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interacting with others. 4 Learners tutor other learners. 5 Learners learn from the teacher, from other students, and from other sources.
Cunningsworth 1995: 7 states that course books are best seen as a resource in achieving aims and objectives that have already been set in terms of learner needs. Course books or materials
have multiple roles in English Language Teaching and can serve as: 1 A resource for presentation material spoken and written, 2 A source of activities for learner practice and communicative
interaction. 3 A reference source for learners on grammar, vocabulary, pronunciation, so on. 4 A source of stimulation and ideas for classroom language activities. 5 A syllabus where they
reflect learning objectives which have already been determined, 6 A resource for self-directed learning or self-access work. 7 A support for less experienced teachers who have yet to gain in
confidence.
2. RESEARCH METHOD
This research is a descriptive qualitative research. This research is naturalistic study about the classroom techniques used by the teacher at SMP Muhammadiyah 1 Kartasura. Naturalistic
observation refers to the collection of data without manipulation of the environment. In other definition, naturalistic observation is a research tool in which a subject is observed in its natural
habitat without any manipulation by the observer. Naturalistic observation involves two main differences that set it apart from other forms of data gathering. In the context of a naturalistic
observation the environment is in no way being manipulated by the observer nor was it created by the observer.
The researcher gets the data from three sources, namely: events, informants, and documents. The methods of collecting data in this research are observation, interview, and documentation. This
research uses data validity to prove the validity of the research namely data triangulation, method triangulation, and review informant. The techniques for analyzing data in this research are reduction
the data, display the data, and drawing conclusion. The subject of this study is the English teachers and students of SMP Muhammadiyah 1 Kartasura. The researcher observes in class 7D, and 8C. The
teachers’ names are Mrs. Mega Dwi Prastika Sari, S. Pd and Mrs. Fauzia Nur Hayati, S. Pd. The object of this research is the researcher focus on the classroom techniques used by the teacher in the
teaching of English: a naturalistic study at SMP Muhammadiyah 1 Kartasura in 20152016 academic year.
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3. RESEARCH FINDINGS AND DISCUSSION
3.1. Research Findings
This part consists of research findings of the classroom techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura. The researcher found that the
teacher used various techniques in the teaching of English at SMP Muhammadiyah 1 Kartasura such as: Role Play, Oral Repetition, Summarizing, Discussion, Reading Aloud, and Answering
Question. 3.1.1
Role Play The technique of role playing is with fun and motivating goal. That can make a
student who secretly gets a chance to express themselves in the direction of progress, the environment in the classroom and outside the classroom to be unlimited. In addition the
students the students who have the opportunity to use English can repeat English language in a comfortable situation. Through role playing teachers can train students to develop
speaking skills in kind situation. Given the students in the class are less active for their speaking as advanced weeks to speak to the class the students are less enthusiastic therefore
teachers have used the technique in groups so that students have more confidence to advance the practice of conversation in front of the class. Besides the teacher uses props
such as puppets to make students more interested and were delighted when asked to forward it to the class. Students understand what is expected, they enjoy their imaginative. In this
technique the teacher serves as a model, as instructor, as teaching knowledge and as facilitator. In this technique the students serves as subject and object of learning, as planner
and as evaluator. 3.1.2
Oral Repetition The use of oral repetition technique, the student understands in pronunciation such
words correctly in English. Students learn English deeply and positively to understand what they are learning. Oral repetition is a technique which the students hear some words or
sentences from the teacher then they repeat what they hear from the teacher, it focuses on listening skill of the students. The purposes by using this technique are expected that
students will be able to pronounce such words or phrase of English language correctly. This technique is deemed to be an effective way to solve problems faced by the students in
pronunciation. Oral repetition coaches the students’ accuracy and fluency and helps the students notice the correct form or pronunciation of such words or phrases. Besides that
students can sharpen their skill in listening skills. Students’ character formed through this technique is that the students dare to say such words in English. By completing this activity,
the students will be familiar with the vocabulary that they often listen. In this technique the
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teacher acts as evaluator to improve the students’ ability in pronouncing word or phrases with repetition. The role of the students is as a participant to pay attention of the material
described by the teacher. 3.1.3
Summarizing In this section the teacher explained about the material which was learned before and
the aim is to make the material clear for the students. The students made summary based on what they learned about the material. The teacher guiding the students to make summary
based on what they learned and used their languages or words to make their easier and remember about the material well. The purposes by using this technique are in this activity,
the teacher gave positive feedback and facilitating the students to get more information. The purpose of this activity is to make the students more understand about the material. In this
technique the teacher serves as facilitator and as instructor. student’s role in this technique is
student as participant. Students follow the appropriate command instruction learning process. Students follow the instruction from the teacher to do something.
