The Method of Teaching Children in English and in Swimming with Smart Virtual Using 4.0 Simulation Technology

Children from 0-10 age are so young and need proper teaching methods. In this study we suggest both teaching methods of English for children, and teaching them to drowning is smart virtual using 4.0 simulation technology for children. Our study mainly use qualitative analysis, synthesis and inductive methods, combined with explanatory methods and dialectical materialism methods. Research results show us that we need to describe a process for teaching english with good teaching method, as well as teach them how to swim because Swimming helps children develop in the best way both intellectually and physically. Through creative teaching method, teachers and parents can help their children to communicate better and support them via learning by playing method. Last but not least, this study can be developed in order to enhance other life skills of our children.

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The Influence of Local Context on the Games in Teaching English to Young Learners (TEYL) in Tongren (China)

International Journal of Education ◽

10.5296/ije.v9i2.10998 ◽

2017 ◽

Vol 9 (2) ◽

pp. 53

Author(s):

Rong Xie ◽

Desheng Ding

Keyword(s):

Teaching Methods ◽

Teaching Method ◽

Economic Globalization ◽

Local Context ◽

Ministry Of Education ◽

Teaching English ◽

International Language ◽

Young Learners ◽

Proficiency Level ◽

Teaching Situations

With the economic globalization, English has become an international language. The young learners of community have shown the upsurge of learning English. The numerous of teaching methods are used by teachers, such as: Grammar -translation Method, Task-based Language Teaching Method, Games and so on. But the traditional method can not match the Ministry of Education. Then one of the most prevailing method is games in Primary school. But due to the influence of local context. There are many troubles and difficulties when the games are used in the process of teaching situations. This study through the analysis of the literature review and classroom observation why do the games fit for young learners and how many factors impact the games technique in teaching English to young learners. Finally, the factors of existence were identified, such as place, economy, time, teacher’s belief and cognition and teacher’ English proficiency level or knowledge and assessment materials and so forth. And put forward some recommendations for the future’ English teaching.

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Effectiveness of Lecture and Discussion Teaching Methods in Teaching English Language through Figures of Speech

Journal of Advanced Academic Research ◽

10.3126/jaar.v6i1.35309 ◽

2019 ◽

Vol 6 (1) ◽

pp. 1-17

Author(s):

Lok Raj Sharma ◽

Ram Nath Khanal

Keyword(s):

Teaching Methods ◽

English Language ◽

Teaching Method ◽

Sampling Technique ◽

T Test ◽

Control Group ◽

Teaching English ◽

Figures Of Speech ◽

Significant Difference ◽

Experimental Group

The main objective of this study is to identify the effectiveness of teaching methods in teaching English language through figures of speech. Thirty-one figures of speech were selected from different prose adverse lines for the study. The study was experimental in nature and the pretest-post test control group research design was adopted among 120 bachelor third year education students from five campuses of Makawanpur District, Nepal. Simple random sampling technique was used to select the students to form the Control Group and the Experimental Group which were taught by using the lecture teaching method and the discussion teaching method respectively for thirty five days. The paired samples t test in SPSS Version 20 was used to compare Total Pretest Mean Score and Total Posttest Mean Score within groups. The overall reliability of the instruments based on the posttest scores of the students of the both groups of the pilot study was .979 and that of the research study was .968. The pair samples t test between the Total Pretest Mean Score and the Total Posttest Mean Score of the Control Group (observed t- value=20.652, critical t- value= 2.001 and p< .05) and the Experimental Group (observed t- value= 42.907, critical t- value= 2.001 and p< .05) show that there was a statistically significant difference between the Total Pretest Mean Score and the Total Posttest Mean Score in each group. It justifies that the lecture teaching method and the discussion teaching method were effective within each group.

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TEACHING METHODS USED BY STUDENTS OF DEPARTMENT OF ENGLISH LANGUAGE EDUCATION OF UIN AR-RANIRY IN TEACHING ENGLISH AT ENGLISH COURSE

Englisia Journal ◽

10.22373/ej.v4i1.1023 ◽

2017 ◽

Vol 4 (1) ◽

pp. 10

Author(s):

Dara Fitria Munzaki ◽

Lilis Suadah ◽

Risdaneva Risdaneva

Keyword(s):

Teaching Methods ◽

English Language ◽

Teaching Practice ◽

English Education ◽

Teaching Method ◽

Direct Method ◽

Language Education ◽

Teaching English ◽

Qualitative Descriptive ◽

Teaching Grammar

Learning can take place in school, course, and community. There are some differences of teaching at school and course, such as teaching methods used. It is one of the most important elements in teaching. Teaching method is used to help the learners to gain the knowledge and help them to achieve their learning targets. Therefore, this research focused on teaching methods that were used by English Education Department students in UIN Ar-Raniry in teaching grammar at English courses. The purposes of this research were to identify which methods were used in teaching grammar at courses and to describe the teaching techniques that were applied in classroom. The participants were five English Education students who have been teaching English at English courses. They were selected using purposive sampling with a consideration that they have completed Teaching Method, Micro Teaching, and Teaching Practice (PPL) subjects in their previous semesters. This research was conducted by using qualitative descriptive and two techniques for collecting data namely observation and interview. Based on the research findings, writer found that all of the selected teachers used Grammar Translation Method (GTM) as the main teaching method which was sometimes combined with some techniques of other methods such as Direct Method, Communicative Language Teaching (CLT), and Bilingual Method.

