Using Games in English Teaching

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
7
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
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Recently, modern people does not only learn a language; their
mother tongue. In order to socialize in the society they have to learn another
language whether as second or foreign language. Language as a tool for
interaction becomes the key point while people want to get wider community/
society. With language, they can socialize with others even they come from
different region or country. Those, international language is needed.
English as one of international language takes on more and more of
second language role in countries (such as Singapore, Malay, India, for example).
There is also a greater likelihood of the growth of English learning is others
country (Indonesia, Japan, Spain, for example) which takes English as foreign
language. Brown mentioned that more one half the one billion English speakers of
the world learned English as a second (or foreign) language (2001:118) Language
schools in many counties show fantastic phenomenon with their offering of
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courses in conversation, academic skill, English For Specific Purpose (ESP),
workplace English(companies/corporations), vocational/ technical English, test-
taking strategies, and other specialization. It is in line with Brown statement that
English is not frequently learned as a tool for understanding and teaching US or
British cultural values, instead, a tool for international communication in
transportation, commerce, banking, tourism, technology, diplomacy, and scientific
research (ibid:118).
In Indonesia, the government emerge the program to introduce
English from early ages. English as foreign language is taught from elementary to
high education; as compulsory or additional subject. In same condition, the rapid
progress of English need is supported by emergence of many private English
courses.
Corresponds with this phenomenon, the teaching methodology of
English is also developing rapidly. Since the role of English as foreign language
-where the learners already have their first language (L1) and mother tongue- the
teachers job is not as easy as turning back a hand. Teachers have to make the
learning process become interesting, lively, and fun so that the language can
acquire easily. Different ways of teaching are needed when teach young learners,
teens, or adult. Each age has its distinctive specialization on acquiring language.
In this case, Brown also stated that to successfully teach children a second
language requires specific skills and intuitions that differ from those appropriate
for adult teaching ((2001: 87).
A research that was done by Septiasari (2004) at Natya Language
Service and Program in Surabaya shows a phenomenon that the method of
9
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.
Furthermore, it can lead the learners’ speaking ability. Septiasari call as Multiple
Player Games to describe the activities during its teaching and learning process.
This is a set of fun activities with specific rules that used as exercises for a
specific language target.
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. Here, the
writer gets inspiration to conduct a study in order to reveal the process of giving
language target at Natya Language Service and Program. The pre-observation
found that Natya Language Service and Program teaches Communicative English
called specifically as Presentation Technique.
1.2 Research Questions
Based on the background of the study above, this study is going to reveal
the Presentation Technique at Natya Language Service and Program by this
following question:
3. What are the method characteristics of Presentation Technique at Natya
Language Service and Program like?
4. How is the technique of Presentation Technique at Natya Language
Service and Program applied?
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1.3 Objectives of the Study
From the question formulated above, this study is intended for
identification and description of:
1. The method characteristics of Presentation Technique at
Natya Language Service and Program
2. The application technique of Presentation Technique at
Natya Language Service and Program.
1.4 Significance of the Study
Hopefully, the result of the study can support the finding made by
the former researcher. For English teachers, the combination of these two
studies will give good contribution as an alternative methodology in teaching
and learning English as foreign language. Since the teaching system at Natya
Language Service and Program is designed and modified by its own director
and teachers, the result of this study hoped can give reasonable and more
scientific theoretical foundation for Presentation Technique.
1.5 Limitation of the Study
This study deals mainly with the description and identification of
the concept of Presentation Technique at Natya Language Service and Program.
Due to the nature of the study, the following aspects will be taken into
considerations:
1. The investigation is emphasized on the concept of
approach, method, and technique of Presentation Technique.
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2. The study is qualitative and descriptive in nature. The result
is on the form of words. No attempt is made to look at the statistical data. ( for
specific information, please see chapter III)
3. The study concern about the description of the process
rather than the product or outcome.
1.6 Definition of the Keys Term
This study tend to stand on Brown’s concept which close to Anthony’s concept
with this following re-definition
Presentation Technique : is a specific name of teaching
method at Natya Language Service
and Program. It is a series of
teaching system using
Communicative Teaching with
specific rules and steps.
Natya Language Service and Program : is a private English course in
Surabaya that is registered at East
Java Office of Ministry of
Education and Culture No.
80/104.10B/MS/Bhs/99.
Approach : is theories and beliefs about the
nature of language and the nature
of language learning,
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Method : is a whole plan for systematic
presentation of language teaching
and learning based on a selected
approach.
Technique : is any variety of exercises,
activities, or tasks used to apply a
selected method in language
teaching and learning
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1. The Nature of ‘Method’ in Language Teaching
During eighteenth to nineteenth century, the language teaching
profession became a popular discussion and research. It is for finding more
efficient and more effective ways to teach second and foreign languages to the
learners in the classroom. Some theories were derived from linguistics,
psychology, or a mixture of both to develop philosophical and practical basis in
language teaching.
Various attempts have been made in order o conceptualize the
nature of ‘method’ and to explore more systematic relationship between theories
and practice. There are many different views of experts about the term of
‘method’ that available confuses rather than comforts. Researchers and linguists
14
tended to concern on how languages are learning, how knowledge of language is
represented and organized in memory, and how language is structured.
This chapter will present some of those views in order to avoid
confusion. Hopefully, it will give clear frame work of the terminology ‘method’
that is going to use in this study. Further, it can present comprehensive theories
that will strengthen which theories this study based on.
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2.1.1 The Anthony’s concept
It was Edward Anthony (1963), an American applied linguist who
gave a more comprehensible and definition of ‘method’ in language teaching.
According to him, ‘method’ was the second part of three hierarchical elements,
termed as approach, method and technique.
An approach is a set of correlative assumption dealing with the
nature of language teaching and learning. An approach is axiomatic. It describes
the nature of the subject matter to be taught (ibid). At this level, an approach is at
the level of beliefs on which language learning and teaching based.
Method is an overall plan for the orderly presentation of language
material, no part of which is based upon, the selected approach. A method is
procedural. Within one approach, there can be many methods…(ibid). At this
level, method is the practical concept of the approach. Here also decided about
what skill is taught, the content of the material, and the order of the presented
material.
Technique is implementation- that which actually takes place in a
classroom. It is particularly trick, stratagem, or contrivance used to accomplish in
immediate objective. Techniques must be consistent with a method, and therefore
in harmony with an approach as well (ibid). Anthony describes this level as
‘technique’ in which a method is manifested in specific activities and therefore in
harmony with the approach on which the method based on.
16
2.1.2 The Richard and Rodger’s concept
Couples of decades later, Jack Richard and Theodore Rodgers
(1982, 1986) proposed a reformulation of the term of ‘method’. According to
them, the Anthony’s model fails to give attention to the nature of a method it self
although it has the advantage of simplicity and comprehensiveness and serves as
useful way of distinguishing the relationship between underlying theoretical
principles and the practices derived from them. Nothing is said about the roles of
teachers and learners assumed neither in a method, for example, nor about the role
of instructional material or form are they expected to take. It fails to account for
how an approach may be realized in a method or for how method and technique
are related (1986:16)
Those, Richard and Rodgers revised and extended the original
model of Anthony’s. They formulated ‘method’ as a super ordinate term to
describe three steps process, namely approach, design, procedure. It was an
umbrella term for the specification and interrelation of theory and practice
(1982:154)
An approach refers to theories about the nature of language and
language learning that serves as the source of practice and principles in language
teaching (1986:16). Theory of language refer to the nature of language proficiency
and the basic units of language structure while theory of language learning reform
to the psycholinguistic and cognitive process involved in language learning, also
the conditions that allows for successful use of these processes.
Design specifies the relationship of those theories to classroom
material and activities (Brown, 2001:14). It is the level of method analysis in
17
which we consider (a) what the objectives of a method are;(b) how language
content is selected and organized within the method, that is, the syllabus model
the method incorporates;(c) the types of learning task and teaching activities the
method advocated;(d) the role of teachers;(e) the roles of learners;(f) the role of
instructional material (1986:20)
Procedure encompasses the actual moment-to-moment techniques,
practices, and behaviors that operate in teaching a language according to a
particular method. It is the level at which we describe how a method realizes its
approach and design in classroom behavior. At the level of procedure they are
concerned with how these tasks and activities are integrated into lesson and used
as the basis of teaching and learning. There are three dimensions to a method at
the level of procedure (a) the use of teaching activities to present new language
and to clarify and demonstrate formal, communicative, or other aspects of the
target language ;(b) the ways in which particular teaching activities are used for
practicing language.; and (c) the procedures and techniques used in giving
feedback to learners concerning the form or content of their utterances and
sentences (1986:26).
2.1.3 The Brown’s Concept
The word ‘methodology’ is often misinterpreted or ill understood.
It is usually given lip service as an explanation for the way teachers goes about
his/her teaching, a sort of umbrella–term to describe the ‘job’ of teaching another
language. Most often, ‘methodology’ is understood to mean ‘methods’ in a
18
general sense, and in some cases it is even equated to specific teaching
‘techniques’. It does (or should) in fact mean and involve much more than that.
Examining the Richard and Rodgers concept, Brown found that it
was conceived; however, their attempt to give new meaning to an old term did not
catch on the pedagogical literature. What they wanted to call ‘method’ is more
comfortably referred to as ‘methodology’ in order to avoid confusion with what
we will no doubt always think of as those separate entities that are no longer at the
centre of our teaching philosophy. Another terminological problem lies in the use
of term ‘design’; instead, we more comfortably refer to curricula or syllabus when
we refer to design features of a language program (2001:15)
Further, Brown builds a re-formulation of ‘method’ term with more
in line with Anthony’s original model but with some important additions and
refinements.
Methodology is pedagogical practice in general (including
theoretical underpinnings and related research). Whatever considerations are
involved in ‘how to teach’ are methodological.
Approach is theoretically well-informed position and beliefs about
the nature of language, the nature of language learning, and the applicability of
both o pedagogical setting.
Method is a generalized set of classroom specifications for
accomplishing linguistic objectives. Method tends to be concerned primarily with
teacher and student roles and behaviors and secondarily with such features as
linguistic and subject matter objectives, sequencing, and materials. They are
19
almost always thought of as being broadly applicable to a variety of audiences in a
variety of contexts.
Curriculum/syllabus is design for carrying out a particular
language program. Features include a primary concern with the specification of
linguistic and subject matter objectives, sequencing, and materials to meet the
needs of a designated group of learners in a defined context.
Technique (also commonly referred to by task, procedure, activity,
and exercise’) is any of a wide variety of exercises, activities, or tasks, used in the
language classroom for realizing lesson objectives(ibid, 2001:15-16)
2.2 Theory of Language
There are three different theoretical views of language and the
nature of language proficiency that’s explicitly or implicitly inform current
approaches and methods in language teaching.
Structural view; Language is a system of structurally related
elements for the coding of meaning. The target of language learning is seen to be
mastery of elements of its generally defined in terms of phonological units,
grammatical units, grammatical operations, and lexical items. Audio Lingual
