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

RESEARCH PAPER

Submitted as a Partial Fulfillment of the Requirements for Getting the Bachelor Degree of Education

in English Department

YULINDA INDAH AYU PRATIWI A320120235

SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA

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ii 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

RESEARCH PAPER

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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iii

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

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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TESTIMONY

Herewith, I testify that in this research paper there is no plagiarism of the previous literary work which has been raised to obtain bachelor degree of a certain university, nor there are opinions or masterpiece which have been written or published by others, except those in which the writing are referred in the 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 be fully responsible.

Surakarta, May 04, 2016

Yulinda Indah Ayu Pratiwi A320120235

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v MOTTO

“Apabila dia mengingat-Ku dalam dirinya, maka Aku akan mengingatnya dalam diri-Ku. Dan apabila dia datang kepada-Ku dengan berjalan, maka Aku akan

datang kepadanya dengan berlari” (HR. Imam Muslim)

“Sebaik-baiknya teman adalah orang yang apabila engkau muliakan maka dia menjagamu, ia tidak mencelamu saat engkau jatuh pada ketergelinciran. Pada

dasarnya, ia adalah teman sejati, bahkan ia hendaknya memaafkannya dan menjauhi dengki pada teman-teman”

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DEDICATION

This research paper is dedicated especially to:

My dearest mother Hj. Damtini, S. Pd., My beloved father Soemaryono,

My younger brother M. Danang Dwi Saputra, My wonderful uncle H. Gamari Sutrisno, and All of my friends.

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vii

ACKNOWLEDGMENT

Assalaamu’alaikum Warohmatullohi Wabarokaatuh

Alhamdulillahi Robbil’aalamin. All praises belong to Alloh SWT, the Most Merciful, the Lord of the world. With His blessing and guidance, the researcher has finally accomplished this research paper as a partial fulfillment to get the Bachelor degree in Department of English Education, Muhammadiyah University of Surakarta. Shalawat and salaam raises to our beloved Prophet Muhammad SAW, his family, his companions, and his followers.

Therefore, the researcher would like to express her deepest gratitude and appreciation to all people who have supported her doing this research paper. She expresses her gratitude to the following people.

1. Prof. Dr. Harun Joko Prayitno, M. Hum., Dean of School of Teacher Training and Education of Muhammadiyah University of Surakarta,

2. Mauly Halwat Hikmat, Ph. D., as Head of English Department Muhammadiyah University of Surakarta,

3. Prof. Dr. Endang Fauziati, M. Hum., the first consultant who has patiently guided the researcher in arranging this work, provided time for consultant, and gave the researcher nice suggestion. “Thank you for guiding me with all of your patience”,

4. Nur Hidayat, M. Pd., the second consultant who has guided and given suggestion for the correction of the research paper to make it better,

5. Drs. Djoko Srijono, M. Hum. as the third examiner,

6. Siti Fatimah, S. Pd., M. Hum. as the academic consultant who has given the researcher guidance as long as she studied in Muhammadiyah University of Surakarta,

7. All lecturers of English Department, for being good educators, guide, and mentor,

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viii

8. Her best gratitude for her beloved parents Mr. Soemaryono and Mrs. Damtini. “Thank you for your pray, love, care, support, wishes, and guidance. You mean the world for me. Thanks for birth me as your daughter”,

9. Her beloved younger brother, Muhammad Danang Dwi Saputra who always love me with your own ways. “Thank you and I love you in every single moment”,

10. Her beloved uncle, Mr. Gamari Sutrisno who have given support and care. “Thank you for everything, you are my guardian angel”,

11. Her beloved big family, Mas Anton, Mas Dika, Bude Atim, Bude Is, Mbak Fia, Bu Dika, Mak Kus, Mbah Mudin who have given support, care, love, and pray. “Thank you for everything”,

12. Her beloved IndaRumPuMi, “Kakak Pertama (Arum), Kakak Kedua (Puji), Kakak Ketiga (Umi), for their support, happiness and togetherness that will

never forgotten. You are my new family and the best I ever had during I

studied here”,

13. Her beloved sisters, Ester and Erni. “Thanks for this kind of friendship and thank you for all of happiness”,

14. Her beloved friends and sisters, Eka, Annisa, Alfiya, Inesya, Istiyanti, Wulan, Rinda, Dina, Anik, Dian, Kiki, Septi, Claudia. “Thank you for accompanying me during this whole time”,

