Silahkan langsung Copypaste saja, tetapi baiknya di teliti dulu barang kali ada yang salah ketik baik judul maupun isi postingan SKRIPSI TEACHERS TECHNIQUES IN TEACHING SPEAKING SKILL, jika sudah yakin silahkan dipergunakan sebagaimana mestinya, jika anda beruntung ada link downloadnya, jangan ragu dan bimbang lansung download saja, semoga blog ini memberi manfaat.
Alangkah baiknya Anda membaca dengan teliti, supaya apa apa yang ada di blog ini bisa bermanfaat, jika hasil dari postingan di blog ini kurang memuaskan, silahkan cari di kotak pencarian [Search Here] atau [Search], kalau tidak salah admin taro di bawah artikel postingan [untuk view handphone/ smartphone atau sejenisnya] dan bagian samping kanan [untuk view via destop/ PC/ Laptop dan sejenisnya], dan semoga hasil dari pencarian blog ini dapat mempermudah Anda dalam menjelajah isi blog jebidal.com ini. selamat berselancar.
- kumpulan judul skripsi sejarah kebudayaan islam
- PERNIKAHAN DIBAWAH UMUR DI KECAMATAN KURANJI DITINJAU DARI UNDANG-UNDANG NO 1 TAHUN 1974 DAN KOMPILASI HUKUM ISLAM (STUDI DI KANTOR URUSAN AGAMA KECAMATAN KURANJI)
- SKRIPSI TENTANG PELAYANAN KESEHATAN PASIEN PESERTA JAMKESMAS
- SKRIPSI HUBUNGAN FAKTOR LINGKUNGAN FISIK RUMAH DENGAN KE JADIAN PENYAKIT MALARIA DI DESA X
- SKRIPSI ANALISIS PENGARUH EKSPOR SEKTOR INDUSTRI DAN PENANAMAN MODAL ASING SEKTOR INDUSTRI TERHADAP PERTUMBUHAN EKONOMI INDONESIA
- SKRIPSI PTK PENINGKATAN HASIL BELAJAR SISWA DENGAN MENGGUNAKAN MODEL KOOPERATIF TIPE PICTURE AND PICTURE PADA KONSEP PENGENALAN HARDWARE (MATA PELAJARAN : TEKNOLOGI INFORMASI DAN KOMUNIKASI) – (KELAS VII)
- SKRIPSI IMPLEMENTASI PENGGUNAAN MEDIA PUZZLE DALAM PEMBELAJARAN MATEMATIKA DI TAMAN KANAK-KANAK
- SKRIPSI PENGARUH METODE PEMBELAJARAN EKSPERIMEN TERHADAP KETERAMPILAN PROSES SAINS ANAK
semoga dengan mengunjungi jebidal.com, anda mendapatkan informasi menarik dan dapat bermanfaat bagi anda, dalam situs jebidal.com menitik beratkan pembahasan yang berkaitan dengan pendidikasn, seperti makalah, materi pelajaran, contoh soal ujian dengan jawabannya, contoh skripsi, contoh tesis, dan info menarik serta unik lainnya. Anda sedang membaca postingan yang berjudul SKRIPSI TEACHERS TECHNIQUES IN TEACHING SPEAKING SKILL
Admin jebidal.com juga mempermudah pengunjung untuk mendapatkan manfaat dari blog jebidal.com, silahkan jelajahi setiap sudut dari blog ini, semoga menemukan yang Anda cari. Selamat menelusuri blog ini. Anda sedang membaca postingan yang berjudul SKRIPSI TEACHERS TECHNIQUES IN TEACHING SPEAKING SKILL.
Jika Anda ingin mendapatkan update dari blog jebidal.com, silahkan follow twitter @jebidal, ini link langsungnya @jebidal
Jika Anda lebih suka mainan facebook jangan ragu untuk like fan page jebidal.com ini link langsungnya Jebidal.com on Facebook
dan jika Anda lebih betah menggunakan akun Gplus Anda, jebidal.com juga punya silahkan follow saja, ini link langsungnya jebidal.com on Gplus
Mari Kita simak lebih detailnya tentang SKRIPSI TEACHERS TECHNIQUES IN TEACHING SPEAKING SKILL
SKRIPSI TEACHERS TECHNIQUES IN TEACHING SPEAKING SKILL
This chapter describes the general issues related to the introduction of this study. The issues cover background of the study, research questions, the purpose of the research, the significance of the study, the definition of the terms, and thesis organization.
