Jurnal 1

THE TEACHERS’ STRATEGIES IN TEACHING ENGLISH
AT NURSING CLASS IN SMK SAMUDERA

NUSANTARA MAKASSAR
(A Descriptive Study of English Teachers at Nursing Class in

SMK Samudera Nusantara Makassar)
A THESIS
Submitted to the Faculty of Teacher Training and Education

Makassar Muhammadiyah University in Partial Fulfillment of the
Requirement for the Degree of English Education
EVI PUTRIYANI
10535 4802 11
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2015
UNIVERSITAS PIImAMMADIYAH]屁 AKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDⅡ )IKAN
PROGRAM STUDIPENDⅡ )IKAN BAⅡ ASA INGGRIS
LEMBAR PENGESAHAN
Skripsi atas nama Evi Putriyanio nim 10535 04802 11 diterima dan
disahkan oleh Panitia Ujian Skripsi berdasarkan Surat Keputusan Rektor
Universitas Muhammadiyah Makassar Nomorz 079 Tahun 1436 H12015 M,
Sebagai salah satu syarat guna memperoleh Gelar Sarjana Pendidikan pada
Jurusan Pendidikan Bahasa Inggris (S1) Fakultas Keguruan dan Ilmu Pendidikan
Universitas Muhammadiyah Makassar pada hari Sabtu tanggal26 Oktober 2015
19 September 2015 M
Makassar,
05 Dzulhijjah 1436 H
PANITIA UJIAN
Pengawas Umum : Dr. H.Irwan Akib' M.Pd 【
Ketua Dr. H. Andi Sukri Syamsuri, M.[trum (..
Sekretaris Khaeruddin, S.Pd., M.Pd
Penguji
1. E「 win Akib,SoPd。 ,1罐 .Pd。
2. Uttmi Khaerati Syam,S.Pd。 ,MoPd.
3. Dr.Abdo ⅣIuin,MoHum.
4. Drao Hasnttwati Latiet ⅣI.Pd・
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@ Institusi
UNiVERSITAS MUH鵬鵬1lⅦ ADIYAlllMAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDⅡ )IKAN
PROGRAM SmI劇 ⅢⅧ〕IDIKAN BAHASA NGGRIS
APPROVAL SⅡ EET
Title The Teachers'Strategies in Teaching]Ellgiish at]ヽ ursillg(Ciass
in SMK Samudera Nusantara PIakassar
Name Evi Putriyani
Reg.Number 105350480211
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Makassar, 26 November 2015
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MahandttS.A.,M.Pd
Dean of Head of English
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ACKNOWLEDGEMENTS
In the Name of Allah, most Gracious, most merciful
Salawat and Salam are addressed to the final, chosen, religious messenger, the
Prophet Muhammad S.A.W.
I am willing to present my thanks for everyone who has helped me, especially in
this thesis. Alhamdulillah, all of honors are just for Allah Azza Wajalla, the
almighty,
Then I want to express my sincere thanks to:
1. Dr. H. Irwan Akib, M.Pd, the Rector of the Makassar Muhammadiyah
University for his advices during me study at the university.
2. Dr. A. Syukri Syamsuri, M.Hum, the Dean of Teacher Training and
Education.
3. Erwin Akib, S.Pd. M.Pd and Ummi Khaerati Syam, S.Pd. M.Pd., the Head
and Secretary of English Education Department, who gave me valuable
authorities and suggestion in doing thesis.
4. My consultants, Erwin Akib, S.Pd., M.Pd and Maharida, S.Pd., M.Pd. for
their valuable guidance, encouragement, patient, correlation, advice, and
suggestion which are very helpful in finishing this thesis.
ix
5. All lecturers and staffs of English Department of Faculty of Teacher Training
and Education of Makassar Muhammadiyah University, who have transferred
much knowledge to me. For guidance, instruction and help during study at the
university.
6. Headmaster of SMK Samudera Nusantara, Aditia, S.Pd. The English teachers
Sri Puji Astuti, S,Pd and St. Asmin Dumarni, S,Pd who gave me a change to
conduct research in their class. All students in Nursing Program who helped
me conduct my research.
7. My beloved parents, Darwis (alm) and Rosdiana. Thank you so much for
your affection, advices, guidance, instruction and help in all my life, your
love is beyond any words. My beloved brother and sisters Ahmad Yani,
S.Pd., MM and Nurshiyam, Amd.Keb, Marlisa, Marlina and Rosneli. Then
You, thank you very much for your time to share your great knowledge and
great experiences to me. May Allah SWT does ever safeguard
8. Special Thanks to my beloved and greatest friends “INDO LOGO” (Wahe’,
Uun, Idun, Becil, Bebeb, Tante, Ria, Tikoo, and Inu) they all have given me a
cheerful and joyful world and beautiful togetherness. Thank you for sharing
and support each other in this same struggle, much love.
9. My Beloved friends of “Attractive Class ’11” Thanks for our togetherness
and your attention to me.
10. The last, this thesis is far from being perfect, but it is expected that this thesis
will be useful not only for the researcher, but also the readers. For this reason,
x
constructive thought full suggestion and critics are well come to make this
thesis better.
Finally, may Allah SWT receive all their works and kindnesses. Aamiin.
Makassar, September 2015

The Researcher,
Evi Putriyani
xi
Motto:
“Count your age by friends, not years. Count your life by smiles, not tears”
“The secret of life, though, is to fall seven times and get up eight times“
On dedicated to my beloved mother, father in heaven, sisters, friends and you
The greatest things I have ever had
xii
ABSTRACT
EVI PUTRIYANI. 2015. The Teachers’ Strategies in Teaching English at

Nursing Class in SMK Samudera Nusantara Makassar. English Education
Department. The Faculty of Teacher Training and Education. Muhammadiyah
University of Makassar. Supervised by Erwin Akib and Maharida.
The research aimed at finding out the teachers’ strategies in teaching
English at Nursing Class and students’ responds through those teaching strategies.
This research was conducted through descriptive qualitative method. The
samples of the research consisted of two English teachers and 30 students of
Nursing Program of SMK Samudera Nusantara Makassar in academic year
2015/2016. In order to gather the data, the researcher used three instruments of
research, they were; classroom observation, interview, and questionnaire.
The findings indicates that the teachers’ strategies in teaching English at
Nursing Class in SMK Samudera Nusantara are four namely group discussion,
student presentation, lecture method and multimedia method. Students prefer
group discussion than student presentation, lecture method and multimedia
method.
Key words : Teachers’ Strategies and Nursing Class
xiii
LIST OF CONTENTS
Pages
COVER ...................................................................................................... i
APPROVAL SHEET ................................................................................ ii
COUNSELLING SHEET......................................................................... iii
SURAT PERJANJIAN ............................................................................. vii
SURAT PERNYATAAN .......................................................................... viii
ACKNOWLEDMENT.............................................................................. ix
MOTTO ..................................................................................................... xi
ABSTRACT ............................................................................................... xii
LIST OF CONTENTS .............................................................................. xiii
LIST OF APPENDICES .......................................................................... xvi
LIST OF TABLES .................................................................................... xvii
LIST OF FIGURE .................................................................................... xviii
CHAPTER I : INTRODUCTION ........................................................... 1
A. Background ................................................................ 1
B. Problem Statements.................................................... 4
C. The Objectives of the Research ................................. 4
D. Significance of Research............................................ 4
E. The Scope of the Research......................................... 5
CHAPTER II : REVIEW OF RELATED LITERATURE................... 6
A. Previous Related Research Findings.......................... 6

