Name : Rezki
Firdaus
Student’s ID : 1407335
Topic : Summary; Part Two: Management and Praxis (Managing the Classroom,
How to Plan a Lesson. (Please include some examples of lesson plans used in
some schools), Choosing and Using Materials, Commercial and Authentic
Materials: Advantages & disadvantages and Problems teachers face)
How to Plan a Lesson. (Please include some examples of lesson plans used in
some schools), Choosing and Using Materials, Commercial and Authentic
Materials: Advantages & disadvantages and Problems teachers face)
Date : September 14th , 2014
CLASSROOM
MANAGEMENT
Classroom management are included
on how the classroom space is organised, whether the students are working on
their own or in a group and how we organise classroom time. As a teacher our
voice is an assets to consider how we appear to the students. The way we talk
to the students is one of the factor to manage our classroom.
The teacher
in classroom, the way we act
or move in the class it have a good effect to the student in manage of the
class. Most importantly, the way we are able to respond to what happens in
class, the successfull teaching we got. All teachers, like as another people,
they have their own physical characteristics and habits, and they will take
these into the classroom with them (Harmer, 2007:34). There are a number of
issues to consider personality or style, bearing on the students’ perception
about teacher, such as: Proximity,
Appropriacy, Movement and Awareness.
! Proximity (state of being near with, distance or
time)
Means that
teacher have to know when and how close to the students. Because sometimes some
students are feel uncomfortable if we as their teacher stand or sits close with
them. So we have to know when we do that. But, some students become unrespecful
if we are to close with them. So, we have to avoid that when it happened.
! Appropriacy (to extent to which is suitable or
acceptable in relation to the situation it is used in)
The way we teach, how we take a sit,
when we stand behind the table or when we write down at a board – make a strong
statement in their mind about the kind of person the teacher is. If we want to
manage a class effectively avoid a relationship with a students.
! Movement (act of moving the body or part of the
body)
Most of the teacher of high level start
from the junior high to the higest level tend to spend their teaching time in
one place. Another, spend walking from side to side, or striding up and down
the chair. It is worth remembering the motionless teacher can bored a students
in class activities, but when we constantly move around or make some motion it
can bring a class become more life.
! Awareness
Awareness means assessing what students
have said and responding appropriately. Being able to perceive the success or
failure of what is taking place in the classroom, and being flexible enough to
respond to what is going on. We need to be realize that what is going on the
students’ heads. Because it’s help us imposible help students to learn a language
in a classroom setting and making contact with them.
Using the voice, how do we sound and
what voice out from the teacher sometimes have a crucial impact in class. There
are three issues think about it:
! Audibility (clear enough to listen)
As a teacher we should have a clear
voice when we teach our students. Make sure that the students who sit at the
back of the class can hear our voice clearly. But teacher do not have to shout to be
audible. Moreover, speaking too soft or unpleasant loudly are unhelpful
students.
! Variety (several different sort of the same thing)
When we teach a students, it is
important for us to vary the quality of their voice and the volume when they
are talk depends on type activity o r type of lesson. However, for teacher who
almost never raise their voice, the occasionally shouted interjection may have
an extremely dramatic effect, and this can be beneficial.
! Conversation (activity of talking)
When we do conversation with our
students, being relaxed helped us expand our energy. Avoiding shouting whenever possible, so that
can conserve our vocal energy.
Talking
to students, the way that teacher talk to the students – the manner
in which they interact with them – is one of the crucial teacher skill (Harmer,
2007:37). The teacher – students realtionship is not the same as that between a
parent and child talk, this ability to rough – tune the language is a skill
that teacher and parents have in common. Rough – tune means that is
simplification of language which both parents and teacher make in order to
increase the chance of being understood.
Giving
instruction, it is become crucial when we always give students an
instruction. That activity is waste of time if the students don’t understand
what it is they are supposed to do. Before giving an instruction we have to
asked them a correct question that is related with the lesson we have to give.
