Letters to KOTESOL: 2011 August

INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW

The purpose of teaching and learning English as a foreign language in Indonesia is to enable the learners to use English for communication in various contexts. To promote communication in teaching and learning activities, the teachers should be able to initiate interaction. To initiate interaction, the teachers may use questions, by which the teachers should consider the appropriate types of question that match with the students. In addition, the teachers should be able to maintain or sustain the interaction in their teaching and learning context. One of the activities which are effective to sustain interaction in the process of teaching and learning is group work. By using group work, the learners are encouraged to interact in English communicatively. Besides, this method increases students' motivation in learning. This is as the effect of learning climate which offers freedom for the students to express their ideas, feeling or criticism freely in front of their group's mem...

This action research aims to determine how a teacher can encourage the student's participation in the class that would likely be the concern by the researchers as pre-service teachers and will soon become teachers. The current study also aims to determine the possible teaching strategies that would mostly encourage learners to fully participate and give their full attention during class discussion. Furthermore, the study uses quantitative descriptive approach as research design. Researchers used predetermined survey questionnaire consist of 15 items and choose 15 respondents from University of Southeastern Philippines were selected through simple-random sampling. The results of the current study reveal that 8 out 15 of the students think that they are passive which hinders them to become participative students. In addition students' perspective in terms of the factors that would likely affects the classroom participation is the language problem followed by the cultural diversity, less experience in classroom participation and communication apprehension. However, most of the students strongly agree somewhat agree to the statement that they usually like to work with group and pair activities. Also teacher's active interaction with students most likely encourages students to participate in the class. The researchers recommend that in order for the students to participate in class teachers should incorporate group activities and paired activities in their lesson.

Workshop 1: Introduction to the workshops. Pre-test. English learners in US elementary schools.

Penelitian ini dilakukan untuk mengetahui penggunaan dari Pengajaran Pendekatan Bahasa Komunikatif (CLT) melalui Diskusi Kelompok Kecil efektif untuk merangsang siswa untuk berbicara dalam bahasa Inggris dari pada cara konvensional, dan juga untuk meningkatkan kesadaran guru untuk menggunakan pendekatan yang efektif dalam mengajar bahasa Inggris terutama dalam mengajar keterampilan berbicara. Penelitian ini menggunakan metode penelitian Pre-Eksperimental dengan Satu Group Pre-test dan Post-test Design. Data yang diperoleh dari tes dianalisis secara kuantitatif dan kemudian itu hasil itu dibandingkan dengan kuesioner untuk mengetahui apakah siswa tertarik untuk belajar berbicara dengan menggunakan Pendekatan Pengajaran Bahasa Komunikatif (CLT) atau tidak. Skor rata-rata yang diperoleh dari Pre-test adalah 2, 84 dan post-test adalah 6, 01. Data menunjukkan bahwa keterampilan berbicara siswa dalam post-test lebih tinggi dari pre-test. Data yang diperoleh dari kuesioner menunjukkan mean skor 78, 67. Ini berarti bahwa siswa yang sangat tertarik untuk penerapan bahan berbicara melalui Pengajaran Bahasa Komunikatif Pendekatan melalui diskusi kelompok kecil. Kata Kunci: Komunikatif Pengajaran Bahasa Pendekatan, diskusi kelompok kecil, berbicara. Speaking is expressing the student's performance, they are mostly inhibited by some obstacles emotionally in teaching and learning process such as the students anxious and nervous to convey their ideas and thought, the students do

2014

The objective of this study is to describe the efforts to improve classroom interaction in English teaching-learning process to the 8th grade students of SMPN 3 Wates in the academic year of 2012/ 2013. The type of this study was action research. This research was done to the VIIIB grade students of SMPN 3 Wates in the academic year of 2012/2013 as the source of collecting the data. The data were qualitative in nature. The data were collected through observations and in-depth interviews. The study reported that there were some problems occurring in implementing the actions related to students’ motivation and learning activities in cycle I. Some students tended to be passive and bored in English activities. They lacked motivation in learning English. Besides, they did not pronounce the words or expressions and did not understand the meaning of some difficult words. The learning activities tended to be monotonous. Moreover, there was low interaction among the English teacher and stude...