B. Some Pertinent Ideas.................................................. 8
C. Conceptual Framework .............................................. 23
CHAPTER III : RESEARCH METHOD............................................... 25
xiv
A. Research Design ...................................................... 25
B. Population and Sample ............................................ 25
C. Instrument of the Research ...................................... 26
D. Procedure of Collecting Data................................... 26
E. Technique of Data Analysis .................................... 27
CHAPTER IV : FINDINGS AND DISCUSSION.................................. 28
A. Findings ................................................................. 30
B. Discussion ............................................................. 35
CHAPTER V : CONCLUSION AND SUGGESTION.......................... 42
A. Conclusion ................................................................. 42
B. Suggestion.................................................................. 43
BIBLIOGRAPHY
CURRICULUM VITAE
xv
LIST OF APPENDICES
Appendices Pages
List of Interview for Students …………………..…………………………… 49
List of Interview for Teachers ……………………..………………………… 50
Observation Checklist ………………………………………..……………… 51
Questioner for Students ………………………... …………………………… 54
Interview Transcript …………………………… …………………………… 55
Documentations ………………………………… …………………………… 68
xvi
LIST OF TABLES
Table Pages
Table 1.1 Word Associated with Breathing ………………………………… 24
Table 1.2 Words Associated with Communicating .………………………… 24
Table 4.1 Types of Teaching Strategies Applied by Teachers ……………… 31
Table 4.2 Frequency Distribution of Strategies 1 …………………………… 33
xvii
LIST OF FIGURES
Figure Pages
Figure 4.1 Percentage of Teaching Strategies ……………………………… 32
Figure 4.2 Percentage of Strategy 1 ………………………………………… 34
xviii
ABSTRACT
EVI PUTRIYANI. 2015. The Teachers’ Strategies in Teaching English at Nursing

Class in SMK Samudera Nusantara Makassar. English Education Department. The
Faculty of Teacher Training and Education. Muhammadiyah University of Makassar.
Supervised by Erwin Akib and Maharida.
The research aimed at finding out the teachers’ strategies in teaching English
at Nursing Class and students’ responds through those teaching strategies.
Thisresearch was conducted through descriptive qualitative method. The
samples of the research consisted of two English teachers and 30 students of Nursing
Program of SMK Samudera Nusantara Makassar in academic year 2015/2016. In
order to gather the data, the researcher used three instruments of research, they were;
classroom observation, interview, and questionnaire.
The findings indicates that the teachers’ strategies in teaching English at
Nursing Class in SMK Samudera Nusantara are four namely group discussion,
student presentation, lecture method and multimedia method. Students prefer group
discussion than student presentation, lecture method and multimedia method.
Key words : Teachers’ Strategies and Nursing Class

1
CHAPTER I
INTRODUCTION
A. Background
Learning English is something almost being an obligation. As an
international language, it has many roles in daily life either in study or work.
English needed by people work in many job areas, such as in tourism, banking,
medical etc. In Indonesia, English has known as foreign language. It exists in
every education levels from kindergarten till university. Not only taught in formal
school, but also many people take more course to learn English specially. It proofs
that English is very important in human life.
The result of learning English depends on some factors. How the teacher
conduct the teaching and learning process in the classroom affect the quality of
learning itself. Teaching process involves skill of the teacher in convey the subject
material. Skill is not enough for teachers they also need creativity and strategy to
make the class alive. The more creative teachers will produce better result. In fact,
the teachers have to make a decision on how to manage the class in the real
situation. Most cases that happen in the class depend on how teacher manage it.
There are many strategies in teaching language, but teaching in front of the class
more complicated that the other condition.
Vocational school is a school that has same degree with senior high
school, where the students not only study about science but also how to improve
their skill. We can see the tendency from the existing department offering by
1
2
vocational school. How to be a skillful human is more important than just be a
smart theoretically. As same as in senior high school English also taught in
vocational school. In this case English are adapted by certain field that students’
need to study. English material in vocational school taught use English for
Specific Purposes approach.
As Bracaj (2014:40) states “the need of lingua franca of science,
technology, education and business has led to the worldwide demand of English
for Specific Purpose (ESP). The field of ESP has rapidly developed recently to
become a major part in English language teaching and research”. Students in
vocational school have more intention to look for a job than continue their study
to the university. If we focus on the origin of ESP and its development is closely
linked with learners´ interest in various specific disciplines e.g. ´Law English´, 42
´English for Hotel Industry´ or ´English for Tourist Management´, English for
business, English for medicine etc. Students learn English for a specific purpose,
represented by studying subject matter, to gain and develop appropriate
knowledge and skills through English. Students study ESP not only they are
interested in English language but because they have to perform a task in English.
Their command of the English language must be such that they can reach a
satisfactory level in their specialist subject studies. In other words, students who
have studied English for Specific Purposes during their universities years, would
be easy for them to adapt to their work conditions and would be easily employed
in their fields. So, they have to prepare their self, include their skill and ability in
speak English in order to face the job competition.

3
There are many departments that offering by vocational school. One of
the most popular is nursing department. Nursing department became a favorite
nowadays. There are many young people interested in a nurse profession. That
profession is not only need skill but also the good communication including use
English. Therefore, the teacher’s strategy in teaching English must be effective in
order to fulfill the student’s needs.
There are some problems happening in vocational school, one of them is
the content of curriculum, especially the syllabus for English subject. Syllabus in
vocational school is almost same with senior high school. It is too general to apply
in vocational school which needs more specific. The material in syllabus is too
board for the students. Students in Nursing Program also need a specific material
in learn English which relate to their program. Sometimes students are confused
with the material that is given by the teacher.
The other problem is the English textbook that used in vocational school.
English books in vocational school are used in all programs. Textbook actually
must be designed different for each program. Each program has different need in
English, so the textbook must has a specific content that needed by the students.
For example students in Nursing Program need English textbook content about
how to take care the patients, hospital tools, surgery, kinds of disease and
medicine, etc. It is needed by the students to improve their language skill in order
to face the work competition in this free trade era.
Based on the problem and statement above researcher wants to conduct a
research entitle “The Teachers’ Strategies in Teaching English at Nursing

4
Class” (A Descriptive Study of English Teachers at Nursing Class in SMK
Samudera Nusantara Makassar).
B. Problem Statement
The teachers’ strategies in teaching English at vocational school are
general, while the students need to learn English more specific. Especially in
Nursing Program, teachers have to guide the students in learning about English
which is relevant with their program. So, the teachers need more specific
strategies in teaching English in vocational school.
The statements above have guided the researcher to formulate the
research questions as follows:
1. What are the teachers’ strategies in teaching English at Nursing Class of
SMK Samudera Nusantara Makassar?
2. What are the students’ responds through the teachers’ strategies at Nursing
Class in SMK Samudera Nusantara Makassar?
C. Objective of Research
Based on the problem statements above, the researcher want to find out:
1. To find out the teacher’s strategy in teaching English at Nursing Class of
SMK Samudera Nusantara Makassar.
2. To find out the students’ responds through the teachers’ strategiesat
Nursing Class of SMK Samudera Nusantara Makassar.
D. Significant of Research
5
This research was conducted in order to get some significance.
Researcher expects that the result of the study useful for students of Nursing
Program to develop their English skills. The result of the study is useful for the
English teachers of Nursing Program in providing relevant English learning
materials for their students. The result of this study encourage other English
Education Department students to conduct similar research on the different fields
of the study. The most important is this study hoped can encourage the
government to compose specific English curriculums for all departments of SMK
in Indonesia.
E. Scope of Research
This research was focused on the teachers’ strategies in teaching English
at Nursing Class of SMK Samudera Nusantara Makassar. Researcher described
the commonly teaching strategies used by teacher and the students’ responds
through the teachers’ strategies.