Method (ALM), Total Physical Response (TPR) and Silent way (SW) are the
theories under this vies.
Functional view; Language is a vehicle for the expression of
functional meaning. This theory emphasizes the semantic and communicative
dimensions rather than merely the grammatical characteristic of language, and
leads to a specification organization of language teaching content by categories of
meaning and function rather than by elements of structure and grammar. The
20
Wilkins’s syllabus is the example of this view. The English For Special Purposes
(ESP) movement began from this view.
Interaction view; Language as vehicle for the realization of
interpersonal relations of social transactions between individuals. Language is
seen as a tool for the creation and maintenance of social relations. Communicative
Approach is under this view.
2.3. Theory of Language Acquisition and Language Learning
At the level of process, Kransen in Richard and Rodgers (1986:18)
distinguished between acquisition and learning language. Acquisition refers to
the natural assimilation of language rules through using language for
communication. Learning refers to formal study of language rules and is a
conscious process.
2.3.1 Language Acquisition
As usual, in acquiring the first and second language, teachers
especially should not blame the learners when they tray to acquire and develop it.
Therefore, there are two theories of language acquisition, consist of cognitive
code-learning theory that favored by the transformational generative linguists and
the habit-formation theory of the structural linguists.
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Figure 2.1 Elements and sub elements of method (Richard and Rodgers,
types of 1986)
functions teachers
Rodgers,1986) fulfill
 degree of teacher influence
APPROACH over learning
a. A  degree to which teacher
theory of native determines the content of
language learning
 An account of  types of interaction between
the nature of METHOD teachers and learners
language f. the role of instructional
proficiency materials
DESIGN
 An account of The specific  primary function of materials
general and
the basic units of objectives of the method  the form materials take (e.g.
language structure b. a syllabus model textbook, audiovisual)
b. A  Criteria for selection and  relation of materials to other
theory of organization of linguistic and/or input
language learning subject-matter content  assumption made about
 An account of the c. types of learning and teachers and learners
psycholinguistics teaching activities
and cognitive  Kind of tasks and practice
process involved in activities to be employed in the
language learning classroom and in materials
 An account of the learner roles PROCEDURE
conditions that allow types of learning tasks set for
a. classroom
for successful use of learners
techniques, practices,
these processes  degree of control learners have and behaviors
over the content of learning observed when the
 patterns of learner grouping method is used
that are recommended or  resources in terms
implied of time, space, and
 degree to which learner equipment used by the
influence the learning of others teacher
 the view of the learner as  interaction pattern
processor, performer, initiator, observed in lesson
problem solver, etc  tactics and
e. teacher roles
strategies used by
22
teachers and
learners when the
method is being
used
23
In detail, the first theory states that language is rule governed behavior and in language acquisition, to infant
learners the set of rules that will produce the sentences of a language. While the second theory, obviously, is in effect the application
of learning theory to language acquisition. It also based on the view that language is behaviors that result from habits and habits are
formed by practice and repetition.
From those, there are still another view of language acquisition theory in
which represented into Behaviorism and Nativism’s views. At the first, as stated by
Skinner in Richard and Rodgers (1986) a psycholinguist from Harvard, that language is
response to the stimulus characteristic of environment. In other words, language was
taught to be learned like any other physical behavior. In learning language, he states there
are three kind of response that based on the language development. These show how a
learner or a child learns a language by imitating language produce by his environment,
then reinforcement plays the important role in the shaping of a child language learning
for the correctness.
In contras, Noah Chomsky claimed that children language is more
complex than what skinner formulated. Skinner’s view (behaviorism) did not answer the
language-learning phenomenon. That is, how children able to produce the words or
sentences event if they never heard before or may be new structure which never spoken
by their parents.
The contras view come from basic belief that language acquisition is
determined innately. It means that since he was born, human have been completed by
device to acquire a language, frequently, it is called “innateness hypothesis”. Chomsky
(1965) also claimed there is innate nature (in born) of language which perhaps a child
understand the first language (mother tongue) in a little time quickly, even tough its
nature exist.
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Simply, every children is able to use his language based on pre-existent knowledge be programmed genetically
in his brain, the TG grammarian call it as Language Acquisition Device (LAD), which is enable the child to form a series of
hypothesis about a language that he heard, as he grows up. At each stage in his language development he tests his hypothesis against
what he hears and revises it, until he researches adult competence. This would allow children to proceed from an implicit knowledge
of what the rules of language must be in general, to a progressive elaboration or the rules of their mother tongue to the basis of the
utterances they heard.
2.3.2 Language Learning
A learning theory underlying an approach or method responds to two
questions: (a) what are the psycholinguistic and cognitive process involved in language
learning (b) what are the condition that need to be met in order for these learning process
to be activated? Learning theories associated with a method at the level of approach may
emphasize either one or both of these dimensions.
Process oriented theories build on learning process, such as habit
formation, induction, inference, hypothesis testing, and generalization. Condition-
oriented theories emphasize the nature of the human and physical context in which
language learning takes place. Monitor theory addresses both the process and the
condition dimensions of learning.
According to Krashen (1981), learning is available only as a “monitor”.
The monitor is the repository of conscious grammatical knowledge about a language that
is learned through formal instruction and that is called upon in the editing of utterances
produced through the acquired system. He also addressed that the condition necessary for
the process of acquisition to take place.
2.4 Communicative Language Teaching
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2.4.1 Brief history of Communicative Language Teaching
Communicative Language Teaching (CLT) began in Britain in the 1960s
as a replacement of the earlier structural method, called Situational Language Teaching
(SLT). As stated by Howatt:
“By the end of the sixties it was clear that the situational approach…had
run its course. There was no future in continuing to pursue the chimera of predicting
language on the basis of situational events. What was required was a closer study of the
language itself and a return to the traditional concept that utterances carried meaning in
themselves and expressed the meanings and intentions of the speakers and writers who
created them(1984:280)
Moreover, Galloway argues that CLT could be said to be the product of
educators and linguists who had grown dissatisfied with the Audio Lingual Method
(ALM) and Grammar- Translation Method (GTM) of foreign language instruction. They
felt that students were not learning enough realistic, whole language. They did not know
how to communicate using appropriate social language, gesture, or expression; in brief,
they were at a loss to communicate in the culture of the language studied (2001).
It is partly response of Chomsky’s criticism that current standard structural
theories of language were incapable of accounting for the fundamental characteristic of
language- the creativity and uniqueness of individual sentences (1957). Here than, British
applied linguist emphasized another fundamental dimension of language teaching. They
saw the need to focus language teaching on communicative and functional potential of
language rather than on mastery the structures.
CLT emerge at the time when British language teaching was in period of
shifting. SLT was felt no longer reflect a methodology appropriate for that current time.
CLT is chosen to be more humanism in teaching approach in which prior the interactive
process of communication. As stated by Littlewood (1981) that one of the most
26
characteristic features of communicative language teaching is that it pays systematic
attention to functional as well as structural aspect of language.
The changing of educational realities in Europe supports the
communicative language view. Wilkins proposed a functional or communicative
definition of language that could serve as a basis for developing communicative syllabus
for language teaching (1976). In this point, Wilkins analyze that a language learner needs
to understand and express the language he had learnt rather than describe the core of
language through grammar and vocabulary concept. Margie S. Berns, an expert in the
field of CLT, writes in explaining Firth’s view that ‘language is interaction. It is
interpersonal activity and has a clear relationship with society. In this light, language
study has to look at the use (function) of language in context, both its linguistic context
(what is uttered before and after a given piece of discourse)and its social, or situational
context (who is speaking, what their social roles are, why they have come together to
speak (Berns,1984:5)
All those works on theoretical basis for communicative or functional
approach in language teaching then internationally referred as the Communicative
approach, or simply Communicative language teaching( the terms notional-functional
approach, functional approach, notional-functional, teaching for proficiency, proficiency-
based instruction are also in common used).
2.4.2 Approaches
2.4.2.1 Theory of Language
27
The functional or communicative view of language is the primary one
behind the CLT. As written above that language is a vehicle for the expression of
functional meaning-language as communication. The goal of teaching is to develop
‘communicative competence’. Hymes use this term to contrast communicative view and
Chomsky’s theory of competence. In Hymes view, people who acquire communicative
competence acquire both knowledge and ability for language use with respect to:
1. Whether (and to what degree)something is formally possible
2. Whether (and to what degree)something is feasible in virtue of the means of
implementation available
3. Whether (and to what degree)something is appropriate (adequate, happy,
successful) in relation to a context in which it is used and evaluated
4. Whether (and to what degree) something is in fact done, actually performed, and
what its doing entails.
(Hymes, 1972:281)
Widdowson (1978) proposes another communicative theory. He presented
a view of the relationship between linguistics system and their communicative values in
text and discourse. He focused on the communicative acts underlying the ability to use
language for different purposes. A more recent but related analysis of communicative
competence is found in Canale and Swain, in which four dimension of communicative
competence are identified: grammatical competence, sociolinguistic competence,
discourse competence, and strategic competence.
Grammatical competence refers to linguistic competence or formally
possible. It is the domain of grammatical and lexical capacity. Sociolinguistic
28
competence refers to an understanding of the social context in which communication
takes place. Discourse competence refers to interpretation of individual message
elements in terms of their interconnectedness and how meaning is represented in
relationship to the entire discourse or text. Strategic competence refers to the coping
strategies that communicators employ to initiate, terminate, maintains, repair, and redirect
communication (Canale and Swain, 1980)
Furthermore, at the level of language theory, jack and Richards mention
some of CLT characteristic as follow:
1. Language is a system for the expression of meaning
2. The primary function of language is for interaction and communication
3. The structure of language reflects its functional and communicative uses
4. The primary units of language are not merely its grammatical and structural
features, but categories of functional and communicative meaning as
exemplified in discourse.
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2.4.2.2 Theory of Language Learning
Not a great deal has been written about the learning theory behind the
CLT. Neither Brumfitt and Johnson (1979) nor Littlewood (1981) offers any discussion
of learning theory. However, Jack and Richards tried to describe such elements of an
underlying theory by discerning from some CLT practices (see Littlewood, 1981 and
Johnson 1982). There are three principles. First, is communication principle in which
activities that involve real communication promote learning. Second, is task principle
that activities in which language is used for carrying out meaningful tasks promote
learning. Third, is meaningfulness principle in which language that is meaningful to the
learner supports the learning process (1986:72)
Johnson (1984) and Littlewood (1984) consider an alternative learning
theory that they also see as compatible with CLT-a skill-learning model of learning.
According to this theory, the acquisition of communicative competence in a language is
an example of skill development. This involves both a cognitive and a behavioral aspect.
The cognitive aspect involves the internalization of plants for creating
appropriate behavior. For language use, these plans derive mainly from the language
system-they include grammatical rules, procedures for selecting vocabulary, and social
convention governing speech. The behavioral aspect involves the automation of these
plans so that they can be converted into fluent performance in real time. This occurs
mainly through practice in converting plans into performance (Littlewood, 1984:74)
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2.4.3 Design
2.4.3.1 Objectives
Peipho (1981) in jack and Richard (1986) mentioned these following
levels of objectives in communicative approach:
