< FACULTY >

SEMESTER SEPTEMBER / 2012

HBEL1103

INTRODUCTION TO ENGLISH LANGUAGE TEACHING

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TABLE OF CONTENTS
CONTENTS

PAGE NO.

TASK A

How to Make an English Language Lesson

Interesting

REFERENCES

TASK B

CONCLUSION

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TASK A
How to Make an English Language Lesson Interesting
1

INTRODUCTION
Nowadays, English is learnt at elementary school, not only at junior high school but also senior
high school. Teaching English for children needs specific method. As we know, children play
most of their time. They learn to express their thoughts and feeling in speech and action. They
need good situation to keep them learning. A friendly environment can make them get motivation
in studying English, so teaching English at elementary school of course needs a different method
and way. In teaching learning process, teacher should have interesting lesson for them and the
lesson has to be presented an attractive way. The teacher must make the student active and fun in
learning process.
If the students are not interested in the lesson, it will be very difficult to make them understand
the lesson. The teacher should always be aware that the lack of interest would make the teacher
fail in teaching. English teachers have to create an interesting atmosphere in teaching learning
process because students ability of learning English depends on their previous experience, and
how the teacher attracts their feeling and interest. A teacher should prepare simple way to make
students interest in learning English.
There are some cases that make the students stop from learning English. They are feeling
uncomfortable, confused, tired, and bored. So, teaching English at elementary school needs a
specific method and technique. The English teachers need the technique and method to attract the
students to learn English. In this case, I will explain several methods to teaching English in
elementary school level use fun learning games, using visual aids, read with students, use small
rewards, and using thematic units.

1.

TEACH ENGLISH WITH FUN LEARNING GAMES

Teaching English can bring the teacher face-to-face with a multitude of obstacles that students
need to overcome. Many of the students learning English will bring with them insecurities and a
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lack of confidence in their abilities to learn a new language. According to Adam Chee, writing in
"The International Teaching English to Young Learners Journal," bringing humor into the
classroom "creates a positive classroom atmosphere for the smooth acquisition of the language."
Simple games that inject life and laughter into the lesson are quickly adapted to suit the needs of
the class, and help to motivate and build confidence while minimizing student anxieties.
It had been found in many schools, teacher use games activities as their teaching aid. The
students really appreciate any kind of activities which provide excitement and fun. It will be easy
to understand and practice of English. The writer chooses games as the simple illustrated media
to facilitate students method of learning, as we know children learn while playing games. It is
easy to be understood and comprehended by students.
Spelling games like Hangman will familiarize children with the forming of everyday words and
phrases. Divide the children into small groups and encourage them to take turns guessing the
letters contained in the word or saying that you have written on the board. Try playing word
formation games such as Boggle. This will help children with the positioning of letters within a
word. Word searches can also be a useful learning resource.

Instructions Game Choice

Work on one or two skill areas at a time, such as speaking and listening, or writing and
reading. Tailor vocabulary games such as Hangman or Word search to specific areas of
study, for instance numbers or animals. Active games, like a spelling relay, teach spelling
skills, and Chinese Whispers helps with listening and pronunciation.

Adapt games to suit the age group of the students. Adult learners will probably prefer to
stay in their seats, whereas younger students may enjoy games that allow them to move
around the classroom.

Motivate students with your own passion and enjoyment of the game. Enthusiasm is
infectious and students will pick up on a teacher's disinterest or boredom.

Explain the rules, using simple language, and keep the explanation as brief as possible.
Hand out any papers needed for the game after the explanation. Students will look at the
paper and stop listening if given too soon.
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Demonstrate the learning game to help students understand the rules more quickly. Run
through a few examples on the board if playing word or number games, or play an
example round of speaking and listening games with one of the students while the rest of
the class watches.

End the game before the students lose interest or become bored.

2.

TEACHING ENGLISH USING VISUAL AIDS

The teaching profession is filled with countless opportunities to enrich the academic lives of
students. While some concepts and educational objectives will be easy for students to grasp,
others will require you to think creatively to ensure that important learning objectives are met.
Using audio/visual aids in teaching is one way to enhance lesson plans and give students
additional ways to process subject information.

