BOOK ESP FOR PRIMARY TEACHER COMPLETED

KATA PENGANTAR

 

Puji syukur kami panjatkan kehadirat Allah SWT, yang atas rahmat-Nya maka saya dapat menyelesaikan penyusunan buku. Penulisan ini merupakan salah satu tugas dan syarat untuk menyelesaikan tugas mata kuliah ESP for Primary Teacher. Dalam penulisan makalah ini saya merasa masih banyak kekurangankekurangan baik pada teknis penulisan maupun materi, mengingat akan kemampuan yang saya miliki. Untuk itu kritik dan saran dari semua pihak sangat saya harapkan demi penyempurnaan pembuatan makalah ini.

Akhirnya saya sebagai penulis berharap semoga Allah memberikan pahala yang setimpal pada mereka yang telah memberikan bantuan, dan dapat menjadikan semua bantuan ini sebagai ibadah, Amiin Yaa Robbal’Alamiin.

 

 

Maros ,7 Juni 2021

 

Penulis

BAB I

TUGAS 1

FIRST MEETING

ENGLISH FOR SPECIFIC PURPOSE (ESP)

Learning English for specific purpose (ESP) is an approach to teaching English designed according to student needs, with the aim that students are able to master English in the field they are working on, the English material being studied is material designed based on the results of an analysis of student needs. with the aim of students being able to communicate properly and correctly in speaking English in oral and written form, being able to read literature, being able to obtain the competencies they wanted to achieve in the learning process.

ESP is a teaching approach. And ESP is an attitude of mind. It has to do with turning learners into users. According to Hutchinson et al. (1987: 19) states, ›ESP is a language teaching approach in which all decisions about content and methods are based on students' reasons for learning.

David Carter (1983) identifies three types of ESP: English as a restricted language, for example. a pilot, or a waiter. Only used for certain contexts. Knowing this type of English may not help to communicate effectively outside certain contexts. English for Academic and Work Purposes. English for Academic Purposes (EAP), eg. English for medical studies. English for Work Purposes (EOP), eg. English for Technicians. English with a specific topic. Uniquely concerned with anticipating future English language needs, eg. Scientists who need English for postgraduate study or attend conferences.

ESP goals

 ESP-English for specific purposes has emerged as a significant field in Applied Linguistics. This is mostly related to the needs of students for specific academic or occupational fields. Limited word and expression skills, the goal of language learning is an area that should be considered in ESP.

Characteristic of ESP

Some ESP experts provide various and varied characteristics and features of ESP in learning English. (Strevens, 1988) in Kristen Gatehouse, Key Issues in English for Specific Purposes (ESP) Curriculum Development says that there are four main characteristics of ESP as an approach to learning English, namely a) ESP is designed to meet the needs of learners, b) the substance and content of ESP associated with themes and topics in certain fields of science, certain types of work or activities, c) centering on the form of language appropriate to activities and fields of knowledge or work such as syntax, lexical, discourse, semantics, and so on, and d) ESP is different from General English. [3]

Carter (1983) discusses three characteristics of ESP courses. ›Authentic material. Subject matter must be authentic. ›Orientation related to objectives, lesson orientation must be in accordance with the needs of students. ›Self-direction. Students should have the freedom to decide what, when and how they will learn.

The word SPECIAL refers to: ›The learner's goal of language learning; not the nature of language. ›A restricted repertoire of words and expressions selected from across languages.

Robinson went on to say that there are three main characteristics of ESP that distinguish it from General English or English a Foreign Language (EFL) or English as a Mother Tongue (EMT).

The three characteristics are 1) ESP is goal oriented learning. In this context, learners learn English not for reasons of wanting to know the language as a language and culture contained in it, but learners learning ESP because it has specific, specific and specific goals in one academic and professional field. 2) The substance of the ESP is designed and developed based on the concept of needs analysis. The concept of needs analysis aims to specialize and link and get closer to what learners need in both the academic and professional fields. 3) ESP is aimed more at adult learners than children or adolescents. This is logical because ESP is generally taught at the intermediate and higher academic and professional levels or the workplace. [4]

Somewhat different from (Strevens, 1988) and Robinson, Evens and Maggie proposed the characteristics of ESP by using two main terms, namely a) absolute characteristics and b) variableistic characteristics. [5]

Absolute characteristics are intrinsic characteristics and are typical of ESP. They further say that the absolute characteristics of ESP are:

ESP is designed to meet needs of the learners; ESP makes use of the underlying methodology and activities of the disciplines it serves; ESP is centered on the language (grammar, lexis, register), skills, discourse, and genre appropriate to these activities.

From the above quotation, it can be concluded that there are three things related to ESP:

First, the ESP must be designed and designed to meet the needs of the learner. With regard to meeting the needs of learners, they added that the essence of ESP to meet the needs of learners means that it focuses on the needs of learners, is effective, is in accordance with the needs of learners, and allows learners to learn successfully in a designed time span. In connection with the needs analysis so that the substance of ESP really fits and meets the needs of learners, (Hoadley-Maidment, 1980) in McDonough (1984) suggests that there are three main sources of information in conducting needs analysis, namely a) instructors, b) learners, and c) stakeholder). [6]

Second, ESP realizes methodologies and activities in accordance with the targeted fields of knowledge or is studied and taught. This means that the methods and activities that are carried out in classroom learning must be in accordance with the field of science, work, and profession that reflects the variety and diversity of the essence of ESP itself.

Third, as a new approach, the focus of ESP is the use of typical languages (grammar, lexis, register), skills, discourses, genres that are appropriate to the activity. In this case, the language coverage in ESP at the level, grammar, lexical and register is different from General English.

In addition, another fundamental characteristic of ESP, according to Evens and Maggie, is language skills, discourse and genre. In ESP learning, the consideration of language skills being taught is an important issue that must be considered. In the context of academics and professions or work, the focus of skills tends to differ from one academic field and profession to another. There are academic fields or professions that focus and prioritize speaking skills on the one hand, but there are also academic fields or professions that are dominant with writing skills.

Then the fundamental feature, ESP also has variables that also show other essences of ESP when compared to GE or ESL and EFL. These variables are for example:

• a) ESP should use specific learning situations and teaching methods that are different from general English,

• b) ESP seems to be more suitable and suitable for adult learners in both high academic level and professional or professional workplaces, but ESP may also be used for intermediate level learners.

QUESTION

Read carefully the material about learning and teaching Listening English  and do some tasks  

1. Make summary about teaching and Learning English.

2. Answer some questions 

a.       What do you think about Listening?

b.       What is strategies to teach Listening for young learner?

c.       Why is active learning is important?

d.       How can you help your child improve his or her listening skills

3. What do you think about Teaching Active Listening Activities for Students ?

4. Describe about Some considerations for classroom listening

Answer:

1)      English today is very important to learn, because English is an international language commonly used to communicate with people coming from abroad. . English has four basic skills that listen, speak, read and write. As well as having three additional abilities namely Grammar, Vocabulary and Pronunciation. All components are very important and must be learned if you want to master English well. Listening to proficiency is a very important skill because it is this skill that allows people to gain insight, understanding, knowledge, and information, as well as achieve success in communicating with others. Therefore, listening skills are very important skills in language.

2)      a) Listening is responding to or receiving sounds intentionally. Paying close attention to what is said by others who have started to involve the psychological element which means mental activity has appeared, just not as high as listening activities.

b)                  the strategy to teach listening to young learners is to use appropriate methods of engineering, media, and materials to learn English, so that students feel interested and pay attention to the subject. Video can be a valuable tool where some foreign language skills can be taught. Using videos can improve conversation, listening, and pronunciation skills and promote the development of authentic vocabulary. Even reading and writing activities can be arranged around videos. Thus, this video can be used to inspire or motivate students to learn so that students enjoy the material.

c)                   Active learning    is  important  because active listening skills have many benefits; in addition to better understanding in the classroom, active listeners tend to be better communicators and problem solvers. Being an active listener also shows character, commitment, and is an important component of being a leader.

d)                  Mendeng listen is a previous skill in foreign language learning, because the first step students should take in the language learning process is listening. Before students learn, they must listen first before they speak, read, and write. . Teaching guides and facilitates learning, allows learners to learn, sets conditions for learning. That is, teaching is a process for learners to get information from their learning activities. In the teaching process, teachers must facilitate and make the learning process more interesting so that students are comfortable in the learning process.

3)      I think Active listening is a gentle skill that can improve different areas of our lives. Our ability to build relationships, avoid conflicts, manage teams, persuade others, raise children, and everything is improved as well as listening skills. This is why active listening is important to master. 

4)      some things I consider when I try to develop listening to my students. (Brewster, Ellis &

Girard)

e.    Give the kids confidence. We shouldn't expect them to always understand every word and they should know this.

f.      Explain why children should listen. Make sure learners are clear about why they are listening, what the main points or objectives of this activity are.

g.    Help kids develop special strategies for listening. An important strategy that teachers should teach is 'smart guessing'. Students are used to drawing their background knowledge to find out something they don't believe in.

h.    Set specific listening tasks. I try to think of listening in three stages, pre-listening, while listening, posting listening and having activities for each stage.

i.      Listening does not have to depend on the availability of pre-recorded tapes or materials. Most listening is the teacher's talk.

 BAB II

TUGAS 2

LEARNING AND TEACHING SKILLS

English is an International language used to communicate in various areas and aspects of international community life, the communication process also includes several activities such as reading letters, reading reports, writing and speaking and listening. Rohana (2018) states that Reading has many benefits, by reading people acquire a lot of knowledge, develop speaking skills fluently  in speech, develop creative reasoning, improve understanding of problems, improve the ability to understand conceptual learning or reading, the window of the world means getting various information from various sources and various directions. Linguistic reading is the process of retrieval and decoding, in contrast to the speaking skills and writing skills that involve coding the decoding aspect is to connect the written word, with the meaning of the language oral. It was found that reading is two ways of reading aloud and silently.  saying that reading is a very complex and complicated process, since the reading process involves a variety of factors, internal and external, internal factors including interests, motivations, intelligence, talents, goals, and others, while external factors are the environment, means, level of hardness, habits and culture of reading., reading is a bridge for who and wherever wants to progress and succeed both in school and in the environment

Reading skills are abilities related to a person's capacity to read, understand, interpret, and decode language and written text. Outstanding reading skills can be very useful for assimilating and responding to written communications such as emails, messages, letters, and other written messages. Using reading skills at work can also be important to ensure effective written communication, which can result in less miscommunication or misunderstanding of expectations. Reading skills can also include several key aspects that work together to develop overall literacy skills, including comprehension, fluency, vocabulary and strategies that help readers interpret and find meaning in text. Reading skills refer to the ability to understand written text. It is recommended to develop these skills at an early age of school. When students understand or understand written text, and combine their understanding with prior knowledge, they can perform the following three reading comprehension skills.

1. Identification of simple facts presented in written text (literal understanding)

2. Make judgments about the content of written text (evaluative understanding)

3. Connect text to other written sections and situations (inferential understanding)

 

Reading is a fundamental skill that we all use every day of our lives. From reading letters to food menus, to reading your text messages and emails, no one escapes, reading is everywhere. This makes the development of proficient reading skills for primary learners even more important not only for their academic success but also for their daily lives.

 

The development of reading skills is very important for children's development, and many studies have shown a link between competence in reading and overall achievement in school (achievement of literacy and other results)

Reading ability is determined by many factors, and requires the development of certain skills through early reading instructions to achieve early success and build on it.

Adequate initial reading instructions require children to:

1. Use reading to get meaning from print

2. Have frequent and intensive opportunities for reading

3. Exposed to frequent and regular spelling-sound relationships

4. Learn about the nature of the alphabet writing system

5. Understand the structure of the words spoken

 

Adequate progress in learning to read English (or any alphabetic language) beyond the initial level depends on:

a.    Hcounters working understanding of how sounds are represented alphabetically

b.    Sufficient reading practiceto achieve fluency with different types of text

c.     Sufficientbackground knowledge and vocabulary to make written text meaningful and interesting

d.    Control over procedures to monitor understanding and correct misunderstandings

e.    Cinterest and motivation to read for various purposes

The association of poor reading outcomes with poverty and minority status undoubtedly reflects the accumulated effects of some of these risk factors, including a lack of access to preschool experiences that stimulate excellent and coherent literacy and reading instruction.

In addition, a number of children without obvious risk factors also develop difficulty reading. These children may require intensive efforts in intervention and extra help in reading and accommodation for their disability throughout their lives.