1. an integrative and content level (language as a means of expression)
2. a linguistic and instrumental level (language as a semiotic system and an
object of learning)
3. an affective level of interpersonal relationships and conduct (language as
means of expressing values and judgments about oneself and others)
4. a level of individual learning needs (remedial learning based on error
analysis)
5. a general educational level of extra-linguistic goals (language learning within
the school curriculum)
These are general objectives, which are applicable to many teaching
situation. Specific objectives for CLT cannot be defined beyond these levels, since
specific objectives should reflect the need of target learners. However,
communicative goals that should have and be able to do by the learners at the end of
the lesson can be accurately describe. It should be accommodated the skill that being
taught-speaking, writing, listening, or reading. It also should appropriate with the
level of learner’s proficiency and communicative needs.
2.4.3.2 Syllabus
One of the syllabus models was described as a notional syllabus
(Wilkins, 1976) which focuses to its attention to functions as the organizing elements
of English language curriculum, and its contras with a structural syllabus in which
33
sequenced grammatical structures served as the organizers. It describes the situation
in which the foreign languages need to be used (concept of locations, motions,
dimension, speed, length of time, frequency, etc).
It also attends strongly on the pragmatics purposes or topics to which
we need to put language (personal identifications, travels, health and welfare,
education, shopping, services, free time, etc). The functional pert of notional syllabus
corresponded to language functions. Curricula were organized around such functions
as identifying; reporting, denying, accepting, declining, asking permission,
apologizing, etc. (Brown, 2001: 33)
The Wilkins’s notional syllabus then criticized by the British applied
linguists. Widdowson argued notional functional categories provide only a very
partial and imprecise description of certain semantic and pragmatic rules, which are
used for reference when people interact. They tell us nothing about the procedures
people employ in the application of these rules when they are actually engaged in
communicative activity (1979:254).
Some designers of communicative syllabus also have looked to task
specification and task organization as the appropriate criteria for syllabus design. An
example of such a model is Malaysian English Language Syllabus in 1975 for upper
secondary level school. In the organizational schema three board communicative
objectives are broken down into twenty-four more specific objectives determined on
the basis of needs analysis. These objectives are organized into learning areas, for
each of which are specified a number of outcome goals or product. A product is
defined as apiece of comprehensible information, written, spoken, or presented in a
non linguistic form. The products, then, result from successful completion of tasks.
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2.4.3.3 Types of Learning and Teaching Activities
The range of exercise types and activities compatible with a
communicative approach is unlimited. Classroom activities 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.
Littlewood (1981) distinguish between functional communicative activities and
social interaction activities.
Functional communication activities include such tasks as learners
comparing sets of picture and noting similarities and different; working out a likely
sequence of events in a set of pictures; discovering missing features in a map or
picture, one learner communicating behind the screen to another learner and giving
instruction on how to draw a picture or shape, or how to complete a map; following
direction; and solving problems from shared clues. Social interaction activities
include conversation and discussion sessions, dialogues and role-plays, simulations,
skits, improvisations, and debates.
2.4.3.4 Learner roles
Teacher-centered means ‘bad’. The teacher doles out formal
knowledge of the language like a cook giving prisoners thin soup and stale bread in a
Victorian prison. Learners-centered means ‘good’ (cited by O’Neill from Julian
Edge,2002).
The emphasis in Communicative language Teaching on the process of
communication, rather than mastery of language forms, lead to different roles for
learners from those found in more traditional second language classroom. Breen and
Candlin describe the learner’s role within CLT in the following terms:
35
“The role of learner as negotiator-between the self, the learning
process, and the object of learning-emerges from and interacts with the role of joint
negotiator within the classroom procedures and activities which the group
undertakes. The implication for the learner is that he should contribute as much as he
gains, and thereby learn in an interdependent way (1980:110)”
2.4.3.5 Teacher roles
There are two arguments of experts that will be cited here. Breen and
Candlin describe teacher roles in the following terms:
“The teachers have two main roles: the first role is to facilitate the
communication process between all participants in the classroom, and between these
participants and the various activities and texts. The second role is to act as an
independent participant within the learning-teaching group. The latter role is closely
related to the objectives of the first role and arises from it…first, as an organizer of
resources and a resource himself, second as a guide within the classroom procedures
and activities…a third role is that of researcher and learner, with much contribute in
terms of appropriate knowledge and abilities, actual and observed experience of the
nature of learning and organizational capacities (1980:99)”
Other roles assumed for teachers are need analyst, Counselor, and
group process manager, as mentioned by Jack and Richards bellow:
Need analyst; in CLT the teachers should take responsibility to
determine the language needs of the learners. It may be done informally through one-
to-one sessions with students or formally through administering a need assessments
instrument. Here, teachers are expected to plan group and individual instruction that
responds to the learners’ needs.
Counselor; in CLT the teachers is expected to exemplify an effective
communicator seeking to maximize the meshing of speaker intention and hearer
interpretation, through the use of paraphrase, confirmation, and feedback.
Group process manager; in CLT where teachers acquire less
teacher-centered classroom management skills. Teachers need to organize the
classroom as a setting for communication and communicative activities. During the
36
activities, the teacher monitors, encourages, and suppresses the inclination to supply
gaps in lexis, grammar, and strategy but notes such gaps for later commentary and
communicative practice.
2.4.3.6 The Role of Instructional Materials
Instructional materials have the primary role in promoting
communicative language use. There are two kinds of material currently used in CLT
labeled as task-based, and realia.
Task-based materials offer such variety of games, role-plays,
simulations, and others task-based communication activities. These typically are in
the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards, pair-
communication practice materials, and student-interaction practice booklets. In pair
communication materials, there are typically two sets of material for a pair of
students, each set containing different kinds of information. Sometimes, the
information is complementary, and partners must fit their respective parts of the
‘jigsaw’ into a composite whole. Still also provide drills and practice in interaction
formats.
Realia is the ‘authentic’ or ‘from-life’ materials that re brought into
the classroom. These may include language-based realia such as signs, magazines,
advertisements, newspapers, or graphic and visual sources around which
communicative activities can be built, such as maps, pictures, symbols, graphs, and
charts. Different kinds of objects can be used to support communicative exercises,
such as a plastic model to assemble from directions (Richard and Rodgers,1986:80)
2.4.4 Procedures
37
It is a little bit difficult to summarize the procedure in CLT because of
the wide variety of activities and exercises used. As known that communicative
principle can be applied to the teaching of any skills and any levels. Such procedures
clearly have much in common with those observed in classes taught according to
SLT and ALM. Traditional procedures are not rejected but reinterpreted and
extended.
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. It
could be that one version among the various proposals for syllabus models, exercise
types, and classroom activities may gain wider approval in the future, giving CLT a
status similar to other teaching methods. On the other hand, divergent interpretations
might lead to homogeneous subgroups (Richards and Rodgers, 1986: 83)
CHAPTER IV
RESULT AND DISCUSSION
4.1 Data presentation
4.1.1 The whole design of Presentation Method
As stated in the objectives of the study previously, this research is to
find the characteristic presentation method at Natya Language Service and program.
Here are the result of the syllabus observation and interview with the director:
Interview
Interviewer : Diana A.V
38
Interviewee : Edi Rusdiono, S.Sos
Date due : January 11, 2005
Time : 10.00-11.30
Place : Natya office Babatan Pilang XVI block H1-1A Wiyung, Surabaya
Syllabus Observation
Observer : Diana A.V
Date due : January 11-14, 2005
Place : Natya’s office, Babatan Pilang XVI block H1-1A Wiyung, Surabaya
1. Approach
Basically, Presentation Method focuses on communicative skill. The
learners encourage being able to interact among others by using language function
that is taught. Speaking ability is more emphasized rather than other skill. Yet, the
writing, reading, and listening skill are taught in the frame of communication. The
grammatical rules are taught through communicative activities in order to give
comprehension naturally. It is inductive process in which the language functions
given previously and the grammatical rules given later.
2. Objectives
The general purposes of Presentation Method are:
1. The students can speak or communicate with others in English properly
2. The students can express their idea in English (speaking, writing)
3. Students able to catch the main information they heard from listening practice.
These general objectives are broken down into specific purpose
depend on target language set up. It is different for each level of student. e.g.
Level : Apple
Target language: Talking about abilities
39
Objectives:
1. Students can ask question using “Can you.... (V1)...?
2. Students can answer question using “Yes, I can…(V1)..” and
“No, I can’t … (V1)”
These objectives also can be broken down again become specific
purposes depend on the skill being taught. e.g.
Writing exercise:
Objectives:
Students can fill the blank paragraph with appropriate form of pattern
“Can you…” and some auxiliary verb
Listening exercise:
Objectives:
Students can answer the question using form “Can you….”heard from
the cassette
2. Syllabus model
The syllabus model is set based on the level of course. It is very
simple, contains of teacher guide list to conduct the class process (level, number of
meeting, time allocated, target language, marker sentence, tools, alternatives of
techniques, evaluation)
The syllabus’s content is almost the same for all level. The differences
only emerge at the level of marker sentence. It gives impact to the level of activities
conducted. The higher level of students the more difficult the marker sentence.
For example:
Level: Grape*
Number of meeting: 2 xs
Time allocated : 1hours x 2
Target language : Talking about Daily Routine (first person)
Marker sentence : What time do you get up? I get up at 6
What time do you go to school? I go to school at 7
40
Tools : Clock, flash card,
Technique : Miming, body language, fill gap, interview
Evaluation : Game: quiz
* Level of students at Natya
1. Kids course
Melon (Kindergarten)
Apple (elementary, grade 1-2)
Grape (elementary, grade 3-4)
Banana (elementary level 5- junior high school)
2. Adult course (senior high school-above)
Elementary
Pre intermediate
Intermediate
Post intermediate
3. Types of teaching and learning activities
The teaching and learning process in Natya in which Presentation
Method is applied is based on fun activities. The main target is to emerge
communication among students and student(s)-teacher. Interaction activities such as
fill gap dialogue, interview, discovering missing picture, pair-work, group work,
class work, listening trough songs, listening comprehension, gap filling, jigsaw
reading, running dictation, text writing, story writing, games are sample of activities
can be chosen.
4. Teachers and learners role
The role of teacher in Presentation Method is as facilitator and
organizer of the class activities, while the learners as the active participant. Those
why, the principle of Less Teacher Talking Time and Much Students Talking Time is
41
emphasized here. As much as possible, the learners should speak up in the class and
talk using the language target given.
During the process of teaching and learning, the teachers facilitate the
learners to do their activities. Teachers minimalist the speaking and replace it with
miming or gesture. Teachers also give appreciation to each activity that can be done
well by the learners. Appreciation could be done by the whole class also ( e.g. by
yell or sing, applause, etc)
In other hand, learners should follow the class activities actively so
that they can practice the language target well. The more active the learner, the better
practice they have. Here, the teachers should able to manage the learners can
involved in pair-work, group work, or class work maximally.
5. The role of instructional material
There is no student’s book used in Presentation Method. The material
used by the teacher only in the form of main material. It guides the teachers to what
ways they are going to use to present the language target to the students easily
understood. The exercises such as same paper exercise, gap-fill exercise, running
dictation, finding information, etc, are given to the learners as copied-paper pieces. It
because the focus of presentation method is not grammatical rules but
communicative practice.
The teacher management is really needed at this point. He/she should
understand well how much paper they need for each level, each meeting, and each
teaching-step, how it will be delivered, and when it should be delivered. The former
teachers create the material provided, so each teacher may develop and create their
own material as far as in line with the topic/language target.
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For Example:
Language target : Talking about daily routines

