scholarly journals TEACHING ENGLISH FOR YOUNG LEARNERS USING A DIGITAL COMIC STRIP

2015 ◽  
Vol 48 (1-3) ◽  
Author(s):  
I Ketut Trika Adi Ana
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
Comic Strip ◽  
Instructional Media ◽  
Good Teaching ◽  
Teaching English ◽  
Love Story ◽  
Young Learners

Abstract: Teaching English for Young Learners Using a Digital Comic Strip. Since young learners get bored easily, English teachers should be creative in designing the instruction in order to make it interesting for the students. One of the ways that can be done by the English teachers to make their teaching and learning process becomes an interesting activity is by providing good teaching media. It is believed that young learners love story and colorful teaching media. Therefore, this article aims at explaining how to create a colorful digital comic strip and how to use it for teaching English. Specifically, this article discusses about: (1) the role of story in teaching English for young learners; (2) how to design and develop a digital comic strip; (3) how to teach English for young learners using a digital comic strip; and (4) the benefits of teaching English for young learners using a digital comic strip. It is expected that this article could give enough information for those English teachers who want to teach English for young learners using a digital comic strip. Keywords: comic strip, instructional media, young learners Abstrak: Pembelajaran Bahasa Inggris untuk Peserta Didik Anak-Anak Menggunakan Komik Strip. Para guru yang mengajar Bahasa Inggris untuk anak-anak hendaknya kreatif dalam mendesain sebuah pembelajaran untuk menciptakan pembelajaran yang menarik bagi peserta didik. Hal tersebut karena peserta didik anak-anak sangat cepat bosan. Salah satu cara yang dapat dilaku-kan untuk mencipatakan pembelajaran yang menarik adalah dengan membuat media pembelajaran yang bagus. Anak-anak biasanya menyukai cerita dan media pembelajaran yang berwarna-warni. Untuk itu artikel ini akan menjelaskan mengenai cara mengembangkan komik strip digital berwarna dan strategi untuk mengajar Bahasa Inggris menggunakan komik strip digital tersebut. Secara spesi-fik, artikel ini akan membahas mengenai: (1) peranan cerita dalam pembelajaran Bahasa Inggris un-tuk peserta didik anak-anak; (2) cara mendesain dan mengembangkan komik strip digital; (3) strate-gi mengajar menggunakan komik strip digital; dan (4) manfaat pembelajaran bahasa Inggris meng-gunakan komik strip digital. Diharapkan artikel ini dapat memberikan informasi yang cukup bagi guru yang tertarik untuk mengajar Bahasa Inggris menggunakan komik strip digital. Kata-kata Kunci: komik strip, media pembelajaran, peserta didik kanak-anak,

scholarly journals A Study of the Instructional Media Used by the English Teachers in Teaching English

2020 ◽  
Vol 4 (3) ◽  
pp. 506
Author(s):  
Ni Putu Rika Ristika ◽  
Ni Made Ratminingsih ◽  
N. P. A Pratiwi
Keyword(s):  
Learning Process ◽  
School Environment ◽  
Teaching And Learning ◽  
English Teachers ◽  
The Other ◽  
Learning Problems ◽  
Instructional Media ◽  
Teaching English ◽  
Audio Books ◽  
Real Objects

This study was a descriptive qualitative which intended to investigate the types of instructional media used and the implementation done by the English teachers. The instructional media used to become the best solution to overcome the learning problems faced by the teachers. The subjects of this study were 5 English teachers at SMPN 2 Melaya. The data were collected through observation during the teaching and learning process and interviews with the teachers. The data analyzed descriptively. From the overall findings, the English teachers used eight types of instructional media, such as; real objects or models, slides, pictures, video, web, audio, books, and the boards. The teachers had different ways to implement them, such as they used LCD Projector and speakers as the tools to show the material and the school environment as the realia. The lack of facilities became the main problem in implementing them. Moreover, the teachers tend to use the same instructional media for the other topic since they do not have enough time to prepare.

