contoh proposal teaching speaking throug

  

TEACHING SPEAKING THROUGH COMMUNICATIVE LANGUAGE

TEACHING (CLT) METHOD TO THE EIGHTH GRADE STUDENTS AT

STATE JUNIOR HIGH SCHOOL 2 BELITANG A Research Proposal by: DESI PERMATASARI Students Registration Number 2012111050 English Education Study Program Language and Arts Education Department FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF PGRI PALEMBANG 2016

  

TEACHING SPEAKING THROUGH COMMUNICATIVE LANGUAGE

TEACHING (CLT) METHOD TO THE EIGHTH GRADE STUDENTS AT

STATE JUNIOR HIGH SCHOOL 2 BELITANG

1. Background of the Study

  English speaking ability is one of communicative competence. Communicative competence involves knowing how to use English to achieve communicative goals and to know how to use English socially in an appropriate way. The value of teaching speaking is important in English teaching field. McDonough, Shaw, and Mashura (2013:156) explain that speaking is the skill upon which a person is judged at face value. In other words, speaking is the major criterion to judge whether students’ English competence is good or not.

  Nowdays, many teachers of English have taught speaking through conventional method, which is a passive (not interactive) teaching method in class.

  Futhermore, they only judge students’ English competence from reading and writing skill. The purpose of their teaching is directed to make their students achieve good result in the final examination. Therefore, the students lack practice in English. As a result of the method, the students often consider that speaking is a difficult and boring subject.

  To avoid such problem, teachers can use a variety of ways to make their speaking lesson memorable and enjoyable for students. Students who enjoy their lesson will pay closer attention (Joseph, 2014). This is why the teachers should take time to ensure that they are teaching speaking in their best and most engaging method for the skill level of their individual students. One of the speaking methods that can be used is Communicative Language Teaching (CLT) method. CLT method can solve the problems faced in the speaking class activities and make the students more desirable to communicate and interact in many possibilities they have. Students have to use the opportunity to express their opinions and feelings and to get some information and teachers have to make a situation which can involve students in real communication.

  Harmer (2007:69) explain that activities in CLT typically involve students in real or realistic communication, where the successful achievement of the communicative task they are performing is at least as important as the accuracy of their language use. It show that CLT method is classifed an effective and effecient method. By using the CLT method, the teachers give enough opportunites to the students participating in teaching learning process for example in teaching speaking. Therefore, the teachers have to transform the silent in active of printed simbols into living speech. She has to make all words, phrases, and sentences in the book play a usefull part in real situation by using CLT, the teachers can ensure that the language being learned by her students is realistic and living. Moreover, the students can carry on their duties or teacher’s instruction with good humor and enjoyment.

  The effectiveness and the effeceincy of CLT method above toward teaching learning process makes the writer is interesting in conducting the research entitled teaching speaking through CLT method to the eighth grade students at State Junior High School 2 Belitang.

1.1. Problem of the Study

  The problem of this study is the students still assume that speaking English is very hard for them, and many teachers of English who teach speaking choose the methods that are not suitable with the skill. Therefore, the students lack practice in

  1.2. Limitation of the Problem

  The problem of this study is limited on teaching speaking through Communicative Language Teaching (CLT) method using role-play to the eighth grade students at State Junior High School 2 Belitang.

  1.3. Formulation of the Problem

  The problem of this study is formulated in the following question: “Is it effective to teach speaking through Communicative Language Teaching (CLT) method to the eighth grade students at State Junior High School 2 Belitang?

  1.4. Objective of the Study

  Based on the main problem above, the objective of this study is to find out whether or not Communicative Language Teaching (CLT) method is effective to teach speaking to the eighth grade students at State Junior High School 2 Belitang.

  1.5. Significance of the Study

  1. For the Teachers

  For the teachers of English, this study become as a source of information for teach speaking.

  2. For the Students

  For the students, the result of this study can improve the students’ speaking ability.

  3. For the Writer

  The writer can enlarge and improve her speaking ability, and get the

4. For Other Researchers

  This study become as a reference for other writer who wants to investigate about teaching speaking through Communicative Language Teaching (CLT) method.

