A STUDY ON THE TECHNIQUES OF TEACHING ENGLISH USED BY THE ENGLISH TEACHER AT FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOL NAHDATUL ULAMA KEPANJEN

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A STUDY ON THE TECHNIQUES OF TEACHING ENGLISH

USED BY THE ENGLISH TEACHER AT FIRST GRADE

STUDENTS OF SENIOR HIGH SCHOOL NAHDATUL ULAMA

KEPANJEN

THESIS

By:

M.Zainal Arifin Mustofa

  

07360248

  

A STUDY ON THE TECHNIQUES OF TEACHING ENGLISH

USED BY THE ENGLISH TEACHER AT FIRST GRADE

STUDENTS OF SENIOR HIGH SCHOOL NAHDATUL ULAMA

KEPANJEN

THESIS

This thesis is submitted as one of requirements to achieve Sarjana

Degree in English Education

  

By:

M.Zainal Arifin Mustofa

07360248 This Theses was defended in front of examiners of Faculty of Teacher Training and Education of University of Muhammadiyah Malang and accepted as one of requirements to achieve

  Sarjana Degree in Education

  th

  On July 30 , 2013 Approved by:

  Faculty of Teacher Training and Education University of Muhammadiyah Malang

  Dean, Drs. Syaifuddin, M.Pd.

  Examiners: Signatures: 1. ..........................................................

  Rina Wahyu Setyaningrum, M.Ed 2. .......................................................... Santi Prastiyowati, S.pd 3. .......................................................... Dra. Erly Wahyuni, M.Si 4. .......................................................... Hj. Fardini Sabilah, M.Pd

MOTTO AND DEDICATION

  

“Sesungguhnya beserta kesukaran ada kemudahan”

(QS: Al-Insirakh: 6)

  

“Barang siapa yang ingin mensejahterakan dunia hendaklah dengan ilmu, barang

siapa yang menginginkan ketentraman di akhirat hendaklah dengan ilmu, dan

barang siapa yang menginginkan kedua- duanya hendaklah dengan ilmu pula.” (Al-Hadist) DEDICATION

I dedicated this thesis to my beloved father and my mother, my sister, my soul mate,

and my friends

  

ACKNOWLEDGEMENT

  Alhamdulillah, all praise is to Allah, the Merciful and Charitable. Thank to His guidance, blessing, and affection, the writer can finish this thesis.

  In completion this thesis, the writer would like to express his deepest gratitude to Dra. Erly Wahyuni, M.Si as his first advisor and Hj. Fardini Sabilah, M.Pd as his second advisor, for their suggestions, invaluable guidance, and motivation during the consultation period and their comments and corrections during the completion of this thesis.

  His sincere gratitude and appreciation are also extended to the principle of English Department who had given him the chance to conduct the research and the administrative staff of the Centre Library of University of Muhammadiyah Malang who had helped the smooth of conducting the research.

  Finally, a special thank is given to my parents, Pudji and Anik Amah who always give advice, pray, support to reach the success. To my brother and my sisters, Mochammad Lestari Eko Subakti and Anista Putika. Thanks for your attention and prayer in the process of finishing this thesis. Last, thanks to my friend M. Mahfud who give support, motivation in the process of finishing this thesis.

  Malang, August 1th, 2013

  

TABLE OF CONTENTS

i ADVISORS’ APPROVAL.................................................................................. ii EXAMINERS’ APPROVAL..............................................................................

  

MOTTO AND DEDICATION........................................................................... iii

ACKNOWLEDGMENT...................................................................................... iv

ABSTRACT........................................................................................................... v

TABLE OF CONTENTS..................................................................................... vi

LIST OF TABLE.................................................................................................. viii

  CHAPTER I: INTRODUCTION 1 1.1 The Background of the Study..................................................................

  1 1.2 The Statement of the Problem.................................................................

  3 1.3 The Purpose of the Study.........................................................................

  4 1.4 The Significance of the Study.................................................................

  4 1.5 The Scope and Limitation........................................................................

  4 1.6 The Definition of Key Terms..................................................................

  5 CHAPTER II: REVIEW OF RELATED OF LITERATURE.......................

  6

  6 2.1 The Text and Cohesion……………………………………………........

  9 2.2 The Cohesive Devices…………………………………………….........

  2.2.1 The Grammatical Cohesive Devices....................................................

  9

  2.5 The Previous Studies on the Use of Cohesive Devices...........................

  26 CHAPTER III: RESEARCH METHODOLOGY............................................

  29 3.1 The Research Design...............................................................................

  29

  3.2 The Population and Sample 30 ………………………………………….....

  3.3 The Data Collection 31 ………………………………………………….....

  3.4 The Data Analysis....................................................................................

  32 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION......................

  34

  4.1 The Findings of the Types of Cohesive Devices

  34 ……………………....

