TEACHERS’ WAYS IN BOOSTING STUDENTS TALKING TIME (STT) (A DESCRIPTIVE STUDY OF TEACHING METHOD ON AEDS PROGRAM IN AL-IKHSAN ISLAMIC BOARDING SCHOOL, BEJI)

SAFRUDIN, WIGI AZIZ (2015) TEACHERS’ WAYS IN BOOSTING STUDENTS TALKING TIME (STT) (A DESCRIPTIVE STUDY OF TEACHING METHOD ON AEDS PROGRAM IN AL-IKHSAN ISLAMIC BOARDING SCHOOL, BEJI). Bachelor thesis, UNIVERSITAS MUHAMMADIYAH PURWOKERTO.

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Abstract

This study entitled “Teachers‟ Ways in Boosting Student Talking Time (STT)” is a descriptive research aimed at describing teachers‟ ways in boosting STT. The main objective of this research is to find, analyze, and describe teachers‟ ways used in boosting STT in Arabic English Development Skill (AEDS) Program at Al – Ikhsan Islamic Boarding School, Beji with respect to five components of boosting STT proposed by Brown (2001) and Gebhard (2000): classroom management, making an interactive classroom, using pair work, using group work, and questioning. The sample of the study was two English teachers as the participants, and 30 students as the respondents. The result findings, which were derived from interview, observation, and questionnaire, proved that good classroom management could create a positive atmosphere in the teaching learning process. Making an interactive classroom through reducing the centrality of the teacher and providing chances for the students to express themselves in meaningful ways would significantly increase student talk. Then, implementing pair and group work activity could attract students‟ interest in learning and give them time to practice using the target language. Besides, giving questions such as knowledge, comprehension, and application questions may initiate students to talk actively in order to improve their spoken English. In brief, all of these effective ways are already done by teachers to boost student talking time in the classroom. However, the teachers rarely gave inference, analysis, synthesis, and evaluation questions in the classroom and did not maximally use two ways proposed on the theory such as providing chances for the students to negotiate meaning with each other and the teacher, and making choices, both in relation to what students say and how they say it.

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