CLASSROOM TECHNIQUES USED IN TEACHING LEARNING
PROCESS OF ENGLISH AT STATE ELEMENTARY SCHOOLS
IN BOYOLALI: A QUALITATIVE RESEARCH
Submitted to the Department of Language Studies, Graduate School of MuhammadiyahSurakarta University in partial fulfillment of the requirements for the degree of Master
of Education
By EKO PUJI KURNIAWATI
S 200 090 013
DEPARTMENT OF LANGUAGE STUDIES GRADUATE SCHOOL
UNIVERSITAS MUHAMMADIYAH SURAKARTA2017
1
CLASSROOM TECHNIQUE USED IN TEACHING LEARNING
PROCESS OF ENGLISH AT STATE ELEMENTARY SCHOOLS IN
BOYOLALI: A QUALITATIVE RESEARCH
Abstract
The aims of this research were to describe in detail about the classroom
techniques, teacher’s roles and students’ roles used in English teaching and
learning process at state elementary schools in Boyolali. It was qualitative
research. The data of this research were collected by using classroom observation,
here the writer observed classroom techniques, teacher’s roles and students’ roles
used in English teaching and learning process in grade four and five at state
elementary schools in Boyolali, and she also used interview. The interview was
done for measuring and verifying the data that were taken from classroom
observation about classroom techniques, teacher’s roles and students’ roles. While
the interview was done by interviewing the English teachers where the research
was done. And then there were several techniques of data analysis that used in this
research and they were (1) Data Collecting, (2) Data Reducing, (3) Data
Presenting, and (4) Conclusion and Verification. And based on the research, the
writer found that (1) the classroom techniques which were used in this research
were discussion, dialogue, peer work and games, (2) teacher roles that the writer
found during English teaching and learning process at state elementary schools
were: teacher as a model, teacher as an evaluator, teacher as a motivator, teacher
as a source of knowledge, and teacher as a facilitator, and then (3) the students’
roles that the writer found were: student as an imitator, student as a presenter, and
student as a performer
Keywords: Teaching learning process, classroom technique, teacher’s roles,
students’ roles
Abstrak
Tujuan dari penelitian ini adalah untuk mendeskripsikan secara detail mengenai
teknik kelas, peran guru, dan peran siswa yang digunakan pada proses belajar
mengajar bahasa Inggris di sekolah dasar negeri di Boyolali. Ini adalah jenis
penelitian kualitatif. Data dari penelitian ini dikumpulkan melalui observasi kelas,
disini penulis mengobservasi teknik kelas, peran guru dan peran siswa yang
digunakan dalam proses belajar mengajar bahasa Inggris siswa kelas empat dan
lima yang di sekolah dasar negeri di Boyolali, dan dia juga menggunakan
wawancara. Wawancara dilakukan untuk menyakinkan dan memverifikasi data
yang diperoleh selama pengamatan ruang kelas mengenai teknik kelas, peran guru
dan peran siswa. Sedangkan wawancara dilakukan kepada guru bahasa Inggris
dimana penelitian dilaksanakan. Dan kemudian ada beberapa teknik menganalisa
data yang digunakan dalam penelitian, yaitu (1) mengumpulkan data, (2)
mengurangi data sesuai kebutuhan, (3) menyajikan data, serta (4) menyimpulkan
dan memverifikasi berdasarkan masalah yang disajikan dalam penelitian proses
belajar mengajar bahasa Inggris ini. Dan berdasarkan penelitian ini penulis
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menemukan bahwa: (1) teknik ruang kelas yang digunakan antara lain diskusi,
dialog, kerja kelompok, dan permainan, (2) peranan guru yang ditemukan dari
penelitian ini antara lain guru sebagai seorang model, guru sebagai evaluator, guru
seorang motivator, guru sebagai sumber ilmu, dan guru sebagai seorang fasilitator,
dan peranan murid yang ditemukan dalam penelitian ini adalah siswa sebagai
seorang peniru, siswa sebagai seorang penyaji dan siswa sebagai seorang
penampil.