scholarly journals THE UTILIZATION OF FLASH CARDS IN TEACHING ENGLISH TO YOUNG LEARNERS

2021 ◽  
Vol 4 (2) ◽  
pp. 156
Author(s):  
Novi Nuryani ◽  
Odo Fadloeli
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Second Grade ◽  
Learning Material ◽  
Instructional Media ◽  
Teaching English ◽  
Young Learners ◽  
Flash Cards ◽  
Teachers And Students ◽  
The Media

Media in learning process is very intact because it will be supported from  the learning to be more easily exposed. Many experts say that with the media, it can help teachers and students in the learning process to be able and achieve the goals of the learning process. This research aimed it introducing and describing how the  preparation and utilization of the flash cards media are used by teachers in teaching English to young learners. This research was conducted at SDN Baros Mandiri 2 Cimahi. The method used in this research is the descriptive research in accordance with the case study that occurred. The source of the data was the English teacher and the subjects were the second grade students of SDN Baros Mandiri 2 Cimahi. Observation, interviews and documentation are the data collection techniques used in this research. The findings reveal that teachers use flash card media according to the material to be delivered to young learners. Based on the results of the research the flash card media can help facilitate teachers in the delivery of learning material, students are also more enthusiastic, excited and very happy to learn English and very influential in the teaching and learning process.  Keywords:  instructional media, utilization of instructional media, flash Card

PELATIHAN METODE PEMBELAJARAN FUN ENGLISH GAMES USING APPLICATION BAGI GURU BAHASA INGGRIS MAS NU BATAHAN

2021 ◽  
Vol 2 (2) ◽  
pp. 43-50
Author(s):  
Resdilla Pratiwi
Keyword(s):  
Community Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
English Learning ◽  
English Teacher ◽  
Learning Method ◽  
Teaching English ◽  
Learning Methods

This article deals with the training of Fun English Games Learning Method for English Teacher in MAS NU Batahan, This article shows several learning methods by using English Games funny and easy to understand, such as, Word Connect Application, Spelling Bee application, Stop the Clock Application, Typing Paragraphs for speed. This activity intends to enlarge some learning methods by using English Games for fun, and to give comprehending that English learning’s easy and enjoying. The method of this study used community development that collaborating theory and practicing in which using fun English games learning method in teaching English for English teacher MAS NU Batahan. The result shows that Fun English Games learning Method’s successfully applied in the classroom, the students are happy and can understand English learning easily and quickly through Fun English Games Method. It has benefit for teachers in teaching 4 skill, reading, writing, speaking and listening that must be mastered by students. In addition, School can use this method to improve the quality of learning in achieving very satisfactory results. Based on the explanation above can be concluded that Fun English Games learning Method for English teachers is very useful dan helpful in teaching and learning process.

scholarly journals Teaching English to Young Learners and Factors to Consider in DesigningThe Materials

2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Sukarno
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
English Teachers ◽  
Teaching English ◽  
Young Learners ◽  
Language Classroom ◽  
Methods And Techniques ◽  
English Classroom ◽  
Teaching Learning

Teaching English to young learners at elementary school is different from that to adults. The English teachers to young learners in elementary school, therefore, need to comprehend and to apply the theories of language teaching-learning to young learners and language classroom management. Besides, the English teachers are not only required to be able to teach well but also to be able to design materials so that they can apply approaches, methods, and techniques of teaching-learning English appropriately.This article discusses teaching English to young learners, the theories of teaching English to young learners at elementary school, English classroom management at elementary school, and what to consider in designing teaching-learning materials.To reach the goal of the teaching and learning of English at elementary school, the English teachers at elementary school should know and apply the theories of teaching English to young learners. Besides, they should also know what to consider in designing teaching-learning materials in order that the materials given to the students are appropriate for the students’ development in relation to languages.

scholarly journals THE PREPARATION OF INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS AT SDN BAROS MANDIRI 3 CIMAHI