Students
talk and teacher talk, there are three kind of talk on this matter; TTT
(Teacher Talking Time), STT (Students Talking Time) and TTQ (Teacher Talking
Quality). TTT sometimes criticised if we do it to much. It is become
inappropriate because the more teacher talks, the less chance for students to
practice their own speaking practice. STT is maximised to appropriate moments
during the lesson, don’t be affraid if they were get incorrect explaination. It
will developed their mind sets. TTQ time is not useful or appropriate to the
students of talking, whereas teacher who engage students with stories and
interaction, using appropriate comprehensible input. It will help them to
understand and equire the language.
Using
the L1, Making use of the L1 does not mean that we should abandon the commitment
to creating an English environtmet. Because, however in many classes around the
world there are a students with a variety of different L1 ability, so the use
of L1 become more problematic. In other situation it is still useful to get
students think of similarities and differences between their L1 and the L2, but
they will have time to explain these differences in English.
Creating
lesson stages, there are so many ways when we want to start to creating
our lesson stages. Students often misbehave when they are bored or frustrated. We can prevent some of this
boredom by beginning class immediately and in a predictable fashion. Students
like to know what to expect. We prefer to begin immediately after the bell rings so students
know that our class time is valuable. Try to avoid beginning with verbally
taking roll as students will become distracted and talk amongst themselves
during this time. Since that school requires roll to be taken within the first
five minutes of class I take roll silently while the students work on a warm-up
opening activity.
Write a daily schedule on the board
so students can see what is coming next. Having a visual guide to the class
time will help the students make transitions between activities. A visual
schedule will also prevent some questions about what time is break and
"how long do we have to do this?" Plan more activities than you think
we'll have time for and always have a back-up plan.
Most behavior problems occur when
students get bored. Be sure that we have engaging lessons to prevent this for most
students. Also keep in mind that overhead-bulbs die and other technical issues
happen so be sure that the lesson can go on even if something goes wrong.
Prepare engaging enrichment
activities for the students that finish early. No matter how much you plan,
sometimes students will still finish early. You will want to be sure that
activities that these students will enjoy are available. When I plan units, I
include extra activities that could be used for these situations. Silent
reading is also a good option as reading is always valuable. This could be a
book of the student's choice or a book you provide.
Different
seating Arrangements, at the beginning of the year, we will definitely want a
seating chart while learning the students' names. Seating charts also help a
substitute or classroom visitor as students respond better when the teacher
knows and uses their names. At the beginning of the year I create a random
seating chart by numbering desks and creating a set of index cards with
matching numbers. Give some students a card as they walk in and that is the assigned
seating chart for the first week. It is also important to change this chart
once that knowing the students as some
students will need to be moved or separated. If we find, it helpful to change the
seating several times a year to keep things interesting. Depending on class, we could also offer to let
them choose their own seats if they behave well for a set amount of time.
! Orderly rows
Some activities are especially suited
kind of organisation such as explaining a grammar point, watching a vidio/
or a power point presentation. It is
also useful when students are involved in certain kinds of language practice.
So the whole class will get the same information. When a whole class of
students set up in orderly rows, it is totally important to make sure that we
keep everyone involve in what we are doing.
! Circles ans horseshoes
When Classes arranged in a circle it is
make a quite strong statement about what the teacher and students believe in.
With all the students in a class sitting around, there is a feeling equality
than when the teacher stay out in the front.
! Separate tables
When students in small groups at
individuals tables, it is easier for the teacher to work at one table while the
other get on with their own work. But we have to mixed – ability classes where
different group of students can get benefit from another students who has more
ability in that group.
Different
students grouping, whatever the position of students seating in a classes,
student still can be organised in these three grouping ways: whole class grouping, groupwork and
pairwork, solowork or class to class work.
! Whole class
Whole class teaching can be more dynamic
and motivating by treatening everyone as part of the same group, we can build
their sense of belonging and become a part of the team.
! Groupwork and pairwork
Groupwork and pairwork start working on
the problem or talking about, so many activity than if the teacher was working
with the whole class, whereas in most case every students have a chance to talk
in that time. By using this kind of grouping, the teacher have more opportunity
to focus their attention on particular students. For example: the groups A and
C are doing a task, the teacher can spend more time with the student who need a
special help.
! Solowork
It allows students to work alone by
their own thinking, by their own speed, and allow them become an autonomusly.
