom techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura. The aims of this research are: (1) describing the kinds of classroom techniques used by the teacher in the teaching of English, (2) the purpose of using each classroom technique, (3) the teacher’s roles in each classroom technique, (4) the student’s roles in each classroom technique, and (5) instructional materials used by the English teachers at MTs SMP Muhammadiyah 1 Kartasura. The kind of this research is descriptive qualitative research especially naturalistic study. The methods of collecting data in this research are observation, interview and document. This research uses data triangulation, method triangulation, and review informant to prove the validity. The finding of the study shows that there are some classroom techniques used by the teacher at SMP Muhammadiyah 1 Kartasura such as: role playing, oral repetition, summarizing, discussion, reading aloud, and answering question. The teachers have roles as model, instructor, teaching knowledge, facilitator, evaluator, and controller. The students have roles as subject and object of learning, planner, evaluator, learner member group and learn by interacting with other, students engage actively in learning, monitor and evaluate their own progress, and tutor for other students. There are some materials used by English teachers, such as textbook, dictionary, and power point on LCD. The conclusion of this research is that English teacher at SMP Muhammadiyah 1 Kartasura used various classroom techniques. Various techniques can make the student interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the result, apparently, classroom techniques used by the teacher have important role in the teaching-learning process.

Key Words: Classroom techniques in the teaching of English, teachers’ and students’ roles, instructional material.

ABSTRAK

Tujuan dari penelitian ini untuk mengamati proses pembelajaran yang digunakan oleh guru dalam pengajaran bahasa Inggris di SMP Muhammadiyah 1 Kartasura. Tujuan dari penelitian yaitu: (1) menggambarkan jenis-jenis teknik kelas yang digunakan oleh guru dalam pengajaran bahasa Inggris, (2) tujuan penggunaan setiap teknik kelas, (3) peran guru dalam setiap teknik kelas, (4) peran siswa dalam setiap teknik kelas, dan (5) bahan-bahan pelajaran yang digunakan oleh guru bahasa Inggris di SMP Muhammadiyah 1 Kartasura. Jenis penelitian ini adalah penelitian deskriptif kualitatif terutama naturalistik studi. Metode pengumpulan data dalam penelitian ini adalah observasi, wawancara, dan dokumen. Penelitiann ini menggunakan triangulasi data, metode triangulasi, dan tinjauan pelapor untuk membuktikan keabsahan. Temuan dalam penelitian ini menunjukkan bahwa ada beberapa teknik kelas yang digunakan oleh guru di SMP Muhammadiyah 1 Kartasura seperti: bermain peran, pengulangan secara lisan, meringkas, diskusi, membaca dengan keras, dan menjawab pertanyaan. Guru memiliki peran sebagai model, instruktur, pengajar pengetahuan, fasilitator, penilai,. Siswa memiliki peran sebagai subyek dan obyek dalam pembelajaran, perencana, penilai, anggota kelompok belajar dan belajar dengan berinteraksi dengan lain, siswa yang terlibat aktif dalam pembelajaran, pengamat dan mengevaluasi kemajuan mereka sendiri, dan pengajar bagi siswa lain. Ada beberapa bahan-bahan pelajaran yang digunakan oleh guru-guru bahasa Inggris, seperti buku, Kamus, dan power point pada LCD. Kesimpulan dari penelitian ini adalah bahwa guru bahasa Inggris di SMP Muhammadiyah 1 Kartasura telah menggunakan berbagai teknik kelas. Berbagai macam teknik dapat membuat siswa tertarik dalam proses belajar-mengajar bahasa Inggris. Itu membuat kelas tidak monoton. Siswa menjadi lebih aktif dan kreatif. Berdasarkan hasil penelitian, rupanya, kelas teknik yang digunakan oleh guru memiliki peran penting dalam proses belajar-mengajar.

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1. INTRODUCTION

Basically language is one of the most important aspects of human relationships. Language is the main communication tool for human life. Language has a central role for the development of intellectual, social, and emotional to support the learner to reach the success in another lessons. According to Sapir (1921: 8) “Language is a purely human and non-instinctive method of communicating ideas, and emotions, and desires by means of voluntarily produced symbols.” From the definition above, language is an instrument of human for communication to express their opinion related to their social culture. Language learning is a practicing form because without learn the human cannot uses the language well. The use of language in society cannot be separated from the influence of culture of each area. It is become the diverse languages such as Indonesian, Malay, Thai, Korean, Arabic, English and many other languages. But among all languages, English is being an international language to facilitate communication between countries. Language can also become an education in the learning process. In Indonesia, English becomes a part of learning process. It is purpose to make the Indonesian students will be competitive with the foreigner. And it happens in many countries too. English is also become a part of learning process.

