Teachers' Beliefs On Teaching Methodology In The 2013 Curriculum And Their Application In Language Teaching(A Case Study at SMK Negeri 4 Surakarta)

The objective of the study are to investigate the EFL teachers’ beliefs of English Teaching method, whether there are some discrepancies between EFL teachers’ beliefs and their practices in teaching, factors contribute to these discrepancies, and factors contribute to shape the EFL teachers’ beliefs on the method of teaching English at SMK Negeri 4 Surakarta.Technique data collecting in this research is done with open-ended questionnaire, observation, in-depth interview, and documents. The data are analyzed used Miles and Huberman’s model. Result of this research shows that: 1) the EFL teachers’ beliefs on teaching methodology in the 2013 curriculum and their application in the language teaching, 2) There were also found that there were some discrepancies found between EFL teachers’ beliefs and their practices in classroom teaching. They were in the component of learning objective, and classroom management, 3) There are some factors contribute to these discrepancies, are; the teachers’ internal factors, teachers’ external factor, 4) There are some factors contribute to shape the EFL teachers’ beliefs on the method of teaching English at SMK Negeri 4 Surakarta, are; teachers’ experience as language learners, experience from teaching, expectation from the school, parents, the government and the local society, and training

Communication Strategies in Developing Speaking Skill Used by Students of Islamic Guidance and Counseling Program of Ushuluddin and Dakwah Faculty at IAIN Surakarta in Academic Year 2017/2018

Speaking is one important skill in language. To communicate effectively, students need to use some strategies. This study was conducted to investigate the types of communication strategies, the dominant type and the factors of using the communication strategies in developing speaking skill used by the students of Islamic Guidance and Counseling Program of Ushuluddin and Dakwah Faculty at IAIN Surakarta in academic year 2017/2018. This study was qualitative research in form of case study. The data of this study were the utterances taken from videos of students’ speaking class of the first semester students and the result of classroom observation in the class 1A and 1 B. The data were analyzed by using the Dornyei’s theory of Communication Strategies. The data were analyzed by using the Communication Strategies proposed by Dornyei. The result of this study showed that in speaking, the students did not use all the communication strategies of Dornyei’s Taxonomy. The type of the Communication Strategies used by the students were 4 (four) utterances or 0.9 % of message abandonments, 1 (one) utterances or 1.0 % of topic avoidance, 10 (ten) utterances or 2.3 % of approximation, 1 (one) utterances or 0.2 % of the use of all- purpose words, 7 (seven) utterances or 1.6 % for the use of non- linguistic means, 19 (nineteen) utterances or 4.3 % for the literal translation, 3 (three) utterances or 0.7 of foreignizing, 6 (six) utterances or 1.4 % for code switching, 26 (twenty six) utterances or 5.9% of stalling or time-gaining. Therefore, the dominant type of communication Strategies used by students was the use of stalling or time-gaining by 5.9% of utterances. There were five factors of students to use the Communication Strategies namely: 1) the pertinent to performance conditions. The students get the pressure because the situation of classroom is too crowded and held in the evening time that made students were too tired. 2) it related to affective ones like motivation (intrinsic and extrinsic), self-confidence and anxiety (worry, frustration, self-doubt, uneasiness). 3) Listening ability. 4) Topical Knowledge. 5) The feedback during speaking activity. This finding concluded that Communication Strategies were needed in speaking. Keywords: Communication Strategies, speaking, Factors in using CS

The Implementation Of Inquiry-Based Learning For The Teaching Of English At SMK Muhammadiyah 2 Surakarta In 2017/2018 Academic Year

This research aims to describe the the implementation of Inquiry-based Learning for the teaching of English at SMK Muhammadiyah 2 Surakarta academic year 2017/2018 focusing on identifying the classroom techniques implemented by the teacher, teacher’s role, and students’ role. This was a descriptive qualitative research in which the data were collected through observation, interview, and documentation. To analyze the data, the researcher applied interactive analysis method covering three stages, namely: data reduction, data discussion, and data conclusion and data verification. The results showed that 1) the classroom techniques used by the teacher were various, namely oral repetition, reading aloud, reading comprehension, classroom discussion, question-answer, and storytelling; 2) the teacher played various roles, namely as a planner, controller, manager, motivator, explainer, and facilitator; and 3) The students’ roles were as subject of learning, object of learning, monitor and evaluator, the tutor of others learners, member of a group, and students learned from the teacher, other students, and other resources

Metacognitive Strategies Used to Improve Reading Skills by English Good Achievers: A Case Study in Eleventh Grade at SMA N 1 Ngemplak in 2019/2020 Academic Year

This study is to describe (1) metacognitive strategies used by high achieving students in Ngemplak secondary school in learning to improve reading skills, and 2) students' tendency to use metacognitive indicators of strategy. Data collection methods used were through questionnaires and interviews. Data analysis uses data reduction, data display. The results showed that (1) students used learning strategies by delaying to focus on listening; (2) students are able to pay attention in class (3) students are able to plan assignments

