Beranda About Me Home First Semester o English Foreign Language Methodology o English Grammar o English for Young Learner o Language Testing and Evaluation o Filsafat Ilmu o Statistika Terapan SECOND SEMESTER o Systemic Functional Grammar o Landasan Pedagogik o Metodologi Penelitian o Second Language Acquisition o Translation and English Language Teaching o Research Project THIRD SEMESTER o Designing ICT-based Language Teaching o English Foreign Language Curriculum Analysis
o English Foreign Language Methodology o Qualitative Data Analysis Communicative language teaching in speaking class in one of the vocational high school in koba, Bangka Tengah
Regency, Bangka Belitung Province Posted by Rezki Firdaus On 08.24 | No comments COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE OF THE VOCATIONAL HIGH SCHOOL IN KOBA, BANGKA TENGAH REGENCY, BANGKA BELITUNG PROVINCE This Proposal is Partial Fullfillment of UAS Assignment for Metodologi Penelitian Subject Under the direction of Dr. Dadang Sudana, M.A., Ph.D. Submitted by: Rezki Firdaus - 1407335 SCHOOL OF POSTGRADUATE STUDIES ENGLISH EDUCATION STUDY PROGRAM INDONESIA UNIVERSITY OF EDUCATION 2015 Chapter I
INTRODUCTION This chapter consists of the background of the study, the purposes of the study, the research questions, the hypothesis, the scope of the study, the significances of the study, and the definition of key terms used in this thesis. 1.1 Background of the study Speaking is one of the language skills taught in English as a Foreign Language (EFL) schools in secondary vocational high school in particular. One of the products of teaching English is spoken skill. Based on curriculum 2006 speaking in which the communication competence has been emphasized. However, students who have graduated from high school can not speak English most of the times. It makes them hardly to get a job. Brown (1994); Lazarton (2001) mentions a number of features that interact to make speaking as challenging as it is, such as fluent speech, stress, rhythm, and intonation of English. In line that, Lazaraton (2001 cited in Celce–Murcia, 2001:103) states that perhaps the most difficult aspect of spoken English is accomplished via interaction with at least one other speaker. It means that a variety of demands are in place at once: monitoring and understanding the other speakers, thinking about one’s own contribution, producing that contribution, and monitoring its effect, stated by Lazarton (2001:103). In short, mastering speaking, people need to consider many aspects to make the language as a communication tool has the real meaning in communication. To cope with the challenges of teaching speaking, the language teachers are required to be able to create and employ certain techniques in order to achieve the goal of language learning and teaching for speaking skill. It means the teacher plays an important role in determining what technique can encourage students’ participation in a learning process. This is supported by Celce-Murcia (2001) who mentions that teacher need to know the strategies and exercises to ensure that each is getting a relevant practice in speaking English in order to develop is fluency and confidence.
One way to improve students’ speaking ability is used communicative language teaching.
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- Fall '17
- jenny bacalla
- Language education, Second language acquisition, Teaching English as a foreign language, Communicative language teaching