6
CHAPTER II
REVIEW OF RELATED LITERATURE
This part related to previews related research finding, some pertinent
ideas and also conceptual framework.
A. Previews Related Research Finding
Research about teacher’s strategies in vocational school had been
investigated by some researcher as follows:
1. Nurhayati (2014) investigated a research entitle “Teacher’s Perception on
The Student Needs in Learning English and Its Impact to The Teaching
Strategies at Pastry Student of SMKN 2 Trenggalek”. She concluded that
the English teacher of SMKN 2 Trenggalek that teach in pastry classes
was considered the language need of the student subconsciously. 1) The
target need of pastry students were be able to communicates in the field of
produced and served the cakes, cookies, and beverages. 2) The learning
need of pastry students were the material that were required the degree of
competences of pastry student in SMKN 2 Trenggalek. 3) The teaching
strategies that the teacher used in her teaching and learning process were
direct instruction strategy and cooperative learning strategy. Those two
teaching strategy were derived from the teacher perception on the student
need in learning English.
6
7
2. Inayah (2014) has investigated a research entitle “EFL Teachers’ Teaching
Strategies in Public Vocational High Schools in Singaraja”. She compared
the teacher’s strategy in teaching English among three public vocational
schools in Singaraja. In the conclusion she stated that teachers faced some
problems in implementing the teaching strategies. The problems could
come from the students, regarding their level, motivation and
heterogeneous ability. Moreover, teachers could also be obstacle in
implementing the teaching strategies in the class, in terms of their
personality and their lack of motivation to teach. She divided the
conclusion into three parts as follows:
a. English Foreign Language (EFL) teachers in three Public Vocational
High Schools in Singaraja had implemented various strategies to
facilitate the students in achieving the learning objectives. The
implementation of the strategies was varied based on the indicators and
in which part of the lesson sections they were implemented. There was
no specific strategy used for certain school specialization. The
strategies were applicable in all specializations. It is then the job of the
teachers to connect and facilitate it so that students would experience.
Various strategies applied to reach one big learning objective
“communicate in novice level” (as it is stated in standard competence)
gave opportunity for students to experience many different things
along the process of reaching that final goal.

8
b. There were strategies which were similar from one school to the
others. However, there were differences found in the focused of the
skills and also the procedures in applying the strategies. The difference
of the number of strategies implemented was due to the students’ level
and teachers’ experiences.
c. There were three factors faced in implementing strategies. The first
was the students, in terms of their level, lack of motivation, and
heterogeneity. The second is the teacher that includes teacher’s lack of
motivation to teach and teacher’s personality. The last is the limitation
of the facility.
The previous research results above have relationship with the
research that will conduct by the researcher. They have similarity in order to
investigate about teachers and teaching strategy. The result above also shows
that the students in vocational school need more specific materials than the
others. It because they need to focus in their program means that the English
materials they have to learn are that suitable and relate to their skill program.
B. Some Pertinent Ideas
In this part will discuss about the literature which relate to the research
focus such as, definition of strategy, teaching strategy, English for Specific
Purposes, curriculum in vocational school, vocational school and teaching English
in Nurse Program.
1. Strategy
9
Oxford (1990:7) states that the word strategy comes from ancient
Greek term strategia meaning generalship or the art of war. More
specifically, strategy involves the optimal management of troops, ship or
aircraft in a planned campaign. A different, but related, word is tactic,
which are tools to achieve the success of strategies. Many people use this
two terms interchangeably. The two expressions share some basic implied
characteristics: planning, competition, conscious manipulation, and
movement toward a goal. In nonmilitary settings, the strategy concept has
been applied to clearly non-adversarial situations, where it has come to
mean a plan, step, or conscious action toward achievement of an objective.
There are another terms that describes the instructional approaches of
teaching such as methods, strategies and styles. Metzler in (Cothran and
Kulinna, 2006:167) provides an overview of the differences in terminology,
“methods, strategies or styles is typically used for one a few short-term
learning activities and outcomes and the gives way to another method,
strategy, or style”.
According to the statements above, the terms of instructional
approaches of teaching have differences and similarities. They can be used in
teaching and learning process. Although the term of strategy usually use in
military, it also used in education.
2. Teaching Strategy
a. Definition of Teaching Strategy

10
Teaching strategy is one of the common terms used to define the
activity in the classroom between teachers and students. Smith in (Anil,
2011:1) states “teaching strategy refers to a pattern of teaching acts that
serves to attain certain outcomes”. It refers to how the teacher designed the
class, involves classroom setting and teaching material. In prepare all of
their need until conduct the teaching process; it will be expect to gain
some goals.
According to J.R. David in (Sanjaya, 2008:294) in education the
term of strategy is defined as “a plan, method, or series of activities
designed to achieve a particular educational goal”. It means that teaching
strategy can be concluded as a planning that contain of series of activities
which is designed to reach particular educational goal.
Teaching strategy is also defined by Strasser in (Anil, 2011:2)
that “teaching strategy is generalized plan for a lesson or lessons which
includes structure, desired learner behavior, in terms of the goals of
instruction, and an outline of tactics necessary to implement the strategy”.
It is more specific than the previous definition. Teaching strategy deals
with the lesson plan which involves tactic to implement the strategy in
teaching and learning process.
As stated above, strategy can be defined as an effort and process
that used by teacher. In the using of strategy, the teachers plan and prepare
the teaching and learning process. By using the strategy the teacher hope
to get the goals of teaching they want.
b. Aims of Teaching Strategy

11
As a tool in attains goals in teaching and learning process,
teaching strategy has some aims as follows:
1) Ensuring that certain learning will be acquired in as brief a time as
possible.
2) Inducing students to engage in exchange of ideas.
3) Minimizing the number of wrong responses as the students attempt
to learn a concept, principle etc.
4) Ensuring the attainment of certain content objectives, (Anil,

2011:4).
Based on the statements above, teaching strategy used to get the
goal by ensuring the students get the gist of the lesson. Beside that the
students also taught to be a social people. They will communicate each
other to share ideas and opinion.
c. Categories of Teaching Strategies
Teaching strategies divided into categories. Sharma (2015:44)
states teaching strategies can be divided into two categories as follows:
1) Autocratic Strategies
Autocratic strategies are traditional teaching strategies and
are also called convergent approach. These are content centered and
teacher-centered. While using these strategies, the teacher’s place is
primary and the pupil’s place is secondary. The teacher determines the
content himself and by considering himself an ideal and by

12
suppressing pupil’s interests, attitudes, capacities, abilities and needs,
he\she tries to impose knowledge forcibly from outside in the minds of
the pupils. In such a situation, pupils don’t have any freedom for their
expressions. Hence, in these objectives and group development is not
cared for at all. Autocratic teaching strategies include Lecture,
Demonstration, Tutorial, Programmed instruction, etc.
a) Lecture Method
Presents the subject matter with an attention getting
device which gives the idea of what the lesson is about. Explain the
topic to clarify the ideas and highlight the lessons that not familiar
to the students, (Mojares, 2008:566).
b) Tutorial
It is the fundamental right of every person to get
education in democracy. Therefore, instead of individual teaching,
group-teaching is emphasized so that the large group may be
educated at the low rate of expenditure. But it is also true that in
group teaching, a general teacher cannot solve the ‘personal’
problems of every learner, (Sharma, 2015:4).
c) Multimedia Methods
Multimedia methods of presentation include slide shows,
movies, power point presentations and transparencies. Visual aides
to instruction can help students better understand the ideas that are
being presented. When creating presentations, it is important to