English as a foreign language (EFL) becomes an important language. The reason why English becomes an important language is because many countries in the world use English language as their formal language. Although in Indonesia, English is not formal language. Because the citizen still have a culture to use Indonesian as their formal language. But in globalization era, English is very important. Because human thinks that using English as their formal language is like lifestyle. This phenomenon makes some people think to use English language as their formal language to follow the lifestyle in globalization era. Because of that English language need to applied by children early. English is also being one of the subjects of instruction in schools from kindergarten until college level. It becomes a way to prepare the students in the face of growing globalization. It is also to make the student has ability to compete with the foreigner and other countries. English has four language skills in English teaching cover: speaking, listening, writing, and reading. The four language skills are the ability in learning English that is used to understand about English. In language teaching, the teacher should use technique to teach the students. The various classroom techniques can make the students more active and not bored during teaching-learning process.

One of Junior High School in Indonesia that applying English as one of subject of instruction is SMP Muhammadiyah 1 Kartasura. SMP Muhammadiyah 1 Kartasura is a school-based Islam. Nevertheless, SMP Muhammadiyah 1 Kartasura also contains English subject and English extracurricular which is English Club for the students of seventh and eighth grade. There are intended to improve student’s knowledge in English language. The English teaching staffs also have experience as a teacher. The teacher makes the best interaction and gives some facilitation in teaching-learning process of English. Thus the students hope able to communicate with English correctly. The students are able to practice to speak in English to foreigner.

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English teaching-learning process in SMP Muhammadiyah 1 Kartasura is very interesting. The teacher uses variety of ways to make the student’s are interested to learn about English skills in teaching-learning process. It aims to attract the attention of students in learning English.

According to Anthony (1963: 94) in Fauziati (2014: 11), identifies three levels of conceptualization and organization, which are termed as approach, method, and technique. The first level of trio terms is approach. According to Anthony cited by Fauziati (2009: 14) defines approach as “A set of correlative assumptions dealing with the nature of language and the nature of language teaching and learning. An approach is an “axiomatic.’ Then Anthony (1963: 95) in Fauziati (2009: 15) views method as “An overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon the selected approach. An approach is axiomatic whereas method is procedural”. Method is treated at the level design in which the roles of the teacher, learners, and instructional materials are specified. Thus, method is theoretically related to an approach and is organizationally determined by a design. Then Fauziati (2014: 17) views technique as the third level. It is “implementation which actually takes place in a classroom. It is a particular trick, strategy, or contrivance which used to accomplish an immediate objective. According to Anthony (1936: 96) in Fauziati (2014: 17) states that technique must be consistent with a method, and therefore in harmony with an approach as well. Fauziati (2009: 17) explains technique is classroom practice done by the teacher when presenting a language program.

Based on the definition about approach, method and technique above, we can conclude the difference among them. Approach is the basic acceptance of teacher’s personal philosophy about teaching-learning. Method is action of teacher such as teacher’s role and learner’s role and instructional materials by selected approach. While technique is the real application happened when teaching-learning process in the classroom.

From the previous research, the researchers are concerned to identify the teaching techniques in teaching speaking, teaching vocabulary, teaching English, and teaching reading. All of the researchers found that language is also important aspects for human relationship. Language is an instrument of human for communication to express their opinion related to their social culture. Language learning is needed for human to increase their knowledge about language. This phenomenon makes researchers to research how the language learning, especially in Junior high school.

In this research, the researcher is interested to describe the classroom techniques used by the teacher in the teaching of English: a naturalistic study at SMP Muhammadiyah 1 Kartasura in 2015/2016 academic year. To prove the originality of this research, the researcher takes some previous studies related to techniques of teaching English. There are Dara (2013), Sari (2013), Revellia (2014), Ahsan (2015), Prakusumasari (2015).

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Wida Datu Dear Dara (UMS, 2013) studied the Techniques Applied in Teaching Speaking at the Fourth Semester of English Department of Widya Dharma University in 2012/2013 Academic Year. The aims of her research is describing the techniques applied in teaching speaking in speaking class of fourth semester of English Department at Widya Dharma University. The sources of the data were the lecturer and the students of fourth semester of English Department at Widya Dharma University. The writer used two instruments in collecting the data, namely: observation and interview. The result shows that the technique in teaching speaking at the fourth semester of English Department of Widya Dharma is discussion.

Siwi Ardilla Sari (UMS, 2013) studied the Teaching Technique Applied by English Teacher to Improve Students’ Vocabulary at the First Year of SMP Muhammadiyah 7 Eromoko Wonogiri in 2012/2013 Academic Year. The aimed of her research is describing the teacher’s techniques in improving students’ vocabulary at the first year. The type of her research is qualitative research especially naturalistic study. Methods of collecting data in this research are observation, interview and analyzing document. The conclusion of her research is that there are two techniques implemented by the teacher in teaching learning process. The techniques are namely memory and storage systems and contextual guesswork.

