AN ANALYSIS OF TEACHING METHODS USED BY AN ESP LECTURER OF UNIVERSITY OF MUHAMMADIYAH MALANG IN TEACHING SPEAKING IN THE FIRST SEMESTER OF PSYCHOLOGY DEPARTMENT ACADEMIC YEAR 2014/2015

AN ANALYSIS OF TEACHING METHODS USED BY AN ESP LECTURER
OF UNIVERSITY OF MUHAMMADIYAH MALANG IN TEACHING
SPEAKING IN THE FIRST SEMESTER OF PSYCHOLOGY DEPARTMENT
ACADEMIC YEAR 2014/2015

THESIS

By:
OLIVIA ARTIKA RAHAYU
09360004

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
FEBRUARY
2015
i

AN ANALYSIS OF TEACHING METHODS USED BY AN ESP LECTURER
OF UNIVERSITY OF MUHAMMADIYAH MALANG IN TEACHING
SPEAKING IN THE FIRST SEMESTER OF PSYCHOLOGY DEPARTMENT
ACADEMIC YEAR 2014/2015

THESIS

By:
OLIVIA ARTIKA RAHAYU
09360004

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
FEBRUARY
2015
ii

AN ANALYSIS OF TEACHING METHODS USED BY AN ESP LECTURER
OF UNIVERSITY OF MUHAMMADIYAH MALANG IN TEACHING
SPEAKING IN THE FIRST SEMESTER OF PSYCHOLOGY DEPARTMENT
ACADEMIC YEAR 2014/2015

THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education

By:
OLIVIA ARTIKA RAHAYU
09360004

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
FEBRUARY
2015
iii

ACKNOWLEDGEMENTS

Alhamdulillah, the greatest thanks belongs to Allah SWT for blessing the
researcher in finishing her thesis. Shalawat and Salam always give to Prophet
Muhammad SAW who brought us the lightness from the darkness.
First of all, the researcher would like to address her sincere gratitude to her
advisors, Rahmawati Khadijah Maro, S.Pd, M.PEd and Rinjani Bonavidi, S.Pd,
M.Ed, Ph.D for their given great patience, idea, guidance, correction, and suggestions
during this thesis writing process.
Finally, the researcher would like to dedicate this thesis to her whole family
especially to her parents Kasan and Sri Astuti who have given their help, supported
and loved during this thesis writing process, her brother Dewantoro. And also the
researcher would like to give the deepest thank to all of her friends who have great
contributions during this thesis writing process and especially students from English
Department 2009. It is hoped that this thesis can be useful and beneficial for people
who read it.

Malang, February 5, 2015

Olivia Artika Rahayu

i

TABLE OF CONTENTS
APPROVAL ........................................................................................................ iv
LEGALIZATION ................................................................................................ v
MOTTO AND DEDICATION ........................................................................... vi
ABSTRACT ........................................................................................................ vii
ACKNOWLEDGEMENTS ............................................................................. viii
TABLE OF CONTENTS.................................................................................... ix
CHAPTER I: INTRODUCTION
1.1 Background of Study ................................................................................. 1
1.2 Statement of Problem ................................................................................ 4
1.3 Purpose of Study ....................................................................................... 5
1.4 Significance of Study................................................................................. 5
1.5 Scope and Limitation ................................................................................ 5
1.6 Definition of Key Terms............................................................................ 6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 The Nature of Speaking ............................................................................. 8
2.1.1 The Aspects of Speaking .................................................................. 9
2.1.2 Functions of Speaking .................................................................... 10
2.2 Teaching Speaking .................................................................................. 11
2.3 Problems of Teaching Speaking .............................................................. 13
2.4 Activities to Promote Teaching Speaking ............................................... 14
2.5 Teaching Method ..................................................................................... 17
2.5.1 Direct Method ................................................................................. 18
2.5.2 Grammar Translation Method ........................................................ 20
2.5.3 Audio-Lingual Method ................................................................... 22
2.5.4 The Silent Way ............................................................................... 26
2.5.5 Suggestopedia ................................................................................. 28
2.5.6 Community Language Learning ..................................................... 29
2.5.7 Communicative Language Teaching .............................................. 31
2.5.8 Total Physical Response ................................................................. 33
2.6 English for Specific Purpose Teaching in UMM .................................... 34
2.7 Teaching English for Psychology ........................................................... 35

