scholarly journals Teacher’s Strategies in Teaching English Speaking to Young Learners

2020 ◽  
Vol 2 (2) ◽  
pp. 60-67
Author(s):  
Nia Florentina Robert ◽  
Widi Syahtia Pane
Keyword(s):  
Teaching And Learning ◽  
Teaching Strategy ◽  
School Teacher ◽  
Role Play ◽  
Learning Activity ◽  
Teaching English ◽  
Young Learners ◽  
Social Strategy ◽  
English Speaking ◽  
Process Strategy

In teaching and learning process strategy is an activity that should be done both teacher and learner in order to get learning activity become effective and efficient. In short, teaching strategies are very important since they determine the success of teaching process. Strategies used by teachers should be interesting and can capture students’ attention. Some of the strategies used in teaching speaking are such cooperative activities as role-play, creative tasks, and drilling [1]. This article report a qualitative study that find out teacher’s strategies in teaching English speaking to young learners in junior school. Two junior school teacher in SMP Purnama were participated in this research and data were collected through interviews based on a case study design. The result of this study indicated the technique employed by the teacher in teaching speaking were so various such as role play, storytelling, social strategy and discussion. Teachers at SMP Purnama use more than one teaching strategy same like explanation above. This strategy helps students in an easier, faster, and more fun way mastering vocabulary so that it greatly supports the improvement of students' speaking skills. The teachers chooses a strategy based on the principles of teaching speaking. The teacher uses several strategies to help students are more motivated to learn and can add to their new vocabulary.

scholarly journals EXPLORING YOUNG LEARNERS TEACHERS COMPETENCY AND CHALLENGES IN TEACHING ENGLISH

2019 ◽  
Vol 3 (1) ◽  
pp. 229-238
Author(s):  
Natalia Anggrarini
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Teaching And Learning ◽  
Learning Activity ◽  
English Teacher ◽  
Teaching English ◽  
Local Content ◽  
Young Learners ◽  
Teaching Competence ◽  
Good Ability

Competency is a set of knowledge, skill and experience necessary for the future, which manifest in their activity (White, 1959). Teaching competency reflects how teacher’s ability in teaching and learning activity. Regarding to English teaching and learning to foreign learners, young learners are also exposed to have this language mastery. But Indonesian Government (see 2013 Curriculum of Elementary School) limits the subjects in Elementary School into six subjects and English is excluded. For some elementary schools, English is not give, but some others English is put as Local Content. The decision of local content here is based on the need of society, and it is happened in some elementary school in Indramayu. Thus, an English teacher for young learners in some elementary schools should reflect their competency in teaching English. She/he should be occupied with knowledge, skill and experience that needed to teach English to young learners so the purpose can meet the need. The aim of this research is to find out teaching competence of English teacher in teaching English to young learners. By conducting qualitative descriptive, this research uncovered the competency of teacher in planning the lesson, media and the implementation so it can be a consideration to put back English subject as one of main subjects in Elementary School. From the finding, it can be seen that some English teachers had made their efforts on performing good ability in teaching English such as in lesson planning, teaching media, teaching and learning activity and teaching assessment. While the challenges in teaching English to young learners were from students’ behavior. The students’ unawareness, unwillingness and laziness to study were the challenges of teaching English for young learners.  

scholarly journals Developing a monograph book for teaching English skills to young learners in wetlands areas

2021 ◽  
Vol 2 (1) ◽  
pp. 18-26
Author(s):  
Dini Noor Arini ◽  
Raisa Fadilla
Keyword(s):  
Research And Development ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Asia Pacific ◽  
Teaching English ◽  
Young Learners ◽  
Academic Settings ◽  
The Government ◽  
Suitable Reference ◽  
English Instruction