2. Literature Review

2.1. The Concept of Teaching There have been numerous definitions of teaching by many researchers.

  According to Brown (2007:8), teaching is showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand. From a different point of view, Greer (2002:5), defines teaching is a dynamic interaction among four components: (a) the student, (b) the teacher, (c) the curriculum for what is being taught, and (d) the learned repertoire (how to use it and when to use it). Futhermore, Leong cited in Takagi, Allman, and Sinjela (2008:185), teaching is a social art, necessarily involving a relationship between people; and the success of a teacher in the practice of his art depends upon his possessing that quality or attitude of mind which enables him to make the relationship between himself and his students a reciprocal one. Not all the teaching should be done by the teacher. Not all the learning should be done by the students. In addition, Squires (2000:3-21) states: (1) teaching is an art, while teaching involves methods, it also involves qualities – such as liking the subject and liking the pupils – and ‘abilities’ such as memory, will power and kindness. (2) teaching as a craft, if teaching is a craft, one can analyze it into its elements, set up programmers to train people in it, and produce a large and skilled workforce for the schools, colleges and universities. (3) teaching as an Applied Science, teaching involves the application of scientific principles and evidence to practical tasks.

  According to Parini (2005:80), teaching is after all, a performance art, and whether or not we want to acknowledge it, we assume a costume of sorts every day of the semester. In addition, Brundrett and Silcock (2002:40), states that teaching is the use of those explanatory (often simplified) forms of discourse which teachers need to introduce students to other (subject) discourses.

  In language teaching and learning, according to Blum cited in Richards and Renandya (2002:21), twelve characteristics of effective teaching are identified:(1) Instruction is guided by a preplanned curriculum, (2) There are high expectations for students learning, (3) Students are carefully oriented to lessons, (4) Instructions are clear and focused, (5) Learning progress is monitored closely, (6) When students do not understand, they are retaught, (7) Class time is used for learning, (8) There are smooth and efficient classroom routines, (9) Instructional groups formed in the classroom fit instructional needs, (10) Standards for classroom behavior are high, (11) Personal interactions between teachers and students are positive, (12) Incentives and rewards for students are used to promote excellence.

2.2. The Concept of Speaking

  There are four skills in learning English; one of them is speaking. According to McDonough, Shaw, and Masuhara (2013:156), as a language skill, speaking has sometimes been undervalued or in some circles, taken for granted. However, speaking is not the oral production of written language, but involves learners in the mastery of a wide range of subskills, which added together, constitute an overall competence in the spoken language.

  There are various definitions of speaking from many English language experts. Thornbury (2005:1), defines speaking is so much a part of daily life that we take it for granted. McDonough, Shaw, and Mashura (2013:156), explain that speaking is desire- and purpose-driven; in other words, we genuinely want to communicate something to achieve a particular end. This may involve expressing ideas and opinions; expressing a wish or a desire to do something; negotiating and/or solving a particular problem; or establishing and maintaining social relationships and friendships. To achieve these speaking purposes, we need to activate a range of appropriate expressions. From a different point of view, Chaney as cited in Kayi (2006), speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.

2.3. The Concept of Communicative Language Teaching (CLT) Method

  Communicative Language Teaching is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices (Banciu, 2012). As pointed out by Lee and Patten cited in Beneti (2009), communicative language ability develops as learners engage in communication and not as result of habit-formation grammatical items. On the basis of main findings in classroom research investigating the effects of different approaches to grammar instruction, that the acquisition of grammar is more a function of the learner than the instructor.

  2.3.1. Several Techniques in CLT Method

  There are many effectiviness techniques in communicative language teaching to improve students’ speaking skill. According to Larsen (2000:132), there are many techniques and materials in teaching speaking skill. They are authentic materials, scrambles sentences, language games, picture strip story, and role-play. This study only uses role-play.