! Class – to - class
Class to class
interactions are good to help students from other classes, just as a lower
students feel motivated with engage with the students whose langauge is better
than theirs. Class to class are good for surveys, discussions, and lecturers
and presentation. But it will consume more time to organise them because of a
huge sense of statisfaction.
HOW TO PLAN A
LESSON
The term “lesson” is popularly considered to be a
unified set of activities that cover a period of classroom time, usually
ranging from forty to ninety minutes. These classroom time units are
administratively significant for teachers because they represent “steps” along
a curriculum before which and after which you have a hiatus (of a day or more)
in which to evaluate and prepare for the next lesson.
A.
Format
of a lesson plan
Seasoned teachers generally agree on what the
essential elements of a lesson plan should be, while variations are plentiful.
1.
Goal(s)
You should be able to identify an overall purpose or
goal that you will attempt to accomplish by the end of the class period. This
goal perhaps quite generalized, but it serves as a unifying theme for you. So
in the sample lesson plan, “understanding telephone conversations” generally
identifies the lesson topic.
2.
Objectives
It is very important to state explicitly what you want
students gain from the lesson. Explicit statements here help you to:
·
Be sure that you indeed
know what it is you want to accomplish,
·
Preserve the unity of
you lessom,
·
Predetermine whether or
not you are trying to accomplish too much; and
·
Evaluate students’
success at the end of, or after, the lesson.
In stating objectives, distinguish between terminal and enabling objectives. Terminal objectives are final learning
outcomes that you will need to measure and evaluate. Enabling objectives are
interim steps that build upon each other and lead to a terminal objective.
3. Materials and Equipment
It may seem a trivial matter to list materials
needed, but good planning includes knowing what you need to take with you or to
arrange to have in your classroom. It is easy, in the often harried life of a
teacher, to forget to bring to class a tape recorder, a poster, some handouts
you left on your desk at home, or the workbooks that students gave you the
night before.
4. Procedures
Lessons clearly have tremendous variation. But, as a
very general set of guidelines for planning, you might think in terms of making
sure your plan includes
·
An opening statement or
activity as a warm-up
·
A set of activities and
techniques in which you have considered appropriate proportions of time for
whole-class work, small-group and pair work,
teacher talk, student talk
·
Closure
5.
Evaluation
Now, you must understand that every lesson does not
need to end with a little quiz, nor does evaluation need to be a separate
element of you lesson. Evaluation can take place in the course of “regular”
classroom activity. Some forms of evaluation may have to wait a day or two
until certain abilities have had a chance to build. But evaluation is an
assessment, formal or informal, that you make after students have sufficient
opportunities for learning, and without this component you have no means for
assessing the success of your students or making adjustments in your lesson
plan for the next day.
6.
Extra-Class
Work
Sometimes misnamed “homework” (students don’t necessarily
do extra-class work only at home), extra-class work, if it is warranted, needs
to be planned carefully and communicated clearly to the students. Whether you
are teaching in an EFL or ESL situation, you can almost always find
applications or extensions of classroom activity that will help students do
some learning beyond the class hour.
B.
Guidelines
for lesson planning
1.
How
to begin planning
For teachers who have never taught
before, it is often very useful to write a script of your lesson plan in which your
exact anticipated words are written down and followed by exactly what you would
expect students to say in return. Partial scripts that cover introduction to
activities, directions for a task, statements of rules or generalizations,
anticipated interchanges that could easily bog down or go astray, oral testing
techniques, conclusions to activities and to the class hour.
2.
Variety,
sequencing, pacing and timing
Most successful lessons give students a number of
different activities during the class hour, keeping minds alert and enthusiasm
high. Ideally, elements of a lesson will build progressively toward
accomplishing the ultimate goals. Easier aspects will usually be placed at the
beginning of a lesson, tasks that require knowledge gained from previous exercises
will be sequenced appropriately. Good pacing is a factor of how well you
provide a transition from one activity to the next. And timing is also an
element that you should build into a lesson plan.
3.
