scholarly journals ROLE PLAYING AS TECHNIQUE FOR TEACHING SPEAKING TO HELP DEVELOPING THE STUDENTS’ CHARACTER

2018 ◽  
Vol 1 (2) ◽  
pp. 67
Author(s):  
Kurnia Fitri Arifah ◽  
Riyadi Santosa ◽  
Ngadiso Ngadiso
Keyword(s):  
Language Learners ◽  
Learning Process ◽  
Language Skills ◽  
Role Play ◽  
Role Playing ◽  
Character Building ◽  
Teaching Learning

Teaching speaking gives opportunity to provide fluency practice for language learners. The students can practice to speak by role playing as one of techniques in teaching speaking. However, students with the high speaking ability are worthless without good morals. For this reason, today the teacher has responsibility towards the student’s character. Unfortunately, the character building for students cannot be taught in isolation because it is not included in language skills. Therefore, the character building should be infused to the teaching learning process. This paper addresses the issue of role play as a technique in teaching speaking and developing students’ character.

scholarly journals MENGEMBANGKAN INTELIGENSI DAN KREATIVITAS ANAK USIA DINI

2019 ◽  
Vol 9 (1) ◽  
pp. 39-57
Author(s):  
M. Zaqin
Keyword(s):  
School Children ◽  
Learning Process ◽  
Role Play ◽  
Left Brain ◽  
Education Centre ◽  
Teaching Learning ◽  
Children Education

There are two reasons why intellegence and creativity of pre school children need to be developed? First of all, it is related to the development and the growth of children. Secondly, it is related to the demand of society development. Learning has important role in developing intellegence and creativity of pre school children. Learning which is considered able to develop intellegence and creativity and to develop children’s right and left brain is the learning suitable to the principle of pre school children education. Centre is one of the ways to manage class whose teaching-learning  process  consists of related and integrated centres based on fully and appropriately need of children. Centre can be developed by institution in accordance with the competence of educators, staffs of education and the facilities. In general, there are at least four centres Pre school (PAUD) institutions  must develop. They are; Balok centre, role play (main peran) centre, natural things (bahan alam) centre and preparation centre.

Incorporation of GTM and CLT: An Effective Way to Teach & Learn English in Bangladesh

2021 ◽  
pp. 47-51
Author(s):  
Asif Al Matin
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Education System ◽  
Teaching And Learning ◽  
Native Language ◽  
Language Skills ◽  
Long Time ◽  
Teaching Learning ◽  
Effective Teaching And Learning

The two very prominent methodologies are GTM and CLT in the education system in teaching & learning English in Bangladesh. To show the importance of the combination of these two phenomenal methods is the purpose of this paper. In Bangladesh GTM is commonly used for a long time, and at present CLT is also a very famous method. In this paper, the two methods are elaborated clearly in effective teaching and learning of English in Bangladesh. The study focuses on GTM and CLT in respects of achieving four skills, accuracy/fluency, teaching-learning process, handling the students’ feelings and emotions, the role of the native language of students, the language skills that are emphasized, and the way of teacher’s response to students’ errors. Though CLT is the more beneficial method nowadays GTM also has some positive things to offer. Based on the data and findings, this paper has also presented some suggestions for effective teaching and learning of English in Bangladesh.

An Interdisciplinary Approach to Develop Linguistic Abilities in Bilingual Education

2020 ◽  
pp. 40-57
Author(s):  
Adela González Fernández
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Bilingual Education ◽  
Educational System ◽  
Learning Process ◽  
Language Skills ◽  
Interdisciplinary Approach ◽  
Early Childhood Classroom ◽  
Second Languages ◽  
Teaching Learning

The traditional methods of language teaching have always had their roots in the grammar-translation method, used in our educational system for more than 500 years. However, the constant search for updating and the desire to improve the language skills of students has led to a succession of different methods and proposals in a few years with the intention of improving the existing ones. The literature on this subject confirms that there is no perfect approach, but it also shows that the communicative one and the interdisciplinarity in the teaching-learning process of second languages brings good results. The author proposes a holistic interdisciplinary activity for the bilingual early childhood classroom, based on the communicative method. Thus, this chapter presents the elaboration of a musical tale, accompanied by a subsequent audiovisual recording, which will help students to learn a second language in real natural contexts.

scholarly journals Learning Strategies Employed in English Language: Perceptions and Practices

2019 ◽  
Vol 1 ◽  
pp. 87-99 ◽  
Author(s):  
Pitambar Paudel
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Phenomenological Study ◽  
Learning Strategy ◽  
Language Skills ◽  
Learning Goal ◽  
Listening Skill ◽  
Teaching Learning

