Documente Academic
Documente Profesional
Documente Cultură
SKRIPSI
BY:
DIANA AMALIYAH VERAWATI NINGSIH
NRM: 99220056
ABSTRACT
TECHNIQUE OF PRESENTATION AT NATYA LANGUAGE
SERVICE AND PROGRAM
NAME
NRM
PROGRAM
MAJOR
FACULTY
INSTITUTION
Table Of Contents
CHAPTER 1 : INTRODUCTION
1.1 Background of the Study
1.2 Research Question .
1.3 Objectives of the Study .
1.4 Significance of the Study...
1.5 Limitation of the Study .
1.6 Definition of the key terms ...
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42
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50
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58
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71
CHAPTER I
INTRODUCTION
teaching and learning which is focused on fun learning can facilitate the learners
to create good interaction between them selves and also between students-teacher.
Furthermore, it can lead the learners speaking ability. Septiasari call as Multiple
Player Games to describe the activities during its teaching and learning process.
This is a set of fun activities with specific rules that used as exercises for a
specific language target.
Observing on Septiasaris research, it is found that she focus on the
exercise activities which are given to the learners after the language target is
transferred previously. The purpose is to practice the language target into real
condition and strengthen the learners comprehension. Yet, Septiasari does not
define how the process of language target transferred to the learners is. Here, the
writer gets inspiration to conduct a study in order to reveal the process of giving
language target at Natya Language Service and Program. The pre-observation
found that Natya Language Service and Program teaches Communicative English
called specifically as Presentation Technique.
10
11
1.3
12
2.
is on the form of words. No attempt is made to look at the statistical data. ( for
specific information, please see chapter III)
3.
system
Communicative
using
Teaching
with
Office
Education
of
and
Ministry
Culture
of
No.
80/104.10B/MS/Bhs/99.
Approach
13
Method
Technique
is
any
variety
of
exercises,
method
in
language
CHAPTER II
2.1.
14
15
2.1.1
16
17
which we consider (a) what the objectives of a method are;(b) how language
content is selected and organized within the method, that is, the syllabus model
the method incorporates;(c) the types of learning task and teaching activities the
method advocated;(d) the role of teachers;(e) the roles of learners;(f) the role of
instructional material (1986:20)
Procedure encompasses the actual moment-to-moment techniques,
practices, and behaviors that operate in teaching a language according to a
particular method. It is the level at which we describe how a method realizes its
approach and design in classroom behavior. At the level of procedure they are
concerned with how these tasks and activities are integrated into lesson and used
as the basis of teaching and learning. There are three dimensions to a method at
the level of procedure (a) the use of teaching activities to present new language
and to clarify and demonstrate formal, communicative, or other aspects of the
target language ;(b) the ways in which particular teaching activities are used for
practicing language.; and (c) the procedures and techniques used in giving
feedback to learners concerning the form or content of their utterances and
sentences (1986:26).
2.1.3
It is usually given lip service as an explanation for the way teachers goes about
his/her teaching, a sort of umbrellaterm to describe the job of teaching another
language. Most often, methodology is understood to mean methods in a
18
19
20
Wilkinss syllabus is the example of this view. The English For Special Purposes
(ESP) movement began from this view.
Interaction view; Language as vehicle for the realization of
interpersonal relations of social transactions between individuals. Language is
seen as a tool for the creation and maintenance of social relations. Communicative
Approach is under this view.
21
Rodgers,1986)
degree
degree
theory
of
which
teacher
the
content
of
nature
METHOD
of
f.
language
proficiency
influence
learning
An account of
the
teacher
to
determines
native
language
of
over learning
APPROACH
a.
teachers
the
role
of
instructional
materials
DESIGN
b.
theory
of
language learning
and
subject-matter content
An account of the c.
psycholinguistics
general
types
of
learning
made
and
teaching activities
and
PROCEDURE
observed
practices,
behaviors
when
the
are
recommended
or
implied
degree
classroom
resources in terms
of
to
which
learner
and
teacher
22
space,
time,
interaction pattern
observed in lesson
tactics
strategies
and
used
by
about
teachers
and
is
being
used
23
In detail, the first theory states that language is rule governed behavior and in language acquisition, to infant
learners the set of rules that will produce the sentences of a language. While the second theory, obviously, is in effect the application
of learning theory to language acquisition. It also based on the view that language is behaviors that result from habits and habits are
formed by practice and repetition.
