T1 112008083 Full text
TEACHER‟S TECHNIQUES IN TEACHING ENGLISH TO STUDENTS IN
SMA NEGERI 1 BRINGIN
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Ani Setiyani
112008083
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2012
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: Language and Literature
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: Undergraduate Thesis
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Prof. Dr. Gusti Astika, M. A.
Debora Tri Ragawati, S. S., MA-ALT
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Ani Setiyani:
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TEACHER‟S TECHNIQUES IN TEACHING ENGLISH TO STUDENTS IN
SMA NEGERI 1 BRINGIN
Ani Setiyani
ABSTRACT
This study investigates the teacher‟s techniques in teaching English to tenth grade students in
SMA Negeri 1 Bringin. It used a descriptive method and the subject of the study was the
English teacher in the school. The data for the study were collected from classroom
observations and unstructured interview with the English teacher. The analysis of the data
shows that there were five techniques that the teacher used in teaching English in SMA
Negeri 1 Bringin; Repetition Drill, Translating a Literature Passage, Question and Answer
Drills, Memorization, and Use Words in Sentences.
Key words: Drill, Translation, Question and Answer, Memorization, and Use of Words.
INTRODUCTION
English language plays an important role in this globalization era since it is used
as an international language in the world. English also has become the key of international
communication in global sense; one of its primary functions is to enable speakers to share
their ideas. It is used in many aspects of life, such as in education, tourism, politics, trade,
etc. Because of the importance of English, many people want to learn and master English.
Harsono (2005) mentioned that almost all aspects of the world use English as the media of
communication.
Those prove that English is much needed by in this world to communicate
internationally. The Indonesian Minister of Education and Culture declared that the functions
of English were to help the development of the state and nation, to build relations with other
nations and to run foreign policy. Those functions state clearly that we need to learn English
and its skills so that we can communicate well. That is why English Language Teaching
(ELT) in Indonesia has to aim at helping learners to master English. Nowadays, English has
become a necessity in education. Therefore English is taught as the first foreign language in
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all levels of schools and language courses. Teaching English in Senior High School level
aims at helping the students to make simple transactional and interpersonal conversations
which are potentially needed to communicate in the context of school.
Teaching English as a foreign language to Senior High School students really need
great consideration in choosing appropriate teaching techniques. According to Celce-Murcia
(1991), a teaching technique concerns the relationship between the teacher and the learner
that is likely to be the crucial factor in the teaching and learning process, therefore it is
necessary to use an appropriate teaching technique.
A teaching technique covers a wide variety of exercises, activities, or devices used in
the long classroom for realizing lesson objectives. Some techniques are widely used and
found in many methods, such as imitation, repetition, dictation, translation, role play, and
many more. Teaching techniques have their own advantages and disadvantages depending on
some factors such as the objectives of teaching, the student‟s characteristic, etc. It means that
a well organized teacher must choose the best techniques for their student‟s need and
situations. In addition, proper teaching techniques will help students to learn English in an
interesting and joyful way.
It is extremely important how a teacher teaches English using appropriate techniques.
Since there are so many techniques in teaching English, as a result there is no best technique
because each technique has its own weaknesses. It means that every technique has different
advantages and disadvantages in English language teaching. Therefore, a teacher should be
able to adapt his or her teaching to accommodate learner‟s situations. It means that it is very
important for the teacher to make an initial effort to understand who the learners are and what
their situations are. In addition, a good teacher also should be able to create the best
atmosphere for the children to learn English. It means that a teacher should be responsible to
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set everything in the language lesson, such as: teaching materials, classroom activities, and
teaching techniques that are appropriate to students at senior high school level.
Teaching technique has become a vital element in teaching a language because it is
the way how a subject is being delivered to students. Techniques can be fixed to teaching
systems with prescribed strategies and practices. However, the teaching learning process will
not go smoothly without teacher‟s guidance. It is extremely important how a teacher teaches
English to students using appropriate techniques.
Teaching is the tactics for the teachers in teaching to achieve the goals of the teaching
and learning process (Wipf 1984). According to Anthony, as stated in Celce-Murcia (1991), a
teaching technique is a classroom device or activities which are more specific than method.
Teaching technique seems to be the central factor in teaching and learning process which
concerns with relationship between the learner and teacher. That is why; the teacher‟s
technique becomes the most important thing in teaching learning process because a teacher
must choose appropriate technique for students. As we all know that there are a lot of
techniques in teaching.
The first techniques can be drawn from the Grammar Translation Method. According
to Larsen-Freeman (2000) Grammar Translation Method is a kind of method which focuses
on literature as a beginning of learning a new language. The purpose of learning a foreign
language is to be able to read literature written in the target language. The role of this method
is very traditional. The teacher is the authority in the classroom while the students do as the
teacher say so they can learn what the teacher knows. Vocabulary and grammar are
emphasized. Reading and writing are the primary skills that the students work on. It is also
hoped that, through the study of the grammar of the target language, students would become
more familiar with it. Students study grammar deductively; that is, they are given the
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grammar rules and examples. The meaning of the target language is made clear by translating
it into the student‟s native language. The language that is used in class is mostly the student‟s
native language.
According to Larsen-Freeman (2000) there are several techniques closely associated
with the grammar translation method such as: translating a literature passage. This technique
is used when students translate a reading passage from one language to another target
language. The passage may be taken from some literature work of the target language or it
may be designed by the teacher by including the particular grammar rules and vocabulary.
Another technique is reading comprehension question. Comprehension questions are given as
a part of the reading section. The series of questions can contain answering questions which
the answers are in the reading passage, making inferences based on the understanding of the
reading passage and answering questions which require students to relate them with their own
experience. The next technique closely associated with the grammar translation method is
antonym / synonym. A set of words are given to the students and teacher asks them to find
the antonym or synonym in the reading passage. This technique is used to enable students to
define set of words based on their understanding of the reading passage. Another technique is
fill in the blanks. Students are given some sentences with the missing words and teacher asks
them to fill the blanks with the new vocabulary items or particular grammar rules.
Memorization is also a technique that closely associated with grammar translation method. In
this technique students are given a set of vocabulary in the target language translated into the
native language and the teacher asks them to memorize the vocabularies. Grammar rules and
patterns are also required to be memorized. The next technique is Use Words in Sentences. In
this technique, teacher can use new vocabulary items and the teacher asks students to make
sentences using the new items.
