TEACHING TECHNIQUES USED BY TUTORS IN ENGLISH TUTORIAL PROGRAM AT MUHAMMADIYAH UNIVERSITY OF SURAKARTA Teaching Techniques Used By Tutor In English Tutorial Program At Muhammadiyah University Of Surakarta.

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TEACHING TECHNIQUES USED BY TUTORS IN ENGLISH TUTORIAL

PROGRAM AT MUHAMMADIYAH UNIVERSITY OF SURAKARTA

PUBLICATION ARTICLE

Submitted as a Partial Fulfillment of the Requirements for Getting the Bachelor Degree of Education in English Department

by:

A320120091 EGA PRASETYA

DEPARTMENT OF ENGLISH EDUCATION SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2016

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APPROVAL

TEACHING TECHNIQUES USED BY TUTORS IN ENGLISH TUTORIAL

PROGRAM AT MUHAMMADIYAH UNIVERSITY OF SURAKARTA

PUBLICATION ARTICLE

by:

A320120091 EGA PRASETYA

Approved to be examined by the Consultant Team:

Consultant

NIK. 727

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ACCEPTANCE

TEACHING TECHNIQUES USED BY TUTOR IN ENGLISH TUTORIAL

PROGRAM AT MUHAMMADIYAH UNIVERSITY OF SURAKARTA

PUBLICATION ARTICLE

by:

A320120091 EGA PRASETYA

Accepted by the Board of Examiner School of Teacher Training and Education

Muhammadiyah University of Surakarta on October, 2016

The Board of Examiners:

1. Mauly Halwat Hikmat Ph. D (……..……..) (Ketua Dewan Penguji)

2. Aryati Prasetyarini S.Pd., M.Pd. (………) Member 1

3. Dwi Harjanti Dra. M.Hum., Dr. (……….) Member 2

Dean,

NIP. 19650428199303001

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PRONOUNCEMENT

I am the researcher, signed the statement below:

Name : Ega Prasetya

NIM : A320120091

Study Program : Department of English Education

Title : TEACHING TECHNIQUES USED BY TUTORS IN ENGLISH

TUTORIAL PROGRAM AT MUHAMMADIYAH UNIVERSITY OF SURAKARTA

Herewith, I testify that there is no plagiarism in this research paper. As far as I know, there is no literary work which has been raised to obtain bachelor degrees of university. Nor there are option masterpiece which have been written or published by others, except those in which the writing are reffered manuscript and mentioned in the literary review and bibliography.

Hence, later, if it is proven that there are some untrue statements in this testimony, I will hold fully responsible..

Surakarta, 12 Oktober 2016

The Researcher

EGA PRASETYA A320120091 Materai Rp. 6000,00

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TEACHING TECHNIQUES USED BY TUTOR IN ENGLISH TUTORIAL PROGRAM AT MUHAMMADIYAH UNIVERSITY OF SURAKARTA

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

Abstrak

Penelitian ini bertujuan untuk mengidentifikasi teknik yang digunakan tutor, tujuan dari teknik yang digunakan dan peran tutor dalam proses belajar mengajar di English Tutorial Program (ETP) UMS. Subjek dari penelitian ini adalah kelas DD dari FEB UMS. Dalam penelitian ini, penulis menggunakan deskriptif kualitatif untuk menganalisis data. Objek dari penelitian ini adalah teknik pengajaran yang digunakan oleh tutor dalam English Tutorial Program (ETP) UMS. Metode yang digunakan untuk mengumupulkan data yang kredibel dalam penelitian ini adalah interview, observasi dan dokumentasi. Kemudian analisis data menggunakan model Miles and Huberman, yaitu reducing the data, data display dan verification of the data. Hasil dari penelitian ini menunjukan bahwa tutor menggunakan beberapa teknik mengajar dalam proses belajar mengajar. Teknik yang digunakan adalah lecturing, role play, dan giving assignment. Teknik yang berbeda menunjukkan tujuan yang berbeda dari pencapaian yang diharapkan. Lecturing digunakan untuk membuat siswa lebih mudah dalam memahami materi yang mereka belum pernah ketahui sebelumnya. Role play digunakan untuk membuat siswa mengalami sendiri apa yang telah mereka pelajari. Peran tutor dalam proses belajar mengajar berdasarkan teknik yang digunakan adalah sebagai pengontrol, komentator, instruktur konsultan dan sebagai penilai.