Gauging
difficulty
Figuring out in advance how easy and difficult
certain techniques will be is usually learned by experience. It takes a good
deal of cognitive empathy to put yourself in your students’ shoes and
anticipate their problem areas.
4.
Individual
differences
A lesson plan will aim at the majority of students
in class who compose the “average” ability range. But your lesson plan should
also take into account the variation of ability in your students, especially
those who are well below or well above the classroom norm.
5.
Student
talk and teacher talk
Give careful consideration in your lesson plan to
the balance between student talk and teacher talk. Our natural inclination as
teachers is to talk too much. As you plan your lesson, and as you perhaps
script out some aspects of it, see to it that students have a chance to talk,
to produce language, and even to initiate their own topics and ideas.
6.
Adapting
to an established curriculum
Your primary task is not to write a new curriculum
or to revise an existing one, but to follow an established curriculum and adapt
to it in terms of your particular group of students, their needs, and their
goals, as well as your own philosophy of teaching.
7.
Classroom
lesson ‘notes’
Most experienced teachers operate well with no more
than one page of a lesson outline and notes. Some prefer to put lesson notes on
a series of index cards for easy handling.
Satuan Pendidikan : SMK Dharma Analitika Medan
Kompetensi Keahlian : Analis Kesehatan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/I
Materi Pokok : Introduction
Alokasi Waktu : 2x45 Menit (2
Pertemuan)
A. Kompetensi Inti (KI)
KI 1: Menghayati dan mengamalkan
ajaran agama yang dianutnya
KI
2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai),
santun, responsif dan pro-aktif
dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 4: Mengolah, menalar, dan menyaji
dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari
yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar dan
Indikator (Permendikbud
no 70, hal:86 dst)
KD.1.1. Mensyukuri kesempatan
dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi
internasional yang diwujudkan dalam semangat belajar
2.1 Menunjukkan perilaku
santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan
teman.
2.2
Menunjukkan perilaku jujur,
disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi
transaksional dengan guru dan teman.
2.3
Menunjukkkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam
melaksanakan Komunikasi fungsional
3.1 Menganalisis fungsi
sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri,
sesuai dengan konteks penggunaannya.
Indikator:
Menganalisis kalimat yang
tepat yang akan di sampaikan
Mendokumentasikan kegiatan
introduction
Memfile semua kegiatan
Membuat kelompok untuk
melakukan introduction sebagai lawan bicara
Mengilustrasikan cara
introduction dengan teman
Menyimpulkan hasil
introduction
4.1 Menyusun teks lisan dan
tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati
diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai dengan konteks.
Indikator:
Menanyakan hal-hal yang
berhubungan dengan introduction
Memilih kalimat yang tepat
untuk di tanyakan dan sesuai dengan keadaan
Memilah kalimat yang sesuai
Melatih setiap kalimat
dengan teman
Bekerja sama dengan teman
satu kelompok atau teman sekelas
Memperjelas cara pengucapan
dalam introduction
Menyimpulkan hasil
introduction
C. Tujuan Pembelajaran:
Selama dan setelah mengikuti kegiatan
pembelajaran melalui metode diskusi, demonstrasi, dan praktek, siswa mampu:
1. Menganalisis conversation
2. Memfile hasil conversation
3. Menyimpulkan dari keseluruhan conversation
D. Materi Pembelajaran
Materi fakta: (yg terkait dengan kehidupan
sehari-hari)
Materi Konsep: Pengertian Introduction (teori)
Materi Prinsip: Pengenalan
diri yang berupa identitas ataupun kesukaan (
Materi Prosedur: Opening, Content, Closing (langkah2)
E. Metode Pembelajaran
1. Strategi pembelajaran: Project Based Learning, Discovery Learning(penemuan), Programe
Based Learning(kasus)
2. Pendekatan: Scientific
3. Metode/Model: diskusi, demosntrasi
F. Media, alat dan sumber
pembelajaran
Media:
Power point, Video
conversation, Film, Dictionary
Alat/
Bahan: Infocus, lcd, laptop, vcd, cd
Sumber
Belajar: (Sesuai Daftar
Pustaka), (i-net: Copy website dan tanggal nya), jika orang (tulis nama, no hp
dll)
G. Langkah-langkah kegiatan
pembelajaran:
Pertemuan
1: 1x45 Menit
No
|
Kegiatan
|
Deskripsi
|
Alokasi waktu
|
1
|
Pendahuluan
|
Doa
|
10 menit
|
Mengecek kehadiran
|
|||
Menyampaikan tujuan
|
|||
Menyampaikan metode, Free test dll
|
|||
2
|
Kegiatan Inti
|
Mengamati
· mendengarkan/membaca pemaparan jati diri
dengan memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun
format penyampaian/penulisannya.