From those, there are still another view of language acquisition theory in
which represented into Behaviorism and Nativisms views. At the first, as stated by
Skinner in Richard and Rodgers (1986) a psycholinguist from Harvard, that language is
response to the stimulus characteristic of environment. In other words, language was
taught to be learned like any other physical behavior. In learning language, he states there
are three kind of response that based on the language development. These show how a
learner or a child learns a language by imitating language produce by his environment,
then reinforcement plays the important role in the shaping of a child language learning
for the correctness.
In contras, Noah Chomsky claimed that children language is more
complex than what skinner formulated. Skinners view (behaviorism) did not answer the
language-learning phenomenon. That is, how children able to produce the words or
sentences event if they never heard before or may be new structure which never spoken
by their parents.
The contras view come from basic belief that language acquisition is
determined innately. It means that since he was born, human have been completed by
device to acquire a language, frequently, it is called innateness hypothesis. Chomsky
(1965) also claimed there is innate nature (in born) of language which perhaps a child
understand the first language (mother tongue) in a little time quickly, even tough its
nature exist.
24
Simply, every children is able to use his language based on pre-existent knowledge be programmed genetically
in his brain, the TG grammarian call it as Language Acquisition Device (LAD), which is enable the child to form a series of
hypothesis about a language that he heard, as he grows up. At each stage in his language development he tests his hypothesis against
what he hears and revises it, until he researches adult competence. This would allow children to proceed from an implicit knowledge
of what the rules of language must be in general, to a progressive elaboration or the rules of their mother tongue to the basis of the
utterances they heard.
2.3.2
Language Learning
A learning theory underlying an approach or method responds to two
questions: (a) what are the psycholinguistic and cognitive process involved in language
learning (b) what are the condition that need to be met in order for these learning process
to be activated? Learning theories associated with a method at the level of approach may
emphasize either one or both of these dimensions.
Process oriented theories build on learning process, such as habit
formation, induction, inference, hypothesis testing, and generalization. Conditionoriented theories emphasize the nature of the human and physical context in which
language learning takes place. Monitor theory addresses both the process and the
condition dimensions of learning.
According to Krashen (1981), learning is available only as a monitor.
The monitor is the repository of conscious grammatical knowledge about a language that
is learned through formal instruction and that is called upon in the editing of utterances
produced through the acquired system. He also addressed that the condition necessary for
the process of acquisition to take place.
26
of educational realities
2.4.2
Approaches
27
2.
28
29
30
2.4.3 Design
2.4.3.1 Objectives
Peipho (1981) in jack and Richard (1986) mentioned these following
levels of objectives in communicative approach:
1. an integrative and content level (language as a means of expression)
2. a linguistic and instrumental level (language as a semiotic system and an
object of learning)
3. an affective level of interpersonal relationships and conduct (language as
means of expressing values and judgments about oneself and others)
4. a level of individual learning needs (remedial learning based on error
analysis)
5. a general educational level of extra-linguistic goals (language learning within
the school curriculum)
These are general objectives, which are applicable to many teaching
situation. Specific objectives for CLT cannot be defined beyond these levels, since
specific objectives should reflect the need of target learners. However,
communicative goals that should have and be able to do by the learners at the end of
the lesson can be accurately describe. It should be accommodated the skill that being
taught-speaking, writing, listening, or reading. It also should appropriate with the
level of learners proficiency and communicative needs.
2.4.3.2 Syllabus
One of the syllabus models was described as a notional syllabus
(Wilkins, 1976) which focuses to its attention to functions as the organizing elements
of English language curriculum, and its contras with a structural syllabus in which
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34
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36
activities, the teacher monitors, encourages, and suppresses the inclination to supply
gaps in lexis, grammar, and strategy but notes such gaps for later commentary and
communicative practice.
2.4.4
Procedures
37
CHAPTER IV
: Diana A.V
38
Interviewee
Date due
Time
: 10.00-11.30
Place
Syllabus Observation
Observer
: Diana A.V
Date due
Place
1. Approach
Basically, Presentation Method focuses on communicative skill. The
learners encourage being able to interact among others by using language function
that is taught. Speaking ability is more emphasized rather than other skill. Yet, the
writing, reading, and listening skill are taught in the frame of communication. The
grammatical rules are taught through communicative activities in order to give
comprehension naturally. It is inductive process in which the language functions
given previously and the grammatical rules given later.