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Some other techniques can be obtained from the Direct Method (Larsen-Freeman,
2000). Unlike the Grammar-Translation Method, the Direct Method has one basic rule; no
translation is allowed. This method is applied to make students to be able to use a foreign
language to communicate. Both the teacher and students are not allowed to speak in their
native language. Although the teacher directs the class activities, the interaction of the teacher
and students is more flexible. They are more like partners in teaching and learning activities.
The teacher explains the new word or phrase by using pictures and the teacher never
translates into student‟s native language. Grammar is taught inductively, which means
students are given the examples first then they are asked to figure out the rules or the
grammar.
There are some techniques of the Direct Method (Larsen-Freeman, 2000) such as;
Reading Aloud. In this technique students take turns to read aloud a passage, a play, or a
dialog. To make things clearer, a teacher can use gestures and pictures. The next technique is
Questions and Answer Exercise. It is a technique that is used to check students‟
understanding about an explanation or a reading passage. This technique focuses on speaking
the target language by asking or answering questions. This activity uses the target language
and no native language is allowed. Another technique closely associated with Direct Method
is Dictation. In this technique, the teacher reads a passage three times. First, the teacher reads
the passage with a normal speed. Then, the teacher reads the passage with several pauses and
each pause is long enough to allow students to write down what they have heard. At the end,
the teacher rereads the whole passage with normal speed to give students a chance to check
their work.
Another method in teaching English from which we can get teaching techniques is
Audio Lingual method (Larsen-Freeman, 2000). It is a kind of method based on the
behaviorist ideology that believes certain characteristics of humans could be trained through a
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system of reinforcement. Audio lingual method relies on drills to form these habits so that the
students are continuously learning and, moreover, is protected from the possibility of making
mistakes by the plan of the drill (Harmer, 2001). In this method, the teacher drills the students
to form those habits that make them to learn continuously. And it will reduce the possibility
of making mistakes. The teacher only uses the target language while teaching the students.
The learners study about the grammatical sentence patterns by drilling.
According to Larsen-Freeman (2000) there are several techniques closely associated
with the audio lingual method such as: Dialog memorization. A dialog is used in this
technique. Students have to memorize the dialog and practice it in pairs or with the teacher.
The teacher drills certain patterns and grammar which are included in the dialog at the end of
the activity. The next technique is Repetition Drill. Repetition drill is a technique in which
the students are asked to repeat the teacher‟s model as accurately and as quickly as possible.
The teacher says a word from a vocabulary list under a certain topic and then the students
repeat it. Drills that involve controlled oral practice would help the learners use structure and
vocabulary introduced in the lesson and to practice the pattern. Drills contain materials to be
heard and aim at evoking immediate and oral responses. The repetition drills helps the
students to improve their listening and speaking skill ability. Another technique is Question
and Answer Drills. In this technique students are given some questions and they have to
answer them quickly. The last technique closely associated with the audio lingual method is
Complete the Dialog. In this technique students complete the dialog by filling in the blanks
with the missing words.
According to Harmer (1993: 10), children are curious and this is itself motivating. He
also adds that children need frequent changes of activity. They need activities, which are
exciting and stimulate their curiosity. It means that a teacher can use pictures or visual aids
such as picture books, games, and puzzle to improve student‟s motivation in learning English
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through joyful and non-stressful activities. As a result, students will enjoy the lesson and can
learn English easily. In addition, Brown (1994: 14) says that language is personal and
creative thing. Brown also says that teachers should sometimes allow their students to learn
in free atmosphere by using a combination of pictures and games in teaching and learning
activities. Adeyanju (1997) cites that teaching English to children and teaching adults is not
the same. The use of media while teaching will gives a huge effect to the teaching learning
process. It will make the students enjoy the lessons and understand the material easily.
Based on discussion above, it is very clear that there are many techniques in teaching
English. It is necessary for an English teacher to choose an appropriate technique for their
student‟s need and situations. The aim of this study was to find out the answer of the
following research question, “What kinds of techniques did the teacher use in teaching English
to tenth grades students of senior high school? And why the teacher used the certain
techniques?” Theoretically, this study would be able to help the readers‟ understanding of
various kinds of teaching techniques, especially for those who are interested in teaching
English. As the scope of my study, I only bounded the teaching techniques from 1950s until
early 1960s, such as: Grammar Translation Method, Direct Method, and Audio Lingual
Method.
THE STUDY
This study used a descriptive method to describe the teacher‟s techniques in teaching
English to tenth grade students of SMA Negeri 1 Bringin. The subject of this study was the
English teacher in SMA Negeri 1 Bringin. He had been teaching in this senior high school
since two years ago. He taught tenth grades students. In teaching English to the students, he
used both in Indonesian and English. He also used little Javanese to make the students
understand the lesson.
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All data for this study were collected from classroom observations and interviews.
According to Richard and Lockhart (1994), observation involves visiting a class to observe
different aspects of teaching. The observations were done six times. I did the observation in
Mei 2012. I was as a non-participant observer recording the teaching learning process. While
doing the observations, I wrote notes containing the information of observation such as the
time, topic, activities, and classroom situation. Field notes also contained descriptions of what
aids and techniques were used by the teacher.
The transcripts of observations were analyzed to identify the teaching techniques used
by the English teacher and the reasons why the teacher used the certain techniques. The data
from the classroom observations was analyzed descriptively. The first step in the analysis was
coding the data. The transcribed data of classroom observations were coded and labeled for
each type of techniques such as; drill, translation, etc. Finally, the data were analyzed and
interpreted to answer the research question.
DISCUSSION
This section presents the analysis of the techniques that the teacher used in teaching
English to the students in SMA Negeri 1 Bringin.
1. Repetition Drill
According to Larsen-Freeman (2000), Repetition Drill is a teaching
technique in which the students are asked to repeat the teacher‟s model as
accurately and as quickly as possible. It is hoped that the repetition of sentences
will automatically settle the structures and vocabulary in the minds of the learners.
The teacher used this technique when he taught the students about
descriptive text. Before the lesson began, he asked one of the students to copy
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the handout for all of the students. In the handout, there were many kinds of
words to describe a person. Then the teacher asked the students to read the words,
but some students spoke with incorrect pronunciations. So, the teacher drilled the
students to read with correct pronunciations. It is shown from the transcripts of
classroom observations as follows:
Student
Teacher
Student
Teacher
Student
Teacher
: Spiky (wrong pronunciation).
: Hah? Repeat!
: Spiky hair (wrong pronunciation).
: No, „spiky hair, spiky hair‟ (correct pronunciation).
: Spiky hair (correct pronunciation). Rambut jabrik.
: „spiky hair‟ (correct pronunciation).