  2.3.2. Principles Of CLT Method

  According to Savignon (2002, as cited in Berns 1990:104), provides a useful summary of eight principles of CLT:

  1. Language teaching is based on a view of language as communication. That is, language is seen as a social tool that speakers use to make meaning; speakers communicate about something to someone for some purpose, either orally or in writing.

  2. Diversity is recognized and accepted as part of language development and use in second language learners and users, as it is with first language users.

  3. A learner’s competence is considered in relative, not in absolute, terms .

  4. More than one variety of a language is recognized as a viable model for learning and teaching.

  5. Culture is recognized as instrumental in shaping speakers’ communicative competence, in both their first and subsequent languages.

  6. No single methodology or fixed set of techniques is prescribed.

  7. Language use is recognized as serving ideational, interpersonal, and textual functions and is related to the development of learners’ competence in each.

  8. It is essential that learners be engaged in doing things with language that is, that they use language for a variety of purposes in all phases of learning.

  2.3.3. The Characteristics of CLT method According to Richards and Rodgers (1986:71), analysis of theoretical base of

  communicative language teaching offer the following four characteristics of a communicative view language: Language is a system for the expression of meaning  The primary function of language is for interaction and communication  The structure of language reflects its functional and communicative uses 

   The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning exemplified in discourse.

  2.3.4. The goals of CLT method

  According to Richards (2006:3), Communicative Language Teaching (CLT) has several goals, such as: (1) Knowing how to use language for a range of different purposes and functions, (2) Knowing how to vary our use of language according to the setting and the participants (e.g. knowing when to use formal andinformal speech or when to use language appropriately for written as opposed to spoken communication), (3) Knowing how to produce and understand different types of texts (e.g. narratives, reports, interviews, conversations), (4) Knowing how to maintain communication despite having limitations in one’s language knowledge (e.g., through using different kinds of communication strategies).

2.4. The Concept of Role – Play

  According to McDonough, Shaw, and Mashura (2013:174), state that role-play materials are often written specifically to get learners to express opinions, to present and defend points of view, and to evaluate arguments for which there is no one objective way of demonstrating the outcome as right or wrong. From a different point of view, Krish (2001), state that role-play was chosen as one of the tasks in this course to create a situation for the learners to actively interact in the language, thereby making the language learning more meaningful. In addition Wachs (1997), state that role plays provide an extra measure of security as students try out their linguistic skills in an environment of unpredictable language.

  For example Viney cited in McDonough, Shaw, and Mashura (2013:174), role play uses a critical incident and offers opportunities for the whole class to consider how to negotiate in a reasonable manner without being aggressive or offensive. The role play takes place at a Lost Property Office of a bus company between a day tripper who wants to retrieve a lost bag on the same day and a customer service employee who wants the customer to come back the next day for personal reasons. The rest of the class are given an evaluation sheet for observation of effectiveness of the interactions. The role plays can be recorded for further discussions not only of the expressions but also of the effectiveness of the social interaction.

2.5. Procedure of Teaching Speaking through Communicative Language Teaching (CLT) Method.

  1. Data of school

  a. School : State Junior High School 2 Belitang

  b. Class : VIII c. Type of teaching : Explain, Practice and Excercise.

  2. Materials

  a. Speaking skill : Asking and giving opinion

  3. Purposes

  a. General Purposes : Students are motivated to speak as much as possible with their freinds b. Particular purposes : The students will be confident and able to speak english.

  4. Time : 2 x 45 minutes

  5. Teaching procedure: Teacher Students

  Time Do Say Do Say

  Pre-activity Warning Up

  Good morning everyone, how are you today? Who’s absent today?

  Respond Good morning, fine.

  Thanks and you? Nothing, mom

  15 minutes Do Say Do Say Time Pre- Asking Do you still Answerin Yes, mom.

  15 activity Questions remember about our g the minutes lesson last meeting? question Ok, Tina last Last meeting we meeting we learn learn about past about? tense. Punisment Are you sure, Tina! Did you learn at Not really, mom. home last night? Respond How about the Last meeting we other? learn about recount text. Give a Ok, good. reward Last week we learn Respond Yes, mom. about recount text. Whilst- Ok, now we What our

  60

  continue our material

  activity material today, minutes

  Asking the Respond mom? students

  Today we learn about Ok, mom. speaking skill base on the situation given.