A.. Background of the Study
English has become a lingua franca, a language which is internationally used by people with different first language background (Harmer, 2001), and which is used for communication by more than one billion people around the world (see Johnson, 2001). This makes English an important tool that everyone should master; making it one important school subjects in most schools in the world.
In Indonesia, English has been taught and received serious attention in all levels of study, i.e. Elementary School, Junior High School, and Senior High School. The goal of teaching English in Indonesia, and probably in most schools in the world, is the students’ ability to use English for communication through four language skills, i.e. listening, speaking, reading, and writing.
Among other language skills, mastery speaking which is “the basic means of human communication” (Lazarton, 2001 : 103) and English speaking which has become “the most demanding skill” ((Bailey & Savage, 1994 in Lazarton, 2001) is a must. This is due to the fact that most learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their speaking proficiency (Richards, 2008).
Besides the importance of speaking skill, learning speaking in second or foreign language, has a great challenge. Brown (1994 in Lazarton, 2001) mentions a number of features that interact to make speaking as challenging as it is. First, fluent speech contains reduced forms, such as contractions, vowel reduction, and elision, so that learners who are not exposed to or who do not get sufficient practice with reduced speech will retain their rather formal-sounding full forms. Second, students must also acquire the stress, rhythm, and intonation of English. In line with that, Lazarton (2001 cited in Celce-Murcia, 2001 : 103) states that perhaps the most difficult aspect of spoken English is that it is almost always accomplished via interaction with at least one other speaker. This means that a variety of demands are in place at once : monitoring and understanding the other speakers, thinking about one’s own contribution, producing that contribution, monitoring its effect, and so on.
To cope with the challenges of teaching speaking, the language teachers are required to be able to create and employ certain techniques in order to achieve the goal of language learning and teaching for speaking skill. By this, it means that the teacher plays an important role in determining what technique can best encourage students’ participation in the learning process. This is supported by Celce-Murcia, 1979 who mentions that teacher needs to know the strategies and exercises to ensure that each is getting a relevant practice in speaking English in order to develop his fluency and confidence. In line with that, Rahmawati (2008) proposes that teacher, particularly in speaking instruction, is always expected to provide an engaging-students techniques to make them able to explore their experiences and idea in oral way.
In teaching speaking skill, the teachers are expected to be able to promote students’ speaking skill by employing several types of techniques such as discussion, speeches, role plays, conversation, audio taped oral dialogues journal and other accuracy-based activities (Lazarton in Celce-Murcia, 2001 : 106). Thus, it is expected that the strategies will explore the students’ speaking performance.
Among other language skills taught in EFL schools, speaking skill has been likely received little concern by investigators since the complexity and impracticality of this skill to be investigated (See Lengkanawati, 2007). Therefore, this study attempts to investigate the teaching of speaking skill particularly the English teacher’s techniques in teaching speaking skill. Besides, it also investigates the students’ responses to those techniques.
B. Research Questions
Based on the consideration above, this study is focused on the research questions as follows :
1. What techniques does the teacher use in teaching speaking skill ?
2. What are the students’ responses to the teacher’s techniques ?
C. Aims of the Study
Related to the research questions above, this study aims to :
1. investigate the English teachers’ techniques in teaching speaking skill,
2. identify the students’ responses to the techniques used by the teachers in teaching speaking skill.
D. Significance of the Study
It is expected that the result of this study will be useful for those who participate in teaching English as a foreign language. They are involved : first, the teachers of English; second, the education officers and the school stake holders who hold and facilitate any kinds of teachers training; third, the writer as the researcher would like to meet the magister degree; and fourth, the other researchers who are interested in conducting the same field of study.
E. Thesis Organization
This thesis consists of five chapters. Chapter one is general introduction that relates to the background of the study. Chapter two discusses the literature review as the basic guidelines which underpinning the study. Chapter three presents the methodology of the research. This involves the data collection techniques and instruments used in conducting the research. Chapter four is about data presentation and data analysis in the study. And the last, chapter five presents conclusion and offers some recommendation.
Other articles you might like;