i

CHAPTER III: RESEARCH DESIGN AND METHODOLOGY
3.1 Research Design ...................................................................................... 37
3.2 Research Subject...................................................................................... 38
3.3 Research Instrument ................................................................................ 38
3.3.1 Observation ..................................................................................... 39
3.3.2 Interview ......................................................................................... 39
3.3.3 Document Analysis......................................................................... 40
3.4 Data Collection ........................................................................................ 41
3.5 Data Analysis ........................................................................................... 42
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
4.1 Research Findings .................................................................................. 43
4.1.1

Teaching methods used by the ESP lecturer in teaching
speaking ....................................................................................... 43

4.1.2

The Problems Faced by the Lecturer in Using the Method ......... 47

4.1.3

The Lecturer’s Strategy to Solve the Problems Using the
Method ......................................................................................... 48

4.2 Discussion .............................................................................................. 49
CHAPTER V: CONCLUSSION AND SUGGESTION
5.1 Conclussion ............................................................................................ 53
5.1.1 Teaching methods used by the ESP lecturer in teaching
speaking................................................................................... 53
5.1.2 The Problems Faced by the Lecturer in Using the Method .... 54
5.1.3 The Lecturer’s Strategy to Solve the Problems Using the
Method .................................................................................... 54
5.2 Suggestion .............................................................................................. 55
5.1.1 Suggestion for the lecturer ....................................................... 55
5.2.2 Suggestion for the students ...................................................... 55
5.2.3 Suggestion for the further researchers...................................... 56
BIBLIOGRAPHY ............................................................................................... 57
APPENDIX .......................................................................................................... 59

ii

ORIGINALITY DECLARATION
The undersigned:
Name

: Olivia Artika Rahayu

Student ID Number

: 09360004

Program of Study

: English Department

Faculty

: Faculty of Teacher Training and Education

I declare that the work presented in this thesis was carried out by my self and does not
incorporate without acknowledgement any material previously submitted for a degree
or diploma in any university. To the best of my knowledge this thesis does not
contain any materials previously publish or written by another person except where
due reference is made in text

Malang, February 5th 2015

Olivia Artika Rahayu

iii

MOTTO AND DEDICATION

(6) ‫( إَّ مع الْعسْر يسْرًا‬5)‫فإَّ مع الْعسْر يسْرًا‬
“Maka sesungguhnya bersama kesulitan itu ada kemudahan. Sesungguhnya
bersama kesulitan itu ada kemudahan.”
(Q.S. Al-Insyirah: 5-6)

”Menyerahlah ketika peluang sudah benar-benar habis. Tetapi jika masih ada satu
harapan, raihlah dengan kerja keras dan terjang semua hal yang menghadang ”
(Miss_Tika)