1 Reading comprehension

Based on Catherine Snow, Susan Burns states that understanding  reading is simply the ability to understand what we read. A strong reading understanding usually includes a variety of literacy skills necessary to interpret and identify meaning in the text. Some elements such as fluency, the ability to decode unknown vocabulary and use context hints from reading to identify key features of text can all be effective components of reading comprehension. Ssential skillsrequired forreading comprehension include:

a. Decoding

b. Fluency

c. Vocabulary

d.(1). Conclusion

f.f.  Retention

 a. Decoding

Decoding is a skill that relies on the ability to put out words you've heard but never seen written. It relies on phone awareness, which is the ability to hear an individual's voice with words and connect those voices to letters. Create relationships between letters or groups of voice letters that they make and are an important step to "ring" or decipher words.

b. Fluency

Fluency refers to a mixture of different factors. First, focus on the ability to read clearly with flow. Fluency also focuses on your ability to quickly decode new vocabulary while reading. Fluency is what it sounds like to read, which can directly impact your ability to understand what you're reading. For example, as a child becomes more fluent in reading it, they will be able to quickly discover the meaning and understanding of what they are reading, which contributes to understanding the text.

c. Vocabulary

The ability to decode or determine the meaning of new words can also affect reading comprehension. When students  can quickly interpret new meanings and identify relationships between new vocabulary and familiar terms, they can improve the ability to make assumptions, shape ideas and generally better understand the text  that has been  read.

d.(1). Conclusion

Inference is also a key element of reading comprehension. When we make conclusions, we connect information from the text to our own ideas and opinions that help us identify the meaning of what we are reading. For example, when reading an article about plastic in the oceans, you might come to the conclusion that to reduce the amount of plastic waste that must be recycled. Concluding occurs when we read a text in which the purpose and meaning of the text are not implicitly stated. In addition, the ability to connect ideas and make conclusions can help improve retention.

E.. retention

The understanding of reading is usually all about maintaining what we read. Understanding is based on information storage. By practicing the skills of summarizing and remembering what has been read, it can further  strengthen students' reading understanding.

2 . How to Improve Your Reading Skills

There are various ways that can improve reading skills. Practice reading speed to improve fluency or take notes whenever you encounter an unknown vocabulary. The following steps also help describe what you might do to improve and develop further reading skills.

a. Set aside time to read every day.

b. Set a reading goal.

c. Preview the text you're reading.

d.(1). Set the goal.

e. Implement a key reading strategy.

f. Take notes as you read.

g. Apply what you read in summarizing.

 

Explain how to improve your reading skills 7 Steps to improve your reading skills.

 A... Set aside time to read every day.

One of the most effective ways to build skills is to practice. Developing reading skills will eventually take practice, and you can set aside 10 to 15 minutes each day to read. Students can read news articles, fiction, magazine issues or any type of text, as long as students take the time to practice reading skills.

B. Set a reading goal.

Students can set reading goals for themselvesto helpdevelop abroader vocabulary, gain a deeper understanding of different texts and improve  their  ability to make connections between things read  and they have perspectives  and ideas.

For example, students  can set goals for learning different vocabulary related to central topics such as business management, technology, or other interesting subjects. Then, students  can discover the meaning of foreign words that help build their vocabulary as they  read. As they build your vocabulary into higher levels of words and phrases,  they can increase the difficulty level of the text they  read.

c. Preview the text you're reading.

Previewing and scanning text canmake other steps to improve students'  reading  skills. Students  can implement this strategy by previewing headlines, captions, headlines, and other text features to get an idea of what  they're  reading. This can help them form central ideas about the text before they start reading it.

d. Determine the purpose.

Students read different texts, practice setting goals. Think about why various texts are written and what meanings or themes can be understood from the text. In addition, they  may identify the purpose of their reading, such as to find information, follow the instructions in the manual or to enjoy the story. Knowing their purpose  for reading text can help them find key ideas and details that support their goals.  

E... Implement a key reading strategy.

Students read different texts, students can apply some key strategies to  help improve  understanding. For example, when previewing text, students can identify the structure of the text as informational, persuasive, or instructional. it  may also specify key elements of different text such as the central theme, problems and solutions or comparison ideas presented in what students read.  Using strategies like identifying text features, defining goals and taking notes can all serve to help you improve your reading skills. 

 

F... Record while reading.

Another veryeffe ctive method to improve reading skills is to make notes while  readinging. For example, students might take notes while reading a fiction novel to gain a deeper understanding of the author's language choices, or perhaps write a new vocabulary while reading a science journal. Effective notation can ask to ask questions about and make connections to what students read.

g. Apply what you read in summarizing.

Summarizing what it reads can also improve reading ability. Summarize the power to remember specific details and central topics about what students read in their own words and through your own unique perspective.  You can try to summarize reading material  verbally by sharing information with friends or writing a short summary to help maintain and understand what they're   reading. Evelop'soverall reading, communication, and ability to interact with others and perform in your career can also evolve.

3. SupportIng Students Struggling With Understanding

Reading Comprehension  has an  five strategy to try with students who readfluently but struggle to understand what they are reading.

a. Target overall language comprehension: Recent research reveals that difficulty reading comprehension can stem from underlying spoken language weaknesses that exist from an early age, before reading is even taught. It turns out that students who have a poor reading understanding also often understand fewer spoken words and less than what they hear, and have poorer spoken grammar. So, to overcome the deficit of reading comprehension effectively, educators may have to use approaches that teach vocabulary, thinking skills, and comprehension first in spoken language and later in reading and written language.

b. Teaching vocabulary: Because students with poor understanding often have poor vocabulary skills and lack understanding of what they hear, it is helpful to teach the meaning of new words through the use of multisensory strategies such as graphic, image, and mnemonic organizers. Improving their overall language skills increases the likelihood that they will understand the words they encounter in written text. Because it is impossible to know every word a person may encounter, students should be taught about different types of context instructions and how to use them to determine the meaning of unknown words.

c. Teach thinking strategies: Once students have the vocabulary to be able to make it through text, they often struggle with complex thinking or the ongoing attention needed to follow all the important details and to access information that is implied but not directly stated. Teachers can instruct students about cognitive strategies they can use. Many  common text reading strategies such as  annotation, SQ3R, and charts utilize this thinking strategy,  including:

a. Discuss or activate previous knowledge,

b. Develop questions while reading,

c. Connect what they read to other text, something they have

    And they see in the worlds who want to

d. Visualize or imagine what they read,

e. Make predictions about what will happen next in the text,

           f. Re-search keywords and reread to clarify or answer

               questions, and

      g. Think hard to model the strategies and thought processes needed to

 understanding.

 Students can learn and then use the strategy that works best for them depending on the text they read. Drawing deeper meaning from the text through the use of thinking strategies can be beneficial not only to reading understanding but also to writing.

d.(1). Having students practice reciprocal teaching: Once taught, cognitive strategies can be consistently practiced and implemented through the use of reciprocal teaching, which encourages students to take a leadership role in their learning and begin to think about their thought processes while listening or reading. Teachers can use reciprocal teaching during class discussions, with text read aloud, and then with text read in groups. Students must play between the following roles:

1). Questioners, who ask questions about parts of lessons, discussions, or text that are unclear or confusing, or to help make connections with previously studied material.

2). A summary, which summarizes each important point or detail of a lesson, discussion, or text.

3). Clarifier, who tries to solve questioner problems and ensures that the parts they find confusing are obvious to others.

4). Predictors, who make predictions about what will happen next based on what

        delivered, discussed, or read,

 

f.f. Directly teach comprehension skills: Students must be directly taught comprehension skills such as sequencing, story structure using mountain plots, how to draw conclusions and draw conclusions, and different types of figurative language. Students should have the opportunity to first use the skills with the text they hear the teacher read aloud, and then with the text they read independently at their own level.

The skills and comprehension strategies listed above can be used with the entire class, as they are closely aligned with reading and language arts standards for primary and secondary school students. Teachers can help students select reading materials with vocabulary that matches their current level of ability so that in the classroom, students read text and work on vocabulary at a level accessible to each of them.

Teaching Reading base on Nina Parrish 2020 she has some views on how to teach reading skills to children. When we think of the problem of reading, we often imagine children struggling to decode letters in text and turn them into spoken language. This type of struggling reader has a very hard time figuring out what many words are and has poor phonological skills (speech sounds).

As children get older, if they dictate the text well, we consider them to be reading well. Once someone learns to crack a code, reading comprehension becomes more about language comprehension and focus. In this transition, starting from the third grade, teachers may begin to notice some students who decode text smoothly but do not understand.

Because these types of struggling readers are less visible than those who have difficulty decoding, they often slip under the radar until they start failing standardized state comprehension tests. Even then, their problems may go undetected for a long time, resulting in middle and middle school students who sound like they are reading but don't understand anything they have read.

 

4. Effective teaching strategies for reading that elementary teachers can use with their main students.

Based on Janelle Cox  (2020) states that five of the most effective teaching strategies for reading that elementary teachers can be used with their primary learners.

1. Graphic Organizers as Teaching Strategies

Graphics organizers are excellent teaching tools that have been used in the classroom for decades. Even before all the fancy new organizers, teachers will ask their students to fold their papers in half and use both sides to compare and contrast content. Educators love the fact that graphic organizers allow students to visually see the connections they read.

There is no doubt that every student in your class absorbs information in different ways.

2. Combining Technology

Many teachers can confidently say that they have not found students who do not like to use technology. Technology has become such an integral part of all our lives that it seems like a disadvantage not to use it as a reading strategy in the classroom. In addition to the obvious options for using tablets so students can read and play in-app games, there are many other technologies that can help students excel in reading

3. Enable Previous Knowledge

For students to relate what they learn to something they already know, it is possible that they will understand it better and remember it for longer. To help activate students' previous knowledge, try asking them a few questions: "What do you know about this topic?" and "How can you relate this to your own life?" This type of question helps students connect privately to text. When children care about something, they become more connected to it, which in turn helps them excel academically. Here are a few more questions to help students connect with their text.

a. What events in your life are reminded of this text?

b. How can you link text to something that happened in the past?

c. Does one of these characters remind you of anyone you know?

d. Does this topic remind you of something or sound familiar to you?

 

4. Using the Word Wall

The word wall is much more than just a classroom view; this is an effective strategy that can help promote literacy for key learners. Teachers not only use it to help improve the classroom curriculum but to provide students with reference and support, to teach important language skills, and to help students learn words and site patterns. In addition to being a direct visual that students can refer to throughout the day, teachers use word walls by combining various activities. Here are some favorites.

example

I Think of a Word – Start with the phrase "I think of a word that ..." Then instruct students about what words you think. Students should use your instructions to determine what word you think of from the word wall.

Spell-A-Shape – For this activity, the teacher will dictate a few words from the word wall. When saying a word, the teacher will clap or flick verbally for every word he or she says. Then, the teacher will select the shape (heart, circle, and square) and have students draw this shape on their paper and write the dictated words from the word wall repeatedly around that shape.

Hot Seat - One student was chosen to choose a word for the word wall. Then another student in the class asks that the student question to try and figure out the word.

5. Student Choice

One of the best reading strategies you can choose for your students is the ability for them to have a choice in what they read. This is the most effective strategy to make your students want to read. When you give students a voice and a choice, then they will choose something that interests them. This makes it more likely that they will be motivated and engaged to read the book to the end. Start by asking questions to find out what students' interests and hobbies are. Then you can point them to the part of the book that you think suits them best. ses Mar 01 2021].

QUESTION

•      Some of the benefits of reading books for children are:

1.     Improving children's brain abilities

There are many benefits of reading books for children in their toddler development, one of which is to help improve brain abilities. Including when the child can not read and still read books by parents. A book consisting of a series of words, numbers, and images. The combination of these elements is able to activate the part of the brain that processes words and forms meaning. This affects how they speak, solve problems, write, and even gain experience later. Quoted from  Northfield Hospital Clinics,90% of brain development occurs when newborns up to age 5 years.

Reading regularly can build a child's language, lettering, and socio-emotional development skills.

2.     Improving the bond between child and parent

Busy parents often miss special moments with their children. This condition can even make the child feel in attention.  Don't worry because one of the benefits of reading a book for a child is that it's fun enough to build a bond between you and your baby. Rather than just building bonds, reading is also a parent's way of teaching children. For example, you teach various knowledge, information, and aspects of life in a book that is read.

3.     Supporting the future

Children who are used to reading books usually have more directed desires or ideals in the future.  This is because by reading a book, a lot of new information that he gets including about the profession that exists. Therefore, the benefit of reading books for other children is that they become encouraged to know more about the things they like. If the child continues to be reminded of his wishes in childhood, as a teenager he has focused on finding out more about the profession he wants. It does not close the possibility that he will practice what things can be done according to their ideals from the book he reads. In addition, reading also gives them an understanding of the responsibilities and risks of an act or behavior.

 

4.     Train concentration

Although not fluent in reading letters and just looking at the picture, reading trains your child's concentration. Likewise, when a parent reads a book, he will slowly sit still, calmly, and focus on the story even in just a short period of time.  Therefore, another benefit of reading a book for a child is to train his concentration which is very useful when he or she goes to school.

5.     Train imagination

Subconsciously, reading a book can train the brain to imagine characters, places, images of objects, etc. from the story. Not only that, children can also feel how the character feels when reading. Training children's imagination  through reading books helps to hone their emotional development. In fact, children who love fiction books tend to recognize their emotions, have high imagination and creative ideas. While children who often read nonfiction books can build a strong, confident, and insightful self-image.

 

•       Here are the steps to implement the Guided Reading Strategy activities to Train The Smoothness and Understanding of Reading

First, teachers share tiered storybooks with all students by paying attention to their groups. The higher the student's reading ability, the higher the level of books given. Books with low levels have shorter sentences than high-level books.  