To enable Universitas Lambung Mangkurat (ULM) to become the Asia-Pacific centre for wetlands development in 2027, one of the efforts ULM makes is to raise awareness about the importance of optimising human resources in wetlands through research and development in the educational and cultural fields. English is considered a foreign language in Indonesia, allowing students to use the language outside of academic settings. English becomes a required subject in junior and senior high school; however, the government requires that English be taught in primary schools as a local topic. English, on the other hand, remains a mandatory subject in a large number of Indonesian primary schools, particularly in Banjarmasin. The issue arises in primary school English instruction because there is no clear guidance for teachers on how to teach English in an appropriate and engaging manner for the students. Due to the absence of a monograph book on teaching methods, teachers in some primary schools in Banjarmasin, particularly those located in wetland areas, have limited access to teaching English to young learners (EYL). In light of the university's policy and the critical nature of achieving teaching and learning objectives, as well as the absence of a suitable reference book for teaching EYL, this study aims to develop an appropriate monograph book on teaching techniques for students of young ages. The research and development design is chosen because it aims to create a product and meets the needs of the reference book's development. The results are expected to improve students' academic performance and to assist EYL teachers in wetland areas in conducting effective and meaningful teaching.

Popular video cartoons and associated branded toys in teaching English to very young learners: A case study

2016 ◽  
Vol 21 (5) ◽  
pp. 568-588 ◽  
Author(s):  
Danijela Prosic-Santovac
Keyword(s):  
Second Language ◽  
Intrinsic Motivation ◽  
Role Play ◽  
Foreign Languages ◽  
Age Group ◽  
Teaching English ◽  
Young Learners ◽  
Motivation For Learning ◽  
The One

When teaching foreign languages to very young learners, motivation is an issue that needs to be taken into account even more than in the case of any other age group. Teaching materials and students’ textbooks used in schools and preschools, however carefully crafted, often fail to cater for the genuine interests of children and to invoke intrinsic motivation for learning. This article aims to examine whether centring teaching around authentic media material, such as popular cartoons, and the accompanying branded toys, affects the level of second language (L2) knowledge and motivation for learning. The ‘one environment – one language’ approach was developed for this case study, which focuses on the learning progression of one four-year-old during the period of 18 months. The results speak in favour of using this approach both in kindergarten settings, exploiting role play with playschool character toys, as well as in home settings, where family characters can be used to connect home and preschool environments.

scholarly journals MENINGKATKAN MINAT BELAJAR SEJARAH MELALUI STRATEGI PEMBELAJARAN METODE BERMAIN PERAN (ROLE PLAYING) (STUDI PEMBELAJARAN PADA SISWA KELAS XII IPS SMA NEGERI 2 BANJARMASIN)

Jurnal Socius ◽  
2017 ◽  
Vol 6 (02) ◽  
Author(s):  
Riduansyah Riduansyah
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
Role Play ◽  
Role Playing ◽  
Learning Activity ◽  
Descriptive Research ◽  
History Learning ◽  
The Subject ◽  
Learning Interest ◽  
Research Type

The purpose of this research is to know the description of interest, understanding of history subject, and creativity, effectiveness of teaching and learning activity in class in history subject at SMA Negeri 2 Banjarmasin. The research used qualitative method and the research type used was classroom action research. Descriptive research aims to give factual and accurate description regarding the facts of situation at SMA Negeri 2 Banjarmasin, especially on the role play  method in increasing the history learning interest. Data taken consist of primary and secondary data.The result of research indicates that role playing method in increasing the interest of  history at SMA Negeri 2 Banjarmasin has run well and succeeded. The assessment seen from the cognition , psychomotor, and affective aspect  of students has depicted on overall students’ learning results and objectivity. The problems faced in applying role playing method were (1) limitation of time , (2) limitation of materials which are required in the subject, (3) lack of knowledge of teacher in role playing method, and (4) less comprehension of students about role playing. Keywords: Interest and method of role playing Tujuan dari penelitian ini untuk mengetahui gambaran minat, pemahaman pelajaran sejarah, dan kreativitas, efektifitas kegiatan belajar mengajar siswa pada mata pelajaran sejarah di SMA Negeri 2 Banjarmasin.Penelitian ini menggunakan pendekatan kualitatif dan jenis penelitian yang digunakan adalah penelitian tindakan kelas. Penelitian deskriptif bertujuan untuk memberikan gambaran secara faktual dan akurat mengenai fakta-fakta tentang keadaan Sekolah Menengah Atas Negeri  2 Banjarmasin, khususnya dalam hal metode Bermain Peran (Role Playing) untuk meningkatkan minat  belajar sejarah. Data yang diambil terdiri dari data primer dan data sekunder.Hasil penelitian menunjukkanmetode Bermain Peran (Role Playing) untuk meningkatkan minat  belajar sejarah pada Mata Pelajaran Sejarah kelas XII IPS-4 SMA Negeri 2 Banjarmasin sudah dapat dikatakan berjalan dengan semestinya dan berhasil.Penilaian dengan melihat aspek kognitif, psikomotor, dan afektif siswa sudah menggambarkan keseluruhan hasil belajar siswa dan objektivitas.Masalah-masalah yang dihadapi dalam penerapan metode Bermain Peran (Role Playing) disini adalah (1) sedikitnya waktu, (2) materi yang dibutuhkan dalam pelajaran ini sangat terbatas, (3) guru kurangnya pengetahuan tentang metode bermain peran, dan (4) siswa kurang memahami tentang Bermain Peran.Kata Kunci:Minat dan metode  bermain peran (Role Playing)

