Thanks be to God Almighty, who has endlessly blessed and granted us health and strength so that the book Techniques for Teaching English Skills to Young Learners in Wetland Areas can be completed. This book is based on research into teaching English skills to young students in wetland areas.
Conversely, learning outcomes based on the theory of cognitivism are in the form of certain cognitive structures. Based on this perspective, learning is promoted by understanding all students as agents of thought, feelings in their learning, their motives e.g. reasons why they may or may not engage in learning) and their goals or objectives.
ENGLISH SUBTITLED OF WETLANDS SHORT CLIPS
The teacher is expected to give a brief insight into wetlands as the material today. Then the teacher should encourage students to give what unknown words they have written.
BOTTOM-UP TECHNIQUE
When the while-listening process is passed, it is continued with the post-listening process in the Top-Down and Bottom-Up strategies. Listening: Listening in the implementation of the Bottom-Up strategy is the activity in which the teacher asks questions and asks the students to answer those questions.
TEACHING SPEAKING: PRESENTATION TECHNIQUE
First, depending on the topic, length, and discussion topics of the presentation, the introduction can be as short as 3 minutes or as long as 5 minutes. Third, the closing: This is the perfect time for any presenter to emphasize the topic or statement they want to make.
INFORMATION GAP TECHNIQUE
Making the information gap exercises engaging will ensure that learners are actively engaged and motivated. A range of information gap activities and strategies are required in all teaching and learning situations.
SUMMARIZING TECHNIQUE
Finally, the teacher will ask each student to describe one new thing they learned from the content today and how it relates to the lesson.
MATCHING WORDS TO PICTURES TECHNIQUE
The teacher shuffles the cards and distributes them to the students in the correct order; an answer card is placed far away from a question paper. After the time limit for thinking had expired, the teacher instructed the students to match their card with the correct card.
COMMUNICATIVE LANGUAGE TEACHING (CLT) GUESSING GAMES
Team members try to provide clues so that the representative can find the correct answer on the card). Each representative of the group has the opportunity to answer or guess the content of the card only 3 times.
KNOW WANT LEARN (KWL)
The questions they asked in the column will help them understand the book, especially in finding specific details. Students then answer the questions in the column by completing the L column of the KWL chart.
TEACHING VOCABULARY THROUGH ‘WHAT'S MISSING?’
In step 3, the teacher guides the students to examine the picture card, which has images of Wetland Habitat. After that, the teacher instructs the students to close their eyes and think about what is missing from the board. Students will try to remember what is missing based on the rest of the picture cards on the board at this point.
THREE PHASES TECHNIQUE
The teacher then conducts feedback to discover some themes that will help in understanding the material. The teacher can then ask the students some questions to gauge their understanding. Because they can communicate effectively in a language that is comparable to the language of the teacher and the students.
PROCESS APPROACH TO TEACHING WRITING
At this stage the subject can refer to a dictionary of the meanings of words that will be used to write a thesis statement. When the thesis statement has been approved by the teacher, the group can proceed to make introductory paragraphs. When the thesis statement has been approved by the teacher, the group can proceed to make introductory paragraphs.
SEMANTIC MAPPING TECHNIQUE
Semantic mapping can help teachers analyze their students' prior knowledge and prepare them to meet a text. Semantic mapping is a learner-centered strategy that encourages students to be more engaged, participatory, and creative in their learning. Semantic mapping is one of the techniques that can help students in enriching their word knowledge.
DISCUSSION TECHNIQUE
Determine the size of the group members: the ideal number of members for a small group is 3-5 people. Teachers who use small group discussions can better assess student progress and modify instruction. Small group discussions provide students with language differences a more comfortable setting to collaborate and ask for clarification.
CLUSTERING TECHNIQUES
Lines, boxes, arrows, and circles are used in the clustering approach to highlight connections between ideas and details. Tell them that the grouping process will help them develop ideas when they start writing. This means that in the grouping technique, students can explore their ideas and develop them into sentences and paragraphs.
IMITATIVE WRITING
In the pre-imitative writing steps, material from books or articles is given to students to read. In these steps, students are expected to study the background information, data, and activities of the materials. During this stage, the teacher can give constructive criticism to the students to correct their mistakes and improve their performance.