13
keep notes concise and to the point while including interesting and
relevant images, (Sharma, 2015:48).
d) Demonstration
The teacher demonstrates or has a student demonstrate
the series of actions. Students are expected to pay careful attention,
but they do not talk or repeat the commands, (McClosky, 1988:8).
2) Democratic Strategies
The democratic strategies are child centered as the students
determine themselves the content. Hence, the students’ place is
primary and that of teachers is secondary. As a result of its use,
maximum interaction occurs between the students and the teacher.
This develops their constructive capacities in accordance to their
interests, attitudes, capacities, abilities, needs and mental levels of the
students. Democratic strategies are objective and hence, the genius
children gain advantage to the maximum. Following are the
democratic strategies:
a) Group Discussion/Discussion Question
Discussion questions engage students by challenging
them to think by analyzing, synthesizing and evaluating the subject
matter. These are critical questions conceived to utilize group
discussions in a manner that will move the student from knowledge
of facts to the evaluation of outcome, (Harris, 2002:4).
b) Students Presentation
14
Having students prepare for and then present information
to the class as a whole can be a fun and engaging method of
instruction, (Sharma, 2015:53).
a) Role Play
Role plays help students use language fluently. They also
help them learn to be creative, imaginative, and resourceful. In a
role play, unlike a dialogue, the teacher provides only a brief
description of the characters and situation of the students then
improvise the words and actions, (Thrush, 1996:21).
b) Simulation
The purpose of integrating simulation into any curriculum
is to provide students with beneficial learning experiences that will
assist in meeting course and program objectives, while promoting
safe patient care, (Lowenstein, 2011:240).
c) Brainstorming
Brainstorming is used to encourage the students to freely
share their ideas. All ideas are accepted in the beginning of the
process with no response, regardless of how useless or impractical
it may be seem, is omitted from the first stages of brainstorming.
d) Independent Study
A third view of knowledge was that students did have the
ability to learn from a variety of strategies and that learning was

15
not directly dependent on the teacher or special groups of students,
(Cothran & Kullina, 2006:176).
Based on the statements above can be conclude that teaching
strategy is the general term of teaching and learning process. It is divided
into two categories, Autocratic Strategies which are consist of methods
and approaches in teaching where the teacher as the center. While,
Democratic Strategies consist of methods and approaches where the
students as the center.
3. English for Specific Purposes
Bracaj (2014:40) states “English for Specific Purposes (ESP) or
English for Special Purposes arose a term in the 1960’s as it became
increasingly aware that general English courses frequently did not meet
learner or employer’s need”. As English continued to dominate as lingua
franca or business, media, technology, medicine, education and research, the
demands of ESP is growing rapidly. Particularly EFL countries where English
is mainly used for instrumental purposes.
According to the statement above, ESP arose as the clue for the
teacher in teaching English specifically. English subject are taught too general
for the learner, the materials are too board to be learned. Through the ESP, the
students are taught English according to their need and what they want to
learn.
16
Hutchinson and Waters (1987:19) state that:

“English for Specific Purposes is an approach not a product. ESP is
not particular kind of language or methodology, nor does it
consists of a particular type of teaching material. Understood
properly, it is an approach to language learning which is based on
the learners reason for learning.
In other words, ESP is an approach to language learning in which is
based on learners needs. It means that, before ESP teacher teaches ESP
learners, they have to know first what the learners’ needs in order to learn
language. To know the learners need the teacher have to do analysis. Further,
they make basic distinction between target needs and learning needs. Target
needs are what the learners need to do in order to learn. It is more useful to
look at the target situation in terms of necessities, lacks and wants. The
necessities are the type of need determine by demands of the target situation
that is what the learners have to know in order to function effectively in target
situation. The lacks are the gap between what the learners have already known
and the necessities. The wants are what the learners want.
4. Curriculum
a. Definition of Curriculum
There are many definitions about curriculum. Lunenburg
(2011:1) states “curriculum as content, as learning experiences, as
behavioral objectives, as a plan for instruction, and as a nontechnical
approach”. All of this definition will be discussed more deeply as follows:
1) Curriculum as Content
17
Over the years and currently, the dominant conception of the
curriculum is that of content or subject matter taught by teachers and
learned by students.
2) Curriculum as Learning Experiences
The conception of the curriculum as the experiences of the
learner, complemented by organized content or subject matter was
introduced in many curriculum publications. Selecting the content,
with accompanying learning experiences, is one of the central
decisions in curriculum making, and, therefore, a rational method of
going about it is a matter of great concern according to its most ardent
advocate
3) Curriculum as Objectives
Past and present efforts at curriculum improvement have
made much use of goals and objectives as bases for curriculum
planning.
4) Curriculum as a Plan for Instruction
Most textbooks on curriculum have dealt with issues of
curriculum development or improvement, thus focusing on the
production of curriculums. A few books have dealt with thinking about
curriculum implementation and evaluation. The processes of
developing, implementing, and evaluating a curriculum may be
considered as the essential elements of a curriculum plan. A
curriculum plan is a system for both decision making and action with
18
respect to curriculum functions directed at a specified population.
Thus, a curriculum plan has three primary functions: to produce a
curriculum for an identifiable population, to implement the curriculum
in a specific school, and to appraise the effectiveness of the curriculum
developed.
5) Curriculum as a Nontechnical Approach
The nontechnical approach to curriculum represents a
rejection of traditional curriculum planning, a rethinking of
curriculum. Advocates of the latter approach reject the assumption that
reality can be defined and represented by symbolic forms—by boxes,
arrows, and graphs.
According to the statements above can be conclude that
curriculum have many definition in different use. As content, it contains
the subject of the lesson plan. It also can be the learning experience of the
learner, objectives of the teaching and learning, plan and as a nontechnical
approach.
Murray Print (in Sanjaya, 2008:3) composed curriculum into four
statements as follows:
1) Planned learning experiences;
2) Offered within an educational institution/program;
3) Represented as a document; and
4) Includes experiences resulting from implementing document.

19
Print viewed that a curriculum covers learning experience
planning, school program that represent as a document and result of
implementing document.
The points above makes clear that curriculum is a plan of
learning that printed as document. It is used to develop the material that
will be taught to the students in learning process. It is composed base on
the experiences of the composer to offer in the school or educational
institution.
b. School Based Curriculum
1) Definition School Based Curriculum
In National Education Standard (SNP Article 1, Verse 15),
defined that School Based Curriculum is an operational curriculum is
composed and did by each school. Kurikulum Tingkat Satuan
Pendidikan (KTSP) are composed by each school by watching and
according to the standard competence which is developed by National
Education Standard Corporation/Badan Standar Nasional Pendidikan
(BSNP). It is a curriculum which can be developed by school based on
the characteristics and condition of schools.
So, Kurikulum Tingkat Satuan Pendidikan (KTSP) is a
curriculum which is used in the school base on the characteristic of
that school. In order to get the learning and teaching process

20
maximally the teacher should compose lesson plan which contains the
illustration of learning process in classroom interaction.
2) Characteristics of School Based Curriculum (KTSP)
According to Sanjaya (2008:130), School Based
Curriculum/Kurikulum Tingkat Satuan Pendidikan (KTSP) has some
characteristics. They are explained below:
a) School Based Curriculum is a curriculum which aims at
science discipline.
b) School Based Curriculum is a curriculum which aims at
individual development.
c) School Based Curriculum is a curriculum which access
region importance.
d) School Based Curriculum is a technological curriculum.
According to the statements above, KTSP is composed to
make the learning process more maximal. It is useful for students in
order to develop their knowledge, behavior and technology skill.
5. Vocational School
a. Teaching English in Vocational School
The graduates of a vocational school become skillful workers. In
this level, the students should have a good ability in oral communication.
That is also the objective of teaching English in a vocational school. The