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The Use of English Teaching Methods in a Secondary School in Karawang

ELT in Focus ◽

10.35706/eltinfc.v1i2.1492 ◽

2019 ◽

Vol 1 (2) ◽

pp. 75-78

Author(s):

Fina Aufar

Keyword(s):

Secondary School ◽

Teaching Methods ◽

Teaching And Learning ◽

English Language ◽

Teaching Method ◽

Language Teaching ◽

Communicative Language Teaching ◽

English Language Teaching ◽

Teaching English ◽

Language Teaching Methods

This study focused on the related analysis of English language teaching methods implemented by teachers in MAN 1 Karawang. This study used survey research method, utilising mailed-questionnaire technique. The primary participants of this study were 4 questionnaire responses from English Teachers in MAN 1 Karawang. The result of the study indicated that mostly teachers in MAN 1 Karawang implement Communicative Language Teaching Method, in contrast none of them implement the Project-Based Methods in English Language Teaching and Learning Process. It can be derived from the findings that they have got the well-comprehension about designing the meaningful activities and fulfill the requirement of teaching English in the current era.

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TEACHING ENGLISH FOR NURSING BY USING TASK-BASED LANGUAGE TEACHING

International Journal of Educational Best Practices ◽

10.31258/ijebp.v3n2.p28-40 ◽

2019 ◽

Vol 3 (2) ◽

pp. 28

Author(s):

Ahmad Kailani ◽

Tenny Murtiningsih

Keyword(s):

Nursing Students ◽

Teaching Methods ◽

Teaching Method ◽

Language Instruction ◽

English For Specific Purposes ◽

Teaching Methodology ◽

Specific Method ◽

Teaching English ◽

Specific Teaching ◽

Specific Learning

English for nursing is one of the branches of English for Specific Purposes. This type of English lesson requires the teacher to choose a specific method in order to meet a specific learning objective. The final goal of learning this kind of English is to equip learners with competencies that suit their future job, one of them, is English skill. This is inseparable from the choice of an appropriate teaching method by the teacher. Many studies on the implementation of specific teaching methods have been undertaken. However, little is still known about the students' responses to the implementation of Task-Based Language Instruction in English for Nursing Classes. To fill this gap, the current study shed a light on this matter. This qualitative research aimed to explore students’ perception of this teaching method. There were 58 nursing students invited as the respondents. The data were garnered through interview and questionnaires. The implication of this research is to be contributed to the field of EFL teaching methodology as the expansion for the current studies in English for specific Purposes field.

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Using the exploration of a story to consider the meaning of becoming older

Journal of Learning Development in Higher Education ◽

10.47408/jldhe.v0i6.199 ◽

2013 ◽

Author(s):

Kirsten Jack

Keyword(s):

Teaching Methods ◽

Undergraduate Student ◽

Nursing Practice ◽

Teaching Method ◽

Student Nurses ◽

Critical Discussion ◽

First Year ◽

Creative Teaching ◽

Didactic Teaching ◽

Similar Work

The aim of this study was to explore the use of a creative teaching method to facilitate learning about becoming older. An excerpt from a story was shared with a group of first year undergraduate student nurses. This was followed by a discussion of the holistic aspects of ageing. Use of this method encouraged a more critical discussion of ageing when compared to didactic teaching methods, and this approach is not restricted to nursing practice. This method can guide similar work in any subject in which assumptions can be challenged, and where meaningful discourse needs to be encouraged. ÃÂ ÃÂ

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The Application and Practice of TBL Method in the Teaching of “Zhuang Medical Prescriptions”

Journal of Contemporary Educational Research ◽

10.26689/jcer.v4i12.1688 ◽

2021 ◽

Vol 4 (12) ◽

Author(s):

Zhang Yun ◽

Yuying Lan ◽

Gang Fang ◽

Yong Huang

Keyword(s):

Cooperative Learning ◽

Teaching Methods ◽

Teaching Method ◽

Teaching Strategy ◽

Traditional Teaching ◽

Test Results ◽

Creative Teaching ◽

Teaching Goals ◽

Practical Research ◽

Application Analysis

The application of TBL teaching method to "Zhuang Medical Prescriptions" is an actual practice of group cooperative learning mode. Through this method, a more active learning atmosphere can be constructed, and it is also an activity to jointly achieve the teaching goals. From the perspective of the practice of basic teaching, it is a creative teaching strategy. Let students develop the awareness and habit of using team groups for cooperative inquisitive learning, so as to gradually improve students' level of comprehensive application analysis. This paper discusses in detail from the perspective of practical research and building, and compares data under different teaching methods with test results to prove that TBL teaching method is superior to traditional teaching method.