scholarly journals PENGEMBANGAN BUKU AJAR BERORIENTASI PENDIDIKAN KARAKTER PADA MATA KULIAH PEMBELAJARAN PKn SD DI PROGRAM STUDI S1 PGSD

2016 ◽  
Vol 4 (01) ◽  
Author(s):  
Widya Trio Pangestu
Keyword(s):  
Character Education ◽  
Teaching And Learning ◽  
School Teacher ◽  
Evaluation Research ◽  
Threshold Level ◽  
Instructional Materials ◽  
Main Element ◽  
Learning Activity ◽  
Study Program ◽  
D Model

<p>Textbooks have become the main element of teaching and learning process. Studies have been conducted to develop instructional materials for the subject of PKn SD at Elementary School Teacher Training Study Program, but there is still limited textbooks with character content, when character have been debating recently. This research is attempetd to develop textbook of PKn SD with character content, by measuring students’ activity, achievement and response. This research is cunducted by class evaluation research method by applying 4-D model. The subjects of the research are 20 students of 5D and 20 of 5I, PGSD-IKIP PGRI Madiun. The results of the research shows that: the learning activity is good by 77.6% of sctive students; 95% of students achieve threshold level by 80.75; textbook is suitable used in average 83.2% and have positive response against the textbook.</p><p> </p><p><strong>Keywords</strong>: Textbook, character education, PKn SD.</p>

scholarly journals The Effectiveness of Total Physical Response (TPR) on Teaching English to Young Learners

2021 ◽  
Vol 12 (2) ◽  
pp. 293
Author(s):  
Rong Xie
Keyword(s):  
Literature Review ◽  
English Education ◽  
Relevant Literature ◽  
Role Play ◽  
Teaching Approaches ◽  
Teaching English ◽  
Young Learners ◽  
Physical Response ◽  
Authentic Environment ◽  
Potential Factors

This article through two teachers’ cases, namely, observation of two teachers’ classes and interview with them, interview with their students and their students’ parents, attempts to investigate the effectiveness of TPR as a classroom technique with young learners and to explore how teachers use TPR and to identify some of the challenges of using it in practice. All the findings are discussed referring back to the relevant literature review and context. The findings of observation indicate that the TPR technique is a good way on the basis of games, role-play, storytelling and pair works with the physical actions. It also finds some potential factors that contribute to TPR’s challenges in practice, such as the use of traditional method, training constraints, students’ low English proficiency, the lack of authentic environment and exam-oriented assessment. The findings from the various angles obtained seem to be very similar to those reported earlier by literature review. This study also makes a contribution to the existing literature in terms of the providing insights into the attitudes toward English education for parents or students, and the lack of parents’ supervision to some extent that they have influenced on the TPR. Importantly, through a systemic introduction of TPR in this study, it is useful to help future teachers to implement TPR methods into their young learner teaching. The results of this study can also help me to reflect on my own teaching approaches and support other teachers working in my college.

scholarly journals Teaching the Nation: Literature and History in Teaching English

2016 ◽  
Vol 3 (2) ◽  
pp. 43-53
Author(s):  
Onoriu Colăcel
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Political Action ◽  
Native Speaker ◽  
Mother Tongue ◽  
Teaching English ◽  
English Speaking ◽  
Anglo American ◽  
English Speaking World ◽  
The Uk