We could see that the teacher drilled the student to speak with the correct
pronunciation. He drilled the students until he did not make a mistake in
pronouncing the words „spiky hair‟. Below is another example when the teacher
used a repetition drill:
Student
Teacher
Student
Teacher
Student
Teacher
: crew-cut hair (wrong pronunciation).
: Ulangi crew-cut hair (correct pronunciation).
: Crew-cut hair (wrong pronunciation).
: Crew-cut hair (correct pronunciation).
: Crew-cut hair (correct pronunciation).
: Iya.
Student
Teacher
: Average built (wrong pronounce)
: Dengarkan yang lain membacanya /’ævƏrij bilt/ . Repeat Jum,
diulang Jum
: Average built (wrong pronounce)
: Average built
: Average built
Student
Teacher
Student
From the transcripts and analysis above, it can be seen that the teacher
was using this technique to make student easy to understand the lesson. Besides,
using repetition drill will improve the student‟s pronunciations.
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2. Translating a Literature Passage
The second technique used by the teacher was translating a literature
passage. According to Larsen (1984), translation is changing some forms from a
source language to target language without changing the meaning of the source
language. The form of language refers to the actual words, phrase, clause,
sentences, paragraphs, etc., which are spoken or written. The teacher used this
teaching technique when he taught about descriptive text. The topic that the
teacher discussed contained a lot of vocabulary items. The teacher asked the
students to read the vocabularies and the meanings in Indonesian. Sometimes the
students did not know the meaning of the vocabularies. The teacher translated the
words into Indonesian.
Below is the teaching excerpt that shows the translation teaching
technique used by the teacher:
Teacher
Student
Teacher
Student
Teacher
: Membacanya „Well-build‟. What is well-build?
: Bangunan baik.
: Itu building, itu asalnya dari situ juga, build itu the first verb, bentuk
pertama „built‟ yang pakek „t‟ di belakangnya itu the second verb itu
bentuk kata kerja kedua. Well-built artinya?
: Lumayan gemuk.
: No, well itu baik. Well-built itu dibangun dengan baik, tubuhnya
dibangun dengan baik itu, we can say dalam bahasa Indonesianya
itu tegap, kekar. Well-built kekar dan tegap.
It is clear that the teacher translated the vocabulary from English to
Indonesian and explained a little bit about the words. Below is another example
when the teacher used Translating a Literature Passage technique:
Teacher
: Belum ya, 10 second, 10 detik. Tutup close it everyone. Ok, still
speak about the hair masih tentang rambut, Iwan what can you say
about her hair (saw a picture to the student) apa yang bisa kamu
katakan tentang rambutnya? Anything comes up in your mind just say
it, anyword
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Student
: Wavy
Teacher
: Is that wavy? Very wavy sangat bergelombang sekali. Almost curly
hampir keriting ya. Ok, good, the color?
From the transcripts above, we can see that the teacher gave the
instruction to the students using English and then translate it in Indonesian. It is
clear that the teacher used this technique when he taught the students to make
them understand the teacher‟s instruction and the lesson more easily.
3. Question and Answer Drills
This technique uses questions and answers from the students and the
teacher. Students are given questions and they have to answer the questions
quickly. It is shown from the transcripts of classroom observations as follows:
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
: Tinggi?
: Tall.
: Sangat tinggi? Salah nggak papa.
: Very tall.
: Good, repeat after me „very tall‟!
: Very tall.
: Tinggi „tall‟, pendek?
: Short.
: Sedang-sedang?
: Medium.
: Medium what?
: Medium high.
The teacher used this technique when he taught about people‟s height.
He drilled the questions to the students and the students answered the questions
quickly. The teacher did not only ask about people‟s height, but also gave
questions about people‟s weight:
Teacher
Student
Teacher
Student
Teacher
: Ok, Febi weight tentang berat tubuh gendut?
: Fat.
: Sangat gendut?
: Obese.
: Kelebihan berat badan?
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Student
Teacher
Student
Teacher
Student
: Overweight.
: Kurus?
: Skinny.
: Kemudian kata yang bisa digunakan lagi bony. Kemudian
ramping?
: Slim.
In this questions and answer session, the students answered actively,
quickly, and correctly. From the transcript above, we can see that teacher used this
technique to know the students understanding. He asked questions to the students
and the students answer the teacher‟s questions. We can see that the students
understand the lesson so that they can answer the teacher questions correctly.
4. Memorization
According to Larsen-Freeman (2000), in this technique students are
given a set of vocabulary in the target language translated into the native language
and the teacher asks them to memorize the vocabularies. Below is the teaching
excerpt that shows the memorization teaching technique used by the teacher:
Teacher
Student
: Memorize it 2 minutes, dihafalkan itu 2 menit. Setelah itu I
ask you to close, saya meminta kalian untuk menutup.
Memorize the name, diingat-ingat.
Dibalik. Only the person that I ask to answer, answer the
questions. For the other stay silent.
Abi Mansyur, rambut panjang.
: Long hair
The topic of the teaching above was about people‟s hair. Here, after the
teacher explained about people‟s hair, he asked the students to memorize the
vocabulary for about 2 minutes. Then, to know if they could memorize it, he
asked questions to the students related to the topic. Below is another example
when the teacher used memorization technique:
Teacher
: Half a minute everyone setengah menit untuk mempelajari.
Half a minute and then later I will ask you about the
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vocabulary. We start from people‟s hair kita mulai dari
rambutnya dulu. Silahkan, only people‟s hair. Ok, and make
sure you master also the pronounciation everyone, pastikan
pengucapannya juga betul. In the previous class di kelas
sebelumnya dari someone yang pengen ngomong „rambut
bergelombang‟ „wavy hair pak‟ (wrong pronounce), no you
don‟t say „wovy‟ but you say „wavy‟
Student
: Wavy
Teacher
: Make sure ingat the pronounciationnya juga harus betul.
I will not punish you if you cannot answer tidak akan
dihukum kalu tidak bisa menjawab, but if you can answer
kalu bisa jawab ya bagus. Ok, close it everyone ditutup. Turn
upstair down dibalik, only the person I ask hanya orang yang
say tanya ya, the other be quite yang lainnya diem. Ok, I want
to know saya pengen tahu kira-kira what do you say about
this one (saw a picture) the one using hat. What can you say
about the hair? Apa yang kalian bisa katakan tentang
rambutnya? I ask to saya bertanya kepada Septiani. The hair
rambutnya. Loudly!
Student
: Curly hair
Teacher
: Curly good. Next! The color?
