A.

Tittle:
The Study on Teaching Strategies use by the English Teacher at MTs
Zahratut Tullab Banjar Talelah Sampang

B. Research Context
Strategy is a plan that accurate and concerning to attain the special
target. every teacher need strategy to applied in teaching learning process,
so that strategy is important to use in the process of study to get easier in
transfering the knowledge and understanding the material, and of course it
is needed by the English teacher to teach the students in teaching english,
many strategies that used by the english teacher to teach their students
because teaching english need variation to make the students interest in the
process of teaching, but not little by them that did know the name of the
strategy that they used, especially in MTs Zahratut Tullab Banjar Talelah
Sampang, the strategy that the teacher used can make the students enjoy
although the teacher did know what is the name of that strategy, it is the
reason of reaseacher conducting this research.

J. R. David state in WinaSanjaya’s book Strategy is a plan, method

or series of activities designed to achieve a particular education goal.1
there are two things that we need to pay attention from that definition, the
first we need to pay attention that strategy is a plant of activities, it means
that the strategy is still a plant is not action yet, and the second we need to
pay attention that strategy is made to get a particular goal, steps of
teaching learning and use facilities to get purpose, there for before
defining a strategy define the clear of goal first, because the goal is soul in
implementation a strategy.

Killen states in Wina Sanjaya’s book No teaching straegies better

than others in all circumstances, so you have to be able to use a variety of
teaching strategy and make rational decisions about when each of the
teaching strategies is likely to most effective.2 So before use strategy of
course the teacher have to know that strategy has standart context in
educational process, so that the teacher can choose what strategy that want
to use in teaching english but difference material and situation, it is very
1
Wina Sanjaya Strategi Pembelajaran Berorientasi Standart Process Pendidikan. Jakarta,
Kencana. 2006. 126
2
Ibid. 131

1
 important for the teacher has good plan to protect the so that the students
will be interest to study and focus and enjoy until the last.

Based on the researcher’s observation english is though in the

school two times a week on Monday and Saturday, it is the proof that
there are teaching english activities in the school, so that the researcher
conduct this research to the school, beside that the researcher use this
research to know what are the strategy that used by the english teacher in
teaching english to develop the student’s enthusiasm in getting knowledge,
in reality the strategy that the teacher used in teaching english make the
students comfortable in the process of study, it makes the researcher is
curious to research this topic in the school to proof the righness by real
situation.

From the statement above, the researcher interest and wanted to

know the implementation to the students on the title “The Study on
Teaching strategies use by the English Teacher at MTs Zahratut Tullab
Banjar Talelah Sampang”

C. Research Focus
Adnan Latief states that research problem refers to question raised
to be answered through research project. 3 It means that research problem is
some questions about the main focus of the study.
Based on the research context above, we can conclude that problem
of study is the problems that researcher want to observed, solve and to
research and from this problem
The researcher would like to formulate the question in carrying the study.
1. What teaching strategies are used by the english teacher of MTs
Zahratut Tullab Banjar Talelah Sampang?
2. What are the students responces on the teaching strategy used by the
english teacher of MTs Zahratut Tullab?

3
Muhammad Adnan Latief, Research Method on Language an Introduction, (Malang :UM press,
2013), p,15

2
 D. Research Objective

Mohammad Adnan Latief defines research objectives are states as

the goal of research to be achieved. 4 means that research objective is an
answer the research problem.

1. To know the teaching strategies are used by the english teacher of MTs
Zahratut Tullab Banjar Talelah Sampang
2. To know the students responces on the teaching strategy used by the
english teacher of MTs Zahratut Tullab

E. Reasearch Significance

Significance of the study is explain how the important of research.

This research has two importance’s which will be explain by research,
namely theoritical and practical.5 Therefore, the researcher want to explain
the significance of this research as follow:

1. Theoretical significance
Theoritical is the researcher expects to give a new finding or
understanding about strategy that implemented by the english teacher in
seventh and eight grade at MTs Zahratut Tullab Banjar Talelah
Sampang
2. The Practical Significance
a. For the reader
Researcher hopes the result of this research will improve the
reader in getting knowledge about the Strategy that the teacher used
in Teaching English.
b. For students
Researcher hopes the result will give the contribution to the
student’s to motivate the students in order to make the students
enthusiastic learn by this strategy.
c. For the researcher
4
Ibid, p,.25
5
Pedoman Penulisan Karya Ilmiyah, (Pamekasan: STAIN, 2015), 18

3
 By this study it will increase the knowledge especially in
teaching English strategy and will add researcher experience.

d. For the next Researcher

Hopefully it can be good to contribute in previous study.

