User:Amienk combat

'''ABSTRACT A STUDY ON TEACHING TECHNIQUES OF READING IN FIRST CLASS AT SMA NEGERI 1 NGADIROJO PACITAN'''

In the process of teaching and learning English reading, the teacher is a person that is most influential in classroom because his role is very important. He must be able to select or organize the technique and material that are effective for students. He must give variety of learning activities to avoid boredom, so that students will get extensive and enjoyable practice. Dealing with this study, the writer presents two problems: what are the teaching techniques by the teacher in teaching reading that are in first class at SMA Negeri 1 Ngadirojo Pacitan, what the strengths and the weaknesses of those techniques. This study applied descriptive research design. In this research, the writer used teacher as the object of this study to get the data and information need. In analyzing the data, the writer investigated the teaching study by taking some steps: (1) prepared the question concerning the teaching techniques of reading and confirm with the two advisor (2) interviewed the teacher concerning teaching techniques used (3) observed the classroom when the teacher was teaching reading subject (4) classified and analyzed the information of interview and the information observation (5) made conduction from both of the data that were analyzed. The result of the study that shows that, the teacher uses two teaching techniques in reading class: they are Herringbone and Summarization teaching technique. When the teacher uses Herringbone technique, whereas, all activities focused on of the text, the students search important information and answer question. It could be students get difficulty to understand and gave low response to the activities, it means that the teacher must be active to teach or give information. When the teacher uses Summarization technique, whereas. The activity trained the students coned write summaries by finding out the important information on the text. However, although it needs a long time, the Summarization technique gave more effectiveness to understand a text. Key word : Teaching Techniques of Reading In Teaching Learning Process

The Implementation of English Team-Teaching at SMA Negeri 2 Malang. Thesis, English Department, Faculty of Letters, State University of Malang.

Key words: team teaching This study was conducted to describe the implementation of English team-teaching at SMA Negeri 2 Malang in terms of (1) the objectives of the implementation of English team teaching, (2) the shared responsibilities among English team-teaching teachers, (3) teachers’ perceptions on English team teaching, (4) students’ perceptions on English team teaching, and (5) factors influencing the implementation of English team teaching. This study was a descriptive-qualitative case study because it was designed to describe the implementation of English team teaching at SMA Negeri 2 Malang in the form of words rather than numbers. The subjects of this study were all the four team–teaching teachers and sample of team–teaching students. Using purposive random sampling technique, this study involved 106 students of grade X and XI. Three instruments were utilized to collect the data, namely, teacher interview guide, student questionnaire sheet, and student interview guide. The teacher interview guide was used to collect the data of the objectives of the implementation of English team teaching, the shared responsibilities among English team– teaching teachers, teachers’ perceptions on English team teaching, and factors influencing the implementation of English team teaching. The student questionnaire sheet was designed to collect the data of students’ perceptions on the implementation of English team teaching. The student interview guide was used to collect further information of students’ perceptions on the implementation of English team teaching. The findings show that according to the teachers, the objectives of the implementation of English team teaching were (1) the adequate number of English teachers, (2) empowerment in the subject that they taught, and (3) forming bonds among teachers and students. One pair of team–teaching teachers had imbalanced shared responsibilities, while the other had more balanced shared responsibilities. The finding also indicates that all teachers did not understand the importance of collaborative planning in their process of teaching. Team–teaching teachers did not set formal time to discuss and solve the barriers and problems rising in the process of the teaching and learning, they stayed in touch with their partners’ class through informal discussions only. The findings also reveal that all the teachers had positive perception on English team teaching because they found their works were much helped by their partners and students would less bored by having two teachers iv teaching English every week. One teacher added that team teaching brought the more homogeneous instruction and scoring criteria. Most of the students of English team teaching had positive perceptions on the effectiveness of team teaching, except students of XI IPA. They perceived their teachers positively because according to them their teacher had worked hard to teach them, but on the skills that they expected to be more focused, there were some differences between X, XI IPA, XI IPS, and XI Bahasa students. They saw their teachers did not develop effective communication along the process of daily teaching and learning, and their positive perception on team teaching were influenced by their likeness to their teachers. There were no difficulties mentioned by the team–teaching teachers, except in reporting scores from skills that they taught. From the study, some suggestions can be drawn. The suggestion proposed to the head master is that he should set formal meeting to discuss the progress on the implementation English team teaching at his school. For the English teachers, the suggestion covered the following items: there should be formal meeting, more balanced shared responsibilities, more communication along the teaching process, and more collaboration not only in setting the yearly and semesteral plan, but also the in daily plan. And for the other researchers, they should take wider range of subjects of study to get more representative sample, since team–teaching techniques may be different from one school to others