  Explain the Ok, look at this material chapter, we are going to learn about asking and giving opinion. Asking and giving opinion are how does she/he feel about something. Some expression can be used in asking and giving opinion like: what’s your opinion of...?, what do you think about...?, what do you feel about the...? and do you think ..? (for asking opinion). Teachers Students Do Say Do Say Whilst- Explain Next, giving opinion

  60 activity the In my opinion..... minutes material I think......

  For example: Respond Yes, mom.

  A: what do you think about my new dress B: I think your dress very nice. Asking to Ok, I want ask to Yes, mom. the Andi and Sari. students Come here, let’s practice about asking and giving opinion by using your own words and the Respond Ok, mom. situation in the airport for example.

  Do you get the point Yes, mom. about our material today? Any question so far? No, mom. Invite Well, if there is no students question, I will ask Yes, mom. with their you to practice in pair to front of class with Respond practice in your freind and make front of some conversetion class base on situation given (flash cards) Giving a Ok, very good. Respond Thank you, reward Sinta and Novi mom.

  Post- Make Ok. Who want to Respond Boby, mom.

  15 activity conclution make conclution minutes from our material today?

  Give a Ok, very good Respond Thank you, reward mom. Firewell Ok, class. That all about our material Respond See you today and see you next meeting. Some researchers such as Richards (2006), Harmer (2007), and Banciu (2012), have proved that Communicative Language Teaching (CLT) method gives an important aspect for improvement of speaking.

  2.7. Hypotheses of the Study

  Fraenkel, Wallen, and Hyun (2011:83), state that hypothesis is simply put, a prediction of the possible outcomes of a study. There are two hypotheses of this study: null hypothesis (Ho) and the alternative hypothesis (Ha) as stated below: Null Hypothesis (Ho) : It is not effective to teach speaking through

  Communicative Language Teaching (CLT) method to the eighth grade students at State Junior High School 2 Belitang. Alternative Hypothesis (Ha) : It is effective to teach speaking through

  Communicative Language Teaching (CLT) method to the eighth grade students at State Junior High School 2 Belitang.

  2.8. The Criteria for Testing the Hypotheses

  To test hypotheses, the writer compared the t-observation (t-obt) with t-table (t- tab) is the result of t-test and those in the post-test and (t-tab) is critical value of t in the t-distribution table (Hatch and Farhady, 1982:272). The writer used critical value of t- table or matched t-test distribution table with 5% level of significant (0.05) in one-tailed test. The number of the students involved as the sample were about 34 students, so degree of the freedom (df) is probably 33 (34-1). The critical value in the table is 1.69. if the t-obtained is more than t-table, null hypothesis (Ho) will be rejected and alternative hypothesis (Ha) will be accepted.

3.Research Methodelogy

3.1. Research Method

  The pre-experimental method with pretest-posttest one group design will be conducted to get teaching speaking through CLT method to the eighth grade students at State Junior High School 2 Belitang. There are only one group of students involved. Fraenkel, Wallen, and Hyun (2011:269), describe that in the one group pretest-posttest design, a single group is measured or observed not only after being exposed to a treatment of some sort but also before.

  A diagram of this design is as follows:

  O

  1 x O

  2 Where: O

  1 : Pre-test

  X : treatment O Post-test

  2 :

  this study use the poor (weak) exprerimental method, because for doing this study could not control the students’ learning style, social background, learning habits, and etc. The steps will be taken in conducting the study are as follows:

  1. Doing a relevant survey of library for problem that would be investigated;

  2. Identifying and defining the problems;

  3. Formulating the hypothesis

  4. Arranging the research design by;

  a) Identifying kinds of relevant variables,

  b) Determining design of experiment,

  c) Selecting a representative subject to a certain population,

  d) Selecting and arranging instruments to measur experimental result, e) Designing procedure of collecting data

  5. Doing the experiment;

  6. Analyzing the rude data;

  7. Drawing conclusion

  8. Write the report as a thesis

3.2. Operational Definition of the Terms

  The terms used in this study are teaching, speaking, Communicative Language Teaching (CLT) method.