Next, the teacher reads the story and then continues by reading together in a quiet voice. After that, students read one by one aloud. The number of pages read is arranged in such a way that after all students read aloud, the book is finished reading. While the student is reading, the teacher can ask questions to test the student's understanding of the reading.

Next, teachers randomly select students to retell what they have read in their own sentences. Finally, the teacher asks if students have difficulty reading stories, such as words that are difficult to pronounce. This can be a teacher's material to provide additional training for students who are struggling before moving to another group.

•       Various ways can be done by teachers in improving reading skills. Some examples of steps that need to be taken in training students to improve reading skills:

1.     Practicing the ability to read the main idea of a discourse, the steps are as follows:

a.      Each paragraph, the group determines the main idea.

b.     After that it is discussed to set the appropriate title.

c.      Each pair focuses on the topic sentences and paragraphs of the discourse.

d.     Each pair pays attention/reads the summary of the last chapter.

2.     Practicing the ability to understand part of a discourse, the steps are as follows:

a.      The reading material is determined by the teacher.

b.     Each group records as many sections as possible in the reading to make it easier to underline.

c.      After that the couple reads the results of his work, then matched with the original.

d.     Teachers and students check the results of answers guided by the answer key.

3.     Train the ability to recognize sentences that have nothing to do with discourse. The steps are as follows:

a.      The reading material is determined by the teacher.

b.     Each pair or group determines the place of the wrong (unrelated) sentence. c. Discuss.

d. Examined along with the results of each group, discussed the mistakes.

4.     Practicing the ability to be critical of reading, the steps are as follows:

a.      Each group makes as many questions as possible about the content of the reading.

b.  After that between the group exchange jobs and give assessments that had previously been directed by the teacher.

 

BAB III

TUGAS 3

CHAPTER I

Introduction

A.    Background

Reading as part of language learning. Although today there are dozens of language teaching techniques that are pitched and introduced by language education and teaching experts, it seems that the basic elements of traditional language education still cannot be simply discarded. Basic elements such as listening, speaking, reading, writing and often translating, remain an integral part of any language teaching technique. One of the basic aspects of language learning activities, especially those related to reading activities, is the mechanical aspects of activities and reading ability.

One of the important elements in self-management is to build habits to continuously learn or become human learners who are always thirsty for information and knowledge. No matter how old we are, if we stop learning it means we are old, whereas if we always learn we will stay young. Because the best thing in the world we will gain by keeping our minds young. One of the most effective ways to learn is by reading. But unfortunately most of us never have time to read. The main reason we often convey is the busy work. We are stuck in the routine and pressure of the job so do not have the opportunity to hone our skills.

Reading is one of our ways to improve and improve the effectiveness of ourselves. Even though we have "time constraints", we still need to hone our skills. The trick is to master how to read effectively so that the time we use becomes efficient. We live in an age where we are daily inundated with new books on topics we like or related to our field of work. Regular reading becomes both a fun and annoying experience. Whereas we all know that reading is the same as enjoying a good concert or movie performance.

Reading involves our active participation. All our emotions, desires and interests should also be involved in the reading process, so reading becomes a pleasant experience. With the limited time we have, how we can develop our reading skills effectively so that with the same grace period, we can take the essence of more books. Except for fiction or literature books that we really want to enjoy the storyline, emotions, and the series of words.

But first we need to recognize different types of one's learning styles, namely:

a.     Visual

Learn through seeing things. We like to look at images or diagrams. We love shows, shows or watching videos.

b.     Auditory

Learn through hearing something. We love listening to audiotapes, lecture talks, discussions, debates and verbal instructions.

c.     Kinesthetic

Learn through physical activity and direct engagement. We like to handle, move, touch and feel or experience on our own.

 

 

B.    Problem Formulation

1.      What is the meaning of Language?

2.      What are reading skills?

3.      What is the purpose of reading?

4.      What is found in the effectiveness of reading?

5.      What are some of the problems in reading?

6.      How many types of readers are inefficient?

7.      What is the wrong view in reading?

 

D.    Purpose of Discussion

1.     Know the meaning of language.

2.     Want to know the meaning of reading skills.

3.     Know the purpose of reading.

4.     Can know the effectiveness of reading.

5.     Know the problems that exist in reading.

6.     Can find out the types of readers that are inefficient.

7.     Knowing the wrong view in reading.

 

E.    Benefits of Writing

In order to make this paper we as the author of the paper intends that the readers or other students and students can know that reading activities are very important and useful for ourselves and to broaden our horizons and examine more in our ability in the aspect of reading.

CHAPTER IIKAJIAN THEORY AND DISCUSSION

 

1.     Definition of Indonesian

Language is a means or means of communication for humans to interact between individuals with individuals, groups with groups, or between individuals with groups.

The understanding of Language according to the Great Dictionary of Indonesian Language (KBBI) linguistically is an arbitrary sound symbol system (berwewenang), which is used by members of a community to cooperate, interact and identify themselves.

Definition of some Indonesian terms

Bahasa Indonesia as the National Language / Unity and Unity of The Indonesian Language as a National Language is based on the decision of the youth oath on October 28, 1928 which reads.

We are sons and daughters of Indonesia

Confessing to spilling one's blood

Indonesian homeland

We are sons and daughters of Indonesia

Claiming to be one nation

Indonesians

We are sons and daughters of Indonesia

Upholding the language of one unity

Indonesian Language

From the recognition of the youth actualized in the youth oath on October 28, 1928 indicates that the language that we have (Bahasa Indonesia) is a language that becomes a pride for Indonesian citizens that is agreed together so as to become a symbol for our country. Bahasa Indonesia is also a unifying of various communities ranging from Sabang to Merauke with differences in social background, ethnic culture, race and also religion (multicultural), they can unite in one speech language namely Bahasa Indonesia.

Bahasa Indonesia as the Official Language / Language of the Country

The position of Bahasa Indonesia as the Official Language / State Language is listed in the Constitution'45 Chapter XV article 36 which reads:

"Official Language is Indonesian"

This indicates that no language other than Bahasa Indonesia should be used in official state ceremony, although in our country there are various languages. We are obliged to use Bahasa Indonesia as an education regulator, as a language in carrying out national state duties and in efforts to preserve and develop culture and in utilizing modern technology.

We Indonesians should be grateful and proud to have a National Language and Official Language / Bahasa Negara, therefore we must maintain and improve The Indonesian Language in accordance with its position and function. For that let's speak Indonesian well and correctly.

2.     Indonesian language after proclamation

The development of post-proclamation language can be seen from literary writing which refers to simplicity in the style of language and compaction of dialogue. Contemporary derama is also called the '70s generation is growing faster both in terms of theme and in terms of the form of contrasting. The theme taken relates to socio-cultural and political, and is specially shaped, composed and composed to be performed on stage by the perpetrator.

This development is also supported by the annual drama scriptwriting competition held by the Jakarta Arts Council. And the staging was not tied on stage but also through the television media.

Famous derama authors of this generation include:

§  – Putu Wijaya with his work Ouch, Dag Dig Dug, Sssst, etc.

§  – S. Rendra with his work Kencana Bicycle Train, etc.

§  – Arifi C. Noer with his work Kasih Kita.

 

3.     Indonesian Functions

In accordance with the results of the Indonesian political seminar held in Jakarta on February 25-28, 1975, Bahasa Indonesia serves as follows:

1.     In its position as a National Language, Unity and Unity function:[5]

§  – As a national pride

§  – As a symbol of national identity

§  – As a unifying tool of various multicultural societies

§  – As a liaison between cultures and between regions

1.     In its position as the Official Language / Language of the Country serves:

§  – As the Official Language of the Country

§  – As an introductory language in educational institutions

§  – As the Official Language in the National level of transportation for the purposes of planning and implementing development and government.

4.     Periodization of Indonesian literature

The period in literature is part of the development of literature itself with its various features. Some writers of literary textbooks, divide the era of Indonesian literature according to their respective views.

1.     According to Ajip Rosidi

§  Time of birth or time of occurrence

§  – Early period of the XX century 1933

§  – Period 1933 – 1942

§  – Period 1942 – 1945

§  Development period (from '45 to present)

§  – Period 1945 – 1953

§  – Period 1953 – 1960

§  – Period 1961 – present

1.     According to H.B. Jasin

§  Old malay literature

§  Modern Indonesian literature

§  – Class of 20

§  – Class of 33 or new poets

§  – Class of 45

§  – Class of 66

1.     According to J. S. Baduch

§  Old decency with the old generation

§  – Ancient literature

§  – Literature of the Arab Hindu period

§  Transitional literature with transitional forces

§  – Abdullah bin Abdul Kadir Munsyi

§  – Library hall force

§  New literature with a new generation

§  – New generation of poets

§  – Modern force (class 45)

§  – Youth

1.     According to Sabaruddin Ahmad

§  Old decency

§  – Dynamism

§  – Hinduism

§  – Islamism

5.     Reading Skills

1.     Understanding reading skills

Reading skills are complex activities that involve various factors that come from within the reader and outside factors. In addition, reading skills can also be said to be a type of human ability as a product of learning from the environment, and not instinctive abilities, or instincts brought in from birth. Therefore, the process of reading done by an adult (can read) is an effort to process and produce something through the use of certain capital.

Reading is a production process that generates new knowledge, experience, and attitudes. As the law applies in the business world, the greater a person's capital to try, the greater the probability of the outcome. Therefore, just like a company that produces something through the process of processing. Reading is also a process of processing, namely processing reading. Well, to process it required a certain capital. Broadly speaking, reading activities are related to two main things, namely readers and reading materials. To expedite the reading process, a reader must have capital: 1). Knowledge and experience, 2). Language skills (language), 3). Knowledge of reading techniques, 4). The purpose of reading.

6.     Purpose of reading

The purpose of reading is also considered as capital in reading. Even according to the results of the study, the relationship between reading goals and reading ability is very significant. This is what drives experts to agree that the purpose of reading is the main capital of reading.

Things related between the purpose of reading and the reading process are:

§  – Understand the existence of a wide variety and variety of reading purposes

§  – The need to arouse or encourage the emergence of various reading purposes

§  – The need for reading exercises for a person with varying reading purposes

§  – The need to build and develop various reading strategies in line with various reading objectives

§  – The need to build a guided reading destination device to improve reading capabilities

About the purpose of reading it's a lot of business that can be made, depending on where we see it. Broadly speaking the purpose of reading is very broad in nature because each reading situation has its own specific tjuan. However, in general there is a classification of reading about the purpose of reading that has been put forward by waples reading experts (1967). In his experiments he found that the purpose of reading included several things that were essentially the main capital of reading. A clear goal will provide great intrinsic motivation for a person. A person who is fully aware of the purpose of reading will be able to direct the target of critical thinking in processing reading materials so as to obtain satisfaction in reading.

7.     Effectiveness of reading

Quick reading means reading that prioritizes speed by not ignoring its comprehension. The application of the ability to read fast is tailored to the purpose of reading it, aspects of the reading dug (needs) and the light weight of the reading.

Effective, it means that the increase in reading must also be followed by an increased understanding of the reading. An effective and critical reader knows what he needs to dig up from reading material quickly, ignores less important elements, and discards unnecessary things. A bad reader does his act and understands it disconnected. Thus, the understanding of reading becomes impaired because each word is understood one by one. That's what hinders one's understanding.

A reader effectively sees each line of reading on only one-unit of mind. They are usually phrases, clauses, or keywords. So the reading part that is seen is getting less and less. As a result, eye movement will be faster, and eventually the reading speed can be improved. He does not understand word for word according to his original meaning (in the dictionary), but sees our meaning according to the context of the sentence. Thus, understanding can also be improved.

8.     Knowledge of technical reading

If the above has been explained that knowledge, experience and ability to communicate verbally is the main capital of reading, it seems that knowledge of techniques is more likely to be considered as a tool. Tools that can be used in digesting stationery. The realization is a set of skills to process every aspect of bacaa material into something meaningful for the reader.

This skill is related to the whole reading activity so that it can include the meaning of the reading process as an activity to process the words contained in the reading material, creativity, reading, to the activity of quick reading.

Broadly speaking, knowledge of reading techniques includes:

1.     Knowledge of aspects of reading skills

§  – Word recognition skills

§  – Skill in recognizing punctuation

§  – Skills to understand the express meaning

That is, such as the skill of understanding the meaning of words, phrases, sentences, paragraphs, subsections, chapters, etc.

§  – Critical reading skills

§  – Creative reading skills

1.     Knowledge of quick reading techniques

2.     Knowledge of reading scientific studies

9.     Common reading issues

As usual, people are unaware of the problem of reading it. Most people have been satisfied with the condition of their reading ability, both in speed and in their level of understanding. Whereas theoretically, the speed and understanding of the reading can be increased two or three times that of the speed and re-understanding. That's for someone who really wants to improve it. There are several problems and obstacles that are common in everyone, such problems include:

 

1.     Low reading speed

This problem of reading speed becomes an obstacle because in general people do not take a headache with their reading habits. Including a bad way of reading. Poor reading ability (in the sense of low reading speed) is obviously very annoying to people who are struggling with books everyday. For example students and students. To the extent that we often find there are students and students who lack the time to read the literature that is required of him. Not because the time is less, but because of the amount of time confiscated to read only one book title.

