Students read the text to confirm their prediction before moving to the next portion of the text. They can either confirm or reject their prediction. Students discuss the confirmation or rejection of prediction by referring the information gathered from the text. This process continues until the entire text has been read. According to Elfira, Marhum and Mashuri (2015), DRTA strategy encourages students to use their mind while reading, thus making them thoughtful and active learner as they comprehend the text.
Similarly, this theory gave me insight to explore the aims of this study. By using this theory, I saw whether the students influence by teachers ' nonverbal behaviors or not. Furthermore, this theory provided students to learn through observation and modelling of the teacher wich supported me explore teachers ' nonverbal behaviors, students ' perceptions towards nonverbal behaviors and how do they influence learning English. Hence, Social Cognitive Theory provided major theoritical foundation for
When students listen for details to get the main idea of the passage they are interested in a specific kind of information. Additionally, using listening to every detail to get the main idea of the passage the students understand and identify specific information. Listening for details is part of the bottom-up strategy which say that the learners build up the whole message from the separate small pieces (Scrivener,
During the class, I observed the students interested in listening to their peer. Mrs. Carbone explained that by holding students accountable to rate the presentations, helped to promote active listening skills and learning. Furthermore, students grow into their unique learning preferences. Students to gain core information by listening. Some of the Second Language Listening Comprehension dimensions that I notice throughout my observation include: individualization, cross cultural, social, contextualized, strategic, intertextual, affective, and the critical dimension.
Role of English teacher in developing speaking skills in students: Language is primarily spoken form. To know language means to understand and speak the language. The teacher has to conduct the following tasks which are helpful to learn and strengthen one’s speaking skills 1. By conducting Just A Minute (JAM), teacher can build up confidence in students. They have to express their views on particular topic in English in a minute.
It is also important to develop speaking and listening skills together because most of the time in real life these skills are needed at the same time. In addition to speaking, teachers can ask students practice writing a topic related to the listening. Thus, combining those skills will help prepare students for listening situations in real life where several skills often need to be used simultaneously. Harmer (2007) suggests “live listening” can be applied for listening lesson instead of using audio material story-telling, interviews, and conversations. Adding to that, Doff mentions that “using English for chatting to the class, for giving instructions and explanations” will provide students with very useful listening practice.
Where do I want to go to and why? Their work will be check for errors. Letting the students critically think of what they desire will prepare them strongly for a fruitful discussion on the group road trip. Task 3: This activity will focus on developing the reading abilities of the student using a road trip planning article titled: How to Plan the Perfect Road Trip. Pre-reading and post-reading activities will be done in order to introduce vocabulary and then check comprehension.
One of these methods is teaching grammar through reading and writing. Students can learn correct grammar by reading passages or their peers writing. A teacher can use a strategy called grouping to have students teach each other about grammar. From the article Grouping Students to Teach Grammar, Breznak and Scott suggest that, “Students learn best when they teach to someone else” (Breznak and Scott, 2003). Students can be given a writing prompt and have their peers edit their work.
The purpose of this study is to investigate the activities, tasks and the methods to promote students’ oral skills. In teaching, people who know a language are referred to as “speakers of that language so of all the four skills ( listening, speaking, reading and writing) speaking seems an important component of language classes. Speaking skill is important because it is basic for communication. There are many theories about language teaching but when it comes to practice, some teachers can’t decide the types of activities or tasks that are applicable for their learners. My motivation to study this topic is to help teachers to use communicative activities in classroom teachings.
The Interactive Model The interactive model takes into consideration the continuous interaction between The bottom-up and The top-down processing in the text's meaning building (p: 93-100) . 4. Reading Strategies Many researchers in the area of reading strategies studies have used different types of strategies; these strategies are as follows: predicting, inferring, self- monitoring, and summarizing, where they are more effective, useful and beneficial for students. 1. Predicting: This reading strategy includes thinking about what might be coming next in the text, where the effective reader can apply it before beginning reading by using pictures, texts, headings and his / her personal experience in order to make predictions .