FINAL TASK-APPROACHES AND METHODS IN TESOL

APPROACHES AND METHODS IN TESOL

This paper is submitted in partial fulfilment of Final Semester Task in TESOL.

APPROACHES AND METHODS IN TESOL
FINAL SEMESTER TASK

TITLE
SELF-REFLECTION AND SELF-EVALUATION OF MICROTEACHING

AUTHOR
NAME : YASHINTA DEWI LARASATI
STUDENT NUMBER : 2201415048
WA NUMBER : 085327183953

INTRODUCTION
What method did you choose in your last microteaching?
I chose Communicative Language Teaching (CLT) method  in my last microteaching. I chose CLT because I think most of my friends used Total Physical Response (TPR) as their method in the microteaching.
What are the basic principles of the method? Refer and cite the related literature.
The principles of Communicative Language Teaching (CLT) based on Diane Larsen-Freeman (2001) are:
Whenever possible, authentic language(language as it is used in a real context(should be introduced.
Being able to figure out the speakers’s or writer’s intentions is part of being communicatively competent.
The target language is vehicle for classroom communication, not just the object of the study.
One function can have many different linguistic forms. Since the focus of the course is on real language use, a variety of linguistic forms are presented together. The emphasis is on the process of communication rather than just mastery of language forms.
Students should work with language at the discourse or suprasential (above the sentence) level. They must learn about cohesion and coherence, those properties of language which bind the sentences together.
Games are important because they have certain features in common with real communicative events(there is a purpose to the exchange. Also the speaker receives immediate feedback from the listeners on whether or not he or she has successfully communicated. In this way they can negotiate meaning. Finally, having students work in small groups maximized the amount of communicative practice they receive.
Students should be given an opportunity to express their ideas and opinions.
Errors are tolerated and seen as a natural outcome of the development of communication skills. Since this activity was working on fluency, the teacher did not correct the student, but simply noted the error, which he will return to at a later point
One of teacher’s major responsibilities is to establish situations likely to promote communication.
Communicative interaction encourages cooperative relationships among students. It gives students an opportunity to work on negotiating meaning.
The social context of the communicative event is essential in giving meaning to the utterances.
Learning to use language forms appropriately is an important part of the communicative competence.
The teacher acts as a facilitator in setting up communicative activities and as an advisor during the activities.
In communicating, a speaker has a choice not only about what to say, but also how to say it.
The grammar and vocabulary that the students learn follow from the function, situational context, and the roles of the interlocutors.
Students should be given opportunities to listen to language as it is used in authentic communication. They may be coached on strategies for how to improve their comprehension.

REFLECTION

What is the objective of the lesson?
I make 2 objectives of the lesson as follows.
By the end of the lesson, students should be able to:
Pronounce English words correctly
Communicate each other on the topic of food
I only make 2 objectives because of the time limit. I expect my students to pronounce English words correctly because I think building their English vocabulary is very important before I asked them to speak. It is because they cannot speak if they have not enough vocabularies to be used. The second objective, I expect my students to communicate each other based on the topic. I make this objective because it is the main goal of Communicative Language Teaching (CLT) method. I encourage the students to speak based on a situation and make a simple conversation based on the example I give.
Mention and elaborate the strengths of your microteaching performance.
The strengths of my microteaching performance are:
Communicative: Because of the goal of Communicative Language Teaching (CLT) is making the students to communicatively communicate, I use this method to encourage the students to speak.
Different: I use a different method among my friends’ methods, and I give a slightly different topic for students to enjoy.
Mention and elaborate the weaknesses of your microteaching performance.
The weaknesses of my microteaching performance are:
Voice is not aloud: I realized that when I performed my microteaching, my voice volume was not loud enough to be heard until the back and edge of the class. My friends also told me the same.
Not confident: I realized that I was still not confident enough to do my microteaching in front of the class. Maybe it is because I am not used to be the center of attention.
Run-out of time: I was running out of time when I did my microteaching performance. I could not manage my time well, consequently, I could not finish my material based on my lesson plan when doing my microteaching.
Not Cheerful: I realized that I was too nervous when I was performing my microteaching. Because of that, I could not enjoy my teaching process and make my students feel that atmosphere so that my students did not enjoy it too. My friends told me that I should smile more when I do my teaching.