Marker sentence : get up? / I get up at 6
What time do you go to school?/ I go to school at 7
Level : Grape (lesson 2-3)
Presentation - board work

What time do you get up?
I get up______ __________ o’clock
_______ _______ do you have breakfast?
____ have breakfast _____6.30
_______ _______ ______ _____ go to school?
________ ______ _______ school at _________
_______ ________ _______ _______ go home?
_______ _______ _______ _______ 2 o’clock
What time do you _______ ______?
I _______ TV at _______ __________
_______ _______ _______ _______ study?
______ _____________ at 5 o’clock
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______ _______ ________ _______ have dinner?
____ _______ __________ at 7 _________
What time do you_______ ___ ________?
___ ______ ______ ___________ at 9 o’clock

Grape/2+3/1
YOUR DAILY ACTIITY
1. Complete the story about you. Write one word in each gap
My name is______________and I live in_____________
I get up at___________ and I have _________at________.
I go _______school at ________
I come home at _________and I _________lunch at__________
I watch TV at______________ and I study at________
I have_________at___________and I go to bed at___________
Oh yes,I___________English at Natya at__________on____________and_______
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2. Find two friends and interview them about their daily activities
What time..............
Get up?
Have breakfast?
Go to school?
Come home?
Have lunch?
Watch TV?
Study?
Have dinner?
Go to bed?
Grape /3+2/Running Games
BETTY BROWN DAILY ROUTINES
What time does she get up?
She gets up at__________o’clock
What_______does she have brekfast?
She _______breakfast___________ _________o’clock
_______ _________ _________she go to school?
She________ ________ _________ at________
What _____ _________ ________ _______ home?
She______ ________ at________
What________ _______ _______ _______ lunch?
_____ ________ lunch_____ ______ ________
______ ________ ________ _______ ______ ______?
_______ watches TV ________ _________
_______ _______ _________ ________ _______dinner?
_______ _______ _______ _____ _________
_______ _______ _______ _______study?
_______studies ________ ________ ________
_______ ________ _________ ________go to bed?
_______ ________ to bed at___________ __________
Grape/ 2+3/ B
The story
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Betty Browns gets up at ________. She breakfast at_______and she
_______to school at______. She goes _______at 12.30 and she
_________ lunch at 1 o’clock. She ________television at 5 o’clock and
she has ________at 7.30. She studies ____8 o’clock,and
she_________to bed at__________
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Picture/ place it on the wall outside
4.1.2 The practical guide of Presentation Method
Beside the whole design above, the interview with the course-file
maker and the observation on course-file results these following practical guide
that must be present in Presentation Method.
1. Presentation
This is the most important stage in Presentation Method. Here the
success of the teaching process is put. Teachers not only have to follow the steps
but also create creative and interesting technique to deliver the material. There
are eight steps in this stage. There are:
a. Target language set up/marker sentence
At this step, the learning target is built. The introducing of
language function is more emphasized rather than the grammatical case. The
target language usually called as ‘function’ in which the function of the sentence
which is going to be taught is determined. While the marker sentence is the
sentences that is used on that ‘function’ or in specific situation determined. For
example;
Target language set up : Talking about abilities.
Marker sentence : Can you sing a song? Yes, I can/ Yes, I can sing a song
b. Vocabulary pre-teach
This step is emphasizing on reminding previous vocabulary and
introducing new vocabulary that is going to use in the session. Vocabulary need to
be introduced previously in order to accelerate the presentation. To do this, the
teachers may use some tools such as realia, picture, flash card, or miming/gesture.
42
For example, before introducing talking about abilities, the simple activities such
as sing, fly, run, swim, play football, drive, etc should be introduced first.
c. Context building/ scene setting
The context has to be built based on the target language by setting
the appropriate situation. The use of Mother tongue is allowed here. For example:
when teacher is going to teach past activity, students should be driven to the
situation in which the language function of past activity is used.
d. Elicitation
The students are elicited to guess ‘function’ that is being taught.
Teachers give the answer, and students guess the question. For example;
Teacher : I have an answer “ Yes, I can swim”…”Ya, aku bisa berenang”
Please ask me question, coba pertanyaannya bagaimana?
Students : Guess by mother tongue or in English
Then teachers guide the students until find the right format.
e. Standardization
Teachers standardize the pronunciation, word order, and linking
sentences to get the same sound and intonation. It is done individually and
chorally. To make it easy, the use of Finger Correction Error have to be used. For
example,
THUMB↔DO
INDEX FINGER ↔ YOU
MIDLE FINGER ↔ HAVE
RING FINGER ↔ SOME
LITTLE FINGER ↔ APPLES?
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THUMB↔ YES
INDEX FINGER ↔ I
MIDLE FINGER ↔ HAVE
RING FINGER ↔ FOUR
LITTLE FINGER ↔ APPLES
f. Drilling
Once more, teachers ask the students to repeat the sentence/function to
ensure that they have already comprehended it well. Teachers may use substitution and
change communication among teacher-students, teacher-student, and student-student.
g. Board stage
Teachers write the function/marker sentence on the board with students’
involvement. It is needed for keeping the students focus of mind. Then the students
have given several times to write down on their book.
h. Concept question
At this stage, teacher re-asks to the students about the language function
of the day. For example: Apakah kalimat I went to Bali bisa digunakan untuk
mengucapkan kebiasaan? Untuk waktu yang akan datang? Untuk masa yang sudah
lewat?
At this stage, the main Presentation Method is already completed. The
next steps is exercise practice. It could be in the form of speaking practice, listening
practice, reading practice, writing practice, and games.
2. Speaking practices
There are two kind of practice in speaking activity,
44
Controlled practices
In control practice, teacher gives some media to facilitate the students to interact in the
class. The format of pair-work (two students), group-work (3-5 students), and class-
work (whole students in class) can be used. The alternative techniques that can be
chosen are same paper, gap-fill paper, classroom survey, finding the fact, interview,
interpreting picture, etc.
Free practices
The students encourage speaking fluently in free situation as function was taught.
There is no media used here. The teachers only facilitate by giving some topic and
correct some miss using words or sentences. Techniques that can be used are such as
interview, telling story, role play, brain storming, finding connection, etc.
3. Listening practices
The listening practice is needed to exercise the students’ capability of
listening. The technique such as predictive listening, gap filling, listening
comprehension, and listening trough song can be used. In predictive listening, the
teacher gives clues before asking the students to listen a conversation or stories. To
encourage the students identify some words that is said by people in cassette or
teachers’ voice by concern on the context, gap-filling type can be used. In listening
comprehension, teachers guide the students to understand the content and main idea of
a conversation. If teachers need more fun situation and want to give easy memorize of
some words/sentences, song can be used as the media of teaching.
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4. Reading practices
To give reading exercise, teachers should create fun activities that
encourage students to participate actively because usually reading practice is boring.
So that, some simple reading practice such as jigsaw reading or running dictation can
be used. It can be modify with other exercises such as spelling, speaking, or writing.
5. Writing practices
The writing exercise should be interesting and fun. It must keep in
simple. Creative writing such as writing story, personal identity, simple description of
things, and others which are put on the wall with some creative picture made by
students could become alternatives.
6. Games
After presentation stage, students can be given some games which are
dealt with the target language. Some suggested games can be used are:
Stick out, hands on head, teacher’s race, telegraph sentence, crosses and naught, the
fish monster, the beginning and the end, take a guess, snake and ladders, true or false,
anagram, water pistol shooting, wet tissue shooting, card quests, win, lose or draw,
match master, card memory game, pronunciation game, miming game, instruction
game.
7. Testing
The test placed after several unit of target language passed. The test
contains of writing, speaking, reading, and listening.
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4.1.3 The application of Presentation Method
This following data is resuming from the observation to four teachers at
Natya during the teaching and learning process. The observation focus on the teachers
act and interaction among students-teacher, student-teacher, and student-student. The
main data taken from teachers, while the interaction only as counter balanced to see to
what extends the communicative approach derived.
4.1.3.1 Result from teacher 1
TEACHER 1 (1st meeting)

Level : Grape 1, lesson 9
Target Language : Making and Granting Request
Marker Sentence : Can you open the door, please?
Yes, of course/ Yes, sure
I’m sorry, but I’m busy
Activities Notes
Before class Prepare some cut-sheet, games, and consult with Preparation
the director about the technique going to use.
Teaching Teacher does some actions and asks the students to Vocabulary
process guess what the teacher doing. (open/close the pre-teach
door/window, bring some books, turn on/off the
light, turn on/off the tape, write some words on the
board, drawing picture, take/put a ball on/under the
table)
Teacher said that the weather is so hot, he ask the Scene setting
students to guess what he will say to the student
close to the window (in Bahasa Indonesia). He turn
off the light so the classroom is getting dark, he ask
to the students to guess what he will say to the
student close to the light switch. Students also
encourage giving the answer of what teacher say.
Teacher give answer ‘Yes, of course’ and translate Elicitation
to Bahasa Indonesia ‘Ya, tentu’ (as what students
say when asked to turn on the light) and ask the
students to guess the question.
Teacher gives the complete sentence and the Standardization
answer then asks the students to repeat what the
teacher said individually and chorally. Finger
correction error is used. “Can you turn on the
47
light?” “Yes, of course/ Yes, sure” “I’m sorry, but
it’s too high”
Teacher drill the students by substituting the verb. Drilling
It is done among teacher-students, teacher-student,
students-teacher, student-teacher
Teacher writes down the sentence on the board by Board stage
students’ involvement and asks students to copy on
their book.
Teacher corrects and gives mark to the students’
works on their book.
Teacher asks the students about the function of the Concept
sentence by giving situation on which the sentence question
used. (in Bahasa Indonesia)
Teacher distributes a sheet to each student and asks Speaking
them to guess what the people said in the picture. It practice
is done in game, who can guess the most right
sentences, they will get Mr. Smile (it is a circle card
with smiling icon)
Teacher distributes two different sheets to each Speaking
student and asks them to do an interview in pairs. practice
Teacher facilitates the students to play a game Games / fun
called ‘question and answer game’. The cards activity
contain of some different question such as Can you
open the door? Can you post the letter? And some
different negative answer with different reason. e.g.
I’m sorry but I’m busy, I’m sorry but I have to pick
my mother up. Each student get 4 cards, there is
one opening card put, the game play turn right. The
first student should put the pairs of the opening
card, if he/she doesn’t have it, she/he should take
from the bank card (remaining cards). If she/he
finds it, she/he may give the next played card.
Continuous until the card run out. The winner is the
student who has no card on the hand.
TEACHER 1 (2nd meeting)

Level : Grape 1, lesson 10
Target Language : Asking for and giving permission
Marker Sentence : May I open the window?
Yes, please/ I’m sorry, but I’m cold
Activities Notes
Before class Teacher prepare the cut-sheet, games, set the Preparation
cassette, and consult with other teacher about the
technique going to use
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Teaching Teacher reviews the last lesson. (Making request) Vocabulary
process and show some flash cards. Students are asked to Pre-teach
guess what the people are doing in the picture.
(open/close the door/window, bring some books,
turn on/off the light, turn on/off the tape, use
telephone, writing, drawing, kiss, put bag, take
picture, etc)
Teacher said that the weather is hot, he ask the Scene setting
students to guess what he will say to the student if
he wants to open the window by him self. (In
Bahasa Indonesia). He asks one student to turn off
the light so the classroom is getting dark. The
students are asked to guess what he will say to the
student if he wants to turn on the light by him self.
Teacher gives answer ‘Yes, please’ and translate to Elicitation
Bahasa Indonesia ‘Ya, silahkan’ (as what he said
when turn on the light) and ask the students to guess
the question.
Teacher gives the complete ‘function’ and the Standardization
correction error is used. “May I close the door?”
“Yes, please” “I’m sorry, but it’s hot’”
Teacher drill the students by substituting the verb. It Drilling
is done among teacher-students, teacher-student,
students-teacher, student-teacher
their book.
Teacher asks the students about the function of the Concept question
sentence by giving situation on which the sentence
Teacher shows some flash cards and asks them to Speaking practice
guess what the people said in the picture. It is done
in game, who can guess the most right sentences,
they will get Mr. Smile (it is a circle card with
smiling icon)
Teacher distributes two different sheets to each Speaking practice
student and asks them to do an interview in pairs.
Teacher observes around and corrects some mistake
made by the students.
Teacher distributes a sheet to each student and asks Listening practice
them to listen to the cassette before fill the gap.
After that they asked to match the sentence with the Writing practice
49
pictures that are already put on the board. It is done
by game. Teacher asks the students to compete write
down the sentence on the board under the picture.
The winner get Mr. smile