Kata kunci: proses belajar mengajar, teknikkelas, peranan guru, peranan siswa
1. INTRODUCTION
The regulation of English used in Elementary School has been prepared by
Indonesian government. It can be seen in curriculum that used in Indonesia. Based
on the regulation of national education minister of Republic of Indonesia number
22 in 2006 about standard contents of primary and secondary education units, this
regulation enclosure mentioned if the background of English was given in
elementary school, it was directed towards to develop the skill so the graduates
can communicate in English language and discourse on a level of literacy. It has
been given the clearly guidelines to English teachers so they were able to do the
teaching learning process systematically.
It also happened at state elementary schools in Boyolali, especially in SDN
Pulisen Boyolali, SDN 7 Boyolali and SDN Karanggeneng Boyolali. So, by
knowing how the English teaching and learning process at elementary schools in
Boyolali after the government gave the clear regulation was very interesting to be
researched, especially about the classroom technique, teacher’s roles, students’
roles that used during the teaching learning process in the classroom.
The technique itself can be defined as the specific activities manifested in the
classroom, which were consistent with a method and therefore in harmony with an
approach as well (Anthony, 1963 in Brown, 2000: 169). Based on this statement,
classroom technique could be defined as some activities that were done in the
classroom which related with a method and an approach that was used.
And then According to E. Anthony (cited in Allen & Cam and in Jacob, 2012:
1), techniques were special tricks employed by the classroom teacher to achieve
the objectives of a lesson. It could be defined if classroom technique were some
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tricks or activities that employed by the classroom teacher that were arranged
based on the objectives of a lesson that will be raised.
So, based on two explanations above, we could conclude that classroom
technique were the activities that happened during the classroom that used by the
teacher based on the objectives of the learning that will be raised. And based on
the classroom technique that was done, there would be teacher’s roles and
students’ roles. Teacher’s roles and students’ roles explained about the kinds of
roles that appeared based on the classroom technique that was done.
There were several previous researchs that have been done by several
researchers about these themes. Firstly was Li in 2012. The result of this research
was there were rich mixture activities, they were included formal instruction and
communicative tasks in teaching learning activities process in collage. In formal
instruction, the role of teacher was as the sole instructor that analyzed task and
grammar. The second activity was communicative activities. There were many
activities that could be done in this part, for example roles play, problem solving,
debate, group discussion and etc, and then written communicative activities that
could be done here such as writing reports.
Secondly was Jobiwot, Chebet and Kipkemboi in 2016. Based on this
research, they got the result that if the classroom technique in primary school
classroom gave positive effect, that would make a good relationship between
teacher and pupil, it caused the teacher could choose the classroom technique that
conversant by making the learning alive and enjoyable, so the learners became
attentive. And the effect would make the pupils understand the lesson fast and
they were able to remember more. It also provided pupils more opportunities to
develop their own skills and made the listening, speaking and reading also writing
skills in English classroom were fully realized to enhance the learning of English
by maintaining learning interest that was suitable in real communication.
Based on the result of the previous researcher above, the writer would give
the position to bridge between the previous researcher, where the first researcher
only talked about the classroom techniques and teacher’s roles and the other
researcher only talked about the classroom techniques. So, here the writer would
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describe as detail about the classroom techniques, teacher’s roles and students’
roles used in English teaching and learning process at state elementary schools in
Boyolali.
Last, the aims of this research were (1) to describe the classroom techniques
used in English teaching and learning process at state elementary schools in
Boyolali, (2) to describe the teacher’s roles that appeared during English teaching
and learning process at state elementary schools in Boyolali, (3) to describe the
students’ roles that appeared during English teaching and learning process at state
elementary schools in Boyolali.
2. RESEARCH METHOD
The type of research that the writer used in this research is qualitative
research. Based on Bodgan and Taylor in Setiyadi (2006, p.219) qualitative
research is type of research that result the descriptive data in written or spoken
from the human being that can be observed so the purpose of research was
individual understanding and the their background in detail.
