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AN ANALYSIS OF TEACHER’S STRATEGY IN TEACHING ENGLISH AT MADRASAH ALIYAH (MA) NAHDLATUL WATHAN (NW) PADASUKA THESIS By Muhammad Bakri NPM: 281913FBI08 ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF GUNUNG RINJANI November 2013
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Transcript of THESIS - UGR Repository
AN ANALYSIS OF TEACHER’S STRATEGY
IN TEACHING ENGLISH AT MADRASAH ALIYAH (MA)
NAHDLATUL WATHAN (NW) PADASUKA
THESIS
By
Muhammad Bakri NPM: 281913FBI08
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF GUNUNG RINJANI November 2013
AN ANALYSIS OF TEACHER’S STRATEGY
IN TEACHING ENGLISH AT MADRASAH ALIYAH (MA)
NAHDLATUL WATHAN (NW) PADASUKA
THESIS
Presented to
University of Gunung Rinjani Selong
in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan (S.Pd)
By
Muhammad Bakri NPM: 281913FBI08
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF GUNUNG RINJANI November 2013
viii
ABSTRACT
BAKRI, MUHAMMAD. (2013), An Analysis of Teacher’s Strategy in
Teaching English at Madrasah Aliyah (MA) Nahdlatul Wathan ( NW)
Padasuka
Thesis, English Department, Faculty of Teacher Training and Education,
University of Gunung Rinjani.
This Thesis had been approved by: Advisor I: Merdana, M.Pd. and Advisor
II: Baiq Hikmah Widiawati.
Key Word: Teacher’s Strategy, Teaching English.
This research aimed to investigate the teacher’s strategy in teaching
English at Madrasah Aliyah (MA) Nahdlatul Wathan (NW) Padasuka and
the reason of the teacher’s uses the strategy in teaching. It was because the
school has only one English teacher, whereas there are seven classes, So
the reseacher thought that this phenomenon was intresting to be
investigated.
This research was Qualitative Research because the object of the research
was strategy of English teacher in teaching English. In this research, the
subject of the research was the English teacher of the school. To get data
about the teacher’s strategy, the research observated toward the teacher’s
activities and students’ activities at class during the process of teaching and
learning. To get data about the reason why the teacher uses a certain
strategy, the reseach interviewed the the teacher. The obtained data were
then analyzed by using three steps, these are Data Reduction, Data Data
Display and Conclussion.
After conducting observation to the activities of the teacher in teaching, the
research concluded that the teacher uses Expository Teaching and Learning
as the strategy in teaching because the teacher is more active than students
during the process of teaching and learning. Furthermore, the result of
interview the teacher, the researcher found that the researcher did not
prepare any preparation before teaching even the teacher did not know
what strategy that she use in teaching.
ix
ABSTRAK
BAKRI, MUHAMMAD. (2013), Analisis Terhadap Strategi Mengajar
Guru Dalam Mengajarkan Bahasa Inggris di Madrasah Aliyah (MA)
Nahdlatul Wathan ( NW) Padasuka Thesis, English Department, Faculty of
Teacher Training and Education, University of Gunung Rinjani.
Skripsi ini sudah disetujui dan diperiksa oleh: Pembimbing I: Merdana,
M.Pd. dan Pembimbing II: Baiq Hikmah Widiawati, M.Pd.
Kata Kunci: Strategi Mengajar, Mengajarkan Bahasa Inggris
Penelitian ini ditujukan untuk meneliti strategi guru dalam mengajarkan
bahasa Inggris di Madrasah Aliyah (MA) Nahdlatul Wathan (NW)
Padasuka dan alasan guru tersebut sehingga menggunakan strategi itu
dalam mengajar. Hal ini dikarenakan di sekolah tersebut hanya ada seorang
guru bahasa Inggris sedangkan terdapat tujuh kelas di sana. Maka
penelitipun menganggap bahwa fenomena ini menarik untuk diteliti.
Penelitian ini merupakan penelitian Kualitative dikarenakan object
penelitiannya adalah strategi guru dalam mengajar bahasa inggris.