DEDICATION

i

BIBLIOGRAPHY
Ary, Donald, Jacobs, Lucy Cheser, etc. 2010. Introduction to Research in Education.
USA. Nelson Education, Ltd.
Athena, Tera. 2004. Students’ Non Linguistic Problems in Learning English Speaking
at SMPN 3 Batu. Unpublished Thesis. UMM.
Bogdan, Robert C. and Biklen Sari Knopp. 2003. Qualitative Research for
Education: An Introduction to Theory and Methods. USA. Allyn and Bacon.A
Division of Simon & Schuster, Inc.
Brown, H. D. 2000. Principles of Language Learning and Teaching. Essex:
Longman.
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language
Pedagogy. Essex: Longman.
Brown, H. Douglas. 2000. Teaching by Principles: An Interactive Approach to
Language Pedagogy. California. Pearson Longman.
Diane Larsen-Freeman. 2000. Techniques and principles in language teaching.
Oxford: Oxford university Press
Febiana, Restu, 2005: A Study ofStudents’ Problem in Daily English Speaking
Activity at SMA PomosdaTanjunganomNganjuk. Unpublished Thesis. UMM
Fulcher, G. 2003. Testing Second Language Speaking. Harlow: Longman/Pearson
Education Ltd.
Hutchinson, T. and Waters, A. 2002. English for specific purpose. Shanghai:
Shanghai Foreign Language Education Press.
Jack Richards and Theodore Rogers. 2001. Approaches and methods in language
teaching. Cambridge: Cambridge University Press.
Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in a Second
Language. http://unr.edu/homepage/hayriyek. Downloaded on 5th November,
2014
Language Centre of UMM, 2010. English for Specific Purposes. (Online)
http://www.umm.ac.id/en/page/0102081101/lembaga-pengembanganbahasa.html

1

Lindsay, Cora and Knight, Paul. 2006. Learning and Teaching English: A Course for
Teacher. New York. Oxford University Press.
McDonough, Jo and Shaw, Christopher, Materials and Methods in ELT A Teacher’s
Guide, New York: Oxford Blackwell Publishers, second edition, 2003.Oxford
learner’s pocket dictionary. UK: Oxford University Press.
Paul, Davies & Eric, Pearse. 2000. Success in English Teaching. New York: Oxford
University Press
Richard, Jack C. 2008. Teaching Listening and Speaking: From Theory to Practice.
New York. Cambridge University Press.
Richards, J. C. & Rodgers, T. S. 2001. Approaches and Methods in Language
Teaching. Cambridge: Cambridge University Press.
Ur, Penny. 2003. A Course in Language Teaching. UK: Cambridge University Press.

2

APPENDIX
Appendix 1
INTERVIEW
1. Pertanyaan pertama saya adalah tentang teaching method yang anda gunakan
ketika mengajar esp speaking di kelas psikologi. Kira2 apa saja teaching method
yang biasa anda pakai?
Jawab: Honestly sih, kalo saya itu tidak memperhatikan apakah teaching method
saya itu seperti apa, for example misal seperti invitation saya ingin membuat game
yang seperti di “take me out” . jadi mereka adalah ada kontestan dimana mereka
seperti yang kalo di “take me out” itu contohnya ya yang kayak jomblowati2 itu dan
lainnya itu harus invite, invitation siapa yang paling mengena dan menggiurkan itulah
yang di terima, contohnya seperti itu. Jadi itu gimana ya, kalo untuk method biasa gak
begitu mempertimbangkan apa sih method ini namanya apa. Soalnya saya kan juga
sering menggunakan metode ceramah, padahal sekarang ceramah kan sudah gak di
masukin metode lagi kayak gitu lo tapi masih menggunakan ceramah. Trus lagi
grammar translation itu kan juga sudah uzur ya tapi itu hampir tidak pernah saya
gunakan. Kalo yang ceramah itu ya sekali sekali ya. Karena kan di tiap mengajar
paling enggak harus ada penjelasan materi itu apa harus begitu. Kalo ceramah itu
pasti, tapi kan masalahnya selain ceramah itukan sudah gak di masukin lagi dalam
teaching method yang baku, maksudnya kan yang sudah old. Ya itu, jadi paling
sering ya ceramah itu.