Metacognitive Strategy Used To Improve Reading Skill By English Good Achievers : A Case Study At SMA Muhammadiyah 3 Surakarta In Academic Year 2019/2020

This study aims at: (1) describing the metacognitive strategies used by good achievers in XI IPA SMA Muhammadiyah 3 Surakarta, and (2) explaining the metacognitive strategies which are most preferred by good achievers in XI IPA of SMA Muhammadiyah 3 Surakarta in learning reading. The research subject consisted of 6 students, and the object of this study was the good achievers in the use of metacognitive strategies in reading skills.The study uses qualitative methods, namely by conducting observations, questionnaires, and interviews. Techniques of data analysis use data collection, data reduction, data display, and drawing conclusions. The results of thisstudy show that: (1) there are three metacognitive strategies used by good achievers, namely : centering your learning, arranging andplanning your learning, evaluating and planning, (2) there are eight strategies most widely used by good achievers in learning, namely: delaying speech production to focus on reading, self-monitoring, paying attention, finding out about language learning, identifying the purpose of a language task, overview and linking with already known material, setting goals and objective, and seeking practice opportunities

Teacher Corrective Feedback In Teaching Writing of SMP Muhammadiyah 1 Sragen in 2017/2018 Academic Year

This research aimed to describe 1) the types of corrective feedback used by the teacher, 2) the functions of corrective feedback, and 3) the dominant type of corrective feedback used by the teacher. In achieving the objectives, the researcher used qualitative research method to collect and analyze the data. This research took place at SMP Muhammadiyah 1 Sragen. The researcher took 96 students as the subject of this research to fulfill the finding. The data of this research were all of informations regarding to the corrective feedback techniques which were used by the teacher to correct the students’ errors. The researcher collected the data through observation in the classroom, interview with the teacher and collecting the students’ worksheets which were corrected by the teacher. The result of this research showed that 1) The teacher used 4 types of oral corrective feedback and 2 types of written corrective feedback, namely direct and indirect feedback (uncoded), 2) there were several functions of corrective feedback, oral corrective feedback (as manual directive to the students, providing motivation by compliment, to assisting the students to analyze their mistakes), and written corrective (as manual directive to the students, providing motivation by compliment, to assisting the students in analyzing their mistakes), 3) The dominant type of oral corrective feedback was clarification request, while the dominant type of written corrective feedback was indirect corrective feedback. Keywords: corrective feedback, types of corrective feedback,writing skil

Memory Strategies Used in Improving English Vocabulary Repertoire: A Case Study of Third Semester Students at Department of English Education Universitas Muhammadiyah Surakarta

This study aims at describing memory strategy used to improve English vocabulary repertoire, a case study of third semester students at Department of English Education UMS. The purpose of this study: (1) to identify the memory strategy used by students in speaking class of third semester Department of English Education UMS, (2) describe the students preferences in using memory strategy in the classroom of speaking class. The participants are the best six students of speaking class the third semester students in DEE UMS. The type of this research is descriptive qualitative. In this study there are three method to collect the data such as observation, interviews, and questionnaires. The data was analyzed in data reduction, data display, and drawing conclusions. The results showed (1) there are four memory strategies applied by the students in learning vocabulary, namely: creating mental linkages, applying images and sounds, reviewing well, and employing action. (2) The students preferences in using memory strategy in the classroom of speaking class, namely: using keyword, associating, placing new word into a context, structural viewing, using physical responses, using imagery, and semantic mapping

Teaching Learning Process Of English At State Elementary Schools In Boyolali

The objective of this research was to describe the teaching learning process of English that happened in state elementary schools in Boyolali as detail that include syllabus, learning objective, material, method that included classroom technique, teacher roles and student roles, media, evaluation model and advantages and weakness during teaching learning process done . It is the qualitative research that used ethnography method to explain the detail of this research. The data of this research is collected by three ways, they are (1) classroom observation, here the writer observes the teaching learning process of English that happened at state elementary school in Boyolali, (2) Interview, the interview is done for several people that have related with the research, they are English teacher, students, and principal, (3) Document analysis, the document that is collected, it is the document that has related with the research, they are syllabus, module and form of marks and evaluation. And then the technique of data analysis that used in this research are there several steps they are (1) Data Collecting, (2) Data Reducing, (3) Data Presenting, and (4) Conclusion and Verification. And based the research the writer found that (1) syllabus, they used mix syllabus that consist of functional-national syllabus and situational syllabus, (2) learning objective, as generally, the learning objective was taken from government regulation number 22 at 2006 and then as specification adjust the theme that leant that day, (3) material, the material that was presented, taken from textbook and supplementary book, (4) method that they used eclectic method in their classroom that combine several method of language, (5) Media, the media that was used flash cards, picture and real pictures, (6) evaluation model that used consist of summative and formative test

LEARNING STRATEGIES TO DEVELOP SPEAKING SKILL: A CASE STUDY OF GOOD ORAL COMPETENT STUDENTS OF MADRASAH ALIYAH NEGERI KARANGGEDE