So based on the definition of qualitative research above the writer described
the classroom techniques, the teacher’s roles and the students’ roles used in
teaching learning process of English at state elementary school in Boyolali based
on two main activities to collect the data and they were classroom observation and
interview.
The subject of this research was the students in the fourth grade and fifth
grade who studied at SD Negeri Pulisen Boyolali, SD Negeri Karanggeneng
Boyolali and SD Negeri 7 Boyolali. and then the object of this study focused on
classroom techniques, teacher’s roles and students’ roles used in the English
teaching learning process at three State Elementary Schools in Boyolali, they were
SD Negeri Pulisen Boyolali, SD Negeri Karanggeneng Boyolali and SD Negeri 7
Boyolali.
The type of data in this research was document about classroom techniques,
teacher’s roles and students’ roles used in English teaching and learning process at
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state elementary schools in Boyolali that was taken from the classroom
observation and interview that was done in the place of research.
Based on Mantja (1997, p. 83) the sources of data in qualitative research
consists of two kinds. and they were event and informant. The event data in this
research is taken from the classroom activities that related with classroom
techniques, teacher’s roles and students’ roles that happened during the teaching
learning process in material setting at State Elementary School in Boyolali. They
were SD Negeri Pulisen Boyolali, SD Negeri 7 Boyolali, and SD Negeri
Karanggeneng Boyolali. The informant data in this research was taken from the
English teachers who taught during the classroom observation of English teaching
and learning process of at those state elementary schools.
This method was done when the writer observed the English teaching and
learning process in classroom, especially about the classroom techniques,
teacher’s roles and students’ roles. The writer did the observation directly toward
English teaching learning process in fourth and fifth grades at three State
Elementary Schools in Boyolali from December 2010 to May 2011.
In this research, the writer acted as the non participant observation.The
interview method was done by the writer when she wanted the detail information
that was not found when the writer did observation in the class by interviewing to
English teachers of three State Elementary Schools in Boyolali.
There were several techniques that should be done by the writer to analyze
the data in the qualitative research. Based on Miles and Hubermen in 2016, and
they were (1) Data Collecting, in this research, the writer collected the data using
several ways. She looked for data, wrote and collected the data based on the result
of classroom observation and interview that related with classroom techniques,
teacher’s roles and students’ roles that happened during English teaching and
learning process at state elementary schools in Boyolali were done. (2) Data
Reducing, there were a lot of data which were gotten during the research, so it was
important to write them completely and in detail. Reducing the data was done by
summarizing and choosing the important things that were suitable with the focus
of research. They were classroom observation, teacher’s roles and students’ roles
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used in English teaching and learning process at state elementary schools in
Boyolali. So after the data were reduced, the writer got the clear description about
the classroom techniques, teacher’s roles and students’ roles used in English
teaching and learning process at state elementary school in Boyolali, (3) Data
Presenting, after data reducing, the next step was displaying the data. In
presenting the data, the data should be organized, arranged in certain pattern, so it
was easy to be understood, and (4) Conclusion and Verification, in this research,
the early conclusion was supported by the data that the writer got from the
observation and the answers of research result would give the explanation and the
conclusion based on the problem that the writer researched. Here about the
classroom techniques, teacher’s roles and students’ roles were used in English
teaching and learning process at state elementary schools in Boyolali
3. RESULT
The results of the research were gotten from three activities; they were
classroom observation, interview and document analysis that the writer did at
three state elementary schools in Boyolali from December 2010 to May 2011.
And based on the research, the writer described four results of research in detail.
They consisted of classroom technique that used during English teaching and
learning process at state elementary schools in Boyolali, teacher’s roles and the
student’s roles.
Classroom Technique
Based on observation classroom that the writer did during the research, the
writer found that Mrs. Ed, Mrs. Hd and Miss Ev used almost same techniques
when they were in the classroom. They used discussion, dialogue, peer work and
games.