Shelvita Revellia (UMS, 2014) studied the Techniques of English Teaching Used at SMP Muhammadiyah 5 Surakarta: A Naturalistic Study. The aims of this research are to observing teaching-learning process in SMP Muhammadiyah 5 Surakarta. The objectives of English teaching-teaching-learning process of using these techniques. The type of research is a naturalistic study. The methods of collecting data in her research are observation, interview and document. The conclusion of her research is that there are four techniques implemented by the teacher in teaching learning process namely reading aloud, oral repetition, answering question and dialog conversation.

Annisa Ahsan (UMS, 2015) studied the Techniques in Teaching Reading to the Seventh Grade of SMP Negeri 2 Wonogiri. This research aimed to describe and to identify the techniques in teaching reading and procedures of teaching reading to the seventh grade of SMP Negeri 2 Wonogiri. This study is descriptive qualitative research. The data were taken from observation, interview, and documentation. The result of this study is the techniques in teaching reading to the seventh grade in SMP Negeri 2 Wonogiri are reading aloud and KWLH technique.

Kukuh Prakusumasari (UMS, 2015) studied The Use of Story-Mapping Technique in Teaching Reading Skill at the Second Year of SMP Muhammadiyah 6 Surakarta in 2014/2015 Academic Year. The study is aimed at describing the procedure of teaching reading by using story mapping technique and to identify the result of story mapping technique in reading comprehension of narrative text. The data were collected from the observation in the classroom and interview with the English teacher and also the VIIIA class of the second year students of SMP Muhammadiyah 6 Surakarta. The result of this research, the story mapping technique gave positive impact to the success of teaching reading of narrative text.

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This research focuses on classroom techniques used by the teacher in the teaching of English: a naturalistic study at SMP Muhammadiyah 1 Kartasura in 2015/2016 academic year includes the components of techniques such as, the kinds of classroom techniques, the purposes of using each technique, teacher’s role, student’s role in each classroom techniques, and instructional material.

The researcher applies several theories related with previous study in order to support the data of research. There are several theories to support her research namely Notion of Approach, Method, and Technique, Notion of Classroom Techniques of English teaching, and instructional material.

Anthony in Allen (1965: 94; Fauziati, 2014: 11) views approach as “A set of correlative assumptions dealing with the nature of languageand the nature of language teching and learning. An approach is an axiomatic.” An approach describes the nature of the subject matter to be taught. Theories at the level of approach relate directly to the level of design.

According to Richards and Rodgers (2001), a method is theoretically related to an approach, organized by the design, and practically realized in procedure.

Anthony (1963: 96) in Fauziati (2014: 13) defines technique is implementation which actually takes place in a classroom. It is a particular trick, strategy, or contrivance which used to accomplish an immediate objective.

Classroom technique used by the teacher depends on the approach and method. Every language skills of teaching English used the different types of teaching or classroom techniques. So, to aim the goal of teaching learning process, the techniques used by the teacher must be appropriate with the language skills and the learners’ characteristics. There are some examples of classroom techniques for teaching listening, those are: Oral Repetition, Identifying Key Word, Paraphrasing, Summarizing, and Answering Question. There are some examples of classroom techniques for teaching speaking, those are: Role Playing, Games, Problem Solving, Discussion, and Song. There some techniques for teaching reading, as follow: Recognizing Word Meaning, Recognizing Phrases, Recognizing Sentences Structure, Comprehension, Previewing, Skimming and Scanning, and Prediction. There are some examples of classroom techniques for teaching writing, those are: The Product Approach, The Process Approach, and Genre-Based Approach.

Little wood in Anita (2005:20) states that teachers play role as a facilitator of learning and as manager in the classroom. They may perform as a language instructor, as a consultant or advisor and as communicator. There are several teacher’s roles, such as: (1) Teacher’ role as a facilitator, (2) As a classroom manager, (3) As an instructor, (4) As a consultant, (5) As a communicator.

According to Johnson and Paulson (1979) in Richard (2001) learner roles in an individualized approach to language learning in the following terms: (1) Learners plan their own learning program and this ultimately assumes responsibility for what do in the classroom. (2) Learners monitor and evaluate their own progress. (3) Learners are member a group and learn by

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interacting with others. (4) Learners tutor other learners. (5) Learners learn from the teacher, from other students, and from other sources.

Cunningsworth (1995: 7) states that course books are best seen as a resource in achieving aims and objectives that have already been set in terms of learner needs. Course books or materials have multiple roles in English Language Teaching and can serve as: (1) A resource for presentation material (spoken and written), (2) A source of activities for learner practice and communicative interaction. (3) A reference source for learners on grammar, vocabulary, pronunciation, so on. (4) A source of stimulation and ideas for classroom language activities. (5) A syllabus (where they reflect learning objectives which have already been determined), (6) A resource for self-directed learning or self-access work. (7) A support for less experienced teachers who have yet to gain in confidence.