· mencoba menirukan pengucapannyadan menuliskan pemaparan jati diri yang
digunakan.
Menanya
· Dengan bimbingan dan arahan guru, siswa
mempertanyakan antara lain, perbedaan antara berbagai pemaparan jati diri dalam bahasa Inggris, perbedaannya
dengan yang ada dalam bahasa Indonesia.
· mempertanyakan pengucapan dan isi teks
yang memaparkan jati diri
|
25 menit
|
3
|
Penutup
|
Membuat kesimpulan
|
10 menit
|
Melakukan refleksi
|
|||
Evaluasi
|
|||
Penugasan: PR dll
|
Pertemuan ke-2 1x45
No
|
Kegiatan
|
Deskripsi
|
Alokasi waktu
|
1
|
Pendahuluan
|
Doa
|
5 menit
|
Mengecek kehadiran
|
|||
Menyampaikan tujuan
|
|||
Menyampaikan metode, Free test dll
|
|||
2
|
Kegiatan Inti
|
Mengeksplorasi
· mencari beberapa teks pemaparan jati diri
dari berbagai sumber.
· berlatih memaparkan jati diri dengan
teman melalui simulasi.
·
berlatih
memaparkan jati diri melalui tulisan
Mengasosiasi
· menganalisis ungkapan memaparkan jati
diri dengan mengelompokannya berdasarkan penggunaan.
· Secara berkelompok siswa mendiskusikan
ungkapan memaparkan jati diri yang mereka temukan dari sumber lain dan
membandingkannya dengan yang digunakan guru
· memperoleh balikan (feedback) dari
guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan
dalam kerja kelompok.
Mengomunikasikan
· mendemonstrasikan penggunaan pemaparan
jati diri secara lisan dan tertulis di kelas dengan memperhatikan fungsi
sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks
· menuliskan permasalahan dalam menggunakan
bahasa Inggris untuk memaparkan jati diri dalam jurnal belajar (learning journal).
|
30 menit
|
3
|
Penutup
|
Membuat kesimpulan
|
10 menit
|
Melakukan refleksi
|
|||
Evaluasi
|
|||
Penugasan: PR dll
|
H. Penilaian
Penilaian sikap: Siswa mampu bekerja sama
dengan kelompok maupun personal.
Penilaian
pengetahuan: Siswa mampu melakukan monolog yang
menyebutkan jati diri didepan kelas
Penilaian
keterampilan: Siswa mampu memaparkan teks dan menanyakan jati diri, tata
bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dengan benar.
Medan,
25 Juni 2014
Mengetahui/Menyetujui,
Kepala Sekolah SMK Dharma Analitika Guru Bidang Studi
Hj. Endang A. Sofia Siregar,
S.Si Intan
Maulina, S.Pd, M.S
CHOOSING AND
USING MATERIALS
One of important tool in teaching and
learning is coursebook. Coursebook can provide some materials for teaching and
learning process. A good coursebook will cover the language, topic, content,
and attractive activities appropriately. Whether the language is at the right
level, the topic and content are suitable for the students, the treatment that
related to the language skills will make students attractive, and the sequence
of the book is good. Teachers can consider those aspects to choose which
coursebook they are going to use. When teachers think that the coursebook is
not suitable enough for their lesson or the activities seems inappropriate for
their students, they have rights to fix it.