CONCLUSION

What do you have to consider when applying the method?
I have several things to consider:
First, I saw that most of my friends were using Total Physical Response (TPR) as their method, so I want a different method to be used in my microteaching.
Second, I was sure that I can do the Communicative Language Teaching (CLT) method in my microteaching.
What do you plan to improve your teaching skills?
My plan to improve my teaching skills by:
Keep practicing at home and wherever I can apply my teaching skills.
Try to be a private teacher to enhance my ability in teaching, especially to have experience in teaching different kinds of people.
Reading more books, journal and etcetera to build my knowledge about teaching, then, if it is possible, apply it in my real life.


REFERENCES
Larsen-Freeman, Diane. (2001). Techniques and Principles in Language Teaching. New York: Oxford University Press.

SELF-REFLECTION: APPROACHES AND METHODS IN TESOL

Approaches and Methods in TESOL

This paper is submitted in partial fulfilment of Final Task in 2018 Semester.
https://drive.google.com/file/d/1gMB1V4g-XIHFBI-hzKYQblSNbMMunFsQ/view?usp=drivesdk

Example of Review Text

 Example of Review Text

 

Book Review: The Hunger Games by Suzanne Collins

By BRITTNEY BROWN, BLOGCRITICS.ORG

The Hunger Games, written by Suzanne Collins, is fiction in the young adult genre, which is not my age group, but I found myself unable to put it down. Its combination of nerve-racking tension, thrilling action, and engaging love story kept me up until the wee hours. I was surprised at how completely engrossing the plot was. Like Brave New World, this story is set in a future where the government oppresses its people, but the book also borrows ideas from the Greek myth of Theseus and the Minotaur.

When the book opens, North America as we know it has been destroyed and is now divided into 12 districts, ruled by an oppressive government located at the Capitol. Katniss Everdeen, a 16-year-old girl from District 12, takes her younger sister’s place as one of 24 “tributes” selected every year to participate in the Hunger Games at the Capitol.

The Games pit children from ages 12 to 18 against each other in a fight to the death in a giant, treacherous arena. Everything is televised and highly publicized all over the country. Katniss must not only survive the Games, but deal with a romance between her and another tribute from District 12, all the while deciding if she is willing to kill strangers her own age as a pawn of an oppressive government.

The Hunger Games is the first book in a trilogy, and it was released in 2008. I wish I had known it was a trilogy before I finished the book, because then I would have been prepared for the ending, which was a transition into the next book rather than a totally satisfying end. The third and final installation of the series came out in August 2010. Suzanne Collins, the author, worked for Nickelodeon and wrote The Overlander before she wrote The Hunger Games. The Hunger Games won several awards and was a New York Times bestseller. Once I started reading it, I could not put it down.

The Games provided a backdrop to one of the most enthralling plots I have ever read. Katniss constantly battles thirst, fire, hunger, wild animals, injuries, and other teenagers for survival. She makes and loses friends, and I became so attached to her and her fellow tribute from District 12 that I was dying to find out how the book ended. While the plot is mainly what drives this book, the creativity of this future world and the concept of the Games also impressed me. In addition, the characters are all very strong and exhibit character development throughout the book.

While I found this book absolutely enthralling, I was surprised it was aimed at an audience of young adults. It seems extremely intense for anyone younger than 16 or 17. For example, there is a scene where one young tribute is slowly eaten alive by wolf-like creatures all night long, and Katniss has to finally throw a weapon at him to end his misery. I found this a little too disturbing when I considered the age of the character.

The intensity of the action was something one would find in a more mature book, but the age of the characters and the simplicity of the prose were aimed at a much younger audience. In addition, this book was written in present tense, which I found annoying, but that’s more of a personal preference than a stylistic fault. It was also edited somewhat poorly, but that rarely distracted from the plot. For example, the author often spoke in sentence fragments to describe how Katniss felt, which might have been an attempt to reflect on her thought process, but I found it disorienting to read a lot of really short sentences all together. It would have been better to vary the sentence length on occasion, but the story was still coherently.

Overall, The Hunger Games was an excellent, enthralling read that I highly recommend. If it was more clearly marked for older teens, it would have been better, but it was a fantastic book with a wonderfully creative plot.

Credit: http://www.seattlepi.com/lifestyle/blogcritics/article/Book-Review-The-Hunger-Games-by-Suzanne-Collins-900110.php

News Item

News Item

Aircraft Crash

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Hundreds people killed by an aircraft crash accident in Paradise island, November 10, 1989.