F. Reasearch Scope and Limitation

Scope is the area that wants to achieve by researcher. Limitation is

potential weaknesses or problem with the study identified by the
researcher6. The scope of the researcher is the Seventh and eighth grade of
MTs Zahratut tullab Banjar Talelah Sampang. While the limitation of this
research is the strategy that the teacher used.

G. Definition of Key Term

To avoid misunderstanding of the key terms used in this study, they
are defined as follows:
1. Teaching Strategy is the method to convey information to the students
2. English Teacher is the person who transfer the knowledge to the
students.
3. Students Responces is an opinion given by students of the thing.

H. Review of Related Literature

1. Teaching Strategy
a. Definition of teaching Strategy
Strategy has defnition of the outlines of the bow to act in order to
achieve specifictargets. Associated with teaching learning, strategy
could be interpreted as the general pattern of activities teacher and
students in realization of teaching and learning activities to achieve
the objective outlined.7
b. Types of Strategy

6
Jhon W. Crewell, Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative (Boston: Pearson Education, 2012), P, 199
7
Syaiful Bahri Djamarah, Aswan Zain. Strtegy Belajar Mengajar (Jakarta: PT. RINEKA CIPTA,
2010).5

4
 There are two types of strategy as bellow:
1) Direct Strategy
Language learning strategies that dirctly involve the
target language are called direct strategy. All direct strategy
require mental processing of the language, but the three groups
of direct strategies.8
a) Memory Strategies
Memory strategy fall into four sets: creating mental linages,
applying images and sound, reviewing well, and employing
action.9 It means that memory strategy is old strategy and
used by person to remember about something such as
weather, farming or about born.
b) Cognitive Strategies
Cognitive Strategies are essential in learning a new language.
There are four sets of cognitive strategies. Practicing,
rieceiving and sending messages, analyzing and reasoning,
and creating structure for input and output10
c) Compensation Strategies
Compensation strategies enable learners tomus ethe new
language for either comprehention or producton despite
limitation in knowledge. Ten compensation strategies exist,
clustered into two sers: guessing intellegently in listening and
reading, and overcoming limitation in speaking and writing.11
2) Indirect Strategy
Inderect strategies are divided into metacognative,
effective, and social. Metacognative strategies allow learners to
control their own cognition. Affective strategies help to regulate
emotions, motivations, and attitudes. Social strategies help
students learn through interaction with others.12

8
Rebecca L. Oxford Language Learning Strategies (America: Newbury House Publisher, 1990). 37
9
Ibid,p.38
10
Ibid, P. 43
11
Ibid, P. 47
12
Ibid,P135

5
 Metacognitive strategies is strategy that used to control
their own, effective strategies is to help students regulate their
emotion, their motivation and also their attitude because learner
will do interactin with other learners so that to control their
emotion and regulate their attitude is very important. And social
strategies is relate with student’s interaction with their
surrounding.

Same of the Researcher proof that the english teacher

used strategy in teaching learning process
a. Highlighting Strategy
Reading strategy used to comprehend the text by
giving underlining, sign or color on the words, such as the
key words, phrases, vocabulary, and ideas that are centra to
undertanding the piece. It may use color to highlight and
giving the meaning inside of the word to make it easier to
understand, such as color pen (pen to highlight text)
b. Jigsaw Strategy
Jigsaw is one of cooperative learning strategies will help
students to work together and get easier in learning an English
subject.13 It discovered by Elliot Aroson and his graduate students
at the University of Texas and the University of California in the
1970s when they realized of a need for strategy to shift the
emphasis from a relentlessly competitive atmosphere to a more
cooperative. It means that jigsaw strategy is so crucial in
Learning the student work together.Students learn effectively
when they’re working together. Plan activities that require
students to work together and learn from one another. In the
process, they’ll also learn critical thinking skills, communication
skills, problem solving skills, and more.It encourages students of
mixed abilities to work together by promoting small group or

MuhaiminThe teacher Roles in Implementing Jigsaw Strategy on grammar at the seventh Grade
13

of MTS Ibnul Quro Karang Penang(STIN Pamekasan:2016), p,1

6
 whole class activities.Through verbally expressing their ideas and
responding to others students will develop their self-confidence,
as well as enhance their communication and critical thinking
skills which are vital throughout life.
c. Reading aloud
Fida defines that reading aloud is one of the most
important things parents and teachers can do with children.
Reading aloud builds many important foundational skills,
introduces vocabulary, provides a model of fluent,
expressive reading, and helps children recognize what
reading for pleasure is all about.14 Reading aloud is not as
same as reading silently. it is useful to teach students
especially for beginners in learning language. Reading
aloud also play important role in teaching English. As a
teacher should know that the training of it must be given at
primary level for it is the base of word pronunciation.