Sedangkan subjek penelitiannya adalah guru bahasa inggris sendiri. Dalam
penelitian ini, untuk mendapatkan data tentang strategi guru dalam
mengajarkan bahasa Inggris di sekolah tersebut, peneliti mengadakan
obserasi terhadap tindakan-tindakan guru dan murid selama proses belajar
mengajar sedangkan untuk mendapatkan data tentang alasan guru tersebut
sehingga menggunakan strategi itu adalah dengan mewawancarai guru
tersebut. Model analisis data dalam penelitian ini terdiri dari tiga tahp yaitu
Reduksi Data, Pemaparan Data dan penarikan keimpulan.
Setelah menyelenggarakan observasi terhadap tindakan guru selama proses
belajar mengajar, peneliti menyimpulkan bahwa guru tersebut
menggunakan Strategi Pembelajaran Expositori karena guru tersebut lebih
aktif dibandingkan siswa selama proses pembelajaran berlangsung.
Selanjutnya, hasil wawancara menunjukkan bahwa guru tersebut tidak
memiliki persiapan sebelum mengajar, bahkan tidak mengetahui strategi
apa yang digunakan dalam mengajar.
x
TABLE OF CONTENT
PAGE OF TITLE .................................................................................................. i
PAGE OF ADVISORS’ APPROVAL.................................................................. ii
PAGE OF BOARD OF EXAMINERS’ APPROVAL ......................................... iii
SURAT PERNYATAAN ..................................................................................... iv
ACKNOWLEDGMENT....................................................................................... v
DEDICATION ...................................................................................................... vi
MOTTO ................................................................................................................ vii
ABSTRACT .......................................................................................................... viii
TABLE OF CONTENT ........................................................................................ x
LIST OF TABLES ................................................................................................ xii
LIST OF APPENDICES ....................................................................................... xiii
CHAPTER I INTRODUCTION
1.1 Background of Study .............................................................. 1
1.2 Statement of Problem .............................................................. 4
1.3 The Objectives of Study.......................................................... 4
1.4 Scope and Limitation .............................................................. 5
1.5 Significances of Study ............................................................ 5
1.6 Assumption ............................................................................. 6
1.7 Explanation of Key Terms ...................................................... 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Concept Revisited ................................................................... 8
2.2 Theoretical Foundation ........................................................... 9
2.2.1 Teaching Strategy ............................................................... 9
2.2.1.1 Active Learning ............................................................... 9
2.2.1.2 Cooperative Learning ...................................................... 11
2.2.1.3 Contextual Learning ........................................................ 14
2.2.1.4 Quantum Learning ........................................................... 16
2.2.1.5 Inquiry Based Learning ................................................... 19
2.2.1.6 Problem Based Learning ................................................. 22
2.2.1.7 Expository Learning ........................................................ 27
2.2.2 Classroom Management ..................................................... 28
2.2.3 Teaching Method ................................................................ 30
2.2.3.1 The Grammar-Translation Method ................................. 31
2.2.3.2 The Direct Method .......................................................... 32
2.2.3.3 Audio Lingual Method .................................................... 33
2.2.3.4 Cognitive Code Learning ................................................ 35
2.2.3.5 Total Physical Response .................................................. 36
2.3 Empirical Construct ................................................................ 37
2.4 Conceptual Framework ........................................................... 39
CHAPTER III RESEARCH METHOD
3.1 Approach and Design .............................................................. 41
xi
3.1.1 Research Approach ........................................................... 41
3.1.2 Research Design................................................................ 42
3.2 Location and Time of the Research ........................................ 42
3.3 Subject of the Study ................................................................ 44
3.4 Data Collection ....................................................................... 44
3.4.1 Method of Data Collection................................................ 44
3.4.2 Strategy of Data Collection ............................................... 45
3.5 Data Analysis .......................................................................... 45
3.5.1 Model of Data Analysis .................................................... 46
3.5.2 Procedure of Data Analysis .............................................. 46
3.5.3 Stages of Data Analysis .................................................... 47
CHAPTER IV FINDING AND DISCUSSION
4.1 Finding .................................................................................... 48
4.1.1 Teacher Preparation .......................................................... 48
4.1.2 Class Activity .................................................................... 49
4.1.2.1 Teacher’s Activity ............................................................. 49
4.1.2.2 Students’ Activity ............................................................. 50
