If not, the member of the community who violates this common agreement may be categorized as against his or her culture. Whereas talking with peers peers does not necessitate the two conditions.
Facilitating the Teaching of English through the Teaching of Arts
They argued that teaching EAC could result in good student learning achievement. Why teaching and learning English in Indonesia cannot be facilitated by teaching the arts.
Teaching Language and Culture through Literature
When the common agreement is reached, it becomes norms, values, rules, role expectations and meanings of the community. Therefore, every member of society should respect this common agreement and abide by it.
The Challenge of Teaching Speaking Skill in EFL Context
In other words, a language teacher has an obligation to facilitate his students to understand spoken and/or written language when others speak or write to him and to be understood when he speaks or writes to someone - in this case in English. In Bambang Yudi Cahyono and Utami Widiati (Eds.) The Tapestry of English Language Teaching and Learning.
Reformation in Teachers’ Recruitment in the Effort of Developing Teachers’
Professionalism
However, since student learning is largely influenced by teacher intervention, student achievement may not be separated from teacher competence. The result of UKA (Ujian Kompetensi Awal, Initial Teacher Competency Assessment) and UKG (Ujian Kompetensi Guru, Teacher Competency Assessment) held by the Ministry of Education and Culture in 2012 may be the answer. The second level is the identification of the problem is done by the teacher or the textbook - just like the first level, the process of solving the problem is decided by the student, and the identification of the tentative solution is chosen by the student.
Thus, authentic assessment is “multiple forms of assessment that reflect students' learning, achievement, motivation, and attitudes toward important learning activities (O'Malley, 1996). In the past, purchasing textbooks or attending a conference or workshop requiring payment may have been beyond teachers' abilities. From all the discussions, I finally come to the conclusion that the students' learning cannot be separated from the teachers' professionalism.
Once professional teachers have been successfully selected, the maintenance, development and improvement of teacher professionalism should not be held back.
Maximizing the Role of Pre-Service and In-Service Trainings in Improving
Teachers’ Professionalism
According to the director of the school, the number of students in each class is ideally 24 students. Some form of professional development is always offered to the beginning teacher before the first week of the school year. This is due to the fact that knowledge, skills and expertise in this profession are constantly changing and developing.
One of the ways to improve the quality of teachers' professionalism is through continuous training. Attending meetings held by a group of teachers of the same field (MGMP) regularly is another worthwhile thing to do to develop the professionalism of teachers. One of the duties of the supervisor is to provide guidance to the teacher to improve his teaching practices.
The quality of Indonesian education depends a lot on the quality of the teachers it has.
Building Students’ Character through the Teaching of Writing
The purpose of character education in Indonesia could be the same as the purpose of character education in other countries, that is, before we come to the answer why character education is necessary for Indonesian people, it may be useful for us to understand what is meant by character meant. Based on the definitions provided, Character Education Partnership (CEP) defines character education as a national movement that creates schools that nurture ethical, responsible and caring youth by modeling and teaching good character by emphasizing universal values that we all share (as cited by Berkowitz, et al., 2005).
Each component of community can contribute something to character education based on their roles. As mentioned earlier, character education aims to help the students build good character: to know the good, the desire to do the good and to do the good. The implication of the determination of character education as the government's policy is that all levels of education and all types of education must base their teaching and learning process on character.
Character education is expected to enable students to know the goodness of writing, to make them prefer writing, and to encourage students to write again and again.
Cultural Misunderstanding as A Potential Source of Learning Language: “Where are
As mentioned earlier, the growth of language goes hand in hand with the growth of the culture by which language is used as a means of communication. What norms, values, rules, role expectations and meaning are used and tighten all members of the community?”. However, when the listener repeatedly shakes his head to the right or left or vice versa, it is commonly agreed upon by all members of the community as a sign of disagreement.
Increasing one's proficiency in his or her L1 usually goes hand in hand with increasing the culture of his or her community. In addition, all family members never spoke to them in the language they used at home. In the area of language components, the results of several studies show quite similar findings.
As many linguists argue, learning language also means learning the culture of the language.
Responding to Cultural Differences in Language Learning
Tang (1999) argues that by speaking the language, one automatically (to a greater or lesser extent) aligns oneself with the culture of the language. The norms, values and the rules of behavior agreed by the members of the community to be true and right are almost unlimited. For example, it is a common agreement for Indonesian people that talking to older persons such as parents or teachers should be different from the way they talk to their peers of the same age.
Tang (1999) argues that by speaking a language we automatically conform (to a greater or lesser extent) to the culture of the language. In this way, the learner's knowledge of his language (and culture) is implicitly acquired. English is not used as a second language (L2) in Indonesia even in administration, education and law, as it is used in countries that were once under the colonialism of Great Britain and the United States.
In the English language and culture, the pronoun YOU must be used when talking to another person, regardless of the social position of the person we are talking to.
The Ability of EFL Students in Writing Argumentative Essay Using Comparison-
Contrast Method of Development
The total number of the five aspects is used to show the ability of students in writing. Based on table 2 above it is found that the ability of the students to write essay using comparison and contrast method of development is: 4 students (28.57%) of the subjects. From table 7 above it is found that 6 students (42.86%) of students were categorized as excellent to very good in mechanics; 7 students (50.00%) were categorized as good to average; 1 student (7.14%) was categorized as fair to poor; and none of the students (14.29%) were categorized as very poor in it.
The analysis of the results of students' writing shows that the problems that students still had were in the areas of (1) content, (2) organization and (3) language use. Students' difficulties were indicated by (1) the writing was somewhat choppy, (2) the organization of the writing was loosely organized, although the main ideas were still expressed, (3) the ideas had limited support, and (4 ) the sequence of ideas was logical but incomplete. In terms of vocabulary, most students did not seem to have any significant problems.
In terms of language use, none of the students could meet the excellent to very good criteria.
When sharing information in English, the English used in communication and interaction is ideally Standard English. It is also important to note that there is a difference between the two standard English: American English (AE) and British English (BE). The differences between the two types of Standard English include: (a) spelling, (b) pronunciation, and.
Standard English is mostly used by news presenters - radio presenters or TV presenters. There are many more users of non-standard English in the world, especially those belonging to Outer-Circle and Expanding Circle countries. English for Classroom Communication and Interaction In the context of classroom communication and interaction, the use of standard English may not be possible for most Indonesian teachers of English.
The inability to use standard English cannot discourage English teachers from continuing to use English as a medium of instruction in the classroom.
Understanding and Responding to the Change of Curriculum
The other important aspect of a curriculum that a teacher needs to understand is the content of the teaching materials. Structural (formal) curriculum is a curriculum in which the content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught. Skill-based curriculum is a curriculum in which the content of language teaching is a collection of specific abilities, who can help use the language.
A task-based curriculum is a curriculum in which the lesson content is a set of complex and purposeful tasks that students want or need to do with the language they are learning. The text they prepare in pairs or groups is then presented in front of the class. For example, current teachers using SBC need to understand and be able to translate the teaching and learning program objective(s) stated by our government nationally in the form of CS and BC into indicators of learning and learning objectives.
In order to check whether the chosen teaching material, the approach, the method and the technique(s) implemented result in the maximum achievement of the objective(s) of the teaching and learning programme, an appropriate means of assessment should be provided.
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