The Implementation of Integrated-skills Teaching: A Case Study of SMA Negeri 1 Kalasan in Sleman Regency

Vega, Nofvia De (2013) The Implementation of Integrated-skills Teaching: A Case Study of SMA Negeri 1 Kalasan in Sleman Regency. S2 thesis, UNY.

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The aims of the study are to describe (1) the teacher’s understanding of integrated-skills teaching, (2) the practical implementation of integrated-skills teaching in the classrooms, and (3) the obstacles found by the teacher in applying integrated-skills teaching and the way she overcomes the obstacles. The study was conducted at grade eleven in SMA Negeri 1 Kalasan. The subjects of this study were the English language teacher and 117 students. This study was essentially qualitative with complementary quantitative data. The qualitative data were collected from the classroom observation and interview. In the classroom observation used to get the data about the implementation of integrated-skills teaching in the classroom. The interviews were about teachers’ understanding, opinion, actions, and obstacles in applying integrated-skills teaching. The data were analyzed using Miles & Huberman’s model that consists of data reduction, data display, and verification. The data were reduced based on the implementation of integrating language skills. They were displayed in the form of questions and answers. Finally, the data were verified with teachers’ documents that had already been collected. The quantitative data were taken from the questionnaire. The data were analyzed by using non-parametric statistics used to measure the mean score of students’ responses in the questionnaire. The study shows some results as follows. 1) The teacher understands integrated-skills teaching as the combination of two or more skills in teaching. 2) The teacher applies various ways of integrated-skills teaching, she was integrating reading with vocabulary, integrating reading with writing, integrating reading with speaking, integrating speaking with reading, integrating speaking with writing, integrating writing with vocabulary, integrating listening with vocabulary, integrating listening with grammar, integrating listening with writing, integrating listening with speaking, and integrating listening with reading. 3) The obstacles of integrated-skills teaching and learning are (a) the student’s low interest and motivation in learning English, (b) they are not responsible to do their homework, and (c) the teacher has not used various teaching techniques. The teacher overcomes the obstacles by giving motivation and adding knowledge about implementation of integrated-skills teaching. The students have positive responses concerning their integrated-skills learning practices and they have serious obstacles problems in integrated-skills learning based on the overall mean score of student’s responses of the questionnaire.

Item Type: Thesis (S2)
Uncontrolled Keywords: implementation, integrated-skills teaching
Subjects: Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions: Sekolah Pascasarjana (SPS) > Program Pascasarjana > Linguistik Terapan
Depositing User: Perpustakaan Pascasarjana
Date Deposited: 12 May 2014 00:10
Last Modified: 29 Nov 2022 07:09

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