1.     Lack of understanding gained

The level of understanding of reading is also one indicator of the effectiveness of one's reading. This lack of understanding is a problem because there is a tendency to assume that the slower the way a person reads, the higher the understanding. In fact, in the case of fast reading exercises, the assumption is reversed, namely the increase in reading speed will be followed by an increase in reading comprehension.

1.     Lack of interest in reading

The problem that becomes a barrier to reading is the lack of interest in reading. The factors that turn this back are habits, means, books that are read, or less appropriate reading materials that are available with interests owned. There are indicators that a nation's level of progress can be measured by how much daily time its citizens use to read. The more time used to read, meaning that according to personal needs, not forced to read as well as reading for school or college assignments, the higher the level of culture of the nation.

1.     Lack of knowledge on how to read quickly and effectively

Knowledge of how to read effectively also seems to be a factor that is no less important as a problem in reading. Theoretically, a slow reader is not in fact a stupid reader, but perhaps he is simply an inefficient reader.

10.  Inefficient reader types

Inefficient reader types include:

1.     Read by assuming what it reads

Many people do how to read it by reciting what it reads word for word with the help of means of words (mouth). In other words, the speed of reading is equated to the speed of speaking. How could this possibly be said to be a good and efficient readership? We agree that the reading process is a thought process. Here it is clear that the speed of thinking is not the same as the speed of speaking. If a person performs the act of reading by voing what he or she reads, it means that he or she is doing two jobs at once. Reading with the idea of reading ( thinking) and talking. It is clear that the act of votifying reading material is something that inhibits the speed of reading, while inhibiting its understanding. Such readers are less effective readers.

 

1.     Read on the move

What is meant by the type of reader moving is a reader who in the act of reading it followed by the movements of some limbs, whether intentional or not. For example, reading while shaking your feet, reading while biting the ends of stationery, and so on. In principle, this factor does not interfere properly, but eliminating this habit will increase the concentration of reading and be more perfect.

1.     Sleep reading (lying down)

There are some people who read favors when reading while sleeping. This way of reading is clearly an ugly reading habit. Especially reviewed in terms of eye health. By reading while sleeping, the eyes are forced to work harder. Eye fatigue is a direct effect of reading like that.

1.     Reading is not concentration

This is also one of the weaknesses of some readers. Sometimes it seems obvious, physically someone is reading. But in fact it was only at the beginning of the line that he read it, after which he fantasized out of context what he was reading. And this has usually been cultivated among us. Only after regaining consciousness, continued reading activities. This is what is meant by the type of reader who does not concentrate.

11.  Misreading

In reading skills, there are some wrong views in reading activities, including:

1.     The view that reading is only a receptive activity

There is a tendency that reading is a receiving activity. It seems like there's a point, because we receive something from the author of the reading. However, in order to gain a good and thorough understanding, we cannot do so by surrendering (receptively). To achieve that, we are actively working on processing reading text into meaningful material. How do we obtain the meaning contained if only silent, while the reading text is an inanimate object? So, we're the real active. In fact, not only the understanding required in reading, but also the processing of reading materials critically and creatively.

1.     Reading only as a recall process

A big mistake if reading is identical to the process of remembering reading material. If this is agreed upon, then the reader is inseparable with the memory component in charge of storing data exactly what the author says. There is a tendency among students and students equate reading it as the process of memorizing information. Such views need to be changed. Reading is also a mental work process that involves critical and creative aspects of thinking. A good reader is a reader who knows to process his reading material critically and creatively. In the process he did not forget to conduct analysis, synthesis, weighing, assessing, and so on critically. Or more meaningful if he is able to apply it in real life and creatively.

1.     Read only when necessary

Such opinions are clearly misleading. When viewed from the context of the current development of the world, it is clear that when a person reads a book only when he needs something of a certain type of book, it is clearly wrong. A person who can be considered advanced and actual is one who is accustomed to reading on various occasions and in various areas of life. Remember that a nation's level of progress can be measured by its reading habits. That is, how much patterns and reading needs become the handle of daily life. That's why someone with extensive and actual knowledge always reads, reads, and reads.

CHAPTER III

Cover

A.    Conclusion

From the papers we created, we were able to conclude that reading skills are a production process that generates new knowledge, experience, and attitudes. Reading can also mean that reading is a complex activity that involves various factors that come from within the reader and outside factors. In addition, reading can also be interpreted as a type of human ability as a product of learning from the environment, and not instinctive abilities, or instincts brought from birth. So, the more and more often a person reads, the richer he will be in his knowledge and experience, which means the more capital he has to read. Thus the habit of reading develops, then in line with it develops also one's knowledge.

And keep in mind that that background knowledge and experience is not something that can be gained in a short time. Knowledge and experience are the result of a process that is sustainable, in accordance with the tendencies of science and our reading needs. About the purpose of reading, many formulations can be made, depending on where we see them from. Broadly speaking the purpose of reading is broad in nature because each reading situation has its own specific purpose.

B.    Advice

For the sake of the smoothness and perfection of the making of this paper, we ask readers to give suggestions and constructive criticism. Because we realize that in the making of this paper there are still many mistakes and mistakes.

•      Some of the benefits of reading books for children are:

1.     Improving children's brain abilities

There are many benefits of reading books for children in their toddler development, one of which is to help improve brain abilities. Including when the child can not read and still read books by parents. A book consisting of a series of words, numbers, and images. The combination of these elements is able to activate the part of the brain that processes words and forms meaning. This affects how they speak, solve problems, write, and even gain experience later. Quoted from  Northfield Hospital Clinics,90% of brain development occurs when newborns up to age 5 years.

Reading regularly can build a child's language, lettering, and socio-emotional development skills.

2.     Improving the bond between child and parent

Busy parents often miss special moments with their children. This condition can even make the child feel in attention.  Don't worry because one of the benefits of reading a book for a child is that it's fun enough to build a bond between you and your baby. Rather than just building bonds, reading is also a parent's way of teaching children. For example, you teach various knowledge, information, and aspects of life in a book that is read.

3.     Supporting the future

Children who are used to reading books usually have more directed desires or ideals in the future.  This is because by reading a book, a lot of new information that he gets including about the profession that exists. Therefore, the benefit of reading books for other children is that they become encouraged to know more about the things they like. If the child continues to be reminded of his wishes in childhood, as a teenager he has focused on finding out more about the profession he wants. It does not close the possibility that he will practice what things can be done according to their ideals from the book he reads. In addition, reading also gives them an understanding of the responsibilities and risks of an act or behavior.

 

4.     Train concentration

Although not fluent in reading letters and just looking at the picture, reading trains your child's concentration. Likewise, when a parent reads a book, he will slowly sit still, calmly, and focus on the story even in just a short period of time.  Therefore, another benefit of reading a book for a child is to train his concentration which is very useful when he or she goes to school.

5.     Train imagination

Subconsciously, reading a book can train the brain to imagine characters, places, images of objects, etc. from the story. Not only that, children can also feel how the character feels when reading. Training children's imagination  through reading books helps to hone their emotional development. In fact, children who love fiction books tend to recognize their emotions, have high imagination and creative ideas. While children who often read nonfiction books can build a strong, confident, and insightful self-image.

 

•       Here are the steps to implement the Guided Reading Strategy activities to Train The Smoothness and Understanding of Reading

First, teachers share tiered storybooks with all students by paying attention to their groups. The higher the student's reading ability, the higher the level of books given. Books with low levels have shorter sentences than high-level books.  

Next, the teacher reads the story and then continues by reading together in a quiet voice. After that, students read one by one aloud. The number of pages read is arranged in such a way that after all students read aloud, the book is finished reading. While the student is reading, the teacher can ask questions to test the student's understanding of the reading.

Next, teachers randomly select students to retell what they have read in their own sentences. Finally, the teacher asks if students have difficulty reading stories, such as words that are difficult to pronounce. This can be a teacher's material to provide additional training for students who are struggling before moving to another group.

•       Various ways can be done by teachers in improving reading skills. Some examples of steps that need to be taken in training students to improve reading skills:

1.     Practicing the ability to read the main idea of a discourse, the steps are as follows:

a.      Each paragraph, the group determines the main idea.

b.     After that it is discussed to set the appropriate title.

c.      Each pair focuses on the topic sentences and paragraphs of the discourse.

d.     Each pair pays attention/reads the summary of the last chapter.

2.     Practicing the ability to understand part of a discourse, the steps are as follows:

a.      The reading material is determined by the teacher.

b.     Each group records as many sections as possible in the reading to make it easier to underline.

c.      After that the couple reads the results of his work, then matched with the original.

d.     Teachers and students check the results of answers guided by the answer key.

3.     Train the ability to recognize sentences that have nothing to do with discourse. The steps are as follows:

a.      The reading material is determined by the teacher.

b.     Each pair or group determines the place of the wrong (unrelated) sentence. c. Discuss.

d. Examined along with the results of each group, discussed the mistakes.

4.     Practicing the ability to be critical of reading, the steps are as follows:

a.      Each group makes as many questions as possible about the content of the reading.

b.     After that between the group exchange jobs and give assessments that had previously been directed by the teacher.

BAB IV

TUGAS 10

ASSIGNMENT FOR LEARNING MOTIVATION

1.       READ ARTIKEL LEARN MOTIVATION

2.       MAKE RESUME

3.       MAKE 20 QUESTIONS

4.       ANSWERS 20 QUESTIONS

5.       WHAT IS THE ADVANCE AND DISADVANCE OF LEARNING MOTIVATIONS

6.       WHAT IS THE FUCTIONS OF MOTIVATION IN LEARNING PROCESS?

7.       HOW TO MOTIVATE THE STUDENTS LEARNING?

Jawab :

2.       RESUME MOTIVASI BELAJAR SISWA :

Motivation is very important in learning activities, because the motivation encourages the spirit of learning and vice versa lack of motivation will weaken the spirit of learning. Motivation is an absolute requirement in learning; a student who learns without motivation (or lack of motivation) will not succeed to the maximum.  Motivation plays a very important role in learning, Maslow (1945) with his theory of need, describing hierarchical relationships and various needs, in the realm of first needs is the basis for the next need arises. If the first need has been satisfied, then man begins to have the desire to satisfy the next need. In certain conditions there will be overlapping needs, for example, people want to eat not because they are hungry but because there are other needs that encourage it. If a need has been met or satisfied, it does not mean that the need will not appear again for good, but that satisfaction is only for a while. People who are overcome by insatiable needs will be motivated to do activities to satisfy those needs (Maslow, 1954).

To quote Mc. Donald's opinion (Tabrani, 1992: 100), "motivation is energy change within the person characterized by affective arousal and anticipatory goal reaction." Motivation is a change in energy in a person characterized by the onset of affective and reactions to achieve goals. From the formulation presented by Mc. Donald contains three interrelated elements, namely: 1) motivation starting from the change of energy in the person, 2) motivation characterized by the onset of feelings (affective arousal), 3) motivation characterized by reactions to achieve the goal. From the description above it is clear that motivation is closely related to a goal. The more valuable that goal is to the concerned, the stronger the motivation. So that motivation is very useful for someone's actions or actions. Explanations of motivational functions are:

1) Encourage people to act. Motivation serves as a driving force or motor that gives energy / strength to a person to do something.

2) Determine the direction of action. Namely towards the realization of goals or ideals. Motivation prevents misappropriation of the path that must be taken to achieve the goal. The clearer the goal, the clearer the path to be taken.

3) Selecting deeds. It means determining which actions to do, which are compatible, in order to achieve that goal by sidelining actions that are not beneficial to the purpose. (Ngalim Purwanto, 2002: 71)

Types of motivation

A..       Intrinsic motivations, arising from within an individual, such as the desire to gain certain skills, develop information and understanding, develop attitudes to succeed, enjoy life, desires are accepted by others.

b.       Extrinsic motivation, arising from the influence of outside individuals. Such as gifts, praises, invitations, orders, or compulsions from others so that in such circumstances people want to do something. (Tabrani, 1992: 120)

Then how to increase students' motivation so that they have high achievement motivation, especially for those who have low motivation in achieving. There are several strategies that teachers can use to foster students' learning motivation, as follows:

1) Explaining the purpose of learning to students. At the beginning of teaching and learning, a teacher should explain about the Specific Instructional Objectives (ICT) that students will achieve. Not only that, but teachers can also explain the importance of science that will be very useful for one's future, both with religious and social norms. The clearer the goal, the greater the motivation in learning.

2) Gifts. Give hadian to students who excel. This will greatly encourage students to be more active in achieving, and for students who have not achieved will be motivated to pursue or even outperform students who have achieved. The prize here does not need to be large and expensive, but it can cause a sense of fun in students, because it feels appreciated for its achievements. Except at the end of each semester, teachers can give more special gifts (such as reading books) for students ranked 1-3.

3) Rivals/competitions. Teachers try to hold competition among their students to improve their learning achievements, trying to improve the achievements that have been achieved before.