2021 ◽  
Vol 4 (3) ◽  
pp. 414
Author(s):  
Silfia Ayuningtias ◽  
Evie Kareviati
Keyword(s):  
Learning Process ◽  
Fifth Grade ◽  
English Teacher ◽  
Instructional Media ◽  
Teaching English ◽  
Young Learners ◽  
Fifth Grade Students ◽  
Descriptive Qualitative

This study has two purposes, the first is describing how the teacher’s preparation the instructional media and the second one is explaining how the teacher’s utilized the instructional media in teaching English to young learners. This study was conducted in SDN Baros Mandiri 3 Cimahi at fifth-grade students. To collect the data the researcher used observation in the classroom and interview with the English teacher. This method used a descriptive qualitative. The result of this study showed that in preparing the instructional media the teacher did two kinds of preparation. The English teacher’s stated that the preparation was: first, selecting the suitable instructional media related to the material that will be taught. Second, mastering the material for delivering to students. The instructional media used by the English teacher’s is flashcards, the English teacher’s stated that flashcards are mostly because it doesn’t need a lot of preparation. Flashcards are also useful to help the teacher in the learning process because the students can visualize the words through seen at the flashcards. The use of flashcards also easy, the teacher only needs to show one by one of the pictures to all students and they would be guessed the name of the pictures related to the material, students who can guess will come to the front of the class and write down the word in English.

scholarly journals The Teachers' Pedagogic Competence in Teaching English through Online and Offline Setting

2020 ◽  
Vol 7 (1) ◽  
pp. 42
Author(s):  
Nur Fadila Faidal ◽  
Rafi'ah - Nur ◽  
Suriani Suriani
Keyword(s):  
Learning Process ◽  
Online Instruction ◽  
Teaching And Learning ◽  
English Teachers ◽  
Teaching English ◽  
New Methods ◽  
Pedagogical Competence

Nowadays, a new trend in the teaching and learning process emerges along with the development of technology. This study aims at exploring the pedagogical competence of English teachers at SMPN 8 Satap Maiwa. It also aims at finding out the students' perceptions of their teachers' pedagogical competence. There were three kinds of instruments in this study. They were observation, interview, and a questionnaire. Based on the interviews, the results showed that the teachers enjoyed teaching in the classroom, and they were interested in conducting online instruction even sometimes found problems in doing the process. Based on the questionnaire, the researcher found students perceived their teachers as quite good instructors in the classroom. Finally, the researchers suggested to the teachers that they should always intend to improve their competence by applying some new methods to make students better understand the materials.

scholarly journals THE IMPLEMENTATION OF VOCABULARY BUILDING STRATEGY IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS

2018 ◽  
Vol 5 (1) ◽  
pp. 40
Author(s):  
Syafrizal Syafrizal ◽  
Haerudin Haerudin
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Teaching English ◽  
Young Learners ◽  
Vocabulary Building ◽  
Teacher Needs ◽  
Young Learner ◽  
Descriptive Qualitative

Vocabulary as one of English component and it’s very important to learn. Before the students master the four skills they have to know some vocabularies to support them in learning English. English vocabulary as one of the language skill elements has an important role for young learners in learning foreign languages. In presenting English, especially vocabulary, the teacher should be creative in choosing materials and able to stimulate the student's interest. The teacher needs to manipulate some strategies to support the teaching and learning process. Teaching English for young learner is different from teaching adults in a way that they are often more enthusiastic, active and easily adaptive than adults. The type of this research is descriptive qualitative research. This research is a descriptive qualitative research that focuses on vocabulary building strategy in teaching vocabulary to young learners. It describes the technique and method used by the teacher in teaching English vocabulary to young learner.

scholarly journals The Implementation of CTL Method in teaching English to the students of MAN 1 Enrekang

2021 ◽  
Vol 16 (1) ◽  
pp. 125-136
Author(s):  
Rahmad Risan ◽  
Hasriani Hasriani ◽  
Maemuna Muhayyang
Keyword(s):  
High School ◽  
Learning Community ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Authentic Assessment ◽  
English Teachers ◽  
Limited Time ◽  
Teaching English ◽  
Five Elements

