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THE TECHNIQUE OF TEACHING ENGLISH USED BY THE TEACHER AT

SMK MUHAMMADIYAH 2 MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Language Education

by:

ANGGI WILUJENG

201210100311141

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2019

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This thesis was written by Anggi Wilujeng and was approved on

July 25th, 2019

By:

Advisor II, Advisor I,

Adityo, S.S., M.A Dra. Erly Wahyuni, M.Si

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This thesis defended in front of the examiners of the Faculty of Teacher Training and

Education of University of Muhammadiyah Malang and accepted as one of the requirements

to achieve Sarjana Degree in English Language Education

on July 25th, 2019

Approved by:

Faculty of Teacher Training and Education University of Muhammadiyah Malang

Dean,

Dr. Poncojari Wahyono, M.Kes

Examiners: Signatures:

1. Dr. Masduki, M.Pd 1…………………………

2. Triastama Wiraatmaja, S.S., M.Si 2…………………………

3. Dra. Erly Wahyuni, M.Si 3………………………….

4. Adityo, S.S., M.A 4………………………….

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MOTTO

“Life is like riding a bicycle

To keep your balance, you must keep moving”

DEDICATIONS

This thesis is fully dedicated to:

Her beloved parents : Mulyono and Sri Rochmaningsih

Her beloved brothers and sisters : Kharisma Yoga Pradana

Annisa Sovia

Ali Nurrohmad

Her beloved friends : Aini Nurliza

Putri Laili Indriani

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Letter of Authenticity

The undersigned below:

Name : Anggi Wilujeng

NIM : 201210100311141

Department : English Language Education Department

Faculty : Faculty of Teacher Training and Education

I hereby declare that in this thesis there is no thesis or paper that have been proposed to receive

a bachelor degree, and there is no ideas or notions written or published by another person,

unless what has been written in this thesis and mentioned in the references.

Malang, 25th July 2019

Anggi Wilujeng

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THE TECHNIQUE OF TEACHING ENGLISH USED BY THE TEACHER

AT SMK MUHAMMADIYAH 2 MALANG

ABSTRACT

This study focuses on the technique of teaching Englisd used by the teacher at

SMK Muhammadiyah 2 Malang. The purposes of this research are to know the

techniques in teaching English and how the English teacher implement the techniques

in teaching English.

Moreover, this research typically employed a qualitative research design. The

research subject of this research was an English teacher of the tenth grade of

accounting major at SMK Muhammadiyah 2 Malang. To collect the data, the

researcher used interview and observation as the research instruments.

The result of the research showed that the English teacher used three

techniques in teaching English such as write-pair-switch, listen and answer and read

and remember techniques. Beside, the researcher found that the teaching techniques

were implemented in different time. First, in write-pair-switch technique ; the teacher

asks the students to share the answers in pairs. After that, students switch partners and

share their former partner’s ideas with their new partner. Second, in listen and answer

technique ; The teacher reads a story loudly and students listening. Then, teacher gives

some questions and students answer on a paper. Third, read and remember technique

; the students read a short story. Then, the teacher asks them to tell story one by one.

Keyword : Teaching Technique, English Teaching

Advisor I The Reasearcher

Dra. Erly Wahyuni, M.Si Anggi Wilujeng

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ACKNOWLEDGMENTS

Alhamdulillah, in the name of Allah SWT, the God Almightly, the Most Gracious

and Merciful. Alhamdulillah, by the blessing and mercies of Allah SWT, the researcher

could finish this thesis entitled “The Technique of Teaching English Used by the Teacher at

SMK Muhammadiyah 2 Malang”. as the requirement for the Bachelor Degree in English

Language Education Department, Faculty of Teacher Training and Education, University of

Muhammadiyah Malang. Sholawat and salam are always delivered to the Islamic prophet,

Muhammad SAW, who has guided his followers to the rightness and perfection, brought us

from the darkness to the lightness.

In its final accomplishment, the researcher is totally aware that this thesis is

completely distant from the criteria of perfection because the old saying says “Perfect is an

imperfection”. Therefore, she would be openly and kindly enthusiastic to welcome any

constructive and supportive comments, feedbacks, and suggestions in search of acquiring

the significant betterment.

This thesis can be finished well because of the support and guidance from several

parties. Therefore, the researcher would like to thank Mr. Bayu H. Wicaksono, M.Ed, Ph.D

as the Head of English Language Education Department, who has given an opportunity to

the researcher to write this thesis. Her special thank goes to beloved advisor I, Dra. Erly

Wahyuni, M.Si who always gave her support to arrange this thesis, thank for her beautiful

patient, thank for always reminds me to don’t give up in everything happened easily. And

thank for advisor II, Adityo, SS, MA who always checked this thesis, given constructive

suggestions regarding my thesis.