2. RESEARCH METHOD

This research is a descriptive qualitative research. This research is naturalistic study about the classroom techniques used by the teacher at SMP Muhammadiyah 1 Kartasura. Naturalistic observation refers to the collection of data without manipulation of the environment. In other definition, naturalistic observation is a research tool in which a subject is observed in its natural habitat without any manipulation by the observer. Naturalistic observation involves two main differences that set it apart from other forms of data gathering. In the context of a naturalistic observation the environment is in no way being manipulated by the observer nor was it created by the observer.

The researcher gets the data from three sources, namely: events, informants, and documents. The methods of collecting data in this research are observation, interview, and documentation. This research uses data validity to prove the validity of the research namely data triangulation, method triangulation, and review informant. The techniques for analyzing data in this research are reduction the data, display the data, and drawing conclusion. The subject of this study is the English teachers and students of SMP Muhammadiyah 1 Kartasura. The researcher observes in class 7D, and 8C. The teachers’ names are Mrs. Mega Dwi Prastika Sari, S. Pd and Mrs. Fauzia Nur Hayati, S. Pd. The object of this research is the researcher focus on the classroom techniques used by the teacher in the teaching of English: a naturalistic study at SMP Muhammadiyah 1 Kartasura in 2015/2016 academic year.

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3. RESEARCH FINDINGS AND DISCUSSION

3.1.Research Findings

This part consists of research findings of the classroom techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura. The researcher found that the teacher used various techniques in the teaching of English at SMP Muhammadiyah 1 Kartasura such as: Role Play, Oral Repetition, Summarizing, Discussion, Reading Aloud, and Answering Question.

3.1.1Role Play

The technique of role playing is with fun and motivating goal. That can make a student who secretly gets a chance to express themselves in the direction of progress, the environment in the classroom and outside the classroom to be unlimited. In addition the students the students who have the opportunity to use English can repeat English language in a comfortable situation. Through role playing teachers can train students to develop speaking skills in kind situation. Given the students in the class are less active for their speaking as advanced weeks to speak to the class the students are less enthusiastic therefore teachers have used the technique in groups so that students have more confidence to advance the practice of conversation in front of the class. Besides the teacher uses props such as puppets to make students more interested and were delighted when asked to forward it to the class. Students understand what is expected, they enjoy their imaginative. In this technique the teacher serves as a model, as instructor, as teaching knowledge and as facilitator. In this technique the students serves as subject and object of learning, as planner and as evaluator.

3.1.2Oral Repetition

The use of oral repetition technique, the student understands in pronunciation such words correctly in English. Students learn English deeply and positively to understand what they are learning. Oral repetition is a technique which the students hear some words or sentences from the teacher then they repeat what they hear from the teacher, it focuses on listening skill of the students. The purposes by using this technique are expected that students will be able to pronounce such words or phrase of English language correctly. This technique is deemed to be an effective way to solve problems faced by the students in pronunciation. Oral repetition coaches the students’ accuracy and fluency and helps the students notice the correct form or pronunciation of such words or phrases. Besides that students can sharpen their skill in listening skills. Students’ character formed through this technique is that the students dare to say such words in English. By completing this activity, the students will be familiar with the vocabulary that they often listen. In this technique the

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teacher acts as evaluator to improve the students’ ability in pronouncing word or phrases with repetition. The role of the students is as a participant to pay attention of the material described by the teacher.

3.1.3Summarizing

In this section the teacher explained about the material which was learned before and the aim is to make the material clear for the students. The students made summary based on what they learned about the material. The teacher guiding the students to make summary based on what they learned and used their languages or words to make their easier and remember about the material well. The purposes by using this technique are in this activity, the teacher gave positive feedback and facilitating the students to get more information. The purpose of this activity is to make the students more understand about the material. In this technique the teacher serves as facilitator and as instructor. student’s role in this technique is student as participant. Students follow the appropriate command instruction learning process. Students follow the instruction from the teacher to do something.

3.1.4Discussion

The purpose by using this technique is that students can discuss about the material collectively. It makes the students have good interaction with the other students. The students feel confident when learn with the discussion technique. The aim of discussion technique is to increase the student’s speaking skill and to make students confident to share their thought with other friends in the class. In this technique the teacher serves as model and instructor. Student’s roles in discussion technique are students as participant and students as leaner member group and learn by interacting with other.

3.1.5Reading Aloud

Reading aloud is reading aloud with pronunciation and intonation. In reading aloud, the students will get experience in producing the sound, which should be practice as many as possible. Reading aloud is to build many important foundational skills, introduces vocabulary, and expressive reading of students. Reading with loud voice is a purpose to be able to pronounce words, phrases and sentences correctly. In this technique the teacher serves as instructor and as controller. Student’s roles in reading aloud are as participant and engage actively in learning.

3.1.6Answering Question

The purposes by using answering question technique are that the students understand and able to identify main point of the text. After finishing the task, the students will be able to compare between question and their answer, the answer has to relate to the question. Student’s character build in this technique makes the students more careful when they are answering the question and makes the students confident with their own answer. In this

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technique teacher acts as instructor and evaluator. Student’s roles in this technique are students are as monitor and evaluator of his or her own progress and tutor for the other students.