2. Objectives
The general purposes of Presentation Method are:
1. The students can speak or communicate with others in English properly
2. The students can express their idea in English (speaking, writing)
3. Students able to catch the main information they heard from listening practice.
These general objectives are broken down into specific purpose
depend on target language set up. It is different for each level of student. e.g.
Level
: Apple
39
Objectives:
1.
2.
: 1hours x 2
Target language
Marker sentence
40
Tools
Technique
Evaluation
: Game: quiz
41
emphasized here. As much as possible, the learners should speak up in the class and
talk using the language target given.
During the process of teaching and learning, the teachers facilitate the
learners to do their activities. Teachers minimalist the speaking and replace it with
miming or gesture. Teachers also give appreciation to each activity that can be done
well by the learners. Appreciation could be done by the whole class also ( e.g. by
yell or sing, applause, etc)
In other hand, learners should follow the class activities actively so
that they can practice the language target well. The more active the learner, the better
practice they have. Here, the teachers should able to manage the learners can
involved in pair-work, group work, or class work maximally.
42
For Example:
Language target
Marker sentence
go to school?/ I go to school at 7
Level
43
1. Complete the story about you. Write one word in each gap
My name is______________and I live in_____________
I get up at___________ and I have _________at________.
I go _______school at ________
I come home at _________and I _________lunch at__________
I watch TV at______________ and I study at________
I have_________at___________and I go to bed at___________
Oh yes,I___________English at Natya at__________on____________and_______
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2. Find two friends and interview them about their daily activities
What time..............
Get up?
Have breakfast?
Go to school?
Come home?
Have lunch?
Watch TV?
Study?
Have dinner?
Go to bed?
Grape /3+2/Running Games
Grape/ 2+3/ B
The story
45
has
________at
7.30.
She
46
studies
____8
oclock,and
: Can you sing a song? Yes, I can/ Yes, I can sing a song
b. Vocabulary pre-teach
This step is emphasizing on reminding previous vocabulary and
introducing new vocabulary that is going to use in the session. Vocabulary need to
be introduced previously in order to accelerate the presentation. To do this, the
teachers may use some tools such as realia, picture, flash card, or miming/gesture.
42
For example, before introducing talking about abilities, the simple activities such
as sing, fly, run, swim, play football, drive, etc should be introduced first.
c. Context building/ scene setting
The context has to be built based on the target language by setting
the appropriate situation. The use of Mother tongue is allowed here. For example:
when teacher is going to teach past activity, students should be driven to the
situation in which the language function of past activity is used.
d. Elicitation
The students are elicited to guess function that is being taught.
Teachers give the answer, and students guess the question. For example;
Teacher
Students
Then teachers guide the students until find the right format.
e. Standardization
Teachers standardize the pronunciation, word order, and linking
sentences to get the same sound and intonation. It is done individually and
chorally. To make it easy, the use of Finger Correction Error have to be used. For
example,
THUMBDO
INDEX FINGER YOU
MIDLE FINGER HAVE
RING FINGER SOME
LITTLE FINGER APPLES?
43
THUMB YES
INDEX FINGER I
MIDLE FINGER HAVE
RING FINGER FOUR
LITTLE FINGER APPLES
f. Drilling
Once more, teachers ask the students to repeat the sentence/function to
ensure that they have already comprehended it well. Teachers may use substitution and
change communication among teacher-students, teacher-student, and student-student.
g. Board stage
Teachers write the function/marker sentence on the board with students
involvement. It is needed for keeping the students focus of mind. Then the students
have given several times to write down on their book.
h. Concept question
At this stage, teacher re-asks to the students about the language function
of the day. For example: Apakah kalimat I went to Bali bisa digunakan untuk
mengucapkan kebiasaan? Untuk waktu yang akan datang? Untuk masa yang sudah
lewat?
At this stage, the main Presentation Method is already completed. The
next steps is exercise practice. It could be in the form of speaking practice, listening
practice, reading practice, writing practice, and games.
2. Speaking practices
There are two kind of practice in speaking activity,
44
Controlled practices
In control practice, teacher gives some media to facilitate the students to interact in the
class. The format of pair-work (two students), group-work (3-5 students), and classwork (whole students in class) can be used. The alternative techniques that can be
chosen are same paper, gap-fill paper, classroom survey, finding the fact, interview,
interpreting picture, etc.
