Students should be encouraged to speak in English regardless of the mistakes they make as Baker and Westrup (2000) opine that students learn when they make mistakes and correct each other’s mistakes (pg. 80). The next skill is reading. Its aim is to understand and absorb the writer’s purpose. Meaningful tasks should be set in order to give the students a need to read (Watkins, 2007).
8.2 What is the level of communicative competency of the secondary school students by using English language? 8.3 How does the teacher’s practice on the approach in the classroom can influence the speaking competency level of the secondary school students? 8.4 What are the appropriate methods can be used to improve the speaking competency level of the secondary school students? 9.0 Significance of the Study The purpose for this research is to find out the main problem of what makes the teachers’ practice on Communicative Language Teaching Approach (CLT) in helping the students’ communication skill constantly failed. The most beneficial person would be the teachers.
We have developed OET preparation course inclusive of OET practice tests, OET eBooks, OET Skills software and OET remedial tests. OET practice tests provide students practice, knowledge and skills to deal with different types of questions. These tests are prepared keeping the real testing conditions in mind and provide candidates a glimpse of the actual exam. Regular practice on OET practice tests help students manage their time for the various subtests and know what kind of questions they will be asked. On the other hand, OET Skills Software develops listening, reading, writing and speaking skills of the test takers for the OET test.
The goal, the learner should achieve, is not to understand everything in every text but to be able to use these tools and sub skills mentioned above. To practice prediction and guessing, the teacher can show the learner only the title and asked him/her to use his/her imagination in order to think about the story behind it. It develops its learner’s ability to think ahead of what he/she sees and also to guess what the story might be about. This leads to an easier understanding of the text afterwards when the learner actually has to read the text. In addition, it is essential to always give a purpose for a reading task before the students begin to read in order to focus on certain things while reading, for example a comprehension question or a reading task (Müller-Hartmann
There have been various works in this area involving different techniques of data mining. A. Evaluation of Students academic performance Shreenath Acharya et al.  presented an overview on Knowledge Discovery on Databases to predict the student’s academic trends. Lots of work has been done in this using data mining.
McNair (2007) explained phonics as it is instruction in letter-sound relationships. According to Villaume and Brabham (2003) many authors express the aim of phonics instruction as the ability of students to develop their knowledge of the alphabetic principle. Reeb (2011) mentioned the purpose of phonics instruction which is to be flexible and find learner’s needs to be able to get the importance of reading not to find one method or strategy that works for all students equally.
Thus, argumentative writing is studied by learners. In the learning language process at school, students tend to learn how they expressed their point of view of identifying any issues or a certain condition. Their point of view which defined as argumentation are the process of forming reasons, justifying beliefs, and drawing conclusions with the aim of influencing the thoughts and/or actions of others. Students who learn argumentative writing tend to face some difficulties such as language features used in argumentative writing, especially occur in students who learn English as a foreign
In a monologic discourse, the student responds and the teacher assesses. On the other hand, dialogic discourse creates an environment where teachers conduct discussions with students in the target language. Finally, monologic indicates a teacher-centered approach. The teacher knows the answers and expects the students to comprehend the information in the textbook to come up with the right answer; there is almost no room for open dialogue and discussion. The suggested pattern for English learning and development in the classroom is through a student-centered approach or discourse, which focuses on developing the students’ abilities to speak fluently in the target language as well as promote an environment that allows students to be confident and actively
Cohen (1998) stated that metacognitive strategies which lead to effective reading and improved performance are divided into pre-reading (planning) strategies, while-reading (monitoring) strategies, and post-reading (evaluating) strategies. Therefore, in a lesson, teachers can expose students to pre-reading strategies, follow by while-reading and then post reading strategies. For example, teachers can start by teaching the students on how to scan and guess the gist of a text, and once students decide which reading material they want to read, teachers can teach them on how to use typographical features like bold faces and italics to identify key information in the next stage. Teachers should begin with some metacognitive reading strategies that are easy for students to implement in order to inspire their confidence and build a greater sense of achievement. Any strategies that are too difficult for students to understand and apply in reading tasks should be taken into consideration and teachers should give them more training and time so they can use that particular skills when they read online