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Implementation of Social Strategy in Teaching Speaking (A Case Study at the English Conversation Class for Teenagers in BBC Serang English Course)
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This research investigates Implementation of Social Strategy in Teaching Speaking (A Case Study at the English Conversation Class for Teenagers in BBC Serang English Course). This research use a qualitative method; namely case study it was conducted based on the main problem, (1) How do teacher plan to applied the social strategy before teaching? (2) How do the implementation teaching social strategies by teachers to improve students' speaking skills? (3) How do students responses to the teaching social strategies used by teachers in improving speaking skills? Based on the statements above, the writer formulates the purposes of the research are: (1) To investigate How do teacher plan to applied the social strategy before teaching; (2) To Explain How do the implementation teaching social strategies by teachers to improve students' speaking skills; (3) To investigate How do students responses to the teaching social strategies used by teachers in improving speaking skills. To answer the questions above, the researcher collected data from two teachers, one education coordinator and two students; one student from each classes. The writer does observation and interviewing to them for collecting data. The result of the research showed that teacher use the same strategy, namely students as the center of learning in class but also has a difference. Two classes examined through observation; English conversation class 1 and 2, the teachers are different in the application of their strategies. In English Conversation Class 1, the teacher uses the storytelling method and personal approaches while in English Conversation Class 2, the teacher uses the game method. The student responses from the strategies used by the teacher in teaching in English Conversation Class 1, were good and made them like studying at home guided directly by parents. Meanwhile, in English Conversation Class 2, those were very good because students continued to be encouraged to do class activities. This made students very active and expressive in learning activities.
Muhamad Arip Baehaqi - Personal Name
SKRIPSI TBI 2438
428
Text
English
2020
serang
xiv + 98 hlm.; 18 x 25 cm
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