4.1.2.3 Students’ Performance ...................................................... 50
4.2 Discussion ............................................................................... 58
4.2.1 Teaching Strategy ............................................................. 58
4.2.2 Classroom Management.................................................... 60
4.2.3 Teaching Method .............................................................. 63
CHAPTER V CONCLUSSION AND SUGGESTIONS
5.1 Conclusions ............................................................................. 66
5.2 Suggestions ............................................................................. 67
BIBLIOGRAPHY ................................................................................................. 68
Appendix 1 ............................................................................................................ 73
Appendix 2 ............................................................................................................ 78
Appendix 3 ............................................................................................................ 81
xii
LIST OF TABLE
Halaman
1. Research Schedule ............................................. ........................................... 44
2. Teacher’s Preparation ......................................... .......................................... 48
3. Students’ Score Achievements Grade X-Pa ...... ............................................ 51
4. Students’ Score Achievements Grade X-Pi ................................ .................. 52
5. Students’ Score Achievements Grade XI-Pa ........................... ..................... 53
6. Students’ Score Achievements Grade XIa-Pi ................... ............................ 54
7. Students’ Score Achievements Grade XIb-Pi ....................... ........................ 55
8. Standard of Students’ Achievement ...................................... ........................ 56
xiii
LIST OF APPENDICES
1. Interview Transcription ....................................................................... 73
2. Observation Sheet ................................................................................ 78
3. Students Score ...................................................................................... 81
CHAPTER I
INTRODUCTION
1.1 Background of Study
English is an important language especially in facing globalization
because it is one of the most urgent languages used by many people in all over
the world and social life such as in economy, tourism, technology and politic
fields. It is also used when two people from different countries are involved in
communication, for example in an international meeting, seminar, conference,
workshop, etc. That is why English ought to be taught from primary school up
to university levels as one of compulsory subject (Taufikurrahman, 2010:1)
As an important language, English is thought almost in all level of
education such as Junior High School (SMP), Senior High School (SMA) and
all departments in University. Even at present, much Elementary School had
made English as one of subjects for student.
In the process of teaching language, it needs the teacher creativity in
choosing and combining some strategies and techniques of teaching. That is
why all teachers and students of university as the candidate of teacher have to
know more strategies, methods, techniques, and approaches in teaching
language because understanding about strategy in teaching is a first step
before teaching.
2
J.R. David (1976 in Suyadi, 2013) states that teaching strategy is a
plan, method, or series of activities designed to achieves a particular education
goal. Besides that, Kemp, Kozma (in Hamid, 2010) states that teaching
strategy is activities that are done by teacher as facilitator for the students to
get the objectives of study.
Dick and Carey (1990 in Suyadi, 2013) explain that teaching strategy
consists of all subject components, procedures or stages of learning activities
that are teacher uses to help the students to get the objectives of study.
All of the definitions above show that teaching strategy has some
significant effect toward the achievement of education’s goal. It means is that
the teacher’s ability in understanding the strategy in teaching will determine
the success of the teacher in teaching.
In the context of the strategies of teacher in teaching English at MA
NW Padasuka, some information that the researcher found from some sources
is that at the school there is only one English teacher and in the process of
teaching English the teacher presents materials in lecturing and the students
listen what the teacher explains. In this case, this activity takes place while the
time is nearly over although sometimes the teacher gives some questions to
the students while the teaching learning process takes place, on the last
activity, the teacher sometime does not give summary about the material or
such as assignment or homework for the student.
Based on the information above, researcher seizes an initiative to
arrange an observation about teacher’s strategies in teaching English at MA
3
NW Padasuka. The researcher wants to know the realization of teaching-
learning process at the school, so in the next time the result of this research
can be useful for the teaching and learning English and especially for the
researcher.
To make easier in collecting and analyzing the data, the researcher
have investigated and collected some information that supported the process
of teaching and learning as follows:
a. The ratio between teacher and students
Based on the fact that the researcher found during the observation
at Madrasah Aliyah (MA) Nahdlatul Wathan (NW) Padasuka, the
researcher found that the school only has one English teacher with the
number of students about 143 persons which is divided into seven classes.
It is meaning that the ratio between the teacher and the students at
Madrasah Aliyah (MA) Nahdlatul Wathan (NW) Padasuka is 1:143.
