Review of Literature Methods Used in Teaching English at SMAN 1 Kuta Utara.

explanation, role play technique, reading aloud, translation technique, copying technique, identification technique, dialogue technique, dictation technique, and testing technique. As Marian a’s study contains almost everything relates to teaching method, the weakness which can be found is the less explanation of the results in applying the methods since it does not really focus on the result that can be obtained through the methods applied. The result whether the students can understand the materials given through those methods are not specifically discussed. The study which is entitled “The Approach, Methods, and Techniques Used in English Language Teaching at the State Elementary School No. 2 Gianyar” from Cindraheni 2007 is based on the theory proposed by Richards and Rodgers 1992. Cindraheni’s study is similar with this study as both studies analyze the methods and techniques of English teaching. Unlike the other studies which are more specific in analyzing the method, Cindraheni’s study presents the general analysis of the teaching method in a certain school. Cindraheni’s study also describes the difficulties in using the teaching method. The difficulties that are faced by teachers and students are included in Cindraheni’s study which become the strength if compared with other studies. The weakness is in the discussion about both good and bad effects of the methods which are not found in Cindraheni’s study. “English Teaching Techniques Used in SD Negeri 1 Abianbase in Teaching Language Skills” is the following study to be reviewed which was written by Dewi 2007. Dewi’s study is aimed to analyze the techniques which are applied by the English teacher in teaching language skills. Dewi’s study adopted the theory from Mackey 1978: 36. This study is slightly similar with Dewi’s study. The similarity is on the contents which are discussed in both studies. Dewi’s study also focuses on the problems that are faced by the teachers in teaching language skills, such as lack of time, lack of ideas, lack of facilities, and the students’ attitude. This becomes another part of the study which strengthens it. The weakness of Dewi’s study is that the analysis of the teaching method only concerns about the teacher’s performance without concerning about the students’ ability in accepting such techniques. The study which is entitled “The Effectiveness of Teaching Vocabulary through Total Physical Response Method” written by Fadillah 2011 analyzed the objective condition of the effectiveness of using Total Physical Response Method in Teaching Vocabulary at the seventh grade of junior high school. It includes the differences of the students’ vocabulary mastery learnt by using Total Physical Response Method com pared to the students’ vocabulary mastery learnt by using Grammar Translation Method, and the students’ vocabulary achievement learnt by using Total Physical Response Method. Even though Fadillah’s study is related to this study, there is one clear differe nt that can be found. Fadillah’s study is about the effectiveness of a certain teaching method while this study analyzes the types of the teaching method used by the teachers in a particular school. The strength of Fadillah’s study is the specific explanation of a certain method in teaching process which contains deep discussion of it. Fadillah’s study aims to compare the effectiveness between Total Physical Response and Grammar Translation Method in terms of the result that can be obtained by the students. It tells that Total Physical Response is better for the students in mastering grammar instead of using Grammar Translation Method. The study to be reviewed afterwards is entitled “The Use of Clustering Technique in Teaching Writing Narrative Text A Quasi-Experimental Study of Tenth Graders in One Senior High School in Bandung” which was written by Adriati 2013. Adriati’s study was conducted to analyze the use of clustering technique in teaching writing narrative text. The research method which was used in this study is quasi- experimental. Adriati’s study used quantitative method, especially in design of quasi-experimental. The design of Lodico et al. 2006 was chosen to support the quantitative method. This study is different with Adriati’s study in terms of the discussion and the data collection method. The quasi-experimental design is also the strength of Adriati’s study as this design is the most practical option in conducting outcome evaluation. The data source is not specific enough as the data source is taken from one high school but no specific high school as the data source. The next study comes from Gusviani 2013 entitled “The Use of English Song in Teaching Listening Skill A Quasi Experimental of Eleven Grade of Senior High School at SMA Neg eri 4 Cimahi” is aimed to find out the use of English song as a medium in improving students’ listening skill. Gusviani’s study is more specific in discussing the use of English song as a method in teaching listening skill. This is the difference if it is compared with this study. It uses a medium which is English song in teaching listening skill. Gusviani’s study has a strength in terms of teaching process result. The idea of using English song as a medium of teaching helps the students to improve their u nderstanding. Gusviani’s study has taken an idea that in the listening class, the teachers can bring more attractive mediums in teaching listening skill. There is no big weakness found in Gusviani’s study as it already explains the problems of the study briefly and it explains the result of using such medium in teaching listening. The last study is entitled “The Genre-Based Approach to Teaching Writing Report Text” which comes from Fauziah 2014. Fauziah’s study is about the effectiveness of genre-based ap proach in teaching writing report text. Fauziah’s study differs with this study in terms of effectiveness of a certain mehod. Fauziah’s study is specific in discussing the method’s effectiveness. The weakness of Fauziah’s study is the use of Indonesian language in doing an interview. The interview should be using English as the students who were interviewed are English students. The strength of Fauziah’s study is the brief and complete discussion about Genre-Based Approach, Its effect in teaching and its function in the classroom. Besides seven studies to be reviewed, this study also reviewed an article from an international journal. The article is entitled “University Teachers and Students’ Perceptions of ELT Methodologies and Their Effectiveness ” which is written by Wilhelm and Chen Pei 2008. This article is taken from GEMA: Online Journal of Language Studies, volume 8, page 79-102. This article discusses a perception about English teaching method in three Universities located in China which includes the effectiveness of the methods which are used. This article is much related to this study as it contains with English teaching method.

2.2 Concepts

This study contains with the basic concepts which are related to the topic of the study. The basic concepts of this study are described below.

2.2.1 Concept of Teaching

Teaching can be defined as an activity of giving knowledge and materials which is conducted by someone. It is closely related to learning as teaching is the process of facilitating learning. While learning is done by students, teaching is done by teachers. Without teaching, the learning process might not be successfully done, since good teaching might cause a good learning process. The teacher has an important role to play because he is actively stimulating learning.

2.2.2 Concept of Method

According to Richards and Rodgers 1986, method has an important role in teaching process. Method is an overall plan for presenting language material, based on the selected approach; the way of teaching. It is an overall plan for the presentation of language material, and it is based upon the selected approach. Usually, the choice of teaching method depends on the teachers as they need to use certain method which fits them. Teaching has been very important for both the teacher and student. Without the correct method in teaching, the information and knowledge which are intended to be taught may not be clearly understood by the learners. This proves that in the classroom, the success in learning process depends on the method used by the teacher. The variety of the methodology should be mastered by the teacher and applied well in the classroom environment.

2.3 Theoretical Framework

Theoretical framework is necessary in a study. The theoretical framework consists of the basic theory. This theory would support the data in the research as the data was analyzed by using the theory. In analyzing the types of language teaching method, the basic theory is taken from book “Approaches and Methods in Language Teaching” written by Richards and Rodgers 1986. In the book, there are three kinds of procedure of language teaching, they are approach, method and technique. The three procedures are related to another. The book explains about some approaches, methods, and techniques in language teaching process. Unfortunately, this study is not discussing the terms about approaches and techniques. The methods are the main objective of this study. There are six kinds of methods explained in this book. They are Grammar Translation Method, Direct Method, Audio Lingual Method, Silent Way, Total Physical