The Use of Group-work, Reward-Punishment, and Visual Media as an Integrated Teaching-Learning Strategy to Improve the ELT Classroom Interaction of the 8th Grade Students of MTs NW Hikmaturrahim, Lombok Tengah

Azis, Yes Amin (2012) The Use of Group-work, Reward-Punishment, and Visual Media as an Integrated Teaching-Learning Strategy to Improve the ELT Classroom Interaction of the 8th Grade Students of MTs NW Hikmaturrahim, Lombok Tengah. S2 thesis, UNY.

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Abstract

This research investigated the use of group-work, reward-punishment and visual media as an integrated teaching-learning strategy to improve the ELT classroom interaction of the 8th grade students of MTs NW Hikmaturrahim, Lombok Tengah. The research aimed at observing and describing the processes and the results of the actions implemented in improving the ELT classroom interaction of the 8th grade students of MTs NW Hikmaturrahim, Lombok Tengah. This research was a collaborative action research study. The subjects were the English teacher and the 8th grade students of MTs NW Hikmaturrahim, Lombok Tengah in the academic year of 2011/2012. Meanwhile, the object was the ELT classroom interaction of the 8th grade students of MTs NW Hikmaturrahim, Lombok tengah. There were two steps in conducting this research; (1) Reconnaissance, and (2) Action. In the first step (reconnaissance), the researcher collected the data based on the observation in the ELT process and distributed the questionnaires. The forms of opinions, preferences, obstacles and the expectation of the research team members were the problems found in the ELT process. Then, all problems were classified into the level of difficulties, the level of urgency, and the feasibility. Furthermore, the researcher worked collaboratively with the research team members to determine the most urgent problems in the ELT process related to the classroom interaction. Those problems were that: a) the students were afraid of speaking in English during the teaching learning process, b) they seemed to be lazy and not motivated to study, c) and they were not interested in learning English. The second step of this collaborative action research was action. In collecting the data of the action, the researcher conducted in-depth interviews and observed the ELT process. In the action implemented, the researcher solved the feasible problems using the group-work, reward-punishment, and visual media as an Integrated Teaching-learning Strategy. The results of the research are as follows. After implementing the group-work, reward-punishment, and visual media as an integrated teaching-learning strategy in two cycles, the students were not afraid in speaking, all groups felt brave to speak with the English teacher or with other students, almost all of the students were active in the classroom interaction with the English teacher or with other students, the students were more motivated to study than before, it could overcome the students’ laziness to study, and the students were interested in the ELT process. They were interested in the English lessons and they gave positive responses to the ELT process. In the implementation, the use of group-work, reward-punishment and visual media as an integrated teaching learning strategy gave some changes in the ELT classroom interaction. It could improve the ELT classroom interaction of the 8th grade students of MTs NW Hikmaturrahim. They gave positive responses to the ELT process both in verbal responses and in non-verbal responses.

Item Type: Thesis (S2)
Uncontrolled Keywords: group-work, reward-punishment, visual media, integrated teaching-learning strategy, ELT classroom interaction
Subjects: Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions: Sekolah Pascasarjana (SPS) > Program Pascasarjana > Linguistik Terapan
Depositing User: Users 57 not found.
Date Deposited: 13 May 2016 06:51
Last Modified: 30 Nov 2022 03:15
URI: http://eprints.uny.ac.id/id/eprint/32664

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