Keywords: Techniques, English Tutorial Program (ETP), purpose, roles

Abstracts

This research aims at identifying techniques used by tutor, the purpose of the techniques used and tutor’s roles in teaching learning process in English Tutorial Program (ETP) UMS. This research is descriptive research. The subjects of this research are students of Class DD of FEB UMS. The object of the study is teaching techniques used by tutors in English Tutorial Program (ETP) UMS. Method used to collect the credible data in this research is interview, observation, and documentation. Then, the data analyzed used Miles and Huberman model, that are reducing data, data display and verification of the data.The result shows that tutors used several techniques in teaching learning process. The techniques used are lecturing, role play and giving assignment. Different techniques show different purposes of the expected achievement. Lecturing is used to make students easier in understanding the material they’ve never know. Role play is used to make students experience what they have learned by themselves. Tutor’s roles in teaching learning process based on the techniques used are as controller, commentator, instructor, consultant and assessor.

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1.INTRODUCTION

English Tutorial Program (ETP) is additional program proposed to develop students’ skill of English, especially in speaking skill. English Tutorial Program (ETP) is held in UMS firstly in 2015. All students of Muhammadiyah University of Surakarta (UMS) should join English Tutorial Program (ETP) at the beginning of their study in UMS. The tutors of this program are students who have been tested by LPIDB. The tutors are students come from varied field of study of UMS. The backgrounds standing behind the writing of this research are writer’s curiosities about the techniques used by tutor in teaching learning process, tutor’s roles and the purpose of using certain techniques while the tutor are still standing as students. The purpose of this research is to find out the techniques and purpose and tutor’s role in order to answer my curiosities. Knowing techniques of teaching is very important because it will lead us to the result of the learning process. I find several previous studies which have some similarities. They are Aisyah Rolitasari and Agus Susilo Dwi Prasetyo. Aisyah Rolitasari conducted research Entitled “Communication Strategy Used by English Department Students of Muhammadiyah University of Surakarta: A Case Study in Saturday English Gathering (Sega) Program”. SEGA is additional program. It is like ETP. The students both ETP and SEGA are new students. But the difference is SEGA is only held in English Department, but ETP is held in University range. The tutors are just the same. They are students who have been tested. Aisyah Rolitasari identify the communication strategies used by students in Saturday English Gathering (SEGA). She analyzes the data which entail 30 students. The result of her research shows that the techniques used by students are fillers with 37,26%, non-linguistic means and restructuring with 0,62%. The second research is conducted by Agus Susilo Dwi Prasetyo. He conducted research Entitled “Using Picture Technique to Improve Students’ Speaking Skill at the Sixth Year of SD Muhammadiyah 24 Surakarta: Classroom Action Research”. He investigated the impact the application of using picture techniques for improving student’s speaking skill mastery at the sixth year of SD Muhammdiyah 24 Surakarta. He used classroom action research. The objects of his study were the teacher and students. Prasetyo only used one way to collect the data. That was observation. There were four activities in teaching learning process. They were reading aloud, vocabulary, discussion and the last was question-answer. The result was he thought there should be any helped from the teacher to students to make the students easier learning speaking, especially in teaching vocabulary by using picture techniques.

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English Tutorial Program emphasizes on mastering speaking skill. Different techniques show different purposed of expected achievement. Knowing the best techniques of teaching will lead to good achievement. There are 10 techniques used to teaching English suggested by Asman and Michaela (1997): lecturing, discussion, programmed instruction, assignment, tutorial, seminar, demonstration, buzz group, brainstorming and role plays. Many people believe that speaking in a new language is away harder than reading, writing, or listening for two reasons. Unlike reading or writing, speaking is in real time. Second, when you speak, you cannot edit or revise what you wish to say, as you can if you are writing. The classroom technique used to use in teaching speaking: information gap, jigsaw activity, role-plays and simulations

2.RESEARCHMETHOD

I use the qualitative research in this research to analyze and describe the techniques used by the tutor in English Tutorial Program. These points are divided into five. Firstly, the types of this research is descriptive qualitative to describe the phenomenon and techniques used by the tutor. Secondly, the objects of this research are teaching techniques used by the tutor, tutor’s roles and the purpose of the techniques usages. Thirdly, the subjects of this research is class DD of FEB UMS. The class contains 15 students. Fourthly, the data of this research is the field note containing information about technique of teaching and transcript of interview. The source of data that will be used in the data analyzes are event and Informant. The methods to collect the data are interview and observation. Interview is used to know the tutor’s roles and tutor’s purposes of using certain techniques. Interview is also used to analyze the data then it is used to compare with the findings of observation. Observation used to find the fact happens in the field. Fifthly, in analyze the data, this research uses 3 steps. First, the data is reduced, then the writer display the data found and the last is verifying the data. The last is credibility of data. To get the credible information, this research uses 3 ways. They are observation, interview and documentation.