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Her sincere gratitude is also extended to her lovely father (Mulyono) and lovely

mother (Sri Rochmaningsih) for the best power, endless prayers, and supports. Her gratitude

is also to her lovely brothers and sister (Kharisma Yoga Pradana, Annisa Sovia, and Ali

Nurrohmad).

Finally, a special thank goes to her beloved partner in life, the best friends in life:

Aini Nurliza and Putri Laili Indriani, special thank for a man who always standing besides

me, who always gave support and anything for the best life, all of friends in KKN 113 2015,

all of friends of English Department especially C class.

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TABLE OF CONTENT

COVER .............................................................................................................i

APPROVAL PAGE ......................................................................................... ii

MOTTO AND DEDICATION........................................................................ iv

LETTER OF AUTHENTICITY .................................................................... v

ABSTRACT ..................................................................................................... vi

ACKNOWLEDGMENTS ............................................................................... vii

TABLE OF CONTENT ................................................................................... ix

CHAPTER I INTRODUCTION

1.1 Research Background..................................................................................1

1.2 Statement of Problems…..............................................................................4

1.3 Purpose of the Study….................................................................................4

1.4 Scope and Limitation…................................................................................4

1.5 Research Significance…...............................................................................5

1.6 Definition of Key Terms…...........................................................................5

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Teaching English at Vocational High School...............................................7

2.2 Teaching Technique...................…...............................................................9

1. Think-Pair-Share….............................................................................9

2. Jigsaw …............................................................................................9

3. Group Investigation............................................................................10

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4. Numbered Heads Togrther (NHT)......................................................10

5. Circle of Speakers...............................................................................11

6. Write-Pair-Switch...............................................................................11

7. Question and Answer Pairs.................................................................11

8. Herringbone.........................................................................................12

9. Total Physical Response......................................................................13

10. Opposite Arguments..........................................................................13

11. Historically Correct............................................................................13

12. Test Tournament................................................................................14

13. Youtube Video Quizzes.....................................................................14

14. Puzzle Pieces......................................................................................14

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design .......................................................................................... 16

3.2 Research Subject ......................................................................................... 17

3.3 Data Collection ............................................................................................ 17

3.3.1 Technique and Instrument.................................................................. 17

3.3.1.1 Observation ............................................................................... 17

3.3.1.2 Interview.....................................................................................19

3.4 Procedure .................................................................................................... 19

3.5 Data Analysis .............................................................................................. 20

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

4.1 Research Finding...........................................................................................21

4.1.1 The Teaching Technique Used by English Teacher at SMK

Muhammadiyah 2 Malang ....................................................................... ..21

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4.1.2 The Implementation of Teaching Technique Used by English

Teacher at SMK Muhammadiyah 2 Malang............................................. ..22

4.2 Discussion ........................................................................................ .. ..24

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion ............................................................................................ .... ..27

5.2 Suggestion ....................................................................................................27

REFERENCES

APPENDICES

REFERENCE

Ary, Donald 2010. Introduction to Research in Education. Eighth Edition New York

Bonwell & Eison, 2010. Using Active Learning Instructional Strategies to Create

Excitement and Enhance Learning. University of South Florida

Brown, H.D. 1987. Principles of Language Learning and Teaching . Second Edition.

New York :Prentice Hall

Brown, H.D. 2001. Teaching by Principles : An Interactive Approach to Language

Pedagogy. New York Pearson Education.

Cresswell, John W. 2008. Research Design : Qualitative, Quantitative, and Mixed

Method Approaches. California : SAGE Publication, Inc.

Esthiningkrida & Munir, 2015. English Language Teaching Challenges in State

Vocatonal High Schools in Surabaya

Hancock, 2009. An Introduction to Qualitative Research. University of Birmingham

Harmer, J. 2002. The Practice in English Language Teaching . New York : Pearson

Longman

Inayah, N. 2012. EFL Teachers’ Teaching Strategies in Public Vocational High

Schools in Singaraja

Jacobs, G. M. 2004. Cooperative Learning: Theory, Principles, and Techniques. JF

New Paradigm Education

Kurniawati, 2016. Implementation of the “Magic Mantra” in Teaching Speaking at

Indocita Foundation Singosari

Listiani, 2014. Improving Reading Comprehension of the Eight Grade Students of

SMPN 2 Abiansemal

Marsigit, 2008. Promoting Student Thinking on the Concept of Least Common

Multiple Through Realistic Approach

Richards, J.C and Rodgers, T.S. 2001. Approaches and Methods in Language

Teaching. USA. Cambridge University Press.