4) Praise. It is appropriate for outstanding students to be given awards or praise. Surely constructive praise. It can start from the smallest things like, "give a round of applause to Budi...", "good job...", "well that's what you can...".

5) Punishment. Punishment is given to students who make mistakes during the teaching and learning process. This punishment is given in the hope that the student will change himself and try to encourage his learning motivation. The punishment here should be educational, such as memorizing, working on a question, or making a embrace. Don't be physical, such as sweeping the classroom, standing in front of the class, or running around the schoolyard. Because this will obviously disturb the student's psyche.

6) Encourage students to learn. The strategy is to give maximum attention to students, especially for those who are achievementally left behind by other students. Here the teacher is required to be more observant of the condition of his students. Remember this is not only the task of counseling guidance teachers (BK) only, but it is the duty of every teacher, as a person who has trusted parents to educate their children.

7) Establish good learning habits. Teach students how to learn well, whether it's when students are studying alone or in groups. In this way students are expected to be more motivated in re-learning lessons or adding understanding with supportive books.

8) Helping students' learning difficulties individually and in groups. This can be done as in number 6.

9) Using varied methods. Teachers should choose the right and farcized method of learning, which can excite students, which does not make students feel saturated, and last but not least is that it can accommodate all students' interests. Such as Cooperative Learning, Contectual Teaching &Learning (CTL), Quantum Teaching, PAKEM, and others. Because students have different levels of intelligence from each other. There are students who only need 5 minutes to understand a material, but there are students who need 25 minutes of new he can digest the material. That's an easy example. The more teaching methods a teacher mastered, the more successful it will be to increase students' learning motivation.

10) Using good media and in accordance with learning objectives. Whether it's visual media or audio visuals.

 

3. 20 questions and answers:

1) Why is motivation so important in learning activities?

Ø because the motivation encourages the spirit of learning and vice versa the lack of motivation will weaken the spirit of learning. Motivation is an absolute requirement in learning; a student who learns without motivation (or lack of motivation) will not succeed to the maximum. 

 

2) Does motivation play a very important role in learning?

Ø Motivation plays a very important role in learning, Maslow (1945) with his theory of need, describing hierarchical relationships and various needs, in the realm of first needs is the basis for the next need arise.

 

3) What if the needs in all motivations are met what will happen?

Ø If a need has been met or satisfied, it does not mean that the need will not appear again for good, but that satisfaction is only for a while. People who are overcome by insatiable needs will be motivated to do activities to satisfy those needs (Maslow, 1954).

4) Explain Mc. Donald's opinion (Tabrani, 1992: 100), "motivation is energy change within the person characterized by affective arousal and anticipatory goal reaction"?

Ø Motivation is a change in energy in a person characterized by the onset of affectives and reactions to achieve goals.

 

5) Explain the formulation of the three elements that Mc. Donald put forward?

Ø i.e.: 1) motivation starts from the change of energy in the person, 2) motivation is characterized by the onset of feelings (affective arousal), 3) motivation is characterized by reactions to achieve the goal. From the description above it is clear that motivation is closely related to a goal.

 

6) Mention the motivational functions ?

Ø Encourage people to act.

Ø Determine the direction of action.

Ø Selecting deeds.

 

7) Mention the Types of motivation?

Ø Intrinsic motivation

Ø Extrinsic motivation

 

8) Explain what extrinsic Motivation is?

Ø Extrinsic motivation, arising from the presence of influences from outside the individual. Such as gifts, praises, invitations, orders, or compulsions from others so that in such circumstances people want to do something. (Tabrani, 1992: 120)

 

9) Explain 5 strategies that teachers can use to foster students' learning motivation?

I. Explaining the purpose of learning to learners. At the beginning of teaching and learning, a teacher should explain about the Specific Instructional Objectives (ICT) that students will achieve. Not only that, but teachers can also explain the importance of science that will be very useful for one's future, both with religious and social norms. The clearer the goal, the greater the motivation in learning.

II. Gifts. Give hadian to students who excel. This will greatly encourage students to be more active in achieving, and for students who have not achieved will be motivated to pursue or even outperform students who have achieved. The prize here does not need to be large and expensive, but it can cause a sense of fun in students, because it feels appreciated for its achievements. Except at the end of each semester, teachers can give more special gifts (such as reading books) for students ranked 1-3.

III. Rivals/competitions. Teachers try to hold competition among their students to improve their learning achievements, trying to improve the achievements that have been achieved before.

IV. Praise. It is appropriate for outstanding students to be given awards or praise. Surely constructive praise. It can start from the smallest things like, "give a round of applause to Budi...", "good job...", "well that's what you can...".

V. Punishment. Punishment is given to students who make mistakes during the teaching and learning process. This punishment is given in the hope that the student will change himself and try to encourage his learning motivation. The punishment here should be educational, such as memorizing, working on a question, or making a embrace. Don't be physical, such as sweeping the classroom, standing in front of the class, or running around the schoolyard. Because this will obviously disturb the student's psyche.

10) Explain the meaning of movitasi according to Bophy

Ø The definition or definition of learning motivation is as a general state and as a situationspecific state As a general state, learning motivation is a permanent character that encourages a person to master knowledge and skills in a learning activity.

11) Mention the motivational indicators of learning!

Ø Discipline

Ø Satisfaction

Ø Security

12) What factors affect learning motivation?

Ø As for the factors that influence the motivation of learning towards students there are a variety of. According to Sardiman (2007:92), that what affects learning motivation in students is: the level of learning motivation, the level of learning needs, interests and personal nature. These four factors support each other and arise in students so as to create a spirit of learning to do activities so as to achieve the goal of meeting their needs.

13) What are the components of students' learning interests and motivations?

Ø 4 main components, according to the model name presented ARCS (Attention, Relenvace, Confidence, Satisfaction), or in Indonesian: Attention, Relevance (conformity), Confidence, and Satisfaction.

14) Explain the theory of learning motivation

Ø Theory of Hedonism

Hedone is Greek for pleasure, pleasure, pleasure. As said by M Ngalim Purwanto that: "Hedonism is a tradition in philosophy that sees that the main purpose of life in humans is to seek worldly pleasures (hedone)".

15) What is extrinsic motivation?

Ø Extrinsic motivation is a motivation that encourages a person to do activities that arise from outside such as punishment, reward and outside the activity itself, namely the level, ties or blessings of the teacher.

16) What is the role of teachers in improving students' learning motivation?

Ø Some of the roles include:

i. Get to know every student who is taught personally. By knowing each student personally, the teacher will be able to treat each student appropriately. Thus, efforts to improve students' learning motivation are made appropriately even though the teacher is dealing with groups of students in the classroom

ii. Being able to show fun interactions, these pleasant interactions will create a safe atmosphere in the classroom. Students are free from the fear of doing things that are not pleasing to their teachers

iii. Mastering various teaching methods and techniques and using appropriately. Mastery of various teaching methods and techniques and their proper application make the teacher mampou change the way they teach according to the classroom atmosphere. In the students, the main test in elementary school often arises Susana quickly bored with the circumstances that do not change.

iv. Maintain the classroom atmosphere so that students avoid conflict and frustration. The atmosphere of conflict and frustration in the classroom causes students' learning passions to decline. Their attention is no longer to learning activities, but rather to the efforts to eliminate the conflict and fustasi. Their energy is depleted to solve conflicts and frustrations, so they cannot learn well.

v. Treating students according to circumstances and abilities. As a continuation of the student's personal understanding, the teacher can treat each student appropriately according to the things he or she knows from each student.

17) is the role of parents important in motivating children's learning?

Ø the role of parents as motivators is required to be able to generate motivation to learn their children so that all the potentials that the child has are expressed in the form of learning behaviors. The efforts of parents to help build learning motivation in their children, is not an easy effort because this learning motivation should actually have started to be instilled by parents to their children since childhood. Thus, the child is expected to have an awareness of the importance of learning for himself.

18) What are the Motivational Forms of Student Learning in School?

I. Giving Numbers. The number in this case as a symbol of the value of its learning activities.

II. Gifts. Gifts can also be said to be motivational, but not always so. Because of the gift for a job, it may not be attractive to someone who is unhappy and not talented for the job.

III. Rivals/Competitions. Rivals or competitions can be used as motivational tools to encourage students to learn.

IV. Know the Results. Knowing the results of the work, especially if there is progress, will encourage students to learn more vigorously. The more knowing that the graph of learning outcomes increases, there is a motivation to continue learning, with an expectation that the results continue to increase.

V. Praise. If a student is successful or successfully completes a task properly, it is necessary to give praise. This praise is a positive form of reinforcement and at the same time a good motivation. Therefore, in order for this compliment to be a motivation, the gift must remain.

VI. Giving Deuteronomy. The students will be actively studying knowing there will be a replay. Therefore giving this replay is also a means of motivation. But what teachers should remember, is that too often do replays (for example every day) because it can be boring for students.

19) How do I measure students' learning motivation and student learning motivation indicators?

Ø How to Measure Student Learning Motivation and Student Learning Motivation Indicators One of which is quite good at describing students' learning interests and motivations is Keller, 1987.John Keller based on the model he proposed has created an instrument measuring interest and learning motivation.

20) Make your own indicators such as student learning motivation indicators?

A..       Seriousness of students in taking lessons

b.       The willingness of students to provide the tools or resources/materials needed

c. Student involvement in group discussions

d. Student involvement in class discussions

E..       Student's activeness in hearing teacher's explanation

F..        Student's activeness in doing individual and group tasks

G..       Student discipline in following lessons

H..       The onset of curiosity and courage of students

i. There is a desire to get the best results, especially in group discussions

J..         The onset of passion or excitement in students in taking lessons

 

5. Advance and disadvance of learning motivation is

advantages = advantages, advantages, advantages

- His height and reach give him a big advantage over (= make him better than) other boxers.

- I know she's offered to babysit, but I don't want her to think we're taking advantage of her.

disadvantage: kelemaham, loss

- One disadvantage of living in the town is the lack of safe places for children to play.

- We need to consider whether the disadvantages of the plan outweigh the advantages

6. Motivational function in learning is as a driving force to encourage, direct, and determine a person. In this case it is the student, that is to perform an assignment or deed to achieve the purpose of learning.

7. How to Increase Student Learning Motivation as follows:

1) Use diverse methods and activities

Doing the same thing continuously can cause boredom and decrease the spirit of learning. Bored students are more likely to interfere with the learning process. Variations will keep students concentrated and motivated. Occasionally try something different using different learning methods in the classroom. Try to create role sharing, debates, brief knowledge transfer, discussions, simulations, case studies, presentations with audio-visual and small group work

2) Make students active participants

At a young age it is best to be filled with doing activities, creating, writing, adventure, designing, creating things and solving a problem. Don't make students passive participants in class because it can decrease interest and reduce their curiosity. Use an active learning method by giving students a task in the form of a simulation of solving a problem to foster motivation in learning. Do not give an answer if the assignment is deemed capable of being done by students

3) Create challenging but realistic and appropriate tasks

Make the learning process suitable for students and according to their interests so that it is interesting because they can see the purpose of learning. Create challenging but realistic tasks. Realistic in the sense that the standard of assignment is weighted enough to motivate students in completing the task as best as possible, but it is not too difficult so that not many students fail and result in a decrease in the spirit to learn.

4) Create a conducive classroom atmosphere

Safe classes, not dictating and tending to support students to try and learn according to their interests will foster motivation to learn. If students are studying in a class that respects and respects them and not only views their academic abilities then they tend to be encouraged to continue following the learning process.

5) Assign tasks proportionally

Don't just be value-oriented and try to emphasise material mastery. All the classwork and homework can't always be equal to grades. This can lower the morale of students who are less able to meet the standards and result in the student feeling he or she is failing. Use the grade mechanism as you see it, and try to comment on students' work ranging from their strengths and their shortcomings and what they can improve. Leave your comments clearly. Give students the opportunity to improve their work if they feel they have not had enough. Don't rely on value to remodel something that doesn't suit you.

6) Engage yourself to help students achieve results

Direct students to improve their skills in the teaching and learning process, not just fixated on exam results or assignments. Assist students in achieving their personal goals and keep track of their progress.

7) Instruct students to be successful in learning

Don't let students struggle on their own in learning. Tell them what needs to be done. Make them confident that they can succeed and how to achieve it.

8) Avoid interpersonal competition

Competition can cause concern, which can be bad for the learning process and some students will be more likely to cheat. Reduce opportunities and tendency to compare students with each other and create divisions between students. Create teaching methods where students can work together.

9) Give Feedback

Give students feedback on their work. Use positive words to leave comments. Students will be more motivated by positive words than negative expressions. Positive comments will build confidence. Create situations where you believe that a student can progress and succeed in the future.

10) Appreciate success and conscientiousness

Avoid negative comments about bad behavior and low performance shown by your students, it is better if you give appreciation to students who show good behavior and performance. Positive expressions and successful drives for your students are very influential drivers and provide aspirations for other students to excel.

