Weganofa, Riza (2009) The English teaching by a native speaker at SMAN 10 Malang / Riza Weganofa. Diploma thesis, Universitas Negeri Malang.
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ABSTRACT Weganofa Riza. 2009. The English Teaching by a Native Speaker at SMAN 10 Malang. Thesis English Department. Faculty of Letters. Sarjana Program. State University of Malang. Advisor Niamika El Khoiri M.A. Key Words Teaching English native speaker teacher regular time. English has emerged as an important language since the last century. As early as 1950s Indonesia government decided that English was included in the national curriculum. Since then every school has done some efforts to provide a quality English teaching. Through the decree no.20/2003 the government states that government or local government school should develop at least one school at every level of education into national school with international standard. Sommers (2005) highlighted that most of primary and secondary schools in Taiwan had employed native speaker teacher to teach English. Native speaker teachers teaching in secondary schools at the regular time are hardly found in Indonesia. However SMAN 10 Malang supported by Sampoerna Foundation employed a native speaker to teach English in school regular time. This study was conducted to describe the English teaching by a native speaker. It aims (1) To describe the instructional materials (2) To describe the teaching techniques (3) To describe the students attitudes towards teaching activity (4) To find out the native speaker problems and (5) To know the students problems. The setting of the study was SMA Negeri 10 Malang and the subject was a native speaker who was teaching at the school. The instruments used to obtain the data were observation sheet for field notes interview guide and questionnaires. An example of lesson plan and instructional materials were included to complete the data obtained. Observation was applied in order to know the teaching activities done in the classes. Interviews were conducted both to the native speaker and the English class teacher. It aimed at knowing the native speaker responses towards teaching English as a foreign language. For the students questionnaires were provided for the sake of obtaining the students opinions about teaching activity by a native speaker. The results showed that the native speaker used her own materials as the instructional material. She chose to use authentic materials such as songs and job-interview hand-out. The native speaker teacher was free to determine materials that are appropriate with students needs and interests. The materials were selected based on topic. However she could not maximize the use of the materials where students did not have sufficient time to practice new vocabulary they learnt. The investigation done in classes showed that the native speaker implemented role play and conventional tutorial teaching techniques. The students gave a positive response towards the variety of teaching techniques that it brought to a state that they liked the way the native speaker taught them. Introducing new related vocabulary through giving examples in meaningful contexts induced good communication strategy. Role play engaged all students to participate in the activity. Meanwhile conventional tutorial was be dominated only by 5-6 smart students. During the investigation the native speaker dominantly initiated questions with a long response towards an issue. In contrast students replied in very short utterances. Students responded positively towards their involvement in the activity. The enrollment of a native speaker gave advantage that students got maximum exposure to native-liked situation. Only 10 students or 9.25 percent who felt did not involve in the activity. Stressful classes also were found during the observation. This situation might be caused by the condition of both the native speaker and the students. However the students thought that the native speaker gave them appropriate feedback to encourage learning. The native speaker got problem in handling naughty students and making an appropriate evaluation for the students. On the other hand the students got confused with the teacher s instruction that was caused by the absence of lesson objective or difficult words. Also they had problem with the native speaker accent because they were used to learning English with Indonesian or Javanese accent. Based on the research findings some suggestions were given for the betterment of teaching process of English. If the native speaker teacher intends to continue her teaching experience as an ESL/EFL teacher she should work harder to increase the quality of the teaching process of English by learning teaching principle selecting appropriate instructional material implementing various teaching techniques planning the teaching activities well in advance and joining English seminars or workshops to develop her qualification. For the principal as well as the English class teacher they should supervise the native speaker to be better teacher. The qualification of native speaker teachers needs to be developed. For other people or institutions they need to be well-prepared before employing a native speaker teacher. For the next researchers it is suggested to conduct a research about teaching English by native speakers who collaborate with non native speaker teachers and its effectiveness.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | ?? ?? |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Bahasa dan Sastra Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 12 Feb 2009 04:29 |
| Last Modified: | 09 Sep 2009 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/244743 |
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