The Implementation of Cooperative Learning Strategy to Teach English to Students with Different Learning Style Learning is an activity that certain do by everyone in order to get knowledge. In learning process we acquaint that there are two method of learning. The early method is cooperative learning which has been designed in order to make the students learn together in a group. The oldest method is traditional approach. Then, learning itself obviously has a certain strategy.
This is what is needed to teachers to strategize plans to tackle any difficulties they come across. These strategies are: activating prior knowledge which helps the teacher to link what they know and what it is written in the text to create meaning. The second strategy is questioning which assist learners to understand what they are reading if we ask them questions and they answer it shows that they understand and it makes them read more to get the answer which helps them to understand the story. Visualizing is the third strategy which helps the learners to develop an image on what had read in the text which is an advantage as they will remember it. Monitoring, clarifying and fix up is the strategy that helps the learners pay attention whether they understand what they are reading, if not, they will reread or the teacher will use strategies to make them understand.
For example, students may learn techniques for determining important information, making inferences, asking questions, and summarizing. They could apply these strategies to multiple content areas such as English, science, history, and/or math. Discipline Literacy, however, supports students in moving beyond the general reading strategies as they develop specialized practices for making sense of discipline-based texts. Disciplinary Literary is much more in-depth in nature. It includes understanding how information is presented in each discipline, the organization of important information, specialized vocabulary, and the interpretation and evaluation of evidence.
2.6.1. Grammatical Competence Scarcella and Oxford (1992) discussed that grammatical competence is an overall segment that comprises of information of grammar, vocabulary, and sounds of letters and syllables, articulation of words, intonation, and stress. To comprehend sense, EFL learners need enough information of words and sentences: that is, they should make sense of how words are broken into various sounds, and how sentences are stressed in specific manners. In this way, grammatical competence assists speakers to utilize and comprehend English language structures precisely what's more, quickly, which helps their fluency (Richards and Renandya, 2002). 2.6.2.
This approach also works best when learners read a text that is familiar than an unfamiliar one. When it comes to teaching reading the Synthetic approach is used more or a combination of the two approaches call the Eclectic approach. In my opinion to teach adult learners how to read I would the Synthetic Approach at the beginning and then the Analytic approach later on when my learners know the basic. ‘To be able to read writing in our society you have to understand the conventions by which writing is presented on the page’. There are a few technical aspects of print that learners need to know but the five I think are important are: • Print is arranged from left to right and from top to bottom: We read and write from the left of a page to right as well as from the top of the page to the bottom, going from left to write.
Reading is a receptive skill by which we receive information but the process of reading also needs speaking skills, so that we can pronounce the words correctly that we read . Reading is something that we can do by our own that broadens our vocabulary therefore helping in improving other three skills of speaking writing and listening. So reading is highly valuable skill and activity, so it is advised that English learners should try to read as much as possible in English. During reading, we make predictions as we read and then confirm or revise those predictions. After reading, it allows the reader to retell the story, discuss the elements of a story, answer questions and/or compare it to another text.
Nation (2001) divided vocabulary learning strategies into three groups. They are relating to the planning of vocabulary learning that use vocabulary words in order to understand their context in a unit. Connected with vocabulary sources of knowledge, Vocabulary development is a method of learning new words to use in daily life, and it is essential for learning any language. Vocabulary development
Now, this study is an endeavor to compare these two versions of EFT texts in terms of objectives and approaches prescribed by NCTB. This study will also include different valuable opinions of English language teachers to focus the feasibilities of the texts in following the objectives of
What are the causes of the incorrect pronunciation when reading English words? 2. What are the appropriate strategies that need to be employed to improve learners’ pronunciation in English? 1.4 Significance of the study The information from this study would serve as the basis of sensitizing the teachers about the importance of correct pronunciation and create awareness about the use of effective pronunciation methods. The beneficiaries of this study are; Ministry of Education, teachers teaching English Second Language and learners.
Through my personal experience in learning languages especially English, I learnt that understanding the given reading material is the main key to achieve. Just reading might help increase the student reading speed but in understanding the ideas and collect information as effective as possible. They will be trained to reach the best comprehension for the topic they are reading about. And in attempt to achieve that they will begin using The SQ4R method whenever they are reading. The SQ4R Method provides a systematic way of attaching textbook reading assignments.