![]() ![]() The result showed the student’s ability in using SVA in fairly good and the factors came from the student’s motivation in improving their ability such as lack of reading the materials of SVA, lack of understanding on the SVA materials, lack of understanding on their lecturer’s explanation, lack of rereading the SVA materials after getting explanation from their lecturer, lack of doing the exercises, lack of practicing by themselves in SVA exercises, lack of doing self-correction in practicing SVA exercises, lack of doing analysis on the mistakes of SVA exercises, and lack of restudying the mistakes of SVA exercises. The data was collected by giving test involved short answer choices that consisted of basic SVA, SVA using expression of quantity, SVA using there +be, and SVA using some irregularities, and short multiple-choice questions that related with the factors of learning SVA. ![]() grammar class and learnt about subject-verb agreement. The participants were 100 Indraprasta PGRI Jakarta University students who took. The method of this study used qualitative method that displaying analysis descriptively. ![]() Hence, the aim of this study id to describe the student’s ability and to find out the factors in using SVA. Learning subject-verb agreement (SVA) is still challenging to be mastered by EFL learners especially in University level. From these obstacles, the instructor overcame them by adapting her teaching strategy appropriately with games and songs, giving drilling in conversation section, giving interesting medias, collaborating other strategies in teaching Speaking English, and giving reward and pedagogy punishment. While the obstacles usually faced by the instructor in teaching Speaking English were the differences of Indonesian labors background, Indonesian labors difficulty in memorizing materials, arrangement of time allotment, indisciplinary of Indonesian labors, and Indonesian labors had low spirit in learning Speaking English. The result of the research showed that there were six teaching strategies of Speaking English used by the instructor namely grammar translation method, communicative approach, audio-lingual method, role play method, demonstration method, and lecturing method. There were three ways to collect the data namely oberservation, interview, and documentation. The data sources were from the instructor and Indonesian labors. ![]() The research method was qualitative descriptive. The objectives of this research were to describe teaching Speaking English strategies used by the instructor for Indonesian labors, to investigate the instructor’s obstacles in teaching Speaking English, to know the instructor’s efforts in overcoming the obstacles, and to know the Indonesian labors’ respons in learning Speaking English at PT. ![]()
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