Reviewing the thesis entitled The Role of Bahasa Indonesia in The English As A Foreign Language Classrooms (A Descriptive Study at LB LIA Buah Batu Bandung) presents an insightful opportunity to comprehend the interaction between Bahasa Indonesia (L1) and English (L2) in teaching and learning processes. The review is focused on two chapters, mainly chapter 1 (the introduction) and chapter 3 (research methodology), as the two chapters encapsulate the crucial blueprint of the research. By means of the two chapters’ analysis, the rigor of the study is sought through the agreement of both chapters. As far as this study concerns, despite several inconsistencies and lack of justifications, this study serves well in describing the role of L1 in L2 classroom.
To begin with, let us get a glance at the title of this thesis. The title is terse and covers the important and relevant keywords as far as the topic is concerned. It is neither too broad nor too specific, it provides the readers the opportunity to figure out what the roles of L1 are yet it narrows down the context of such roles in EFL setting. The subtitle further specifies the site of the research. The title also contains a contradiction of L1 and L2, whether L1 is appropriate to use in EFL classrooms; the continuous debate that has been around for decades yet has not been deeply scrutinized, especially in the context of Indonesian EFL classes. Therefore the title definitely contains a burning issue, a hot one.
The title leads us to the first chapter, i.e. the introduction. The introduction consists of six parts, namely the background of the study, the research statements, the aims of the study, the general approach to the study, the significance of the study and lastly, an ...
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... speaking competence, writing competence, reading competence, or listening competence. In short, it is better for the researcher not to pose the second research question as the data to answer such question is not collected.
In conclusion, the first chapter and the third chapter agrees that this study provides a well grounded background to find out the use of L1 in the classroom yet it is limited to the use of L1 by the teachers, specifically in teacher-student interaction, it does not provide the insight of the use of L1 by the students, specifically between or among students. The study caters to an extensive description of the reasons why the teachers use L1 in the classroom, yet it does not cater to the significance of such use to the students learning outcome. Thus, teachers are not informed on which function of the use of L1 that can be objectively effective.
“Foreign Language Education.” Encyclopedia of Education. Ed. James W Guthrie. 2nd ed. Vol. 3. N.p.: MacMillan Reference USA, 2003. 893-899. Print.
In response to the question set, I will go into detail of the study, consisting of the background, main hypotheses, as well the aims, procedure and results gathered from the study; explaining the four research methods chosen to investigate, furthering into the three methods actually tested.
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
Gibbs, C. & Holt, R. (2003). The teaching of international languages in New Zealand schools in years 7 and
When reading the scenario that was asked for this assignment, I noticed that the teacher didn 't use a lot of strategies to help the ELL students develop language development. But the strategies he did use I thought were a great start. He was trying to lower the effective filter by attempting to give the students positive gestures and smiles to help
“The hope of this study is that it will better serve to signal the progress of individual students, some of whom have lang...
...r they had all received the same language instruction for three years (kindergarten, first and second grade). These finding conclude that English language proficiency at the time of entering school does not matter. A good early literacy program works for both L1 students and ESL students who enter school at the kindergarten age. Students at that age are very susceptible to learning new languages quickly. The ESL children had difficulties in kindergarten, but by second grade they had caught up and were right on track with the L1 students and some of them even surpassed the L1 students.
This chapter is the introduction to this thesis, which mainly discusses the research background, significance of the study, research method and the structure of the thesis.
...n is often a welcome relief from guided conversation in the foreign language; and a five-minute session of English only can give students a sense of true accomplishment. Many teachers believe that they only need to make sure the kids are having fun in language class, as though having fun were the one and only criteria for success in ESL. On the other end of the method spectrum, there are language classes whose teachers demean students who do not respond to their textbook approach to language instruction. Neither extreme, fun or misery, is truly effective. The LLS approach takes the best that ESL theorists have to offer and incorporates it with techniques that work in the classroom. In the end, teachers have a huge challenge in teaching their students all the components of English so that they may be formidably competent on all levels in their newly acquired language.
As a teacher it is important to make sure that every student has an equal opportunity to learn and succeed. No student should be left behind and failing the class, especially when it is because of the teacher’s lack of effort not the student’s. The teacher should get to know each of their students on a personal and academic level, because this will help them to better understand the students’ backgrounds and knowledge of subject material. It is very important that ELL students feel comfortable and safe in their class and around their teacher. When working with ELL students, it should be a mandatory task for the teacher to learn all that they can about the students in greater detail. This relationship is an important step in helping ELL students succeed in a classroom with a majority of general education students who already speak English fluently, because the teacher is able to teach the student and class more effectively.
On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.
At Mrs. McGraw’s class room, the environment was welcoming, this setting motivates students to be engage in the instructions that are being presented to them, and the teacher uses various resources to demonstrate the lesson taught. The classroom is formed of twenty-six students, fourteen boys and eight of twelve of them are Ells, with their primary language being Spanish, Vietnamese, and Asian. Mrs. McGraw (kindergarten teacher) has been instructing ELLs for many years, therefore, it is evident that all students feel comfortable and happy to participate on the lesson being taught by the professor. As well as the students engaging in the lesson that is being presented to them, the teacher uses various resources to demonstrate the lesson taught. The classroom is well organized and has many visual aides to help students with their brain development as well as the teacher’s use of the right tone of voice which is essential to capture the students’ interest. The teacher rewards students with stickers after completing the activity, this motivates them because if the students has all 5
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
Motivation is a very important factor that distinguishes this group of learners. They are more aware of the need to learn a foreign language as something that will benefit them in the future. Moreover Pinter (2006) claims that children need to express their opinion about English lessons and their own progress because this is a fundamental part of building self-reliance and awareness. Furthermore Scrivener (2009) says: ‘Studying for work itself, setting oneself a personal challenge or just for reward make the strength of learners’ motivation a great factor in determining how seriously higher-primary school learners approach the work.’ Motivation must be kept at the same level during the acquisition of L2. If it is declining, it is the teachers’ responsibility to stimulate learners. Gaining new knowledge can be problematic or even fruitless if the students’ attention span is not maintained at a steady level.
In learning language, there are five important components in learning include a teacher, students, materials, teaching methods and evaluation. A teacher plays role as the sender of knowledge or information, learners play role as a receiver of knowledge from the sender, material is the knowledge will be transferred to the learners, teaching method is teacher’s management strategy in delivering the idea, the general principles or pedagogy teacher applies in teaching while the evaluation is the activity to collect the data then make it getting