1 research outputs found
The Implementation Of Clt In English Teaching - Learning Process At Sltp Negeri 2 Polokarto: An Ethnographic Approach
The writer chooses the little of his research is the implementation of CLT in
English teaching-learning process at SLTP Negeri 2 Polokarto: an ethnographic
approach. The writer is interesting to observe of SLTP Negeri 2 Polokarto because
the school is a new Junior High School in Polokarto. In this research, the writer
wants to know the real implementation of CLT in English teaching-learning
process at SLTP Negeri 2 Polokarto.
The writer uses qualitative method and uses ethnographic approach because the
study was related to the process. The writer gets data from informant. The
informant is the English teacher who teaches English in the first class and in
collecting the data, the writer uses the interview and observation. In analysing the
data, the writer uses interactive model of analysis which has three component
namely; (1) data reduction, (2) data display, and (3) conclusion. The writer finds
two strategies in English teaching-learning process at SLTP Negeri 2 Polokarto.
First, the strategy of code-mixing. Second, dictionary is used more in the
classroom. The teacher and student roles in teaching-learning process at SLTP
Negeri 2 Polokarto can be described that the students are receiver, processor and
imitator in the classroom and the teacher is source of knowledge, a manager, a
consultant in the classroom. The teacher had done her function as facilitator. The
strength of CLT applied in SLTP Negeri 2 Polokarto is the students are active,
relax in the classroom and they are brave to do communication using English. The
weakness of CLT applied in SLTP Negeri 2 Polokarto is the students get a
problem to use English sentences because influenced by Indonesian or Javanese
language and teaching-learning process spends more energy and time.
As a conclusion, the implementation of CLT in teaching learning process at SLTP
Negeri 2 Polokarto is effective. The teacher had done her function as facilitator.
she is active in supporting the students to express their ideas. So, She is successful
in making students active in the classroom