Discussion
The teachers at state elementary schools in Boyolali used discussion when
they taught new materials that the students still had limited knowledge. The
teacher began the discussion by making several small groups in one class. And
then the teacher gave brief explanation about how the discussion will be
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conducted after the small group has been formed. And then after the discussion
went on, the teacher would observe the class discussion and would help the group
that had the difficulty. And in the end of the activities, one student presented the
result of discussion. Here, the teacher at state elementary schools in Boyolali
would give appreciation of the students’ performance as the motivation to the
students so they would be more pleasure with English.
The example of classroom discussion found when the writer did the
classroom observation in Mrs H classroom at May 25th 2011. As details below
Teacher : Students! We will make several small groups because today will
discuss about the kinds of transportation
Students : ready mom
Teacher : okay! Let’s begin now. Choose several friends that near your desk!
(The students choosen several of their friends after they made several
small groups, the teacher gave instruction again)
Teacher : now, open page 36 in your maestro book as your guidelines
Students : Yes Mom
Teacher : please classified the kinds of transportation into land transportation,
air transportation and water transportation based on what are there in
your book
(when the students did the discussion the teacher walked around the
classroom to check about the students’ difficulty)
After several times Mrs. Hd instructed one student as the volunteer to go in front
the classroom
Teacher : please one of you go in front the classroom and present the result of
your discussion.
Ria : I am Mom
Teacher : Yes Ria please go in front of the classroom
Ria : Hello friend I am Ria from Rose group
Land transportation are car, train, pedicab, motorcycle, and bicycle
Water transportation are ship, boat and submarine
Air transportation are plane and hot air balloon
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Thank you all
(classroom observation at May 25th 2011)
Picture 1. Mrs. H classroom discussion about the kinds of transportation
From the observation above, the writer concluded that the classroom
discussion was effective to build the students’ knowledge and it also could foster
the students’ trust because the teacher gave opportunity to the student to speak up
as when they presented the result of discussion.
Dialogue
The dialogue activity was usually found when the students showed their
speaking skills. In this research, the writer often found when Mrs. Ed, Mrs. H and
Miss Ev measured the students’ ability in speaking skill and also in reading skill,
they would call the students one by one to go in front of the class after the student
read the text about some themes. In this case, the students read the text about
profession. After went in front of the classroom, the teacher would give several
questions about the text and the students would answer the questions.
For detail description, the writer would present, the classroom observation
from Miss Ev at March 12th 2011
(Miss Ev ordered the students to went in front of classroom one by one to answer
the question about the text about profession)
Miss Ev : Sinta, please go in front the classroom
Sinta : Yes Miss
(Sinta goes in front of class)
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Miss Ev : What is the kinds of profession that has been read by you Sinta?
Sinta : Pilot, Miss
Miss Ev : Where does the pilot work?
Sinta : in the plane Miss
Miss Ev : ok Sinta thank you
Sinta : yes Miss
(Classroom Observation at March 12th 2011)
From the classroom observation above, the writer could conclude that the
dialogue activity was one of the effective techniques to measure the students’
ability in speaking skill. Otherwise, it could also measure the students’ ability to
understand the content of text as one of the indicator in reading skills.
Peer Work
Peer work at state elementary schools in Boyolali, can be found in several
activities that used to measure the students’ ability in English lesson. But the most
activities that often used peer work in Mrs. Ed, Mrs. Hd and Miss Ev were
translation activities. Mrs. Ed, Mrs. Hd and Miss Ev often asked the students to do
the peer work when they gave the translation material. The activity began by
giving the student the translation material. And then the teacher asked the students
to do that task with their friends in one desk. After that the students were given
the result of translation and the teacher would explain.
For example when Mrs. Ed ordered the students to translate the text about
“family “ in classroom activities at February 25th 2011.
(Mrs Ed ordered the students to translate several sentences into Indonesia )
Mrs.Ed : the students please translate these sentence into
indonesia with your friend in one table ”
One of student : yes mom, may i open the dictionary?
Mrs. Ed : No, you may not.
