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All Journal Journal of English Education and Teaching (JEET) Jadila: Journal of Development and Innovation in Language and Literature Education
Syafrizal Sabaruddin
University of Bengkulu
Languange, Linguistic, Communication & Media

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An Analysis of Teacher’s Strategies in Teaching Speaking Aisyah Nurbaktiah; Syafrizal Sabaruddin; Dedy Sofyan
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 3 (2021): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v1i3.115

Abstract

The objectives of the research were to find out the strategies used by teachers in teaching speaking at SMAN 5 Kota Bengkulu and to describe how the teachers implement the strategies in the teaching process. This research was descriptive qualitative. The subjects were two English teachers who taught at tenth grade. The data were collected by using field notes and video documentation and were analyzed by using four procedures by Miles and Huberman namely data collection, data reduction, displaying data, and conclusion. The results showed that teacher 1 used seven strategies from twelve speaking strategies and teacher 2 used eight speaking strategies. The strategies used were Task Completion (50%), Opinion Sharing (83.3%), Information Transfer (16.6%), Reasoning Gap (33.3%), Questioning (100%), Brainstorming (33.3%), Scaffolding (100%), and Drilling (66.6%). Meanwhile, the other four speaking strategies were not used such as Information Gap, Jigsaw, Information Gathering, and Role Play. For the implementation, the teachers gave explanation and instruction to the students before applying the strategy. The teachers asked the students to work in pairs or groups which made them to communicate in English. In short, although the name of the strategy used by teachers was similar to each other, but the steps or ways carried out by them was different from one teaching to another. Furthermore, the teachers applied the strategies based on students’ condition, need, and material in order to help students become more active in the process of teaching and learning.
An Analysis of Thematic Development Pattern in Thesis Abstracts by Undergraduate English Education Students of Universitas Bengkulu Academic Year 2019 Nur Indah Lifah; Syafrizal Sabaruddin; Alamsyah Harahap
Journal of English Education and Teaching Vol 4, No 4 (2020)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.4.4.559-570

Abstract

This research is aimed to find the types and the mostly applied of thematic development pattern, also to describe students writing an abstract. The research was designed as a descriptive qualitative. The data of this research was abstract by undergraduate English education students of Universitas Bengkulu academic year 2019 with totally 20 abstracts. The data was collected by using documentation on studetns’ thesis in 2019 meanwhile 2 undergraduate English education student was taken as interviewed. The data was analyzed by using identification, coding, tabulation, interpretation, and conclusion. This thematic progression model using the Paltridge 2006 models will be chosen as a theoretical analytical framework. The data was analyzed by using identification, coding, tabulation, interpretation, and conclusion.  The results showed that Simple Linear Progression (SLP), Constant Theme Progression (CTP), and Split Rheme Progression (SRP) were found in thesis abstract. Furthermore, the constant theme progression (CTP) was the mostly applied. The order of occurrence was as follows: constant theme (69.4%), simple linear theme (25%), and split rheme (5.6%). It is also found that the researchers are not able to study existing standard patterns, they just write based on what the guidance from their lecturer. On the other hand, they writing an abstract without following other guidance such as a book which is contain how to write a good abstract. It is concluded that the researcher is not independent in abstract writing. Moreover, this is because lecturers will decide and acceptable their abstracts.
Co-Authors Aisyah Nurbaktiah Alamsyah Harahap Dedy Sofyan Nur Indah Lifah