INTRODUCTION English Teaching Techniques Used by the Sixth Semester Students of DEE UMS in Microteaching Class.
CHAPTER I
INTRODUCTION
In this chapter, the researcher deals with the introduction to the research that
would be conducted as follows: background of the study, limitation, problem
statements, objectives of the study, and significance of the study.
A. Background of the Study
As we know that nowadays English language becomes very popular as an
International language that makes people around the world used it to
communicate each other in the global communication. In Indonesia, English
language as a foreign language which means that English is not the main
language in Indonesia, but it is taught to people who live in Indonesia.
English language was taught in Indonesia from the elementary school,
junior high school, senior high school until the college educational level.
According to Wachendrof (1967) “The purpose of teaching English language in
Indonesia is to introduce people that English language is as a Foreign language
that should be taught in almost all of the intermediate school”. It is enforced by
the National Policy Number 096 Year 1967 that being exists until today. The
end purpose of teaching English as a foreign language in Indonesia is to make
the students mastered the English skills such as listening, reading, writing, and
speaking skill. So that is the reason that teachers should choose the suitable
teaching method toward the students.
There are many teaching methods in Indonesia that had been developed by
the time to improve students’ English skill. In the 19th century, there was
Grammar Translation Method (GTM) that emphasizes the teaching learning
process on the grammar and vocabularies. By the time, the technology on
education is more developed. Ministry of Education has published the new
curriculum called the 2013 curriculum that based on National Policy of
Education Regulation Number 32 Year 2005 about the Educational National
Standards. The new curriculum is intended to empower teachers to develop
1
2
down to earth learning activities relevant to the learners’ need. So there is
scientific teaching approach that is believed to provide answer to the education
challenges for the teachers, students and the student trainees in Indonesia.
In order to deliver the material in English teaching learning process, some
teachers usually apply some classroom techniques consisted in a teaching
method. Every teaching method has different classroom technique with others.
Anthony (1963) in Fauziati (2014) defined Technique as an implementation
consisted of trick and strategy actually applied in a classroom. Thus, every
English teacher especially the trainee of educational program has their own
technique to present teaching materials. There are various language teaching
techniques that can help students to understand the teaching material and to get
students’ participation in the classroom. Sometimes more than one technique is
combined to make a meaningful ELT classroom.
The student trainees of educational program should have an ability to
understand the teaching method and technique in order to make their own lesson
planning and also the classroom technique in order to have an implementation of
teaching learning process in the classroom. Microteaching class is a class used
for the trainees to practice teaching learning process. It becomes an important
subject that should be mastered by the educational faculty students of UMS
supposed that they can practice a real teaching learning process. Microteaching
class conducted in the sixth semester. It consists of 20 students for each class
and takes time is about 100 minutes as same as the other subject. It is aimed in
preparing them before doing the job training in some schools.
Before doing the job training, the teacher trainees of Department of English
Education (DEE) should explain about English language as a foreign language to
the students. In microteaching class, they should prepare the lesson planning
before English teaching language practice. They should pay attention to the
teaching technique that will be used, the classroom interaction between teacher
and students, and the goal of the study. Sometimes some trainees were mystified
in proposing the lesson planning mostly about the technique that will be used
3
and also about the way how they managed the classroom atmosphere. Those
kinds of difficulties and findings had been proposed in a research conducted by
some researches.
There are fourteen researchers that conduct their research in order to
investigate the kind of English teaching method used by some teachers in
English language teaching. The previous researchers divided into two groups in
which the first group were related to the English teaching technique
(Kodotchigova, 2002; Chauhan, 2004; Anggraeni, 2007; Yulianto, 2011;
Oyedele, Shaikh, Humairoh & Purwati, 2013; Mukharomah, Kartikawati,
Guntoro, 2015), and the second group were related to the things on
microteaching class (Nurmasitah & Widiyatmoko, Mahmud & Rawhshon, 2013;
Saputro, Arsal, 2015).
Those groups of researcher had supported this research which is conducted
in order to investigate the types of English teaching techniques used by the sixth
semester students of DEE UMS in microteaching class, and whether the students
vary the technique related to the teaching material. That is why the researcher
wants to conduct this study entitled English Teaching Techniques Used by the
Sixth Semester Students of DEE UMS 2016 in Microteaching Class.
