1.1. Teaching English as a Foreign Language (TEFL)
A teacher has duties to transferring knowledge to their students in the learning process. The duties including preparing lessons according to agreed curricula in the state, giving lessons, evaluating and assessing students’ development. As Celik (2011) in Australian institute for Teaching and School Leadership (AITSL) claimed that there are seven standards of effective teacher editors. Know the students and know how they learn, know the contents and know how to teach it, creating lesson plan and apply effective teaching and learning, create supportive and safe learning environment, assess and provide feedbacks on students learning, engage in professional learning, engage professionally with
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Indonesian government has an attempt to enhance english language proficiency through introducing english in early formal institutions, that is elementary school. It is based on Letter Decree of the Minister of Education and Culture Number. 060 / U / 1993 dated 25 February 1993 (Department of Education, 1993)(Surat Keputusan Menteri Pendidikan dan Kebudayaan Nomor. 060/U/1993 tanggal 25 Februari 1993 (Depdikbud, 1993)) which describes the possibility of learning English as local content subjects in primary schools and may start in the fourth grade of primary school. The position of English as local content subjects in school is getting stronger with the issuance of Law No. 20 Year 2003 on National Education Article 37 paragraph 1 (Undang-Undang Nomor 20 Tahun 2003 tentang Pendidikan Nasional pasal 37 ayat 1) requiring that local content in the curriculum of primary and secondary education. English is one of the local content given in primary …show more content…
Thus, there are no exact way to design a model for all situation. However, for planning many english classess, tesol.org has summarize a basic initial formula as follows:
1. preview: Giving students an overview of the day’s lesson conveys a sense that there is a definite purpose and plan behind the day’s activities. (This step may be done either before or after any warm-up activities.)
2. warm-up: Just as a concert often starts with a short lively piece to warm the audience up, a lesson often starts with a brief activity that is relatively lively. Its main function is to generate a good class atmosphere, but it can also be used for reviewing material from previous lessons or introducing new material in the day’s lesson. Incidentally, the warmup tends to set the tone for the lesson, and if it involves real communication, it will tend to reinforce the importance of genuine communication right from the beginning of the class period.
3. main activities: These are the main course of the day’s menu, the more demanding activities to which most of the lesson will be
Lesson plans are very well organized including visuals for the materials being illustrated. Academic vocabulary is addressed in many ways. For example, key concept and vocabulary words will be introduced to the students at start of lesson using building background. Students will be provided a hard copy of anticipation guide and words will be displayed on the Smart Board, too. Students will be provided with
The homework for the day before will be review by the teacher, writing the correct answers on the board for the students to make their own corrections. The teacher will clarify any misconception.
We often, with input from the class, come up with actions to remember success criteria, and in particular to help them remember the key features for a certain type of writing such as a recount or character profile. By going through these at the beginning of each session it helps the children to remember what they need to include in their writing in order to achieve the learning
... help the lesson sink into the students memory even further, as well as show us, the evaluators, if they are understanding the concepts.
In recent years people have developed views against the idea of bilingual education and they believe strongly that it accounts for the failure of students. Therefore, in 1998 California changed it’s law to allow for only English immersion to be taught, due to the frustration they were experiencing because not enough children were obtaining a working knowledge of English (Tapia, 2000). Through observations many people have come to the conclusion that English immersion is much more effective then bilingual education and that this law was successful. Ever since the new English immersion law went into effect, California has observed that, while before when bilingual education was taught only 18% of limited-English students would score above the median ion reading test, now 31% of students do. Only 13% of students in bilingual education score as high as those in English Immersion classes. It has also been observed that students in English immersion classes are two times more likely to have above median scores in Language Arts and three times more likely to have above median scores in spelling (Chavez, 2002). Many states are following California’s example and are now implementing their own English immersion laws. Arizona, for example, has started a program called “English for the Children” which is similar to the law in California (Tapia, 2000). English immersion has been accepted by many as the appropriate solution for problems they had been facing in bilingual education, and has proven to be rather successful. Therefore, many people believe English immersion is better then bilingual education.
The next stage will last between thirty and forty minutes, where the exercise will include teaching input and pupil activities either as a whole class, in groups, pairs or individuals. The teacher should make clear to the class what they will learn, tell them what they are expected to do, how long it should take and what they need to prepare for the plenary session, which is the last stage of the lesson. G...
...ntre, the teacher would make sure that the children all understand by repeating her instructions. Following on, the teacher demonstrates and explains how the activity should be done. With that, the children are all able to finish their work faster with no doubts. This shows how effective the teacher’s planning is to catar to the needs of the children. Therefore, the teacher should be aware of the children’s individual learning style so as to plan the lesson accordingly.
The presence of English has indeed increased steadily from the beginning of the 2013. Along with its increased visibility, its status has changed dramatically. The period from the 1991 to the 2003, a period of major social, cultural and political change, was particularly important in this process. Until 2007, all students began learning English in Kurdistan in elementary school at approximately 11 years old (grade 5). In September 2007, the Ministry of Education held the second conference which concluded with a resolution No. 211 requesting the English to be taught even in kindergartens (Ministry of Education).
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
From all of the students participate in this study, almost all of them increase their time to study. They also did it by their own, without any command from their parents. They did because they realize and conscious that they need to study to prepare themselves in facing National Examination. In short, the students were not afraid of National Examination anymore. It is proven with the data that shows all of the students want National Examination to be held again in the next year. They did it because they agree National Examination used as benchmark for Indonesian education level and they also sure that National Examination was able to not only helped them boost their English skills’ improvement but also measured their English skills as
The good value of education that a country has, the good value of human resources it has. The good value can take from local wisdom that comes from community itself and implemented in English language teaching. Komin (1998) said in Piromruen and Pandian journal “the extent of local culture lost due to English language influence is in fact and important and relevant issue in English learning and teaching. Although no answer available, it is worth of being food for thought for language teachers to ponder”. Involving the local wisdom-based learning that has a positive value will provide learning contained character building in it and teaching base on local wisdom can preserve the culture that has been
...rking on as a class, and will serve as a starting point in the learning process for tomorrow.
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
At the end of the day or beginning of the school day, I communicated what I did with Ms. P to plan out better activities or lesson plans to meet each individual’s needs.
In conducting this study, researchers, teachers, principals and other higher positions can differentiate the effective use between the Daily Lesson Plan and the Daily Lesson Log. We can also determine the appropriate teaching styles of every teacher needed for his/her discussion by that day as we can find in the Daily Lesson Log. And also this study identifies which is more efficient and effective in terms of teaching the Daily Lesson Log and the Daily Lesson