3.1.4 Discussion
The purpose by using this technique is that students can discuss about the material collectively. It makes the students have good interaction with the other students. The
students feel confident when learn with the discussion technique. The aim of discussion technique is to increase the student’s speaking skill and to make students confident to share
their thought with other friends in the class. In this technique the teacher serves as model and instructor. Student’s roles in discussion technique are students as participant and
students as leaner member group and learn by interacting with other. 3.1.5
Reading Aloud Reading aloud is reading aloud with pronunciation and intonation. In reading aloud,
the students will get experience in producing the sound, which should be practice as many as possible. Reading aloud is to build many important foundational skills, introduces
vocabulary, and expressive reading of students. Reading with loud voice is a purpose to be able to pronounce words, phrases and sentences correctly. In this technique the teacher
serv es as instructor and as controller. Student’s roles in reading aloud are as participant and
engage actively in learning. 3.1.6
Answering Question The purposes by using answering question technique are that the students understand
and able to identify main point of the text. After finishing the task, the students will be able to compare between question and their answer, the answer has to relate to the question.
Student’s character build in this technique makes the students more careful when they are answering the question and makes the students confident with their own answer. In this
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technique teacher acts as instructor and evaluator. Student’s roles in this technique are
students are as monitor and evaluator of his or her own progress and tutor for the other students.
No. Techniques
Mrs. Mega
Mrs. Fauzia
Teacher’s Role
Student’s Role Achievement of
Standard Competency
1 Role Playing
Model, Instructor,
Teaching knowledge,
and Facilitator Learners
as subject
and object
of learning,
as planner, and as
evaluator The student is
able to develop their
own abilities
in speaking skill.
2 Oral Repetition
Evaluator Participant
The student is able to mention
some things 3
Summarizing Instructor
Participant The student is
able to memorize the material
4 Discussion
Model, and
Instructor Participant and
Student as
Learner Member Group
and Learn
by Interacting with
Other The student is
able to ask and give
the information for
the other
students
5 Reading Aloud
Instructor, controller
Participant, and Student Engage
Actively in
Learning The student is
able to
read some sentences
in correct
intonation and
pronunciation 6
Answering Question
Instructor and Evaluator
Monitor and
Tutor for the Other Students
The student is able to identify
the information of simple short
functional
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written text
about narrative text
3.2 Discussion
Based on the research findings, there were several components that the author discusses the research findings. The component consist of the kinds of classroom techniques used by the
teacher in the teaching of English, the purposes of using each classroom t echniques, teacher’s role
and student’s role in each classroom techniques, and the instructional material when studying English at SMP Muhammadiyah 1 Kartasura.
Dara 2013 found that the techniques used in fourth semester of English Department of Widya Dharma University speaking IV is discussion. It used in order to make the students active
and be able to speak easily. In her research, she tells that discussion technique is very suitable to increase student’s ability in speaking. In her research, she also found that the material used is freely
from the internet that appropriate with the theme. The teacher’s role is as facilitator and the student’s role is as a center of the classroom.
In this research finding, the researcher found one technique in line wi th Dara’s finding.
The technique is discussion technique. But, this research has differences with the current finding. In this research finding, she focused on the describing teaching techniques in speaking class.
