Teaching Techniques Used By Teacher To Develop Students’ Vocabulary At The Second Grade Of Smp N 1 Nguter Sukoharjo In 2016/2017 Academic Year

This research aims at describing the technique used by the teacher to develop students’ vocabulary, the purposes of each technique, and the problem faced by the teacher. The study is descriptive qualitative research. The data in this study were: the techniques used by teacher to develop students’ vocabulary, fields note and interview script. The data are taken from observation, interview, and document. The technique for analyzing data is data reduction, data display, and conclusion and verification. The finding of the research shows that there are some techniques used by the English teacher such as: memorization, synonym, antonym, translation, and self-defining context. The purposes of each technique are (1) memorization can improve the students’ pronunciation and help the students to develop their memorization, (2) synonym can help the students to understand the word which has similar meaning, (3) antonym is to help the students to understand a pair of opposites meaning of words and may it can enrich students’ vocabulary, (4) translation can help the students familiar with the word and the students understand the meaning of the words or sentences that they have not understood before. (5) self-defining context can interest the students to observe all of things in environment and it can help the students to define things based on the context. The problems faced in developing students’ vocabulary are classroom management, the students’ learning motivation, and vocabulary accomplishment problems

Scaffolding Strategy Used By English Teacher In Teaching Reading Comprehension To The Eleventh Grades Students At SMK Muhammadiyah 2 Surakarta

This research paper is aimed to describe the implementation of scaffolding strategy used by English teacher in teaching reading comprehension to the eleventh grades students at SMK Muhammadiyah 2 Surakarta. The purposes of this research are to know the scaffolding used by teacher in teaching reading comprehension, the implementation of scaffolding in teaching reading comprehension and the students’ response toward the implementation of scaffolding. This research belongs to qualitative research. The methods of collecting data are observation, interview and document. The data are taken from result of observation sheet, interview transcript and document note taking. The result of the research shows that the scaffolding technique used by English teacher in teaching reading comprehension to the eleventh grades students at SMK Muhammadiyah 2 Surakarta are asking question, using simple language, using visual media, using geture and generating question. There are four steps of the implementation of scaffolding techniques in teaching reading process namely text selection, text orientation, aural orientation and language orientation. The response of the students shows that scaffolding is very important in supporting their learning process, especially in teaching-learning reading comprehension

A Study On Teaching Learning Process Of English Speaking In The Eighth Grade Student Of SMPN 2 Jumapolo: A Naturalistic Study

The purpose of the study is to describe: (1) the procedure of teaching speaking, (2) the problems faced by the teacher in the teaching speaking, and (3) the solutions to solve the problems faced in the teaching speaking. The writer applies the qualitative research method in conducting the research. The subject of the research is the eighth grade students in SMP Negeri 2 Jumapolo Karanganyar. The technique for collecting data used is interview, observation, documentation, and interview. The data are analized by using descriptive qualitative technique such as reducing the data, verifying the data, displaying the data, and drawing conclusion. The result of study shows that: 1) the procedure of English teaching speaking in SMPN 2 Jumapolo consisted of the steps such as opening, main activity, and closing. In procedure of opening, the teacher greeted and checked the students’ attendance, and elaborating the process by giving pre-test, showing some pictures for students in order to explore the information. In main activity, the teacher explained the materials which students divided in groups for making small discussion, comprehending more vocabularies, making conversation with others to get the fluency in speaking. In closing procedure, the teacher evaluated and gave the speaking task in group, (2) the problems faced in teaching speaking are: The students faced difficulties to express the idea orally because limited vocabulary, limited pronounciation, and and lacked of grammatical knowledge; (3) the solutions for the student’s problems in learning to speak English are: the teacher conducted several ways such as explaining material clearly and comprehending the vocabulary; drilling pronunciation, and explaining more about grammar

Scaffolding Strategy Used in Teaching Speaking at SMK Harapan Kartasura in Academic Year 2019/2020