  4.1.1 The Types of Cohesive Devices...........................................................

  34 4.1.2 The Inappropriateness on the Use of Cohesive Devices......................

  38 4.1.3 The Frequency on of Cohesive Devices and their Inappropriateness...

  44

  4.2 The Discussion of the Types of Cohesive Devices and their Inappropriateness

  45 …………...…………………………………………..

  4.2.1 The Types of Cohesive Devices...........................................................

  45 4.2.2 The Inappropriateness on the Use of Cohesive Devices......................

  48

  54 CHAPTER V: CONCLUSION AND SUGGESTION…………………….....

  54 5.1 The Conclusion………………………………………………………....

  56

  5.2 The Suggestion …………………………………………………………

  REFERENCES

  

LIST OF TABLE

  10 Table I: Personal Reference……………………………………………………... Table II: The Summary of Types of Cohesive Devices.........................................

  20

  34 Table III: The Type of Cohesive Devices……………………………………...... Table IV: The Inappropriateness on the Use of Cohesive Devices

  38 …................... Table V: The Frequency of Cohesive Devices and their Inappropriateness..........

  44

  

REFERENCES

  Arikunto, Suharsimi. 1992. Prosedur Penelitian: Suatu Pendekatan Praktik

  • – Edisi Revisi. Jakarta: PT. Bina Aksara.
  • --------------------------. 2010. Prosedur Penelitian: Suatu Pendekatan Praktik Edisi Revisi 2010. Jakarta: PT. Rineka Cipta.

  Ary, Donald, Lucy Cheser Jacobs, Ashgar Razavieh, and Chris Sorensen. 2006.

  Introduction to Research in Education

  • – Seventh Edition. Belmont, CA: Thomson Wadsworth.

  Azar, Betty Scrampfer. 1999. Understanding and Using English Grammar

  • – Third Edition. New York: Pearson Education.

  Bazerman, Charles. 1985. The informed Writer: Using English Grammar

  • – Third Edition. Boston: Houghton Mifflin Company.

  Djuroto, Totok, and Bambang Suprijadi. 2007. Menulis Artikel dan Karya Ilmiah.

  Bandung: PT Remaja Rosdakarya. Dwiloka, Bambang and Rati Riana. 2005. Teknik Menulis Karya Ilmiah. Jakarta: PT Rineka Cipta.

  Greenbaum, Sidney, and Randolph Quirk. 2003.

  A Student’s Grammar of the English Language. Edinburgh: Longman

  Halliday, M.A.K., Ruqaiya Hasan. 1976. Cohesion in English. London: Longman.

  • . 1992. Language, Context, and Text: Aspects of Language in a Social-semiotic Perspective. Victoria: Deakin University.

  Hartono. Bagaimana Menulis Tesis?

  • – Petunjuk Komprehensif tentang Isi dan Proses. Universitas Muhammadiyah Malang Press.

  Khotimah, Siti. 2011. An Analysis of the Edwards Family Communication in the Society in Stephanie Mayer’s Novel “Twilight”. Unpublished Thesis.

  University of Muhammadiyah Malang. Lubis, Hamid Hasan. 1993. Analisis Wacana Pragmatik. Bandung: Angkasa. Riley, Kathryn, Frank Parker. 1998. English Grammar: Perspective, Descriptive,

Generative, Performance. Needham Heights, MA: Allyn and Bacon.

Satori, Djaman, and Aan Komariah. 2009. Metodologi Penelitian Kualitatif.

  Bandung: Alfabeta. Siswantoro, Heri. 2005. A Study on the Errors of Subject-verb Agreement Made by

  Students in Their Theses. Unpublished Thesis. University of Muhammadiyah Malang.

  Sugiarti. 2005. An Analysis on Reference of Grammatical Cohesion Devices in the

  Lyrics of Creed’s Song. Unpublished Thesis. University of Muhammadiyah Malang.

  Sugiati. 2004. An Error Analysis on Sentence Connectors Found in English

  Department Students’ Theses. Unpublished Thesis. University of Muhammadiyah Malang.

  Swan, Michael. 1996. Practical English Usage

  • – New Edition. Oxford: University Press.

  Tanjung, Bahdin Nur, and Ardial. 2010. Pedoman Penulisan Karya Ilmia (Proposal,

  Skripsi, dan Tesis) dan Mempersiapkan Diri menjadi Penulis Artikel Ilmiah. Jakarta: Kencana Prenada Media Group.

  Tarigan, Henry Guntur. 1993. Pengajaran Wacana. Bandung: Angkasa. Tursini, Umi. 2005. An Analysis on Cohesion Devices Used in the Lyrics of Britney Spears’ Songs. Unpublished Thesis. University of Muhammadiyah Malang.

  Wishon, George E., Julia M. Burks. 1980.

  Lets’ Write English – Revised Edition.