B. Limitation of the Study
This research belongs to the qualitative research that uses some videos that
had been transcribed into the written form as the data. The videos are taken from
the microteaching class the sixth semester students of English Education UMS
2016 as the trainees. The researcher was focusing this research in investigating
the English teaching technique used by the trainees in microteaching class.
C. Problem Statement
In conducting the research, the researcher wanted to classify some problems
that should be solved as the result at the end of this research. The problems as
follows:
4
1. What are the types of English teaching technique used in English teaching
process by the sixth semester students of DEE UMS in English microteaching
class?
2. Do the sixth semester students of DEE in microteaching class vary their
teaching techniques in relation to different teaching materials?
D. Objective of the Study
In order to solve the problems faced by the researcher, this research will
fulfill the problem statements as follows:
1. To classify the types of English teaching technique used in English teaching
process by the sixth semester students of DEE UMS in English microteaching
class.
2. To investigate whether the sixth semester students of DEE in microteaching
class vary their teaching techniques in relation to different teaching materials.
E. Significance of the Study
At the end of this research, hopefully it can be useful to other researchers,
teachers and also students. The significance of the study divided into two, such
as practically and theoretically as it can be described as follows:
1. Practically:
a.
It can be a tool for the lecturers to evaluate the students in conducting
English teaching process in microteaching class.
b.
It can inspire other students of UMS before conducting English teaching
learning process in microteaching class.
2. Theoretically:
a.
It can be a previous study for those who want to investigate English
teaching technique used by the students in microteaching class.
b.
It can be one of references used to make a lesson planning according to
the English teaching method and technique used in microteaching class.
F. Paper Organization
The researcher divides the paper into five chapters, as follows:
1. Chapter I is introduction. In this chapter, the researcher will give an
introduction to the research that will be conducted as follows: background of
5
the study, limitation, problem statement, objective of the study, and
significance of the study.
2. Chapter II is underlying theory. It concludes the previous study that had been
conducted by other researcher and some theories supported the research,
such as the notion of teaching, the type of English teaching technique and the
notion of microteaching.
3. Chapter III is research method. In this part of research paper, the researcher
will describe the type of research, the object of research, data and data
source, technique of collecting data, data validity, technique of analyzing the
data, and research paper organization.
4. Chapter IV is analysis and discussion. This chapter focuses on English
teaching technique used by the sixth semester students of DEE UMS in
microteaching class.
5. Chapter V is conclusion and suggestions.
INTRODUCTION
In this chapter, the researcher deals with the introduction to the research that
would be conducted as follows: background of the study, limitation, problem
statements, objectives of the study, and significance of the study.
A. Background of the Study
As we know that nowadays English language becomes very popular as an
International language that makes people around the world used it to
communicate each other in the global communication. In Indonesia, English
language as a foreign language which means that English is not the main
language in Indonesia, but it is taught to people who live in Indonesia.
English language was taught in Indonesia from the elementary school,
junior high school, senior high school until the college educational level.
According to Wachendrof (1967) “The purpose of teaching English language in
Indonesia is to introduce people that English language is as a Foreign language
that should be taught in almost all of the intermediate school”. It is enforced by
the National Policy Number 096 Year 1967 that being exists until today. The
end purpose of teaching English as a foreign language in Indonesia is to make
the students mastered the English skills such as listening, reading, writing, and
speaking skill. So that is the reason that teachers should choose the suitable
teaching method toward the students.
There are many teaching methods in Indonesia that had been developed by
the time to improve students’ English skill. In the 19th century, there was
Grammar Translation Method (GTM) that emphasizes the teaching learning
process on the grammar and vocabularies. By the time, the technology on
education is more developed. Ministry of Education has published the new
curriculum called the 2013 curriculum that based on National Policy of
Education Regulation Number 32 Year 2005 about the Educational National
Standards. The new curriculum is intended to empower teachers to develop
1
2
down to earth learning activities relevant to the learners’ need. So there is
scientific teaching approach that is believed to provide answer to the education
challenges for the teachers, students and the student trainees in Indonesia.
In order to deliver the material in English teaching learning process, some
teachers usually apply some classroom techniques consisted in a teaching
method. Every teaching method has different classroom technique with others.
Anthony (1963) in Fauziati (2014) defined Technique as an implementation
consisted of trick and strategy actually applied in a classroom. Thus, every
English teacher especially the trainee of educational program has their own
technique to present teaching materials. There are various language teaching
techniques that can help students to understand the teaching material and to get
students’ participation in the classroom. Sometimes more than one technique is
combined to make a meaningful ELT classroom.