3

2. Sekarang yang kedua, ketika mengajar kan tidak mungkin semuanya berjalan
mulus, pasti adalah masalah2 yang timbul ketika proses belajar mengajar itu
berlangsung. Kira2 dari situ masalah2 apa yang sering timbul?
Apa ya? Masalah yang sering timbul itu adalah pertama mungkin mahasiswa kurang
asepsi, kurang menperhatikan kayak kadang mereka rame sendiri kayak gitu, biasa
kadang mereka bosen dengan metode atau game yg saya gunakan atau yang ketiga
adalah mereka terlalu aktif atau terlalu for example seperti di beberapa jurusan
tertentu mereka tidak bisa di samakan kemampuan bahasa inggris jadi kalo misalnya
saya mengandaikan kemampuan bahasa inggris misal speaking tentang job interview
jadi saya merasakan itu beberapa jurusan tertentu itu agak kesulitan karena memang
mereka basic bahasa inggrisnya belum sekuat jurusan yang lain. Jadi ya itu,
kemampuan

basic bahasa inggris mereka itu yang gak sama. Dan saya harus

menyamaratakan semuanya, gak sih I meant membuat sesuatu yang berbeda lah
suapaya itu mudah di cerna oleh jurusan tertentu tersebut.
3.

Jadi dari masalah2 yang timbul itu, terus jurus2 apa yang ibu gunakan supaya
bisa mengatasi masalah tersebut?

Ya itu..membuat aktifitas yang menyenangkan for example seperti itu tadi. Jadi kita
berusaha mengadopsi seperti yang lagi hits sekarang itu kan for example like reality
show yo tadi like take me out untuk materi giving invitation, role play untuk yang
appointment, terus apa lagi ya? Kayak yang terbaru ini nanti seperti giving
information ya saya suruh untuk meng-identify gimana cara mereka giving

4

information di beberapa tempat yang berbeda for example parking area. Kalimat
giving information apa yang cocok. Kalo misalnya di library giving information apa
gimana yang cocok dan itu dalam satu kesempatan. Terus ini lagi, procedure juga
membuat handycraft dalam satu kesempatan itu dan mereka membuat handycraft
dengan bahan2 yang seadanya. Jadi mereka sengaja gak saya suruh bawa bahannya
Cuma saya kasihkan saja bahan seadanya dengan topik yang sudah di tentukan
misalkan grup 1 mendapatkan topic flower, grup 2 grass dst. Mereka membuat itu
dari bahan yang di sediakan.
2. Terus untuk masalah yang timbul dari mahasiswanya itu sendiri apa ada?
Ya itu, saya semangatin mereka. Ayo wake up wake up. Saya relasikan sesuai dgn
study field mereka. Contoh kyk kemarin saya kasih video tentang sesuatu, tentang
giving. Jadi kalo kalian nanti jadi wakil rakyat kalian itu harus bisa member kalian
tidak boleh hanya menuntut dari rakyat atau pemerintah saja. Kalian harus
mengayomi, kalo kalian jadi anggota dpr kalian bisa berguna bagi Negara. Jadi saya
relasikan begitu. Saya juga kasih semangat. Saya juga mem-poin. Jadi siapa yg bisa
menjawab ini saya berikan poin . bahkan rebutan jadi oyok’an gitu
3. Terus untuk msalah kalo dari kampus sendiri apa ada masalah?
Fasilitas?? Sebenarnya sih tergantung dari kreatifitas kita sendiri. Tergantung kita
juga sih bisa memanfaatkan fasilitas yang ada. Seadanya lah, kalo terbatas kita harus
bisa memaksimal semaksimal mungkin. Jadi mahasiswa gak melulu di kelas. Kadan
di gazebo, taman perpus.

5

FIELD NOTE
Lecturer’s Name

: Dwi Wahyuningtyas

Class

: F Class of Psychology Department

Teaching Methods on First Observation on 17th December, 2014

1.

The first activity that the lecturer did when entering the class was greeting.
Greeting was done in order to sign that the class would begin

2.

After the lecturer opened the class, the lecturer began to explain the material.
The material for first meeting was giving information. In this activity the
lecturer gave opportunity to the students for asking the question if they got
difficult in the material.

3.

After the lecturer explained the material, then the lecturer asked the students
to make a group, each group consisted of two persons.

4.

In the first class of observation, the lecturer did simulation. Each group must
do the conversation outside of the class. Each group would get the place by
lotteries, for example in parking area, mosque and other places

5.