Level : Apple, lesson 1
Target Language : Giving personal information
Marker Sentence : What’s your name? My name is Dodo
What is your telephone number?
My telephone number is 502298
How old are you? I’m 7 years old
What is your address? My address is Pisang street number 54
When is your birthday? My birthday is November 7, 1988
Activities Notes
Before class Teacher prepare the cut-sheet, flash card, calendar, Preparation
and consult with other teacher about the technique
going to use
Teaching Teacher show some number in flash card (0-9) then Vocabulary
process show calendar and ask students to mention the Pre-teach
dates and the months.
Teacher said that she wants to introduce with the Scene setting
students one by one. Students encourage guessing
what questions that may be asked.
Teacher gives answer ‘my name is Ida’, ‘My Elicitation
telephone number is 502298’, My address is
babatan street number 50’, ‘I’m 24 years old’, ‘My
birthday is January 7, 1981’, and translate to
Bahasa Indonesia’. The students asked to guess the
question.
correction error is used. (What’s your name? My
name is Dodo. What is your telephone number?
50
My telephone number is 502298. What’s your
address? My address is Babatan street number 50.
How old are you? I’m 24 years old. When is your
birthday? My birthday is January 7, 1981)
Teacher drill the students by asking students one by Drilling
one.
their book.
Teacher distributes sheets to each student and asks Speaking
them to do an interview in pairs. Teacher observes practice
around and corrects some mistake made by the
students.
them to do an interview to two friends. Students are practice
grouped into 3 students each group. Teacher
observes around and corrects some mistake made
by the students.
Teacher gives ‘anagram’ game until end of class. Games

Level : Apple, lesson 1 (continuous)
Target Language : Giving personal information
Marker Sentence : Do you like hamburger? Yes I do/ No, I don’t.
Can you swim? Yes, I can/ No, I can’t swim.
Do you have a dog? Yes, I do./No, I don’t have a dog.
Activities Notes
Before Teacher prepare the cut-sheet, picture, set the Preparation
class cassette, and consult with other teacher about the
Teaching Teacher show some flash cards. Students are asked to Vocabulary
process guess what picture is.(food, pet, hobbies) Pre-teach
51
Teacher said that she wants to know what student Scene setting
like/dislike, can/can’t do, pet have. Students
encourage guessing what questions that may be
asked.
Teacher gives answer ‘Yes, I do. I like hamburger’, Elicitation
‘Yes, I can and translate to Bahasa Indonesia’. The
students asked to guess the question.
Teacher gives the complete ‘function’ and the answer Standardization
then asks the students to repeat what the teacher said
individually and chorally. Finger correction error is
used. (Do you like hamburger? Yes I do/ No, I don’t.
Can you swim? Yes, I can/ No, I can’t swim. Do you
have a dog? Yes, I do/No, I don’t)
one. Then report to the class by using third personal
pronoun. (She/He likes hamburger. She/He can sing.
She/ He has a dog)
their book.
students.
Teacher distributes sheets with a short story in which Listening
some mistake words occurred. Teacher then asks practice
students to listen to the correct story from the tape
and correct the mistake.
Teacher takes a story on the wall outside the class Reading
and asks students to re-write the story. It is done in practice
running dictation game. Students divide into groups
and chose a student to become the reader/reporter.
While the others write down what the reporter said on
the book. The winner is the most correct and the
fastest one.
52
Level : Banana, lesson 5
Target Language : Talking about abilities (Third Person)
Marker Sentence :
Can you/he/she sing? Yes, I/he/she can. No, I/he/she can’t.
What can you/he/she do? I/He/She can speak English
What can’t you/He/She do? I/He/She can’t swim
Activities Notes
Before class Teacher prepare the cut-sheet, picture, and consults Preparation
with the director about the technique going to use
Teaching Teacher miming and act some activities. Students Vocabulary
process are asked to guess what the teacher do is.(play foot Pre-teach
ball, play guitar, play piano, ride bicycle, drive car,
sing, read, cook, paint, eat, swim, type, dance,
speak English)
Teacher said that she wants to know what student Scene setting
can/can’t do. Students encourage guessing what
questions that may be asked.
Teacher gives answer ‘Yes, I can’, ‘No, I can’t’, ‘I Elicitation
can swim’, ‘I can’t swim’ and translate to Bahasa
Indonesia’. The students asked to guess the
question.
correction error is used. (Can you sing? Yes, I can.
No, I she can’t// What can you do? I can speak
English// What can’t you do? I can’t swim)
one. Then ask to the class by using third personal
pronoun. (What can he/she do?// What can’t she/he
do?)
their book.
53
them to answer the teacher’s question. practice
students.
Teacher asks the students to stand in front of the Games
class one by one and miming some activities. The
rest of the students guess what activity that is
miming by using “he/she can……”

Level : Banana, lesson 6
Target Language : Talking about likes/dislikes (Third Person)
Marker Sentence : Do you like swimming? Yes, I do/ No, I don’t
What do you like? What don’t you like?
What does he/she like? What doesn’t he/she like?
Activities Notes
Before Teacher prepare the cut-sheet, picture, realia, and Preparation
class consults with the director about the technique going
to use
Teaching Teacher miming and act some activities. Students are Vocabulary
process asked to guess what the teacher do is.(play foot ball, Pre-teach
play guitar, play piano, ride bicycle, drive car, sing,
read, cook, paint, eat, swim, type, dance, speak
English) Review of previous material.
Teacher pretend that she is going to give banana Scene setting
(bring on the right hand) and apple (on the left hand).
Students encourage guessing what questions that
teacher may be asked.
Teacher gives answer ‘Yes, I do’, ‘I like swim’, ‘I Elicitation
don’t like jogging’ and translate to Bahasa
Indonesia’. The students asked to guess the question.
Teacher gives the complete ‘function’ and the answer Standardization
then asks the students to repeat what the teacher said
individually and chorally. Finger correction error is
used. (Do you like swimming? Yes, I do/ No, I don’t.
What do you like? I like playing football. What don’t
you like? I don’t like tennis. What does he/she like?
What doesn’t he/she like?)
71
one. Then ask to the class by using third personal
pronoun. (What does she/he like?// What don’t she/he
like?)
their book.
them to work in pairs and make an dialog based on practice
the text.
students.
Teacher play monopoly games Games

Level : Grape, 15
Target Language : Offering things
Marker Sentence :
Do you want an ice cream? Yes, please. I’m thirsty
Would you like a banana? No, thanks. I don’t like banana
Activities Notes
Before class Teacher prepare the cut-sheet, flash cards, realia, Preparation
and consult with other teacher about the technique
going to use
Teaching Teacher show some flash cards and realia, then ask Vocabulary
process students to guess what picture/realia is (food, fruit) Pre-teach
Teacher brings two different fruit on hands and Scene setting

pretends that he wants to offer those fruit to a
student. Students encourage guessing what
questions that may be asked.
Teacher gives answer ‘Yes, please. I’m thirsty’, Elicitation
72
‘No, thanks. I don’t like bananas’, The students are
asked to guess the question.

correction error is used. (Do you want an ice
cream? Yes, please. I’m thirsty. Would you like a
banana? No, thanks. I don’t like banana)

one with different things on hand.

their book.
Teacher distributes gap fell-sheets to each student Speaking
and asks them to fill the gap then do an interview in practice
pairs. Teacher observes around and corrects some
mistake made by the students.
73
Teacher distributes picture sheets to each student Speaking
and asks them to do an interview in pairs. Teacher practice
observes around and corrects some mistake made
by the students.
Teacher gives 3 realia to each student and asks Games
them to offer those to other students. If it’s wanted,
it’s given. If not,, it’s given to another students.