3.FINDINGSANDDISCUSSION 3.1Main Findings

In this chapter, I formulate the techniques used by the tutor in teaching English tutorial program, classrooms activities, tutor’s purpose of using certain techniques and tutor’s roles in each techniques.

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3.1.1 Techniques of Teaching English

In this point, this research formulates the techniques used by the tutor in teaching English tutorial program, tutor’s opinion about how much the importance of techniques in teaching learning process. the techniques used by the tutor in English tutorial program are lecturing, role play and giving assignment.

3.1.2 The Purpose of Using Techniques

This point explains the findings consist of tutor’s purpose of using certain techniques in teaching learning process. Lecturing is used to teach students who have no basic knowledge of English skill, so they can understand the material easier. Role play is used to make students experience what they have learned by themselves and giving assignment is used to encourage students’ self-confidence and to make them learn more at home.

3.1.3 Classrooms’ activities

Classroom activities are categorized by 3 stages, those are opening, main activities and closing. In this research found 2 model. Those are lecturing-role play and lecturing giving assignment. Lecturing-role play means that tutor combines lecturing then continued with role play. Lecturing-giving task means that tutor combines lecturing then continued with giving assignment.

3.1.4 Tutor’s Roles

Tutor’s roles in teaching learning process are as controller, commentator, instructor, consultant, and assessor.

3.2 DISCUSSIONS

On the basis of findings, it can be seen that the tutor serves the material very well. Tutor combines several techniques in each meeting to avoid students’ boredom. Tutor chooses certain technique by considering the situation of the class. Basically, students of ETP have no basic skills of English, and they have no interest in English. It makes tutor should pick the suitable technique in order the material can be achieved by students. In Class DD of FEB in ETP, the tutor uses several techniques such as lecturing, role play and giving assignment. The three of them is the most suitable to encourage students’ interest of English. But the point of using technique is to make students easier achieving the material so they can use English in confidence and make them conscious that English is fun. It is different from the findings of the

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previous study. In the previous study which investigated communication strategies used by the students in Saturday English Gathering (SEGA) UMS. The result of the study showed that there are five communication strategies. The most strategy used was fillers with 37,26%, non-linguistic means and restructuring with 0,62%. She concluded that students needed communication strategies for better speaking. According to theoretical perspective, techniques used by the tutor in ETP are suitable although the tutor here only use three techniques of teaching speaking from ten mentioned by Asman and Michaela.

In serving the material in the class, tutor combines several techniques. The use of certain technique has different reason. Tutor chooses the most suitable technique to teach the student in order the student feels no bored and encourage their confidence. The tutor uses lecturing because mostly the students of ETP have no basic of English. Basically, Indonesian and English are different. In understanding the new language, students cannot learn or think by themselves, even discuss it. The tutor should explain briefly and build students’ understanding about the new material. Lecturing technique is believed as the most suitable technique to teach a new material to the students. It is different from the findings of the previous study. The result of the previous study showed that the students should practice and practice, without consider the techniques. It is different from this research which found the use of technique has crucial role in learning process. This research is appropriate with the theory according to Asman and Michaela, teaching learning process should have varied techniques.

Based on three observations done by the researcher, tutor of ETP always use lecturing in serving the material. The classroom is very tutor-centered. But in avoiding teacher centered, and give occasion to the students to practice, tutor often play game. In the first observation the tutor order the students to play role play, in order they experience what they have learn in real life. The tutor picks an illustration that every student knows in real life. Role-play makes students practice their ability, so that can make them encourage their confidence in using English. Tutor isn’t only use role play and lecturing to teach the students. There is one technique also combined. That is giving assignment. Tutor often gives assignment to make the students learn the material at home. Homework makes them open their book and learn more the material they got in the class. Homework also helps them to use their English individually, so that can increase their confidence. In the other words, giving students’ homework makes them learn more at home. Mostly the students of ETP is less-confidence, has no basic of English, and has no interest in English. By the three technique used by the tutor hopefully it can be omitted. By the role-play hopefully students can encourage their confidence in practicing their ability of language. By the lecturing hopefully students can achieve the

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material they really never know. By the assignment hopefully students increase their confidence and learn more about English at home. The result of this research shows that it is appropriate with either previous study or the theoretical perspectives. Firstly in teaching speaking, teacher should help students in achieving the material. Secondly, both previous study and theoretical perspectives agree that teacher/ tutor should make students practice by themselves. Students should experience so they can build their confidence to speak English.

