English Language Teacher in 21st Century
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This document outlines a workshop for developing English and foreign language education at the Universitas PGRI Adi Buana Surabaya. It discusses using fun and technology-enhanced strategies to teach English, enhancing students' skills through literature, and promoting student creativity and independence. The expected outcomes are to enhance teaching abilities for 21st century educators and help teachers become innovative, creative facilitators who can help students develop needed knowledge and share new teaching strategies.
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Dokumen tersebut membahas tentang kota Bandung sebagai kota kembang, tempat wisata di Bandung seperti Tangkuban Perahu, udara sejuk di Bandung, serta mengapa Bandung dikenal sebagai kota belanja.
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Living abroad successfully requires understanding the local culture, transportation options, food, currency, languages, and weather. Key things to know are being respectful of others in public by giving up seats, not littering, and using pedestrian crossings. The main forms of transportation are bus, tram, bicycle, taxi, train, monorel, MRT and LRT. Food options are halal and non-halal. The official languages include English, Polish, Malay, Dutch and Mandarin. Weather varies from spring, summer, autumn, winter and rainy seasons.
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This document provides information about Poland and its culture. It discusses that the capital of Poland is Warsaw, the official language is Polish, and the currency is the złoty. It also notes some popular Polish foods like pierogi and bigos. The document then covers some aspects of Polish culture such as queuing, returning dishes after eating, and giving up seats for elders on transportation. It briefly outlines fields of study at major Polish universities like the University of Warsaw and University of Jagiellonian in Krakow.
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Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
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The focus of this paper is the implementation of Computer Assisted Language Learning (CALL) which has been defined as "the search for and study of applications on the computer in language teaching and learning" (Levy, 1997, p. 1) and is now used routinely in a variety of instructional situations. As a result, language teachers are increasingly required to possess CALL expertise that includes both practical skills and a thorough understanding of information technology (IT) theory. Teachers may need to design, implement, and evaluate CALL activities in their classrooms; they may be put in charge of setting up and operating a multimedia language laboratory. Demonstrating CALL'S in promoting both fluency and accuracy in the target language as well as improving motivation and learner autonomy. By using CALL will give beneficial to the second language learner
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As stated by Jenkins & Lonsdale (2007), digital storytelling has been used in a language-teaching classroom involving encouragement and engagement of students, and establishing students’ social presence for on-line learning, participation and interaction. It is supported also by Carolyn Miller (2014), she said that in the educational area “digital storytelling” is used to mean the employment of still images and a recorded script, and possibly some video or animation, to tell personal stories or stories relating to an element in the education curriculum. Digital storytelling has been used at University of PGRI Adi Buana Surabaya for its fourth semester students and the research reported in the paper will further explore students’ perception on increasing their awareness and improvement in the language skills. Digital stories allow students to take a linear series of events and turn them into a multidimensional experience. It encourages them to communicate, collaborate, and research as well as to infuse media into the process. The research uses voice recording of the students as well as questionnaires to determine students’ perspective. This study presents the benefits of digital storytelling for learning and improving the language skills and is expected to make a contribution to the teaching and learning of English to the learners and also to enlighten English teachers.
Keywords: digital story board, youngsters, speaking, writing
The Application of Montessori Model in Teaching Reading to Very Young Learner...
Maria Montessori had many great ideas when it comes to teaching children how to read. The Montessori reading curriculum has three essential principles: a strong foundation in phonics, comprehension based on visualization, and whole language, or learning to read for meaning and using context clues. In the Montessori classroom, by the age of four, children are developmentally read and eager to begin the preparation for reading. Reading in kindergarten is very important because they have to start using the reading ability before they go to primary school. This paper was intended to know how the teacher implements Montessori in teaching reading. The previous study on Montessori showed that children proved to be better prepared for elementary school in reading and math skills than non-Montessori children. This paper was a case study. It was conducted in sixteen meetings at Kindergarten 2 Ruby class where the authors were the non-participant observer so they did not take any participation in the English teaching and learning activites. The authors obtained the data from interviews, classroom observations, field notes, video recording and pictures taking. The result of this paper showed that the teacher implemented Montessori model in teaching reading by using of some teaching techniques (phonics reading, nursery rhymes, games, fun activites, storytelling), teaching aids, and different teaching procedures. It can be concluded that the teaching techniques, teaching aids, and teaching procedures which the teacher uses, makes the students become more active and they are willing to participate during the lesson.
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