Level : Grape, 16
Target Language : Expressing feelings and make simple suggestion
Marker Sentence : I’m hungry – Let’s go to McDonald – All right
Activities Notes
Before class Teacher consults with other teacher about the Preparation
Teaching Teacher acts/mime some adjectives and asks Vocabulary
process students to guess what adjectives are. (hot, cold, Pre-teach
head ache, stomach ache, hungry, thirsty, sad,
happy, bore, etc)
Teacher acts that she feels hot by waging her hand Scene setting
in front of her face. Students encourage guessing
what sentence that may be said by teacher. Then
students asked, what they will do if there’s some
body said that sentence (suggestion). All in bahasa
Indonesia.
Teacher gives suggestion ‘Let’s go to McDonald’, Elicitation
‘Let’s turn on the fan’, The students are asked to
guess the feeling expression.
correction error is used. (I’m hungry – Let’s go to
McDonald. I’m hot – Let’s turn on the fan)
Teacher drill the students by saying some Drilling
expression feeling and asks students to give the
suggestion. It’s done chorally and individually.
their book.
74
Teacher asks each student to stand in front of the Speaking
class and express their feeling. The rest of students practice
ask to give suggestion. The suggestion may
different.
Teacher gives snake and ladder-game. Games
4.2 Discussion
4.2.1 The similarities between CLT and Presentation Method
At the level of approach, Presentation Method has the same
characteristics with the characteristics in CLT. As Richard and Rodgers mention
that the characteristic of CLT are:
5. Language is a system for the expression of meaning
6. The primary function of language is for interaction and
communication
7. The structure of language reflects its functional and communicative
uses
8. The primary units of language are not merely its grammatical and
structural features, but categories of functional and communicative meaning as
exemplified in discourse.
While characteristics in Presentation Method are:
1. Focuses on communicative skill.
2. The learners encourage being able to interact among others by using
language function that is taught.
75
3. Speaking ability is more emphasized rather than other skill. Yet, the
writing, reading, and listening skill are taught in the frame of communication.
4. The grammatical rules are taught through communicative activities in
order to give comprehension naturally. It is inductive process in which the
language functions given previously and the grammatical rules given later.
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 there are some characteristics that is similar
between CLT and Presentation Method. This following discussion will show it.
1. Objectives
CLT only can describe the general objectives such as language as
a means of expression, language as a semiotic system and an object of learning,
language as means of expressing values and judgments about oneself and other,
remedial learning based on error analysis, and language learning within the
school curriculum. Specific objectives for CLT cannot be defined beyond these
levels, since specific objectives should reflect the need of target learners.
However, communicative goals that should have and be able to do by the
learners at the end of the lesson can be accurately describe. It should be
accommodated the skill that being taught-speaking, writing, listening, or
reading. It also should appropriate with the level of learner’s proficiency and
communicative needs.
While in Presentation method the general purposes are:
4. The students can speak or communicate with others in English properly
76
5. The students can express their idea in English (speaking, writing)
6. Students able to catch the main information they heard from listening
practice.
These general objectives are broken down into specific purpose
depend on target language set up. It is different for each level of student. These
objectives also can be broken down again become specific purposes depend on
the skill being taught.
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.
2. Syllabus
The syllabus in CLT developed based on the situation in which
the language needs to be used. It also attends strongly on the pragmatics
purposes or topic to which a language needs to be put (personal identification,
shopping, service, free time, etc). Meanwhile, in Presentation Method, the
syllabus model is set based on the target language (function of a sentence/ to
which function is an utterance used). The syllabus’s content is almost the same
for all level. The differences only emerge at the level of marker sentence. The
higher level of students the more difficult the marker sentence.
Whether in CLT or in Presentation Method, 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.
77
3. Types of teaching and learning activity
In CLT the types of exercise and activities is unlimited.
Classroom activities 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. Communication activities include such
tasks as learners comparing sets of picture and noting similarities and different;
working out a likely sequence of events in a set of pictures; discovering missing
features in a map or picture, one learner communicating behind the screen to
another learner and giving instruction on how to draw a picture or shape, or how
to complete a map; following direction; and solving problems from shared clues,
conversation and discussion sessions, dialogues and role-plays, simulations,
skits, improvisations, and debates.
While the teaching and learning process in Presentation Method is
applied is based on fun activities. It is important things that should be present in
Presentation Method. The main target is to emerge communication among
students and student(s)-teacher. Interaction activities such as fill gap dialogue,
interview, discovering missing picture, pair-work, group work, class work,
listening trough songs, listening comprehension, gap filling, jigsaw reading,
running dictation, text writing, story writing, games are sample of activities can
be chosen.
4. Teacher and learner roles
78
The role of learner in CLT as negotiator-between the self, the
learning process, and the object of learning-emerges from and interacts with the
role of joint negotiator within the classroom procedures and activities which the
group undertakes. The implication for the learner is that he should contribute as
much as he gains, and thereby learn in an interdependent way (Candlin,
1980:110)
The teacher’s roles as the facilitator the communication process
between all participants in the classroom and act as an independent participant
within the learning-teaching group. Teacher also become Need analyst that
should take responsibility to determine the language needs of the learners,
Counselor in which teacher is expected to exemplify an effective communicator
seeking to maximize the meshing of speaker intention and hearer interpretation,
through the use of paraphrase, confirmation, and feedback, Group process
manager in where teachers acquire less teacher-centered classroom management
skills and need to organize the classroom as a setting for communication and
communicative activities.
In Presentation Method teacher is as facilitator and organizer of
the class activities, while the learners as the active participant. Those why, the
principle of Less Teacher Talking Time and Much Students Talking Time is
emphasized here. As much as possible, the learners should speak up in the class
and talk using the language target given.
In other hand, learners should follow the class activities actively
so that they can practice the language target well. The more active the learner,
79
the better practice they have. Here, the teachers should able to manage the
learners can involved in pair-work, group work, or class work maximally.
The similarity CLT and Presentation Method occurred in the type
of learner centered in teaching and learning process. Teacher only monitor and
facilitate interaction among learners.
5. The role of instructional material
There are two kinds of material currently used in CLT labeled as
task-based, and realia. The same type of material also used in Presentation
Method.
Task-based materials offer such variety of games, role-plays,
simulations, and others task-based communication activities. These typically are
in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards,
pair-communication practice materials, and student-interaction practice booklets.
Realia is the ‘authentic’ or ‘from-life’ materials that re brought into the
classroom. These may include language-based realia such as signs, magazines,
advertisements, newspapers, or graphic and visual sources around which
communicative activities can be built, such as maps, pictures, symbols, graphs,
and
In Presentation Method such kind of game tool also needed. It is
for supporting the fun activities that must be occurred. This game is the media
that is used to deliver the learners into interaction and communication.
4.2.2 The differences between CLT and Presentation Method
80
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.(Richard and
Rodgers, 1986: 83)
Otherwise, Presentation Method has specific rules and steps in the procedure of
application. These are:
1. Presentation
This step contains of eight rules that have to be occurred in teaching and learning
procedure. They are:
A. Target language set up/marker sentence
B. Vocabulary pre-teach
C. Context building/ scene setting
D. Elicitation
E. Standardization/Finger correction error
F. Drilling
G. Board stage
H. Concept question
81
6. Games
7. Testing
Much type of exercises can be chosen for practicing speaking,
writing, listening, and reading. It depends on the learners’ need and the teachers’
creativity. The function of this activity is as practical exercise to strengthen
learners’ comprehension of the material. Several kinds of technique also can be
used to apply those each step as far as in the context of the topic. From the