Please do with your friend in one table
(Classroom Observation at February 25th 2011)
The other classroom technique about peer work was also showed by Miss
Ev’s classroom. Miss Ev gave a piece of paper that contained the text about
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profession. She asked the students to do with her/his friend in one desk. After that,
she asked to translate the text into Bahasa Indonesia together. To check her/his
task, Miss Ev asked the students to collect the result of her/his translation. After
all the peer works have been collected, Miss Ev would explain and did the
correction to the students’ translation and for detail explanation, we could see
from the result of classroom observation below.
Miss. Ev : Hello, everyone. Good Morning!
Students : Hello Miss. Good Morning
Miss : we will study about translation. Do you ever translate a text?
Dyah : yes Miss. I ever when I am sitting in grade rth
Miss Ev : Yes. Dyah, please give me the explanation about translation!
Dyah : Translation means we must translate some sentences into English or in
Indonesia Miss
Miss Ev : Yes, you are right Dyah. Now, please translate this text into
Indonesia with your friends.
Dyah : Yes….Miss
Miss Ev : After you finished your translation. Please collect to me and we
will correct together.
(Classroom Observation at March 6th 2017)
Based on the classroom observation above, the writer could conclude that
there were many skills that could measure by using peer work, first was the
students’ cooperation with their friends, and the second was the students’ ability
in writing also could increase because they should fulfill many vocabularies so
they got good translation.
Games
This technique was very popular in English teaching learning process in
elementary school. There were many combination of games that the teacher could
do like using flash card or other media.
In this research, the writer also found in several activities that used games as
the technique when the teacher did English teaching learning process at state
elementary schools in Boyolali.
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Mrs Ev used flash cards when she gave the quiz in the beginning of
classroom activities. It was the way, she divided her students into several group
and then she showed the flash card. If the group answered correctly, the teacher
would give the mark based on the point that there was button side of flash card.
And the winner would be given the gift.
It happened in Miss Ev’s classroom. Here she made quiz in the opening of
classroom activities to check the students’ understanding about the previous
material that has been learnt on the last meeting.
Miss Ev : Time to quiz
I will give you quiz by answering what do i ask, and if there are you can answer
my queestion i will give you a reward
The students : yeah, Ok Miss Ev
(all the students look so happy)
Miss Ev : What do you call people in the cards?
(Miss Ev show some of flash cards the mamber of family and asked a student to
answer it)
Petty : (petty rise her hand and answer) Father miss Ev
Miss Ev : Yes you right. Give applause to Petty’s Group
(Miss Ev showed another card) and then what do you call people in this card?
Amran : I am Miss. Grand mother
Miss Ev : good Amran, give applause to Amran’s groups.
. (classroom observation at May 12th 2011)
From the classroom observation above, we knew that the game was
interesting and effective classroom technique to measure students’ abilities
especially for increasing the students’ vocabularies that would help the student to
communicate in English. For the teacher, it could show the teacher’s roles to give
appreciation for the students’ achievement so that the students were motivated to
raise their knowledge.
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Teacher Roles
Based on the procedure and classroom technique that was used in English
teaching and learning process at state elementary schools in Boyolali, there were
several teacher’s roles that appear and they were: as a model, as a facilitator, as an
evaluator, as motivator, as a guide, and as a source of knowledge
Teacher As A Model
As Suyanto (2007, p. 34) stated that An English teacher for young learner
gave the example in using English, so an English teacher should have appropriate
skills in English.
And based on the classroom observation in Mrs. Ed’s classroom at March
10th 2011, the writer found that Mrs. Ed had a role as a model when she taught the
students about how to say several sentences about profession. Here she became
model to speak in vocabularies or in sentences. Here Mrs Ed wrote some
sentences about profession in the black board after that she said the sentences and
instructed the students to repeat after her.