DIALOGUES TECHNIQUES FOR GRAMMAR AND VOCABULARY TEACHING
The students could take their time to enjoy themselves in the dialogue and in the conversation video to find out grammar forms. The teacher will then ask the students if they will find any new vocabulary in the given dialogues and conversation sheets. The students will be instructed to check whether the dialogue in question is in the correct form of grammar or not.
STORYTELLING TECHNIQUES
As previously explained, each member of the team will take turns telling the story. The storyteller group goes to the front of the class and tells the story they have already discussed in the group. They will be judged by how the storyteller's performance, the groups listening carefully to the story and giving a good explanation of the story, etc.
EXTENSIVE READING TECHNIQUE
During this step, students must mentally visualize and memorize the points of the material they have read immediately after completing the reading. Before giving the reading text, it would be better if the teacher asked the students to talk a little about the material to be discussed. In this way, even without being directed to do so, they will actively seek out the reading activity themselves.
NUMBER HEAD TOGETHER
Here, the teacher allows the students to interact with peers without the teacher's major interference. Speaking is defined as "the range of exercises and activities with a communicative approach is unlimited, provided that such exercises and activities enable students to achieve the communicative objectives of the curriculum, engage students in communication and require the use of such communicative processes as .information sharing, negotiation of meaning and interaction". The teacher must visualize what the teacher wants the students to get out of the discussion.
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SITUATIONAL LEARNING CONVERSATION BASED
Next, the teacher offers opening questions to give the students an idea of the learning material to be delivered. During the discussion and conversation, the teacher can observe the student or join the discussion group to make sure that the conversation is still going on. During the course of the discussion and conversation, the teacher can observe the student or join the discussion group to make sure that the conversation is still on track.
EXTENSIVE MONOLOGUE
The students must be able to do their speech well and speak naturally without looking at their notes every two seconds. Finally, in the post-stage when the activity is done, teachers can give their students various feedback or constructive criticism that can gradually make the students improve their speaking ability. As mentioned before, teachers can have the students talk to each other when preparing for their speech.
MIND MAPPING
So mind mapping is a simple technique that can be used to take notes creatively and effectively. Therefore, mind mapping is a technique that can be used to teach writing skills. It makes it easier for students to understand the complex issues in the social life of wetlands more easily.
TICKING OFF ITEM
112. the classroom is still far from sufficient, there is an inadequacy of auditory material in the school. This is the stage where the teacher gives different types of tasks.. answering questions from comprehension of the text, or multiple choice, true or false. Activities in which the teacher checks the students' understanding of what they have heard gives feedback.
CHARADES TECHNIQUE
Firstly, before starting the game, it is better that the teacher gives a warm-up activity. The teacher then explains how the game should be played and what the rules are. Third, during the game, the teacher should ensure that all students are involved and participating in the game.
SPEAKING CLASS THROUGH DEBATE TECHNIQUE
The teacher designated the group that took the side of the topic as affirmatives, and also the team of opponents that will argue the topic. The teacher helps each member of the team to express their opinion and arguments regarding the topic. The teacher has designated a group for affirmatives who are on the side of the topic, and also an opposing group that will argue the topic.
GROUP WORK TECHNIQUE
This group work technique is applied by many teachers around the world because of its effectiveness in improving students' communication skills and critical thinking. More specifically on the subject of Wetlands, these techniques will be appropriate to apply in the discussion of Threats to Wetlands. Deepen students' knowledge of things and learn more about things they were not aware of in the past.
DISCUSSION TECHNIQUE
The teacher can then organize a discussion in various formats, for example through small groups, take sides in a debate, or write and share a paragraph in response to the theme in question. The teacher should also set aside some time after the discussion for reflection and summary to see what students get out of the activity. Here the teacher must wisely choose one that can better facilitate the student in his learning process.
COMPETENCY-BASED LANGUAGE TEACHING (CBLT)
The desired outcome is specific, so that the students can know exactly what expected behavior is required. Students are able to understand the significant threat to wetlands and the mechanism how this can happen. For example: the use and waste of toxic chemicals to wetland habitat, physical disruption such as sedimentation, or biological causes such as invasion of non-native species.
FISHBOWL TECHNIQUE
It is also to provide the learner with the best language acquisition experience. The effectiveness of using nursery rhymes in teaching listening comprehension to seventh grade students of SMP 1 Ambal in the academic year 2015/2016. The three stages of reading and their use in teaching English as a foreign language in reading lessons with younger students.
