Summary Kelompok Presentasi 2.docx

Classroom Management Dealing with classroom management, there are several variables that should be thought by the teachers in order to achieve the goals in teaching and learning process. A. Teacher in the Class It is obvious that every teacher has their own habits and physical characteristics which are taken by teachers into the class. All of those including the way teachers move, stand, demonstrate and respond something will directly bear on students’ perception about the teachers. Therefore, teachers should consciously consider about how close they are with the students, how they approach the students, how they act in front of students, and how aware they are with the students’ feelings and thoughts. Voice, on the other hands, is a crucial instrument needed by teachers to deliver the materials. Thus, they should manage the way they speak such us the voice projection, voice varieties, and voice conservation. More importantly, the teachers have to concerns the manners they use when talking to their students, and have the ability to rough-tune the language to make the students understand what the teachers are talking about. Apart of those, the teacher also should naturally use facial expression to show the emotions, gestures to demonstrate things using, or mime to demonstrate actions as an adjunct to the language used, especially to the early young learners.

B. Instructions By using the technique of how to speak appropriately to students, teachers are assumed to give any instructions which are more simple and logical to students, so they will become easily understand the activity they will do and how to do it. Their understanding, meanwhile, could be checked by asking them or several of them to explain the learning plans the teachers will implement later. Although the students may sometimes explain it or speak using their mother tongue language in the class, particularly when they are beginners and share the same L1, the teachers still become a controller by responding them in English and talking in English as much as possible to create the English environment in the class. Nevertheless, the teachers need to decrease their predominant talking in the class and only talk when it is demanded, and encourage students to speak more to practice their language.

C. Seating Arrangements and Students Grouping Not only comprehensible instructions do the teachers need to convey, but also they need to create organized lesson plans including the stages, sitting arrangements, and students grouping. The stages mean the teacher know well what to do and how to encourage students to involve actively in the first, middle, and in the last phases of the classroom activities. To support the participation of students, the teachers must set the classroom well and arrange the chairs, in which students can learn effectively. In addition, there are several ways in managing the seats like orderly rows if the class focused on a task at the same time, circles and horseshoes if the teachers want to provide more feeling of equality and share information more intimate, and separate tables if teachers want to group the students in small bunches and help them collaborate. Furthermore, grouping the students can be organized in various ways whether as a whole class, groupwork, pairwork, solowork, or class-to-class work, which depend on what lessons teachers want to apply in the classroom, and what the students are expected to get and achieve from the classroom activities.

D. Lesson Plan Lesson is a popularly considered to be a unified set of activities that cover a period of classroom time, usually ranging from forty to ninety minutes. The Format of the lesson plan: 1.

Goals may be quite generalized, but it serves as a unifying theme for you in teaching.

2.

Objectives, It is very important to state explicitly what you want students to gain from the lesson: a. Terminal Lesson Objectives b. Enabling Objectives

3.

Materials and Equipment, You need to know what to take to have in your classroom.

4.

Procedures, in general ways your procedures could include: a. An opening b. A set of activities c. Closure

5.

Evaluation, in an assessment in order to assessing the success of your students, and making adjustment in your lesson plan for the next day.

6.

Extra Class Work, sometimes misnamed by “homework”, actually it only be done outside the home in purpose to give extra opportunity for student learn beyond the classroom hour.

Guidelines for Lesson Planning: 1.

How to begin planning a. Familiar with curriculum, then create overall plan and tone b. Based on your perspective, determine the topic and purpose in order to create overall goal c. States terminal objective d. Choose the best exercises in the textbook to support your lesson e. Create skeletal outline f. Plan step by step procedures.

2.

Variety, Sequencing, Pacing, and Timing a. Various technique b. The techniques sequenced logically c. The learning activity is proper d. Lesson duration is appropriate

3.

Gauging Difficulty Create an optimal technique based on students’ condition

4.

Individual Differences Create average ability range

5.

Student Talk and Teacher Talk Balance student and teacher talk

6.

Adapting to an Established Curriculum Formulate the lesson plan based on current curriculum

7.

Classroom Lesson “Notes” Create notes, as the guidelines in teaching

E. Using course books Course book is a textbook that students and teachers use as the basis of a course, but in the real in classroom, there are so many problems like on the content course books there are 4 alternatives to consider that some parts of a textbook are not appropriate. the first, omitting lessons from textbooks that are inappropriate in class activities or not sequencing in the textbook and the teachers develop an approach with students. Second is to replace the lesson in the course books with what our own, which students may have more interest and it may more appropriate for students. Third option is the teacher can add activities and exercises that extend students’ engagement with the topic if the lesson is rather boring. The last option is how the teacher to adapt what is in the book, if the sequence is too easy to predict and non-creative way, the teacher replaces some activities, rearranges activities or reducing the number of activities. However, they will use the parts that are the most appropriate for their class, and make suitable changes to other materials so that it is exactly right for their students. The teacher can then adding, adapting, and replacing course books by adding material to books that are suitable for students with more content that they are prepared for, and appreciating them directly. Adapting by interacting creatively with course books is a good teaching skill that deserves to be trained and developed. Replacing course books can use the course book’s grammatical, functional and lexical syllabus but provide the teacher own content for students to work with. Some of teachers have bad opinion about course books, They say they are boring, stifling (for both teacher and students) and often inappropriate for the class in front of them, in fact the textbook has been carefully researched and has a consistent grammar syllabus and provides appropriate vocabulary exposure and practice, along with work writing and writing assignments, but teachers are required to be more creative because textbooks are proposals provided they realise that course books are proposals for action rather than obligatory instruction manuals. Teachers have to decide what books to use, the first thing teachers need to do analyse the books considering and ask their opinion on what looks best to them. They may not make our decision for us, but their opinion can help us come to a final decision.Probably the best way of doing this is to select areas that interest us (e.g. layout and design, methodology, topics, etc.

