scholarly journals Student Teachers Difficulties in Teaching English to Hotel Staff

2018 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Maria Christina Eko Setyarini
Keyword(s):  
Student Teachers ◽  
Learning Process ◽  
Time Management ◽  
Teaching English ◽  
Teaching Practicum ◽  
Need Analysis ◽  
Food And Beverage ◽  
Front Office ◽  
Teaching Learning ◽  
Different Levels

<p>Professional English teachers often find it difficult when they have to teach English for Specific Purpose (ESP) as they need to do extra works like doing need analysis and creating the specific syllabus before teaching to make sure that the teaching-learning process will go smoothly. Student teachers, who have less experience in teaching, are likely to face greater difficulties in teaching ESP. The study aims at finding out student teachers difficulties in teaching English to hotel staff. Therefore, eight student teachers who recently taught English to hotel staff in their teaching practicum were asked to write about their experience in teaching in form of reflections. The study reveals that the eight student teachers who taught different hotel staff in four customer related divisions, front office, housekeeping, marketing, and food and beverage face similar difficulties. The difficulties are mostly related to the hotel staff. They are teaching facilities, time management, different levels of English proficiency, and low self-efficacy. It is expected that the finding can be useful for student teachers who will do their teaching practicum in hotels, also for those who are interested in studying ESP especially in teaching English to hotel staff.Professional English teachers often find it difficult when they have to teach English for Specific Purpose (ESP) as they need to do extra works like doing need analysis and creating the specific syllabus before teaching to make sure that the teaching learning process will go smoothly. Student teachers, who have less experience in teaching, are likely to face greater difficulties in teaching ESP. The study aims at finding out student teachers difficulties in teaching English to hotel staff. Therefore, eight student teachers who recently taught English to hotel staff in their teaching practicum were asked to write about their experience in teaching in form of reflections. The study reveals that the eight student teachers who taught different hotel staff in four customer related divisions, front office, housekeeping, marketing, and food and beverage face similar difficulties. The difficulties are mostly related to the hotel staff. They are teaching facilities, time management, different levels of English proficiency, and low self-efficacy. It is expected that the finding can be useful for student teachers who will do their teaching practicum in hotels, also for those who are interested in studying ESP especially in teaching English to hotel staff.</p>

scholarly journals Teachers and Student Difficulties in Teaching ESP for Tourist Department

2020 ◽  
Vol 4 (2) ◽  
pp. 55
Author(s):  
Katarina Yulianti Koban ◽  
Maria Antonia Lema
Keyword(s):  
Student Teachers ◽  
Learning Process ◽  
English Teachers ◽  
English Teacher ◽  
Student Difficulties ◽  
Need Analysis ◽  
Teaching Learning

This study aimed at investigating the difficulties of teaching ESP For Tourism Department. The data where taken from through observation, interview and study documents. Data collected by observation, interview and documentation, tthen, the researcher will write down the results of interviews with the English teacher and students This research shows that Professional English teachers often find it difficult when they have to teach English for Specific Purpose (ESP) as they need to do extra works like doing need analysis and creating the specific syllabus before teaching to make sure that the teaching-learning process will go smoothly. Student teachers, who have less experience in teaching, are likely to face greater difficulties in teaching ESP.

scholarly journals The Use of Question Modification Strategies in ESL Class

2020 ◽  
Author(s):  
Zailani Jusoh ◽  
Junaidah Abdul Rahman ◽  
Hishamuddin Salim
Keyword(s):  
Second Language ◽  
Student Teachers ◽  
Primary Schools ◽  
Instructional Strategy ◽  
Active Participation ◽  
Classroom Observations ◽  
Teaching English ◽  
Teaching Practicum ◽  
Language Class ◽  
Language Context

Questioning is a popular instructional strategy in a language class to encourage learning. However, not all questions are effective in doing so, as some questions sometimes go unanswered. When faced with a situation such as this, teachers must adjust their questions to make it more understandable. This study investigates question modification strategies employed by student teachers in English as a second language (ESL) class. Data for the study was collected through classroom observations. The participants were seven Diploma in Teaching English as a second Language (TESL) students who were undergoing their compulsory 12-week teaching practicum (TP) at various primary schools in Terengganu. The data were analyzed thematically based on the types of strategies used in the process. The finding shows that the most popular modification strategies among the STs are repetition and translation. Besides, the choice of modification strategies is limited to just a few. Many strategies were not fully utilized in class. The findings highlight important pedagogical implications for education providers (EPs) to improve on to produce competent teachers. EPs should expose student teachers to a wide array of question modification strategies to prevent interaction breakdown and to encourage active participation in the class. The ability to modify questions will create a more interactive and communicative environment suitable for learning English in a second language context.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals Teaching English During Covid-19 Pandemic: A Cross-level Educators’ Perception