The student trainees of educational program should have an ability to
understand the teaching method and technique in order to make their own lesson
planning and also the classroom technique in order to have an implementation of
teaching learning process in the classroom. Microteaching class is a class used
for the trainees to practice teaching learning process. It becomes an important
subject that should be mastered by the educational faculty students of UMS
supposed that they can practice a real teaching learning process. Microteaching
class conducted in the sixth semester. It consists of 20 students for each class
and takes time is about 100 minutes as same as the other subject. It is aimed in
preparing them before doing the job training in some schools.
Before doing the job training, the teacher trainees of Department of English
Education (DEE) should explain about English language as a foreign language to
the students. In microteaching class, they should prepare the lesson planning
before English teaching language practice. They should pay attention to the
teaching technique that will be used, the classroom interaction between teacher
and students, and the goal of the study. Sometimes some trainees were mystified
in proposing the lesson planning mostly about the technique that will be used
3
and also about the way how they managed the classroom atmosphere. Those
kinds of difficulties and findings had been proposed in a research conducted by
some researches.
There are fourteen researchers that conduct their research in order to
investigate the kind of English teaching method used by some teachers in
English language teaching. The previous researchers divided into two groups in
which the first group were related to the English teaching technique
(Kodotchigova, 2002; Chauhan, 2004; Anggraeni, 2007; Yulianto, 2011;
Oyedele, Shaikh, Humairoh & Purwati, 2013; Mukharomah, Kartikawati,
Guntoro, 2015), and the second group were related to the things on
microteaching class (Nurmasitah & Widiyatmoko, Mahmud & Rawhshon, 2013;
Saputro, Arsal, 2015).
Those groups of researcher had supported this research which is conducted
in order to investigate the types of English teaching techniques used by the sixth
semester students of DEE UMS in microteaching class, and whether the students
vary the technique related to the teaching material. That is why the researcher
wants to conduct this study entitled English Teaching Techniques Used by the
Sixth Semester Students of DEE UMS 2016 in Microteaching Class.
B. Limitation of the Study
This research belongs to the qualitative research that uses some videos that
had been transcribed into the written form as the data. The videos are taken from
the microteaching class the sixth semester students of English Education UMS
2016 as the trainees. The researcher was focusing this research in investigating
the English teaching technique used by the trainees in microteaching class.
C. Problem Statement
In conducting the research, the researcher wanted to classify some problems
that should be solved as the result at the end of this research. The problems as
follows:
4
1. What are the types of English teaching technique used in English teaching
process by the sixth semester students of DEE UMS in English microteaching
class?
2. Do the sixth semester students of DEE in microteaching class vary their
teaching techniques in relation to different teaching materials?
D. Objective of the Study
In order to solve the problems faced by the researcher, this research will
fulfill the problem statements as follows:
1. To classify the types of English teaching technique used in English teaching
process by the sixth semester students of DEE UMS in English microteaching
class.
2. To investigate whether the sixth semester students of DEE in microteaching
class vary their teaching techniques in relation to different teaching materials.
E. Significance of the Study
At the end of this research, hopefully it can be useful to other researchers,
teachers and also students. The significance of the study divided into two, such
as practically and theoretically as it can be described as follows:
1. Practically:
a.
It can be a tool for the lecturers to evaluate the students in conducting
English teaching process in microteaching class.
b.
It can inspire other students of UMS before conducting English teaching
learning process in microteaching class.
2. Theoretically:
a.
It can be a previous study for those who want to investigate English
teaching technique used by the students in microteaching class.
b.
It can be one of references used to make a lesson planning according to
the English teaching method and technique used in microteaching class.
F. Paper Organization
The researcher divides the paper into five chapters, as follows:
1. Chapter I is introduction. In this chapter, the researcher will give an
introduction to the research that will be conducted as follows: background of
5
the study, limitation, problem statement, objective of the study, and
significance of the study.
2. Chapter II is underlying theory. It concludes the previous study that had been
conducted by other researcher and some theories supported the research,
such as the notion of teaching, the type of English teaching technique and the
notion of microteaching.
3. Chapter III is research method. In this part of research paper, the researcher
will describe the type of research, the object of research, data and data
source, technique of collecting data, data validity, technique of analyzing the
data, and research paper organization.
4. Chapter IV is analysis and discussion. This chapter focuses on English
teaching technique used by the sixth semester students of DEE UMS in
microteaching class.
5. Chapter V is conclusion and suggestions.