Teacher can bring objects to an English lesson. Objects are a way in which students of all
ages

and capabilities can be stimulated into learning English. For older students

learning about

English literature, bring along an item of clothing from the period a

novel was set in. Just a simple item can stir the imagination of a class. For non-English
speakers, it will be useful to bring household items along, from a broom to cutlery.
Ask the class to name each item in English. For small children, toys are sure to gain a
response.

Teach very young children and adult non-English speakers to learn words with the help
of images. The connection between a photograph and picture will make it easier to
retain the interest of students and consequently increase their chances of learning. For
small children, use images of animals and birds. This can be a method to also help a
child

understand the alphabet by beginning with A for anteater and ending with Z for

zebra. For a class of adult non-English speakers, use images, via slides, which are going
to be relevant to their lives. These can be images of traditions, foods and nature, for
instance, all designed to give them a greater understanding of their adopted country.

Posters of movie stars can then be used to question the students as to what English
films the actor or actress appeared in.
Celce-Murcia & Hilles (1998) stated that the teacher can use pictures in all stages of a grammar
lesson (i.e., in presentation, focused practice, communicative practice, and feedback and
correction); and if (s)he can select the pictures which are interesting and entertaining, the
students will be motivated to respond in ways that more routine teaching aids, such as a
textbook or a sentence on the board, cannot (Murcia & Hilles,1998, p.73).

3.

READ WITH STUDENTS

Teaching students to read is one of the biggest challenges facing today's educators. Regardless of
age, individual students respond in a different manner to each lesson, so it's best to incorporate
different teaching styles whenever possible. The upside is that, according to Diane LarsenFreeman, "Many want or need to learn and are willing to put forth the effort once they're given
the opportunity." Remember to make learning fun and interactive for students so that they look
forward to class each day.
Reading is one of the ways in which children learn language. It is a combination of hearing it
spoken as you read aloud and connecting the words with the images that helps to cement
language skills.

Reading out loud exposes children to proper grammar and phrasing. It

enhances the development of their spoken language skills, their ability to express themselves
verbally, explains Barbara Freedman-de Vito, a childrens librarian and teacher turned publisher
of childrens books.

Instructions

1.

Start slow by working with the alphabet and let the students run through the letters both
visually and orally. Have the class practice each letter aloud as a group, and then let those
who are ready respond individually. Outline the separate groups of vowels and
consonants.
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2.

Incorporate regular interaction and small groups if the students seem responsive. Let
them get to know each other and assist their peers so that they don't resist the learning
process, and it feels more organic.

3.

Teach the class short, everyday words by writing them on the board and having the class
pronounce each one and record it in their notebook. Assign small groups the task of
creating a sentence together with basic words like the, a, and, I, and we. Include a few
simple verbs like am, are, run, see.

4.

Read aloud to the class from beginner books with short, simple sentences. Provide
individual copies of one book and have them copy the text into their notebook.
Reconvene the small groups and have them discuss what they've learned thus far.

Remember that what you read matters. Always choose age appropriate books, and look for the
right combination of images and words to help impart both sentence structure and the connection
between images and the words that describe them.
4.

USE SMALL REWARDS

Use small rewards as positive reinforcement for learning advancements and good behavior. Give
out little treats to students who earn high scores on their homework and tests, or provide a
modest prize for the winners of group games. Let students watch a popular movie or TV show in
English at the end of productive lessons. Organize a field trip at the end of a semester for
students who attend and participate regularly in class.

Younger students can be very motivated by stickers, small toys, and cool pencils. Put stickers on
tests when students score well or show marked improvement over their previous scores. Offer
small toys or sugarless gum for class participation, maybe even letting students vote on who
contributed the most to the class each day. Bookmarks are a good choice for encouraging
students to read, as well, and could be used as a reward for extra credit book reports that fall
outside of the realm of homework.

