THE TEACHERS' TEACHING APPPROACHES TO THE IMPROVEMENT OF THE STUDENTS' ENGLISH SKILLS IN BILINGUAL CLASSROOM

Syarifah Kurniaty K (Universitas Khairun, Ternate, Maluku Utara, Indonesia)

Proceedings of ISELT FBS Universitas Negeri Padang
Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)

The study focuses on describing the teaching approaches that teacher uses in bilingual classroom, including Contextual Teaching and Learning (CTL) approaches. Total Physical response (TPR), a combination of teaching approaches, and to investigate the impact of those approaches to the students' English language skills. The researcher employed qualitative method for the study. The data sources for the research were one English teacher and twenty nine students of bilingual class. The instruments for the research consisted of the researcher as the main instrument, field-note, recorder, and camera. In the process of collecting data, the researcher carried out an observation, interview. and fieldwork. In analyzing the data, the researcher employed Constant Comparative Method. The result showed that the teacher used Contextual Teaching and Learning and Total Physical response as the approaches in teaching English in bilingual class. The impact of the teacher's approaches was categorized into good for listening skill (gained 84), speaking (83) was categorized into good, reading (87) was categorized into good. and writing (90,5) was categorized into verv good.