Using this technique, the teacher asked the students to memorize some
vocabulary that they have learnt. Then the teacher asked some questions to the students
and they answered it.
From the analysis above, I can know that the teacher used
memorization techniques to make the students remember the lesson, especially in
vocabulary items.
5. Use Words in Sentences
According to Larsen-Freeman (2000), in order to show that students
understand the meaning and the use of a new vocabulary item, they make up
sentences in which they use the new words. It means that in this technique the
teacher can use new vocabulary items and ask students to make sentences using
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the new items. Below is an example of using the technique in language learning
that was taken from the transcripts of observation.
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
: Good. Now we can talk about the face, bagian-bagian
matanya, hidungnya, bibirnya. Ok, pertama hidungnya dulu.
Dia mempunyai hidung?
: Pesek.
: How do you say?
: She has got flat nose.
: Good. Next!
: She has got large eyes.
: Good, mata sudah.
Here, the teacher asked the students to describe one of their friends
using the new vocabularies that they learnt. The students described her nose and
eyes correctly. Another example of teaching excerpt using this technique is
presented below.
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
: Oh iya wajahnya gimana? Mengucapkannya gimana?
: She has got round face.
: Good, wajah sudah terus apa lagi?
: Bibir.
: Tipis atau tebal?
: She has got thin lips.
: Good. Weight berat badan. Oh tingginya dulu. Tall/short?
Bela tingginya sedengan, how do you say?
: She is medium height.
In this technique the teacher asked the students to make some sentences
about people‟s face and weight. They made the sentences like the teacher‟s
instructions.
From the explanation above I can make a conclusion that teacher used
Use Words in Sentences to make the students able to make a sentence using the
vocabulary items that the teacher taught.
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CONCLUSION
The analysis and interpretation above show the kinds of techniques that the
teacher used in teaching English to the students of Senior High School level at SMA Negeri 1
Bringin. The techniques used were: Repetition Drill 15%, Translating a Literature Passage
30%, Question and Answer Drills 35%, Memorization 10%, and Use Words in Sentences
10%.
In the repetition drill, the students have to repeat the teacher‟s model as
accurately and as quickly as possible. It is hoped that the repetition of words, clauses, and
sentences will automatically formulate the structures and vocabularies in the minds of the
learners such as how to read and write a word correctly.
The second technique is Translating a Literature Passage. In teaching the
students, the teacher used this technique frequently. In this technique, the students have to
translate a passage from English into Indonesian.
The third technique is Question and Answer Drill. This technique contains
questions and answers between the students and teacher. The students are given questions and
they have to answer the questions quickly. The teacher uses this technique to test the
student‟s ability in memorizing the materials.
The next technique is Memorization. In this technique, the students are given a
set of vocabulary in English translated into Indonesia and teacher asks them to memorize the
vocabularies. Grammar rules and patterns are also required to be memorized.
The last technique is Use Words in Sentences. In this technique, the teacher asks
the students to make a sentence using the vocabulary given. From this technique the teacher
can know whether the students understand or not.
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In conclusion, I can say that the English teacher of SMA Negeri 1 Bringin uses
five teaching techniques such as: Repetition Drill, Translating a Literature Passage, Question
and Answer Drills, Memorization, and Use Words in Sentences, in order to make the students
easy to understand the lesson.
In my opinion, in language learning, teaching techniques become the crucial
elements in delivering knowledge from teachers to students especially in Senior High School
level. There are many teaching techniques, so it is the teacher‟s time to choose the best
techniques for their student‟s need and situations. An appropriate technique will help students
to easyly understand the materials and learn English in an interesting way.
I recommend for the teacher in SMA Negeri 1 Bringin to use more various
techniques. It will make the students enjoy the teaching process without feel bored.
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Acknowledgement
This thesis would not have been completed without the help and support from many
people. Therefore, I would like to express my sincere appreciation and gratitude to the
following people who have assisted me in completing this thesis. First, I would like to thank
ALLoh SWT, the One who gives me strength, spirit, and guidance to finish this thesis. All ED
teachers thank you for all knowledge, understanding, and things that have been shared.
Moreover, I would like to express my sincere gratitude to Prof. Dr. Gusti Astika, M. A. ,
my supervisor, I thank to his kindness and patience in giving good suggestions for me so that
I could finish this thesis.
I wish to express my gratitude to my examiner Debora Tri Ragawati, S. S., MA-ELT,
without whose knowledge and assistance this study would not have been completed.
I would also like to thank to my participants, Mr. Anjas and all ten th grade students in
SMA negeri 1 Bringin for giving me chance to collect the data in SMA Negeri 1 Bringin.
I would also like to extend my appreciation to my family especially for my father,
Bapak Supardi Alm, my mother, Ibu Lasmirah, and my brother Bagus Setiyana. Thank you for
the support, love, patience, and never-ending prayers. My love, Lutvya De Omy, thank you
for your care, love, faithfulness, and gives spirit every time. I love you.
Finally, I am particular grateful to all of my friends in ED especially the 2008ers, we are
great we are eight, and all the people who contribute in finishing my thesis which can not
mention one by one here thank you so much for your assistances.
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REFERENCES
Adeyanju, L. (1997). Teacher’s perception of the effect and use of learning aids in teaching:
a case study of winneba basic and secondary schools. Obafemi Awolo University:
Faculty of Education.
Brown, H. D. (1994). Teaching by principles: an interactive approach to language pedagogy.
San Francisco: Prentice Hall Regent.
Celce-Murcia, M. (1991). Teaching English as a second or foreign language. (second
edition). Massachusetts: Heinle and Heinle Publishers.
Harmer, J. (1993). The practice of English language teaching. New York: Longman
Publishing.
Harmer, J. (2001). The practice of English language teaching. London: Longman.
Harsono, Y.M. (2005) English language teaching (ELT) in Indonesia: fact, problems, and
possible solutions. English Journal of Language Teaching and Research.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (second
edition). New York: Oxford University Press.
Richards, J. C. & Lockhart, C. (1994). Reflective teaching in second language classroom.
New York: Cambridge University Press.
Wipf, J. (1984). Strategies for teaching second language listening comprehension . Foreign
Language Annals.
22
SMA NEGERI 1 BRINGIN
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Ani Setiyani
112008083
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2012
1
2
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic community,
I verify that:
Name
: Ani Setiyani
Student ID Number
: 112008083
Study Program
: English Language Teaching Department
Faculty
: Language and Literature
Kind of Work
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free
right for my intellectual property and the contents therein entitled:
Techer‟s Techniques in Teaching English to Students in SMA Negeri 1 Bringin
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce,
print, publish, post, display, incorporate, store in or scan into a retrieval system or database,
transmit, broadcast, barter or sell my intellectual property, in whole or in part without my
express written permission, as long as my name is still included as the writer.
