Skripsi Bahasa Inggris

Only available on StudyMode
  • Download(s) : 2553
  • Published : December 16, 2010
Open Document
Text Preview
TECHNIQUE OF PRESENTATION AT NATYA LANGUAGE SERVICE AND PROGRAM

SKRIPSI

BY:
DIANA AMALIYAH VERAWATI NINGSIH
NRM: 99220056

JURUSAN BAHASA DAN SASTRA INGGRIS
FAKULTAS BAHASA DAN SENI
UNIVERSITAS NEGERI SURABAYA
2005
ABSTRACT

TECHNIQUE OF PRESENTATION AT NATYA LANGUAGE SERVICE AND PROGRAM

NAME: DIANA AMALIYAH VERAWATI NINGSIH
NRM: 99220056
PROGRAM: S-1
MAJOR: PENDIIKAN BAHASA INGGRIS
FACULTY: FAKULTAS BAHASA DAN SENI
INSTITUTION: UNIVERSITAS NEGERI SURABAYA

A research that was done by Septiasari (2004) at Natya Language Service and Program in Surabaya shows that the method of 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. Observing on Septiasari’s 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. The pre-observation at Natya Language Service and Program found that Natya uses Communicative English called specifically as Presentation Method in the teaching and learning process. This study is going to reveal the process of transferring language target at Natya Language Service and Program by this following question: 1. What are the design characteristics of Presentation Method at Natya Language Service and Program like? 2. How is the practical procedure of Presentation Method at Natya Language Service and Program? This study is conducted at Natya Language Service Program for about a month. It is a private English course registered at East Java Office of Ministry of Education and Culture No. 80/104.10B/MS/Bhs?'99. By adopting ethnographic approach, which is identified as a qualitative, process oriented approach to the study of interaction, the focus of the study is the teachers' activities during the teaching and learning process. Moreover, the research also takes the data from the course-file of Natya and detail information from the director as the designer and concept-maker. After conducting interview and observation for about a month, it is found that at the level of approach, Presentation Method has the same characteristics with the characteristics in CLT. The main point in CLT and Presentation Method is the function of language as tool of communication in interaction among individuals. At the level of design, the similarities occurred at the functional skill as the objective. The skill of speaking, listening, writing, and reading are accommodated through communicative activity appropriate with the level of proficiency. 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. The types of teaching and learning activity in CLT are often designed to focus on completing tasks that are engage learners in communications, involve process such as information sharing, negotiation of meaning, and interaction. While the teaching and learning process in Presentation Method is applied is based on fun activities. The main target is to emerge communication among students and student(s)-teacher. The learner is center of teaching and learning process. Teacher only monitor and facilitate interaction among learners. There are two kinds of material currently used labeled as task-based, and realia. At the level of procedure there is significance concept that differ CLT from presentation Method. As to summarize the procedure in CLT is quite difficult because of the wide variety of activities and exercises used, CLT is best considered as an approach rather than a method. Thus...
tracking img