IRRA WAHIDIYATI, 2201405074

THE TEACHERS TEACHING STYLE VARIATIONS IN THE ENGLISH CLASSROOM ACTIVITIES: A STUDY ON THE ENGLISH TEACHERS OF SMPN 2 AMBARAWA

Identitas Mahasiswa - NAMA : IRRA WAHIDIYATI - NIM : 2201405074 - PRODI : Pendidikan Bahasa Inggris - JURUSAN : BAHASA & SASTRA INGGRIS - FAKULTAS : Bahasa dan Seni - EMAIL : irus_air pada domain plasa.com - PEMBIMBING 1 : Prof. Dr. Warsono, M.A - PEMBIMBING 2 : Dwi Anggara Asianti, S.S., M.Pd. - TGL UJIAN : 2009-08-05

JudulTHE TEACHERS TEACHING STYLE VARIATIONS IN THE ENGLISH CLASSROOM ACTIVITIES: A STUDY ON THE ENGLISH TEACHERS OF SMPN 2 AMBARAWA

AbstrakThis final project is based on a study which attempted to analyze theteachers’ teaching styles in the classroom activity. The main purpose of the studywas to explain the teachers’ teaching style variations in the English classroomactivities in SMPN 2 Ambarawa. I also studied the advantages of the teachers’teaching style variations in the English classroom activities.Some steps were taken in collecting the data. First, I selected all threeEnglish teachers in SMPN 2 Ambarawa to observe their teaching styles. Then, Icompared the result of the checklist table from the observation of their teachingstyles and compared the result of the questionnaire from the students. The nextstep was to interpret the result of the questionnaires and the checklist and thendescribe the use of those variations for the students from the result of thequestionnaire. The examples of variations were voice variations, expressionvariations, and gestures variations, and words variations.The result showed that the three English teachers in SMPN 2 Ambarawahave their own teaching styles variations. But the way to show their teaching stylevariations is similar to each other. Teachers’ teaching style is teacher’s mannerwith variations in gesture, voice, and movement in teaching learning process.Those three teachers have variations in voice, for example teacher varied inspeech, volume and speed. Their variations in gestures are that they used facialexpression, hand and body gestures, and head gestures. The examples of theirmovements are stand stiffly, giving example of walking, writing, and take updifferent position in the classroom. The advantages of those teaching styles were,the students become more attracted in answering the questions because of theteachers’ different voices and all the students could hear them, they could catchthe important point because of teachers’ emphasizing, and they did not feel boredin the class. They understood the materials well because the teachers used somegestures to explain the materials, they were more enthusiastic in joining the class,and finally they would always be ready with their work and they will be diligentstudents.The two English teachers of SMPN 2 Ambarawa should make betterefforts to improve effectiveness in teaching. Hopefully, they can develop theirteaching style variations to increase the students’ ability in achieving goodunderstanding of the subject. And for the next researcher can continue thisresearch by observing the level of interaction between teachers and students.

Kata KunciEnglish teachers’ teaching styles, senior high school students

ReferensiAprilya. Kristina Nike. 2006. The analysis of Speech Produced by Teacher andStudents of The sixth Year Class of SDN Dawungsari. Kendal. Semarang:Semarang State University.Boyce, B Ann. 2003. Improving Your Teaching Skills. New York: Mc Graw HillHigher Education.Callahan, Joseph P and Leonard H. Clark. 1982. Teaching in the Middleand Secondary Schools. New York: Macmillan Publishing Co.Emmer, Edmund T. et al. 1984. Classroom Management for Secondary Teachers.New Jersey: Prentice-Hall Inc Englewood Cliffs.Hornby, AS. 1995. Oxford Advanced Learner’s Dictionary. Oxford: UniversityPress.http://depts.washington.edu/cidrweb/inclusive/diversify.html (accessed at15/06/2008)http://www.garysturt.free-online.co.uk/teachin.html (accessed at 15/06/2008)http://online.sagepub.com/cgi/searchresults?fulltext=teaching+style&src=hw&andorexactfulltext=and (accessed at 15/06/2008)Johnson, Donna M. 1987. Approaches to Research in Second LanguageLearning. USA: LongmanMoon, Bob and Ann Shelton. 1994. Teaching and Learning in the SecondarySchool. Canada: Routledge.Partin, Ronald L. 2005. Classroom Teacher’s Survival Guide. San Francisco:Jossey-Bass.Roijakers, Ad. 1991. Mengajar dengan Sukses. Jakarta: Gramedia.Suharsimi, Arikunto. 2000. Prosedur Penelitian Suatu Pendekatan Praktek.Jakarta: PT. Rineka Cipta.Triwiana, Rinamutia. 2009. An Analysis on speaking exercises in Ganeca Exact’sProgress. Semarang: Semarang State University.Turney, C. et al. 1983. Sydney Micro Skills Redeveloped. Sydney: SydneyUniversity Press.Wragg, E.C. 1994. An Introduction to Classroom Observation. New York:Routledge.

Terima Kasihhttp://unnes.ac.id