There are four alternatives for
teachers to fix the coursebook that is not appropriate, as Harmer (2007b,
p.146) suggests: 1) Omission, 2)
Replacement, 3) Addition and 4) Adaptation. First is omission, teacher can
decide to omit some materials on the coursebook if they think it is not fit
enough for the lesson. This approach is also called as "pick and
choose" approach. When teachers think that some of the materials are not
necessary, they can just leave it. But teachers also need to remember to not
omit the lesson that much.
Another way of fixing the coursebook
is replacing the materials with teachers' own materials. This way has an
advantage for teachers such as the materials may be more suitable for the
students because teachers know students well. They know what is appropriate and
interesting for their students.
The third one is addition. Teachers
can add some interesting and fun activities or exercises to engage the students
more to the materials. Addition is a good alternative for fixing the
coursebooks because it allows teachers to use the coursebooks' strength but
also connect it with teachers' skills.
The last alternative to fixing the
coursebooks is to adapt what is in the book. As Harmer (2007b, p.147) states,
teacher can adapt the lesson by rewriting parts of it, replacing some of the
activities (but not all) reordering activities or reducing the number of
activities in the sequence. Teachers can reordering, reducing, redoing,
rewriting the activities so both teachers can feel more comfortable to use the
book.
Teachers need to use the coursebook
creatively. It will help the students to learn well. Beside that it can make
students to feel more comfortable and enjoyable in using the coursebook. If the
coursebook is boring and teachers use the coursebook as the only resource in
teaching, it will make the teaching and learning process boring too. And the
result will not be good for the students. There are three options for teachers
to use the coursebook in creative way. It is almost the same as the
alternatives for fixing the coursebook. Those three options are adding,
adapting and replacing.
In adding, adapting and replacing the
materials, teachers need to consider students' proficiency and needs in
learning. Adding the materials means adding something; it can be activities or
exercises that are not available on the coursebooks. The word lists on
coursebooks is rarely to be teach by teachers because the appearance is boring.
Teachers can add some fun activities to make that word lists are not boring
anymore such as word formation, word games and personal engagement that related
to the word lists.
Adapting the materials means adapt or
adjust the materials to be suitable with teachers and students' needs. For
example, there is a text about elephant
and questions about the text on a coursebook which asked the students to do to
that exercise later when they have finished read the text. Teachers can adapt
the exercise and turn it to a kind of interview between students. Each student
has their own animal that they have chosen, and they can do the interview with
other student who acted as other animals.
Replacing the materials can be use
when teachers think that another activity will be more suitable than the
materials on the coursebooks. For example, students get a reading text about
biographical information about someone famous. And the coursebook asked them to
complete a chart with information about the dates that is available on the
text. Instead of completing the chart, teachers can replace the materials and
make it more fun with another activity such as cut the text into paragraph and
students have to rearrange that text.
There are always both advantage and
disadvantage of something, including using coursebooks in teaching and learning
process. Good coursebook will cover everything very well. From the content
which is interesting, well-structured syllabus, pronunciation task, excellent
listening materials, well-written reading materials, using language
appropriately and so on. As Harmer (2007b, p.152) states many teachers do not
have time to prepare and plan as much as they would like to. Because of the
lack of time, teachers won't be able to prepare and plan the materials each
time they need to teach, but using coursebooks, it sort of help teachers. They
can easily prepare the materials from the book and maybe adding, adapting or
replacing something on the coursebook instead of preparing the materials whole
by them. Beside that, there is also teacher's guide in most of the coursebooks
which is pretty good to help teacher maintain the teaching and learning
process. Students also have the advantages from using coursebooks. They can
simply looking at the content and see the topic that they will learn next week,
so they will be able to at least read the coursebook and prepare for the
lesson. They also can review what they have learnt before.
On the other hand, using the whole
coursebooks as the only teaching source is not good either. Because teachers
and students will only take the materials from the coursebook and only will
teach and learn as the coursebook told so. It will limit the creativity of both
teachers and students.
Although coursebook is one of
important tool in teaching and learning, according to Harmer (2007b, p.152)
some teachers have a very poor opinion of coursebooks. They say they are
boring, stifling (for both teacher and students) and often inappropriate for
the class in front of them. But other teachers feel differently, they feel much
more positive about the coursebooks.