Each group must record their activity in the form of video. They used hand
phone as their tool for recording their activity. This was also one of the
instructions that given by the lecturer, it was done because the lecturer was
not accompanying them in the field, the lecturer just waited for them in the
class.

6.

The lecturer limited their time for twenty minutes outside, then they must
come back to the class.

6

7.

After they did the conversation and got the video, the students come to the
class and reported and collected the activity and video to the lecturer. The
video was one of the way to assess the students’ activity

8.

After all of the group come to the class then the lecturer asked some groups to
reply their activities outside in the class.

9.

After some groups represented their activity, then the lecturer closed the class
by reflexing and evaluating the activity today, then the lecturer gave some
clues for next meeting, so that the students could prepare it.

10.

The lecturer ended the class
Teaching Methods on Second Observation on 24th December, 2014

1.

The lecturer opened the class by greeting

2.

The lecturer started the class by explaining the material. The material for
second meeting of observation was procedure

3.

After the lecturer explained the material, then the lecturer divided the students
into 4 Groups. Each group consisted of five up to six people

4.

In this meeting, the lecturer already prepared some materials such as origami
paper, flannel, and other. Then this materials were contributed to each group

5.

After each group had the material, then the lecturer explained the instruction
that the students should do and gave them time to create it. In this meeting the
students must create or do something by the material. After they produced
something, then each group must present their product in front of the class,
such us how to create that.
7

6.

After each group had a product then they presented their product in front of
the class.

7.

After all of the group finished presenting their product then the lecturer
prepared to close the class. The lecturer evaluated the activity today and gave
same explanation for next meeting.

8.

The lecturer closed the class.

8

CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the introduction that concerns with
background of the study, statement of the problems, purposes of the study,
significances of the study, scope and limitation and the definition of the key terms

1.1 Background of the Study

Human as a social community needs communication as the way to interact
with other human in this world. English as an international language has an important
role to make communication easier among people around the world. It is also one of
the foreign languages that is taught in Indonesia starting from junior high school,
senior high school and up to university level.

English has four basic skills, they are listening, reading, writing and speaking.
Speaking becomes an important skill to be mastered because it is one of the skills that
can support the other skills. Lindsay and Knight (2005) note, “Speaking is a
productive skill”. It means that speaking is a skill that can be used to produce
language and aims to communicate with other people. Productive skill can be
interpreted that students need to produce the language. Therefore, it becomes
necessary because they have to use language to acquire and produce a message to
make them understand each other.

1

2

In academic field, sometimes the students face several problems in learning
speaking. Febianawati (2005), in her study found that the problems in learning
speaking could be caused by internal and external factors. She found that some
problems that involved in internal factors were inhibition, nothing to say, low or
uneven participation, the use of mother tongue, speech act (pronunciation, grammar,
vocabulary, fluency, and oral communication). Besides, external factors could come
from the materials, media, facility, etc.

Besides, Athena (2004) in her research about students’ non-linguistic problem
in learning English speaking at second year students at SMPN 3 Batu found that
students faced some problems in learning speaking. Those problems were: 1) the
students had low motivation and felt shy to express their ideas orally, 2) the materials
were unattractive and the media was not effective, 3) most of the students thought
that the teaching method used by the teachers could not make them active in learning
English speaking.

Before establishing the right teaching method, the lecturer should know firstly
about the characteristic of successful speaking activities. It is important because by
knowing them, the lecturer will be able to monitor whether speaking activities are
successful or not. In addition, Ur (2003) argues that there are some characteristics of
successful speaking activity, they are: 1) students talk a lot, 2) participation is even,
3) motivation is high, 4) language is of an acceptable level. Therefore, in teaching
speaking, a lecturer should prepare the tools which can encourage the students to

3

speak, give them chance to talk more and sharpen their confidence in speaking. One
of the tools is an appropriate teaching method.