  1. Teaching

  Teaching is process of communication, interaction, and transfering information between the teacher and the students.

  2. Speaking

  3. Communicative Language Teaching (CLT) method

  Communicative Language Teaching (CLT) method is method to language

  a teaching that emphasizesas both the means and the ultimate goal of study .

  4. Role-play

  Role-play is as pretending to be someone else to be in a specific situation that you are not actually in at the time.

  3.3. Variables of the Research

  Research variable is an attribute of a person or an object which varies from time to time. There are two kind of variables in this study. They are independent variable and dependent variable. Fraenkel, Wallen, Hyun (2011:80), state that independent variable is presumed to affect (at least partly cause) or some-how influence at least one other variable. While dependent variable is the variable that the independent variable is presumed to affect. In this study, there are two variables. Those are independent variable and dependent variable. Independent variable is the application of the Communicative Language Teaching (CLT) method in teaching speaking, while dependent variable is the students’ score in speaking.

  3.4. Population

  According to Richards and Schmidt (2002:406), population (in statistics) is any set of items, individuals, etc. That share some common and observable characteristics and from which a sample can be taken. From a different point of view, Fraenkel, Wallen, and Hyun (2011:92) defines population is the group of interest to the research, population of this study is all of the eighth grade students at State Junior High School 2 Belitang in the Academic Year of 2015/2016. The reason for choosing these students is because they are taking speaking subject that included in their syllabus.

  . There are nine classes (class VIII.1, VIII,2. VIII.3, VIII.4, VIII.5, VIII.6,

  VIII.7, VIII.8, VIII.9) for the eighth grade students at State Junior High School 2 Belitang.

  TABEL 1 THE POPULATION OF THE STUDY

NO CLASS TOTAL NUMBER

  1 VIII.1

  32

  2 VIII.2

  32

  3 VIII.3

  30

  4 VIII.4

  32

  5 VIII.5

  34

  6 VIII.6

  30

  7 VIII.7

  32

  8 VIII.8

  30

  9 VIII.9

  34 TOTAL 289

   (source: State Junior High School 2 Belitang in academic year 2015/2016)

3.5. Sample

  According to Fraenkel, Wallen, and Hyun (2011:106), sample is any part of a population of individual on whom information is obtained. It may, for a variety of reasons, be different from the sample originally selected. In this study, the sample was taken by using one stage cluster random sampling. Fraenkel and Wallen (2005:98) states that one stage cluster random sampling is the cluster that has been randomly selected, rather than individuals, and hence the researcher is not entitled to drow conclusions about a target population of such individuals. Based on one stage cluster

  

TABLE 2

THE SAMPLE OF THE STUDY

No Class Total Number

  1 VIII.9

  34 Total

  34 (source: State Junior High School 2 Belitang in academic year 2015/2016)

3.6. Technique of Collecting the Data

  In this study, the technique for collecting the data by using oral test in the question and answer form. The data will be collected from pretest (to know base score) before treatment and posttest after the treatment through CLT method by using role- play.

3.6.1. Validity

  According to Fraenkel, Wallen, and Hyun (2011:147), validity is the most important idea to consider when preparing or selecting an instrument for use. Validity refers to the appropriateness, meaningfulness, and usefulness of the inference a researcher makes. Conten validity is used to know whether the test can be used as an instrument to measure any specific objective that has same level as the material of the subject given or not.