11) Enthusiastic in teaching

A teacher's enthusiasm in teaching is an important factor to foster motivation in students. If you look bored and less enthusiastic then the students will show you the same thing. Strive to always perform well, confident and enthusiastic in front of the class.

12) Set a high (yet realist) standard for all students

The standards teachers expect their students to have a significant impact on their performance and confidence. When you expect all students to be motivated, enterprising and highly interested, they are likely to act according to your will. You have to be sure that you are able to give high motivation to students. At the beginning of the new school year you should use the opportunity for all students to be highly motivated.

13) Awarding to motivate

Awarding such as grades, prizes etc. may be effective for some students (usually for young children) but this method should be used with caution as it has the potential to create competition. Nevertheless, the use of this method can give birth to internal motivation.

14) Create activities that involve all students in the classroom

Create activities that engage students with their friends in one class. This will share students' knowledge, ideas and completion of individual assignments with all students in the class.

15) Avoid using threats

Don't threaten your students with violence, punishment or low grades. For some students the threat to give low grades may be effective, but it can trigger them to take shortcuts (cheating).

16) Avoid bad comments

Use positive comments and good behavior. Many students are confident in their performance and abilities. Don't make negative statements to students in your class regarding their behavior and abilities. You have to be selective in using words and speaking in class. If you're not careful, your students' confidence will fall easily.

17) Know your students' interests

Students may be in one class, but they have different personalities. Understand your students, how they respond to the material and what their interests, ideals, hopes and concerns are. Use the examples in your learning that have something to do with their interests to keep them motivated in learning.

18) Care about your students

Students will show interest and motivation to attentive teachers. Show that you view students as normal human beings and notice that they are getting a learning process and not just a grade because it is reflected in your abilities as a teacher. Try building positive relationships with students and try to identify them as you relate yourself to them. For example, tell your story when you were a student

BAB V

BAB VII

TUGAS 13

summary

TEACHING PRINCIPLES

Teaching is a complex and multifaceted activity, often requiring us as instructors to juggle multiple tasks and objectives simultaneously and flexibly.

Effective teaching involves acquiring relevant knowledge of students and using that knowledge to inform our course design and classroom teaching.

When we teach, we not only teach content, we teach students content. A variety of student characteristics can influence learning. For example, a student's cultural background and generations influence how they see the world; disciplinary background leads students to approach problems in different ways; students' previous knowledge (accurate and inaccurate aspects) form new learning. While we cannot adequately measure all of these characteristics, gathering the most relevant information as early as possible in course planning and continuing to do so during the semester can (a) inform course design (e.g., decisions about goals, pacing, examples, formats), (b) help explain students' difficulties (e.g., identification of common misunderstandings), and (c) guide instructional adaptation (e.g.). , recognition of the need for additional practices).

1. Effective teaching involves aligning three main components of teaching: learning objectives, assessment, and instructional activities.

Taking the time to do this in advance saves time in the end and leads to better courses. Teaching is more effective and student learning is improved when (a) we, as instructors, articulate a clear set of learning objectives (i.e., the knowledge and skills we expect students to demonstrate at the end of the course); (b) instructional activities (e.g., case studies, laboratories, discussions, readings) support these learning objectives by providing goal-oriented practices; and (c) assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice knowledge and skills articulated in purpose, and for instructors to offer targeted feedback that can guide further learning.

2. Effective teaching involves articulating explicit expectations of learning objectives and policies.

There is tremendous variation in what is expected of students throughout the American class and even in the given discipline. For example, what constitutes evidence may be very different throughout the course; what collaboration allows in one course can be considered fraudulent in another course.

 Effective teaching involves prioritizing the knowledge and skills we choose to focus on.

Coverage is the enemy: Don't try to do too much in one course. Too many topics work against student learning, so it is necessary for us to make decisions – sometimes difficult ones – about what we will and will not include in the course. This involves (a) recognizing course parameters (e.g., class size, student background and experience, course position in curriculum order, number of course units), (b) setting our priorities for student learning, and (c) determining a set of objectives that can be reasonably achieved.

3. Effective teaching involves recognizing and addressing our expert blind spots.

We're not our students! As experts, we tend to access and apply knowledge automatically and unconsciously (e.g., making connections, drawing on relevant bodies of knowledge, and choosing the right strategy) and so we often skip or incorporate important steps when we teach. Students, on the other hand, do not yet have enough background and experience to make this leap and can become confused, draw incorrect conclusions, or fail to develop important skills. They need instructors to break down tasks into component steps, explain connections explicitly, and process models in detail.

 

4. Effective teaching involves adopting the right teaching role to support our learning objectives.

Although students are ultimately responsible for their own learning, the role we consider to be instructors is critical in guiding students' thinking and behavior. We can take on various roles in our teaching (e.g., synthesizers, moderators, challengers, commentators). These roles must be chosen in serving learning purposes and supporting instructional activities.  For example, if the goal is for students to analyze arguments from a case or written text, the instructor's most productive role might be to frame, guide, and moderate the discussion.  If the goal is to help students learn to maintain their creative position or choices as they present their work, our role may be to challenge them to explain their decisions and consider alternative perspectives.

5. Effective teaching involves progressively refining our courses based on reflection and feedback.

Teaching requires adaptation. need to continue to reflect on our teaching and be ready to make changes when appropriate (e.g., something that doesn't work, we want to try something new, the student population has changed, or there are problems that arise in our field).  Knowing what and how changes require us to examine relevant information about the effectiveness of our own teaching.  Most of this information already exists (e.g., student work, evaluation of previous semester courses, class participation dynamics), or we may need to seek additional feedback with help from university teaching centers (e.g., interpreting initial course evaluations, conducting focus groups, pre-designing and posttesting). Based on that data, we may modify the learning objectives, content, structure, or format of the course, or customize our teaching. Small changes and goals driven by our feedback and priorities are most likely manageable and effective.

1.              Effective teaching involves acquiring relevant knowledge of students and using that knowledge to inform our course design and classroom teaching.

2.              align three main components of teaching: learning objectives, assessment, and instructional activities.

3.              articulate explicit expectations of learning objectives and policies.

4.              prioritise the knowledge and skills we choose to focus on.

5.              recognize and address our expert blind spots.

6.              adopt the right teaching role to support our learning objectives.

7.              further refine our courses based on reflection and feedback.

 

Teaching Principles

Teaching is a complex and multifaceted activity, often requiring us as instructors to juggle multiple tasks and objectives simultaneously and flexibly. The following set of small but powerful principles can make teaching more effective and more efficient, helping us create conditions that support student learning and minimize the need to revise materials, content, and policies. Although applying these principles requires commitment in time and effort, it often saves time and energy in the future.

 

Effective teaching involves acquiring relevant knowledge of students and using that knowledge to inform our course design and classroom teaching.

(accurate and inaccurate aspects) form new learning. While we cannot adequately measure all of these characteristics, gathering the most relevant information as early as possible in course planning and continuing to do so during the semester can (a) inform course design (e.g., decisions about goals, pacing, examples, formats), (b) help explain students' difficulties (e.g., identification of common misunderstandings), and (c) guide instructional adaptation (e.g.). , recognition of the need for additional practices).

Effective teaching involves aligning three main components of teaching: learning objectives, assessment, and instructional activities.

Taking the time to do this in advance saves time in the end and leads to better courses. Teaching is more effective and student learning is improved when (a) we, as instructors, articulate a clear set of learning objectives (i.e., the knowledge and skills we expect students to demonstrate at the end of the course); (b) instructional activities (e.g., case studies, laboratories, discussions, readings) support these learning objectives by providing goal-oriented practices; and (c) assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice knowledge and skills articulated in purpose, and for instructors to offer targeted feedback that can guide further learning.

 

Effective teaching involves articulating explicit expectations of learning objectives and policies.

There is tremendous variation in what is expected of students throughout the American class and even in the given discipline. For example, what constitutes evidence may be very different throughout the course; what collaboration allows in one course can be considered fraudulent in another course. As a result, students' expectations may not match our expectations. As such, it becomes clear about our expectations and communicates them explicitly helping students learn more and perform better. Articulating our learning objectives (i.e., the knowledge and skills we expect students to demonstrate at the end of the course) gives students clear targets to aim at and allows them to monitor their progress along the way. Similarly, being explicit about course policies (e.g., on class participation, laptop use, and assignment delays) in the syllabus and in class allows us to resolve differences early and tends to reduce conflicts and tensions that may arise. Overall, being explicit leads to a more productive learning environment for all students. More information on how clear learning objectives support student learning. (pdf)

 

Effective teaching involves prioritizing the knowledge and skills we choose to focus on.

Coverage is the enemy: Don't try to do too much in one course. Too many topics work against student learning, so it is necessary for us to make decisions – sometimes difficult ones – about what we will and will not include in the course. This involves (a) recognizing course parameters (e.g., class size, student background and experience, course position in curriculum order, number of course units), (b) setting our priorities for student learning, and (c) determining a set of objectives that can be reasonably achieved.

 

Effective teaching involves recognizing and addressing our expert blind spots.

We're not our students! As experts, we tend to access and apply knowledge automatically and unconsciously (e.g., making connections, drawing on relevant bodies of knowledge, and choosing the right strategy) and so we often skip or incorporate important steps when we teach. Students, on the other hand, do not yet have enough background and experience to make this leap and can become confused, draw incorrect conclusions, or fail to develop important skills. They need instructors to break down tasks into component steps, explain connections explicitly, and process models in detail. While it is difficult for experts to do this, we need to identify and explicitly communicate to students the knowledge and skills we take for granted, so that students can see expert thinking in their own actions and practices.

 

Effective teaching involves adopting the right teaching role to support our learning objectives.

Although students are ultimately responsible for their own learning, the role we consider to be instructors is critical in guiding students' thinking and behavior. We can take on various roles in our teaching (e.g., synthesizers, moderators, challengers, commentators). These roles must be chosen in serving learning purposes and supporting instructional activities.  For example, if the goal is for students to analyze arguments from a case or written text, the instructor's most productive role might be to frame, guide, and moderate the discussion.  If the goal is to help students learn to maintain their creative position or choices as they present their work, our role may be to challenge them to explain their decisions and consider alternative perspectives. The role may be constant or variable throughout the semester depending on the learning objectives.

 

Effective teaching involves progressively refining our courses based on reflection and feedback.

Teaching requires adaptation. We need to continue to reflect on our teaching and be ready to make changes when appropriate (for example, something that doesn't work, we want to try something new, the student population has changed, or there are problems that arise in our field).  Knowing what and how changes require us to examine relevant information about the effectiveness of our own teaching.  Most of this information already exists (e.g., student work, evaluation of previous semester courses, class participation dynamics), or we may need to seek additional feedback with help from university teaching centers (e.g., interpreting initial course evaluations, conducting focus groups, pre-designing and posttesting). Based on that data, we may modify the learning objectives, content, structure, or format of the course, or customize our teaching. Small changes and goals driven by our feedback and priorities are most likely manageable and effective.

  

TEACHING PRINCIPLES: DIFFERENT METHODS AND APPROACHES

 

DIFFERENT APPROACHES AND METHODS

 

1.     INTRODUCTION TEACHING APPROACH This is a set of principles, beliefs, or ideas about the nature of learning that translate into the classroom.

 

2.      TEACHING STRATEGY This is a long-term action plan designed to achieve specific goals.

 

3.     TEACHING METHODS This is a systematic way to do things. This implies setting regular logical steps. It's more procedural.

 

4.     TEACHING TECHNIQUES This is a well-defined procedure used to complete a particular activity or task.

 

5.     Examples of Teaching Approaches 1) 2  Teacher-Centered)  Learner-Centered  3)  Subject-Mattered Center 4)Learner-Centered  5)TeacherDominated 6) Interactive 7) Banking" Approach  8)  Constructivist  9) Disciplinal  10)  Integrated 11) Individualistic 12) Collaborative 13) Indirect,  Guided  Direct Direct

 

.1) Teacher-CENTERED APPROACH Teachers are considered the only reliable source of information in contrast to student-centered approaches.

 

 2) A STUDENT-CENTERED APPROACH Where it is based on the belief that the student is also an important resource because he also knows something and is therefore able to share something.

 

3) SUBJECT-CENTERED APPROACH Material subjects get priority over learners.

4) TEACHER DOMINATED APPROACH In this approach, only the teacher's voice is heard. He is the only dispenser of information.

5) INTERACTIVE APPROACH In this approach, interactive classrooms will have more student talk and less teacher talk. Students are given the opportunity to interact with teachers and with other students.

6) CONSTRUCTIVIST APPROACH The students are expected to build knowledge and meaning for what they teach by connecting them to previous experience

.

7) The Teacher BANKING APPROACH stores knowledge into the minds of students who are "blank" for students to commit to memory.

 

8) INTEGRATED APPROACH This makes the teacher connect what he teaches to other lessons of the same subject (interdisciplinary) or connect his lessons with other subjects so as to make his approach interdisciplinary and multidisciplinary.

 

9)     DISIPLINAL APPROACH This restricts teachers from discussing their lessons within the limits of their subjects.

 

10) COLLABORATIVE APPROACH This will welcome group work, teamwork, partnerships, and group discussions.