In teaching English there are several kinds of methods that can be used by the
lecturer in transfering the knowledge, such as grammar translation method, audiolingual method, cooperative learning method, direct method,etc. Those methods are
planned in systematic efforts by the lecturer for establishing sequence in the various
parts of the teaching English. Larsen and Freeman (2000) argue that methods offer
the teachers alternative to what the currently think and do. It can guide the lecturer
how to make her teaching becomes effective because teaching method is one of the
factors that can determine the success of teaching. Moreover, it also can make it easy
for the lecturer to transfer the information, select the resourches and define the role of
the students. That is why the use of appropriate teaching method can bean important
aspect for getting better result in teaching and learning activities.

An effective method that is used by the lecturer may determine the success of
the teaching speaking English itself, including in ESP course. According to Language
Center of University of Muhammadiyah Malang (2010), “ESP program is an English
program which is specialized for each discipline in all departments and faculties at
the University of Muhammadiyah Malang”. It means ESP in the University of
Muhammadiyah Malang is a program that runs by Language Center, which is
purposed to fulfill the learners’ needs. ESP is different from the General English
because ESP provides the English material based on the learner specific needs. The

4

program is intended for all new students of semester I to II in order to give them
English based on their disciplines.

The purpose of ESP course in all of departments in the University of
Muhammadiyah Malang is to help the students in order to master English language
for their future. One of the departments in the ESP course is Psychology Department.
It becomes interesting because the researcher found that when the lecturer taught
them the students were very interested in learning English, because the lectuter
applied some methods that could make the class became attractive. This becomes the
reason why the researcher interested to know the kinds of method in teaching
speaking used by the ESP lecturer for the Psychology students. From the background
of the study above the researcher is interested in choosing “an analysis of teaching
methods used by an ESP lecturer of University of Muhammadiyah Malang in
teaching speaking at the first semester of Psychology Department, academic year
2014/2015” as the title of this research.

1.2 Statement of the Problems

In order to make clear the course of the study based on the background above, the
researcher formulated the research problems as follows:

1. What kinds of teaching methods were used by the ESP lecturer in teaching
speaking to the first semester students of Psychology Department academic year
2014/2015?
2. What were the problems faced by the lecturer in using the methods?

5

3. How did the lecturer try to solve the problems in using the methods?

1.3 Purposes of the Study

In line with the problem statements above, the objectives of the study are as
follows:

1. To describe the kinds of teaching methods used by the ESP lecturer in teaching
speaking to the first semester students of Psychology Department academic year
2014/2015.
2. To investigate the problems faced by the lecturer in using the methods.
3. To analyze the lecturer’s ways in solving the problems.

1.4 Significance of the Study

Theoretically, this research is expected to give contribution in the education
field, especially in the teaching English for speaking skill. This study will also give
additional information to the ESP lecturer to enrich their knowledge in teaching
speaking methods.

Practically, the result of this study is expected to be beneficial for the ESP
lecturer that by knowing the various kinds of teaching speaking menthod for the
students of University of Muhammadiyah Malang, it can make the teaching and
learning process atmosphere more attractive.

6

1.5 Scope and Limitation

The scope of this study is on the kinds of teaching methods used by the ESP
lecturer who teaches at ESP class in University of Muhammadiyah Malang. Besides,
the limitation of this study is the first semester students of Psychology Department
academic year 2014/2015.

1.6 Definition of Key Terms
1.6.1

Teaching is showing or helping someone to learn how to do something,

giving instruction, guiding in the study of something, providing with knowledge,
causing to know or understand (Brown, 2007). It means that teaching is an act
done by a person (in this case is an educator) with the purpose of helping or
facilitating another person (in this case is the learners) in learning activities.
1.6.2

Speaking is an interactive process of constructing meaning that involves

producing and receiving and processing information (Brown, 2007). Its form and
meaning are dependent on the context in which it occurs, including the
participants themselves, and the purposes for speaking.
1.6.3