Based on the number of class Madrasah Aliyah (MA) Nahdlatul
Wathan (NW) Padasuka with the average 4 hours for each class, so, the
number of hour for the teacher in teaching English is 28 hours.
b. Time Availability in teaching English
In UU No. 14 year 2005 section 35 and verse (2) mentioned that
work load of a teacher in teaching is minimal 24 hours and maximal 40
hours in a week.
In relation with teaching media, based on UU Sisdiknas Chapter
XII section 45 Verse (1) that each unit of formal and informal education
4
prepare the feature and infrastructure that fill the necessity of education
based on the development potential physically, intelligence, social,
emotional and spiritual.
The feature and infrastructure that prepared for teaching English at
Madrasah Aliyah (MA) Nahdlatul Wathan (NW) Padasuka is only text-
book.
c. The Minimal Completeness Criteria (KKM)
In Permendiknas No. 20 year 2007 part A. Number 10 explains that
KKM is learning completeness criteria that are determined by an
educational unit.
The KKM for English language at Madrasah Aliyah (MA)
Nahdlatul Wathan (NW) Padasuka is 60 because English language is one
of some subjects that are included to National Final Examination.
1.2 Statement of Problem
Based on the description of background above, the writer formulated
the problem of the recent study as stated in the following research questions:
a. What strategies does the teacher use in teaching English at Madrasah
Aliyah (MA) Nahdlatul Wathan (NW) Padasuka?
b. Why does the teacher use certain strategy in teaching English at Madrasah
Aliyah (MA) Nahdlatul Wathan (NW) Padasuka?
1.3 The Objectives of Study
The objectives of study stated based on the research problems are to
find out the teachers’ strategy in teaching English at Madrasah Aliyah (MA)
5
Nahdlatul Wathan (NW) Padasuka and the reason of the teacher use the
strategy in teaching English to the students of Madrasah Aliyah (MA)
Nahdlatul Wathan (NW) Padasuka.
1.4 Scope and Limitation
The scope of this investigation will be limited on following point:
a. The research subject in this study is the English teacher of Madrasah
Aliyah (MA) Nahdlatul Wathan (NW) Padasuka.
b. The research object in this study is the strategy of teacher in teaching
English at Madrasah Aliyah (MA) Nahdlatul Wathan (NW) Padasuka
1.5 Significances of Study
a. For the Teacher
The significances of this study are expected to be able to help the
teacher and in particular for English teacher in understanding about the
strategies that he/she uses in teaching English. What strategy that is
appropriate to be applied in teaching English? The fact shows that many
teachers make themselves as source of knowledge while the duty of
student is just as receiver of knowledge their teacher given. Meanwhile
the purpose of teaching-learning process is to make the students creative
and to be autonomous.
In essence, teaching is not only to extend a material of subject, but
teaching is also a process to build character. The concept of Ki Hajar
Dewantara about “Ing Ngarso Sun Tulada, Ing Madya Mangun Karsa and
6
Tut Wuri Handayanií” can be applied to build the character of the students
(Suyadi, 2013)
b. For the Students
The abilities of teacher in understanding and applying a certain
strategy in teaching will influence the students’ response towards the
teacher in teaching so the significance of this study for the teacher is the
students will give their attention to the teacher during the teaching-
learning because their teacher teaches them by a certain strategy.
c. For the School
Each school as the institution of education has to prepare the
competent educator because a teacher who is competence in educating and
teaching will help the school to get the mission of the school.
d. For the Researcher
The significances of the study for the researcher is, the result of
this study will be one of references in understanding the teaching strategy,
so it may make the researcher easier in determining a certain strategy in
teaching when the researcher becomes a teacher.
1.6 Assumption
Based on the information that the researcher got from some students of
MA NW Padasuka about activities of the English teacher in the classroom,
researcher presents some assumptions as follows:
7
a. The teacher does not have preparation such as teaching plan, Syllabus, etc,
Teacher is more dominant than students. The teacher provides her own
material without knowing students interest.
b. The teacher does not have enough comprehension about teaching strategy
so the teacher focuses in using one strategy in teaching English.
c. The school does not have enough teaching media to support a good
teaching-learning process.