2. English Teacher
a. Definition of english teacher
English teacher is a teacher who teach english subject.
English teacher have experienced unprecedental and
accountability, bacause a teacher who has experience will be easy
to teach the students. English teacher also must know about english
language in order that teacher’s students will not confused.

3. Students Response
a. Definition of Students Response
Response is an expression of individual for the measure,
step, action program and the others. According to Oxford
Advanced Learner’s Dictionary stated response is an action or

Fidaturiska Umami The Influence Of Reading Aloud Technique Toward Students’

14

Pronounciation At The Fifth Grade Of SDI MambaulFalahKaduaraTimurPragaanSumenep

(STAIN Pamekasan: 2014), p, 22

7
 feeling produced in answer something a reaction.15 objective
reaction from individuals to situation as stimuli having some forms
such as reflection pattel, close the door, taking some foods, and etc.
for example, as the responses of students to the use small group
discussion, the action here is related to the use small group
discussion. But the students’ response can be right can be wrong.
The students liking the use small group will give positive response,
on the other hand they will give negative response if they do not
like it. So student response is a response or can be statement given
by the students on the thing.
b. Components of Students’ Response
Risma divided that there are three of Students’ responses.16 They
are:
1) Cognitive
This component can be identified by the representation of
what does someone beliefs or thought toward something.
Measurable dependent variables from cognitive component are
based on perceptual responses and verbal statements of beliefs
2) Affective
It is defined as emotional feeling toward something. Generally,
emotional reaction is affected by belief or what someone believes
of something. It can be favorable and unfavorable toward
something. The measurable dependent variables of affective
component are sympathetic nervous responses and verbal
statements of affective.
1) Conative (behavior)
It refers to someone tendency to act in a particular manner that is
congruous to his/her attitude. The measurable dependent variables
from conative component are overt action and verbal statements
concerning behavior.

15
Oxford Advanced Learner Dictionary, ( Oxford: Oxford University press, 1995), p. 1000
16
Risma Rahmawati , Students’ Responses Toward The Implementation Of Theme-Based
Teaching In Eyl Class, (Journal of English and Education 2014), p.79

8
 4. Previous Study
The researcher has some previous studies in his research. The
first one has similarity with thesis under title The Influence Of
Reading Aloud Technique Toward Students’ Pronounciation At The
Fifth Grade Of SDI Mambaul Falah Kaduara Timur Pragaan
Sumenep written by Fidaturiska Umami 2014
The second one is about the use The teacher Roles in
Implementing Jigsaw Strategy on grammar at the seventh Grade of
MTS Ibnul Quro Karang Penang written by Muhaimin 2016
The third one is about The Effect of Highlighthig Strategy on
students’ reading comprehension achivement at eighth grade of
SMPN 3 Pamekasan written by Farida Hidayah 2013

I. Research Method

1. Research Approach and Kinds of Research

a. Research Approach

Researches approaches have multiplied to a point at which

investigatory or inquires have many choices17. This research tends
to qualitative because qualitative research, in contrast, focuses on
understanding social phenomena from the perspective of the human
participants in natural settings. It does not begin with formal
hypotheses, but it may result in hypotheses as the study unfolds.

Ary gives statement that qualitative research is based on a

different philosophical approach, which sees the individual and his
or her world as so interconnected that essentially the one has no
existence without the other18. By conducting this research,

17
John W. Creswell Research Design.P, 3
18
Donald Ary Introduction to Research in Education (Canada: 2006). P, 23

9
 qualitative will be appropriate to use due to the fact that it is useful
exploring and understanding a central phenomenon.

b. Kinds of Research

This research uses descriptive. Descriptive is a research

designing to obtain information concerning the current status of
phenomena. It is kind of research used by researcher to describe
information dealing with phenomena.

2. Researcher’s Attendance

The attendance of researcher is very absolute need or

important in the field since the researcher is as instrument to collect
data19. Researcher attendance is crucial for the researcher will observe
the teacher and students activity in the class, the researcher does not
only observe but the researcher also interviews and documentation the
students to get data.