This declaration is made according to the best of my knowledge.
Made in
: Salatiga
Date
: ________________
Verified by signee,
_________________
Approved by
Thesis Supervisor
Thesis Examiner
Prof. Dr. Gusti Astika, M. A.
Debora Tri Ragawati, S. S., MA-ALT
3
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or
accepted for the fulfillment of any degree or diploma in any university. To the best of my
knowledge and my belief, this contains no material previously published or written by any
other person except where due reference is made in the text.
Copyright@ 2012 Ani Setiyani and Prof. Dr. Gusti Astika, M. A.
All rights reserved. No part of this thesis may be reproduced by any means without the
permission of at least one of the copyright owners or the English Department, Faculty of
Language and Literature, Satya Wacana University, Salatiga.
Ani Setiyani:
4
TEACHER‟S TECHNIQUES IN TEACHING ENGLISH TO STUDENTS IN
SMA NEGERI 1 BRINGIN
Ani Setiyani
ABSTRACT
This study investigates the teacher‟s techniques in teaching English to tenth grade students in
SMA Negeri 1 Bringin. It used a descriptive method and the subject of the study was the
English teacher in the school. The data for the study were collected from classroom
observations and unstructured interview with the English teacher. The analysis of the data
shows that there were five techniques that the teacher used in teaching English in SMA
Negeri 1 Bringin; Repetition Drill, Translating a Literature Passage, Question and Answer
Drills, Memorization, and Use Words in Sentences.
Key words: Drill, Translation, Question and Answer, Memorization, and Use of Words.
INTRODUCTION
English language plays an important role in this globalization era since it is used
as an international language in the world. English also has become the key of international
communication in global sense; one of its primary functions is to enable speakers to share
their ideas. It is used in many aspects of life, such as in education, tourism, politics, trade,
etc. Because of the importance of English, many people want to learn and master English.
Harsono (2005) mentioned that almost all aspects of the world use English as the media of
communication.
Those prove that English is much needed by in this world to communicate
internationally. The Indonesian Minister of Education and Culture declared that the functions
of English were to help the development of the state and nation, to build relations with other
nations and to run foreign policy. Those functions state clearly that we need to learn English
and its skills so that we can communicate well. That is why English Language Teaching
(ELT) in Indonesia has to aim at helping learners to master English. Nowadays, English has
become a necessity in education. Therefore English is taught as the first foreign language in
5
all levels of schools and language courses. Teaching English in Senior High School level
aims at helping the students to make simple transactional and interpersonal conversations
which are potentially needed to communicate in the context of school.
Teaching English as a foreign language to Senior High School students really need
great consideration in choosing appropriate teaching techniques. According to Celce-Murcia
(1991), a teaching technique concerns the relationship between the teacher and the learner
that is likely to be the crucial factor in the teaching and learning process, therefore it is
necessary to use an appropriate teaching technique.
A teaching technique covers a wide variety of exercises, activities, or devices used in
the long classroom for realizing lesson objectives. Some techniques are widely used and
found in many methods, such as imitation, repetition, dictation, translation, role play, and
many more. Teaching techniques have their own advantages and disadvantages depending on
some factors such as the objectives of teaching, the student‟s characteristic, etc. It means that
a well organized teacher must choose the best techniques for their student‟s need and
situations. In addition, proper teaching techniques will help students to learn English in an
interesting and joyful way.
It is extremely important how a teacher teaches English using appropriate techniques.
Since there are so many techniques in teaching English, as a result there is no best technique
because each technique has its own weaknesses. It means that every technique has different
advantages and disadvantages in English language teaching. Therefore, a teacher should be
able to adapt his or her teaching to accommodate learner‟s situations. It means that it is very
important for the teacher to make an initial effort to understand who the learners are and what
their situations are. In addition, a good teacher also should be able to create the best
atmosphere for the children to learn English. It means that a teacher should be responsible to
6
set everything in the language lesson, such as: teaching materials, classroom activities, and
teaching techniques that are appropriate to students at senior high school level.
Teaching technique has become a vital element in teaching a language because it is
the way how a subject is being delivered to students. Techniques can be fixed to teaching
systems with prescribed strategies and practices. However, the teaching learning process will
not go smoothly without teacher‟s guidance. It is extremely important how a teacher teaches
English to students using appropriate techniques.
Teaching is the tactics for the teachers in teaching to achieve the goals of the teaching
and learning process (Wipf 1984). According to Anthony, as stated in Celce-Murcia (1991), a
teaching technique is a classroom device or activities which are more specific than method.
Teaching technique seems to be the central factor in teaching and learning process which
concerns with relationship between the learner and teacher. That is why; the teacher‟s
technique becomes the most important thing in teaching learning process because a teacher
must choose appropriate technique for students. As we all know that there are a lot of
techniques in teaching.
The first techniques can be drawn from the Grammar Translation Method. According
to Larsen-Freeman (2000) Grammar Translation Method is a kind of method which focuses
on literature as a beginning of learning a new language. The purpose of learning a foreign
language is to be able to read literature written in the target language. The role of this method
is very traditional. The teacher is the authority in the classroom while the students do as the
teacher say so they can learn what the teacher knows. Vocabulary and grammar are
emphasized. Reading and writing are the primary skills that the students work on. It is also
hoped that, through the study of the grammar of the target language, students would become
more familiar with it. Students study grammar deductively; that is, they are given the
7
grammar rules and examples. The meaning of the target language is made clear by translating
it into the student‟s native language. The language that is used in class is mostly the student‟s
native language.
According to Larsen-Freeman (2000) there are several techniques closely associated
with the grammar translation method such as: translating a literature passage. This technique
is used when students translate a reading passage from one language to another target
language. The passage may be taken from some literature work of the target language or it
may be designed by the teacher by including the particular grammar rules and vocabulary.
Another technique is reading comprehension question. Comprehension questions are given as
a part of the reading section. The series of questions can contain answering questions which
the answers are in the reading passage, making inferences based on the understanding of the
reading passage and answering questions which require students to relate them with their own
experience. The next technique closely associated with the grammar translation method is
antonym / synonym. A set of words are given to the students and teacher asks them to find
the antonym or synonym in the reading passage. This technique is used to enable students to
define set of words based on their understanding of the reading passage. Another technique is
fill in the blanks. Students are given some sentences with the missing words and teacher asks
them to fill the blanks with the new vocabulary items or particular grammar rules.
