MGMP Bahasa Inggris SMA
KABUPATEN SUKOHARJO PROPINSI JAWA TENGAH
Tuesday, March 1, 2011
Being an English teacher in Indonesia is not easy, but it doesn't mean that it is impossible. It is necessary for us to ask to ourselves whether we are inspiring English teacher or not. Since English is still regarded as a foreign language where it is difficult to be accepted in common society, we must try hard to make the students love English subject first. There are some ways to do to make the students feel interested in English class. First, the teacher should be a good model for the students in the way of speaking. Second, the teacher should be able to find the things that make the students feel happy and convenient in the classroom. Never let them feel under pressure, stressed, and bored.
Thursday, January 20, 2011
Speech Text
Thank you very much for your giving time to me
Good morning everybody !
Dear Honorable juries and my beloved sisters and sisters.
In this nice occasion, I would like to tell you about “FUTURE GREEN GENERATION”
Ladies and Gentlemen,
Friday, December 24, 2010
Grouping Schemes for Maximizing Language Learning
Judith A. Rance-Roney
Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning Group work. When it works, we are pleased. But when it does not—when the learners stare at each other without speaking or when two learners begin an argument that threatens to disrupt the whole lesson—we know we should have done it better.
Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning Group work. When it works, we are pleased. But when it does not—when the learners stare at each other without speaking or when two learners begin an argument that threatens to disrupt the whole lesson—we know we should have done it better.
Empowering Teachers through Professional Development
E n g l i s h T e a c h i n g F o r u m
Harlan Kellem
The Formeaning Response Approach: Poetry in the EFL Classroom
In English as a Foreign Language (EFL) classrooms, where acquisition of English is the ultimate goal, one of the main tasks for the teacher is to provide students with language input and activities that best aid them in their learning process. As different researchers have reported, including poetry-based activities in the EFL classroom is beneficial (Hanauer 2001; Maley and Duff 1989). Among other reasons, poetry is a source of content-rich reading material; a model of creative language in use; a way to introduce vocabulary in context; and a way to focus students’ attention on English pronunciation, rhythm, and stress.
Harlan Kellem
The Formeaning Response Approach: Poetry in the EFL Classroom
In English as a Foreign Language (EFL) classrooms, where acquisition of English is the ultimate goal, one of the main tasks for the teacher is to provide students with language input and activities that best aid them in their learning process. As different researchers have reported, including poetry-based activities in the EFL classroom is beneficial (Hanauer 2001; Maley and Duff 1989). Among other reasons, poetry is a source of content-rich reading material; a model of creative language in use; a way to introduce vocabulary in context; and a way to focus students’ attention on English pronunciation, rhythm, and stress.
Poetry in the EFL Classroom
E n g l i s h T e a c h i n g F o r u m
Harlan Kellem
The Formeaning Response Approach: Poetry in the
EFL Classroom
In English as a Foreign Language (EFL) classrooms, where acquisition
of English is the ultimate goal, one of the main tasks for the teacher is to provide students with language input and activities that best aid them in their learning process. As different researchers have reported, including poetry-based activities in the EFL classroom is beneficial (Hanauer 2001; Maley and Duff 1989). Among other reasons, poetry is a source of content-rich reading material; a model of creative language in use; a way to introduce vocabulary in context; and a way to focus students’ attention on English pronunciation, rhythm, and stress.
Harlan Kellem
The Formeaning Response Approach: Poetry in the
EFL Classroom
In English as a Foreign Language (EFL) classrooms, where acquisition
of English is the ultimate goal, one of the main tasks for the teacher is to provide students with language input and activities that best aid them in their learning process. As different researchers have reported, including poetry-based activities in the EFL classroom is beneficial (Hanauer 2001; Maley and Duff 1989). Among other reasons, poetry is a source of content-rich reading material; a model of creative language in use; a way to introduce vocabulary in context; and a way to focus students’ attention on English pronunciation, rhythm, and stress.
Using Public Speaking Tasks in English Language Teaching
Gina Iberri-Shea
Using Public Speaking Tasks in English Language Teaching
The purpose of this article is to provide suggestions for using public speaking tasks in English language teaching (ELT) and to highlight some of their many advantages. Let me first describe what I mean by public speaking tasks: these include any task where the participant addresses an audience orally. For the purpose of this article, I will focus on two types of these tasks: student presentations and debates. Student presentations may consist of
Using Public Speaking Tasks in English Language Teaching
The purpose of this article is to provide suggestions for using public speaking tasks in English language teaching (ELT) and to highlight some of their many advantages. Let me first describe what I mean by public speaking tasks: these include any task where the participant addresses an audience orally. For the purpose of this article, I will focus on two types of these tasks: student presentations and debates. Student presentations may consist of
Reading To Speak
Yun Zhang–
Reading to Speak: Integrating
Oral Communication Skills–
According to Ur (1996, 120), “of all the four skills (listening, speaking, reading and writing), speaking seems intuitively the most important.” Indeed, whether for business or pleasure, a primary motivation to learn a second language is to be able to converse with speakers of that language. This explains why so many language learners are very interested in the speaking skill.– However, in addition to being an important skill, speaking is also a great challenge for foreign language learners, and students must master several difficult microskills, including the pronunciation of unfamiliar phonemes, the correct placement of stress and intonation, and the appropriate use of formal and informal expressions.
To complicate matters,
Reading to Speak: Integrating
Oral Communication Skills–
According to Ur (1996, 120), “of all the four skills (listening, speaking, reading and writing), speaking seems intuitively the most important.” Indeed, whether for business or pleasure, a primary motivation to learn a second language is to be able to converse with speakers of that language. This explains why so many language learners are very interested in the speaking skill.– However, in addition to being an important skill, speaking is also a great challenge for foreign language learners, and students must master several difficult microskills, including the pronunciation of unfamiliar phonemes, the correct placement of stress and intonation, and the appropriate use of formal and informal expressions.
To complicate matters,
Subscribe to:
Posts (Atom)