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Research on the teaching effect evaluation system of "mixed teaching" from the perspective of educational ecology

Lifelong Education ◽

10.18282/le.v8i2.777 ◽

2019 ◽

Vol 8 (2) ◽

pp. 36

Author(s):

Yang Liu

Keyword(s):

Teaching Methods ◽

Evaluation System ◽

Teaching Method ◽

Effect Evaluation ◽

Good Teaching ◽

Teaching Process ◽

Teaching Reform ◽

Hybrid Teaching ◽

Teachers And Students ◽

Educational Ecology

With the continuous deepening of education and teaching reform, new teaching methods are gradually derived. The effective application of hybrid teaching method in the teaching process has achieved good teaching effect and is accepted by the majority of teachers and students. This teaching method involves many aspects of content, and the introduction of the concept of educational ecology makes the teaching effect evaluation system of "mixed teaching" more targeted and effective. Based on the concept of educational ecology, this paper discusses the teaching effect evaluation system of "mixed teaching", hoping to solve the problems in the teaching process and establish a more suitable learning effect evaluation system.

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Modernizing Teaching English with Reference to Some of The Traditional Methods

Al-Adab Journal ◽

10.31973/aj.v2i126.48 ◽

2018 ◽

Vol 2 (126) ◽

pp. 53-72

Author(s):

Mustafa T. Al-Juboury ◽

Mohammed Abbas M. Al.Saedi

Keyword(s):

Teaching Methods ◽

English Language ◽

Teaching Method ◽

Theoretical Background ◽

English Language Teaching ◽

Teaching English ◽

Principal Characteristics ◽

Approach Method ◽

Low Levels ◽

And Linguistics

The present paper is about Modern English Language Teaching. It studies four main methods of teaching English they are: GTM, DM, ALM and CLT. The study consists of three sections. The first section of the paper is devoted to the introduction of the study. The second section of the paper is to a theoretical background, the principal characteristics, psychological and linguistics theories and some of the merits and demerits of these methods. Section three is devoted to a questionnaire to fulfill the aims of the study. The questionnaire will be made on some of English teachers in Karbala city. Finally, the paper ends with conclusion of the study. It is concluded that CLT is the most wide spread teaching method in Karbala city. In addition, GTM is one of the oldest teaching methods, though some teachers used it in some schools attributing to the low levels of students.In short, we can conclude that there is a harmonical relationship between approach, method and technique.

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TEACHING READING COMPREHENSION BY USING DIRECTED ACTIVITIES RELATED TO TEXT (DRTA) FOR THE STUDENTS

Jurnal KATA ◽

10.22216/jk.v1i2.2002 ◽

2017 ◽

Vol 1 (2) ◽

pp. 153

Author(s):

Niza Syaveny

Keyword(s):

Foreign Language ◽

Teaching Methods ◽

Teaching Method ◽

Main Idea ◽

Teaching Reading ◽

Foreign Language Reading ◽

Teaching Of Reading ◽

Expert Theory ◽

Reading Activities ◽

Source Of Information

Membaca merupakan keterampilan yang harus dikuasai oleh siswa dalam belajar bahasa Inggris sebagai bahasa asing. Membaca tidak hanya melihat atau membaca apa yang tertulis namun juga memahami isi bacaan sehingga pembaca memperoleh ilmu serta informasi dari bacaan tersebut. Beberapa komponen membaca yang dikemukakan oleh para ahli, seperti pemahaman ide pokok, ide pendukung, kosakata, serta tata bahasa, membuat guru harus cermat dalam mengaplikasikan metode dalam mengajar bahasa Inggris khususnya membaca. Directed Activities related to Text (DART) merupakan metode mengajar yang dapat diaplikasikan dalam kegiatan membaca. Metode ini diaplikasikan melalui aktivitas rekonstruksi dan analisis. Tujuan penulisan artikel ini adalah mendeskripsikan cara pengajaran membaca melalui metode DART. Penulisan merujuk kepada kajian kepustakaan yang mendukung teori DART dalam pengajaran membaca. Dengan adanya informasi mengenai DART yang didukung oleh teori para ahli, dapat dijadikan sumber informasi tentang metode pengajaran bahasa Inggris khususnya membaca yang dapat diterapkan oleh guru di sekolah menengah. Reading is a skill that must be mastered by students in learning English as a foreign language. Reading not only see or read what is written but also understand the contents of the reading therefore the readers get the knowledge and information from the text. Some reading components are suggested by experts, such as understanding the main idea, supporting ideas, vocabulary, and grammar, it makes the teachers must be careful in applying methods in teaching English, especially reading. Directed Activities related to Text (DART) is a teaching method that can be applied in reading activities. This method is applied through reconstruction and analysis activities. The purpose of writing this article is to describe how teaching of reading through the DART method. The article support by a literature review of DART theory in teaching reading. The information about of DART supported by expert theory, it can be used as a source of information about English teaching methods especially reading that can be applied by teachers in high school.

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