3. Research Setting

Research setting is the area (place/location) where the

researcher is conducting a study. The researcher takes at Mts Zahratut
Tullab Banjar Talelah Sampang, beacause of teacher strategy,
teaching english activity overthere are success in the process giving
knowledge by the teacher and accepted the knowlede by the students,

The researcher chooses the institution because not a single of

researcher conduct a research in that school, and for the researcher it
is something interesting to research.

4. Data Source

Donald Ary et all, Introduction to Research in Education , 2nd edition (New York: Library of
19

Congress Catalonging, 1979. P, 295

10
 Data may be gotten from people, things or documents appeared
or founded around the phenomenon 20. This research, the researcher
takes the data from subject and object of the research for both subject
and object will give data needed by researcher.
a. Subject of the Research
Subject of research is everything dealing with topic
studied that the researcher wants to investigate in the result of
study.21 Subject of this research the teacher and students consits
of 30 students. But, the researcher will focus on the teaher and
students at MTs Zahratut Tullab Banjar Talelah Sampang
b. Object of the Research
The object of this study is the use teaching strategies
used by the english teacher, the researcher takes informations
from students and the teacher, the researcher moreover is going
to collect the data through observation, interview and
documentation relating to the object.

5. Data Collection Procedures

Data collection is a way to collect and get valid information. In

qualitative researcher the collecting data based on word taken from
small number of individuals so that the participants’ view are
obtained22. This research, the researcher collects the data by
observation, interview and documentation. By this way, the researcher
can take or get data clearly.
a. Observation
It is the process of gathering open-ended, firsthand
information by observing people and places at a research site. The
researcher uses this for it can record a good many information got
by researcher. It occurs the setting or place, and what actually
20
Moh.Kasiram, MetodePenelitianKualitatif-Kuantitatif(Malang: UIN-MALIKI PRESS,2010). P,
335
21
UsmanRiansedanAbdi, MetodeologiPenelitianSosialdanEkonomiTeoridanAplikasi(Bandung:
Alfabeta, 2012). Hlm, 43.
22
Cresswell, Introduction to Reserch in Education, page. 16

11
 happened about the object.There are two kinds of observation; they
are:
1. Participant Observer
A participant observer is an observational role adopted
by researchers when they take part in activities in the setting
they observe. The researcher actually follows the activities in
the class besides the researcher observes the important thing.
2. Non-participant Observer

A nonparticipant observer is an observer who visits a

site and records notes without involving in the activities of the
participant. The researcher is to be passive in the class during
teaching process. Researcher attends to the class and observes
the events in it. The researcher takes the data of the class.

This research, the researcher is categorized to be non-

participant. Non-participant observer is an “outsider” who
visits on the periphery of some advantageous place (e.g, the
back of the class room) to watch and record the phenomenon
under study. The reason is because the researcher is not one of
the members in the institution. The researcher observers the
object only. Anything dealing with the object will be data for
researcher’s study.

From observation, the researcher want to obtain 2 data,

namely. Teaching Strategies and Students Responces.

b. Interview

Sugiono stated that interview is a meeting of to person to

exchange information and idea through questions and responses,
resulting in communication and joining construction of meaning
about particular topic. There are two kinds of interview, those are;
unstructured interview and structured interview. Unstructured

12
 interview is the interview containing the main idea that will be
asked. Structured interview is interview arranged detail like a
check-list. Unstructured interview usually done without preparation
question and structured done with preparation questions. In this
case the researcher does interviews with the teacher at MTs
Zahratut Tullab Banjar Talelah Sampang

In this research, the researcher uses unstructured interview

because the researcher gives the question spontaneous to the
teacher and students. The question here without preparation and it
is related to the activities in teaching english at MTs Zahratut
Tullab Banjar Talelah Sampang.

c. Documentation

Documentation is one of instruments that used in

qualitative research design which is used to collect the data by
using picture, magaziner, news paper, personal jurnal, minutes of
meetings, latters and other important documents.23 It shows that
documentation is one of the techniques of gathering the data can
comes from some sources such as newspaper, etc.

In this case, kinds of documentation that is used by the

researcher are picture of the teacher and students activities at the
seventh and eight grade.

6. Data Analysis

Data analysis involves reviewing the data while they are being
collected and are attempting to synthesize and make sense out of what
is observed.24 The function of data analysis is to know the result of the
investigation. It becomes important to get the data and answer

Jhon W. Cresswel W, Educational Research, (Boston : PersonEducational, 2012, p. 223

23

24
Donald Ary, Lucy Cheser Jabos, AsgharRazevieh, Introduction to Research in Education. Book
Fi.org. P. 530

13
 research problem stated in the previous. The data will be analyzed by
doing observation (observation form).

a. Data Reduction

Data reduction refers to reduce the volume of information.