No. Techniques Mrs.

Mega

Mrs. Fauzia

Teacher’s Role

Student’s Role Achievement of Standard Competency

1 Role Playing Model,

Instructor, Teaching knowledge, and Facilitator

Learners as subject and

object of

learning, as planner, and as evaluator

The student is able to develop

their own

abilities in speaking skill.

2 Oral Repetition Evaluator Participant The student is

able to mention some things

3 Summarizing Instructor Participant The student is

able to memorize the material

4 Discussion Model, and

Instructor

Participant and Student as Learner Member

Group and

Learn by

Interacting with Other

The student is able to ask and

give the

information for

the other

students

5 Reading Aloud Instructor,

controller

Participant, and Student Engage Actively in Learning

The student is able to read some sentences in correct intonation and pronunciation 6 Answering

Question

Instructor and Evaluator

Monitor and Tutor for the Other Students

The student is able to identify the information of simple short functional

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written text about narrative text

3.2Discussion

Based on the research findings, there were several components that the author discusses the research findings. The component consist of the kinds of classroom techniques used by the teacher in the teaching of English, the purposes of using each classroom techniques, teacher’s role and student’s role in each classroom techniques, and the instructional material when studying English at SMP Muhammadiyah 1 Kartasura.

Dara (2013) found that the techniques used in fourth semester of English Department of Widya Dharma University speaking IV is discussion. It used in order to make the students active and be able to speak easily. In her research, she tells that discussion technique is very suitable to increase student’s ability in speaking. In her research, she also found that the material used is freely from the internet that appropriate with the theme. The teacher’s role is as facilitator and the student’s role is as a center of the classroom.

In this research finding, the researcher found one technique in line with Dara’s finding. The technique is discussion technique. But, this research has differences with the current finding. In this research finding, she focused on the describing teaching techniques in speaking class. While, the researcher’s research focused on the classroom techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura. In this research finding, the researcher not only found one technique but also some techniques which are used by the teacher in English class at SMP Muhammadiyah 1 Kartasura such as: Role Play, Oral Repetition, Summarizing, Discussion, Reading Aloud, and Answering Question.

Sari (2013) found that the teaching techniques applied by English teacher to improve students’ vocabulary at the first year of SMP Muhammadiyah 7 Eromoko Wonogiri are Memory and Storage Systems and Contextual Guesswork. It used in order to make the students are not bored, but more enthusiastic to follow the teaching-learning process. In her research, she tells the process of teaching-learning vocabulary consists of opening the class, explanation, consultation, practice, presentation, evaluation, and closing. She also found that the problem faced by the teacher in teaching vocabulary at the first grade students is the classroom management, different motivation of the students, and the different ability of each student in acquiring vocabulary.

In this research finding, the researcher still has differences with the current finding. In this research finding, she focused on the describing teaching technique applied by English teacher to improve students’ vocabulary. She just found two techniques used in the teaching vocabulary, there are Memory and Storage Systems and Contextual Guesswork. While, the current finding focused on the classroom techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura. In this research finding, the researcher not only found one technique

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but also some techniques which are used by the teacher in English class at SMP Muhammadiyah 1 Kartasura such as: Role Play, oral Repetition, Summarizing, Discussion, Reading Aloud, and Answering Question.

Revellia (2014) found that there are some techniques used by the teacher in the teaching-learning process namely reading aloud, oral repetition, answering question, and dialog conversation. Based on her finding, in reading aloud, the objective is student being able to respond to the text read out by the teacher. In oral repetition, the objective is an effective way to solve problems faced by the students in learning pronunciation. In answering question, the objective is student understands and be able to identify main point about of the text. And Dialog Conversation, the objective is can from the character of students more confident, not shy and dare to appear in front of other students.

In this research finding, the researcher found several techniques, the purposes of using each the techniques, teacher’s roles and student’s roles, and instructional material in line with the current finding. But in this research finding still has differences with the current finding. In this research finding, she focused to describe the techniques of teaching English implemented by the teacher at SMP Muhammadiyah 5 Surakarta. She also just found four techniques in the teaching of English. While, the current finding focused on the classroom techniques used by the teacher at SMP Muhammadiyah 1 Kartasura. By conducting observation, the researcher can found six techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura such as: Role Play, Oral Repetition, Summarizing, Discussion, Reading Aloud, and Answering Question.

Ahsan (2015) examines the techniques in teaching reading to the seventh grade of SMP Negeri 2 Wonogiri. In his study, he found that the techniques in teaching reading to the seventh grade in SMP Negeri 2 Wonogiri are Reading Aloud and KWLH technique. He also found that the procedures of teaching reading consist of pre-reading, while-reading, and post-reading.