As a teacher, you should focus on your students successful attempts to use English. At first,
reward ANY success however small. If students speak out loudly and clearly, but make a
mistake, praise them just for speaking out or for pronouncing it well. As students improve, you
can focus on the most outstanding successes. Whatever you encourage, students will continue to
do. On the other hand, if you do not encourage them, they will likely become passive in class.
5.

THEMATIC UNITS

A thematic approach to teaching involves integrating all subject areas together under one theme.
It crosses over subject lines and helps children relate basic academic skills to real-world ideas.
Thematic units are common in preschool classes especially, since preschool children learn
through interactive, integrated activities. These themed units incorporate reading, math, science
and social studies as well as the arts for a well-balanced curriculum.
Education.com defines a thematic approach as a "teaching approach that organizes subject matter
around unifying themes." Each subject area is brought together under the banner of a certain
topic. The topic is then studied from the perspectives of reading, writing, math, science and other
subject areas.
The benefits of a thematic approach are many. Teaching thematically helps children make sense
of what they are being taught, since content areas are integrated and not made to stand alone.
Students are able to retain more information when it is not presented as isolated facts, but rather
as part of a whole. Thematic units encourage the involvement of all students through topics
relevant to them. Children are able to relate to real-world experiences and build on prior
knowledge of a topic. Thematic units also help teachers teach to the different learning styles of
their students.
CONCLUSION
To teach English, an English teacher must have the capabilities in English. The English teachers
should also master the materials and be able to express the idea clearly, and the English teachers
must be creative in presenting the materials when they are teaching in front of class.
There are some cases that make the students stop from learning English. They are feeling
uncomfortable, confused, tired, and bored. So, teaching English at elementary school needs a
7

specific method and technique. The English teachers need the technique and method to attract the
students to learn English.
Teacher must create a condition, so the students can be active in asking, building ideas, and
doing activity directly by experience, and students will be able to be responsible in their learning
process. In learning process there is innovative learning to build ideas, and new quality of
knowledge. And the teacher makes a joyful learning which can make students to l pay their full
attention in the learning process.
Active and joyful condition is not enough if learning process is not effective, and it can be not
resulted to what the students achieve in after learning process directly, because learning have
learning purpose to achieve. If the learning is only active and joyful but is not effective, therefore
learning process just only like play.
REFERENCES
1.

http:/www.edocere.org/articles/guidelines for teaching English.html.

2.

http:/www.edu-cyberg.com/Literacy/reading.asp.

3.

Bearne, E. and Wolstencroft, H. (2007) Visual Approaches to Teaching Writing, London:

Sage.

4.

Cremin, T. (2009) Creative Teachers and Creative Teaching, in A. Wilson (ed.),

Creativity in Primary Education, Exeter: Learning Matters.

5.

www.wikipedia.com

TASK B
Based from the Task A, I have chosen two ways in learning & teaching process which is can
make pupils feel English subject is interesting.
Firstly, I have chosen to use visual aids in my teaching like video and picture using Microsoft
power point. As we know by using the visual aids, it can make teaching process more interesting.
Next is teaching English with fun learning games or doing the activity that contain in their
textbook.
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DAILY LESSON PLAN

Subject: English Language
Date: 21st June 2012
Time: 8.45 a.m 9.45 a.m
Class: 4 Merpati
Enrolment: 23
Topic: Healthy Living
Sub topic: Cooking Healthy Food
Theme: World of Knowledge
Focus Skills: Reading
Integrated Skills: Writing
Curriculum Specifications: 3.3.2 Read and understand simple sentences
4.4.2 Complete simple instructions and recipes.
CCTS: Memorizing, predicting

Previous Knowledge: Pupils already have information about food in their previous lesson.
Learning Outcomes: By the end of the lesson, pupils should be able to:
i) Read and understand complete a simple recipe by making a sandwich according to the steps
given.
ii) Complete simple recipe by filling up at least 5 out of 8 blanks correctly.
Moral Values: Work in group
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Teaching and Learning resources: Tomato, cucumber, sardine can, butter, bread, knife, cutting
board, plate, worksheet 1 and text 1.
STAGE /