The data obtained from the interview and documentation would
be reduced by the researcher to select the qualified one. The
researcher selects data that can answer research focuses on the
rstrategy to increase students interest in studying english, how the
students intesrest in learning english by strategy that used by the
teacher in the class. Data reduction process is aimed at focusing
the analysis of data on the objectives that are supposed by the
researcher to achieve so that the researcher doesn’t waste much
time to analyze data in conducting this research.

b. Data Display

After the data reduced, the researcher will display the data
that make the researcher easy to understand anything that
happened. For looking display, help us to understand what is
happening further analysis or caution on that understanding.

c. Conclusion

In the last point, after reducing and displaying data, the

researcher makes a conclusion of what researcher analyses and
the researcher explains related to data that researcher found in a
research project to achieve the objectives by constructing a
framework for communicating the essence of what the data reveal
or finding.

7. Checking of Data Validity

14
 To check the accuracy of research data, the researcher often
employs validation procedures such as members checking and
triangulation, which is aimed at having participants, external
reviewers, or the data sources provide evidence of the accuracy of the
information for the report.25 The accuracy of research data will
influence the credibility of data itself, where at the end, the research
must approve that data he got are valid. To check the validity of
research data, the researcher uses two kinds of validity, there
istriangulation and members checking.
a. Triangulation
Triangulation refers to the gaining of multiple perspectives
through completed studies that have been conducted on the same
topic and that directly address each other’s finding. It is used to
check and to decide the validity of research data by analyzing it
from a different perspective. The researcher will use triangulation
data to check validity and consistency of data in his research.
Cresswell divides triangulation into three types;
triangulation from different individuals (e.g., a principal and a
student), types of data (e.g., observational field notes and
interviews), or methods of data collection (e.g., documents and
interview).26
For this research, the researcher uses triangulation of types
of data, the researcher will compare the result from observational
field note and interview. As the main instrument, the use of
interview and observation are expected to gain the main data to
answer research focuses, being supported by the use of
documentation.
b. Students Checking
Students checking is also one way to check the validity of
data this way is used by asking or making sure about data the
researcher got the informants. If the informants agree about data
25
Cresswell, Educational Research, Page 262.
26
Ibid. 259

15
 researcher collect from him, data can be called credible and valid.
Moreover, the researcher uses students checking to ensure that
data collected from students are truly stating and agreeing with
them without any manipulation from researcher himself.

8. Research steps

a. Pre-research

The first, researcher came to school, exactly at MTs

Zahratut Tullab Banjar Talelah Sampang

1) asked permission to the head master of institution to do a

research
2) The researcher started to do observation

b. Research

In this part the researcher entered the field to do the research

by some activities as follow:

1) Understanding the background of study

2) Coming to the field
3) Collecting the data
c. Post research

After the researcher collected the data either from

observation, questioner, interview or documentation, the
researchers begin to analyze the data. In this steps, the researchers
will determine neither the data is valid or invalid. When the data is
already analyzed by the researchers, the next step is drawing a
conclusion. The result of the data analysis will be interpreted by the
researchers as the conclusion of this research process.

J. Bibliography

16
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2013
Sanjaya Wina StrategiPembelajaranBerorientasiStandart Proses
Pendidikan. Jakarta, Kencana. 2006
Latief, Adnan Research Methods On Language Learning An Introduction,
Malang: UM Press, 2013.
Pedoman Karya Tulis Ilmiah Edisi Revisi. Sekolah Tinggi Agama Islam
Negeri Pamekasan. Pamekasan :STAIN PMK Press, 2015.
Cresswell, John W. Education Research. Boston : Pearson Education
2012.
Hamdani Strategy BelajarMengajar. Bandung, PustakaSetia, 2011
MuhaiminThe teacher Roles in Implementing Jigsaw Strategy on grammar
at the seventh Grade of MTS IbnulQuroKarang Penang STAIN
Pamekasan:2016
Umami Fidaturiska The Influence Of Reading Aloud Technique Toward
Students’Pronounciation At The Fifth Grade Of SDI
MambaulFalahKaduaraTimurPragaanSumenep STAIN
Pamekasan: 2014
NurAfifah The implementation of Reading Aloud strategy in teachoing
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Creswell John W. Research Design.
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Moh.Kasiram, Metode Penelitian Kualitatif-Kuantitatif, Malang: UIN-
MALIKI PRESS,2010
Donald Ary et all, Introduction to Research in Education , 2nd edition ,New
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17
18