To choose the right coursebook that
is acceptable for students' needs. There are four procedures as Harmer (2007b,
p.153) suggests in choosing the right coursebooks: a) Analysing, b) Piloting,
c) Consultation and d) Gathering Opinions. The first thing teachers need to do
in selecting the coursebooks is analyze some coursebooks and compare it. The
way teachers compare the coursebooks can based on the area that interest the
teachers such as layout and design, instructions and methodology. Harmer (2007,
p.154) mentions ten areas to consider in selecting coursebook, as follows:
Possible Areas for Consideration
|
Possible Questions for Coursebook
Analysis
|
Price and Availability
|
How much does
the coursebook cost? Will students have to buy any extra material (workbook,
etc)? Are all the component (coursebook, workbook, teacher's guide, audio, etc)
available? What about other levels? Is this good value for money? How much
does the whole package (with all the components) cost?
|
Add-ons and Extras
|
Apart from a
workbook, what other extras are offered with the course? Are there internet
sites with extra material (excersises, texts, etc), or with 'meeting places'
for users? What else does the publisher offer to support the course? What
value should we place on the extras that are available?
|
Layout and Design
|
Is the book
attractive? Is its design appropriate for (a) the students, and (b) the
teacher? Does the design of the book make it easy to follow?
|
Instructions
|
Are the
instructions clear and unambiguous? Are they written in language that the
students will understand? Can the coursebook be used by students working on
their own, or is teacher necessary to show them how to use it?
|
Methodology
|
What kind of
teaching and learning does the coursebook promote? Is there a good balance
between study and activation? How do the authors appear to think that people
learn languages and do we agree with them?
|
Syllabus
|
Is the syllabus
appropriate for our students? Does it cover the language areas (grammar,
vocabulary, functions, pronunciation, etc) that we would expect? Do we and
our students like the sequencing of language and topics, etc? Does the
coursebook build in a feeling of progress?
|
Language Skills
|
Does the
coursebook have the appropriate balance of skills? Is the skills work really
designed to promote the skills? (e.g. writing-for-writing, not writing-for-learning)?
Are there possibilities for both study and activation in the skills areas?
Are the skills activities likely to engage students?
|
Topics
|
Does the book
contain a variety of topics? On balance, are the topics appropriate for the
kind of students who will be using the coursebook? Are the topics likely to
engage students?
|
Cultural Appropriacy
|
Is the material
appropriate for the cultural situation that the students are in? Do the texts
contain culturally insensitive material? Are the activities appropriate for
the learning culture? Is the coursebook unprejudiced in the way it deals with
different customs, ethnicities, races and sexes?
|
Teacher's Guide
|
Does the coursebook have an accompanying
teacher's guide? Is it easy to use? Does it explain things clearly? Does it
offer alternatives to the coursebook activities? Does it have all the answers
that teachers and students need? Does it provide differentiated activities
for fast and slow learners?
|
Table of 10 Areas for Considering the Coursebook. Harmer
(2007b, p.154)
After analyze the coursebook,
teachers can choose which one that really suitable for them to teach. Then
teachers need to pilot the coursebook. Use the coursebook in one or two classes
and see the result of it. What are the strengths and weaknesses of the
coursebook that the teachers' use.
The third procedure is to consult the
coursebook with teachers' colleagues or to other teachers. In consulting the
coursebook, as Harmer (2007b, p.153) says we need to be aware, of course, of
their differing teaching situationss or competing publisher, author or
methodology loyalties, but it is always worth listening to what other people
have to say.
The last procedure is to gather some
opinions from students. Let them look and know the coursebook and see how they
react to the book. Listen for their opinions about the book before teachers
finally choose the final coursebook that they will use in teaching. Those are
the steps that teachers have to take to select the right coursebook for their
lesson.
COMMERCIAL AND
AUTHENTIC MATERIALS: ADVANTAGES AND DISADVANTAGES, PROBLEMS TEACHER FACE
The advantages and disadvantages of
ESL course books and what English teachers can do to improve their lessons. The
use of course books in the ESL classroom is very common because the course
books have the advantages of being visually appealing, easy for the teacher to
prepare, and the activities fits well into the timetable. It is necessary for the
teacher to prepare and develop other activities, especially extensive reading
to keep the classroom atmosphere more interesting and the students more
interested in what they are learning.
