ASSESSMENT AND SOME RESEARCH ON ELT AN ESSAY OF A READING REPORT

ASSESSMENT AND SOME RESEARCH ON ELT

AN ESSAY OF A READING REPORT

Submitted as the Requirement to Fulfill an Assignment of

English as Foreign Language Methodology Course

by:

Rezki Firdaus

1407335(1B)

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POST GRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

2014

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ASSESSMENTS OF AN ENGLISH LESSON PLAN: AN ANALYSIS

ASSESSMENTS OF AN ENGLISH LESSON PLAN: AN ANALYSIS

A Research Based Paper

Submitted as the Requirement to Fulfill Assignment of

English as Foreign Language Methodology Course

Prof. Dr. Nenden Sri Lengkanawati, M.Pd

Written by:

Rezki Firdaus

1407335(1B)

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POST GRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

2014

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CHAPTER REPORT T. Writing, T. Speaking, Text Base LT, Problem related to Students; Why, What, etc

Name            : Rezki Firdaus

Student’s ID : 1407335

Topic            : Summary (Teaching Writing, Teaching Speaking, Text based Language Teaching, 
                      Problems related to Students: Why, What, and some possible solutions)

Date             : November 11^th, 2014

Teaching Writing

Handwriting is a Personal issue. Students should not all be expected to use exactly the same style, despite copying exercises. Badly-formed letters may influence the reader against the writer, something which is undesirable whether the work is the product of some creatif task or more seriously, work that is going to be assesed in a test or exam. Although incorect spelling doesn’t often prevent the understanding of a written message, it can adversely affect the reader’s judgement. All too often, bad spelling is persieved as lack of education or care. One of the reasons that spelling is difficult for students of English is that the correspondence between the sound of a word and the way it is spelt is not always obvious, a single sound may have many different spelling, and the same spelling may have many different sounds. One of the best ways to help students improve their spelling is through reading, especially extensivel.

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CHAPTER REPORT T. Pronunciation, T. 4 Language SKills, T. Reading, T. Listening Ok

Name            : Rezki Firdaus

Student’s ID : 1407335

Topic           : Summary-Strategies in ELT Teaching and Learning (Teaching Pronunciation, Teaching 
                     the four language skills –integrating the four language skill, teaching reading, teaching
                     listening)

Date          : November 4^th, 2014

Teaching Pronunciation

Pronunciation is one of the essential noun based in an oral form and the basic ability of speaking English as well as other languages. The correct pronunciation of English is to help the students to pronounce correctly. Clear pronunciation makes the students easy to understand and produce intelligible sound. The study of pronunciation has become an important aspect in teaching English as a foreign Language. In learning process, student may face difficulty which is crucial to be described and analyzed. One of them is difficulty in pronouncing English words. Pronunciation has become a dilemma for students. As a result, making errors in pronouncing English as foreign language is common. It is natural in the early stage of second/foreign language learning process.

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Summary–Part V : Teacher Development (Self Development and Exploration, Life long learning for expert teachers: research in education, What teachers do next, Monitoring Teaching Acts)

Name                : Rezki Firdaus

Student’s ID     : 1407335

Topic                : Summary–Part V : Teacher Development (Self Development and Exploration, Life 

                        long learning for expert teachers: research in education, What teachers do next,  

                         Monitoring Teaching Acts)

Date                : December 2^md, 2014

Self Development and Exploration

Self-Development, an example of self development for language teacher, namely the difference between two EFL teachers’ teaching behavior. These EFL teachers have significant differences as describe in the following table:

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Summary; Part Four: Assessment in ELT—Basic Concept, Test Development, and Issues (Basic concept in Test Development,Testing and Evaluation, Language Assessment: Practical Classroom Applications Assessment, Assesment and some Research on ELT)

Name                 : Rezki Firdaus

Student’s ID      : 1407335

Topic                 : Summary; Part  Four: Assessment in ELT—Basic Concept, Test Development,  

                           and  Issues (Basic concept in Test Development, Testing and Evaluation, Language 

                           Assessment: Practical Classroom Applications Assessment, Assesment and some 

                           Research on ELT)

Date                : November 25^th, 2014

Basic concept in Test Development

Testing students for what they have learnt is needed to know whether they really understand what the teachers teach. It is a tool used to know the students’ progress or achievement during teaching and learning processes. Conducting a test is a part of syllabus. The role of the test can be used both as the students’ assessment and evaluation. Students’ assessment means that it is conducted to measure the students’ ability; evaluation means that the result of the students’ test score is one of the factors showing the success of the teaching and learning process. When most of the students can pass the test, it can be concluded that the students obtain the learning objective of the learning process well. In the other hand, if fewer students pass the exam, the teachers need to think if there is specific problem related to the students, the teaching technique, even the design of the test itself.