21
activities which are used in curriculum should be communicative.
Communicative here means that the activity can be a bridge to make
communication among the students and also between students and
teachers.
Department of Education (2010:4) states that”
“Vocational and Applied Learning (VAL) prepares young people

with the skills and dispositions they require to participate in life,
education and work beyond the school environment. Vocational
and Applied Learning gives students ‘real-life’ challenges in
problem-solving futures planning, design and innovation, and
teaches them critical skills, techniques and procedures for learning,
life and work. Student learning is authenticated through an array of
purposeful experiences within and outside the classroom. These
include: guest speakers, excursions, exchanges, industry visits,
mentoring, shadowing, internships, team projects, research and
development, manufacturing, community based learning, service
learning, project-based learning and enterprise learning”
Based on the statements above can be consider that English has a
big role in communication, especially for students in vocational school.
There are several differences between teaching English in vocational high
schools and teaching English in senior high schools. Teaching English in
vocational high schools should refer to the program of study of students
who are being taught. The English teachers of vocational schools have to
teach about the language of English that is closely related to the students
major of study, for example, the teachers both explain and give
information about the English expressions of handling guess to the hotel
accommodation students.
b. Teaching English for Nursing
Parkinson and Brooker (2004:51) state:

22
“Being able to communicate is an essential skill for all health

professionals and it is particularly important for nurses who are
with people and their families for many hours a day. It is not
always easy to understand what people are saying or to get them to
understand what you are trying to tell them ….Nurses need to
communicate so they can find out about the people in their care by
taking a nursing history, give them information about their care
and teach them about managing their illness.”
Therefore, a nurse must have good communication either oral or
written. They must have a good communication because they will meet
many people with each characteristic. They may differ in nation, race, and
language. English comes as the unity language that almost used by all
people in the world. English as an international language has big role in
the medical profession. It needs by them who work in that job area in
order to give serving maximally to patients from all background. But in
medical profession, there are some terms that use rarely in daily life. These
terms commonly use in medical, such as:
Table 1.1 Words associated with breathing
Colloquial (everyday) or slang

Nursing/Medical or Standard
No. (very informal) words and
English Words
expression used by patients
1 Dyspnoea Breathlessness; out of breath;
puffed; short of breath; fighting
for breath (severe cases)
2 Expectorate To bring up/cough up phlegm; spit
3 Expiration Breathing out
4 Inhaler for drugs Puffer
5 Inspiration Breathing in
(Parkinson & Brooker 2004:60)

23
Table 1.2 Words associated with communicating
Colloquial (everyday) or slang

Nursing/Medical or Standard
No. (very informal) words and
English Words
expression used by patients
1 Double vision; seeing
Diplopia
2 Can't get the words out
Dysarthria
3 I know what to say but nothing
Dysphasia (aphasia)
comes out; I
can't find the right word; the
sentence comes
out all wrong; I can say the word
but I don't
know what it means
4 Hard of hearing; deaf as a post

Hearing impairment, deafness
5 Ringing, buzzing or roaring sound
Tinnitus
in the ears
(Parkinson &Brooker 2004:69)
The terms above can show that how different the term in medical
and daily life. Therefore a nursing student must have a skill in order to
speak English base on their skill fluently. It is very useful for their
knowledge especially in communication and reading their subject
references that used English as the language.
C. Conceptual Framework
This research will be conducted by considering the conceptual
framework that illustrated bellows:

24
Teaching Materials
 Observation
 Interview
 Questionnaire
 Autocratic Strategies
 Democratic Strategies
Teachers’ Strategies Students’ Responds
The researcher identified the teaching strategies by using
observation, interview and questionnaire towards the teaching materials. The
result of them can show what actually teachers’ strategies that applied in
teaching and what about the students’ responds through it.

26
CHAPTER III
RESEARCH METHOD
A. Research Design
This research was conducted by applied a descriptive qualitative
method. The researcher has investigated about the teachers’ strategies in
teaching English at Nursing Program of SMK Samudera Nusantara Makassar.
Therefore, this research need a method in order to collecting and analyzing
data which suitable with purpose of this research in order to get an exact
description of teachers’ strategies in teaching English at Nursing Class.
B. Population and Sample
1. Population
Population is one of most influential thing in research. Gay
(1981:86) states that population is the group of interest to the researcher;
the group to which she or he would like the result of the study to be
generalize. That statement indicates that the researchers have to choose the
population in which they want to investigate. The population also can
influence the result of the research that the researchers want. In this
research, researcher took all the English teachers of SMK Samudera
Nusantara Makassar as the population which consist of 2 teachers.
2. Sample
According to Ary and Jacob (2010:148), “sample is a portion of a
population”. Sampling is indispensable to the researcher. Usually, the
25
27
26
time, money, and effort involved do not permit a researcher to study all
possible members of a population. Furthermore, it is generally not
necessary to study all possible cases to understand the phenomenon under
consideration. Sampling comes to your aid by enabling you to study a
portion of the population rather than the entire population. In this case
researcher took the English teachers who teach in Nursing Class as the
sample. There were two teachers who teach English at Nursing Class. To
know the students’ responds researcher gave questioner to 30 nursing
students. That was why, this research used purposive sampling.
C. Instruments of The Research
The instruments of this research were observation, interview and
questionnaire. Observation was used to find out the teachers’ strategies in
teaching English at Nursing Class. Questionnaire was used to find out the
students’ responds. Interview was used to support the data which was found in
observation and questionnaire.
D. Data Collection Method
Qualitative research approach relies heavily on the observations,
questionnaire and interviews. The researcher applied classroom observation,
questionnaire and simple interview in this research by doing these following
procedures:
1. The researcher met the teachers to know the schedule.
2. The researcher employed direct observation in as the first step to get the
data. The observation was be administered in classroom and mainly

28
27
observed the teachers’ strategies and students’ responds in teaching and
learning English process in the classroom. During the observation, the
researcher observed all the teaching learning process in the classroom.
3. The researcher gave the students questionnaire to know their responds.
4. The interview section hold after the data from observation and
questionnaire was identified. The questions had directed to the English
teachers and students which focused to teacher’s strategies and students’
responds.
E. Technique of Data Analysis
The data in this research had been analyzed by using the descriptive
qualitative method. To analyze rate percentage of teachers’ strategies and
students’ responds in teaching and learning English at Nursing Class in SMK
Samudera Nusantara Makassar use the following formula:
= X 100%
Where: P = percentage
F = frequency
N = total sample, (Ary & Jacob, 2010:122).
Conclude the result by describing about the teachers’ strategies in
teaching English at Nursing Class in SMK Samudera Nusantara Makassar.

30
CHAPTER IV
FINDING AND DISCUSSION
This chapter deals with the findings and discussion of the research. The
findings of the research consists the description of data analysis result. While the
discussion deals with the board explanation and interpretation of the research
findings.
A. Findings
The data that had been collected by using observation and interview
are explained in this part. The findings of this research is about the teachers’
strategies in teaching English at Nursing class and the students’ respond
through that strategies. All of the findings are described below:
1. The Teachers’ Strategies in Teaching English at Nursing Class
There were two teachers who teach in Nursing Class. Based on
the observation list and interview, the researcher found that those teachers
applied four types of teaching strategies. They used that strategies based
on the students need in every single meeting. The teachers also pay
attention the kinds of teaching material which can be tough through certain
strategies. The types of strategies can be seen on the table as follows:
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3129
Table 4.1 Types of Teaching Strategies Applied by Teachers
No Types of Teaching Strategies Frequency Percentage
1. Group Discussion 5 41,7%

2. Students Presentation 4 33,3%
3. Lecture Method 2 16,7%
4 Multimedia Method 1 8,3%
Total 12 100%
Based on the Table 4.1 can be described that the teachers applied
teachers’ strategies democratic and autocratic strategies. Democratic strategies
were group discussion and students presentation. Group discussion was
applied five times (41,7%), students presentation was applied four (33,3%).
While autocratic strategies were lecture method and multimedia method.
Lecture method was applied twice (16,7%), while multimedia method was
applied once (8,3%). It showed that group discussion more frequently applied
than the others strategies.
Graphic
Graphic 1.1 Percentage
1.1 Percentage of Teaching
of Teaching Strategies
Strategies
41,67%
41,67% 33,33%
33,33% 16,67%
8,33%
Group Discussion
16,67% Student Presentation
Lecture Method
8,33%
Multimedia Method
The data alsoStudent