15. Her lovely classmates, Dita K., Dewyta, Dini Inge, Rannisa, Dwi P., Tyas,

Yunita, Rina, Tiara, Dennisa, Feni, Dewi, Nurul, Fitri, Desy, Vitto,

Fachrudin, Aris, Bayu, Andika, Wachid, Ichsan, Fadil,

16. Her friends from Department of English Education especially DEE 2012.

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17. Her big family of SMP Muhammadiyah 1 Kartasura, Mrs. Sofy, Mr. Kukuh,

Mrs. Fauzia, and Mrs. Mega for giving knowledge and best experience in

researching, and

18. Those who cannot be mentioned one by one toward their support to the researcher in completing this research paper,

19. Her future partner.

The researcher realizes that this research paper is far from being perfect. Therefore, suggestion and criticisms are welcome and accepted. She hopes that this research paper would be valuable for readers.

Wassalaamu’alaikum Warohmatullaahi Wabarokaatuh

Surakarta, May 04, 2016

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TABLE OF CONTENT

page

COVER ……….. i

APPROVAL ……….. ii

ACCEPTANCE………. iii

TESTIMONY ……… iv

MOTTO ………. v

DEDICATION ……….. vi

ACKNOWLEDGMENT ……… ix

TABLE OF CONTENT……… xi

LIST OF TABLE ……….. xii

SUMMARY..……….. xiii

ABSTRAK ……….. xiv

CHAPTER I: INTRODUCTION……… 1

A. Background of the Study………. 1

B. Problem Statement …...……….. 4

C. Objective of the Study.……… 4

D. Scope of the Study ….……….... 5

E. Significance of the Study……… 5

F. Research Paper Organization………... 6

CHAPTER II: REVIEW OF RELATED LITERATURE …….……. 7

A. Previous Study……… 7

B. Approach, Method, Technique………... 13

1. Notion of Approach, Method, and Technique ... 13

2. Difference between Approach, Method, and Technique ………. 13 C. Notion of Classroom Technique of English Teaching… 14 D. Teacher’s Roles and Student’s Roles……….. 20

1. Teacher’s Roles ………. 20

2. Student’s Roles……….. 21

E. Instructional Materials ….………..…….. 21

1. Kind of Instructional Materials ……….…………. 21

2. Role of Instructional Materials………….……….. 22

CHAPTER III: RESEARCH METHOD ……… 24

A. Type of Research……… 24

B. Setting of the Study……… 25

1. Time ……… 25 2. Place ……… 25 C. Subject and Object of the Study………. 26

1. Subject of the Study ……… 26 2. Object of the Study ……….. 26 D. Data and Data Source …….……….. 27

E. Method of Collecting Data………. 28

F. Technique for Analyzing Data……… 30

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CHAPTER IV: RESEARCH FINDING AND DISCUSSION………… 33

A. Research Finding………. 33

1. Kind of Classroom Technique ……… 34

2. The Purpose of Using Each Technique ………….. 44

3. Teacher’s Role in Each Technique………. 47

4. Student’s Role in Each Technique……….. 57

5. Instructional Materials ………. 65

a. Kind of Instructional Materials …... 65

b. Role of Instructional Materials ……... 68

B. Discussion………. 73

CHAPTER V: CONCLUSION, PEDAGOGICAL IMPLICATION, AND SUGGESTION ………. 79

A. Conclusion……… 79

B. Pedagogical Implication……… 81

C. Suggestion ……….………. 82 BIBLIOGRAPHY

VIRTUAL REFERENCE APPENDIX

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xii

LIST OF TABLE

Table 3.1: Schedule of research activity

Table 3.2: Observation

Table 3.3: Schedule of interview activity (Teacher and Students)

Table 4.1: (Classroom Techniques in Teaching English skills)

Table4.2: (The purposes of classroom techniques in teaching English) Table 4.3: (The teacher’s roles)

Table 4.4: (The student’s roles)

Table 4.5: (Table of Classroom Techniques, Teacher’s and Student’s Roles, and Achievement of Standard Competency).

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xiii SUMMARY

Yulinda Indah Ayu Pratiwi. A320120235. CLASSROOM TECHNIQUES USED BY THE TEACHER IN THE TEACHING OF ENGLISH: A NATURALISTIC STUDY AT SMP MUHAMMADIYAH 1 KARTASURA IN 2015/2016 ACADEMIC YEAR. Research Paper. School of Teacher Training and Education. Muhammadiyah University of Surakarta. 2016.

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, the teaching of English, teachers’ and

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xiv ABSTRAK

Yulinda Indah Ayu Pratiwi. A320120235. CLASSROOM TECHNIQUES USED BY THE TEACHER IN THE TEACHING OF ENGLISH: A NATURALISTIC STUDY AT SMP MUHAMMADIYAH 1 KARTASURA IN 2015/2016 ACADEMIC YEAR. Skripsi. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah Surakarta. 2016.