Teacher : Repeat after me, I am a pilot
Students : I am a pilot
Teacher : He is a carpenter
Students He is a carpenter
Teacher : My uncle is a farmer
Students : My uncle is a farmer
Teacher : She is a nurse
Students : She is a nurse
Teacher : They are teachers
Students : They are teachers
(classroom observation at march 10th 2011)
As A Facilitator
Teacher as a facilitator meant that teacher has a role as the facilitator when
the students need something during the teaching learning process happened
(Suyanto, 2007)
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Teacher as a facilitator was also found by the writer from the classroom
observation at state elementary schools in Boyolali. It happened when Mrs. Hd
taught “Shopping” materil at May 7th 2011, here Mrs. Hd gave the material to the
student and wrote or explained in the blackboard. The teacher read and translated
them. The teacher facilitated when the learner needed to speak.
As the details, it could be seen from classroom observation at May 7th 2011.
Here Mrs. Ed gave the material about the text of shopping. She asked the students
to translate it and the teacher would facilitate the students when they got the
difficulty in translating the meaning.
Teacher : Students please open your maestro at page 29
Students : Yes, Mom
Teacher : Please translate the text into English and if you get the difficulty,
you can asks to me
Students : ready Mom
(Classroom Observation at march 7th 2011)
From the table above we were able to know if the teacher was very
facilitative to help the student so they could finish her tasks. It was very useful for
the successful of students as Mrs. Ed said in the interview with the writer.
The writer : Mrs Ed why you are very facilitative for your
students?
Mrs ed : Yes because I want my students good in translator so they can
improve their ability in English.
The writer : what is the form of facilitator that you usually do for facilitator
students in their activities ?
Mrs. Ed : I usually help them when they get the difficulty to find the
meaning in Indonesia or in English, because the dictionary that they have not
compatible in translation
(interview at march 7th 2011)
As An Evaluator
Here the teacher evaluated the students if they made mistakes in
pronunciation or in writing and the teacher gave feedback when the students made
mistake both in pronunciation and in grammatical.
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It was done by the teacher Ed when she was in fourth grade on , March 2nd
2011 when she taught about the vocabularies, she wrote several kinds of
vocabularies in the black board and then she read those vocabularies and students
listened to her. After that the teacher instructed the students to repeat again those
vocabularies and the teacher gave correction to the students, so they could read
with right pronunciation.
For example when student that has name “ she make a mistake when she read
”, the teacher make a correction like in this figure
Picture 2. Mrs.Ed corrected the students’ work
As a Motivator
The teacher had a role to motivate the students so they were brave enough to
speak up. This role was done when the teacher taught about speaking skill.
Here it happened when Mrs Hd taught the conversation about shopping in
fourth grade. She instructed the student to make a dialogue with their peer group
and then practiced it in front of the class, she motivated the student not to be shy
and afraid to speak up. She instructed the students to speak loudly.
The other activity that also showed about the role of teacher as a motivator
was when the students do the best, the teacher gave appreciation as miss Ev did in
her class when she did the quiz
Miss Ev : Time to quiz
I will give you quiz by answering what do i ask, and if there are
you can answer my queestion i will give you a reward
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The students : yeah, Ok Miss Ev
(all the students look so happy)
Miss Ev : What do you call people in the cards?
(Miss Ev show some of flash cards the mamber of family and
asked a student to answer it)
Petty : (petty rise her hand and answer)Father miss Ev
Miss Ev : Yes you right. Give applause to Petty’s Group
(Miss Ev showed another card) and then what do you call people
in this card?
Amran : I am Miss………Grand mother Miss
Miss Ev : good Amran, give applause to Amran’s groups.
.After the quiz has finished Miss Ev gave several candies as the
rewards
(classroom observation at May 12th 2011)
Miss Ev gave candies as the reward was as an effort of her to motivate the
students so they became more interesting about English.
As A Source Of Knowledge
Teacher as a source of knowledge was the main role used in English teaching
learning process at state elementary schools in Boyolali. Mrs. Ed, Mrs. H and
Miss Ev used the teacher’s role as a source of knowledge when the they
transferred the knowledge about the new material for the students.
For example when Mrs Ed explained the nominal sentences to the students.