Group can be seenLecture
by using graphic form as
Multimedia follows:
Discussion Presentation Method Method
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The graphic above shows that teachers applied group
discussion was 41,7%, student presentation was 33,3%, lecture method
was 16,7%, and multimedia method was 8,3%.
The data above also supported by the result of the teachers’
interview result. The first teacher said that, she used or applied certain
teaching strategies in teaching. In autocratic strategies she applied two
types of strategies, lecture method and multimedia method. She applied
lecture method rarely because it placed the students in passive position,
but that strategy also applied if the material needed explanation before.
In democratic strategies, she applied group discussion and
students presentation. She applied those strategies in order to make the
class life. According to the teacher, the students like those strategies
more than the others strategies. Those strategies could make them more
active in the classroom.
2. Students’ Responds through The Teaching Strategies

According to the questionnaire result, the students’ responds
through the teaching strategies that applied by teacher were varied. As
the teacher applied in the classroom, the students liked the democratic
strategies more than autocratic strategies. To support the data of
questionnaire the researcher conducted interview to the students. There
were 30 students as the sample in that step.
a. The data collected through questionnaire

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There were four teaching strategies applied by the
teachers in Nursing Class, namely group discussion, student
presentation, lecture method and multimedia method. To describe
those strategies can be use the table below.
1) Strategies 1: Group Discussion
Table 4.2 Frequency distribution of strategy 1
No Response Frequency Percentage
1. Yes 26 86,7%
2. No 4 13,3%
Total 86 100%
Based on the table above, the researcher found that 26
(86,7%) students liked group discussion. There were 4 (13,3%)
students disliked group discussion. It also can be seen in the form
of graphic as follows:
Graphic 4.2 Percentage of Stratey 1

86,70%
86,70%
13,30%
13,30% YesYes
No No
Yes
Yes No
No
From the graphic above can be seen that 86,7%
students liked group discussion. While 13,3% students disliked
group discussion.
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2) Strategy 2: Student Presentation
Table 4.3 Frequency distribution of strategy 2
1. Yes 25 83,3%
2. No 5 16,7%
Total 30 100%
From the Table 4.3 the researcher found that 25 or
83,3% students liked student presentation. While there were 5 or
16,7% students disliked it.

83,30%
83,30% 16,30%
16,30%
Yes No
Yes No
From the graphic above can be seen that 83,3%
students liked student presentation strategies. While 16,3%
disliked if their teacher applied student presentation in
teaching.
3) Strategy 3: Lecture Method
Table 4.4 frequency distribution of strategy 3

3533
1. Yes 11 36,7%
2. No 19 63,3%
Total 30 100%
From Table 4.4 can be found that there were 11 or
36,7% students liked lecture method. There were 19 or 63,3%
students disliked the lecture method.
63,30%
36,70%
Yes
No
Yes No
From the graphic above can be seen that most of
students disliked lecture method. It was about 63,3%. Only
36,7% students liked lecture method.
4) Strategy 4: Multimedia Method
Table 4.5 frequency distribution of strategy 4
1. Yes 24 80,0%
2. No 6 20,0%
Total 30 100%
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From Table 4.5 can be found that there were 24 or 80%
students liked multimedia method. While there were 6 or 20%
students disliked the lecture method.

80,00%
20,00%
Yes
No
Yes No
From the Graphic 4.5 can be seen that there were 80%
students liked multimedia method. Only 20% students disliked if
the teacher applied lecture method.
Interview also conducted to know the students’ reasons
why they like or dislike certain teaching strategies. Most of the
students liked group discussion because they could share many
ideas with their friends. Through group discussion they could
practice how to collaborate and know their friends’
characteristics more deeply each other.
Most of them disliked lecture method because they
were bored if the teachers gave many explanations. It also took
them became passive and could not explore their ideas and
appreciation.
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B. Discussion
In this part represent the board explanation about the research
finding. There were two research findings of the teachers’ strategies in
teaching English at Nursing Class and the students’ responds through those
strategies. They are explained more deeply as follows:
1. The Teachers’ Strategies in Teaching English at Nursing Class Based
on the Direct Observation that Found by the Researcher are:
As stated before that there are four teaching strategies that
applied by the teacher in teaching English at Nursing Class in SMK
Samudera Nusantara Makassar. They were lecture method and multimedia
method which are known as autocratic strategies. The others strategies
were group discussion and students presentation which is categorized as
democratic strategies.
According to the teachers, those four strategies were easy to
apply in the classroom. The teachers applied lecture method for some
teaching material which needed more explanation before. The lecture
method had advantages and disadvantages. One of the advantage was the
students can be focused in accepting the teaching material, while the
disadvantages was the students became passive rather than active in the
learning process.
Below is the transcript of the teacher interview
Interviewer : What strategy do you apply in teaching?

3836
Teacher 1 : In autocratic strategy I apply lecture method and
multimedia method, while in democratic strategy I apply
group discussion and student presentation.
Interview : Why do you apply that strategies?
Teacher 1 : Because that strategies is easy to apply in this classroom
Interview : What are the advantages and disadvantages of that
strategies?
Teacher 1 : The advantage of lecture method is the students can be
focus to accepting the material, can complain and clarified
text material and facilities in large classroom. The
disadvantages is place the students in passive rather than
active in learning process
Interviewer : When does the strategy applied?
Teacher 1 : If the subject material needs explanation before,
(Recorded on September 2nd, 2015).
The teacher also said that the student like democratic strategies
rather than autocratic strategies. They liked it because they can be more
active in learning process. When the teacher applied group discussion, the
students were enthusiastic in learning, but if the teacher applied lecture
method they looked bored with the subject. Most of students also like if
3937
the teacher applied students presentation, although some of them were not
interested in that strategy.
The teachers apply group discussion and student presentation
more frequently that the others strategies because nursing student have to
develop their self through communicated and share each other. The will
face many people in their live in the future. So, they must have more self
confidence. The teachers apply lecture method and multimedia method
rarely because they place the students in the passive side. While nursing
students have to more active in order to train their self to solve the
problem by self or together.
Teacher 2 : I apply group discussion when the learning material needs
collaborate, for example to solve some difficult exercise.
I apply student presentation if the students have homework
etc. I apply multimedia method if the material is too board
for oral presentation. I apply lecture method for new or
difficult material
Interviewer : How do the students’ responds about the strategy?
Teacher 2 : Since I tough them those strategies, they look comfortable
and enjoy.
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Interviewer : Which one does the students like autocratic or democratic
strategy?
Teacher 2 : I think the students prefer group discussion than the others
teaching strategies, (Recorded on September 5th, 2015).
Each teaching material needed different strategies to conduct. For
example, teacher delivered about job description through student
presentation. The students were very excited to join the class. They made
the job description by themselves then presented one by one in front of the
classroom. Some students looked shy to present, but they must do that.
When the teacher applied group discussion, the learning material
was about announcement. The students are divided into 5 groups. Each
groups consisted of four or five members. They discussed about how to
make a good announcement. After that the ambassador of the group
presented the result of discussion in front of the others groups.
2. The Students’ Responds through Teachers’ Strategies
According to the questioner and interview result, the researcher
found that most of students preferred democratic than autocratic strategies.
They preferred group discussion than the other teaching strategies. They
like group discussion because they could share each other, knew the
characteristics of their friends; they could help their friend to understand
the material of the subject. The other students said that group discussion
4139
made them more responsible about the result. While there were few
students disliked group discussion because they were bored with the
material which was repeated by the teacher.
The example of students interview result
Interviewer : Why do you like group discussion?
Student 1 : Because we can share and help each other
Interviewer : Why do you dislike group discussion?
Student 2 : Because I am bored with the material, the teachers
repeat the material endlessly
The second strategy was student presentation. The students
argued that students presentation could help them to find new word; trying
them to be more active and confidence to talk in front of many people. The
others students said that they disliked student presentation, because they
did not have self confidence.
Interviewer : Why do you like student presentation?
Student 3 : Because we can study well, recognize new
vocabularies
Interviewer : Why do you dislike student presentation?
Student 4 : Because sometimes I confused about the material,
we do not have any preparation but have to present
directly.
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40
The students who liked multimedia method had some reason. By
using tools, the material can be more clearly. It also made students
interested in learning, because used some picture. While they who dislike
multimedia method assumed that it was difficult to apply in the classroom.
Interviewer : Why do you like multimedia method?
Student 5 : I like it because the material can be present more
clearly.
Interviewer : Why do dislike multimedia method?
Student 6 : I do not like it because sometimes I do not
understand the material through a tool.
More than 60% students disliked lecture method. They gave
various reasons why they disliked it. Most of them said that they were
bored if the lecture explained the subject without gave them chance to
express their ideas.
Interviewer : Why do you dislike lecture method?
Student 7 : because we are bore with material, sometimes the
teacher also still continue the explanation although
we do not understand.
All of teaching strategies has the advantages and disadvantages.
The most important thing is how to apply it in the classroom. The teacher
should be creative and innovative to make the students more interested in