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Sonia Octavia ◽  
Agus Dwiyanto ◽  
Heni Noviarita
Keyword(s):  
Online Learning ◽  
Knowledge Transfer ◽  
Learning Process ◽  
Educational Level ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Learning System ◽  
Teaching English ◽  
Interview Method ◽  
Teaching Learning

This study aims to analyze as well to investigate the phenomenon of teaching English online during the re-emerging pandemic situation forcing the teaching learning process to be re-implemented online. In this case, every layer of educational level can’t fail to be affected by the cataclysmic event, which is highlighted in this study. This turnout of event made the course of learning to be challenging not only for students who undergone the process, but also teachers who maintain the conduciveness of the classroom. Perspective from educators are considered required elements since the on-going process of knowledge transfer is at stake. The subjects were 10 cross-level English teachers situated in Java and Sumatera. Qualitative approach utilizing semi-structured interview method in obtaining the necessitated data was chosen as the best method and approach in the study. The participants mainly agreed with the online learning system, though they faced challenges like limited subsidiary quotas, students’ poor condition, students’ misbehavior and lack of better equipments. Besides various approaches and solution in facing the challenges, it was also known that writing was considered the most challenging to teach among the four basic skills.

scholarly journals Authentic Material and Automaticity for Teaching English

2017 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Widyastuti Widyastuti
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Real Life ◽  
Text Structure ◽  
First Year ◽  
Teaching English ◽  
Authentic Material ◽  
English Fluency ◽  
Real Language ◽  
Teaching Learning

This article discusses how to make students of Science Education in first year feel interesting in English lesson, understanding the text well and can communicate English fluency. It has been suggested that Authentic Material and Automaticity Theory not only creates a friendly and fun condition in teaching reading but helps students to study comprehensibly so they are able to understand the text, structure, vocabulary easily, read fluently and they also can communicate in English. The authentic material can make the teaching learning process fun and eliminate boring because the topics and materials can be found in internet so it will be more visually and  interactive . Automaticity theory can solve the problem of students who must memorize words that make them feel boring and forget the words soon. The other benefit is the students can exposure the real language being used in a real context and stimulate studens’idea, encouarage them to relate themselves with real-life experiencesThese strategies can make the students understand easily and enjoy the teaching learning process. By combining authentic material and automaticity strategies for teaching English in science education, will develop readers (students) to become fully competent and fluent.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

scholarly journals El diseño de tareas de entrenamiento en el fútbol desde el enfoque de la pedagogía no lineal (Design of training tasks in football from the nonlinear-pedagogy approach)

Retos ◽  
2020 ◽  
pp. 768-772
Author(s):  
Alberto Martín-Barrero ◽  
Pablo Camacho Lazarraga
Keyword(s):  
Learning Process ◽  
Dynamic Environment ◽  
Adaptation Process ◽  
Conceptual Basis ◽  
Learning Contexts ◽  
Practical Proposal ◽  
New Vision ◽  
Teaching Learning ◽  
And Training ◽  
Different Levels