Free practices
The students encourage speaking fluently in free situation as function was taught.
There is no media used here. The teachers only facilitate by giving some topic and
correct some miss using words or sentences. Techniques that can be used are such as
interview, telling story, role play, brain storming, finding connection, etc.
3. Listening practices
The listening practice is needed to exercise the students capability of
listening. The technique such as predictive listening, gap filling, listening
comprehension, and listening trough song can be used. In predictive listening, the
teacher gives clues before asking the students to listen a conversation or stories. To
encourage the students identify some words that is said by people in cassette or
teachers voice by concern on the context, gap-filling type can be used. In listening
comprehension, teachers guide the students to understand the content and main idea of
a conversation. If teachers need more fun situation and want to give easy memorize of
some words/sentences, song can be used as the media of teaching.
45
4. Reading practices
To give reading exercise, teachers should create fun activities that
encourage students to participate actively because usually reading practice is boring.
So that, some simple reading practice such as jigsaw reading or running dictation can
be used. It can be modify with other exercises such as spelling, speaking, or writing.
5. Writing practices
The writing exercise should be interesting and fun. It must keep in
simple. Creative writing such as writing story, personal identity, simple description of
things, and others which are put on the wall with some creative picture made by
students could become alternatives.
6. Games
After presentation stage, students can be given some games which are
dealt with the target language. Some suggested games can be used are:
Stick out, hands on head, teachers race, telegraph sentence, crosses and naught, the
fish monster, the beginning and the end, take a guess, snake and ladders, true or false,
anagram, water pistol shooting, wet tissue shooting, card quests, win, lose or draw,
match master, card memory game, pronunciation game, miming game, instruction
game.
7. Testing
The test placed after several unit of target language passed. The test
contains of writing, speaking, reading, and listening.
46
: Grape 1, lesson 9
Target Language
Marker Sentence
Before class
Teaching
process
Activities
Prepare some cut-sheet, games, and consult with
the director about the technique going to use.
Teacher does some actions and asks the students to
guess what the teacher doing. (open/close the
door/window, bring some books, turn on/off the
light, turn on/off the tape, write some words on the
board, drawing picture, take/put a ball on/under the
table)
Teacher said that the weather is so hot, he ask the
students to guess what he will say to the student
close to the window (in Bahasa Indonesia). He turn
off the light so the classroom is getting dark, he ask
to the students to guess what he will say to the
student close to the light switch. Students also
encourage giving the answer of what teacher say.
Teacher give answer Yes, of course and translate
to Bahasa Indonesia Ya, tentu (as what students
say when asked to turn on the light) and ask the
students to guess the question.
Teacher gives the complete sentence and the
answer then asks the students to repeat what the
teacher said individually and chorally. Finger
correction error is used. Can you turn on the
47
Notes
Preparation
Vocabulary
pre-teach
Scene setting
Elicitation
Standardization
Drilling
Board stage
Concept
question
Speaking
practice
Speaking
practice
Games /
activity
: Grape 1, lesson 10
Target Language
Marker Sentence
Before class
Activities
Notes
Teacher prepare the cut-sheet, games, set the Preparation
cassette, and consult with other teacher about the
technique going to use
48
fun
Teaching
process
49
Vocabulary
Pre-teach
Scene setting
Elicitation
Standardization
Drilling
Board stage
Concept question
Speaking practice
Speaking practice
Listening practice
Writing practice
: Apple, lesson 1
Target Language
Marker Sentence
Activities
Teacher prepare the cut-sheet, flash card, calendar,
and consult with other teacher about the technique
going to use
Teacher show some number in flash card (0-9) then
show calendar and ask students to mention the
dates and the months.
Teacher said that she wants to introduce with the
students one by one. Students encourage guessing
what questions that may be asked.
Teacher gives answer my name is Ida, My
telephone number is 502298, My address is
babatan street number 50, Im 24 years old, My
birthday is January 7, 1981, and translate to
Bahasa Indonesia. The students asked to guess the
question.
Teacher gives the complete function and the
answer then asks the students to repeat what the
teacher said individually and chorally. Finger
correction error is used. (Whats your name? My
name is Dodo. What is your telephone number?
