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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 20152016 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 20122013
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 20122013 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-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 20142015
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 20152016 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
appro priate 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