She explained if nominal sentence was a kind of sentence that did not have
predicate in verb, so they needed “be” as the linking verb.
Here, the teacher taught step by step. She begun with written sentences
included the linking verb and then after the students understood about that, Mrs.
Ed continued by adding “not” to explain nominal sentence in negative form until
the students understood about the material and could fulfill the theme. As for
detail describing bellows
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Teacher : it is the examples of nominal sentence.
(Mrs Ed shown the examples of nominal sentence that written in the
black board )
Do you know about nominal sentence?
Students : no, I don’t know Mom
Teacher : nominal sentence is kinds of sentence that does not have, predicate in
verb
Look at the example of sentence in the blackboard!
(Mrs Ed shown the examples of nominal sentence)
I am a pilot
The sentence above did not have predicate in verb so they needed am,
is, are as a linking verb, am, is, are that has function as a linking verb.
So after the pattern had formed, it is called sentence
Students : yes mom
Teacher : Try ! if this sentence add with ” not ” so the sentence becomes ” i am
not a pilot” ........saya bukan pilot
So ’not’ here, it can means tidak atau bukan, so it means”saya bukan
pilot”
Do you understand students? Any question?
Students : No mom I am understand
Teacher : After you understand, please, write the written!
(And teacher E asked the students to write the teacher has explained
with the teacher guided it)
(Classroom Observation at May 5th 2011)
From the description above, we know that if the teachers at state elementary
schools in Boyolali were very attentive for the students’ understanding, they
explained step by step the material until the students understood the materials. So,
the role of teacher as a source of knowledge was very seen.
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Student Roles
The students roles that the writer found in this research were students as
imitator, as presenter, as inventor, and as a performer.
As An Imitate
As the basic character of children that tended to imitate what the adult did in
everything, this character also appeared as one of students’ role at state
elementary schools in Boyolali, especially in grade four
Here, the writer found that the students’ role as an imitator often appeared
when the teacher taught listening skill. The instruction that followed it “ listen to
me and repeat after me”
The purpose of this role was students could fulfill new vocabularies in correct
pronunciation and also in writing when they learnt writing skills.
These were the examples of classroom activities between Mrs Ed and her
students in grade four that showed students’ as the imitator. From classroom
observation at March 10th 2011
Teacher : students! Please pay attention some vocabularies about profession
that I write in the black board
Students : Yes Mom
Teacher : Listen to me and repeat after me
Carpenter
Students : Carpenter
Teacher : pilot
Students : Pilot
Teacher : Doctor
Students : Doctor
(Classroom Observation at March 10th 2011)
Based on the description from classroom observation above the students
imitated the teacher’s words so they got good pronunciation and they could fulfill
the words and sentences completely. So it could increase their ability in English
communication.
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As A Presenter
The role of student as a presenter at state elementary schools in Boyolali
appeared when the students presented a text in good reading comprehension and
also in speaking skills. The teacher presented the text in reading comprehension
and the students presented one by one in front of the classroom, and then the
teacher paid attention about how the students pronounced some vocabularies in
text and the teacher would correct when the students finished her/his reading.
The other activities that showed the student as a presenter was when they
spoke up the result of discussion as happened in the class of Mrs. H when they
discussed about kinds of transportation. Firstly, Mrs H instructed the students to
make several small groups with her/his friend nearby. Secondly, after the small
groups had been formed, the students were given the material about kinds of
transportation from Mestro supplement book. Thirdly, the students discussed with
their friends. And in the last activities, the teacher asked the students to present
the result of the discussion.
For detail description was the table below which discussed about kinds of
transportation would give clearly description about the student as a presenter.
Teacher : Students I want you make several small groups with your
classmates, and today we will discuss about kinds of transportation
Students : ready mom
(The srudents choosen several of their friends after they made
several small groups,the teacher gave instruction again)
Teacher : now, open page 36 in your maestro book as your guidelines
Students : Yes Mom
Teacher : please classified the kinds of transportation into land transportation,
air transportation and water transportation based on what are there in
your book
( After that, the students discuss with their groups)
(After several minute Mrs. Hd instructed one of student as the
volunteer to went in front the classroom)
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Teacher : please one of you go in front the classroom and present the result of
your discussion.