Memorization is also a technique that closely associated with grammar translation method. In
this technique students are given a set of vocabulary in the target language translated into the
native language and the teacher asks them to memorize the vocabularies. Grammar rules and
patterns are also required to be memorized. The next technique is Use Words in Sentences. In
this technique, teacher can use new vocabulary items and the teacher asks students to make
sentences using the new items.
8
Some other techniques can be obtained from the Direct Method (Larsen-Freeman,
2000). Unlike the Grammar-Translation Method, the Direct Method has one basic rule; no
translation is allowed. This method is applied to make students to be able to use a foreign
language to communicate. Both the teacher and students are not allowed to speak in their
native language. Although the teacher directs the class activities, the interaction of the teacher
and students is more flexible. They are more like partners in teaching and learning activities.
The teacher explains the new word or phrase by using pictures and the teacher never
translates into student‟s native language. Grammar is taught inductively, which means
students are given the examples first then they are asked to figure out the rules or the
grammar.
There are some techniques of the Direct Method (Larsen-Freeman, 2000) such as;
Reading Aloud. In this technique students take turns to read aloud a passage, a play, or a
dialog. To make things clearer, a teacher can use gestures and pictures. The next technique is
Questions and Answer Exercise. It is a technique that is used to check students‟
understanding about an explanation or a reading passage. This technique focuses on speaking
the target language by asking or answering questions. This activity uses the target language
and no native language is allowed. Another technique closely associated with Direct Method
is Dictation. In this technique, the teacher reads a passage three times. First, the teacher reads
the passage with a normal speed. Then, the teacher reads the passage with several pauses and
each pause is long enough to allow students to write down what they have heard. At the end,
the teacher rereads the whole passage with normal speed to give students a chance to check
their work.
Another method in teaching English from which we can get teaching techniques is
Audio Lingual method (Larsen-Freeman, 2000). It is a kind of method based on the
behaviorist ideology that believes certain characteristics of humans could be trained through a
9
system of reinforcement. Audio lingual method relies on drills to form these habits so that the
students are continuously learning and, moreover, is protected from the possibility of making
mistakes by the plan of the drill (Harmer, 2001). In this method, the teacher drills the students
to form those habits that make them to learn continuously. And it will reduce the possibility
of making mistakes. The teacher only uses the target language while teaching the students.
The learners study about the grammatical sentence patterns by drilling.
According to Larsen-Freeman (2000) there are several techniques closely associated
with the audio lingual method such as: Dialog memorization. A dialog is used in this
technique. Students have to memorize the dialog and practice it in pairs or with the teacher.
The teacher drills certain patterns and grammar which are included in the dialog at the end of
the activity. The next technique is Repetition Drill. Repetition drill is a technique in which
the students are asked to repeat the teacher‟s model as accurately and as quickly as possible.
The teacher says a word from a vocabulary list under a certain topic and then the students
repeat it. Drills that involve controlled oral practice would help the learners use structure and
vocabulary introduced in the lesson and to practice the pattern. Drills contain materials to be
heard and aim at evoking immediate and oral responses. The repetition drills helps the
students to improve their listening and speaking skill ability. Another technique is Question
and Answer Drills. In this technique students are given some questions and they have to
answer them quickly. The last technique closely associated with the audio lingual method is
Complete the Dialog. In this technique students complete the dialog by filling in the blanks
with the missing words.
According to Harmer (1993: 10), children are curious and this is itself motivating. He
also adds that children need frequent changes of activity. They need activities, which are
exciting and stimulate their curiosity. It means that a teacher can use pictures or visual aids
such as picture books, games, and puzzle to improve student‟s motivation in learning English
10
through joyful and non-stressful activities. As a result, students will enjoy the lesson and can
learn English easily. In addition, Brown (1994: 14) says that language is personal and
creative thing. Brown also says that teachers should sometimes allow their students to learn
in free atmosphere by using a combination of pictures and games in teaching and learning
activities. Adeyanju (1997) cites that teaching English to children and teaching adults is not
the same. The use of media while teaching will gives a huge effect to the teaching learning
process. It will make the students enjoy the lessons and understand the material easily.
Based on discussion above, it is very clear that there are many techniques in teaching
English. It is necessary for an English teacher to choose an appropriate technique for their
student‟s need and situations. The aim of this study was to find out the answer of the
following research question, “What kinds of techniques did the teacher use in teaching English
to tenth grades students of senior high school? And why the teacher used the certain
techniques?” Theoretically, this study would be able to help the readers‟ understanding of
various kinds of teaching techniques, especially for those who are interested in teaching
English. As the scope of my study, I only bounded the teaching techniques from 1950s until
early 1960s, such as: Grammar Translation Method, Direct Method, and Audio Lingual
Method.
THE STUDY
This study used a descriptive method to describe the teacher‟s techniques in teaching
English to tenth grade students of SMA Negeri 1 Bringin. The subject of this study was the
English teacher in SMA Negeri 1 Bringin. He had been teaching in this senior high school
since two years ago. He taught tenth grades students. In teaching English to the students, he
used both in Indonesian and English. He also used little Javanese to make the students
understand the lesson.
11
All data for this study were collected from classroom observations and interviews.
According to Richard and Lockhart (1994), observation involves visiting a class to observe
different aspects of teaching. The observations were done six times. I did the observation in
Mei 2012. I was as a non-participant observer recording the teaching learning process. While
doing the observations, I wrote notes containing the information of observation such as the
time, topic, activities, and classroom situation. Field notes also contained descriptions of what
aids and techniques were used by the teacher.
The transcripts of observations were analyzed to identify the teaching techniques used
by the English teacher and the reasons why the teacher used the certain techniques. The data
from the classroom observations was analyzed descriptively. The first step in the analysis was
coding the data. The transcribed data of classroom observations were coded and labeled for
each type of techniques such as; drill, translation, etc. Finally, the data were analyzed and
interpreted to answer the research question.
DISCUSSION
This section presents the analysis of the techniques that the teacher used in teaching
English to the students in SMA Negeri 1 Bringin.
1. Repetition Drill
According to Larsen-Freeman (2000), Repetition Drill is a teaching
technique in which the students are asked to repeat the teacher‟s model as
accurately and as quickly as possible. It is hoped that the repetition of sentences
will automatically settle the structures and vocabulary in the minds of the learners.