1.7 Explanation of Key Terms
In order to have a good concept of the terms used in this research, the
researcher provides some definitions of key terms as follows:
a. Teaching is giving precepts to peoples in order they understand the
precepts (Suyadi, 2013).
b. Learning is the development of new associations as a result of experience
(Suyadi, 2013).
c. Teaching strategy is a plan or a program that is extensively used to ensure
that a certain message or lesson is passed from the teacher to the student.
The plan uses various means, either theoretical or practical. The duration
of the plan may last a short period like a month or even a year.
CHAPTER III
RESEARCH METHOD
3.1 Approach and Design
3.1.1 Research Approach
Research is way to determine, improve and examine the truth of
knowledge by using scientific methods and in research named methodology of
research (Sutrisno Hadi, 1979 in Bisri, 2012).
According to Soekanto (1981) research is punch line of knowledge to
know and experience live, or clearly research is instrument to examine and
improve knowledge.
In this research, the writer used descriptive method as the method of
research and used observation as the method to get some data and information
about the teacher’s activities and the students’ activities during the process of
teaching and learning. The mean of observation is the methods to analysis and
write systematically about attitude by looking or observing to individual or
group directly.
According to Heru (2006 in Fajar, 2011), observation in context of
scientific research is a systematic studied, to be planed, and aimed to a
purpose by observing and noting the phenomenon or attitude one or a group of
people in daily life context by attempting the pre-requirement of scientific
research.
42
The kinds of observation that the researcher used in this research was
Non-Participant Observation, where the researcher did not follow directly with
the object of observation (teacher’s activity in teaching). The researcher just
observed, looked and noted the activities of teacher (especially about the
strategy of the teacher).
3.1.2 Research Design
Research Design is strategy that is used to get data in the hypothesis
testing or to answer the research question and to control a free variable that
influential in this research (Nursalam, 2003 in Kurnia, 2012).
This research used the Case Study Research Design. This design was
used to describe the data that were taken from the object of research that was
teacher’s strategies in teaching English at MA NW Padasuka. The object of
this research was the English Teacher of MA NW Padasuka, in particular the
Strategy of the teacher in teaching English at MA NW Padasuka. In this case,
the teacher also became the source to get data that were needed to finish this
research.
3.2 Location and Time of the Research
3.2.1 Location of the Research
The location of this research was at Madrasah Aliyah (MA) Nahdlatul
Wathan (NW) Padasuka. The reason of the researcher to choose this school
was because the school just had one English teacher and there were seven
classes, so the researcher thought that this phenomenon was interesting to
observe.
43
3.2.2 Time of research
The study was conducted in some stages, as follows:
a. Pre-Research
Pre-Research is the first observation that was conducted before the
main observation. It was done to get the first data as the foundation in
compiling proposal.
b. Compiling the Proposal
The proposal was compiled after the researcher got the first data
during the Pre-Research.
c. Seminar
After compiling the proposal, the researcher conducted a seminar
of proposal to know the quality of the proposal.
d. Observation
Observation was done after the proposal that was compiled got
agreement to do training follow-up toward the research.
e. Interview
To complete the data and support the result the research results, the
researcher interviewed the teacher related to the data that were needed in
compiling the thesis.
For more detail about the time in compiling the thesis, the following is
the research schedule that was done by the researcher:
44
Table 1. Research Schedule.
NO DAY, DATE ACTIVITY
1. 1st-6
th, July 2013 Pre-Research
2. 9th
, July - 8th
, August 2013 Compiling the Proposal
3. 10st, August 2013 Seminar of Proposal
4. 12nd
, August - 15th
, October 2013 Observation
5. 18th
, August 2013 Interview
6. 16th
, October 2013 Compiling the Thesis
3.3 Subject of the Study
The subject of the study was the English Teacher of Madrasah Aliyah
(MA) Nahdlatul Wathan (NW) Padasuka that consists of one teacher that
graduated her study at the program of English Literature. The teacher was
about 26 years old with her expertise in mastering English good enough. The
expertise of the teacher in mastering English could be shown from her
explanation material to her students.
3.4 Data Collection
3.4.1 Method of Data Collection
The data in this research were collected using observation method,
interview and documentation. Observation was used to collected data about
the strategy that was used by the teacher in teaching English at MA NW
Padasuka. Interview was used to collect data about the reasons of the teacher
used the certain strategy in teaching and documentation was used to collect the
data that are related to the document that the teacher needed and prepared to
teach such as Lesson Plan, syllabus and The Minimal Completeness Criteria.