Method is an overall plan for the orderly presentation of teaching matters

including the technique and media that are used (Richard and Rogers, 2001). In
this study, method is a way to deliver the matter or information to the students
for reaching the goal of speaking skill.
1.6.4

ESP (English for Specific Purpose) is a subject which is based on designing

courses to meet learners’ needs (Hutchinson and Waters, 2002). In this research,
ESP is a program at University of Muhammadiyah Malang and run by Language

7

Center of University of Muhammadiyah Malang, which is compulsory for every
students. According to Language Center of University of Muhammadiyah
Malang, ESP program is intended for all new students of semester 1 and 2 in
order to give them English based on their disciplines.
1.6.5

ESP Lecturer, lecturer is a person who teaches in a college or univesity

(Oxford Dictionary, 2009). In this research, ESP lecturer is someone who
teachesEnglish for all new students of University of Muhammadiyah Malang of
semester 1 and 2 by taking 2 credits for each skills in English such as reading,
speaking, writing and listening during 2 semesters based on the students’ needs
and disciplines.

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PENGARUH PENERAPAN MODEL DISKUSI TERHADAP KEMAMPUAN TES LISAN SISWA PADA MATA PELAJARAN ALQUR’AN HADIS DI MADRASAH TSANAWIYAH NEGERI TUNGGANGRI KALIDAWIR TULUNGAGUNG Institutional Repository of IAIN Tulungagung

117 3864 16

PENGARUH PENERAPAN MODEL DISKUSI TERHADAP KEMAMPUAN TES LISAN SISWA PADA MATA PELAJARAN ALQUR’AN HADIS DI MADRASAH TSANAWIYAH NEGERI TUNGGANGRI KALIDAWIR TULUNGAGUNG Institutional Repository of IAIN Tulungagung

40 1026 43

PENGARUH PENERAPAN MODEL DISKUSI TERHADAP KEMAMPUAN TES LISAN SISWA PADA MATA PELAJARAN ALQUR’AN HADIS DI MADRASAH TSANAWIYAH NEGERI TUNGGANGRI KALIDAWIR TULUNGAGUNG Institutional Repository of IAIN Tulungagung

40 924 23

PENGARUH PENERAPAN MODEL DISKUSI TERHADAP KEMAMPUAN TES LISAN SISWA PADA MATA PELAJARAN ALQUR’AN HADIS DI MADRASAH TSANAWIYAH NEGERI TUNGGANGRI KALIDAWIR TULUNGAGUNG Institutional Repository of IAIN Tulungagung

20 616 24

PENGARUH PENERAPAN MODEL DISKUSI TERHADAP KEMAMPUAN TES LISAN SISWA PADA MATA PELAJARAN ALQUR’AN HADIS DI MADRASAH TSANAWIYAH NEGERI TUNGGANGRI KALIDAWIR TULUNGAGUNG Institutional Repository of IAIN Tulungagung

26 772 23

KREATIVITAS GURU DALAM MENGGUNAKAN SUMBER BELAJAR UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMPN 2 NGANTRU TULUNGAGUNG Institutional Repository of IAIN Tulungagung

60 1320 14

KREATIVITAS GURU DALAM MENGGUNAKAN SUMBER BELAJAR UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMPN 2 NGANTRU TULUNGAGUNG Institutional Repository of IAIN Tulungagung

65 1213 50

KREATIVITAS GURU DALAM MENGGUNAKAN SUMBER BELAJAR UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMPN 2 NGANTRU TULUNGAGUNG Institutional Repository of IAIN Tulungagung

20 802 17

KREATIVITAS GURU DALAM MENGGUNAKAN SUMBER BELAJAR UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMPN 2 NGANTRU TULUNGAGUNG Institutional Repository of IAIN Tulungagung

31 1084 30

KREATIVITAS GURU DALAM MENGGUNAKAN SUMBER BELAJAR UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMPN 2 NGANTRU TULUNGAGUNG Institutional Repository of IAIN Tulungagung

41 1315 23