While, the researcher’s research focused on the classroom techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura. In this research finding, the researcher
not only found one technique but also some techniques which are used by the teacher in English class at SMP Muhammadiyah 1 Kartasura such as: Role Play, Oral Repetition, Summarizing,
Discussion, Reading Aloud, and Answering Question. Sari 2013 found that the teaching techniques applied by English teacher to improve
students’ vocabulary at the first year of SMP Muhammadiyah 7 Eromoko Wonogiri are Memory and Storage Systems and Contextual Guesswork. It used in order to make the students are not
bored, but more enthusiastic to follow the teaching-learning process. In her research, she tells the process of teaching-learning vocabulary consists of opening the class, explanation, consultation,
practice, presentation, evaluation, and closing. She also found that the problem faced by the teacher in teaching vocabulary at the first grade students is the classroom management, different
motivation of the students, and the different ability of each student in acquiring vocabulary. In this research finding, the researcher still has differences with the current finding. In this
research finding, she focused on the describing teaching technique applied by English teacher to improve students’ vocabulary. She just found two techniques used in the teaching vocabulary,
there are Memory and Storage Systems and Contextual Guesswork. While, the current finding focused on the classroom techniques used by the teacher in the teaching of English at SMP
Muhammadiyah 1 Kartasura. In this research finding, the researcher not only found one technique
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but also some techniques which are used by the teacher in English class at SMP Muhammadiyah 1 Kartasura such as: Role Play, oral Repetition, Summarizing, Discussion, Reading Aloud, and
Answering Question. Revellia 2014 found that there are some techniques used by the teacher in the teaching-
learning process namely reading aloud, oral repetition, answering question, and dialog conversation. Based on her finding, in reading aloud, the objective is student being able to respond
to the text read out by the teacher. In oral repetition, the objective is an effective way to solve problems faced by the students in learning pronunciation. In answering question, the objective is
student understands and be able to identify main point about of the text. And Dialog Conversation, the objective is can from the character of students more confident, not shy and dare
to appear in front of other students. In this research finding, the researcher found several techniques, the purposes of using
each the techniques, teacher’s roles and student’s roles, and instructional material in line with the current finding. But in this research finding still has differences with the current finding. In this
research finding, she focused to describe the techniques of teaching English implemented by the teacher at SMP Muhammadiyah 5 Surakarta. She also just found four techniques in the teaching of
English. While, the current finding focused on the classroom techniques used by the teacher at SMP Muhammadiyah 1 Kartasura. By conducting observation, the researcher can found six
techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura such as: Role Play, Oral Repetition, Summarizing, Discussion, Reading Aloud, and Answering
Question. Ahsan 2015 examines the techniques in teaching reading to the seventh grade of SMP
Negeri 2 Wonogiri. In his study, he found that the techniques in teaching reading to the seventh grade in SMP Negeri 2 Wonogiri are Reading Aloud and KWLH technique. He also found that the
procedures of teaching reading consist of pre-reading, while-reading, and post-reading. In this research
finding, the researcher still has differences from the researcher’s research. This research finding focused on the techniques and procedures of reading class. He also found
two techniques in teaching reading, there are Reading Aloud and KWLH technique. While, the current finding focused on the classroom technique used by the teacher in the teaching of English
at SMP Muhammadiyah 1 Kartasura. The researcher also found six techniques in the teaching of English at SMP Muhammadiyah 1 Kartasura.
Prakusumasari 2015 describes the procedure of teaching reading by using story mapping technique and to identify the result of story mapping technique in reading comprehension of
narrative text. In his research, he found that story mapping technique gives positive impact to the success of teaching reading of narrative text. Story mapping technique helps the students to
comprehend the content of narrative text easily. In this research finding, the researcher used one technique that is story mapping in
teaching reading. In his research, he focused on describes the procedure of teaching reading by
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using story mapping technique. He also found the result of story mapping technique in reading comprehension of narrative text at SMP Muhammadiyah 6 Surakarta. While, the current finding
focused on classroom techniques used by the teacher in the teaching of English such as: Role Play, Oral Repetition, Summarizing, Discussion, Reading Aloud, and Answering Question.
