Professional Documents
Culture Documents
Arranged by :
Name
Class
: Extension 2014 A
Nim
: 2143321043
CHAPTER I
INTRODUCTION
Basically, teaching is commonly understood as a profession that can
produce something great when the methods and ideas are correctly and
accurately presented and implemented in the classroom. The purpose of
teaching generally lies in getting students to truly understand the concepts
and methods being taught. Teaching is also known as a series of activities
organized to support the learning process.
With
teaching
English
learning
strategy,
we may be
able
to teach our students in learning English easier. In the chapter one we are
just starting in the early elementary teaching and learning and this is just
the definition of English learning strategy.
Teaching is also can be defined As the process of educating or learnt
the learners who are assumed to have several functions, among other, helped
develo and transform positive values while empowering and developing the
potential of the learners personality (Sanusi, 1998).
Speaking is "the process of building and sharing meaning through the
use of verbal and non-verbal symbols, in a variety of contexts" (Chaney,
1998, p. 13). Speaking is a crucial part of second language learning and
teaching. Despite its importance, for many years, teaching speaking has
been undervalued and English language teachers have continued to teach
speaking just as a repetition of drills or memorization of dialogues.
However, today's world requires that the goal of teaching speaking should
improve students' communicative skills, because, only in that way, students
can express themselves and learn how to follow the social and cultural rules
appropriate in each communicative circumstance. In order to teach second
language learners how to speak in the best way possible, some speaking
activities are provided below, that can be applied to ESL and EFL classroom
settings, together with suggestions for teachers who teach oral language.
CHAPTER II
REVIEW LITERATURE
(1989) also differentiate between two basic language functions, i.e. the
transactional and the interactional functions. The former basically concerns
the transfer of information. According to Nunan (1989: 32) successful oral
communication involves:
a. the ability to articulate phonological features of the language
comprehensibly
b. mastery of stress, rhythm, intonation patterns
c. an acceptable degree of fluency
d. transactional and interpersonal skills
e. skills in taking short and long speaking turns
f. skills in the management of interaction
g. skills in negotiating meaning
h. conversational listening skills (successful conversations require good
listeners as well as good speakers)
i. skills in knowing about and negotiating purposes for conversations
j. using appropriate conversational formulae and fillers
Moreover, he states that the teacher can apply the bottom-up-topdown approach to speaking. The bottom-up approach to speaking means
that the learners begin with the smallest units of language, i.e. individual
sounds, and move through the mastery of words and sentences to discourse.
The top-down view, on the other hand, proposes that the learners start with
the larger chunks of language, which are embedded in meaningful contexts,
and use their knowledge of the contexts to comprehend and use the smaller
language elements correctly.
script,
communication
games,
discussion,
prepared
talks,
1) Meeting
:1
Time allocation
:2 x 45 minutes
Learning material
2) Meeting
:2
Time allocation
: 2x 45 minutes
Learning material
: Congratulating and
3) Meeting
:3
Time allocation
: 2x 45 minutes
Learning material
4) Meeting
:4
Time allocation
: 2x 45 minutes
Learning material
: Descriptive Text
( identification, description)
Social Function
a particular place
Topic Related Activities
: Understanding description of
5) Meeting
:5
Time allocation
: 2x 45 minutes
Learning material
Wright Brothers.
Task 1: Look at the sentences that your partners make for the
simple past tense. Ask further questions about activities he/
she did yesterday using whar, where, why, who , whwn or
how. Look at the example below :
Example :
Your clasmates sentence :
I ate dinner with my family last night
CHAPTER III
CONCLUSION AND SUGGESTION
1.1 Conclusion
There are many ways to teaching learning English learning
strategy. Learning strategies are used by students to help them understand
information and solve problems. A learning strategy is a person's approach
to learning and using information. Students who do not know or use good
learning strategies often learn passively and ultimately fail in school.
Learning strategy instruction focuses on making the students more active
learners by teaching them how to learn and how to use what they have
learned to solve problems and be successful.
The Learning Strategies Curriculum has the necessary breadth and
depth to provide a well-designed scope and sequence of strategy instruction.
The curriculum is divided into strands, or categories of skills.
1.2 Suggestion
Here are some suggestions for English language teachers while teaching
oral language:
Try to involve each student in every speaking activity; for this aim,
practice different ways of student participation.
Ask eliciting questions such as "What do you mean? How did you
reach that conclusion?" in order to prompt students to speak more.
REFERENCES
http://khalishahnandaputri9493.blogspot.co.id/2013/06/contoh-makalahenglish-learning-strategy.html
http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html
Anderson, M. And kathy Anderson. 1998. Text Types in English 3.
MacMillia, South Yarra
Buku Bahasa Inggris SMA kelas X