  Canada: Litton Educational Publishing, Inc. Wulansih, Retya Dwi. 2010. The Problems Faced by the students of English Department in writing Thesis at University of Muhammadiyah Malang.

  Unpublished Thesis. University of Muhammadiyah Malang.

CHAPTER I INTRODUCTION This chapter presents some sections dealing with background of the study,

  statement of the problems, purpose of the study, the significance of the study, scope and limitation and definition of key terms.

1.1 The Background of the Study

  In this era of globalization, learning English is the most important language to face globalization changes. The change brings great effect to all aspects of human life including education. Therefore, there have been significant studies of English and learning techniques. According to Albert (2002), by using teaching techniques, a teacher can explain more easily to the students, and the student can understand easily about the teacher’s explanation. In addition, the 1994 English teaching Guideline

  (GBPP ) (in Safi’i 2003), the aim of English teaching is making it as a tool of communication. In last few decades, most students had felt unsatisfactory with the result of the English teaching. This is because teaching and learning product is not applicable in real life because most of the teachings only focus on text book. It is seldom relieved by more exciting activities or more interest readings. The lessons are most frequently lecturers, recitation, questioning, workbook or detailed exercises, and quizzes largely limited to facts and information without much chance for students to

  KTSP is the operational curriculum arranged and carried out each of education. The curriculum development in level of education are arranged on the national standard; they are basic standard curriculum, learning process, the educational competence, the skill of education, learning facility, management, the expense and value of education. Two of eight standard national of education above, they are the basic curriculum standard and the educational competence. As aiming most important education to developing curriculum. In conclusion, the learning process is more effective when using the KTSP curriculum. Every teacher should choose the most effective technique and should not use the same technique with the other teachers in the same situations. Beside, to improve teaching and learning process, a teacher must be creative to select the technique itself, and also the technique used by the teacher should direct to the development of the student skill. Klausmeier (2006) stated that each teacher must try to discover how the children in his class develop and how they learn concepts and skills if the teacher selects and organize instructional activities effectively. In teaching a language, teacher should apply a good technique strategy to avoid student’s boredom. A teacher also learns about student’s interest and motivations. Based on the statement presented above, it is important to find out the suitable technique in teaching and learning process. The writer conducts this research in order to help the teacher to know the effective techniques. In addition Safi’i (2003) investigates the students’ response toward the English teaching and learning techniques at Madrasah Aliyah

  Muhammadiyah 1 Bojonegoro, he found several techniques applied by the teacher in teaching and learning process. They are grammar translation method, direct method, and audiolingual method. Nevertheless, grammar translation method was the preferable method than others because it made students able to understand the material delivered easily.

  SMA Nahdatul Ulama Kepanjen is chosen because it is one of favourite schools and the English teacher does not graduate from English education. SMA NU Kepanjen is one of private high schools in Kepanjen. Besides, it is one of developed high schools. It is has complete facilities and high disciplines.

  The facilities are a computer laboratory, big library, internet room, and mosque and basketball field, etc. Furthermore, this school applied high discipline by obliging every student to use a complete attribute, to pray together in every dhuhur. Every morning the teachers check the cleanness of classroom.

  Consequently, the teacher must know the suitable techniques that may arouse the student ’s enthusiasm in teaching and learning process. Furthermore, the teacher should give opportunities to the students more active in the class. It is necessary for this research to investigate the teaching techniques used by the English teacher at first

1.2 The Statement of the Problems 1.

  What are the techniques of teaching English used by the English teacher at first grade students of SMA Nahdatul Ulama Kepanjen?

2. Why does the teacher use those techniques?

  1.3 The Purpose of the Study 1.

  To know the techniques of teaching English used by the English teacher at SMU Nahdatul Ulama Kepanjen 2. To know the reasons of the teacher in using those techniques

  1.4 The Significance of the Study

  The result of this study is expected to give some suggestions or feedbacks for the English teacher at SMA Nahdatul Ulama Kepanjen in using teaching techniques. Besides, this result can be used as a reference for EFL teacher who wants to teach better by using various teaching techniques. Moreover, the result of this study is very useful for all EFL teachers to prepare the teaching techniques so that they become more professional English teacher. Finally, the result of this study also can be used as reference for previous researcher who wants to conduct similar research.

  1.5 The Scope and Limitation

1.6 The Definition of Key Terms 1.

  Teaching is showing or helping someone to learn how to do something with knowledge, causing to know or to understand (Brown, 1987:6).

2. Teaching is implementation that which actually takes place in the classroom.

  It is a particular trick, a strategy, or contrivance used to accomplish an immediate objective. Technique must be consistent with a method, and therefore in harmony with an approach as well.

  3. Teaching techniques are the ways and means adopted by the teacher to direct learner’s activities toward an objective. Techniques are the tools of the teachers in teaching Gerlach, Ely, Melnick, (1980:187).

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