50
Notes
Preparation
Vocabulary
Pre-teach
Scene setting
Elicitation
Standardization
Drilling
Board stage
Concept
question
Speaking
practice
Speaking
practice
Games
Target Language
Marker Sentence
Before
class
Teaching
process
Activities
Teacher prepare the cut-sheet, picture, set the
cassette, and consult with other teacher about the
technique going to use
Teacher show some flash cards. Students are asked to
guess what picture is.(food, pet, hobbies)
51
Notes
Preparation
Vocabulary
Pre-teach
52
Scene setting
Elicitation
Standardization
Drilling
Board stage
Concept
question
Speaking
practice
Listening
practice
Reading
practice
: Banana, lesson 5
Target Language
Marker Sentence
Activities
Teacher prepare the cut-sheet, picture, and consults
with the director about the technique going to use
Teacher miming and act some activities. Students
are asked to guess what the teacher do is.(play foot
ball, play guitar, play piano, ride bicycle, drive car,
sing, read, cook, paint, eat, swim, type, dance,
speak English)
Teacher said that she wants to know what student
can/cant do. Students encourage guessing what
questions that may be asked.
Teacher gives answer Yes, I can, No, I cant, I
can swim, I cant swim and translate to Bahasa
Indonesia. The students asked to guess the
question.
Teacher gives the complete function and the
answer then asks the students to repeat what the
teacher said individually and chorally. Finger
correction error is used. (Can you sing? Yes, I can.
No, I she cant// What can you do? I can speak
English// What cant you do? I cant swim)
Teacher drill the students by asking students one by
one. Then ask to the class by using third personal
pronoun. (What can he/she do?// What cant she/he
do?)
Teacher writes down the sentence on the board by
students involvement and asks students to copy on
their book.
Teacher corrects and gives mark to the students
works on their book.
53
Notes
Preparation
Vocabulary
Pre-teach
Scene setting
Elicitation
Standardization
Drilling
Board stage
Concept
question
Speaking
practice
Speaking
practice
Games
: Banana, lesson 6
Target Language
Marker Sentence
Activities
Teacher prepare the cut-sheet, picture, realia, and
consults with the director about the technique going
to use
Teacher miming and act some activities. Students are
asked to guess what the teacher do is.(play foot ball,
play guitar, play piano, ride bicycle, drive car, sing,
read, cook, paint, eat, swim, type, dance, speak
English) Review of previous material.
Teacher pretend that she is going to give banana
(bring on the right hand) and apple (on the left hand).
Students encourage guessing what questions that
teacher may be asked.
Teacher gives answer Yes, I do, I like swim, I
dont like jogging and translate to Bahasa
Indonesia. The students asked to guess the question.
Teacher gives the complete function and the answer
then asks the students to repeat what the teacher said
individually and chorally. Finger correction error is
used. (Do you like swimming? Yes, I do/ No, I dont.
What do you like? I like playing football. What dont
you like? I dont like tennis. What does he/she like?
What doesnt he/she like?)
Teacher drill the students by asking students one by
71
Notes
Preparation
Vocabulary
Pre-teach
Scene setting
Elicitation
Standardization
Drilling
Board stage
Concept
question
Speaking
practice
Speaking
practice
Games
: Grape, 15
Target Language
: Offering things
Marker Sentence
Do you want
Before class
Teaching
process
Activities
Notes
Teacher prepare the cut-sheet, flash cards, realia, Preparation
and consult with other teacher about the technique
going to use
Teacher show some flash cards and realia, then ask Vocabulary
students to guess what picture/realia is (food, fruit) Pre-teach
Teacher brings two different fruit on hands and Scene setting
pretends that he wants to offer those fruit to a
student. Students encourage guessing what
questions that may be asked.
Teacher gives answer Yes, please. Im thirsty, Elicitation
72
73
Board stage
Concept
question
Speaking
practice
: Grape, 16
Target Language
Marker Sentence
Before class
Teaching
process
Activities
Teacher consults with other teacher about the
technique going to use
Teacher acts/mime some adjectives and asks
students to guess what adjectives are. (hot, cold,
head ache, stomach ache, hungry, thirsty, sad,
happy, bore, etc)
Teacher acts that she feels hot by waging her hand
in front of her face. Students encourage guessing
what sentence that may be said by teacher. Then
students asked, what they will do if theres some
body said that sentence (suggestion). All in bahasa
Indonesia.
Teacher gives suggestion Lets go to McDonald,
Lets turn on the fan, The students are asked to
guess the feeling expression.