There are several advantages for
basic of the curriculum on a series of ESL. First, clearly identified set of
achievement objectives which include what the learners are expected to be able
to do and what to expect next. These ready-made syllabi contain carefully
planned and balanced selection of language content that can be easily followed
by teachers and students (Kayapinar, 2009 in Peter Tze-Ming Chou journal, 2010). Second, when the
teachers are teaching each unit in the course books, there is a consistency in
the topics and genres in the four skills area (listening, speaking, reading,
and writing). This allows for greater autonomy in the learning process. In
addition, many inexperienced teachers may find in ESL materials, to be useful and practical
because the ready-made activities and lessons are easy for the teacher to
prepare. In many of the ESL materials, the designers even have prepared achievement tests
for each units of study and a teacher’s manual to guide the teacher in their
instruction. Finally, ESL materials are the cheapest and most convenient ways of
providing learning materials to each student (Kayapinar, 2009 in Peter Tze-Ming Chou journal, 2010).
There are a number of issues to
consider when using ESL course books. First, most course books contain a lot of
activities where students do "questions and answers". After a few
lessons, many students may find the learning process boring and uninteresting.
The lack of challenging reading materials could also slow the students’
language development creating a plateau effect. The second issue that teachers
should consider is student motivation. Most college students expect their
English courses to be something different from their high school English
classes. So when we give them course books that are similarly designed as their
past learning materials, the students may quickly lose their interest and
motivation to study. This is because the similarities in the ESL course books
may cause the students to feel bored due to the “sameness” or “repetitiveness”
of the lessons and activities. This is a major problem because the English
courses are designed around using a single course book for the whole academic
year. According to Harmer (2007), it may be relatively easy for students to be
extrinsically motivated; however, the challenge is sustaining that motivation.
Although motivation can be sustained through varied class activities, if the content
of the course book is uninteresting and repetitive, then sustaining the
motivation will be problematic for the teacher no matter how hard they try.
Finally, although most ESL course
books are well organized with many different kinds of activities, however, they
do not provide enough details in other aspects of language study. A good
example would be in the study of grammar. The grammar section in each unit of
the course book usually does not provide enough explanation or practice
questions. Relying on the course book to provide the students with adequate
knowledge of grammar would not be enough, especially when a teacher spends
between two to three weeks to cover a single unit of the course book. This
means that in a typical semester, students only receive between four to six
different types of grammar instruction, a number far behind from what they
could have been studying if the students had a grammar textbook where they can
study a different unit every week with lots of practice activities. Possible Solutions
The following suggestions are
proposed to make any English program that relies on ESL course books more
effective. First, if an ESL course book is to be used, outside reading
materials will need to be added to the curriculum. This would greatly increase
and develop the student’s language ability. In language learning, reading is
considered one of the most important lessons for the learner. Learning vocabulary this
way may be considered more effective than rote memorization because through
reading interesting texts, students learn new vocabulary and review old ones.
By increasing the amount of reading, especially reading for pleasure, it can
increase both vocabulary knowledge and reading rate
References
Brown,
H. Douglas. 2001. Teaching by Principles. An Interactive Approach to Language Pedagogy.
Englewood Cliffs: Prentice Hall.
Harmer, Jeremy. 2007a. The Practice
of English Language Teaching. Malaysia: Pearson Education Limited.
Harmer, Jeremy. 2007b. How to Teach
English. China: Pearson Education Limited.
http://eslarticle.com/pub/classroom-management/106997-Effective-Classroom-Management-Tips-and-Tricks.html. Was taken and downloaded at. 15.03 date 10.10.14
The Internet TESL Journal,
Vol. V, No. 4, April 1999. http://iteslj.org/http://iteslj.org/Articles/Snell-Interaction.html.was taken and downloaded at. 15.24 date 10.10.14
The Internet TESL Journal, Vol.
VIII, No. 11, November 2002. http://iteslj.org/Articles/Thanasoulas-Motivation.html. Was taken and downloaded at. 14.56 date 10.10.14
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