From the data gotten from interview with two English teachers, some students, and documents or field notes in English class at SMP Muhammadiyah 1 Kartasura, the researcher
found that the teachers used several techniques in teaching English, namely Role Playing, Oral Repetition, Summarizing, Discussion, Reading Aloud, and Answering Question. According to
Crookes Chaudron in Brown: 1994: 141, there are three types of language teaching techniques namely controlled technique, semi controlled technique, and free controlled technique. There are
three types of language teaching techniques at SMP Muhammadiyah 1 Kartasura. First, controlled techniques include oral repetition, reading aloud, and answering question. Second, semi controlled
techniques such as role play, and summarizing. Third, free controlled techniques include discussion. Based on the explanation above, types of techniques used by English teacher at SMP
Muhammadiyah 1 Kartasura are appropriate with Crookes Chaudron theory. All of techniques used by the teachers have their own purposes. There some techniques
used by the teachers and its purposes. 1 Role Playing can build the character of students to be more confident, and be brave to appear in front of the other students. 2 Oral Repetition can
guide the students’ accuracy and fluency and help the students notice the correct form or pronunciation of a word or phrase. 3 Summarizing makes the students understand and memorize
the material well. 4 Discussion makes the students understand how to solve the problem faced in a group. Discussion technique also makes the students more active and creative. 5 Reading
Aloud can improve the students’ reading skill. 6 Answering Question makes the students understand the content of the text and also is able to identify the main point of the text. All of the
purposes of e ach technique used by the teacher are appropriate to improve students’ skill in
Listening, Speaking, Reading, and Writing. In the teaching-learning process of English, the teacher has roles. According to Richard
1985: 23, “teacher roles are related to the following issues: the types of functions teachers are expected to fulfil e.g. practice director, counsellor, and model. Based on this statement, the
teacher has many functions in the classroom. In her observation, the researcher found that the teacher
s have their own roles in each of teaching technique. There are teachers’ roles that the researcher found in her observation. 1 Teacher as model, 2 Teacher as instructor, 3 Teacher as
teaching knowledge, 4 Teacher as a facilitator, 5 Teacher as evaluator, 6 Teacher as controller. This finding is appropriate with Richard theory.
Johnson and Paulson 1979 in Richard 2001 states that learner’s roles in an individualized approach to language learning such as planning their own learning program, monitoring and
evaluating their own progress, tutoring other learners, engaging actively in learning, creating dialog and interaction with peers and teacher, having performance and presentation and discussion. In
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her observation, the researcher found that the students have their own roles in learning process. There are students’ roles that the researcher found in her observation. 1 Student as subject and
object of learning, 2 Student as planner, 3 Student as evaluator, 4 Student as participant, 5 Student as learner member group and learn by interacting with other, 6 Student as student engage
actively in learning, 7 Student as monitor and evaluate their own progress, 8 Student as tutor for the other students. This finding is appropriate with Richard theory.
The materials used by the teachers in the teaching-learning process are workbook and textbook LKS
Baahasa Inggris Kelas VII KTSP”. Second, from Masmedia publisher year 2015 entitle “Experiencing English for Junior High School Students Year VII KTSP” for seventh
grade, LKS Bahasa Inggris Kelas VIII KTSP”. Second from Erlangga publisher year 2009 entitle
“Mandiri for Junior High School grade VIII KTSP”, dictionary and another sources from internet, show slide in power point. The material used in teaching of English is not only focused
on the textbook and workbook but also other material sources from the internet or other books. This finding is appropriate with Richard theory that state some form of material such as: 1
Printed materials such as books, workbooks, worksheets or readers, 2 Non-print materials such as cassette or audio materials, video or computer-based materials, 3 Materials that comprise both
printed and non-printed sources such as self-access or self study, materials on internet, 4 Additional materials not designed for instructional use such as magazines, newspapers, TV
materials.
4. CONCLUSION