Abstract Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.

scholarly journals The Effect of the Online and Offline Blended Teaching Mode on English as a Foreign Language Learners’ Listening Performance in a Chinese Context

2021 ◽  
Vol 12 ◽  
Author(s):  
Yuhong Jiang ◽  
Yingying Chen ◽  
Jiasheng Lu ◽  
Yiqing Wang
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Blended Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Learning Activity ◽  
English Learning ◽  
English Teaching ◽  
Young Learners

With the rapid development of digitalisation, multimedia and network-based communication technology, all walks of life are undergoing change and development driven by the application of the internet to conventional industries. Especially because of the outbreak of coronavirus disease of 2019 (COVID-19), English teaching and learning modes are undergoing revolutionary changes worldwide (Wong et al., 2020). Online courses and materials have become the norm for students, and combined with offline English learning activities, an online and offline blended learning mode has ultimately emerged (Graham, 2006; Whittaker, 2013). Whereas blended learning has been considered in several contexts, it has been less investigated in the field of blended English learning mode for the listening comprehension ability and emotional experiences of young learners of Chinese English as a foreign language (EFL) while doing the tasks. Thus, this study focussed on the achievement and experience of Chinese EFL junior high school students during blended learning using Quizlet software as the online learning tool. This study aimed to explore the following: (1) the effect of the online and offline blended mode on the learning outcomes of students and (2) the experience of students while engaging with blended tasks in terms of their learning interest, attitude, and strategy use in English listening learning. A 4-month teaching intervention involving the online and offline blended mode was conducted in English listening classes. Adopting mixed-methods qualitative and quantitative research, this study examined the engagement process of two classes of students and analysed data from their English listening tests and follow-up in-depth interviews. The results suggested that the blended activity was conducive to enhancing the listening performance of students. Moreover, the attitudes of students toward English listening learning shifted from a relatively negative engagement to a more positive one. Meanwhile, the interest of students grew and their learning strategies became more diversified. These findings have implications for English teaching and learning activity design for young learners.

scholarly journals Developing Supplementary Teaching Speaking I Materials for Students of English Education Program of State Institute for Islamic Studies (IAIN) Bengkulu, Indonesia

2020 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Dedi Efrizal
Keyword(s):  
Education Program ◽  
Teaching And Learning ◽  
English Education ◽  
Teaching English ◽  
State Institute ◽  
Islamic Studies ◽  
Daily Experiences ◽  
Field Note ◽  
English Speaking ◽  
Expert Validation

Most of third semester students of English Education program of State Institute for Islamic Studies (IAIN) Bengkulu, Indonesia, encountered many problems in speaking activity. The main problem was there were not appropriate teaching English speaking materials yet that give big portion and opportunity for the students to speak actively and freely based on their contextual or daily experiences and background in order to support teaching and learning process of English speaking I. the objective of this research is developing a set of supplementary teaching English speaking materials for the students based Contextual Teaching and Learning. This research used Research and Development design with the procedures: conducting need assessment, developing supplementary materials, conducting expert validation, revising the materials, trying out the materials, and revising the materials. The researcher collected the data by using questionnaires, interview, analyzing the syllabus, and field note. The product of this research is four units of supplementary teaching English speaking I materials for third semester students of English Education program of State Institute for Islamic Studies Bengkulu, Indonesia.

scholarly journals ROLE-PLAY IN TEACHING ENGLISH LITERATURE

2017 ◽  
Vol 5 (2) ◽  
pp. 81
Author(s):  
Nisa Syuhada
Keyword(s):  
Learning Process ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Teaching Method ◽  
English Literature ◽  
Role Play ◽  
Linguistic Competence ◽  
Teaching English ◽  
Literature Study ◽  
Efl Students

The important thing in teaching and learning process is teaching method. However, the teacher’s creativity is more important than the method itself. This paper offers a method for EFL students to study English through literature. Role-play as a teaching method to increase students’ linguistic competence through narrative as one of literary works. This paper also offers evaluation system to measure the students’ competence in learning literature study through narratives of Hodja.

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