Teachers’ Communicative Activities in Teaching English as A Foreign Language (Tefl): A Study at Sman 9 Bandar Lampung (original) (raw)
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The research aimed to find out the kinds of communicative activities implemented by English teachers in TEFL at SMAN 9 Bandar Lampung and the dominant communicative activity of each English skill implemented by the teachers. This was a kind of descriptive quantitative research. The technique in collecting data was the direct observation of the English teachers in TEFL at the first, second and third years of SMAN 9 Bandar Lampung. There were three teachers as the sample of the research chosen by using purposive sampling technique. The researcher used the checklist by putting tallies to certain columns. There were 42 items in the checklist of communicative activities implemented by the teachers. The result of the research shows that there are 24 communicative activities implemented by the English teachers at SMAN 9 Bandar Lampung. The research also reveals that the dominant communicative activity of each English skill implemented in TEFL at SMAN 9 Bandar Lampung is teachers' asking the question in speaking, note-taking in listening, pre-question in reading, and making sentences in writing.
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This study concerns on the teacher’s communicative approach in teaching English as a foreign language which was taken at English department in FKIP UHN Pematangsiantar. The problem of the research is what are teacher’s techniques used in teaching English as a foreign language? The writer used some theories related to the Techniques of Teaching English and communicative approach theory as the following: Allen (1965), Abbot (1981), Billow (1961), Byrne (1976), Lado (1979), Larsen (2000), This research is a qualitative research which based on the reality teaching and learning process in English class at FKIP UHN Pematangsiantar. The methodology covers the research design, instrument, technique of collecting data, data analysis and interpretation. The teacher‘s communicative approach are mostly use direct method, cooperative learning and audio lingual method. To be communicative in teaching English, the teacher also recommended use communicative competence and some variation tech...
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This research was a case study research that aimed to investigate the application of Communicative Language Teaching (CLT) in a speaking class at MAN Lubuk Alung. The subject of the study was a certified High School English teacher in Lubuk Alung who has 25 years teaching experience. The teacher’s speaking class was observed whether or not matched with the principles of CLT. The data were analyzed through some steps of qualitative data analysis, they are data managing, reading, describing, classifying, and interpreting. The result of the research revealed that the process of teaching speaking were not appropriate with CLT principles. Conversely, she seemed still to apply the characteristics of conventional teaching method.
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Communication is the important thing for people to interact each other, and the communication that mostly use by people is speaking. As it is confirm by Davies (2000) who said the significant role of communication both in daily life and in learning English has led the English teachers to keep improving their techniques in teaching English. One of that ways of doing it is through applying various communicative activities in the classroom which are aimed to develop learner communicate competence. The purpose of this study was to find out what communicative activities used by the teacher in Integrated Course class at International Program of Primary Teacher Education and how do the students’ view on the communicative activities are used by the teacher to facilitate their speaking ability. The participants of the study were 24 International Program students of 2013 academic year, Satya Wacana Christian University (SWCU) Salatiga, who are taking Integrated Course. In this research, the data gathering by class observation, questionnaire and interview. The result of the study shows that the communicative activities used by the teacher are helping them to improve their speaking ability such as, add their vocabulary and get used to speak English, even though some students feel the activities make them bored.
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English is regarded as an important language to be taught for elementary school students nowadays. The students are taught not only to be an active listener but also to be an active speaker so that they can build a communication with the others in a fun and communicative way of learning. The purpose of this study is to find out what kind of communicative activities commonly used by the elementary teachers in schools, and what is teachers" perception about the advantages and disadvantages in applying communicative language teaching in elementary school. The participants of this research were 5 English teachers from 4 elementary schools in Salatiga. This research used questionnaire and interview to collect the data. The result of this research showed that the most common communicative activity used by English teachers was discussion, games, role play, informationgap activity, jigsaw activity, and simulation, also, the advantages and disadvantages from each CLT activity.
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SAEDI ALFIANTO: THE INFLUENCE OF THE APPLICATION OF COMMUNICATIVE APPROACH ON THE DEVELOPMENT OF STUDENTS’ ENGLISH VOCABULARY AT THE EIGHTH GRADE OF MTs NEGERI KARANGKENDAL. Language is very important. People in the world use language to communicate to each other. They have used language since he born until pass away. They express their thought and their idea using language. So, using language they do cooperation each other on work. In teaching and learning process method or approach is very important, There are a lot of methods or approaches. One of them is the communicative approach. By using communicative approach students can understand the subject matter. They are like grammar, speaking, vocabulary, etc. The aim of this research is to know the influence of the communicative approach on the development of students’ English vocabulary. The method of this research is quantitative. The techniques for collecting data in this research are observation, interview, test, and questionnai...
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Techniques are a way to assist students to explore and increase their ability, so that the teachers are suggested to use the techniques to reach the goals and objectives of teaching. Thus, in teaching English, speaking is one of four skills that have to be taught. This study aimed to describe what is the technique mostly used by English teachers in teaching speaking at SMAN 3 Padang. This research used descriptive qualitative method. There were two English teachers who were teaching in eleventh-grade students as the sample of this research, those have been selected by using purposive sampling technique. The instrument of this research was observation. Techniques for analysis the data were collecting the data, data reduction, display the data and conclusion drawing/classification. There were some techniques that mostly used by two English teachers in teaching speaking namely: role-play, brainstorming and picture describing. It can be conclude that, those techniques can increase the s...