TECHNIQUE OF PRESENTATION AT NATYA

LANGUAGE SERVICE AND PROGRAM

SKRIPSI

BY:
DIANA AMALIYAH VERAWATI NINGSIH
NRM: 99220056

JURUSAN BAHASA DAN SASTRA INGGRIS

FAKULTAS BAHASA DAN SENI
UNIVERSITAS NEGERI SURABAYA
2005
 ABSTRACT

TECHNIQUE OF PRESENTATION AT NATYA LANGUAGE

SERVICE AND PROGRAM

NAME : DIANA AMALIYAH VERAWATI NINGSIH

NRM : 99220056
PROGRAM : S-1
MAJOR : PENDIIKAN BAHASA INGGRIS
FACULTY : FAKULTAS BAHASA DAN SENI
INSTITUTION : UNIVERSITAS NEGERI SURABAYA

A research that was done by Septiasari (2004) at Natya Language

Service and Program in Surabaya shows that the method of teaching and
learning which is focused on fun learning can facilitate the learners to create
good interaction between them selves and also between students-teacher.
Observing on Septiasari’s research, it is found that she focus on the
exercise activities which are given to the learners after the language target is
transferred previously. The purpose is to practice the language target into real
condition and strengthen the learners’ comprehension. Yet, Septiasari does not
define how the process of language target transferred to the learners is. The
pre-observation at Natya Language Service and Program found that Natya uses
Communicative English called specifically as Presentation Method in the
teaching and learning process.
This study is going to reveal the process of transferring language
target at Natya Language Service and Program by this following question:
1. What are the design characteristics of Presentation Method at Natya
Language Service and Program like?
2. How is the practical procedure of Presentation Method at Natya
Language Service and Program?
This study is conducted at Natya Language Service Program for
about a month. It is a private English course registered at East Java Office of
Ministry of Education and Culture No. 80/104.10B/MS/Bhs?'99.
By adopting ethnographic approach, which is identified as a
qualitative, process oriented approach to the study of interaction, the focus of
the study is the teachers' activities during the teaching and learning process.
Moreover, the research also takes the data from the course-file of Natya and
detail information from the director as the designer and concept-maker.
After conducting interview and observation for about a month, it is
found that at the level of approach, Presentation Method has the same
characteristics with the characteristics in CLT. The main point in CLT and
Presentation Method is the function of language as tool of communication in
interaction among individuals.
At the level of design, the similarities occurred at the functional skill
as the objective. The skill of speaking, listening, writing, and reading are
accommodated through communicative activity appropriate with the level of
proficiency. The syllabus structured based on the situation context in which
language is used. But, in Presentation Method more specific to the language
function by giving Marker Sentence to each topic/situation. The types of
teaching and learning activity in CLT are often designed to focus on completing
tasks that are engage learners in communications, involve process such as
information sharing, negotiation of meaning, and interaction. While the
teaching and learning process in Presentation Method is applied is based on fun
activities. The main target is to emerge communication among students and
student(s)-teacher. The learner is center of teaching and learning process.
Teacher only monitor and facilitate interaction among learners. There are two
kinds of material currently used labeled as task-based, and realia.
At the level of procedure there is significance concept that differ
CLT from presentation Method. As to summarize the procedure in CLT is quite
difficult because of the wide variety of activities and exercises used, CLT is best
considered as an approach rather than a method. Thus although a reasonable
degree of theoretical consistency can be discerned at the levels of language and
learning theory, at the levels of design and procedure there is much greater
room for individual interpretation and variation than most method permit.
Otherwise, Presentation Method has specific rules and steps in the procedure of
application. These are,(1)Presentation-Target language set up/marker sentence,
Vocabulary pre-teach, Context building/ scene setting, Elicitation,
Standardization/Finger correction error, Drilling, Board stage, Concept
question,- (2)Speaking practices,(3)Listening practices, (3)Reading practices,
(4)Writing practices,(5)Games,(7)Testing
Presentation Method has many similarities to CLT at the level of
design. However, it has specific rules at the level of procedure. Although many
kinds of techniques can be applied, but the rules in the Presentation Stage- that
has to be occurred-, close Presentation Method as a method rather than
approach or technique. Since CLT is considered as an approach rather than a
method, then Presentation Method reasonable enough to be called as a method
based on CLT approach.
 Table Of Contents

CHAPTER 1 : INTRODUCTION
1.1 Background of the Study……………………………………………… 1
1.2 Research Question ……………………………………………………. 3
1.3 Objectives of the Study ………………………………………………. 4
1.4 Significance of the Study……………………………………………... 4
1.5 Limitation of the Study ………………………………………………. 4
1.6 Definition of the key terms …………………………………………... 5

CHAPTER II: REVIEW OF RELATED LITERATURE

2.1 The Nature of ‘method’ in Language Teaching …………………....... 7
2.2 The Anthony’s Concept ………………………………………….. 8
2.3 The Richard and Rodgers’s Concept……………………………... 9
2.4 The Brown’s Concept …………………………………………..... 10
2.2 Theory of Language ………………………………………………….. 12
2.3 Theory of Language Acquisition and Learning …………………........ 13
2.3.1 Language Acquisition ………………………………………...... 13
2.3.2 Language Learning ……………………………………….......... 16
2.4 Communicative Language Teaching ………………………………… 17
2.4.1 Brief History of Language Teaching ………………………....... 17
2.4.2 Approaches ……………………………………………………... 19
2.4.2.1 Theory of Language …………………………………… 19
2.4.2.2 Theory of Learning …………………………………..... 21
2.4.3 Design ………………………………………………………….. 22
2.4.3.1 Objectives………………………………………………. 22
2.4.3.2 Syllabus ………………………………………………... 22
2.4.3.3 Types of Teaching and Learning Activities …………… 24
2.4.3.4 Learners Roles …………………………………………. 24
2.4.3.5 Teachers Roles ………………………………………… 25
2.4.3.6 The Roles of Instructional Material …………………… 26
2.4.4 Procedures ……………………………………………………… 27

CHAPTER III: RESEARCH METHODOLOGY

3.1 Subject of the Study ………………………………………………….. 28
3.2 Setting of the Study ………………………………………………….. 28
3.3 Data of the Study …………………………………………………….. 29
3.4 Data Collection Technique …………………………………………… 30
3.5 Data Analysis ……………………………………………………….... 32

CHAPTER IV: RESULT AND DISCUSSION

4.1 Data Presentation …………………………………………………….. 33
4.1.1 The Whole Design of Presentation Method ……………………… 33
4.1.2 The Practical Guide of Presentation Method …………………….. 42
4.1.3 The Application of Presentation Method ………………………… 47
4.1.3.1 Result of Teacher 1 ………………………………………... 47
 4.1.3.2 Result of Teacher 2………………………………………… 50
4.1.3.3 Result of Teacher 3 ………………………………………. . 53
4.1.3.4 Result of Teacher 4 ……………………………………….. 55
4.2 Discussion
4.2.1 The Similarities between CLT and Presentation Method………. 58
4.2.2 The Differences between CLT and Presentation Method………. 63

CHAPTER V : CONCLUSION AND SUGGESTION

5.1 Conclusion …………………………………………………………… 66
5.2 Suggestion …………………………………………………………… 68
References ……………………………………………………………….. 69
Appendix ………………………………………………………………… 71