Ria : I am Mom
Teacher : Yes Ria please go in front of the classroom
Ria : Hello friend I am Ria from Rose group
Land transportation are car, train, pedicab, motorcycle, and bicycle
Water transportation are ship, boat and submarine
Air transportation are plane and hot air balloon
Thank you all
(Classroom Observation at May 25th 2011)
As a performer
Students as a performer at state elementary schools in Boyolali found when
the students got role play in speaking class. Either Mrs Ed, Mrs. H nor Miss Ev
classroom activities, the writer found if the student in their classroom had a role as
a performer. They would be a performer when they practiced a role play based on
the text of conversation. A student played someone based on the figure in
conversation. They performed it in front of the classroom with their group, and the
teacher observed the students’ performance.
The example of student as a performer can be seen from the classroom
observation in Mrs. Hd Classroom at March 7th 2011 that performed the
conversation about family in the table below
Dewi : Hi Sinta. What are you doing?
Sinta : I am waiting for my mother.
Dewi : where is your mother?
Sinta : She is buying some daily need in the grocery.
Dewi : Yes, I see.
By the way. Do you have a brother?
Sinta : Yes, I do. I have one oldest brother. He study at junior high school.
Dewi : oh Yes. Do you have a sister?
Sinta : No, I don’t have.
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I am so sorry Dewi. My mother has waited me. See you later
Good bye
Dewi : Okey Sinta See you later.
Good bye
(Classroom Obervation at March 7th 2011)
From the conversation above we knew that student as performer was clearly
in description. The function of this role was making the students to feel confident
and the teacher could measure the student ability in speaking skill.
DISCUSSION
Based on the results that have been presented above, the writer said that the
finding of this research was not similar with the finding from the previous
research. Firstly, it was about classroom technique. The writer found four
classroom techniques from the teaching learning process of English at state
elementary schools in Boyolali, and they were group discussion, dialogue, peer
work and game. While the previous researcher found six classroom techniques.
They were role play, problem solving, roles play, debate, group discussion and
writing report. The differences appeared because the differences from the object
of study.
Secondly, the teacher’s roles, based on Suyanto (2007, p. 34) teacher’s roles
in young learner were teacher as a premise and counselor, teacher as a helper,
teacher as a model teacher as a facilitator, and teacher as a giver decision. But in
the writer’s research found teacher as a model, teacher as a facilitator, teacher as
an evaluator, teacher as motivator, and teacher as a source of knowledge. The
writer did not find teacher as a premise and counselor, teacher as a helper and
teacher as a giver decision. It happened because every teaching learning process
of English at elementary school had learning objective that caused appearing
different teacher’s roles. While was compared with the finding of previous
research. The previous research only found one teacher’s roles. It was teacher as a
sole instructor. It happened because the previous classroom only focused on
communication, while the classroom that was observed by the writer focused in
multiple activities.
21
Thirdly, the student’s roles, the writer found three student’s roles. They were
student as an imitator, as a presenter, and as a performer. While in the previous
researcher was not explained as clearly.
4. CONCLUSION
Based on the result and research discussion above, the writer could make the
conclusion, if the application of various classroom techniques in the classroom
had many influences to the development of English teaching and learning process
at state elementary school in Boyolali. One factor that could be seen here about
various teaching techniques that appeared during classroom activities in English
teaching and learning process happened, teacher could use many teaching
techniques in one session of classroom, so the students were not boring in the
classroom activities and made the classroom fun and enjoyable.
The other hand that also appeared after using various classroom techniques
applied were the teacher’s roles and students’ roles. Now, the teacher’s roles were
not only as a centre of knowledge but they had several roles that could increase
the student ability in English. It also happened in students roles, they were not
only did task and instruction from their teacher but they had many roles that make
their English develop and they could communicate in real environment and
situation.
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