 

11)     INDIVIDUALISTIC APPROACH It wants individual students to work alone. • THE TEACHER'S DIRECT TEACHING APPROACH directly informs or shows or shows what to teach.

 

12)  INDIRECT, A TEACHER'S GUIDED APPROACH guides learners to find things for themselves. Teachers facilitate the learning process by allowing students to engage in the learning process with their guidance.

 

 

B. OTHER TEACHING APPROACHES CITED IN THE EDUCATIONAL LITERATURE ARE:

1 RESEARCH-BASED APPROACH

2 WHOLE CHILD APPROACH.

3.     METACOGNITIVE APPROACH

4.     PROBLEM-BASED APPROACH

5.     RECT/EXPOSITORY APPROAC 1

6.     SUMMATIVE ASSESSMENT

7.     FORMATIVE ASSESSMENT

8.     Formative assessment

9.     INSTRUCTIONAL CHARACTERISTICS

10.  GUIDELINES FOR THE EFFECTIVE USE OF TEACHING SKILLS 1.

11.  Teaching Declarative Knowledge

12.   DEMONSTRATION METHOD

13.  EFFECTIVE USE GUIDELINES BEFORE

14.  advantage

15.  INDIRECT/GUIDED/EXPLORATIVE APPROACH.

16.  INSTRUCTIONAL CHARACTERISTICS

17.  RESULTS OF TEACHING INVESTIGATION

18.  HOW TO FACILITATE QUESTION TEACHING

19.  advantage

20.  EFFECTIVE USE GUIDELINES

SEVEN TEACHING PRINCIPLES

• Encourage contact between students and faculty
• Developing reciprocity and cooperation between students
• Encourage active learning
• Provide quick feedback
• Emphasize time on tasks
• Communicate high expectations
• Respect a variety of talents and ways of learning

What are the seven principles?

How can undergraduate education be improved? In 1987, Arthur W. Chickering and Zelda F. Gamson answered this question when they wrote "Seven Principles for Good Practice in Undergraduate Education." They define what a good education means at undergraduate level. The seven principles are based on research on good teaching and learning in a college setting.

Teachers and students have the greatest responsibility to improve undergraduate education. However, improvements need to be made by college and university leaders, and state and federal officials. This is a joint venture among all possible. When this happens, faculty and administrators consider themselves educators who have a common purpose. Resources are becoming available for students, teachers, and administrators to work together.

The purpose of these seven principles is to prepare students for the real world.

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Principle 1: Encourage contact between students and faculty.

Building relationships with students is very important. Contact between students and teachers is critical to student success. One of the main reasons students leave school is the isolated feelings they experience. The concerns shown will help students get through difficult times and keep working. The faculty has many avenues to follow to open communication lines.

For regular classrooms:

• Invite students to visit outside the class.
• Get to know your students by name.
• Help students with problems in their extracurricular activities.
• Personalize feedback about student work.
• Attend student events.
• Advise students on academic courses and career opportunities.
• Look for students you feel are having problems with the course or often don't exist.
• Encourage students to present their views and participate in class discussions.
• Have regular working hours.
• Help students work with other faculties. Tell them about options, research, etc. other faculties.
• Share personal experiences and values.
• Use the paper one minute at the end of class to get feedback on what students are learning and how well they are learning it.
• Talk to students at a personal level and learn about their educational and career goals.

For distance and online courses:

• Try a computer conference.
• The usage list works.
• Clearly communicate your email response policy.
• Encourage email correspondence and the use of discussion forums, especially beneficial for those who are shy or come from different cultures as it allows them different communication paths that may be more convenient.
• Online "chat time" with faculty (at various times, scheduled weekly).
• Use teacher/student pictures.
• Visit the remote site, if possible.
• Have a support person on the spot.
• Maintain eye contact with local cameras and students.
• Set up for group work in remote locations.

Principles in action:

• A York College (PA) professor has included an invitation in the syllabus to encourage contact during business hours: "You are encouraged to stop during business hours to talk about any issues or suggestions you may have regarding the course; about careers (especially graduate school or course benefits or minoring in (Enter your course here); or just about things in general. If you want to talk to me and find schedule hours to be uncomfortable, feel free to schedule an appointment."
• The faculty at St. Norbert College, Wisconsin, used an email discussion group. Many instructors find that students are more willing to participate in written discussions than speak in class. Instructors monitor discussions and participate together with students, adding perspectives and personal ideas to students.
• Winona State University's Residential College has implemented a "living and learning" environment to encourage student and faculty interaction. It is located 12 blocks from the main campus and accommodates 400 students in large, mostly single rooms. Academic activities at Residential College include freshman seminars, sophomore general reading seminars, and in-resident programs with leading scholars or artists participating with students in a variety of experiences. The Faculty of Higher Education housing is located there and holds working hours. Interactions between students and faculty are improved due to increased interaction.

Technologies, such as email, computer conferencing, and the World Wide Web/Internet, now provide more opportunities for students and faculty to have conversations. It's efficient, convenient, and protected. This allows for more privacy so that students can have more open discussions without fear that other students will hear. E-mails also give students more time to think about what they want to say. With this new alternative to face-to-face communication, the interaction of more students should increase in the classroom.

Principle 2: Develop reciprocity and cooperation between students.

When students are encouraged to work as a team, more learning happens. The characteristics of good learning are collaborative and social, uncompetitive and isolated. Working together improves thinking and understanding.

For regular classrooms:

• Use cooperative learning groups
• Ask students to participate in activities that encourage them to get to know each other.
• Encourage students to join at least one organization on campus.
• Assign group projects and presentations
• Use peer tutoring.
• Encourage students to participate in groups while preparing for exams and doing assignments.
• Distributing performance criteria to students is that everyone's grades are not independent of those achieved by others.
• Encourage students of different races and cultures to share their perspectives on topics shared in the classroom.

For distance and online courses:

• Use chat sites and discussion forums for student-to-student communication.
• Set up your team to interact via email or phone bridge with enough people on each site.
• Encourage students to respond to their colleagues' work by posting them on the internet.
• Have questions and answers online time.
• Use teleconfere conferences to share ideas.
• Encourage online discussion groups that require interaction.
• Work on group projects by phone and email.
• The courses the team teaches.
• Include "icebreaker" activities to allow students to share their interests and learn about others.

Principles in action:

• Students in communication courses at Miami University develop a group "code of conduct" to help facilitate cooperative learning. The sample code is provided as a model. Sample codes include: respecting each other, criticizing ideas instead of people, actively listening, trying to understand before they're understood, contributing to group discussions, keeping an open mind, sharing responsibilities, and attending all meetings. Students are encouraged to customize the code to address other shared issues the group might have. Students refer to the code after each class or group session to assess their performance and identify areas for improvement.
• At Naugatuck Valley Community-Technical College, students are tested both individually and collaboratively. Students are given a test date but are not told in which mode they will be tested. The group test is highly structured and a unanimous decision must be reached for the answer. Collaborative testing methods help students experience sensitivity to diversity and the point of view of others; develop and perfect skills in persuasion, listening, and reading; and sharing of responsibility and accountability. This method also reduces test anxiety among students.
• In a first-year composition class at the University of Minnesota students record themselves discussing concerns before taking the course, their feelings when they receive their papers back, and what they learn from the class. The next quarter, a video is shown to new students in the course to show that the feelings they are experiencing are shared by others and help motivate them to succeed.

Cooperative learning has several benefits. Students care more about their learning because of the nature of the process that is mutually necessary. Retention is higher because there are social and intellectual aspects to the content material. Students also find this method more enjoyable because no competition is placed on them. Cooperation, not competition, more

Principle 3: Encourage active learning.

Learning is an active process. Students can't learn much by simply sitting in class listening to the teacher, memorizing prepackaged assignments, and issuing answers. They should be able to talk about what they learn, write about it, connect it with past experiences, and apply it to their daily lives. Students need to make learning a part of themselves.

For regular classrooms:

• Ask students to relate what they learned to something in real life.
• Use a journal.
• Give students concrete and real situations to analyze.
• Encourage students to suggest new reading activities, projects, or courses.
• Ask students to present their work to class.
• The use of simulation software to run "what-if" scenarios allows students to manipulate variables and circumstances.
• Practice role modeling and use web-based case studies to practice new thinking skills.
• Encourage students to challenge your ideas, other students' ideas, or ideas presented in reading or other course materials in respectful matters.
• Prepare troubleshooting activities in small groups and have each group discuss their solutions with the class.

For distance and online courses:

• Allow flexibility in selecting materials so that they are more meaningful to students (e.g. students choose topics, project formats, etc.)
• It has interactive web pages.
• On-line debate.
• Present students' work for review by other students.
• Talk about what students are learning by creating a learning group by email, phone, chat room, or conference.
• Use e-mail for group troubleshooting.

Principles in action:

• At Iowa State University, history students interviewed prominent historical individuals during a press conference. After the press conference, students work in groups that identify key ideas and create headlines and news articles that highlight those ideas.
• Structured journal writing is a major part of several classes at Lesley College. Each journal entry has two parts: the first paragraph emphasizes points for withdrawal and retention; the second section emphasizes the application of content for the student's life experience and observation.
• A professor of education at the University of Wisconsin-LaCrosse has created a hypothetical school system, complete with administration, teachers, students, and families. The goal is to help students learn aspects of special education law. During the semester, students take on all roles as they participate in legal cases involving students with disabilities. Students gain an understanding of the law because it applies to special education and students with disabilities, and they develop a human understanding of the human side of cases.

 

Principle 4: Provide quick feedback.

Knowing what you know and not knowing gives you the focus to learn. In order for students to benefit from the course, they need appropriate feedback about their performance. When starting out, students need help evaluating their current knowledge and abilities. In the classroom, students need frequent opportunities to do and receive suggestions for improvement. Throughout their time in college and especially at the end of their college careers, students need the opportunity to reflect on what they have learned, what they still need to know, and how to judge themselves.

For regular classrooms:

• Follow up on the presentation with a five-minute period for students to write down what they've learned in class.
• Provide informative comments that indicate students' mistakes and give advice on how they can improve.
• Discuss classwork and exam results with individual classes and students.
• Various assessment techniques (tests, papers, journals, quizzes).
• Offer on-line testing, software simulations, and web-based programs that provide instant feedback.
• Have a Q&A session.
• Use audio and/or video recordings to rate performances.
• Return values for tasks, projects, and tests within one week.

For distance and online courses:

• Emails provide instant feedback instead of waiting for the next lesson.
• Use on-line testing, software simulations, and web-based programs that provide instant feedback.
• Monitor bulletin boards regularly and provide students with personalized information feedback.
• Use pre-class and post-class assessments.
• Schedule a chat group where you, the instructor attends. Use it as a Q&A session when needed.
• Send a recognition email when you accept a student's job.
• Post the answer key after receiving the assignment from all students.
• Use hyperlinks in text to provide feedback on questions posed in text.

Principles in action:

• At the University of Scranton, a professor of management, using a computer prints multiple choice tests and quizzes that allow professors to have tests assessed during breaks that take tests or quizzes. Students receive the results immediately and can discuss the exam in detail. Students can better understand the material through class discussions that occur after the test.
• Hollins College students taking the Critical Thinking course submitted two copies of their papers. The second paper was criticized by another student.
• The faculty at Winona State University in the Department of Communication Studies should evaluate as many as 30 speeches a day. They developed a code system for the most common comments on speech. These codes are programmed into computer programs and instructors can listen to speech and type code for appropriate comments. It gives extra time to make specific comments on individual speeches and also gives students complete and quick feedback on the entire speech.

The importance of feedback is so obvious that it is often taken for granted during the teaching and learning process. It's a simple but powerful tool to help in the learning process. Feedback is any tool to inform students of their achievements and fields in need of improvement. There are several different forms that feedback can take. They are oral, written, computer displayed, and from any of the interactions that occur in group learning. The important thing is that students are notified and can associate feedback with specific responses.

Principle 5: Emphasize task time.

Learning takes time and energy. Efficient time management skills are essential for students. By allowing a realistic amount of time, effective learning for students and effective teaching for faculty can occur. The way institutions define time expectations for students, faculty, administrators, and other staff, can create a foundation for the high performance of everyone.

For regular classrooms:

• Expect students to complete their assignments immediately.
• Communicate clearly to your students the minimum amount of time they should spend preparing for class and doing assignments.
• Help students set challenging goals for their own learning.
• Have realistic expectations (don't expect 10 papers in 10 weeks).
• Encourage students to prepare in advance for oral presentations.
• Explain to your students the consequences of not attending.
• Meet with students who are left behind to discuss learning habits, schedules, and other commitments.
• Be careful that time on duty is real learning, not a busy job.
• Don't use technology for technology's sake. This should be relevant and useful for the topic.
• Have progressive deadlines for projects and tasks.
• Teach time management.
• Discussion topics of the class posted in discussion groups on the web .