In this research finding, the researcher still has differences from the researcher’s research. This research finding focused on the techniques and procedures of reading class. He also found two techniques in teaching reading, there are Reading Aloud and KWLH technique. While, the current finding focused on the classroom technique used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura. The researcher also found six techniques in the teaching of English at SMP Muhammadiyah 1 Kartasura.

Prakusumasari (2015) describes the procedure of teaching reading by using story mapping technique and to identify the result of story mapping technique in reading comprehension of narrative text. In his research, he found that story mapping technique gives positive impact to the success of teaching reading of narrative text. Story mapping technique helps the students to comprehend the content of narrative text easily.

In this research finding, the researcher used one technique that is story mapping in teaching reading. In his research, he focused on describes the procedure of teaching reading by

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using story mapping technique. He also found the result of story mapping technique in reading comprehension of narrative text at SMP Muhammadiyah 6 Surakarta. While, the current finding focused on classroom techniques used by the teacher in the teaching of English such as: Role Play, Oral Repetition, Summarizing, Discussion, Reading Aloud, and Answering Question.

From the data gotten from interview with two English teachers, some students, and documents or field notes in English class at SMP Muhammadiyah 1 Kartasura, the researcher found that the teachers used several techniques in teaching English, namely Role Playing, Oral Repetition, Summarizing, Discussion, Reading Aloud, and Answering Question. According to Crookes & Chaudron (in Brown: 1994: 141), there are three types of language teaching techniques namely controlled technique, semi controlled technique, and free controlled technique. There are three types of language teaching techniques at SMP Muhammadiyah 1 Kartasura. First, controlled techniques include oral repetition, reading aloud, and answering question. Second, semi controlled techniques such as role play, and summarizing. Third, free controlled techniques include discussion. Based on the explanation above, types of techniques used by English teacher at SMP Muhammadiyah 1 Kartasura are appropriate with Crookes & Chaudron theory.

All of techniques used by the teachers have their own purposes. There some techniques used by the teachers and its purposes. (1) Role Playing can build the character of students to be more confident, and be brave to appear in front of the other students. (2) Oral Repetition can guide the students’ accuracy and fluency and help the students notice the correct form or pronunciation of a word or phrase. (3) Summarizing makes the students understand and memorize the material well. (4) Discussion makes the students understand how to solve the problem faced in a group. Discussion technique also makes the students more active and creative. (5) Reading Aloud can improve the students’ reading skill. (6) Answering Question makes the students understand the content of the text and also is able to identify the main point of the text. All of the purposes of each technique used by the teacher are appropriate to improve students’ skill in Listening, Speaking, Reading, and Writing.

In the teaching-learning process of English, the teacher has roles. According to Richard (1985: 23), “teacher roles are related to the following issues: the types of functions teachers are expected to fulfil (e.g. practice director, counsellor, and model). Based on this statement, the teacher has many functions in the classroom. In her observation, the researcher found that the teachers have their own roles in each of teaching technique. There are teachers’ roles that the researcher found in her observation. (1) Teacher as model, (2) Teacher as instructor, (3) Teacher as teaching knowledge, (4) Teacher as a facilitator, (5) Teacher as evaluator, (6) Teacher as controller. This finding is appropriate with Richard theory.

Johnson and Paulson (1979) in Richard (2001) states that learner’s roles in an individualized approach to language learning such as planning their own learning program, monitoring and evaluating their own progress, tutoring other learners, engaging actively in learning, creating dialog and interaction with peers and teacher, having performance and presentation and discussion. In

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her observation, the researcher found that the students have their own roles in learning process. There are students’ roles that the researcher found in her observation. (1) Student as subject and object of learning, (2) Student as planner, (3) Student as evaluator, (4) Student as participant, (5) Student as learner member group and learn by interacting with other, (6) Student as student engage actively in learning, (7) Student as monitor and evaluate their own progress, (8) Student as tutor for the other students. This finding is appropriate with Richard theory.

The materials used by the teachers in the teaching-learning process are workbook and textbook (LKS Baahasa Inggris Kelas VII KTSP”. Second, from Masmedia publisher year 2015 entitle “Experiencing English for Junior High School Students Year VII KTSP” for seventh grade), (LKSBahasa Inggris Kelas VIII KTSP”. Second from Erlangga publisher year 2009 entitle “Mandiri for Junior High School grade VIII KTSP”), dictionary and another sources from internet, show slide in power point. The material used in teaching of English is not only focused on the textbook and workbook but also other material sources from the internet or other books. This finding is appropriate with Richard theory that state some form of material such as: (1) Printed materials such as books, workbooks, worksheets or readers, (2) Non-print materials such as cassette or audio materials, video or computer-based materials, (3) Materials that comprise both printed and non-printed sources such as (self-access or self study, materials on internet, (4) Additional materials not designed for instructional use such as (magazines, newspapers, TV materials.