Teacher gives the complete function and the
answer then asks the students to repeat what the
teacher said individually and chorally. Finger
correction error is used. (Im hungry Lets go to
McDonald. Im hot Lets turn on the fan)
Teacher drill the students by saying some
expression feeling and asks students to give the
suggestion. Its done chorally and individually.
Teacher writes down the sentence on the board by
students involvement and asks students to copy on
their book.
Teacher corrects and gives mark to the students
works on their book.
74
Notes
Preparation
Vocabulary
Pre-teach
Scene setting
Elicitation
Standardization
Drilling
Board stage
Concept
question
Speaking
practice
Games
4.2 Discussion
4.2.1 The similarities between CLT and Presentation Method
At the level of approach, Presentation Method has the same
characteristics with the characteristics in CLT. As Richard and Rodgers mention
that the characteristic of CLT are:
5.
6.
The primary
function
and
communication
7.
uses
8.
The primary units of language are not merely its grammatical and
75
3. Speaking ability is more emphasized rather than other skill. Yet, the
writing, reading, and listening skill are taught in the frame of communication.
4. The grammatical rules are taught through communicative activities in
order to give comprehension naturally. It is inductive process in which the
language functions given previously and the grammatical rules given later.
The main point in CLT and Presentation Method is the function
of language as tool of communication in interaction among individuals.
76
2. Syllabus
The syllabus in CLT developed based on the situation in which
the language needs to be used. It also attends strongly on the pragmatics
purposes or topic to which a language needs to be put (personal identification,
shopping, service, free time, etc). Meanwhile, in Presentation Method, the
syllabus model is set based on the target language (function of a sentence/ to
which function is an utterance used). The syllabuss content is almost the same
for all level. The differences only emerge at the level of marker sentence. The
higher level of students the more difficult the marker sentence.
Whether in CLT or in Presentation Method, the syllabus
structured based on the situation context in which language is used. But, in
Presentation Method more specific to the language function by giving Marker
Sentence to each topic/situation.
77
78
79
the better practice they have. Here, the teachers should able to manage the
learners can involved in pair-work, group work, or class work maximally.
The similarity CLT and Presentation Method occurred in the type
of learner centered in teaching and learning process. Teacher only monitor and
facilitate interaction among learners.
80
81
5. Writing practices
6. Games
7. Testing
Much type of exercises can be chosen for practicing speaking,
writing, listening, and reading. It depends on the learners need and the teachers
creativity. The function of this activity is as practical exercise to strengthen
learners comprehension of the material. Several kinds of technique also can be
used to apply those each step as far as in the context of the topic. From the
observation result, can be pointed that teacher often give inappropriate games at
the end of the lesson just to spend the rest of time.
Presentation Method has many similarities to CLT at the level of
design. However, it has specific rules at the level of procedure. Although many
kinds of techniques can be applied, but the rules in the Presentation Stage- that
has to be occurred-, close Presentation Method as a method rather than approach
or technique. Since CLT is considered as an approach rather than a method
(Richards and Rodgers, 1986: 83), then Presentation Method reasonable enough
to be called as a method based on CLT approach.
CHAPTER V
82
These general objectives are broken down into specific purpose depend on target
language set up. It is different for each level of student. These specific objectives
also can be broken down become more specific based on the language skill.
c)
Talking Time and Much Students Talking Time in teaching and learning
process. Teacher only monitor and facilitate interaction among learners.
f)
Task-based
activity
is
83
instructional
material
that
2. Practical procedure
The practical procedure of Presentation Method has to fulfill this
following steps and rules:
1. Presentation
This step contains of eight rules that have to be occurred in
teaching and learning procedure. They are:
A. Target language set up/marker sentence
B. Vocabulary pre-teach
C. Context building/ scene setting
D. Elicitation
E. Standardization/Finger correction error
F. Drilling
G. Board stage
H. Concept question
2. Speaking practices
3. Listening practices
4. Reading practices
5. Writing practices
6. Games
7. Testing
5.2 Suggestion
Presentation method needs much creativity of the teacher. The
preparation of material needs much considerable time and energy too. Teacher
84
have to make a provided-games become different games that suitable to the topic
of lesson. Teacher also needs to deliver the material or exercise in funny
atmosphere to avoid the students boredom. To fulfill this requirement, teacher
have to provide adequate knowledge that can be obtained from resent books,
internet, own-record cassette, radio, television, and other multimedia. It can
encourage teachers creativity to develop the material. So, inappropriate games
to the topic can be avoided.