For distance and online courses:

• Understand that there will be problems with distance and technology along the way.
• Identify the main concept and how it will be taught. Given the amount of time, decide what can realistically be covered.
• Each distance class should involve some kind of achievement expectation laid out at the beginning of the course. Assign some content for time outside the class.
• Leave the illusion of doing it all as you might in a regular class.
• Different types of interactions. In creating an interactive environment, it can be overwhelming for students and teachers if the type of interaction required is too time consuming.
• Consider both inside and outside class time.
• Make sure you know what your goals are and that students also understand them.
• Regular discussions that require participation.

Principles in action:

• At Fort Lewis College in Colorado they have an "Innovative Moon". Students are offered a series of five-week summer domestic and foreign travel experiences that help them connect what they learn in class with real life. These groups are limited to eight to fifteen pre-faculty students. Examples of Innovative programmes include, "Management in Action", "Native American Schools", and "Music and Theatre in the UK".
• At Lower Columbia College, the Integrative Studies Program is a 15 to 18 hour credit block, organized around the theme. Students enroll in "traditional" courses, ut must enroll in the full block. This allows faculty to rearrange the days of the traditional fifty-minute class to include any scheduled lectures, seminars, conferences, and discussion groups needed to achieve the learning goals for the week.
• Wake Forest University teaches time management and learning skills in their Learning Assistance Program and in Learning classes. Through the extension/teaching model in the Learning Assistance Program, individual students are encouraged to learn and develop strategies to improve their academic performance. In the Teaching and Learning Course, first and second year students study learning theory with an emphasis on showing how good time management and proper learning skills positively affect outcomes.

An easy assumption to make is that students will be more successful if they spend more time studying. That makes sense but further simplifies the principle of time in charge.

Principle 6: Communicate high expectations.

Expect more and you will get it. The less prepared, those who do not want to exert themselves, and the bright and motivated all need high expectations. Expecting good-performing students to be self-fulfilling forecasts when teachers and institutions hold high standards and make extra effort.

For regular classrooms:

• Provide a detailed syllabus with tasks, due dates, and assessment rubrics.
• Encourage students to excel in the work they do.
• Give students positive reinforcement to do a wonderful job.
• Encourage students to work hard in the classroom.
• Tell students that everyone is working at a different level and they should strive to improve their best efforts, regardless of what level it is.
• Help students set challenging goals for their own learning.
• Openly acknowledges the excellent performance of students.
• Revise courses when needed so that students remain challenged.
• Work individually with students who struggle to encourage them to stay motivated.
• Encourage students to do their best instead of focusing on grades.

For distance and online courses:

• Provide a detailed syllabus with tasks, due dates, and assessment rubrics.
• Attention calls for excellent work in bulletin board posts or serving class lists.
• Show examples of your expectations with previous student work.
• Publish student work.
• Give corrective feedback. What country do you do and don't like.
• Be a role model for students. The model of behavior and expectations you expect from students.
• Expect students to participate.
• Try to create interesting and relevant tasks to create interest.
• Ask students to comment on what they are doing.
• Suggest additional resources that support important points.

  

Principles in action:

• At the University of Bellevue (Nebraska), students in the Introductory Psychology course are given a guide to answer essay questions about their syllabus. Suggestions are designed to provide directions to answer widely stated essay questions. Three exams are given throughout the course. A list of suggestions as well as essay questions is included in the first two exams. In the final exam, only essay questions are given. Students are allowed to practice their writing skills until help is no longer needed.
• To understand how students at SUNY-Plattsburgh learn and develop and how schools can help them to do so, students are required to take the College Outcomes Measures Project exam from the American College Testing Program (ACT COMP) as freshmen and again at the end of their sophomore year.
• Clayton State College requires students to show off seven different writing styles. Multiple proficiency levels are present for each of the seven criteria. All students must pass a writing assessment on four different occasions.

 

Principle 7: Respect diverse talents and ways of learning.

There are many different ways to learn and no two people learn the same way. Students bring different talents and learning styles to the classroom. Students who excel in the seminar room may be all thumbs up in a lab or art studio and vice versa. Students need the opportunity to show their talents and learn in a way that works for them. Then, they can be guided into new ways of learning that are not as easy as they are.

For regular classrooms:

• Use Web technology to enable students to choose and choose a learning experience that suits the way they learn.
• Encourage students to speak when they don't understand.
• Use a variety of teaching activities and techniques to address students.
• Choose reading and design activities related to the student's background.
• Provide additional materials or activities for students who do not have important background knowledge or skills.
• Integrate new knowledge about women, minorities, and other underrepresented populations into your course.
• Use learning contracts and other activities to give students alternative learning for your course.
• Encourage students of different races and cultures to share their perspectives on topics discussed in the classroom.
• Use collaborative teaching and learning techniques and pair students so they praise each other's abilities.
• Give students problems to solve that have multiple solutions. Guide them with hints and examples.
• Consider a field trip.
• Familiar with Howard Gardner's research on some intelligence.

For distance and online courses:

• Encourage students to express different points of view in discussions.
• Create learning activities filled with real-life examples and diverse perspectives.
• Provide Saturday lab experience by contracting with a local high school or community college.
• Several CD-Roms are available that offer a simulation lab.
• Balance class activities for all styles (some books, some hands on, some visuals).
• Explain the theory of the practical approach first then add a structural approach.

Principles in Action:

• Realizing that students can interpret exam questions in different ways, students at Georgia State University in nursing programs are given the opportunity to modify multiple choice exam questions that they find confusing. This student input reduces test anxiety and gives students the opportunity to show what they know.
• Fairhaven College at Western Washington University has clustered colleges with interdisciplinary curricula and the emphasis is on a student-centered approach to teaching and learning.
• At Kalamazoo College, K Plan provides students with on and off-campus studies that allow them to spend large amounts of their time in college on career development internships, foreign studies, and individual projects.

 

PRINCIPLES OF LEARNING

Research-Based Learning Theory and Principles

The following list presents the basic principles underlying effective learning. These principles are distilled from research from various disciplines.

1. Previous student knowledge can help or hinder learning.
2. How students organize knowledge influences how they learn
3. Students' motivation determines, directs, and maintains what they do to learn.
4. To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned.
5. Purpose-driven practices coupled with targeted feedback improve the quality of student learning.
6. Students' current level of development interacts with the social, emotional, and intellectual climate of the course to influence learning.
7. To become self-directed learners, students must learn to monitor and adapt their approach to learning.

 

BAB VIII

TUGAS 14

1.   1. Why do teachers need to know teaching methods and strategies for teaching English?

2.  2. What methods are suitable for teaching English to young learners?

3.  3. Why did you learn ESP?

4.    4. What are the advantages of learning ESP?

5.   5. How to teach effectively for reading skills, speaking skills, listening skills and writing skills.?

6.   6. How do I write an article and what are its advantages for you?

7.   7. How do I write RPP and what are its benefits for you?

8.    8. What are the advantages for you about teaching practice and making videos for it?

9.     9. How do I teach Vocabulary?

answer:

1. 1. The main characteristic of learning activities is the presence of interaction. Interactions that occur between students and their learning environment, both with teachers, friends, tutors, learning media, and other learning resources. Teaching strategies and methods are one of the components in the learning system, inseparable from other components influenced by factors, among others: learning objectives, teaching materials, learners / students, facilities, time and teachers.  The preparation of strategies and models is useful to determine the direction of learning to be targeted as desired. So it will achieve the expectations that have been desired.

2.  2. Determining the most appropriate method to learn English is not easy. Because, the method must also be adapted to our abilities. using the most appropriate learning methods is very important. Here are some methods that can help you to learn English according to your skills.

1)      Grammar Translation Method (GTM)

The first learning method that we can use is Grammar Translation Method (GTM). This method is related to the method of learning Grammar Latin and also Greek. GTM is used to read, write, and speak Latin.

2)      Audio Lingual Method

The next English learning method is the Audio Lingual Method. Audio Lingual Method is a method of Learning English where teachers will practice a short dialogue. The short dialogue has not yet been translated by the students. The teacher will first instruct the students to follow the dialogue.

3)      Silent Way

Actually, Silent Way is a method of learning mathematics by Celeb Cattegno. However, this method is also very effective when applied to English language learning. In the Silent Way method a teacher will use rods as a medium to teach various things. Especially regarding grammar and speaking English. The rods used by this teacher have different colors and lengths.

3.     3. Why learn ESP? Because learners learn English not for the reason of wanting to know the language as a language and culture contained in it, but learners learn ESP because it has a specific purpose, certain and specific in academic and professional bdang with each other. 2) Esp substance is designed and developed based on the concept of need analysis. The concept of needs analysis aims to specialize and relate and bring closer what learners need in both academic and professional fields. 3) ESP is more aimed at adult learners than in children or adolescents because ESP is generally taught at the academic and professional level of work. Seeing the understanding and characteristics of ESP learning, there are many benefits that students will get after following the learning.

4.  4. Esp's goal is for students to be able to master English in the field they are studying. ESP  is commonly used in the teaching of foreign languages for certain uses in certain fields of science and profession. This purpose is generally understood as a benefit in the role of English as a means of communion both oral and written. Therefore, ESP should be seen as an approach, concept and method that is different from general English.  ESP  is an English-language teaching approach that has different approaches, perceptions, designs, materials, evaluations and objectives. ESP material   refers to the needs of students and users of graduates themselves. The same is said by Mc Donough  about the definition and concept of  ESP.

5.      5. How to streamline reading skills:

1)      Invite the children to read together.

2)      Engage the child as you read the story.

3)      Teach children to spell in a natural way.

4)      Teach the sound of letters and how to pronounce them.

5)      Make reading a fun game.

6)      Play with block letters.

7)      Ask about stories from his favorite books.

How to streamline your speaking skills:

1)      Pay attention to articulation. One important point that cannot be missed in communicating is to speak clearly.

2)      Make Eye Contact.

3)      Perform Syncing.

4)      Add Body Language.

5)      Talk casually.

6)      Add Empathy.

7)      Give Other People a Chance to Talk.

8)      Set Sound Intonation.

How to streamline listeningskills:

1)      Asking Questions.

2)      Make Eye Contact.

3)      Keeping Posture Open and Welcoming.

4)      Nodding and Smiling.

5)      Mimicking the Speaker's Body Language.

How to streamline writing skills:

1)      Start by cultivating reading habits in students.

2)      Don't limit students' imaginations.

3)      Facilitate students with writing media.

4)      Appreciate and support the students' writing.

5)      There is no need to teach too much grammar when new students start writing.

6)      Take advantage of technology.

7)      Don't demand students to write perfectly

6.      How to teach effective writing in English

-      Write a concise sentence Some say, the thing that weakens the writing is repetition of the word. This also applies to writing in English. You may have felt that your English writing contains repeated words.

-      Choose a concise word the word is the building of the sentence itself. The word selection referred to here is the use of word classes such as adverbs. For example, when you want to write the phrase "very happy", it's better to use excited than very happy. This is called word saving, as long as there is a short word use it. That's why in your knowledge of the vocabulary Discuss English plays a very role here. In addition, you'll also have to choose words that have power. For example, avoid the word very good but, use other words such as well-done, great, awesome, fantastic, amazing, amazing, or excellent

-      Match the length of the writing With stacked sentences will be left digital readers. Because the writing looks suffocating the screen space of the device. So, try to divide the long sentences of English by breaking them into two sentences, with the principle of brevity and clarity of meaning of course.

6. Kelebihan menulias articles

-      As a means to convey the author's ideas to the community.

-      As a means of publication of scientific thought results through scientific journals.

-      Help writers to think systematically and practice the use of language well and regularly.

The ins and outs of writing articles

-      Irregular writing space

-      Each paragraph is jutting in and some do not jut kedala.

7.    7. How to write RPP and what are the advantages

Rpp PreparationSteps:

1)      Include identity. Consists of: School Name, Subject, Class, Semester, Competency Standard, Basic Competency, Indicators and Time Allocation.

2)      Formulating Learning Objectives.

3)      Determining Learning Materials.

4)      Determining Learning Methods

5)      Establishing Learning Activities.

6)      Choosing a Learning Resource

7)      Determining Judgment.

advantage:

1)      More systematic learning

2)      Facilitates analysis of students' learning success

3)      Facilitate the delivery of materials

4)      Learning pattern manager

5)      Save time and effort

8.    8. What are the advantages of  teaching practice and making videos  is

1)      As an archive of documentation of the materials taught.

2)      Learning Videos are very easy to create even with mobile phones.

3)      Learning Videos make distance learning effective.

4)      Materials made in the form of videos will be very easy to provide to students with a variety of applications, such as WA, Line, etc.

5)      Learning videos can be uploaded to various platforms  such as youtube, instagram, facebook, etc.

6)      Useful for other teachers in finding learning references.

7)      Educators don't have to have trouble repeating material.

8)      Facilitates when there is virtual supervision.

9)      By making a one-paddle learning video two to three islands exceeded, meaning that as long as the teaching materials are still the same, the learning videos made will remain relevant until several years or even dozens of years in the future.

9.    9. How to teach vocabulary:

1)      Use everyday words in conversations.

2)      Encourage children to tell stories and read.

3)      Diligently chat with children.

4)      Play with vocabulary.

5)      Pay attention to the surroundings

6)      Handle mistakes carefully.

7)      Handle it patiently.