observation result, can be pointed that teacher often give inappropriate games at
the end of the lesson just to spend the rest of time.
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
(Richards and Rodgers, 1986: 83), then Presentation Method reasonable enough
to be called as a method based on CLT approach.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
82
As stated in the former chapter, the purpose of this study is to
identify and describe the design characteristics and practical procedures of
Presentation Method at Natya Language Service and Program, here are the
characteristics of Presentation method.
1. Design Characteristic
a) At the level of approach, Presentation Method views
language as means of expression in communication and interaction among
people. The grammatical rules are taught inductively trough communicative
activity.
b) The functional skill of language is the general objective.
These general objectives are broken down into specific purpose depend on target
language set up. It is different for each level of student. These specific objectives
also can be broken down become more specific based on the language skill.
c) The syllabus structured based on the situational context in
which language is used. It more specific to the language function by giving
Marker Sentence to each topic/situation.
d) The teaching and learning process is fun activities which
encourage learners to communicate and each other.
e) The role of learner is as active participant. Less Teacher
Talking Time and Much Students Talking Time in teaching and learning
process. Teacher only monitor and facilitate interaction among learners.
f) Task-based activity is instructional material that
encourages learners to interact and communicate.
83
2. Practical procedure
The practical procedure of Presentation Method has to fulfill this
following steps and rules:
1. Presentation
This step contains of eight rules that have to be occurred in
teaching and learning procedure. They are:
A. Target language set up/marker sentence
B. Vocabulary pre-teach
C. Context building/ scene setting
D. Elicitation
E. Standardization/Finger correction error
F. Drilling
G. Board stage
H. Concept question
6. Games
7. Testing
5.2 Suggestion
Presentation method needs much creativity of the teacher. The
preparation of material needs much considerable time and energy too. Teacher
84
have to make a provided-games become different games that suitable to the topic
of lesson. Teacher also needs to deliver the material or exercise in funny
atmosphere to avoid the students’ boredom. To fulfill this requirement, teacher
have to provide adequate knowledge that can be obtained from resent books,
internet, own-record cassette, radio, television, and other multimedia. It can
encourage teachers’ creativity to develop the material. So, inappropriate games
to the topic can be avoided.
This study concerns on the description of Presentation Method
only. To the further study is suggested to concern on the effectiveness of using
Presentation Method dealing with the out put of the teaching and learning
process to the learners.
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Appendix 1
Sample of teaching and learning process
Teacher 3
Name : Awang
Level : Banana, Lesson 5
Number of students :6
Time allocated : 60 minutes
Date due : January 17, 2005
Target Language : Talking about abilities
Marker sentence : Can you /he/she sing?
Yes, I/he/she can. No, I/she/he can’t
What can you/she/he do? I/he/she can speak English
What can’t you/he/she do? I/he/she can’t swim
Vocabulary pre-teach
T : Good evening everybody……….
S : good evening………..
T : OK, now please guess what I’m doing (act driving a car)
S : Drive… (Some students answer)
T : Good…OK then… (Act kicking a ball)
S : Foot ball…
T : hm…hm…hm…foot ball
S1 : Play football
T : Very good Rio…. Next… (Act playing guitar)
S : Play guitar
T : Very good, then… (Play piano)
S : Play piano
T : Right, next (act riding bicycle)
S : naik sepeda (Some students answer)
T : Sepeda …hayo apa sepeda?
S2 : bicycle
T : Yup, kalo ‘naik sepeda’?
S : silent
T : R…. R…
S1 : Ride
87
T : Very Good Rio. OK now guess, (act singing)
S : Singing
T : Right, then (act cooking)
S : cooking
T : Good. Then… (Act drawing picture)
S1 : Draw (some students answer)
S2 : Paint (some students answer)
T : very good…semua benar….sekarang …dua lagi coba (act swimming)
S : Swimming
T : Good…once more..(Act dancing)
S : Dance….dancing…
T : Very good…..give applause……….
Scene setting
T : OK, sekarang kalau misalnya bapak pengen ngajak kalian renang, tapi
bapak nggak tahu kalian bisa renang apa nggak,. Kira-kira bapak
nanyanya gimana ya?
S3 : Kamu bisa renang?
S : Kamu bisa renang gak?
T : Trus jawabnya gimana?
S : Bisa
S : Gak bisa
Elicitation
T : OK, sekarang bapak punya jawaban in English
“Yes,I can” Ya, saya bisa. Dan “No, I can’t” Tidak, saya tidak bisa
Give me question….!!
S : “You….. bisa…. swim?”
T : “No. no…no….
S : “You are swimming?”
T : “Hm……No……” (Shaking head and laying hands)
S : “Do you swim?”
T : “Hmm…No.no..still wrong
S : Silent for a while
Standardization
T : OK, now follow me
“Can you swim?” (Using Finger Correction Error)
S : Can you swim?
T : Yes, I can (nodding head, Using Finger Correction Error,)
S : Yes, I can
T : No, I can’t (shaking head, Using Finger Correction Error)
S : No, I can’t
S : Rio, can you swim?
T : Yes, I can
(Then drill students one by one)
T : OK,sekarang kalu bapak mau nanya, bisakah Rio berenang? Nanyanya
gimana?
88
S : Can Rio swim?
T : Very good…Rio laki-laki apa perempuan?
S : Laki-laki
T : Kalau laki maka pakai…?
S : He…
T : Good…jadi ..can….?
S : Can he swim?
T : Very good. Can he swim? (Asking to a students and pointing Rio)
S : Yes, he can
T : Good…very good.
T : Can she swim? (Pointing a students who can’t swim)
S : No, she can’t
T : Rio tidak bisa berenang. Apa yang bisa kamu lakukan Rio? Give me
question
S : Silent
T : What…
S : Whan… can …you… do? Bener ya pak?
T : Yes,right. What can you do? Repeat all
S : What can you do? (Finger correction error)
(Drill one by one)
T : What can you do, Rio?
S1 : I can……em…..sing
T : Good….What can he do? (Ask to class)
S : He can sing
T : very good….
(Drill by asking ‘What can you do?’ and ‘What can’t you do?’ to each student
and asking to class by ‘What can she/he do?’ and ‘What can’t he/she do?’)
Board stage
T : OK, now let’s write on the board. Help me
(Write down the function on the board by asking students involvement)
T : Now, please write down on your book
S : (write on the book)
(Teacher corrects the students’ works and gives mark/signature)
Concept question
T : Jadi kalau mau menanyakan seseorang bisa melakukan sesuatu atau
tidak, tadi pakai apa?
S : Can you swim?
T : Kalau menanyakan dia bisa melakukan apa, dengan?
S : What can you do?
Speaking practice 1
(Teacher distribute picture sheet to each students-see sheet 1)
89
Sheet 1
90
T : Coba sekarang lihat gambar. Can David play football?
S : Yes, he can
T : Can Susan sing?
S : Yes, she can
T : Can Bob driving?
S : No, he can’t
T : What can he do?
S : He can ride bicycle
T : What Timbul can do?
S : He can play guitar
(And so do until the rest of picture)
Speaking practice 2
(Teacher distribute interview sheet to each students and monitor them on work in
pairs)
Sheet 2/for student A
1. Can Stevy swim? What can/can’t he do?
2. Can Nelly swim? What can/can’t she do?
3. Can Shorty type? What can/can’t he do?
4. Can Mr. Frown swim? What can/can’t he do?
5. Can Dandy play guitar? What can/can’t he do?
6. Can Jack sing? What can/can’t he do?
7. Can Tom and Tina speak English? What can/can’t they do?
8. Can Vicky play basketball? What can/can’t she do?
9. Can Jerry and Dono play football? What can/can’t they do?
Sheet3/for student B
1. Can Sylvana ride bicycle?
2. Can Merry play kit? What can/can’t she do?
3. Can Elisa cook? What can/can’t she do?
4. Can Bill play tennis? What can/can’t he do?
5. Can Mr. Johnson play chess? What can/can’t he do?
6. Can Robbotto eat?
7. Can Dick play violin?
8. Can Tita play Tennis? What can/can’t she do?
9. Can Mr. Fool play football?
91
Sheet 4/ for student B
92
Sheet 5/ for student A
93
Student A : Can Stevy swim? (Sheet 2)
Student B : (see picture in sheet 4) No, he can’t
Student A : What can he do?
Student B : (see picture in sheet 4) he can sharpen the pencil
Change
Student B : Can Sylvana ride bicycle?
Student A : (see picture in sheet 5) No she can’t
Change
(So do until the rest of picture)
Games
T : OK, now let’s play a game. Wulan, please come forward…!
S1 : (Wulan stand up in front of the class)
T : Wulan boleh jawb tapi gak boleh pakai mulut ya, jawabnya pakai
gerak . What can you do Wulan?
S1 : (Wulan act as she dancing)
S : dance….dance…..
S1 : Right
T : Ok, what she can do? (Ask to class)
S : She can dance
T : OK, sekarang gantian….Rio….you, please…
S2 : (Rio comes forward)
T : What can you do, Rio?
S2 : (act play video games)
S : PS…PS…play PS…..Video game
S2 : Right
T : OK, What can he do? (Ask to class)
S : He can play video game
(So do until the rest of students)
94
Appendix 2
Interview Guidance List
1. What are the objectives of PM?
2. How is the syllabus model of PM?
3. What is the teaching type in PM?
4. What is the learning type in PM?
5. What is the teacher’s role in teaching and learning process in PM?
6. What is the learner’s role in teaching and learning process in PM?
7. What is the function of the material in PM?
8. How the materials support the teaching and learning process in PM?
9. How is the procedure of applying PM?
10. What tools/equipment is needed to support PM?
11. How to modify PM?
12. What teacher should do before/after teaching?
95
Appendix 3
Observation list
Design of Presentation Method
POINTS Course-file observation
Objectives
Syllabus model
Type of learning activities
Type of teaching activities
Teacher role
Learners role
The role of instructional material
Presentation Method's Procedure

