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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Quantitative and Qualitative Data Analysis MID Semester Test

Quantitative and Qualitative Data Analysis

MID Semester Test

 

Submitted as the Requirement to Fulfill an Assignment of Qualitative Data Analysis Course

Under the Direction of Bachrudin Musthafa, M.A., Ph.D.

 

Submitted by:

Rezki Firdaus

1407335

 

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

2015

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