English teaching learning process based on ktsp (educational unit level curriculum) at the second year students of MTsN-2 Palangka Raya

Sumiati, Sumiati (2009) English teaching learning process based on ktsp (educational unit level curriculum) at the second year students of MTsN-2 Palangka Raya. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

The principle purpose of the study is to describe the English teaching learning process based on Educational Unit Level Curriculum at the second year students of MTsN-2 Palangka Raya. Because of that, the purpose of this study is to know how the English teacher teach and assessment in listening, speaking, reading, and writing based on Educational Unit Level Curriculum.
In this study, the writer used qualitative approach. To collecting the data used observation, interview, and documentation. To analyze the data used data collection, data reduction, data display, and conclusion drawing/verification. The subject of the study was the English teacher in the second year students of MTsN- 2 Palangka Raya and the object of the study was English teaching learning process at MTsN-2 Palangka Raya in academic year 2008/2009.
The main research finding were:
1. In English teaching learning process the teacher have learning scenario, the learning scenario consist of pre-activities, whilst-activities, and post- activities. In teaching learning of listening when pre-activities the teacher gave information about the new material that would be taught. When whilst-activities the teacher ordered her students to listen to the cassette, gave the students a text but it was not complete yet, then ordered them to complete the text by listening the cassette. When post-activities the teacher explained about the material that has been taught. In teaching learning of speaking, when pre-activities the teacher gave information about the new material. When whilst-activities the teacher ordered the students to retell the story. When post-activities the teacher gave motivation to the students. In teaching learning of reading, when pre-activities the teacher asked the students related to the material that would be taught. When whilst activities the teacher read loudly the text, gave meaning of some difficult vocabulary, found the topic of the text, and ordered the students answered the question. When post-activities the teacher gave motivation to the students. In teaching learning of writing, when pre-activities the teacher gave information about the new material. When whilst-activities the teacher ordered the students to write an essay. When post-activities the teacher gave suggestion and motivation to the students.
2. The teacher assessed teaching learning listening by listening the cassette and ordered the students to complete the text. The teacher assessed teaching learning speaking in intonation, articulation, and the structure of the sentences that told by the students. The teacher assessed teaching learning reading in students' comprehension of the text, and answer the question according the text. The teacher assessed teaching learning writing in the students' accuracy of structure, accuracy of content, and accuracy in
diction of writing.

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