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.

Kata Kunci: Teknik dalam pengajaran bahasa Inggris, peran guru, peran siswa,

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17. Her big family of SMP Muhammadiyah 1 Kartasura, Mrs. Sofy, Mr. Kukuh,

Mrs. Fauzia, and Mrs. Mega for giving knowledge and best experience in

researching, and

18. Those who cannot be mentioned one by one toward their support to the

researcher in completing this research paper,

19. Her future partner.

The researcher realizes that this research paper is far from being perfect.

Therefore, suggestion and criticisms are welcome and accepted. She hopes that

this research paper would be valuable for readers.

Wassalaamu’alaikum

Warohmatullaahi Wabarokaatuh

Surakarta, May 04, 2016

(2)

TABLE OF CONTENT

COVER

………..

i

APPROVAL

………..

ii

ACCEPTANCE

……….

iii

TESTIMONY

………

iv

MOTTO

……….

v

DEDICATION

………..

vi

ACKNOWLEDGMENT

………

ix

TABLE OF CONTENT

………

xi

LIST OF TABLE

………..

xii

SUMMARY..

………..

xiii

ABSTRAK

………..

xiv

CHAPTER I:

INTRODUCTION

………

1

A. Background of the Study

………

.

1

B. Problem Statement …...………..

4

C. Objective of the Study.

………

4

D. Scope of the Study ….………...

.

5

E. Significance of the Study

………

5

F. Research Paper Organization

……….

..

6 CHAPTER II:

REVIEW OF RELATED LITERATURE

…….…….

7

A. Previous Study

………

7

B. Approach, Method, Technique

………...

13

1. Notion of Approach, Method, and Technique ... 13

2. Difference between Approach, Method, and Technique

………. 1

3

C. Notion of Classroom Technique of English Teaching

…

14

D. Teacher’s Roles and Student’s Roles

………..

20

1. Teac

her’s Roles ……….

20

2. Student’s Roles

………..

21

E. Instructional Material

s ….………

..

……..

21

1. Kind of Instructional Materials

……….………….

21

2. Role of Instructional Materials

………….………

.. 22

CHAPTER III: RESEARCH METHOD

………

24

A. Type of Research

………

24

B. Setting of the Study

………

25

1. Time ……… 2

5

2. Place ……… 2

5

C. Subject and Object of the Study

……….

26

1. Subject of the Study ……… 2

6

2. Object of the Study ……….. 2

6

D. Data

and Data Source …….……….

. 27

E. Method of Collecting Data

……….

28

F. Technique for Analyzing Data

………

30

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CHAPTER IV: RESEARCH FINDING AND DISCUSSION

…………

33

A. Research Finding

……….

33

1. Kind of Classroom Technique

………

34

2. The Purpose of Using Each Technique

…………..

44

3. Te

acher’s Role in Each Technique

……….

47

4. Student’s Role in Each Technique

………..

57

5. Instructional Materials

……….

65 a.

Kind of Instructional Materials

…

... 65

b.

Role of Instructional Materials

……

... 68

B. Discussion

……….

73 CHAPTER V:

CONCLUSION, PEDAGOGICAL IMPLICATION, AND

SUGGESTION

……….

79

A. Conclusion

………

79

B. Pedagogical Implication

………

81

C. S

uggestion ……….……….

82 BIBLIOGRAPHY

VIRTUAL REFERENCE

APPENDIX

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xii

LIST OF TABLE

Table 3.1: Schedule of research activity

Table 3.2: Observation

Table 3.3: Schedule of interview activity (Teacher and Students)

Table 4.1: (Classroom Techniques in Teaching English skills)

Table

4.2: (The purposes of classroom techniques in teaching English)

Table 4.3: (The teacher’

s roles)

Table 4.4: (The student’s roles)

Table 4.5:

(Table of Classroom Techniques, Teacher’s and Student’s

Roles, and

Achievement of Standard Competency).

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xiii

SUMMARY

Yulinda Indah Ayu Pratiwi. A320120235. CLASSROOM TECHNIQUES

USED BY THE TEACHER IN THE TEACHING OF ENGLISH: A

NATURALISTIC STUDY

AT SMP MUHAMMADIYAH 1 KARTASURA

IN

2015/2016 ACADEMIC YEAR. Research Paper. School of Teacher Training

and Education. Muhammadiyah University of Surakarta. 2016.

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 Word

s: classroom techniques,

the teaching of English, teachers’ and

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xiv