El diseño de tareas y su planificación ha emergido como uno de los principales enfoques en las líneas de investigación sobre aquellos investigadores que apoyan la bases conceptuales de la pedagogía no lineal como elemento clave para el proceso de enseñanza-aprendizaje y el entrenamiento. Es por ello, que cada vez más se investiga cómo afectan los diferentes constreñimientos en relación a los comportamientos y patrones de acción de los jugadores, tanto en el plano individual como colectivo. Se realiza una propuesta práctica con diferentes niveles de complejidad, en las que se manipulan la aleatorización de los movimientos de los jugadores, el grado de oposición, las fases del juego, el rol del jugador y la forma de gol. Esta nueva visión de la pedagogía no lineal, nos obliga a replantearnos el concepto de tarea de entrenamiento, orientándolo hacia un entorno dinámico adaptado a las necesidades de los jugadores. El objetivo de este trabajo es realizar una propuesta práctica a través de diferentes contextos de aprendizaje (tipos de tareas) de menor complejidad, manipulando/constriñendo ciertos elementos de la misma, con el fin de aumentar el grado de variabilidad y complejidad, a través de estrategias que mejoren el proceso de adaptación del jugador a las situaciones reales de juego.Abstract: The design and planning of tasks has emerged as one of the main focuses in the lines of research for those researchers who support the conceptual basis of nonlinear pedagogy as a key element for the teaching-learning process and training. For this reason, more and more research is being carried out on how the different constraints affect behaviors and action patterns of the different players, both individually and collectively. A practical proposal is made with different levels of complexity, in which the randomization of players’ movements, the degree of opposition, the phases of the game, players’ role, and goal forms are manipulated. This new vision of nonlinear pedagogy pushes us to rethinking the concept of training tasks, directing it towards a dynamic environment adapted to players’ needs. The objective of this work is to carry out a practical proposal through different learning contexts (types of tasks) of less complexity, manipulating / constraining certain elements of it, in order to increase the degree of variability and complexity, through strategies that improve players’ adaptation process to real game situations.

scholarly journals The Use of Cue Card in Cooperative Learning for Teaching Vocabulary

2019 ◽  
Vol 8 (2) ◽  
pp. 128-135
Author(s):  
Parmi Parmi
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Document Analysis ◽  
Learning Method ◽  
Grade Student ◽  
Teaching English ◽  
Case Research ◽  
The Subject ◽  
Teaching Learning ◽  
Learning English

Vocabulary is the basic of English that is very important and difficult to master. Vocabulary will help students to master the four skills of language. Therefore, teacher have to make creative and interesting a way for teaching vocabulary.This study concern about how cue card and cooperative learning is used for teaching vocabulary. This study focused on theuse cue card as learning media and cooperative learning as learning method. The subject of this study was seven grade student of SMP N 41 Semarang. The aim of this study was to describe the implementation of cue card with cooperative learning in teaching vocabulary to the students in the classroom. This study was a qualitative case research. The observation, questionnaire, interview, and document analysis was used to collect the data. The questionnaire was given at the end of the study. The observation sheet used to monitor the students and teacher’s activities during the teaching learning process. The intrview was done at the end of the meeting.Based on the result, the researcher concluded that the use of cue card for teaching English vocabulary is interesting, effective, efficient, and arffordable. In addition, cooperative learning was helpfull to increase the student’s confidence.   Keywords: Cue Card, Cooperative Learning, English Vocabulary

scholarly journals Using Teaching Proficiency Through Reading and Storytelling (TPRS) in Teaching English for Young Learners

2018 ◽  
Vol 6 (2) ◽  
pp. 78
Author(s):  
Arini Octaviani ◽  
Vega Hesmatantya
Keyword(s):  
Action Research ◽  
Direct Observation ◽  
Learning Process ◽  
Teaching Method ◽  
Kindergarten Students ◽  
Teaching English ◽  
Qualitative Design ◽  
Young Learners ◽  
Classroom Action Research ◽  
Teaching Learning

This study was conducted in order to find out how to improve students’ skills in retelling at kindergarten students of JAC School Surabaya. It described the implementation of Using Teaching Proficiency through Reading and Storytelling (TPRS) in teaching learning process and reported students’ retelling story ability. This research used Classroom Action Research (CAR) which is conducted to solve the students’ during story telling time and students’ ability in retelling story. The study uses Burns theory. This Classroom Action Research has four steps in one cycle. Those are planning, acting, observing, and reflecting. The writer used a descriptive qualitative design to gain the information concerning process of TPRS method. There are three steps of TPRS teaching method. Those are Established the Meaning, Tell a class story and Read. There was an activity called circling in tell a class story step According to the data, the students made an improvement of retelling story use their own language from the first to the second cycle. The average of students score in retelling story rubric of the first cycle was 2 as described as fair category. While the second cycle average of retelling story rubric was 4 and categorized as excellent. The data was the result of direct observation. The analysis was done by describing the implementation of using TPRS in learning process in the classroom.

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