There are a lot of strategies to improve communication in classroom recommended for teachers who are focusing on English language learners and students with learning disabilities. The first strategy is a teacher should speaks slowly, clearly and naturally. This will make the students to listen and focus on information or instruction given by the teacher. Second, try to use shorter sentences in every instruction. If the teacher speaks too quickly, ask the students to signal the teacher.
Helping students understand better in the classroom by using the Daily Lesson Log of every teacher. Teachers need to motivate students how to learn. This provides the researchers an insight to enrich his/her investigation and understanding of the problem. Lesson study is an in school teacher education strategy consisting of pre-collaborative work among teachers, lesson observation, and post collaborative work (Lewis, 2000) Collaborative team teaching technique (Ballao: 2003) each teacher has its role to play. If the Teacher A is conducting a review lesson to the class, Teacher B might be preparing the materials needed by the pupils in doing the activities, in other words, Teacher A and B have different activities would be done for every part
Many students equate being able to speak a language as knowing the language and therefore view learning the language as learning how to speak the language, or as Nunan (1991) wrote, "success is measured in terms of the ability to carry out a conversation in the (target) language." Therefore, if students do not learn how to speak or do not get any opportunity to speak in the language classroom they may soon get de-motivated and lose interest in learning. On the other hand, if the right activities are taught in the right way, speaking in class can be a lot of fun, raising general learner motivation and making the English language classroom a fun and dynamic place to be. Practising speaking skill in a right way is not possible without grammar. A student has to rehearse speech after learn the basic rules of grammar.
ROLE OF L1 IN TEACHING METHODOLOGY EFL teachers manage the process of language instruction in their classrooms by exploring the students ' L1. Here, the aim is to first categorize different language teaching methods and then discuss the role and the use of L1 in each of them briefly. A common classification of methods is traditional, alternative, and current communicative methods. In the field of English language teaching the traditional methods of teaching a language are Grammar Translation Method, Direct Method, and Audio-lingual method. A haphazard or careless use of the mother tongue may be an unwanted side-effect of monolingualism, often employed today by disaffected or teachers.
The students only used the language when reading a text or a dialogue. If there was an unknown word, the teacher immediately wrote its meaning on the board (in bahasa). It reminded me of the Grammar-translation method, but I was conscious that my classes would be mostly based on the Communicative approach. Sincerely, I was a bit worried about this situation because when it was my turn, I had to speak in English as much as possible, so I was afraid my students did not understand or did not me for that. Another thing
Here, the teacher guides, by correcting the mistakes with feedbacks. This is the coaching stage. Then the teacher will assign group or individual work. Here, the students analyze and assess the understanding level, reflect on the learning progress and compare their answers with other students. Therefore this is the reflection stage.
But what about their language use? We cannot expect them to use English all the time. It is not only unnatural; it can also damage their confidence. Of course they can be encouraged to use English in whole class activities and also while working with their peers in groups. Teachers play a critical role in creating an
Identification of The Problem This study aims to solve the problems related to students’ speaking skills. Based on the observation conducted by the researcher in SMP 6 Yogyakarta, there were some problems found in line to English teaching and learning process. First, when the researcher did the observation, it seemed that the students did not speak English much. Whereas, as we know, speaking activities requires us to speak. When the students are asked by the teacher, they do not answer.
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.
them more power. And, in a sense the learners’ autonomy gives more importance to students than teachers. However, this does not mean that teachers’ role is erased from the learning process, but it means that the teachers’ role in class changes. While traditional teachers based all their teaching on a book, in an autonomous classroom, the teachers’ role is to provide assistance to learners, tell them what they need to know and how they can learn it. In the case of English, this means to make them aware of why they need to learn English, what they should learn it and how they could do it.