43
41
learning. How interested the teaching strategies depend on the teacher
instructions.
44
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of the conclusion and result of the findings and
discussions in the preview chapter.
A. Conclusion
After analyzed the data during conduct this research, the researcher
conclude that:
1. The teachers’ applied four teaching strategies namely group discussion
(41, 7%), student presentation (33,3%), lecture method (16,7%) and
multimedia method (8,3%) in teaching English at Nursing Class in SMK
Samudera Nusantara Makassar. Those strategies applied by teachers
because the teachers think that strategies are easy and suitable for Nursing
Class.
2. The students prefer autocratic than democratic strategies, especially
group discussion than student presentation, lecture method and
multimedia method in learning English. Mostly students like discuss and
presentation method. They like both strategies because they can sharing
each other and also can express their thinking while through presentation
they can be more confidence to speak in front of the many people.
B. Suggestion
The researcher also offers some suggestion as the result of this
research.
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45
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1. The English teacher of SMK Samudera Nusantara especially who teach in
Nursing Class should apply all of teaching strategies in order to know the
students’ interested.
2. The English teacher in Nursing Class of SMK Samudera Nusantara should
considering the students’ mood and feel in learning if he applies certain
teaching strategies.
3. The result of this research cannot cover all the matters about teaching
strategies and students’ respond, it is become a challenge for the next
researcher to find more important thing about that.

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CURRICULUM VITAE
The researcher, Evi Putriyani, was born in Jampu

(Bone) March 17th 1990. She is the first daughter of
marriage Darwis and Rosdiana. She has three sisters
named Marlisa, Marlina and Rosneli.
She started her education in SDN No 65 Sijelling in

1997 and graduated in 2002. She went to SMP 34
Makassar in 2002 and finished in 2005. Then she
continued to SMAN 18 Makassar and finished in 2008.
She worked before continue her study to the university.

She worked at SMA Amanah Nusantara as a treasure
since 2009 until 2015. In 2011 she went to Makassar Muhammadiyah University for
English Department.
She finished her study in Makassar Muhammadiyah University with a thesis entitle
“The Teachers’ Strategies in Teaching Enlish at Nursing Class in SMK Samudera
Nusantara Makassar”.
LIST OF INTERVIEW FOR TEACHERS
1. Do you know teaching strategies?
2. Do you apply certain teaching strategy in teaching?
3. What strategy do you apply in teaching?
4. Why do you apply that strategy?
5. What are the advantages and disadvantages of that strategy?
6. When do those strategies apply?
7. How do the students respond that strategy?

LIST OF INTERVIEW FOR STUDENTS
1. Which one teaching strategies do you prefer?
2. Why do you prefer it?
3. Which one you do not like?
4. Why you do not like it?

Interview Transcript
Interviewer : Do you know teaching strategies?
Ibu Sri Puji : Yes of course I know teaching strategy because teaching strategy is
one of the teacher need in teaching and learning process and how to
make the class life.
Interviewer : Do you apply certain teaching strategy in teaching?
Ibu Sri Puji : Yes of course.
Ibu Sri Puji : In autocratic strategy I apply lecture method and multimedia method,
while in democratic strategy I apply group discussion and student
presentation.
Ibu Sri Puji : Because that strategies is easy to apply in this classroom
Interviewer : What are the advantages and disadvantages of that strategies?
Ibu Sri Puji : The advantage of lecture method is the students can be focus to
accepting the material, can complain and clarified text material and
facilities in large classroom. The disadvantages is place the students in
passive rather than active learning process
Ibu Sri Puji : If the subject material need explanation before
Ibu Sri Puji : First the students are focus to the explanation then give respond when
they don’t understand the material
Interviewer : Which one do the students like autocratic or democratic strategy?
Ibu Sri Puji : The students like democratic strategy because they can more active.
Interviewer : Do you know teaching strategies?
Ibu St Asmin : Yes I am
Interviewer : Do you apply certain teaching strategy in teaching?
Ibu St Asmin : Yes of course.
Ibu St Asmin : There are four teaching strategies I usually apply in teaching. Group
discussion, student presentation, multimedia method and lecture
method.
Ibu St Asmin : Because I am teaching in Nursing Program which need students’

activeness. So I apply strategies which suitable to their program.
Interviewer : What are the advantages and disadvantages of that strategies?
Ibu St Asmin : I think each strategies have them, but it depends on the teacher
conduct the classroom situation.
Ibu St Asmin : I apply group discussion when the learning material needs
collaborate, for example to solve some difficult exercise.
I apply student presentation if the students have homework etc
I apply multimedia method if the material is too board for oral

presentation
I apply lecture method for new or difficult material
Ibu St Asmin : Since I tough them those strategies, they look comfortable and enjoy.
Interviewer : Which one does the students like autocratic or democratic strategy?
Ibu St Asmin : I think the students prefer group discussion than the others teaching
strategies.
1. Interviewer : Which one teaching strategies do you prefer?
Isma : I prefer group discussion
Interviewer : Why do you prefer it?
Isma : Because we can share our ideas each other
Interviewer : Which one do not you like?
Isma : Lecture method
Interviewer : Why do not you like it?
Isma : Because I am bored if the teacher explain so much material
Isti : Student presentation
Isti : We can practice to speak better and learn more about our
error spelling
Isti : Lecture method
Isti : It is 50:50, sometimes I cannot understand the material
Ani : Group discussion

Ani : We can discuss and closer to our friends
Ani : Lecture method
Ani : Sometimes I cannot understand the material well
Fitri : Group discussion
Fitri : we can closer each other, share our ideas
Fitri : Lecture method
Fitri : I am bore with that strategy
Indah : Multimedia method
Indah : If the teacher uses multimedia, it helps us to understand fast
Indah : Student presentation
Indah : Sometimes it makes me confuse how to present

Nurul : Group discussion
Nurul : We can discuss, think and solve the problem together
Nurul : Student presentation
Nurul : It is difficult to speak in English
Ahda : Group discussion
Ahda : We can collaborate and share each other
Ahda : Lecture method
Ahda : I am bored with explanation
Ummul : Group discussion
Ummul : We can collaborate, sharing and closer with our friends
Ummul : Lecture method