2005

This teacher-researcher/university-researcher collaboration focuses on teaching and learning in untracked English classes, but has implications for all classrooms where students have different needs. We primarily examine the teacher-researcher's (Delp's) eighth-grade untracked English class but also include data from a group of beginning teachers learning to teach in similar settings. In the end, we challenge previous findings about teaching and learning in untracked English classes and raise issues about the theories that guide such work as well as the relationship between theory and practice. In the context of strong student growth across achievement levels and ethnic groups, we found that the activity system in Delp's classroom differed markedly from what is usually recommended for teaching heterogeneous groups. Instead of teacher-organized small groups (as in cooperative learning or complex instruction), Delp relied on whole-group, multimodal activities and one-on-one teacher-student interactions during group activities. We hypothesize that the activity system is not critical in deciding how best to teach in untracked classrooms. More important is a set of underlying principles, rooted in Vygotskian and Bakhtinian theory, which support the activity system. The principles include (a) building a long-term curriculum that promotes the recycling of structures and ideas, with room for ever-deepening levels of complexity; and (b) considering learners to be in control of their learning and building structures that support them in challenging themselves; (c) building a learning community that respects and makes productive use of diverse contributions from varied learners; (d) providing opportunities for diverse ways of learning; (e) providing support to individuals as needed; (f) challenging all students; (g) keeping learners actively involved. This analysis of Delp's teaching and her students' learning further shows how Vygotsky's "zone of proximal development" functions within a whole-class context, where students are involved at their different levels and where the teacher plays an active role in tailoring instruction to these levels, both through the wholeclass activity system and through the ongoing one-on-one interactions. Finally, the analysis explores how notions of development across long stretches of time can help teachers see and understand growth for an academically and socioculturally diverse group of adolescent students, growth that includes intellectual as well as ethical and emotional components. d62-126_Aug05RTE 7/17/05, 11:16 AM 62 d62-126_Aug05RTE 7/17/05, 11:16 AM 63 64 Research in the Teaching of English Volume 40 August 2005

2015

In the world of publishing, elementary-and college-level books on language theory and methodology tend to be relatively common. But, it seems, the needs of high school English language learners (﴾ELLs)﴿ are not so frequently addressed in handbooks or teacher materials. That is why Reiss' book is simultaneously a pleasant surprise and a welcome addition to teacher education resources. It is concise and informational, covering a spectrum of pertinent topics, and most of all exuding an understanding of English language learners and their needs. Although this book is not a new publication, it is a practical guide to teaching that is instantly accessible to non-TESOL-trained teachers in content areas and thus deserves to be brought back to teachers' attention. Clearly meant for high schools, it can also be easily used by college instructors in different disciplines and elementary educators as well because it offers a common-sense approach to teaching second language learners. Teaching Content to English Language Learners: Strategies for Secondary School Success is divided into three parts: I. Teaching in Multicultural Classrooms: An Introduction; II. Strategies for Instructors; and III. Strategies for Assessment. In Part I, Chapter 1 examines the challenges mainstream teachers face with second language or multilingual learners and offers "solutions that work," such as scaffolding instruction and carefully planning daily teaching. This is worth emphasizing because in today's busy and demanding classrooms, particularly in public education; with so much oversight and micromanagement of teachers, it is ever harder to remember the basic golden rules of teaching any subject: scaffolding and pacing (﴾Gibbons, 2002)﴿. Chapters 2 and 3 address social and cultural aspects of language learning and are meant to build sensitivity in teachers to the many challenges their learners face in a new culture. In Chapter 3, Reiss addresses ways of learning in the classroom, such as group, pair, or whole-class instruction, placing these modes within a larger cultural context. Particularly noteworthy is the section "Questioning Patterns" (﴾p. 19)﴿, which discusses the American classroom preference for interaction and students who ask questions or freely offer answers. As Reiss points out, however, students from other cultures might not be so willing to engage in constant interaction. Although many trained ESL (﴾or ESOL, as Reiss uses this term: English to speakers of other languages)﴿ teachers are likely to be aware of this fact, many content teachers might not be. Reiss spends some time on basic cultural notions, such as numerals, by comparing Europe and the United States, and she points out cross-cultural differences in math when grouping or representing numbers. For many secondary math teachers in the United States, this may be new information-even in urban settings, where the cultures mix the most. Part II is the practical core of the book, offering to content teachers excellent, realistic strategies for incorporating language in their daily instruction. Reiss provides a brief overview of theory in a layperson's terms. This aspect of the book will be welcomed by content teachers in high schools, who may not be well versed in language teacher education jargon. Emphasis is placed on empowering the learners by teaching them the language of requests for clarification or help. Next, Chapter 5 focuses on different ways of using

revistapuce

An atmosphere full of conflicts leads to uncertainty; it can even lead to difficulties in relationships and misun­derstanding within the group. It is im­portant to mention that in a classroom where there are too many disagree­ments and unresolved issues, there are problems of self-esteem for some of its members, which may be the cause of aggression towards others and lead to interpersonal conflicts, too. As the envi­ronment in the classroom depends on each student and their attitude, as well as a definition of one´s role within the group, a harmonic environment is con­structed by collaborative and respectful behavior towards oneself and all others.This project is a design of a pro­gram based on empowerment strate­gies of different pedagogical and psy­chological influences, aimed to improve interpersonal and intrapersonal relation­ships in the classroom. The term empow­erment in this context is understood as increasing an individual’s inner strength to make changes in their personal ...

Science and Education, 2021

Secondly, to motivate the students in learning English, the teachers need to understand the students' characteristics because they are still young and they need to get a special treatment from the teachers. Several experts also explain young learner's aspects [2, 3, 4]. In addition, teachers should be well versed in the psychology of children, because every child has own character and own qualities. Therefore, it depends on the great knowledge of children psychology of teachers. Next, English teachers are required to design the class as comfortable as possible because the students like to move around and the physical movements will dominate the activities [6][7].