Alihusni, A. and Akil, Mansur and Weda, Sukardi (2018) TEACHING STRATEGIES IMPLEMENTED IN GLOBAL ENGLISH COURSE IN TEACHING SPEAKING ABILITY. S1 thesis, UNIVERSITAS NEGERI MAKASSAR.
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Abstract
A.ALIHUSNI. The Teaching Strategies Implemented in Global English Course in Teaching Speaking Skills. (Supervised by Mansur Akil and Sukardi Weda) The objectiveof this research was to find out teaching strategies that were implemented in Global English Course during “London Village” program that covered three speaking components, they are: fluency, accuracy and comprehensibility. The researcher employed qualitative analytic research by using: observation, interviews, recordings, field notes, open ended questionnaire and documentation to explore about the strategies implemented in Global English Course in improving speaking ability. The collected data were analyzed by using Miles and Huberman’s model (2014) consisting of four steps, namely: data collection, data display, data condensation, and conclusion-drawing/verifying. The findings of this research arethe teaching strategies applied in “London Village” of Global English Course in three sections, namely teaching strategies to develop the learners’ speaking skills in: (1) fluency. (2) accuracy and (3) comprehensibility. In developing the learners’ fluency, London Village apply strategies such as: memorize some words, use LV’s names, master 136 items of question list, there is English days, use gesture and code switching, use synonym and antonym, group and give special treatments to the lower capable learners, use id card to determine the learners’ turn, design pro and cons discussion, allow instructors to make variation in their teaching and learning process, use games to keep the learners motivation, interact with the foreigners, give punishment to the learners and some others. To develop the learners’ accuracy, the instructors usually correct the learners’ pronunciation while memorizing or speaking, translate English songs and give some words or phrases or clauses to memorize, ask to watch western movies, coach the low capable learners, teach grammar, integrate grammar in speaking, write some vocabularies in the white board, repeat the words pronunciation many times, correct the learners’ grammar and increase the learners’ vocabularies. Whereas in developing the learners’ comprehensibility, the instructors speak in Indonesian first, use bilingual languages, pronounce the question list many times, divide the learners into two categories: capable and lower capable learners, relaxed teaching and some others.Other findings show that there are six Language Learning Strategies (LLs) categorized by Oxford (1990) used to develop the learners speaking skills. The findings also indicate that metacognitive strategies are the most dominant strategies used, whereassocial strategies arethe fewest strategies used during the execution of London Village.
| Item Type: | Thesis (S1) |
|---|---|
| Subjects: | PASCASARJANA > BAHASA INGGRIS (S2) |
| Divisions: | PROGRAM PASCASARJANA |
| Depositing User: | UPT PERPUSTAKAAN UNM |
| Date Deposited: | 30 Nov 2018 06:38 |
| Last Modified: | 30 Nov 2018 06:38 |
| URI: | http://eprints.unm.ac.id/id/eprint/11530 |
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