4. CONCLUSION

Based on the results of her observation, the researcher draws the conclusion of the classroom techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura. The kinds of classroom techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura are categorized in three types: First, controlled techniques include oral repetition, reading aloud, and answering question. Second, semi controlled techniques such as role play, and summarizing. Third, free controlled techniques include discussion.

There are some techniques used by the teacher and its purposes. (1) Role play can make the students more fun in studying English and to improve the students’ speaking skill, (2) Oral repetition can make the students understand how the way to pronounce well, (3) Summarizing is to make the students more understand about the material and facilitating the students to get more information, (4) Discussion can make the students discuss about the material collectively, so the students have a good interaction with the other students, (5) Reading aloud can improve the students’ reading skill, (6) Answering question can improve the students’ understanding of the text and helps the teacher to know how far the students can understand of the text.

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In the teaching-learning process on English class at SMP Muhammadiyah 1 Kartasura, the teachers have roles as model, teacher as instructor, teacher as teaching knowledge, teacher evaluator, and teacher as facilitator.

In the teaching-learning process on English class at SMP Muhammadiyah 1 Kartasura, the students have roles as subject and object of learning, students as planner, students as evaluator, students as participant, students as learner member group and learn by interacting with other, students as engage actively in learning, students as monitor, and students as monitor for the other students.

The researcher also observes the instructional material used in English class at SMP Muhammadiyah 1 Kartasura. There are some materials used by the teacher, such as: printed material and non-printed material. Printed material refers to textbook. Textbook are used in English class, there are LKS Baahasa Inggris Kelas VII KTSP and from Masmedia publisher year 2015 entitle “Experiencing English for Junior High School Students Year VII KTSP” for the seventh grade students, and LKS Bahasa Inggris Kelas VIII KTSP and from Erlangga publisher year 2009 entitle “Mandiri for Junior High School grade VIII KTSP” for the eighth grade students. Dictionary is also the printed material. printed material refers to another source which gets from internet. Non-printed materials are used such as: virtual material which can be seen from the slide of power point on LCD. Non-printed material is used to show the material in various method. It makes the students not bored and more effective in delivering the material.

From the results of her observation, the researcher draws conclusion that English teachers at SMP Muhammadiyah 1 Kartasura used various classroom techniques in the teaching of English. Various techniques can make the students interested with English teaching-learning process. It does not make the class monotonous. The students become more active and creative during teaching-learning process. In the class, there are good interactions between teacher and student and between students and students. Based on the results, apparently, classroom techniques used by the teachers have important role in the teaching-learning process.

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BIBLIOGRAPHY

Ahsan, Annisa. 2015. Techniques in Teaching Reading to the Seventh Grade of SMP Negeri 2 Wonogiri. Unpublished Research Paper. Surakarta: Muhammadiyah University of Surakarta.

Anthony, Edward M. 1963. “Approach, Method, and Technique”. English Learning 17: 63-67. Ann Arbor: University of Michigan Press.

Anthony, M. Edward. 1985. “Approach, Method, and Technique” in Allen, Harold. B. Teaching English Technique. New York: Mc. Graw Hill Book Company.

Brown, H. Douglas. 1994. Principle of Language Learning and Teaching. New Jersey: Prentice Hall. Dara, Wida Datu Dear. 2013. Techniques Applied in Teaching Speaking at the Fourth Semester of English

Department of Widya Dharma University in 2012/2013 Academic Year. Unpublished Research Paper. Surakarta: Muhammadiyah University of Surakarta.

Fauziati, Endang. 2010. Teaching English As a Foreign Language (TEFL). Surakarta: Era Pustaka Utama. Fauziati, Endang. 2014. Method of Teaching English As a Foreign Language (TEFL): Traditional Method

Designer Method Communicative Approach Scientific Approach. Surakarta: Era Pustaka Utama. Prakusumasari, Kukuh. 2015. The Use of Story-Mapping Technique in Teaching Reading Skill at the Second Year

of SMP Muhammadiyah 6 Surakarta in 2014/2015 Academic Year. Unpublished Research Paper. Surakarta: Muhammadiyah University of Surakarta.

Revellia, Shelvita. 2014. Techniques of English teaching Used at SMP Muhammadiyah 5 Surakarta: A Naturalistic Study. Unpublished Research Paper. Surakarta: Muhammadiyah University of Surakarta.

Richards, Jack C. And Theodore S Rodgers. 2002. Method in Language Teaching. Cambridge: CUP.

Sapir, Edward. 1921. LANGUAGE an Introduction to the Study of Speech. New York: Harcourt, Brace.

Sari, Siwi Ardila. 2013. Teaching Technique Applied by English Teacher to Improve Students’ Vocabulary at the First Year of SMP Muhammadiyah 7 Eromoko Wonogiri in 2012/2013 Academic Year. Unpublished Research Paper. Surakarta: Muhammadiyah university of Surakarta.

Sutopo, H.B. 1996. Metodologi Penelitian Kualitatif. Surakarta: Jurusan Seni Rupa Fakultas Sastra UNS.