  

TABLE 3 OBJECTIVE

  INDICATOR MATERIAL TYPE OF TEST TEST ITEMS To express The students Speaking skill Oral test using

  6 the opinion will be to answering role-play related to the confident and the questions flash cards able to speak base on english. situation given

3.6.2. Reliability

  According to Fraenkel, Wallen, and Hyun (2011:154), reliability is the consistency of the scores obtained how consistent they are for each individual from one administration of an instrument to another and from one set of items to another. This study need two judges to know the reliability. Two judges were used to avoid the subjectively in giving a score for students’ speaking assesment. The first judge was the teacher of English at State Junior High School 2 Belitang and the second judge was the writer. The formula of ranking method as follows:

  2 R=1- 6(∑d )

  2 N(n -1)

  Where : R : Ranking Method

  2

  d : different score N : students’ numbers

3.7. Technique of Analyzing the Data

  For analyzing the data the matched t test will be used. In scoring the data, this study will be used rating scale of speaking which consists of pronunciation (P), vocabulary (V), Loudness (L), and Fluency (F). The table below shows the component of the rating scale of speaking for the test.

RATING SCALE OF SPEAKING

  component Score Pronunciation (1) few words pronounced correctly

  (2) some words pronounced correctly (3) many words pronounced correctly

  (4) most words pronounced correctly (5) all words pronounced correctly

  Vocabulary (1) mostly choose wrong words (2) often choose wrong words (3) word choice adequate but could be improved (4) mostly choose right words (5) always choose right words

  Loudness (1) too soft, difficult to hear (2) mostly soft and unclear (3) sometimes soft and unclear (4) appropriate level of volume (5) clear, easy to hear

  Fluency (1) too slow or too fast (2) mostly to slow or too fast

  (3) sometimes slow sometimes fast (4) not too slow or too fast (5) just right

  This study uses 0-10 scales and the maximum score is 20, the score should be devided by 2.

3.7.1. The conversion of the rating scale of speaking

  To interpret the students’ individual score, the range that will be used as follow: very good, good, fair, poor, and very poor. The score will be taken from total of speaking component score:

  

TABLE 5

THE CONVERSION OF THE RATING SCALE OF SPEAKING

Speaking Component Score

  Pronunciation

  25 Vocabulary

  25 Grammar

  25 Fluence

  25 Total 100

  3.7.2. The score will be classified as follows:

  The score and the level grades of the students’ competency

  TABLE 6 THE LEVEL OF STUDENTS’ COMPETENCY Score Grade Level of students’ competency

  86 - 100 A Very good 71 - 85 B Good 56 - 70 C Fair 41 - 55 D Poor

  <40 E Very poor

  3.7.3. Matched T –Test

  In analyzing the data obtained from the test, this study will be used matched t- test. Firstly, the scores of the test will be tabulated into pre-test and post-test to differentiate the result before treatment (pre-test) and after treatment (post-test) and find out the significant difference between pre-test and post-test. The formula of matched t- test (Hatch and Farhady, 1982:116), as follows:

  x

  ¯ −¯x

  1

  2 S ¯D

=

obt t

  Where: t : Matched t-test. 1 ¯x : The mean of the students’ score in the post-test. 2 ¯x : The mean of the students’ score in the pre-test.

  S ¯D : Standard error of differences between two means.

  The formula of SD is: 2 2

  1 ( DD )

  SD

  ( ) n

  SD= N N −1 √ SD =

  √

  Where: SD : Standard deviation D : The difference between the pretest and posttest N : The number of the students

  

References

nd

  Banciu, V. (2012). Communicative Language Teaching. Retrieved February 22 , 2016, from http://revad.uvvg.ro/files/nr8/9.%20Banciu.pdf Beneti, A. G. (2009). Japanese Language Teaching: A Communicative Approach. New York: Continuun. Brown, H. D. (2007). Principle of Language Learning and Teaching. United States: Pearson Longman.

  Brundrett, M., & Silcock, P. (2002). Achieving Competence, Success and Excellence in Education. London and New York: Taylor & Francis Group. Fraenkel, J. R., & Wallen, N. E. (2005). How to Design and Evaluate Research in

  , 2016, from http:// iteslj.org/Techniques/Kayi-TeachingSpeaking.html Krish, P. (2001). A Role Play Activity with Distance Learners in an English Language

  ed.).New Jersey: Wiley-Blackwell Parini, J. (2005). The Art of Teaching. New York: Oxford University Press.

