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CHAPTER II REVIEW of RELATED LITERATURE This Chapter Is CHAPTER II REVIEW OF RELATED LITERATURE This chapter is intended to explain the review of related literature that is based on relevant theories and previous research findings. It covers definition of teaching, method and technique in language teaching, kinds of teaching technique in language teaching, the problem in implementing the teaching technique, the solution in overcoming the problem in implementing the teaching techniques, mentoring program, and mentoring program of ELED at UMM. Each point presented as follows: 2.1 Teaching As a common term that already legendarily known, teaching is constitutes as one of the essential component in the educational realm wherein many people are involved habitually in the classroom activity. As Centra (1993) as cited in Regmi (2012) argues that, “it is an intellectual process that produces beneficial and purposeful student learning through the use of appropriate procedures”. It is also in line with Brown (2000) as cited in Wati and Setyaningrum, (2014), teaching is often considered to be an activity which involving showing and helping a student to learn how to do something, to guide them to learn new things and to facilitate them with knowledge for comprehension purpose. From the definitions provided above it can be assumed that teaching refers to an activity of imparting knowledge to the students in order to develop the learning material. Moreover, in the process of teaching and learning the teachers’ role which has highly specialized skills in teaching becomes the important thing in order to 10 help, to facilitate the students in learning activity. It is also supported by Banning (2005), who argues that in order to facilitate the process of learning, teachers must be competent. It means that the teacher should have self-esteem, hold authority within the classroom, show compassion, and respect for individuals. In the process of teaching and learning, the teachers’ role is not merely being as a facilitator or advisor, but teacher here also acts as an educator which has responsibility to recognize and identify students’ needs and also which learning styles suit the most. Since the students have different interest and motivation in learning, it requires an effort from the teacher to create an educative learning atmosphere that includes a cognitive, effective and psychomotor skills as an effort to achieve the purpose of teaching. Furthermore, the success of teaching and learning process is also certainly influenced by several components that can support the learning process. These components are teachers, students, approaches, methods, techniques, media, strategy and environment (Wati and Setyaningrum, 2014). 2.2 Method and Technique in Language Teaching 2.2.1 Definition of Method In the process of teaching and learning, there are two common terms which usually used by teacher, namely method and technique. According to Atony (1963) as cited in Yulia (2012), method refers to "an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach”. In other word, method can be interpreted as a certain way used to implement the plan that has been prepared in the form of practical activities to achieve learning objectives. In accordance with the definition 11 above it can be said that, before applying several methods in the classroom activities, the teacher must ensure that all of the methods that are going to be used in the classroom should be appropriate with the students’ need and classroom condition. 2.2.2 Definition of Technique As stated by Setyani (2012), teaching English as a foreign language to a higher level of education demands great consideration in choosing the right teaching technique. According to Brown (as cited in Herdianto, 2015), defined technique as “any of wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives”. Based on the definition above, it shows that technique refers to a specific way that implemented by teachers in the process of teaching and learning in order to obtain an optimal result. Moreover, the teaching technique also has their own advantages and disadvantages depending on the ultimate goal of the lesson, and the students characteristic Setyani (2012). With regards to this, the teacher needs to consider the best technique that can gain the students’ interest during the learning activity. Furthermore, considering the importance of teaching techniques as the vital element in the process of teaching and learning it turns out that there are several techniques are found in many methods. For instance, translation of literary passage, reading comprehension questions and antonyms/synonyms, those techniques are derived from Grammar Translation Method. Since there are many techniques which develop from many methods, it is extremely important to be noticed by the teacher to consider the best technique that suit the most with the situation and also the 12 students’ need. By implementing the appropriate technique in the classroom activity, the teacher will find out the way in conveying the lesson to the students effectively and efficiently. 2.2.3 Kinds of Teaching Techniques in Language Teaching Method and technique are set of teaching and learning process which cannot be broken up each other. Method is theoretical and technique is practical. According to (Freeman & Anderson, 2011), there are several kinds of methods in language teaching and each method has more than one technique. Each point is presented as follows: 2.2.3.1 Grammar Translation Method According to (Freeman & Anderson, 2011), Grammar Translation method or more well known as GTM is one of the oldest model of method. The GTM believes that students should be taught the grammatical rule and taught how to translate literary texts from native language to target language or vice versa. Therefore, the students learn the target language form thus activity. Furthermore, the GTM method emphasizes on memorization of vocabulary and grammatical rule. The fundamental purpose of GTM in the language teaching is to enable the students to read and write in the target language and familiar with the foreign language literature. In line with Natsir (2014) as cited in Frewan (2015), highlights that this method focuses only on the development of writing and listening skill. The characteristic of the teaching and learning process in GTM method is the students are taught to translate from one language to other, and the students are demands to study grammatical rules, example of grammatical rules, memorize them, and 13 implemented the rules to other example. Moreover, based on (Freeman & Anderson, 2011), there are several techniques closely associated with Grammar Translation method such as: 1. Translation of a Literary Passage Translation of a Literary Passage is a technique involves translating the reading passage form the target language into the native language. The reading passage given by teacher can be in form of some literary works from the target language, or the teachers design the reading passage according to the student’s ability that include particular grammar rules and vocabulary that suit them most. On the process of translating of course the student will find out several idioms and the like literally. What the students should do is do not translate the idioms and the like literally but rather in a way that shows that they understand their meaning. 2. Reading Comprehension questions Reading Comprehension question is the technique involves answering question based on their understanding on the reading passage by using the target language. The questions provided the opportunities to the students for knowing facts, drawing inference, and drawing the personal experience. 3. Antonym/Synonym Antonym/Synonym is technique which involves providing the students with several list of words and asks them to discover the antonyms or synonyms in the reading passage. 14 4. Fill-in-the-blank Fill-in-the-blank is a technique involves completion a series of phrase or sentence with the blank space. In this technique the students are require to fill the blank space with the new vocabulary or with particular grammar type. 5. Deductive Application of Rule Deductive Application of Rule is a technique which demands the students to memorize the grammatical rules, exceptions as well as the example of it. Practically, the teacher asks the students to understand the grammatical rules afterward the teacher will ask to apply it to different examples. 6. Memorization Memorization is a technique which demands the students to memorize the target language vocabulary words and their native language. The students are also demands to memorize grammatical rules and grammatical paradigms such ad verb and conjugations. 7. Use Words in Sentence To show the students understanding on the meaning and use of new vocabulary material, the teacher asks them to make sentences in which the students demand to use the new words. 8. Composition Composition is a technique involves providing the students a topic to write about in the target language. The topic based on some aspects of reading passage of the lesson. Afterward, the students demand to prepare the précis from the reading passage. 15 2.2.3.2 Direct Method Direct method is one of popular English teaching method. It is applied when the grammar translation method is deemed ineffective. The Direct method is based on the assumption of making second language learning become the first language learning (Richards & Rodgers, 1998 as cited in Frewan, 2015). Moreover, the main objective of this method is to train the students to use the target language as a mean for communication. The direct method is characterized by emphasizing on oral communication and correct pronunciation of the students. The classroom activities that are often done by teachers are giving several examples of vocabulary and practices how to pronounce it. One of the basic rule in this method is no word translation allowed.
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