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CHAPTER REPORT BAB 5: Strategies in ELT Teaching and Learning

Name                           : Rezki Firdaus

Student’s ID                : 1407335

Topic                           : Strategies in ELT Teaching and Learning

Date                            : October 21^st, 2014

Teaching the language system and form focus instruction

Basic understanding of English language systems and language skills is imperative to work in the ELT/EFL classroom with confidence. It is complex task, especially for teacher, because teacher must show students what the language means and how it is used, what the grammatical form of the new language is, and how it is said and written (Harmer, 2007). Possessing basic understanding of nature of language means the teacher must be aware with structural as well as communicative view of language developed in last two hundred years. Structural view of language covers the study of language at the level of phonology (the systematic study of sound system in a particular language), lexis, vocabulary and grammar. Linguistic also classifies the scope of its study at three levels; phonology (study of sound system in a particular language), morphology (study of vocabulary and words) and syntax (study of sentence formation).  The communicative view of language primarily extended the structural view of language adding situational and functional (communicative) aspects.

The research has proved both view are relevant and important and any of them cannot be overruled while teaching the language in the classroom. This perspective in total is called ‘The Language Systems’. The other important aspect, the teacher needs to be aware is the skill in which the teacher wants to enable his students to communicate. There are four language skills; Listening, speaking, reading and writing. Listening and speaking are oral mode of skills and reading are written mode of skills. Listening and reading are receptive skills and speaking and writing are productive skills. Again, there may be several aspects to look upon these skills. If we have a look upon these following sentences, we will find they are connected with various systems of the language and can be interpreted differently.      

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CHAPTER REPORT BAB 4: Summary; Part Two: Management and Praxis (Managing the Classroom, How to Plan a Lesson. Choosing and Using Materials, Commercial and Authentic Materials: Advantages & disadvantages and Problems teachers face)

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)

Date                            : September 14^th, 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.

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CHAPTER REPORT BAB 3: Who to teach? Learners

Name                           : Rezki Firdaus

Student’s ID                : 1407335

Topic                           : Who to teach? Learners

Date                            : September 30^th, 2014

A.      Introduction

The entire chapter, as the title shows, discusses Learner Characteristics: age, learner differences, proficiency levels, motivation (definition, initiating and sustaining), individual language learners (what they do), and good language learner (what they do).  To begin with, it is necessary to determine the terms to make us – the writer, the assessor, as well as the readers section - clear. Learner is a person who is still learning something (advanced learner’s dictionary). So, every human who still studying or learn about something it can be said as a learners. Learning, from a constructivist perspective, is the active building of knowledge by the learner (Morris and Adamson, 2010 in Annie Tong as ELT Research, 2011).

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CHAPTER REPORT BAB 2: Teachers: Who are and what tasks?

Name                           : Rezki Firdaus

Student’s ID                : 1407335

Topic                           : Teachers: Who are and what tasks?

Date                            : September 23^rd, 2014

A.      Introduction

Teacher use about themselves indicates the range of views that they have about their profession. Teaching as the exercise of group leadership (Dornyei and Murphey 2003: chapter 6). It is our role as group development practitioners that really counts, they suggest. Foster good relationships with the groups in front of us so that they work together cooperatively in a spirit of friendliess and harmonious creativity. Teaching style involves an increasing encouragement of and reliance on the group’s own resources and the active facilitation of autonomous learning that is in accordance with the maturity level of the group’.

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CHAPTER REPORT BAB 1: Summary; Fundamental Concept: Theories, Methods, and Techniques

Name                 : Rezki Firdaus

Student’s ID      : 1407335

Topic                 : Summary; Fundamental Concept: Theories, Methods, and Techniques

Date                   : September 23^rd, 2014

A.      Introduction

There are so many theories on learning TEFL methodology. What we can conclude it when we learn something, some way of change has happened within us. Also, we know that learning take place through life and although it often happens in a society context, it is a highly individualized process; we all have different learning style. Theories on language learning and teaching develop from the area of psychology and linguistics. As we learn relevant elements of the theories, methods and Techniques. The teacher will choose and work with different kinds of materials, techniques and step that are work well for the learner, pay attention of theory. In this chapter will be discussing.

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Chapter report 2: Teachers: Who are and what tasks?

A.      Introduction

Teacher use about themselves indicates the range of views that they have about their profession. Teaching as the exercise of group leadership (Dornyei and Murphey 2003: chapter 6). It is our role as group development practitioners that really counts, they suggest. Foster good relationships with the groups in front of us so that they work together cooperatively in a spirit of friendliess and harmonious creativity. Teaching style involves an increasing encouragement of and reliance on the group’s own resources and the active facilitation of autonomous learning that is in accordance with the maturity level of the group’.

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Chapter report 1

A.      Introduction

There are so many theories on learning TEFL methodology. What we can conclude it when we learn something, some way of change has happened within us. Also, we know that learning take place through life and although it often happens in a society context, it is a highly individualized process; we all have different learning style. Theories on language learning and teaching develop from the area of psychology and linguistics. As we learn relevant elements of the theories, methods and Techniques. The teacher will choose and work with different kinds of materials, techniques and step that are work well for the learner, pay attention of theory. In this chapter will be discussing.

Read More