The aircraft crash was caused by the bad weather and lightning storm at the time the plane was flying above the island. Reporter David Harts reported that the police and fire brigades were doing a rescue action right after the accident happened. Data which we got from the police stated that hundreds of people were killed, five people wounded and two of four stewardesses, the pilot and co-pilot cannot be rescued.

One of the saved passengers said that the plane got turbulence for many times before it fell to the ground. “The weather when we started to take off was fine, but when it comes to the half of our way, the weather turned to be horrible. We got a lightning strokes and turbulence for many times before our plane lost control,” said one of the victims.

Analytical Exposition Text

Analytical Exposition Text

The Importance of Character Building for Students

 

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           Character building is really important for students. Why so? Because nowadays, the good characters among people, especially students, are decreasing little by little. Therefore, schools, as one of instruments of education, they should plant and help to build their character. There are several number of reasons concern to globalization era.

              First, in this globalization era, many cultures of countries around the world can enter Indonesia easily through internet. This happening can affect Indonesian youth’s original characters. They tend to follow another country’s culture which is not suitable with Indonesian norms. For example, they being aphatetic to their surrounding, which is not Indonesian identity that should be humble, friendly, and caring to each other.

              Second, many students do their assignment with no honesty. They just copy-pasting from internet which is can be called as plagiarism. It can kill student’s creativity in school because the do not think to resolve their problems by themselves, but through copying from another.

              Third, in terms of custom, youths begin to forget their local custom. For example, we should respect persons which are elder than us, but instead of doing so, we just act to them as a friend and talk informally. Then, on the old times, we are prohibited to go outside our house in the night, but people nowadays do not do that anymore.

              Fourth, children in the globalization era tend to use the technologies, for example gadget, just for playing game, accessing social media, or another activity which is not beneficial. Whereas we should use the modern technology wisely.

              So, I believe that character building for students is really important to maintain our original Indonesian character.

Explanation Text

EXPLANATION TEXT

How Greenhouse Effect Happen

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       The greenhouse effect is a phenomenon when gases allow sunlight to enter Earth’s atmosphere but make it difficult to escape.

Greenhouse effect happen when greenhouse gases such as carbon dioxide(co2), methane, nitrous oxide, fluorinated gases, and ozone trapped Sun’s heat and make the Earth warm. But, when those gases are not in a normal amount, the heat won’t escape from Earth surface easily and makes Earth hotter. One of gases which makes the greenhouse effect is cloro-fluoro-carbon (CFC). Nowadays, the use of stuffs which are causing such fluorinated gases increase wildly. Humans use the fossil fuels, refrigerators, and air-conditioner which are some of the biggest contributor of CFC. The next gas which is also contributing in the greenhouse is carbon dioxide (CO2). Human activities, which are done by human and makes the CO2 gas in higher level, are using fossil fuel and cutting down forests. Those activities can make Earth surface warmer because of too much carbon dioxide on the atmosphere.

The processes of greenhouse effect are as follows. First, the solar radiation reached the Earth’s atmosphere and some of this is reflected back into space. Then, the rest of the sun’s energy is absorbed by the land and the oceans and makes the Earth heat. After that, heat radiates from Earth towards space. But because of the greenhouse gases, some of this heat is trapped in the atmosphere, keeping the Earth warm enough to human’s life. But, humans activities such as burning fossil fuels, cut down forests, and using stuffs which are can make CFC gases, make the amount of greenhouse gases increase in the atmosphere. Those gases are trapping extra heat and increasing Earth’s temperature. This greenhouse effect can make global warming and climate change.

Procedure Text

PROCEDURE TEXT

How to Make Guava Juice

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Goal                    : How to Make Guava Juice

Materials          :

·           1 Guava

·           2 spoons of sugar

·           1/2 glass of water

·           Some ice cubes

·           1 sachet of milk

Tools                  :

·           Blender

·           Knife

·           Strainer

·           A glass

Steps                  :

1.     Rinse off the guava until it clean.

2.     Cut the ends of guava and slice it into some parts.

3.     Put the guava into blender.

4.     Add 2 spoons of sugar, 1/2 glass of water, and some ice cubes.

5.     Blend until it looks smooth.

6.     Strain the seeds from the juice by the strainer.

7.     Pour the juice into the glass.

8.     Add some milk in it.

9.     A glass of guava juice ready to be served.