Teaching English by native speaker in speaking 1 class at the University of Muhammadiyah Gresik

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Zahriyah, Aviyatuz (2010) Teaching English by native speaker in speaking 1 class at the University of Muhammadiyah Gresik. Undergraduate thesis, IAIN Sunan Ampel Surabaya.

Preview

Text
Aviyatuz Zahriyah_D05206062.pdf
Download (2MB) | Preview

Abstract

In teaching English speaking, the University of Muhammadiyah Gresik invites native speaker teacher from U.S. to teach in a speaking I class there. Understanding English slang, and how native English speakers engage in conversation, is something that cannot be learned in a text book. Learning English from a native speaker teacher has a number of advantages. Although there can be miscommunication regarding culture and customs, native speaker teachers can make it easier to learn and understand the English language. The problems of the study are: ( 1) What are the parts of a balanced activities approach in teaching speaking applied by native speaker in the Speaking I class at the University of Muhammadiyah Gresik? (2) How are the students' speaking I class responses toward native speaker's way of teaching at the University of Muhammadiyah Gresik?. The observation was done on June 4th until 25th 20 I 0. This research discussed in a balanced activities approach applied by native speaker in teaching speaking at the University of Muhammadiyah Gresik and how the students' responses toward native speaker's way of teaching. This research uses descriptive design because it presents fact and there are no treatments and manipulations. The subject in this research is the native speaker in the speaking I class. For the instruments are uses questionnaire, observation (in the classroom), interview and documentation. The result of this research shows that there are three parts of a balanced activities approach applied by native speaker; those are language input, structured output and communicative output. In the part of language input there are Content oriented input focuses on information and Form-oriented input focuses on ways of using the language; guidance trom the teacher or another source on vocabulary, pronunciation, linguistic competence, discourse competence, sociolinguistic competence, and strategic competence.