The teacher used this technique when he taught the students about
descriptive text. Before the lesson began, he asked one of the students to copy
12
the handout for all of the students. In the handout, there were many kinds of
words to describe a person. Then the teacher asked the students to read the words,
but some students spoke with incorrect pronunciations. So, the teacher drilled the
students to read with correct pronunciations. It is shown from the transcripts of
classroom observations as follows:
Student
Teacher
Student
Teacher
Student
Teacher
: Spiky (wrong pronunciation).
: Hah? Repeat!
: Spiky hair (wrong pronunciation).
: No, „spiky hair, spiky hair‟ (correct pronunciation).
: Spiky hair (correct pronunciation). Rambut jabrik.
: „spiky hair‟ (correct pronunciation).
We could see that the teacher drilled the student to speak with the correct
pronunciation. He drilled the students until he did not make a mistake in
pronouncing the words „spiky hair‟. Below is another example when the teacher
used a repetition drill:
Student
Teacher
Student
Teacher
Student
Teacher
: crew-cut hair (wrong pronunciation).
: Ulangi crew-cut hair (correct pronunciation).
: Crew-cut hair (wrong pronunciation).
: Crew-cut hair (correct pronunciation).
: Crew-cut hair (correct pronunciation).
: Iya.
Student
Teacher
: Average built (wrong pronounce)
: Dengarkan yang lain membacanya /’ævƏrij bilt/ . Repeat Jum,
diulang Jum
: Average built (wrong pronounce)
: Average built
: Average built
Student
Teacher
Student
From the transcripts and analysis above, it can be seen that the teacher
was using this technique to make student easy to understand the lesson. Besides,
using repetition drill will improve the student‟s pronunciations.
13
2. Translating a Literature Passage
The second technique used by the teacher was translating a literature
passage. According to Larsen (1984), translation is changing some forms from a
source language to target language without changing the meaning of the source
language. The form of language refers to the actual words, phrase, clause,
sentences, paragraphs, etc., which are spoken or written. The teacher used this
teaching technique when he taught about descriptive text. The topic that the
teacher discussed contained a lot of vocabulary items. The teacher asked the
students to read the vocabularies and the meanings in Indonesian. Sometimes the
students did not know the meaning of the vocabularies. The teacher translated the
words into Indonesian.
Below is the teaching excerpt that shows the translation teaching
technique used by the teacher:
Teacher
Student
Teacher
Student
Teacher
: Membacanya „Well-build‟. What is well-build?
: Bangunan baik.
: Itu building, itu asalnya dari situ juga, build itu the first verb, bentuk
pertama „built‟ yang pakek „t‟ di belakangnya itu the second verb itu
bentuk kata kerja kedua. Well-built artinya?
: Lumayan gemuk.
: No, well itu baik. Well-built itu dibangun dengan baik, tubuhnya
dibangun dengan baik itu, we can say dalam bahasa Indonesianya
itu tegap, kekar. Well-built kekar dan tegap.
It is clear that the teacher translated the vocabulary from English to
Indonesian and explained a little bit about the words. Below is another example
when the teacher used Translating a Literature Passage technique:
Teacher
: Belum ya, 10 second, 10 detik. Tutup close it everyone. Ok, still
speak about the hair masih tentang rambut, Iwan what can you say
about her hair (saw a picture to the student) apa yang bisa kamu
katakan tentang rambutnya? Anything comes up in your mind just say
it, anyword
14
Student
: Wavy
Teacher
: Is that wavy? Very wavy sangat bergelombang sekali. Almost curly
hampir keriting ya. Ok, good, the color?
From the transcripts above, we can see that the teacher gave the
instruction to the students using English and then translate it in Indonesian. It is
clear that the teacher used this technique when he taught the students to make
them understand the teacher‟s instruction and the lesson more easily.
3. Question and Answer Drills
This technique uses questions and answers from the students and the
teacher. Students are given questions and they have to answer the questions
quickly. It is shown from the transcripts of classroom observations as follows:
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
: Tinggi?
: Tall.
: Sangat tinggi? Salah nggak papa.
: Very tall.
: Good, repeat after me „very tall‟!
: Very tall.
: Tinggi „tall‟, pendek?
: Short.
: Sedang-sedang?
: Medium.
: Medium what?
: Medium high.
The teacher used this technique when he taught about people‟s height.
He drilled the questions to the students and the students answered the questions
quickly. The teacher did not only ask about people‟s height, but also gave
questions about people‟s weight:
Teacher
Student
Teacher
Student
Teacher
: Ok, Febi weight tentang berat tubuh gendut?
: Fat.
: Sangat gendut?
: Obese.
: Kelebihan berat badan?
15
Student
Teacher
Student
Teacher
Student
: Overweight.
: Kurus?
: Skinny.
: Kemudian kata yang bisa digunakan lagi bony. Kemudian
ramping?
: Slim.
In this questions and answer session, the students answered actively,
quickly, and correctly. From the transcript above, we can see that teacher used this
technique to know the students understanding. He asked questions to the students
and the students answer the teacher‟s questions. We can see that the students
understand the lesson so that they can answer the teacher questions correctly.
4. Memorization
According to Larsen-Freeman (2000), in this technique students are
given a set of vocabulary in the target language translated into the native language
and the teacher asks them to memorize the vocabularies. Below is the teaching
excerpt that shows the memorization teaching technique used by the teacher:
Teacher
Student
: Memorize it 2 minutes, dihafalkan itu 2 menit. Setelah itu I
ask you to close, saya meminta kalian untuk menutup.
Memorize the name, diingat-ingat.
Dibalik. Only the person that I ask to answer, answer the
questions. For the other stay silent.
Abi Mansyur, rambut panjang.
: Long hair
The topic of the teaching above was about people‟s hair. Here, after the
teacher explained about people‟s hair, he asked the students to memorize the
vocabulary for about 2 minutes. Then, to know if they could memorize it, he
asked questions to the students related to the topic. Below is another example
when the teacher used memorization technique:
Teacher
: Half a minute everyone setengah menit untuk mempelajari.
Half a minute and then later I will ask you about the
16
vocabulary. We start from people‟s hair kita mulai dari
rambutnya dulu. Silahkan, only people‟s hair. Ok, and make
sure you master also the pronounciation everyone, pastikan
pengucapannya juga betul. In the previous class di kelas
sebelumnya dari someone yang pengen ngomong „rambut
bergelombang‟ „wavy hair pak‟ (wrong pronounce), no you
don‟t say „wovy‟ but you say „wavy‟
Student
: Wavy
Teacher
: Make sure ingat the pronounciationnya juga harus betul.
