THE TECHNIQUES OF TEACHING ENGLISH VOCABULARY AT SLTPN 1 KEDUNGADEM-BOJONEGORRO

There are many technique used by the teacher in teaching English vocabulary. So far, based on the English curriculum for the junior High School describes a mastery of approximately 1000 vocabulary. As we know that vocabulary is one of the fundamental factors that make it possible for a person to speak a language in a communicative way. For this purpose, teaching English vocabulary need special technique in order to help the student’s English mastery. The problem of this study are(1) What is the techniques used by the teacher in teaching English vocabulary at SLPN 1 Kedungadem-Bojonegoro? (2) What is the teacher’s reason choosing the techniques in teaching English vocabulary at SLTPN 1 Kedungadem- Bojonegoro? (3) What is the student’s perception toward the technique used by the teacher in teaching English vocabulary at SLTPN1 Kedungadem-Bojonegoro? Accordingly, the purpose of the study are: (1) To know the teaching technique used by the teacher in teaching English vocabulary at SLTPN 1 Kedungadem-Bojonegoro, (2) To know the reason’s of choosing the techniques used by the teacher in teaching English vocabulary at SLTPN 1 Kedungadem-Bojonegoro, (3) To know the student’s perception toward the techniques of teaching vocabulary used by the teacher. This study uses a descriptive qualitative design to obtain data concerning the research problem. The sample of this study consisT of one English teacher and 39 students in the first years. The data of this study are collected by applying interview, observation and questionnaires. The interview just for the first English teacher at SLTPN 1 Kedungadem- Bojonegoro, While an observation to the classroom and the questionnaire for the first student of SLTPN 1 Kedungadem-Bojonegoro. The result of this study show that the technique used by the teacher who is teaching in the classroom are dialoque, drill and games.The reason of choosing the techniques is to avoid the student get bored and bring the students’ concentration on learning vocabulary. At last, the games techniques are suitable to be applied in teaching learning process, especially on teaching English vocabulary at SLTPN 1 Kedungadem-Bojonegoro. They will help the students to learn English vocabulary and facilitate their rapid understanding of the English materials

TECHNIQUES OF TEACHING READING COMPREHENSIONAT SMPN 2 PAKIS MALANG

One of language skills that should be learnt by English learners is reading. Reading is considered as a necessary skill because of its essential role in facilitating learners to master English. Teaching reading must use techniques in order to make students interested and increase the student’s ability ins reading English. The purposes of the study are to identify the techniques used and describe how the techniques are used by the teacher in teaching reading comprehension at SMPN 2 Pakis Malang. \ud The research design, which was used in this study, was descriptive research. The subject of the study was one teacher at the second year SMPN 2 Pakis Malang. To collect the data in this study, the researcher used two kinds of instruments: interview and observation. The researcher used \ud unstructured interview because it is more informal, in addition, free questioning of the subject is possible regarding their views, attitude, beliefs and other information about the techniques used in teaching English reading and how the techniques are used in teaching reading comprehension at SMPN 2 Pakis Malang. In this study, the researcher was a non­participant observer because the researcher observed without participating in the situation but the researcher observed about techniques that used by teacher in teaching reading in the classroom about three times. One of the observation purposes is to confirm the result of the interview. The data of this study were \ud analyzed by classifying the teaching techniques, classifying how the teaching techniques were used, interpreting and verifying the necessary data and drawing a conclusion. \ud Based on the research finding, the researcher concludes that the English teacher of the teaching reading at SMPN 2 Pakis Malang used four techniques: description/explanation, discovery, group discussion, and demonstration. The teacher combines the techniques in order that the students can easily understand the lesson that the teacher teaches. If the students can easily understand the lesson that the teacher teaches, it means that the teacher has made the students perform better in their learning activity