The tutor of ETP UMS mostly gives occasion to the students to ask about material they haven’t understood. It is done by the reason to make them practice their English skill. At the end of the class, tutor often asks for the students to ask about material they haven’t understood. Besides that, tutor also asks the students before the class discusses new material. Tutor usually asks them whether or not understands the material before discussed. Not only that, in class usually the tutor enforce students to practice by asks them to play role. Clearly it makes them practice what they have learned. In ETP, speaking ability is the concern of the class. ETP enforce all of the students to be able to speak English correctly and fluently.

The handbook used by the tutor and students of ETP in teaching learning process is Module of English Tutorial Program. It is compiled by LPIDB TEAM. The handbook is available in 2 kinds. The first book is a book for the tutor that completed by the module, whereas the second book is a book for the students which uncompleted by the module, or in other words, it is just material. By comparing with the previous study which has the same focus that is focus on speaking, some use handbook, and other one is no. The handbook of ETP is designed especially for ETP by LPIDB TEAM. The material is different. It is matched with the necessities. Different necessities uses different book with different materials. Another previous study doesn’t use handbook. Students only have to produce their language as much as they can. It is appropriate to the theory that teaching must not use handbook. The point is, students can speak English well.

The roles of the tutor in English Tutorial Program are as controller, as assessor, as consultant, as instructor, as commentator. The tutor is controller which the tutor controls all of the activities in the class. Tutor organizes the class and orders the students as it should be. As an assessor, the tutor score students’ works. Students’ works can be performance of play role, or homework. As consultant, tutor answers every question given by students in the class. As an instructor means they instruct students to do something related to the class activities, for example opening the book, write down homework, practicing the material, etc. then, the tutor as commentator. As commentator tutor score and evaluate students’ achievement. Tutor evaluates students’ performance in doing something and evaluating their homework. Basically

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the finding of this research is just the same as the previous study. Teacher could be controller, assessor, consultant, etc. Theoretically, it is appropriate, tutor or teacher should serve and help students in.

4.CONCLUSION

From the research finding, the writer draws some conclusion as follows:

Firstly, the techniques of teaching English used in ETP are lecturing, role-play and giving task. Lecturing is a technique where the tutor gives all information needs by the students orally. Lecturing is very teacher-centered. The second technique used is role play. Role play is a technique where students play role or game in certain instruction by the teacher. The last is giving task. Tutor gives task not only at the end of the class but also as the activity such as do exercise provided in the handbook.

Secondly, the purposes of using technique in teaching English Tutorial Program are: The purpose of using lecturing is to give students description about material they never know before. Tutor should explain briefly the material, because most students never know about the material before. The purpose of using role play is to make students experience what they have learned by themselves. Task is used to make students learn more and build their confidence in using English. Besides that, task is used by the tutor to make students get higher score at the end of the semester.

Thirdly, Tutor’s roles in teaching learning process in English tutorial program are as follows:

The tutor as a controller which is the tutor controls the class. Tutor controls all of activities take place in the class. The tutor as a commentator which is the tutor comments what students do in the class. Besides that, tutor also evaluates the works of students. The tutor as an instructor which is the tutor is source of the material. The tutor as a consultant who is the tutor as place where students can ask for something they haven’t understood about the material. The tutor as a assessor which is the tutor score and values the works of students.

BIBLIOGRAPHY

Fauziati, Endang. 2014. Methods of Teaching English as Foreign Language (TEFL). Surakarta: Era Pustaka Utama

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2. RESEARCHMETHOD

3. FINDINGSANDDISCUSSION

3.1 Main Findings

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3.1.1 Techniques of Teaching English

3.1.2 The Purpose of Using Techniques

3.1.3 Classrooms’ activities

3.1.4 Tutor’s Roles

Tutor’s roles in teaching learning process are as controller, commentator, instructor, consultant, and assessor.

3.2 DISCUSSIONS

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4. CONCLUSION