Learning strategies are the key tools to determine the approach for achieving the learning goal. They are included in different phases of teaching learning process. They are usually tied to the needs and interests of students to enhance their learning efficiency. This article aims at exploring perspectives and practices of learning strategies in learning English language. For this, phenomenological descriptive qualitative research was conducted with a class of 48 students of Bachelor in Education at a constituent campus, under Tribhuvan University, Nepal. Both the class of the students and campus were selected purposively to meet the requirement of phenomenological study. Thirty classes were observed as a participant as well as teacher and from the same group of the students only ten students were interviewed. Then, the data from both the sources were triangulated, interpreted and analyzed descriptively. From this study, it was interpreted that students employed various strategies to learn different language skills and aspects. The study revealed that students felt difficulty in selecting proper learning strategy for learning grammatical rules due to many exceptional cases and listening skill due to their less time devotion on it while the felt ease to select and employ proper strategies in learning vocabulary.

scholarly journals Teaching Speaking Skills through Role Play at Elementary Level: An Analysis

2021 ◽  
Vol 8 (1) ◽  
pp. 93
Author(s):  
Muhammad Safdar Bhatti
Keyword(s):  
Learning Process ◽  
Role Play ◽  
Elementary Level ◽  
Significant Difference ◽  
Teachers And Students ◽  
The Status ◽  
Post Test ◽  
Teaching Learning ◽  
Speaking Skills

English has won the status of International language. The quality of our expression depends on our use of speaking skills. The importance and value of speaking English have been accepted worldwide. In Pakistan, Teaching English was mainly focused upon reading and writing skills. But in today’s world, listening and speaking skills have become much more important than in the past. Recently, the value of role-play in the classroom situation has become mandatory to make the teaching-learning process easy, attractive, and interesting. The implementation of role-play was expected to be an effective way to improve the learners’ speaking skills. So in the present study, the focus is on this matter whether the use of role play can be beneficial in bringing a positive change in the teaching-learning process of speaking skills for elementary level learners. The collective problems of the teachers and students during speaking English were the main focus of the study. 360 students and twenty teachers of Bahawalpur region participated in this study. Pre-test, post-test, and questionnaire were used as a tool to collect the data from the respondents. The findings of the study showed that there was a significant difference between pre-test and post-test results. It was suggested that speech practice with the help of role play should be encouraged at the elementary level.

scholarly journals Desarrollo de la expresión oral en FLE: la Francofonía y las TIC

2021 ◽  
pp. 53-73
Author(s):  
Mª Dolores Asensio Ferreiro
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Language Skills ◽  
Self Confidence ◽  
Teachers And Students ◽  
Oral Expression ◽  
Personal Skills ◽  
Teaching Learning ◽  
Large Groups ◽  
Aprendizaje Colaborativo

Comunicarse de manera efectiva y apropiada en una lengua extranjera (FL) implica dominar las cuatro habilidades lingüísticas, comprensión y expresión escritas (CE-EE) y comprensión y expresión oral (CO-EO). Sin embargo, no se desarrollan al mismo nivel durante el proceso de enseñanza-aprendizaje en entornos formales. El desarrollo de la expresión oral en FFL es a menudo un desafío para los profesores debido a condicionantes tales como la falta de motivación y sentimientos de inhibición, falta de seguridad o confianza en sí mismo del alumno. A estos, se suman otros como falta de tiempo, grandes grupos de alumnos o vacíos metodológicos y evaluativos que complican la práctica de esta competencia en el aula. Este trabajo presenta un proyecto educativo implementado en la clase FLE donde la Francofonía, el uso de las TIC y el aprendizaje colaborativo son fundamentales para desarrollar la expresión oral del aprendientee al mismo tiempo que ayuda a fortalecer sus habilidades personales. Communicating effectively and appropriately in a SL implies mastering the four language skills, i.e. written comprehension and expression and oral comprehension and expression. However, not all develop equally during the teaching-learning process in formal contexts.The development of oral expression in FFL is often a challenge for teachers and students due to conditions such as lack of motivation and feelings of inhibition of the students, lack of security or self-confidence. To these are added others such as lack of time, large groups of students or methodological and evaluative gaps that contribute significantly to hinder the practice of this competence in the classroom. This paper presents a teaching project implemented in the FFL classroom where Francophonie, the use of ICT and collaborative learning are key to developing the oral expression of the learner contributing to reinforcing their personal skills. Communiquer efficacement et de manière appropriée dans une langue étrangère (LE) implique de maîtriser les quatre compétences linguistiques, la compréhension et expression écrites (CE-EE) et la compréhension et expression orales (CO-EO). Cependant, elles ne se développent pas au même niveau au cours du processus d’enseignement-apprentissage dans des contextes formels. Le développement de l’expression orale en FLE est souvent un défi pour les enseignants en raison de conditions tellles que le manque de motivation et les sentiments d’inhibition de l’élève, le manque de sécurité ou de confiance en soi. À ceux-ci s’ajoutent d’autres comme le manque de temps, de grands groupes d’étudiants ou des lacunes méthodologiques et évaluatives qui réduisent la pratique de cette compétence en classe. Cet ouvrage presente un projet pédagogique mis en oeuvre en classe FLE où la Francophonie, l’utilisation des TIC et l’apprentissage collaboratif sont essentiels pour développer l’expression orale de l’apprenant en même temps qu’elle contribue à renforcer ses compétences personnelles.