Ummul : Because if teacher explains, only one student can understand
Riska : Group discussion
Riska : If we do task together, it will finish fast
Riska : Lecture method
Riska : Sometimes the explanation is not clearly
10. Interviewer : Which one teaching strategies do you prefer
Islami : Group discussion
Interviewer : Why do not you like lecture method?
Islami : It is not fair if only teacher active in the classroom
Asmi : Group discussion
Asmi : Because we became a team, we can get many knowledges

Asmi : Student presentation
Asmi : I do not have any self confidence
Dewi : Lecture method
Dewi : Because I can understand well if the teacher explain to me
Dewi : Student presentation
Dewi : I do not have self confidence, sometimes I am confuse.
Indah : Group discussion
Indah : Because I am happy to collaborate with my friends
Indah : Lecture method
Indah : I cannot understand the explanation, I need more active

Khadijah : Group discussion
Khadijah : Because we can share each other
Khadijah : Lecture method
Khadijah : Sometimes I cannot focus and feel sleepy
Aulia : Group discussion
Aulia : I like it because we can know our friends deeply
Aulia : Student presentation
Aulia : Because I lost my self confidence
Widya : Group discussion
Widya : Because we can cooperated each other to find out the real
answer

Widya : Lecture method
Widya : Because I am bored
Mirna : Lecture method
Mirna : I can understand easily
Mirna : Multimedia method
Mirna : I do not like it
Selvi : Student presentation
Selvi :It makes us can present something in front of many people
Selvi : Multimedia method
Selvi : Sometimes I do not understand
Chalma : Group discussion

Chalma : Because we can share our aspiration
Chalma : Multimedia method
Chalma : I can understand if the teacher explain directly
Mutmainna : Group discussion
Mutmainna : Because we can share our ideas
Mutmainna : Multimedia method
Mutmainna : Because it is bothersome
Igar : Multimedia method
Igar : Because it is clear
Igar : Group discussion
Igar : Sometimes the others friend do not share their ideas

Winda : Group discussion
Winda : Because we can more active, we can share
Winda : Lecture method
Winda : Because we need more active than teacher
Fitriani : Student presentation
Fitriani : Because we can share each other
Fitriani : Lecture method
Fitriani : If the teacher more active the student cannot develop
Izza : Student presentation
Izza : We can improve our knowledge through sharing

Izza : Lecture method
Izza : It makes students bored
Sukmayanti : Group discussion
Sukmayanti : Because we can share each other and make it easy
Sukmayanti : Lecture method
Sukmayanti : If the teacher just explains sometimes we cannot understand
Arjun : Multimedia method
Arjun : Because we can understand easily
Arjun : Group discussion
Arjun : Because I do not like discuss
Neneng : Student presentation

Neneng : Because it tries us to speak in front of the people
Neneng : Lecture method
Neneng : Because if the teacher explain, sometimes it is not clear
Salwia : Multimedia method
Salwia : Because it is interesting
Salwia : Group discussion
Salwia : It is difficult to understand if only just discuss
Dewi : Multimedia method
Dewi : Because it is more clearly
Dewi : Lecture method
Dewi : We are not given any chance to explain

Anna : Student presentation
Anna : because we can present the result of our task directly
Anna : Group discussion
Anna : Because the material is repeat

OBSERVATION CHECKLIST
DATE :
TIME :
PLACE :
OBSERVER :
Categories of Teaching Strategies
1. Autocratic Strategies
Kinds of Autocratic RESPONSE

NO
Strategies YES NO
1 Lecture Method
2 Demonstration
3 Tutorial
4 Use of Multimedia
2. Democratic Strategies
Kinds of Democratic RESPONSE

NO
Strategies YES NO
1 Group Discussion
2 Exhibits
3 Role Play
4 Simulation
5 Student Presentation
6 File Trip
7 Case Study
8 Brainstorming
9 Independent Study
10 Fishbone Method
11 Assigning Task Method

Questionnaire for students
Name :
Class :
Program :
Response
No Question
Yes No
1 Do you like group discussion?
2 Do you like student presentation?
3 Do you like lecture method?
4 Do you like multimedia method?

List interview for students
1. Why do you like that teaching strategy?

2. Why don’t you like that teaching strategy?
MULTIMEDIA METHOD
LECTURE METHOD
GROUP DISCUSSION
GROUP DISCUSSION
STUDENT PRESENTATION

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THE TEACHERS’ STRATEGIES IN TEACHING ENGLISH

AT NURSING CLASS IN SMK SAMUDERA

(A Descriptive Study of English Teachers at Nursing Class in

Submitted to the Faculty of Teacher Training and Education

Pengawas Umum : Dr. H.Irwan Akib' M.Pd 【

Ketua Dr. H. Andi Sukri Syamsuri, M.[trum (..

Sekretaris Khaeruddin, S.Pd., M.Pd

1. E「 win Akib,SoPd。 ,1罐 .Pd。

2. Uttmi Khaerati Syam,S.Pd。 ,MoPd.

4. Drao Hasnttwati Latiet ⅣI.Pd・

Title The Teachers'Strategies in Teaching]Ellgiish at]ヽ ursillg(Ciass

in SMK Samudera Nusantara PIakassar

Name Evi Putriyani

Program Engilsh]騨颯報t五五〇n DOparl:meliStratal(Sl)

Facult=v FaOli町 ヴ黎 Che=‐ 1騨 ip_ing and ttduc室 饉on

Makassar, 26 November 2015

Dean of Head of English

In the Name of Allah, most Gracious, most merciful

Prophet Muhammad S.A.W.

Then I want to express my sincere thanks to:

1. Dr. H. Irwan Akib, M.Pd, the Rector of the Makassar Muhammadiyah

University for his advices during me study at the university.

2. Dr. A. Syukri Syamsuri, M.Hum, the Dean of Teacher Training and

and Secretary of English Education Department, who gave me valuable

authorities and suggestion in doing thesis.

their valuable guidance, encouragement, patient, correlation, advice, and

suggestion which are very helpful in finishing this thesis.

and Education of Makassar Muhammadiyah University, who have transferred

6. Headmaster of SMK Samudera Nusantara, Aditia, S.Pd. The English teachers

S.Pd., MM and Nurshiyam, Amd.Keb, Marlisa, Marlina and Rosneli. Then

great experiences to me. May Allah SWT does ever safeguard

8. Special Thanks to my beloved and greatest friends “INDO LOGO” (Wahe’,

and support each other in this same struggle, much love.

9. My Beloved friends of “Attractive Class ’11” Thanks for our togetherness

and your attention to me.

Makassar, September 2015

On dedicated to my beloved mother, father in heaven, sisters, friends and you

The greatest things I have ever had

EVI PUTRIYANI. 2015. The Teachers’ Strategies in Teaching English at

Key words : Teachers’ Strategies and Nursing Class

APPROVAL SHEET ................................................................................ ii

COUNSELLING SHEET......................................................................... iii

SURAT PERJANJIAN ............................................................................. vii

SURAT PERNYATAAN .......................................................................... viii

ABSTRACT ............................................................................................... xii

LIST OF CONTENTS .............................................................................. xiii

LIST OF APPENDICES .......................................................................... xvi

LIST OF TABLES .................................................................................... xvii

LIST OF FIGURE .................................................................................... xviii

CHAPTER I : INTRODUCTION ........................................................... 1

CHAPTER II : REVIEW OF RELATED LITERATURE................... 6

A. Previous Related Research Findings.......................... 6

CHAPTER III : RESEARCH METHOD............................................... 25

CHAPTER IV : FINDINGS AND DISCUSSION.................................. 28

CHAPTER V : CONCLUSION AND SUGGESTION.......................... 42

List of Interview for Students …………………..…………………………… 49

List of Interview for Teachers ……………………..………………………… 50

Observation Checklist ………………………………………..……………… 51

Questioner for Students ………………………... …………………………… 54

Facult=v FaOli町ヴ黎 Che=‐ 1騨 ip_ing and ttduc室饉on