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VIRTUAL REFERENCES

Sovanna Kakk. 2014. The Role and design of instructional materials. Web. 5 January, 2016.

https://www.slideshare.net/mobile/sovannakakk/the-role-and-design-of-instructional-materials.html

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In this research finding, the researcher used one technique that is story mapping in teaching reading. In his research, he focused on describes the procedure of teaching reading by

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The materials used by the teachers in the teaching-learning process are workbook and textbook (LKS Baahasa Inggris Kelas VII KTSP”. Second, from Masmedia publisher year 2015 entitle “Experiencing English for Junior High School Students Year VII KTSP” for seventh grade), (LKS Bahasa Inggris Kelas VIII KTSP”. Second from Erlangga publisher year 2009 entitle “Mandiri for Junior High School grade VIII KTSP”), dictionary and another sources from internet, show slide in power point. The material used in teaching of English is not only focused on the textbook and workbook but also other material sources from the internet or other books. This finding is appropriate with Richard theory that state some form of material such as: (1) Printed materials such as books, workbooks, worksheets or readers, (2) Non-print materials such as cassette or audio materials, video or computer-based materials, (3) Materials that comprise both printed and non-printed sources such as (self-access or self study, materials on internet, (4) Additional materials not designed for instructional use such as (magazines, newspapers, TV materials.

4. CONCLUSION

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The researcher also observes the instructional material used in English class at SMP Muhammadiyah 1 Kartasura. There are some materials used by the teacher, such as: printed material and non-printed material. Printed material refers to textbook. Textbook are used in English class, there are LKS Baahasa Inggris Kelas VII KTSP and from Masmedia publisher year 2015 entitle “Experiencing English for Junior High School Students Year VII KTSP” for the seventh grade students, and LKS Bahasa Inggris Kelas VIII KTSP and from Erlangga publisher year 2009 entitle “Mandiri for Junior High School grade VIII KTSP” for the eighth grade students. Dictionary is also the printed material. printed material refers to another source which gets from internet. Non-printed materials are used such as: virtual material which can be seen from the slide of power point on LCD. Non-printed material is used to show the material in various method. It makes the students not bored and more effective in delivering the material.

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BIBLIOGRAPHY

Ahsan, Annisa. 2015. Techniques in Teaching Reading to the Seventh Grade of SMP Negeri 2 Wonogiri. Unpublished Research Paper. Surakarta: Muhammadiyah University of Surakarta.

Anthony, Edward M. 1963. “Approach, Method, and Technique”. English Learning 17: 63-67. Ann Arbor: University of Michigan Press.

Anthony, M. Edward. 1985. “Approach, Method, and Technique” in Allen, Harold. B. Teaching English Technique. New York: Mc. Graw Hill Book Company.

Brown, H. Douglas. 1994. Principle of Language Learning and Teaching. New Jersey: Prentice Hall.

Dara, Wida Datu Dear. 2013. Techniques Applied in Teaching Speaking at the Fourth Semester of English Department of Widya Dharma University in 2012/2013 Academic Year. Unpublished Research Paper. Surakarta: Muhammadiyah University of Surakarta.

Fauziati, Endang. 2010. Teaching English As a Foreign Language (TEFL). Surakarta: Era Pustaka Utama.

Fauziati, Endang. 2014. Method of Teaching English As a Foreign Language (TEFL): Traditional Method Designer Method Communicative Approach Scientific Approach. Surakarta: Era Pustaka Utama. Prakusumasari, Kukuh. 2015. The Use of Story-Mapping Technique in Teaching Reading Skill at the Second Year

of SMP Muhammadiyah 6 Surakarta in 2014/2015 Academic Year. Unpublished Research Paper. Surakarta: Muhammadiyah University of Surakarta.

Revellia, Shelvita. 2014. Techniques of English teaching Used at SMP Muhammadiyah 5 Surakarta: A Naturalistic Study. Unpublished Research Paper. Surakarta: Muhammadiyah University of Surakarta.

Richards, Jack C. And Theodore S Rodgers. 2002. Method in Language Teaching. Cambridge: CUP.

Sapir, Edward. 1921. LANGUAGE an Introduction to the Study of Speech. New York: Harcourt, Brace.

Sari, Siwi Ardila. 2013. Teaching Technique Applied by English Teacher to Improve Students’ Vocabulary at the First Year of SMP Muhammadiyah 7 Eromoko Wonogiri in 2012/2013 Academic Year. Unpublished Research Paper. Surakarta: Muhammadiyah university of Surakarta.

Sutopo, H.B. 1996. Metodologi Penelitian Kualitatif. Surakarta: Jurusan Seni Rupa Fakultas Sastra UNS.

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VIRTUAL REFERENCES

Sovanna Kakk. 2014. The Role and design of instructional materials. Web. 5 January, 2016.

https://www.slideshare.net/mobile/sovannakakk/the-role-and-design-of-instructional-materials.html