The goal of this research is to investigate the scaffolding strategy used by the English teacher in teaching speaking at SMK Harapan Kartasura and students’ response toward the scaffolding strategy used by the teacher in teaching speaking. This research was qualitative research. The participants of this research were the eleventh grades students of TKJ at SMK Harapan Kartasura and the English teacher of the eleventh grades students. The researcher collected the data by observation, interview, and documentation. The data were analyzed through several techniques, namely data reduction, data display, and drawing conclusion. The finding of this research indicated that the teacher used some types of scaffolding strategy in teaching speaking to the eleventh grades students of TKJ at SMK Harapan Kartasura, they were explaining, inviting student’s participation, questioning, reinforcing, instructing, and modeling. The students thought that the strategy applied by the teacher in teaching speaking was fun and interesting

Techniques For Teaching English To The Fifth Grade Student at MI Muhammadiyah Ngaliyan Simo Boyolali in 2019/2020 Academic Year

The purpose of this research is describe classroom teaching techniques was used by an English teacher to deliver the materials to make student interested in teaching learning process at MI Muhammadiyah Ngaliyan Simo Boyolali. The researcher used qualitative research because the researcher intends to describe about finding, describing, investigating, and explaining the techniques used by the teacher in teaching learning process. The subject of this research is English teacher and fifth grade student at MI Muhammadiyah ngaliyan Simo Boyolali. The researcher used observation method, interview method, and documentation method to collecting the data. The result showed English teacher at Mi Muhammadiyahh Ngaliyan Simo Boyolali always used various techniques for teaching and learning process to make feel students ability becomes creative and active in classroom. Based on the results, techniques for teaching English who used by the teachers in Mi Muhammadiyah Ngaliyan have important role for teaching learning process

Implementation Of Scaffolding Strategy To Teach Reading In MTsN Paron

This research has aims to investigate (1) Teachers’ perception on scaffolding used in teaching reading, (2) Types of scaffolding used in teaching reading, (3) Teacher’s way in implementing scaffolding in teaching reading, and (4) Students’ responses on scaffolding used by the teacher in teaching reading. The participant of the reasearch are three English teachers and thirty four students of MTsN Paron. The data are obtained from the interview, observation and questionnaire. The findings of the study first reveal that teachers’s perception that scaffolding help students in learning reading because to achieve good reading performance needs the mastery of grammar, vocabulary and pronunciation. Scaffolding can encourage and motivate students to learn reading. Scaffolding make teachers easier to teach reading because the students have been encouraged already. Second, the types of scaffolding in this study found are: teacher talk, teaching media, task division, classroom management which includes eye contact, gesturing, appraisal, jokes and intermezzo, and explanation, clarification,instruction, corrective feedback, initiation ( asking about previous topics and greeting), brainstorming, topic selection ( selecting interesting topic and related to the syllabus) asking question, translation and giving motivation. Scaffolding also increase English teachers’ knowledge about the different kind of scaffolding to teach reading in the classroom. Third English teachers implement scaffolding started from brainstorming, pre-activity, whilst-activity and post-activity. The other of result shows that the way English teachers in implementing scaffolding create the students’ comfort in learning reading. Fourth the students’ responses show that they create their motivation and their creativity in learning reading. English teachers of MTsN Paron have positive perception on scaffolding that they applied. Keywords: scaffolding, teaching reading, teacher’s perception, student'S response

Teacher Strategies in Teaching Vocabulary to The Eighth Grade Students In Extracurricular Program At MTs N II Surakarta

This study aims to explain the teacher strategies used in teaching English vocabulary, how the teachers apply their strategy and to identify students' responses to the teacher strategies in teaching vocabulary. The method used in this research is qualitative descriptive method. This study used theories from Thornbury (2002) and Nation (1990) in analyzing the use of English vocabulary teaching strategies. The subjects in this study were the teacher and the student. Based on data analysis, the results of this study indicated that there weresix strategies used by teachers in teaching English vocabulary namely: a) example sentence, b) opposite, (c) synonym, (d) consulting the dictionary, (e) practice strategy, and (f) memorization. The students response to the application of the teacher’s strategy in teaching vocabularyshowed that they enjoy the teaching and learning process and they can actively learn the vocabulary

Classroom Techniques Of Teaching Writing At The Eleventh Grade In Smk Muhammadiyah 3 Surakarta In 2015/2016 Academic Year