I will not punish you if you cannot answer tidak akan
dihukum kalu tidak bisa menjawab, but if you can answer
kalu bisa jawab ya bagus. Ok, close it everyone ditutup. Turn
upstair down dibalik, only the person I ask hanya orang yang
say tanya ya, the other be quite yang lainnya diem. Ok, I want
to know saya pengen tahu kira-kira what do you say about
this one (saw a picture) the one using hat. What can you say
about the hair? Apa yang kalian bisa katakan tentang
rambutnya? I ask to saya bertanya kepada Septiani. The hair
rambutnya. Loudly!
Student
: Curly hair
Teacher
: Curly good. Next! The color?
Using this technique, the teacher asked the students to memorize some
vocabulary that they have learnt. Then the teacher asked some questions to the students
and they answered it.
From the analysis above, I can know that the teacher used
memorization techniques to make the students remember the lesson, especially in
vocabulary items.
5. Use Words in Sentences
According to Larsen-Freeman (2000), in order to show that students
understand the meaning and the use of a new vocabulary item, they make up
sentences in which they use the new words. It means that in this technique the
teacher can use new vocabulary items and ask students to make sentences using
17
the new items. Below is an example of using the technique in language learning
that was taken from the transcripts of observation.
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
: Good. Now we can talk about the face, bagian-bagian
matanya, hidungnya, bibirnya. Ok, pertama hidungnya dulu.
Dia mempunyai hidung?
: Pesek.
: How do you say?
: She has got flat nose.
: Good. Next!
: She has got large eyes.
: Good, mata sudah.
Here, the teacher asked the students to describe one of their friends
using the new vocabularies that they learnt. The students described her nose and
eyes correctly. Another example of teaching excerpt using this technique is
presented below.
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Student
: Oh iya wajahnya gimana? Mengucapkannya gimana?
: She has got round face.
: Good, wajah sudah terus apa lagi?
: Bibir.
: Tipis atau tebal?
: She has got thin lips.
: Good. Weight berat badan. Oh tingginya dulu. Tall/short?
Bela tingginya sedengan, how do you say?
: She is medium height.
In this technique the teacher asked the students to make some sentences
about people‟s face and weight. They made the sentences like the teacher‟s
instructions.
From the explanation above I can make a conclusion that teacher used
Use Words in Sentences to make the students able to make a sentence using the
vocabulary items that the teacher taught.
18
CONCLUSION
The analysis and interpretation above show the kinds of techniques that the
teacher used in teaching English to the students of Senior High School level at SMA Negeri 1
Bringin. The techniques used were: Repetition Drill 15%, Translating a Literature Passage
30%, Question and Answer Drills 35%, Memorization 10%, and Use Words in Sentences
10%.
In the repetition drill, the students have to repeat the teacher‟s model as
accurately and as quickly as possible. It is hoped that the repetition of words, clauses, and
sentences will automatically formulate the structures and vocabularies in the minds of the
learners such as how to read and write a word correctly.
The second technique is Translating a Literature Passage. In teaching the
students, the teacher used this technique frequently. In this technique, the students have to
translate a passage from English into Indonesian.
The third technique is Question and Answer Drill. This technique contains
questions and answers between the students and teacher. The students are given questions and
they have to answer the questions quickly. The teacher uses this technique to test the
student‟s ability in memorizing the materials.
The next technique is Memorization. In this technique, the students are given a
set of vocabulary in English translated into Indonesia and teacher asks them to memorize the
vocabularies. Grammar rules and patterns are also required to be memorized.
The last technique is Use Words in Sentences. In this technique, the teacher asks
the students to make a sentence using the vocabulary given. From this technique the teacher
can know whether the students understand or not.
19
In conclusion, I can say that the English teacher of SMA Negeri 1 Bringin uses
five teaching techniques such as: Repetition Drill, Translating a Literature Passage, Question
and Answer Drills, Memorization, and Use Words in Sentences, in order to make the students
easy to understand the lesson.
In my opinion, in language learning, teaching techniques become the crucial
elements in delivering knowledge from teachers to students especially in Senior High School
level. There are many teaching techniques, so it is the teacher‟s time to choose the best
techniques for their student‟s need and situations. An appropriate technique will help students
to easyly understand the materials and learn English in an interesting way.
I recommend for the teacher in SMA Negeri 1 Bringin to use more various
techniques. It will make the students enjoy the teaching process without feel bored.
20
Acknowledgement
This thesis would not have been completed without the help and support from many
people. Therefore, I would like to express my sincere appreciation and gratitude to the
following people who have assisted me in completing this thesis. First, I would like to thank
ALLoh SWT, the One who gives me strength, spirit, and guidance to finish this thesis. All ED
teachers thank you for all knowledge, understanding, and things that have been shared.
Moreover, I would like to express my sincere gratitude to Prof. Dr. Gusti Astika, M. A. ,
my supervisor, I thank to his kindness and patience in giving good suggestions for me so that
I could finish this thesis.
I wish to express my gratitude to my examiner Debora Tri Ragawati, S. S., MA-ELT,
without whose knowledge and assistance this study would not have been completed.
I would also like to thank to my participants, Mr. Anjas and all ten th grade students in
SMA negeri 1 Bringin for giving me chance to collect the data in SMA Negeri 1 Bringin.
I would also like to extend my appreciation to my family especially for my father,
Bapak Supardi Alm, my mother, Ibu Lasmirah, and my brother Bagus Setiyana. Thank you for
the support, love, patience, and never-ending prayers. My love, Lutvya De Omy, thank you
for your care, love, faithfulness, and gives spirit every time. I love you.
Finally, I am particular grateful to all of my friends in ED especially the 2008ers, we are
great we are eight, and all the people who contribute in finishing my thesis which can not
mention one by one here thank you so much for your assistances.
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Brown, H. D. (1994). Teaching by principles: an interactive approach to language pedagogy.
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Celce-Murcia, M. (1991). Teaching English as a second or foreign language. (second
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Harmer, J. (1993). The practice of English language teaching. New York: Longman
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Harmer, J. (2001). The practice of English language teaching. London: Longman.
Harsono, Y.M. (2005) English language teaching (ELT) in Indonesia: fact, problems, and
possible solutions. English Journal of Language Teaching and Research.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (second
edition). New York: Oxford University Press.
Richards, J. C. & Lockhart, C. (1994). Reflective teaching in second language classroom.
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Wipf, J. (1984). Strategies for teaching second language listening comprehension . Foreign
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