45
3.4.2 Strategy of Data Collection
In collecting data needed in this research, where the researcher was as
an Non-participant observer, so the researcher just followed the activity that
happened in the teaching learning process and wrote the important data that
the researcher found during the teaching-learning process.
Besides that, the researcher collected the data by interviewing the
subject of the research to got information about the reason and preparation of
the teacher before teaching in the classroom. The mean of preparations is the
instrument of teaching such as Teaching Plan, syllabus, etc. In this case, the
researcher used unstructured interview, where the researcher did not use a
structural manual interview and systematically. The manual interview that use
was questions around cases that related to data needed (interview transcript is
in Appendix).
3.5 Data Analysis
Data analysis is a systematic process of searching and arranging the
interview transcript, field notes, and other materials that collected to increase
the readers’ understanding and to enable presenting what the readers have
discovered to the other (Bodgan in Sugiyono: 2011).
In analyzing data in this research, the researcher arranged some
techniques as follows:
46
3.5.1 Model of Data Analysis
In analyzing data in this research, the researcher used the model that
was mentioned by Miles and Huberman (1984 in Mahsun. 2012) that consist
of 3 activities, as follows:
a. Data Reduction is embracing, choosing and focusing to the more
important data from all data that have been collected.
b. Data Display is displaying data chosen and then presenting in the narrative
text. It is to help in understanding what happened and to do something-
further analysis or caution on that understanding.
c. Conclusion Drawing/Verification. In this activity the hypothesis that is
present before is just for a while. The hypothesis can be different if in the
research the researcher does not find strong proofs that support the
hypothesis. But if in the research the researcher find data that support the
hypothesis, so the hypothesis is a credible conclusion.
3.5.2 Procedure of Data Analysis
Research is a systematic of intellectual activities systematically. The
procedures of data analysis in this research are selecting the topic of the
research and have gone through the process of literature survey, establishing
the focus of research, selecting the research paradigm and methodology,
preparing the research plan and collecting data. The next is analyzing the data
collected before finally writing the research report.
Hence, the purposes of Procedure of Data Analysis were to convert
data into information and explore the relationship between variables.
47
3.5.3 Stages of Data Analysis
In this research, the process of data analysis is divided in to 2 steps:
a. Analysis before research was done based on information that the research
got from result of interviewing some students concerned about some cases,
such as teacher activities during teaching learning process, interaction
between teacher and students during teaching learning process, the
condition of classroom, etc.
b. Analysis during the research is analysis toward the data that the researcher
found during the research in field by looking the activities of research
subject concerned with activities in the classroom then interviewing the
research subject concerned with preparation before teaching, reason of the
teacher use teaching strategy, etc.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion
Referring to the result of research, it can be drawn some conclusions as
follows:
1. The teacher used Expository Learning as the strategy in teaching English
at MA NW Padasuka.
2. The reason of the teacher uses Expository learning is because she was the
one of English teacher at the school whereas there are many classes.
Furthermore, the demand to finish material makes her to use the strategy
because the strategy can help to teach faster.
3. The application of the strategy by the teacher can be shown when the
teacher was more active than the students, especially when the teacher
displayed a material by explaining the material in a long time.
4. The teacher was not yet able to manage the classroom, because during
the teaching and learning happened, many students did not focus to the
lesson.
5. The method that the teacher uses in teaching English is more than one
method, but the teacher used The Direct Method more than the other
method.
67
6. The process of teaching and learning that happened is a process teaching
and learning that was without planning because the teacher did not make
any preparation such as KKM, RPP, Syllabus, etc.
5.2 Suggestions
Concerning to the conclusions which are stated previously, the researcher
would like to offer some suggestions as follows:
1. The teacher of English should make a planning before teaching. Because
the plan would be compass for the teacher during the teaching and
learning.
2. In the activity of teaching and learning, the teacher should give attention to
all activities that happened during the teaching and learning.
3. The teacher had to choose a certain strategy for a certain material in order
to the students can understand easily.
4. Finally, for the further researcher, he or she should be motivated in
conducting further investigation to find the main factor which can affects
the students’ competences.
68
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