Sanjani, 2015. Improving Students’ Ability Using Think-Pair-Share of cooperative

Learning for the Eighth Grade Students of MTs N Karangmojo

Sutena, 2013. The Implementation of Process Standard of Teaching English at SMK

Negeri 1 Gianyar

Swadhika, 2016. Using NumberedHead Together Technique to Improve Speaking

Ability at Tenth Grade Students at SMA Muhammadiyah 1 Malang

Thomson. 2012. Proposing A Core Set of Instructional Practices and Tools for

Teachers of Science

Wayan, 2013. The Implementation of Process Standard of Teaching English at SMK

Negeri 1 Gianyar

APPENDICES

File notes

August 3, 2018

Before the class began, the teacher said salam and greeted the students.

Teacher asks the students to pray together, then teacher checked student

attendances before class began. After all things had been ready, teacher started to

begin the class.

The teacher introduced a new passage to the students. The teacher asked

the students to read the passage in the source language. The teacher asked the

students to write the translation of the passage in the target language by their own

words. Then, the teacher asked the students to write the answer the questions

related to the passage. The teacher asked the students to share the result of their

translation and their answers in pairs. The teacher asked the students to switch

partner and share their former partner’s ideas with their new partner. The teacher

asked the students to summarize the result of their sharing. The teacher asked the

students to present the summary in front of the class one by one. The teacher asked

the students to collect the paper which written the result of their translation and

answers.

The teacher gives review for all those things that teacher and students did

in the class before. Teacher asks the students whether they faced the difficulty

during the learning process or not. Teacher made conclusions based on the

topic/material which had been discussed. Students were asked to read and learn

the materials that will be discussed in the next meeting. Teacher closed the class

by saying salam and good bye.

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August 9, 2018

Before the class began, the teacher said salam and greeted the students.

Teacher asks the students to pray together, then teacher checked student

attendances before class began. After all things had been ready, teacher started to

begin the class.

The teacher read a short story to students loudly and the students listening.

The teacher give some questions one by one and the students answer on a paper.

The teacher read another story to students loudly. The teacher give some questions

and the students answer on a paper then the teacher asks the students to switch

their paper with their friend. The teacher discuss the answer together.

The teacher gives review for all those things that teacher and students did

in the class before. Teacher asks the students whether they faced the difficulty

during the learning process or not. Teacher made conclusions based on the

topic/material which had been discussed. Students were asked to read and learn

the materials that will be discussed in the next meeting. Teacher closed the class

by saying salam and good bye.

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August 10, 2018

Before the class began, the teacher said salam and greeted the students.

Teacher asks the students to pray together, then teacher checked student

attendances before class began. After all things had been ready, teacher started to

begin the class.

The teacher give a short story to the students. The teacher asks the students

to read carefully for 15 minutes. The teacher gives an example to tell a story. Then,

the teacher asks the students to tell the story in front of class one by one.

The teacher gives review for all those things that teacher and students did

in the class before. Teacher asks the students whether they faced the difficulty

during the learning process or not. Teacher made conclusions based on the

topic/material which had been discussed. Students were asked to read and learn

the materials that will be discussed in the next meeting. Teacher closed the class

by saying salam and good bye.

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Interview

1. What kinds of techniques do you use to teach English?

I used write-pair-switch, listen and answer, and read and remember techniques.

But actually there are some parts of this techniques which was modified by myself

in order to make the students were more active. Students activeness was very

important for me in order to make the teaching and learning process was more

efficient.

2. Why does do you use this technique in this class?

This technique helped me so much to explore, improve, and train student’s ability,

and also can help me to create an active learning atmosphere. Moreover, this

technique was not difficult to be applied, since I did not need much time to explain

the material to the students. They should understand it by themselves by read the

passage and asked me if they found any difficulty.

3. Is there any advantages and disadvantages of using this technique?

There are some advantages of applying this technique. First, this technique can

help me to improve and train student’s ability, not only one ability, but some

abilities, such as; reading, writing, translating and speaking. Second, this

technique can make the activity of teaching and learning was running positively

crowded since the students strived to share their ideas in pairs, so that the students

were not boring during the learning process. Third, this technique was easy to be

applied, I did not need to explain the material all the time, I just need to explain

what they should do and then gave them instructions. While for the disadvantage,

I think there were no disadvantages of applying this technique, since as I see the

students worked cooperarively in teaching and learning process.

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