The learner is conscious that the language is being taught. While acquisition is referred to as the real communication. Language is developing naturally at the acquisition stage and the learner is subconscious that it is taking place. The learner may not know the rules of the language but is able to have a feeling for what sounds right. Hamayan recognizes that “the acquisition of language is a development process and there are predictable stages of language proficiency, and yet the learner may pass through the different stages at different times”.
Even if language focuses on a child’s ability be able to understand and speak a language, it is better if the child knows how to think, learn, and solve problems as they grow in order for them to figure out how things work in their surrounding and how they will be able to stand on their own once they encounter a problem. Even at their young age, a child does experience minor problems such as how to get up after they fall from standing, walking, talking, etc. As I have said earlier, cognitive development correlates with language development. Through the process of learning how to talk, at the same time, the child starts think, learn, understand, and solve his or her problem. It may be as simple as trying to talk clearly by mimicking.
Shared Reading, is where the teacher models and support students. Generally, the teacher reads for enjoyment first then later, the teacher may focus on theme, title, cover, illustrations, and predictions. Significantly, it is during this type of reading that student contribution is strongly encouraged. Language concepts are emphasised, and in this way, typical phonics/grammar knowledge is strengthened. Guided Reading is an instructional reading strategy during which a teacher works with small groups of children who have similar reading processes and needs.
So, it means that for reading comprehension, it is not only about the ability to read the individual words and know the meaning, but it is about understanding the whole passage as well. Reading comprehension is known to be important because even though it is almost a complex thing as it requires our understanding, but it will be very beneficial especially to be used in peer teaching strategies. Pupils can discuss among themselves the ideas they got based on the passage they read. Besides that, Ylvisaker (2006) has also stated that reading comprehension is seemed to be important for pupils to learn as it has a very close connection with listening comprehension but still reading comprehension skill is much
2. The Advantages of Treffinger Learning Model The advantages of applying Treffinger learning model according to Huda (2013: p. 320) are as follows: a. Make the students more active in learning and have confidence to speak their ideas. b. Develop students' thinking skills because it presented a problem in the early learning and provide flexibility to students to find their own solutions.
There are many ways in which students can be motivated to learn English. Many researchers and authors describe some of the activities or strategies that help the teacher keep the students motivated. Herrel and Jordan (2012, p. 17) say that students are more successful when they: learn language in context, relate the language with their own experience, get involved in real communication situations, do not get embarrassed if mistaken, and when their language level is taken into account when the activities are
Teaching assistant talks through the process step-by-step to show the children how things are done, for example, how to make, confirm or change predictions. Teaching assistant can model re-reading of the text if the meaning is unclear and can model working out a difficult word. Writing can be modelled by using the whiteboard. Teaching assistant can model how to use strategies to help reading and writing. Through the modelling process the children should get confident enough to talk, think, share and reflect; they should want to be let free to do their
Not only by exposing them to the language they will speak, read and write the English language correctly, students must learn and understand the meaning of words. Vocabulary words help any English language learner communicate effectively with any other person. According to Wilkins (1972), “Vocabulary is central to English language teaching because, without sufficient vocabulary, students cannot understand others or express their own ideas.” On the other hand, many teachers recognize the importance of teaching vocabulary and they must emphasize it daily in their lessons. Among many skills, vocabulary in context is one of the most commonly used. To aid vocabulary in context, the use of a Card-file among other strategies may enrich the student’s experience and understanding of what they speak, read, and
Hence, it is difficult to handle the class unless there is an assistant to assist the instructor throughout the process. However, this method teaches students to be learning-oriented. Students are not only tried to do something just for the sake of getting good marks but they will be able to enjoy the learning processes by participating in the group to solve the given
Thus, the ability in speaking skill is a crucial and important part of second language learning and teaching process. The mastery of speaking skill in the English language is a priority for many second language or foreign language students. Even though periods of focusing on language form and enhance vocabulary are important in English language learning, but developing the students’ ability to really communicate with English in the classroom are the main goal of an English language teaching. At the end of the study, the students should be able to communicate effectively in English for study, work, and leisure outside the classroom. Therefore, it is essential that English teachers pay great attention in teaching speaking to the students.