Teacher's activities Note
TEACHER ACTIVITIES Preparation
Opening the class

Process during the class
Closing the class
EQUIPMENT Realia
RESOURCES USED
Video
Picture
Flash card, etc
96

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TECHNIQUE OF PRESENTATION AT NATYA

LANGUAGE SERVICE AND PROGRAM

JURUSAN BAHASA DAN SASTRA INGGRIS

TECHNIQUE OF PRESENTATION AT NATYA LANGUAGE

NAME : DIANA AMALIYAH VERAWATI NINGSIH

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

CHAPTER II: REVIEW OF RELATED LITERATURE

CHAPTER III: RESEARCH METHODOLOGY

CHAPTER IV: RESULT AND DISCUSSION

CHAPTER V : CONCLUSION AND SUGGESTION

1.1 Background of the Study

Recently, modern people does not only learn a language; their

language whether as second or foreign language. Language as a tool for

different region or country. Those, international language is needed.

English as one of international language takes on more and more of

There is also a greater likelihood of the growth of English learning is others

schools in many counties show fantastic phenomenon with their offering of

workplace English(companies/corporations), vocational/ technical English, test-

English is not frequently learned as a tool for understanding and teaching US or

British cultural values, instead, a tool for international communication in

transportation, commerce, banking, tourism, technology, diplomacy, and scientific

In Indonesia, the government emerge the program to introduce

high education; as compulsory or additional subject. In same condition, the rapid

progress of English need is supported by emergence of many private English

Corresponds with this phenomenon, the teaching methodology of

for adult teaching ((2001: 87).

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

Service and Program in Surabaya shows a phenomenon that the method of

specific language target.

Observing on Septiasari’s research, it is found that she focus on the

language target at Natya Language Service and Program. The pre-observation

called specifically as Presentation Technique.

1.2 Research Questions

the Presentation Technique at Natya Language Service and Program by this

3. What are the method characteristics of Presentation Technique at Natya

Language Service and Program like?

4. How is the technique of Presentation Technique at Natya Language

Service and Program applied?

From the question formulated above, this study is intended for

identification and description of:

1. The method characteristics of Presentation Technique at

Natya Language Service and Program

2. The application technique of Presentation Technique at

Natya Language Service and Program.

1.4 Significance of the Study

studies will give good contribution as an alternative methodology in teaching

scientific theoretical foundation for Presentation Technique.

1.5 Limitation of the Study

This study deals mainly with the description and identification of

the concept of Presentation Technique at Natya Language Service and Program.

1. The investigation is emphasized on the concept of

approach, method, and technique of Presentation Technique.

specific information, please see chapter III)

3. The study concern about the description of the process

rather than the product or outcome.

1.6 Definition of the Keys Term

with this following re-definition

Presentation Technique : is a specific name of teaching

method at Natya Language Service

and Program. It is a series of

teaching system using

Communicative Teaching with

specific rules and steps.