scholarly journals Foreign Language Learners’ Anxiety in Language Skills Learning: A Case study at Universitas Kristen Indonesia

2018 ◽  
Vol 4 (3) ◽  
pp. 170
Author(s):  
Hendrikus Male
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
English Education ◽  
Language Skills ◽  
Higher Learning ◽  
Foreign Language Learners ◽  
Skills Learning ◽  
Keywords Anxiety

Anxiety has been a matter of substantial concern in foreign language (FL) learning setting for educators since it is a major obstacle learners need to overcome (Ellis, 2008; Wu, 2010).This study was aimed at finding out students’ language anxiety in learning the four language skills at a university level in English as a FL context. The participants were 71 students of the English education Department of Universitas Kristen Indonesia. Data was collected by administering a set of questionnaire. To support the data, interview was conducted to some of the respondents. Findings showed that the majority of the students were more anxious on writing skill, followed by reading, speaking and listening in their language learning process. It is highly recommended that the teachers or faculties be more creative in making the language skills classes atmosphere more fun and relaxing so that the students could achieve higher learning results. Keywords: anxiety, non-native learners, language learning process

scholarly journals IMPROVING STUDENTS’ SPEAKING PROFICIENCY BY USING SPEAKING BOARD GAMES FOR ELEMENTARY STUDENTS AT EDUPRANA LANGUAGE COURSE PALANGKARAYA KALIMANTAN TENGAH

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Norhayati Norhayati
Keyword(s):  
Learning Process ◽  
Positive Impact ◽  
Role Play ◽  
Board Game ◽  
Board Games ◽  
Speaking Proficiency ◽  
Class Actions ◽  
Post Test ◽  
Teaching Learning ◽  
Speak Up

There are so many techniques which can be implemented by teachers inorder to support teaching learning process. Some techniques are also usefulfor improving students’ speaking proficiency. In Eduprana LanguageCourse, which offer Speak Out program for the young learners, the methodsin practicing speaking mostly used role-play method. In this method,students are required to practice conversation based on the situations thatare provided in module learnt. This method, somehow, make the practice ofspeaking be boring and monotone. In order to solve this problem, theteachers are required to be more creative so the class atmosphere be moreinteresting and students be more creative in speaking. The usage of game inteaching learning process has been known can give positive impact forlearning experiences. So, in this study, the writer tried to implement theusage of speaking board games in order as an effort of improving students’speaking proficiency. The method of this study is class actions research,where in this study there are two cycles that are being conducted. The resultof the study showed significant increasing point of pre-test and post-test offour variables in this study; vocabulary 2.51 to 3.11, pronunciation 2.41 to3.16, grammar 2.65 to 3.00, fluency 2.66 to 3.13. So, it can be concludedthat; 1) it is important to provide activities which engage the students’participation in the speaking activities and give them more chance to speak,such as playing board games which attracts the students’ attention andmake them enthusiastic to join the lesson. 2) Playing board games engagedthe students to speak up. When the students were playing the games, allof them had the same proportion to speak.Keywords: Speaking proficiency, board game, language course

An Interdisciplinary Approach to Develop Linguistic Abilities in Bilingual Education

2022 ◽  
pp. 416-433
Author(s):  
Adela González Fernández
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Bilingual Education ◽  
Educational System ◽  
Learning Process ◽  
Language Skills ◽  
Interdisciplinary Approach ◽  
Early Childhood Classroom ◽  
Second Languages ◽  
Teaching Learning

The traditional methods of language teaching have always had their roots in the grammar-translation method, used in our educational system for more than 500 years. However, the constant search for updating and the desire to improve the language skills of students has led to a succession of different methods and proposals in a few years with the intention of improving the existing ones. The literature on this subject confirms that there is no perfect approach, but it also shows that the communicative one and the interdisciplinarity in the teaching-learning process of second languages brings good results. The author proposes a holistic interdisciplinary activity for the bilingual early childhood classroom, based on the communicative method. Thus, this chapter presents the elaboration of a musical tale, accompanied by a subsequent audiovisual recording, which will help students to learn a second language in real natural contexts.

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