  Teacher’s Guide (3 rd

  UK: Oxford University Press. McDonough, J., Shaw C., & Masuhara, H. (2013). Materials and Methods in ELT: A

  nd Ed.).

  , 2016, from http:// iteslj.org/Article/Krish-RolePlay.html Larsen-freeman, D. (2000). Techniques and Principles in Language Teaching (2

  st

  Classroom: The Internet TESL Journal. Retrieved March 21

  st

  Education (6 th Ed.). New York: McGraw-Hill Companies, Inc.

  Language: The Internet TESL Journal. Retrieved March 11

  , 2016, from http://blog.udemy.com/how-to-teach- grammar/ Kayi, H. (2006). Teaching Speaking Activities to Promote Speaking in a Second

  nd

  Retrieved February 22

  UK: Combridge University Press. Joseph, L. (2014). What Methods are Quickest and Easiest?. How to Teach Grammar.

  Jack, J. C. & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching.

  th ed.). Longman.

  Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to Design and Evaluate Research in Education. New York: McGraw, Hill, Inc. Greer, R. D. (2002). Designing Teaching Strategies An Applied Behavior Analysis System Approach. United Stated: Academic Press. Hatch, E., & Farhady, H. (1982). Research Design and Statistic for Applied Linguistics. Cambridge: Newbury House Piblisher, Inc. Harmer, J. (2007). The Practice of English Language Teaching (4

  Richards, J. C. & Renandya, W.A. (2002). Methodology in Language Teaching. An Anthology of Current Practice. Cambridge. UK: Cambridge University Press. Richards, J. C. & Schmidt, R. (2002). Longman dictionary of Language teaching and Applied Linguistics. London: University Press.

  Savignon, J. S. (2002). Interpreting Communicative Language Teaching: Contexts and Concerns in teacher Education. London: Yale University Press. Squires, G. (2000). Teaching as a Professional Dicipline. London: Falmer Press, Taylor and Francis Group. Takagi, Y., Allman, L., & Sinjela, M, A. (2008). Teaching of Intellectual Property.

  Principles and Methods. New York: Cambridge University Press.

  Thornbury, S. (2005). How to Teach Speaking.Longman Wachs, S. (1997). Bones of Contention: "Listed" Role Plays for Students of Oral

  English. The Internet TESL Journal. Retrieved March 21

  st

  , 2016, from http:// iteslj.org/

Dokumen yang terkait

The implementation of teaching writing recount text by using picture series at the tenth graders of Madrasah Aliyah Muslimat NU Palangka Raya - Digital Library IAIN Palangka Raya

1 0 20

CHAPTER I INTRODUCTION - The implementation of teaching writing recount text by using picture series at the tenth graders of Madrasah Aliyah Muslimat NU Palangka Raya - Digital Library IAIN Palangka Raya

0 0 7

The implementation of teaching writing recount text by using picture series at the tenth graders of Madrasah Aliyah Muslimat NU Palangka Raya - Digital Library IAIN Palangka Raya

0 0 23

CHAPTER III RESEARCH METHOD - The implementation of teaching writing recount text by using picture series at the tenth graders of Madrasah Aliyah Muslimat NU Palangka Raya - Digital Library IAIN Palangka Raya

0 0 15

English teaching methods used by English tutors in teaching vocabulary for young learners at GLC English course of Palangka Raya - Digital Library IAIN Palangka Raya

0 0 107

Puerta del Sol: Salah satu contoh ruang terbuka publik dari

0 0 15

Beberapa contoh teknologi PJ

0 0 24

Designing and developing instructional recorded demonstration models for non-English speaking learners

0 0 21

Teori keuntungan mutlak Adam Smith secara sederhana dapat dijelaskan dengan contoh sebagai berikut: Tabel 3.2.1 Banyaknya tenaga kerja yang diperlukan untuk menghasilkan per unit Amerika Inggris Gandum

0 0 10

A. PENYAJIAN DATA DALAM BENTUK TABEL, GRAFIK, BAGAN DAN DIAGRAM - Tugas 3 Contoh contoh matematika terapan

1 10 20