ABSTRACT This study aimed to describe teaching writing to the eleventh grade Student’s at SMK Muhammadiyah 3 Surakarta in 2015/2016 Academic Year, the material used by the teacher to teach writing to the Eleventh Grade of SMK Muhammadiyah 3 Surakarta in 2015/2016 academic year, the teachnique of teaching writing of the Eleventh Grade of SMK Muhammadiyah 3 Surakarta in 2015/2016 Academic Year and the problems faced by the teacher on teaching writing to the Eleventh Grade of SMK Muhammadiyah Surakarta in 2015/2016 academic year. This is a descriptive qualitative research. The subject of this researcha was English teacher and the students of eleventh grade of SMK Muhammadiyah 3 Surakarta in 2015/2016 Academic Year. The object of the research was teaching writing to the eleventh grade of SMK Muhammadiyah 3 Surakarta in 2016/2017 Academic Year. The result from this research showed that the teaching writing to the Eleventh Grade of SMK Muhammadiyah 3 Surakarta in 2015/2016 Academic Year the teacher used 2 descriptive text “Earthquake” and one free writing descriptive text. The material used by the teacher was taken from Buku Bahasa Inggris” 2013 curriculum from Bashir and Kemdikbud year 2016. The teachnique of teaching writing of the Eleventh Grade of SMK Muhammadiyah 3 Surakarta in 2015/2016 Academic Year the teacher used the control to free approach and free writing aproach and as teaching learning technique and she uses the observing, work in group, and practice as teaching strategy. The technique used by the teacher is free approach writing where the teacher uses the text taken from the book and taken from the net. The problems faced by the teacher in teaching writing to the Eleventh Grade of SMK Muhammadiyah 3 Surakarta in 2015/2016 Academic Year based on the interview are; (1) Transfer the knowledge for all students, (2) Arrange the students in group activity, and (3) The students is passive. Keywords: descriptive, classroom techniques, teaching writin

Criticism Against Violence For Solving Problem Reflected In William Somerset Maugham’s Liza Of Lambeth Novel (1897): A Sociological Perspective

This study is about Criticism Against Violence for Solving Problem in Liza of Lambeth novel. The problem of the study is criticism against violence for solving problem reflected in Liza of Lambeth novel. The object of the study is Liza of Lambeth novel by William Somerset Maugham. It uses sociological perspective. This study belongs to qualitative research. In this method, there are two types of data source, namely primary and secondary data source. The primary data source is the novel an the secondary data is other materials related to the study. The result of the study shows that based on the analysis there is a close relation between the novel and the social reality in English in the end nineteenth century. William Somerset Maugham wants to criticize the violence for solving problem in Liza of Lambeth novel

A Syntactic Analysis Of Verb Phrases Found In Campus English Magazine Vol.54/ Xii/ 2013 (Using X-Bar Approach)

This research deals with analyzing Verb Phrase (VP) construction in English Magazine using X-bar approach by Andrew Radford (1988). This research aims at identifying the constituent of Verb Phrase and the functions of constituentss of verb phrase found in Campus English Magazine. This research applies descriptive qualitative method. In collecting the data, the writer uses documentation. The objects are verb phrase constituents. The analyses of data are sentences containing verb phrase construction used in Campus English Magazine Vol.54/XII/2013. The writer found 10 typical constructions of verb phrase from 66 data. The writer provides in the percentage for specific result. They are: (1) V”→ V + NP (Complement) in 37%, (2) V”→ V + NP (Complement) + PP (Adjunct) in 42%, (3) V”→ V + PP (Adjunct) in 9%, (4) V”→ V + PP (Adjunct) + PP (Adjunct) in 1, 5%, (5) V”→ AdvP (Adjunct) + V + NP (Complement) in 3 %, (6) V”→ M +V + NP (Complement) + NP (Complement) in 1, 5%, (7) V”→ M + V + AP (Adjunct) in 1, 5%, (8) V”→ M + V + AP (Complement) in 1, 5%, (9) V”→ M + V + AdvP (Adjunct) in 1, 5%, and (10) V”→ M + V + NP (Complement) + AdvP (Adjunct) in 1, 5%