F. Commercial and Authentic Materials 1.

Commercial Materials Materials which are created to fulfil the curriculum demand, but implicitly have

economic value (commercial) for marketing purposes. The examples of commercial materials can be EFL/ESL texts, audiotapes, a disk with accompanying workbooks, videotapes with worksheets for students, and computer programs. According to Gebhard (2009) there are some reasons that teachers should use commercial materials as follows:  If you teach in a public school in a country with centralized educational system, you might find yourself teaching with materials produced (or selected) by a government education agency or committee.  If you teach at certain universities, well-established private language schools, some ESL K-12 schools, and corporations with language programs, you could find yourself teaching with locally designed texts and materials.  If you are among the teachers who are not completely satisfied with the textbook, you probably adapt the text or design entire lessons with materials you create yourself. The Advantages and Disadvantages of Commercial Materials: a. Advantages of Commercial Materials According to Gebhard (2009) there are some advantages of commercial materials:  Saving time  Well organized; can systematically guide teacher and step by step through a series of lessons. b. Disadvantages of Commercial Materials  Problem of ideological conflict in teaching beliefs  Students experience ignorance  Culturally diverse and geographically dissimilar

2.

Authentic Materials Authentic materials are additional materials used to overcome the lack of information

of the main material used (commercial materials) to develop students’ knowledge. In other

words, the materials to move beyond the limitations of a text include anything that are used to communicate (Gebhard, 2009). There are several types of authentic materials according to Gebhard, are as follows; Authentic Listening/ Viewing Materials (any audio media’s like), authentic visual materials (any visual materials’ like), authentic printed materials, and realia used in EFL/ESL classrooms. The Advantages and Disadvantages of Authentic Materials: a. Advantages of Commercial Materials According to Gebhard (2009) there are some advantages of authentic materials:  More communicative  Various language input b. Disadvantages of Commercial Materials  Taking too much time and effort  Students’ neglection of valuable learning sources c. How do EFL/ESL teachers use authentic materials and media? Firstly, the teachers begin by giving an idea in a text and based on their understanding of students' needs and interests they then locate authentic materials and create additional activities that uses them. Secondly, according to Garber and Holmes, teachers used authentic video to have students in their foreign language classes write and produce their own commentaries. Thirdly, the teacher includes the authentic materials on reading boards similar to a bulletin board. It can include quick quizzes, problem solving, quote from famous people, cartoons, and news items. Additionally, the teacher uses authentic mixed media to create an activity in which the students use the material as a substitute for a trip to a particular place. Some of the authentic materials include city street maps; tourist brochures; public transportation, shopping, hotel, and restaurant guides, etc. d. What kind of technology do EFL/ESL teachers use? English classes can be taught using computer with fast internet access, radio and telephone. Using radio can open up our understanding of the world and can develop the English speaking skills. The telephone can also be used to boost confidence in students who are shy to use English in public to speak up.

e. What problems do some EFL/ESL teachers have with materials, media and technology. Problem 01: The “I Am Forced to Teach from the Book” Problem. Teachers having problem as they are forced to teach from the book as to follow a particular text which they find that the administration’s policy is tough. Sometimes the teacher can’t be creative with the materials and media because the actual lesson plans were provided and there are supervisors that monitor them to make sure they follow the prescribed lesson while being under pressure. Problem 02: The “Let the Textbook Do the Teaching” Problem. Teachers can learn something about teaching from follow a text from the teaching manual, but doing that can affect the students as it can make light to the experience gained by the students because they are not negotiating a meaning with each other and the teacher. Some teachers won’t accept the constraints because they want to be more technicians by doing more rather than mindlessly following the text in the materials. Problem 03: The “How Do I Locate Useful Websites for My Students?” Nowadays there are plenty of websites the teacher can use but they find it difficult to recommend the useful one for the students in the EFL/ESL classes.

References Brown, H. (2001). Teaching by Principles: An interactive Approach to Language Pedagogy (2nd ed.). New York: Longman. Gebhard, J G. (2006). Teaching English as a Foreign or Second Language (2nd). United States: The University of Michigan Press. Gebhard, J G. (2013). Teaching English as a Foreign or Second Language (2nd). United States: The University of Michigan Press. Harmer, J. (2007). How to Teach English. United Kingdom: Pearson Education Limited.