TECHNIQUES OF TEACHING READING SKILL ON THE SECOND YEAR STUDENTS AT SMK PGRI 3 MADIUN

This study is a research that concerns with the techniques of teaching reading skill. The researcher conducts this study because she observes that English teaching in education field is not as purposed nowadays. Moreover, it is very important for the teachers to determine the techniques, as a preparation in their teaching, especially in teaching reading skill. In other words, it becomes a responsibility for the English teachers to develop their teaching techniques consistently. The main objective of this study is that the writer wants to investigate the English teacher’s techniques, to know the teacher’s roles, to know the teacher’s problems and to know the teachers’ strategies in solving the problem of teaching reading skill on the second year students at SMK PGRI 3 Madiun. This study is descriptive qualitative research. Here, the researcher uses subject of study to investigate the techniques of teaching reading skill used by the English teacher at SMK PGRI 3 Madiun. The instrument that is used in this research is a structured interview and a systematic observation. After the writer collects and analyzes the data, she concludes that the English teacher determines the techniques of teaching reading that are focused on two activities, that is: reading comprehension and reading voice (pronunciation). Reading comprehension is conducted to increase the students’ understanding toward the reading text. Hopefully, after they understood about the content of the reading text, they will be able to do the exercises directly without giving the time. Meanwhile, the reading voice is also implemented in teaching reading skill. It is conducted to check the students’ pronunciation. In this case, students are expected to speak English correctly

TEACHING LEARNING PROCESS OF SPEAKING AT SMUN 9 MALANG

The purpose of this study is to investigate: 1) the objectives in teaching learning process of speaking at SMUN 9 Malang; 2) the materials of learning in teaching learning process of speaking at SMUN 9 Malang; 3) the techniques in teaching learning process of speaking at SMUN 9 Malang.; 4) the evaluations techniques in teaching learning process of speaking at SMUN 9 Malang; 5) the teaching media in teaching learning process of speaking at SMUN 9 Malang. This research used descriptive qualitative research design because there was no treatment as it is in experimental research. Subject of the study was the English teacher of the first year at SMUN 9 Malang. The researcher used interview and observation as research instrument The result of the present study shows that 1) the objectives of teaching learning process of speaking at SMUN 9 Malang that have been already determined on the Curriculum through Competence Based Curriculum (KBK) were to express various meaning either in various spoken text or various interactional spoken text and monolog; 2) the materials of teaching learning process of speaking at SMUN 9 Malang was from the textbook entitled “Headlight: An Extensive Exposure to English Learning for SMA Students 1” that was appropriate with the Competence Based Curriculum (KBK); 3) the techniques used in teaching learning process of speaking at SMUN 9 Malang were dialogue, discussion, oral report, games, using picture, giving instruction or explanation, role play, form filling, question and answer and interview; 4) the evaluation techniques in teaching learning process of speaking at SMUN 9 Malang were using discussion and oral report; 5) the media used in teaching learning process of speaking at SMUN 9 Malang were white board, real object, newspaper, magazine, tape recorder and picture

Data mining technology for the evaluation of web-based teaching and learning systems

Instructional design for Web-based teaching and learning environments causes problems for two reasons. Firstly, virtual forms of teaching and learning result in little or no direct contact between instructor and learner, making the evaluation of course effectiveness difficult. Secondly, the Web as a relatively new teaching and learning medium still requires more research into learning processes with this technology. We propose data mining – techniques to discover and extract knowledge from a database – as a tool to support the analysis of student learning processes and the evaluation of the effectiveness and usability of Web-based courses. We present and illustrate different data mining techniques for the evaluation of Web-based teaching and learning systems

THE IMPLEMENTATION OF TEACHING GRAMMAR AT MAN MALANG 1

In this study, the writer interested to investigate the implementation of teaching grammar at MAN Malang 1. The purpose of this study was to investigate the objective of teaching grammar, the topic of teaching grammar, the technique of teaching grammar and the technique of evaluation in teaching grammar.\ud This research used descriptive qualitative research. The research subjects were two English teachers of second year students at MAN Malang 1. There were two kinds of instruments that were used by the writer. They were interview and observation.\ud The result of this study showed that the objectives of teaching grammar at MAN Malang 1 were able to speak and to write English in a correct sentence. For the topics of teaching grammar were Past Tense and Reported Speech (Direct and Indirect Speech). Meanwhile, the techniques of teaching grammar were searching for error patterns, role playing, game, question and answer, jumbled words, jigsaw and drilling. And the evaluation techniques that were used by the teachers of second year students at MAN Malang 1 were process evaluation, result evaluation, subjective and objective test. In addition, there were some techniques in giving test, such as multiple-choice, an essay, matching, completion and rearrangement. Then, in evaluating cognitive domain, the teachers gave test in last semester and also took from daily test. For affective and psychomotor domain of the students, the teachers evaluated the students’ activeness, motivation, the students’ practice in front of the class, portfolio and rubric during teaching learning process\u