TUGAS1 TEFL 2
Dear
students, this assignment is based on Module 1, 2, an 3.
1. What
experience have you ever had to make your students enjoy studying the grammar
of English? Does someone's grammar competence is greatly influenced by his/her
reading ability?
a.
What experience have you ever had to make your
students enjoy studying the grammar of English?
ANSWER: There are a lot of activities that make our
students enjoy the grammar lesson. But here I would like to share my experience
in teaching grammar which makes my students addicted.
First: teaching Adjective.
Activity1:
explaining about the definition of adjective, function of adjective, kinds of
adjective and the position of adjective in sentences. After the students
understood what i had explained and there were no more questions, I gave them
the examples of adjective in sentences. After that I asked them to mention the
entire adjective that they have known. And I wrote it in the board. After we
had collected many adjectives I read them and the students repeated after me.
Activity2:
playing a game about adjective, I invited the students to go outside the class,
I divided them into 6 groups and each group consist 6 students. I asked every
group to sit forming a little circle. Then I explained the rules of the game. I
have already prepared several things that they had to describe. One student
only described one word of adjective about the thing that I would give to the
students. Then I gave them the example. I started from myself, i handed a book
then i say “the book is colorful” then I gave the book to the student who sat
next to me. The student1 said “the book is good”. Then the book was given to
the next student. The student2 said “the book is useful” and so on until it
gets the last students of the first group. If all the members of the first
group can describe the thing given they have to give the thing to the next
group. They have to describe the thing as fast as they can if there is a
student think more than 5 seconds the group has to accept the punishment for
example get white powder.
Second: teaching present continuous tense,
Activity1:
explaining about present continuous tense, the definition of present
continuous, the function, and the rules then gave the students some examples of
present continuous tense. After I felt that the students have already understood
the material and there were no more questions, I asked the students randomly to
give example of present continuous tense using drills. For example:
Teacher: using subject “I” pergi.
Student: I am going.
Teacher: using subject “They” membaca
Student: they are reading.
If I found students who is still confused, I asked
them over and over till they really understand.
Activity2:
giving task. For the task, I gave my students 15 minutes to go outside the
class to observe any activity which is happening at that time. While observing,
they have to write the paragraph about what they see in 15 minutes into 10
sentences using the rules of present continuous tense. After 15 minutes they
have to go back to the class.
Activity3:
before collecting their duty, I gave the students 5 minutes to prepare. After I
collected all the tasks, I call their name one by one to go in front of the
class and read what they have written on their task. The other students must
listen and give any corrections. The students who are active in giving
correction will get more point.
b.
Does someone's grammar competence is greatly
influenced by his/her reading ability?
ANSWER: yes it does. Reading ability really influences
someone’s grammar competence. I can see from the students who like reading
English story they have better understanding in learning grammar.
2. Foreign
language competence could easily be achieved by communicating with native speakers?
ANSWER: In
my opinion, foreign language competence could be achieved by practicing the
language that we want to master. Learning foreign language is nothing without
practicing. As I notice, first that students of school is able to learn foreign
language but they don’t have much time to practice the language so it
implicates that they understand what the teacher say in the target language but
they cannot communicate using the target language. Second, every long holiday
after examination, my school sends three best students of first grade to go to
English Village Kediri for about two months to learn English. And the result is
much better because they speak English 24 hours every day in the dormitory,
class and wherever. They can speak English even they don’t communicate with the
native speaker. Third, I notice that several my friends who work and live in
abroad such as USA they speak English excellently perfect. Even before, their
ability in speaking English is very poor. So my conclusion is mastering the
target language through practicing it, and practicing with native language is
the best way.
3. How will you
explain to your students that grammatically well-formed sentences may not
always be acceptable? (Kalimat yang benar belum tentu baik atau berterima)
ANSWER:
grammatically well-formed may not always be acceptable because learn foreign
language means learn the culture of the country where the language is spoken.
For example when we learn about English means we learn the culture of England.
We have to follow the culture, example in England, subject “I” uses the modal
“shall” even using modal “will” is correct but “shall” is more polite. Besides
that communication is not only based on the grammar but also based on the
contextual. When we speak with our friends we can use informal phrases but when
we speak with the public in a meeting we use the formal phrases. It’s impolite
when we say “damn, I love what you said man” in a meeting.
4. TV can be
one of the very effective means of developing the learners’ communicative
competence. Why?
ANSWER:
there are a lot advantages in using TV in developing learner’s communicative
competence:
a.
To increase students’ interests in study
b.
To promote students ‘communication capacity
c.
To widen students’ knowledge about the target language
culture.
d.
To create a contextual learning media.
e.
To provide flexiblity
the learning content.
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