This study concerns on the description of Presentation Method
only. To the further study is suggested to concern on the effectiveness of using
Presentation Method dealing with the out put of the teaching and learning
process to the learners.
References
Anthony, E.M.1963. Approach, Method and Technique. English Language
Teaching 17:63-67
Berns,M.S.1984. Functional Approaches to Language Teaching: another Look.
In S. Savignon and M.S Berns(Eds). Initiatives in Communicative
Language Teaching: A Book of Reading (pp.3-21). Reading,PA: Addisowesley
Breen,M., and C.N. Candlin.1980. the essential of a communicative curriculum
in language teaching. Applied Linguistics. 1(2):89-112
Brown, H. Douglas. Teaching by Principles: an Interactive Approach to
Language Pedagogy. 2001. New York: Addison Wesley Longman, Inc.
Brumfit,C.J., and K. Johnson(eds).1979. The Communicative Approach to
Language Learning. Oxford: Oxford University Press
85
Language
Teaching.
Cambridge:
86
: Awang
: Banana, Lesson 5
:6
: 60 minutes
: January 17, 2005
: Talking about abilities
: Can you /he/she sing?
Yes, I/he/she can. No, I/she/he cant
What can you/she/he do? I/he/she can speak English
What cant you/he/she do? I/he/she cant swim
Vocabulary pre-teach
T
: Good evening everybody.
S
: good evening..
T
: OK, now please guess what Im doing (act driving a car)
S
: Drive (Some students answer)
T
: GoodOK then (Act kicking a ball)
S
: Foot ball
T
: hmhmhmfoot ball
S1
: Play football
T
: Very good Rio. Next (Act playing guitar)
S
: Play guitar
T
: Very good, then (Play piano)
S
: Play piano
T
: Right, next (act riding bicycle)
S
: naik sepeda (Some students answer)
T
: Sepeda hayo apa sepeda?
S2
: bicycle
T
: Yup, kalo naik sepeda?
S
: silent
T
: R. R
S1
: Ride
87
T
S
T
S
T
S1
S2
T
S
T
S
T
Scene setting
T
: OK, sekarang kalau misalnya bapak pengen ngajak kalian renang, tapi
bapak nggak tahu kalian bisa renang apa nggak,. Kira-kira bapak
nanyanya gimana ya?
S3
: Kamu bisa renang?
S
: Kamu bisa renang gak?
T
: Trus jawabnya gimana?
S
: Bisa
S
: Gak bisa
Elicitation
T
: OK, sekarang bapak punya jawaban in English
Yes,I can Ya, saya bisa. Dan No, I cant Tidak, saya tidak bisa
Give me question.!!
S
: You.. bisa. swim?
T
: No. nono.
S
: You are swimming?
T
: HmNo (Shaking head and laying hands)
S
: Do you swim?
T
: HmmNo.no..still wrong
S
: Silent for a while
Standardization
T
: OK, now follow me
Can you swim? (Using Finger Correction Error)
S
: Can you swim?
T
: Yes, I can (nodding head, Using Finger Correction Error,)
S
: Yes, I can
T
: No, I cant (shaking head, Using Finger Correction Error)
S
: No, I cant
S
: Rio, can you swim?
T
: Yes, I can
(Then drill students one by one)
T
: OK,sekarang kalu bapak mau nanya, bisakah Rio berenang? Nanyanya
gimana?
88
S
T
S
T
S
T
S
T
S
T
T
S
T
89
Sheet 1
90
: Yes, he can
: No, he cant
Sheet3/for student B
1.
2.
3.
4.
5.
6.
7.
8.
9.
91
92
93
Student A
Student B
Student A
Student B
Change
Student B
Student A
Change
S1
: Wulan boleh jawb tapi gak boleh pakai mulut ya, jawabnya pakai
gerak . What can you do Wulan?
S1
: dance.dance..
S1
: Right
S2
S2
S2
: Right
94
Appendix 2
95
Appendix 3
Observation list
Design of Presentation Method
POINTS
Course-file observation
Objectives
Syllabus model
Type of learning activities
Type of teaching activities
Teacher role
Learners role
The role of instructional material
Realia
Video
Picture
Flash card, etc
96
Note