Penelitian ini tentang analisa strategi belajar siswa yang berkompeten dalam kemampuan berbicara. Cara belajar ini berdasarkan klasifikasi strategi belajar bahasa oleh Oxford. Tujuan dari penelitian ini adalah untuk mengidentifikasi strategi belajar siswa yang berkompeten dalam kemampuan berbicara , untuk menganalisa factor-faktor yang mempengaruhi pemilihan strategi belajar oleh siswa – siswa yang berkompeten dalam kemampuan berbicara, untuk mengidentifikasi strategi belajar yang paling dominan digunakan oleh siswa-siswa yang berkompeten dalam kemampuan berbicara, untuk mengidentifikasi persamaan dan perbedaan strategi belajar yang digunakan oleh siswa-siswa yang berkompeten dalam kemampuan berbicara. Penelitian ini adalah penelitian kualitatif yang berfokus pada study kasus. Peserta dari penelitian ini adalah dua orang siswa yang berkompeten dalam kemampuan berbicara. Pemilihan siswa berdasarkan pengamatan dan dokumentasi. Data – data dikumpulkan dari pengamatan, dokumen, angket dan wawancara. Hasil dari penelitian ini menunjukkan bahwa siswa-siswa yang berkompeten dalam kemampuan berbicara menggunakan enam strategi yang dicetuskan oleh Oxford. Perbedaannya ada pada frekuensi penggunaan dari keenam strategy tersebut. Faktor – faktor yang mempengaruhi pemilihan strategi belajar oleh siswa yang berkompeten dalam kemampuan berbicara adalah kecakapan dalam belajar bahasa, gaya belajar, sikap dan motivasi, kepribadian dan pengaruh guru. Strategi yang dominan digunakan oleh siswa yang berkompeten dalam kemampuan belajar adalah strategi Compenstaion. Dua siswa MAN Karanggede yang berkompeten dalam kemampuan berbicara memiliki persamaan yaitu rata-rata nilai tertinggi mereka jatuh pada penggunaan strategi Compensation dan rata-rata nilai terendah adalah strategi Social. Strategi kedua yang sering diguanakan oleh siswa 1 adalah strategi metacognitive sedangkan siswa 2 adalah strategi memory. Kata Kunci: Strategi belajar, Siswa yang berkompeten dalam kemampuan berbicara Abstract This research is about the analysis of learning strategy used by good oral competent students in speaking skill. The learning strategy is based on the Oxford’s classification of language learning strategy. The objectives of the research are to identify learning strategies used by good oral competent students, to analyze factors that contribute to the choice of learning strategies used by good oral competent students, to identify the dominant strategies used by good oral competent students, to identify the similarities and the differences of learning strategies used by good oral competent students. This is qualitative research which focuses on case study research. The participants of the research are two good oral competent students of MAN Karanggede which are choosed based on the observation, documentation and the criteria of good language learners. The data are collected from questionnaire and interview. The findings show that good oral competent students applied six types of learning strategy proposed by Oxford. The difference learning strategy used by two good oral competent students is on frequency of use learning strategy. The factors that contribute to the choice of learning strategies are level of language learning proficiency, cognitive or learning style, attitude and motivation, personality and teacher influences. The dominant learning strategy used by good oral competent students is compensation strategy which student 1 includes in high use and student 2 in medium use. Two good oral competent students of MAN Karanggede have same similarities that are the highest mean score of learning strategy use is compensation strategy and the lowest mean score is social strategy. The second strategy which is frequently used by student 1 is metacognitive strategy, but student 2 frequently uses memory strategy

AN ANALYSIS OF TYPE AND PURPOSE OF CORRECTIVE FEEDBACK IN STUDENTS’ WRITING TEXT: A CASE STUDY AT SMP MUHAMMADIYAH 6 SURAKARTA

The reserch is about Corrective Feedback Analysis. The aims of this research are: 1) to describe the type of corrective feedback that used by the teacher in SMP Muhammadiyah 6 Surakarta, 2) to find out the purpose of corrective feedback. The data are taken from Teacher and the Students Second grade of SMP Muhammadiyah 6 Surakarta. The Method of collecting data in this research are Observation, Interview, and Students Work. The type of this research is desccriptive qualitative research. The researches identifies the types of corrective feedback by refering Teddick&Gortari theory and Karmin&Ivy theory for describe the function of corrective feedback, then describes the frequency of each type of corrective feedback by using table. The finding showed that the researcher found (42,85%) Repetition, (35,72%) Clarification Feedback, and (21,43%) Elicitation in Oral corrective feedback, while in written corrective feedback there are (72,85%) direct corrective feedback and (27,14%) Indirect corrective feedback. The result showed that there are three kinds of oral corrective fedback that used by the teacher in SMP Muhammadiyah 6 Surakarta used Clarification feedback, Repetition, and Elicitation. In the written corrective feedback there are two kinds of feedback that used by the teacher, there are Direct and Indirect corrective feedback. The result also show that teacher apply 2 corrective feedback to help in checking students assignment and improving students writing ability