This research shows the implementation of contextual teaching and learning conducted by the English teachers of MAN 1 Enrekang in teaching English. MAN 1 Enrekang is senior high school that is located in Enrekang regency, Sulawesi Selatan, as one of the schools where most of the teachers there implement CTL method in teaching, include teaching English. However, sometimes the students still find it difficult to understand the material being taught, especially English. This research employed descriptive qualitative method, in which the data collected and analyzed qualitatively by giving description about the phenomena or facts have been found in the field. The subjects of the research were the English teachers of MAN 1 Enrekang. They are English teachers who have implemented CTL in teaching English. Based on the result, it can be concluded that the implementation of CTL method in teaching English to the students of MAN 1 Enrekang was not totally or fully conducted. There are seven elements should be applied in teaching and learning for implementing CTL. They are constructivism, inquiry, modeling, reflection, learning community, questioning, and authentic assessment. Eventhough the teachers understood and admitted implementing CTL in teaching English, the result of the observation shows that the English teachers applied only five elements of CTL in the classroom, while there were two elements of CTL those have not been applied because of the limited time in teaching and learning process, they are constructivism and inquiry. The element of CTL that was applied frequently is questioning

scholarly journals CODE – MIXING IN ENGLISH CLASSES OF SMPN 14 KOTA BENGKULU: VIEWS FROM THE TEACHERS

2018 ◽  
Vol 2 (1) ◽  
pp. 22-33
Author(s):  
Tri Ramadhaniarti ◽  
Safnil Arsyad ◽  
Arono Arono
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
Teaching English ◽  
Audio Recording ◽  
English Classes ◽  
Code Mixing

English teachers in all levels of education in Indonesia try hard to make their students able to speak and write English. Teachers sometimes  use code-mixing in their  classroom  instructions. This study is conducted to investigate Code – Mixing in English Classes of SMPN 14 Kota Bengkulu: Views From the Teachers. The participants were the English teachers who teach English at SMPN 14 Kota Bengkulu. The data were collected  from  audio-recording and interviewing to the teachers. The results indicated that teachers used  inter-sentential code-mixing  more frequently than intra-sentential code-mixing. It also found  that all of the teachers used code-mixing in pre-activity, while activity and post-activity of teaching and learning process in their English classes. They also used code-mixing for  giving instruction, translation and asking for clarification.   The English-Indonesian pattern is the most frequently used by the teachers in teaching English. The teachers used code-mixing in teaching English in the English classes to make the students able to understand the purpose of teaching and learning process easily.

TEACHERS’ READINESS IN INSERTING THE 21ST CENTURY SKILLS FOR TEACHING ENGLISH AT PRIMARY SCHOOLS

2020 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Putu Rahmayanti ◽  
Ni Nyoman Padmadewi ◽  
Luh Putu Artini
Keyword(s):  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Lesson Planning ◽  
English Teachers ◽  
Qualitative Description ◽  
Teaching English ◽  
Balanced Assessment

The development of 21st century affects all sectors including the education field. The importance for preparing students with knowledge and skills affects the learning process in this era. Life skills and balanced assessment are the demands in 21st century era. These demands need to be prepared by the teachers since primary education. Therefore, it is important to analyze primary English teachers’ readiness in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing students’ learning as the important aspect on learning process. This study used embedded mixed method using qualitative description and supported with descriptive quantitative analysis. The subjects of the research were 11 primary English teachers in Denpasar. A questionnaire was used to measure the readiness of the teachers in inserting the skills in the aspects of learning process. The data obtained were calculated and classified into its level of teachers’ readiness. It was found that the teachers perceived themselves as ready in inserting the 21st century skills. This is indicated by 1) their positive responses toward the knowledge about the 21st century skills, 2) they were confident in perceiving their implementation toward 21st century skills, and 3) they were ready in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing their students’ learning activities. It is expected that the teachers sustain their readiness in inserting the 21st century skills in teaching English for their students at schools.

Sign in / Sign up

Export Citation Format

Share Document