CONTENT

TEACHING / LEARNING

TEACHING

PROCESS

RESOURCES /

TIME

VALUES
Set Induction

Showing regalia

1. Teacher shows to pupils the

ingredients and the utensils

(5 Minutes)

needed to make sardine

sandwiches.
2. Pupils speak about the
ingredients

Teaching aids:
Cucumber, sardine,
knife, bread.
Microsoft power point
Video

3. Teacher continues show a

video the making of sandwiches.
Introduction

Reading text

Stage 1

CCTS:

(20 Minutes)

Memorizing,
predicting

1. Teacher tells pupils about

sandwich making for the day.
2. Teacher gives each pupil a text
on the instructions of sandwich
making.
3. Teacher read the instructions.
4. Pupils repeat after the teacher.
5. Teacher identifies difficult
words and explains to pupils.
6. Pupils repeat difficult words.
7. Teacher assigns group reading.
8. Teacher makes a
demonstration of sandwich
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Teaching Aids:
Text 1

making while pupils read.

9. Teacher stresses the
importance of maintaining
cleanliness when handling food
and before eating.
Development
Stage 1

Sandwich

1. Teacher gives instructions

making

about the activity.

(20 Minutes)

Teaching aids:
Tomato, cucumber,

2. Teacher assign group of pairs

sardine, butter, bread,

according to their seating

small spoons, plastic.

positions.
3. Teacher gives each pair a set of
ingredients on making
sandwiches.
4. Pupils make their sandwich
based on the instructions given.
Development
Stage 2

Working on a

1. Teacher gives each pupil a

worksheet

worksheet.

Eating

1. Teacher asks pupils to eat

sandwiches

sandwich.

Teaching Aids:
Worksheet

(10 Minutes)
Closure
(5 Minutes)

2. Pupils discuss the taste of the

Teaching Aids:
Sandwich made by
pupils.

sandwich.

ANALYSE
I have using the interaction technique during lesson so that all pupils can involve in learning
process. The teacher looks for absolute quietness and concentration during the explanations by
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students, so that each student may explain their thoughts without being interrupted and so that
other students may ask questions of the student giving the lesson. By using the video, pupils can
understand the steps to make a sandwich. It is more interesting and the pupils can applied it. For
me, when the activity in textbook we do for the real, pupils will remembered it. Besides, they
will feel English subject is the fun subject. I am also divide pupils into a work group so that they
can exchange opinion and get the experience to work as a team. After doing this activity in
classroom, all students have been given the feedback forms to answer the question given. There
are 23 students who responded to the feedback form. From the feedback, I found that all students
like the way of the learning and teaching process. They like to do the activity during the learning
session. For them, it is attractive and makes them happy to learn English. From the activity I
have chosen, I am make sure all students in the class get involve in every activity so that they can
feel appreciated and more encourage.

QUESTIONS

PLEASE TICK(/)

I have learned a lot in this class.

This class has increased my interest in
English subject.
I have made my best effort to participate in
this class.
I hope there will be more activity in the class
after this.
Teacher uses effective teaching methods that
enhance my learning.

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Example feedback forms to students.

CONCLUSION
As a conclusion, English class is used to be as communicative as possible because teaching
English is not only about understanding the grammar but also how to apply it in the real world.
In some cases, students like to work independently. They tend to be more comfortable with their
own opinion when doing the tasks or exercises.
Giving the assessment as the evaluation of the lesson is very important. Teachers should know
their students ability and in which point students may find the learning problem. Teachers usually
give many individual exercises to measure students understanding level of the lesson that they
taught.
Actually, the student-centered approach to improve learners' communicative competence has
been adopted by some language teachers. Group work, one of the most important class activities
for developing students' communicative ability, is gradually being applied to teach English as a
foreign language (EFL). Group work is very useful for TEFL classroom. It helps the learners to
involve into various interaction types and support a more conducive and cooperative class.

When students work in group, they seem to lose their pressure of the listening to full explanation
of the teachers. Moreover, they can boost their communication experience and share their
opinions to reach a final solution. It is a simple forum for students to solve a problem with their
own perspective. Group work helps students to improve their cognitive and affective aspects.

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