Suara Deiniatur

1.       The importance of teaching methods is role of educator and teacher in promoting the curiosity of knowledge and exploration of the child and exploited to increase the mental cognitive and imaginative;  and come this deal with him in concert and harmony naturally with the senses, and not in line with the methodology of indoctrination is confined within the data and knowledge formulated to restrict and limit his mind and energies of creativity. There is no best method in language teaching, because language is complex and language teaching is correspondingly complex. It is difficult to make any statement which always true about language teaching. Different situation call for different materials, different methods, different activities, and different strategies. The main principle for teachers to remember, however, in deciding on the suitability of an approach or method is wheter it will be helpful to their particular students in that class. 

A teaching method comprises the principles and methods used for instruction . Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these. The choice of teaching method or methods to be used depends largely on the information or skill that is being taught, and it may also be influenced by the aptitude and enthusiasm of the students. Teaching English as a foreign language (TEFL) refers to teaching English to students whose first language is not English. TEFL usually occurs in the student's own country, either within the state school system, or privately, e.g., in an after-hours language school or with a tutor. TEFL teachers may be native or non-native speakers of English. Teaching English is a process to convey knowledge of English from teachers to students in some ways. First, teaching English as a first language. Second, teaching English as a foreign language. In indonesian, English is taught as a forei

1.         Students passed the US / M SMP / MTs, SMPLB, SMA / MA, SMALB, and SMK if students   have met the graduation criteria established by the education units based on the acquisition score of S / M. 2.        Score   of S / M as mentioned in number 1 is obtained from: a.        Combination of score of US / M and the average score of report cards semester 1, 2, 3, 4, and 5 for SMP / MTs and SMPLB with weighting of 60% for the US / M and 40% for the average score of report cards. b.       Combination of score of US / M and the average score of the semester report cards 3, 4, and 5 for SMA / MA, and SMALB with weighting of 60% for the US/ M and 40% for the average score of report cards. c.        Combination of score of US / M and the average score of the semester report cards from 1 to 5 to SMK with a weighting of 60% for the US/ M and 40% for the average report card. 3.        Graduation of students from the UN is determined based on the NA. 4.       Vocational Sk

The students use the mother tongue in class because a principal cause of the L1 use is required by the activity, if students are linguistically incapable of activating vocabulary for a chosen task. Another reason is that translation is a natural thing to do in language learning, and code-switching between languages is regarded as naturally developmental. The amount of L1 use by particular students may well have to do with differing learner styles and abilities. The real usefulness of translation in English classes lies in exploiting it in order to compare grammar, vocabulary, word order and other language points in English and the student’s mother tongue. if students are aware of the differences, language interference (transfer) and intervention from their own language are likely to be reduced. The most effective teaching materials are those which are based on the systematic comparison between the language of the learner (L1) and the target language (L2 or the language to be acquired

A. The characteristic of quantitative research: -Emphasizes quantification in the collection and analysis of data - Entails a deductive approach to the relationship between theory and research, in which the accent is placed on the testing of theories - Has incorporated the practices and norms of the natural scientific model (today, however, connected more to critical realism) - Embodies a view of social reality as an external, objective reality B. The characteristic of qualitative research: -Usually emphasizes words rather than quantification in the collection and analysis of data - Predominantly emphasizes an inductive approach to the relationship between theory and research, in which the emphasis is placed on the generation of theories - Has rejected the practices and norms of the natural scientific model in preference for an emphasis on the ways in which individuals interpret their social world - Embodies a view of social reality as a constantly shifting emergent

1. Historical research generates descriptions, and sometimes attempted explanations, of conditions, situations, a nd events that have occurred in the past. For example, a study that documents t he evolution of teacher tra in ing programs si nce the turn of the century, with the ai m of expla in ing the histor ical or igins of the content and processes of current prog rams. 2. Descriptive research provides information about conditions, situations, and events that occur in the present. For example, a survey of the physical condition of school buildings in order to establish a descriptive profile of the facilities that exist in a typical school. 3. Correlational research involves the search for relationships between variables through the use of various measures of statistical association. For example, an investigation of the relationship between teachers’ satisfaction with their job and various factors describing the provision and quality of teacher housing, salaries, leave entitlements,