There are many things which can help teacher to expand the lesson in the classroom. An English teacher used many kinds of English learning materials in order to make the learners easy to understand. The use of appropriate English learning materialinEnglish learning process is able to reach the purpose of learning. There are many kinds of material forms such as; a textbook, a workbook, a cassette, a CD-Room, a video, a photocopied handout, a newspaper, a paragraph written on a white board: anything which present or inform about language being learned (Tomlinson, 1998:xi). English learning material is different in every grade, based on learner needs and competency which should be reached by learners.
needs and competency which should be reached by learners. English learning materialin Elementary tends to have some variation because the learners are children who are active and they enjoy having fun. The English learning materialin Elementary School tends to learning material which shows the picture as a part of English learning material. It shows that audio-visual materialinEnglish learning is a series of habit acquired in response to stimuli which help learners in understanding of English lesson. This material helps learners make easy receive the lesson caused by images and sounds of the material. However, as an English teacher should know the appropriate audio-visual material for learner. Recently, there are amount of audio-visual materialinEnglish learning which sale in book store or book exhibition. They develop uncontrolled because there is not any rule about it. Although they exist as the teaching hint but their cover and content cannot be prove that they are compatible for learners in Elementary School or not. Starting from a lot of audio-visual materialinEnglish learning which try to present a good materialin the classroom, the writer want to measure how far the material is compatible for young learner especially in Elementary School. By having those reasons, the writer tries to analyze the topic which contains in the English audio-visual teaching material.
Based on the facts above, the difficulties of students and the unsatisfactory results in writing at MA TPI Medan might be due to the ineffective technique of teaching writing and this causes the teaching and learning activities to be unlively. In this case, firstly, the teacher does not make a good planning which includes general and specific instructional objectives, instructional material and media for teaching writing. Burden and Byrd (1999:137) state that the use of instructional media during instruction can facilitate and enhance student’s learning. However, to help students to be able to write, a teacher should be more creative to find out the authentic material and appropriate media which help the students to engage in teaching writing.
The scale of a map. On a map this ratio is called the representative fraction. 3:6 (three to six) and 5:10 (five to ten) are two equal ratios, in other words 3,6 and 5:10 are in proportion, indirect proportion, or directly proportional. If it takes 5 men one hour to do a job, and 10 men half an hour to do the same job. We can say that the number of men and the time are in inverse proportion, or that these quantities are inversely proportional.
Mata kuliah ini berbeda dengan matakuliah bahasa I nggris yang disajikan universitas, tidak membahas grammar ataupun writing secara khusus tetapi membahas vocabulary yang digunakan dalam matematika dan juga memberikan ketrampilan untuk mengajarkan matematika dalam bahasa I nggris. Matakuliah ini menekankan kepada kemampuan membaca dan membicarakan topik-topik matematika dalam bahasa I nggris. Secara umum materi BAHASA I NGGRI S MATEMATI KA meliputi I ntroduction; English for Algebra, English for Geometri, English for Statistics, English fo applied mathematics, English for classroom converstion, writing lesson plan. Kuliah ini sangat bermanfaat bagi mahasiswa dalam rangka menyiapkan diri untuk menjadi guru matematika di sekolah bilingual.
The interviews were done to follow the class observations. Teachers shared their experiences concerning teachers’ autonomy inEnglish learning materials which the aim to help students to acquire English better. Given the same questions resulted different answers from different teachers. These reflected the individual reasons that underlined every teacher participant on the choice of the English materials to be presented in their own teaching practice. The interview developed as each teacher had his/ her own reason concerning the choice of the English learning materials used in their classes. These situations enriched the analysis results to underline individual teacher’s ‘thick description’ about teachers’ autonomy inEnglish learning materials. Some ideas were found from the information given by the teacher participants in sharing about teachers’ autonomy inEnglish learning materials at the vocational school. As the researcher, I linked the information with what I have done elsewhere to open other possibilities for anyone to get the idea related to the teachers’ autonomy inEnglish learning materials at the vocational school. It was exciting to know that there were lots of fine ideas articulated by teachers in their interpretation of teachers’ autonomy inEnglish learning material at the vocational school. The following was an example of the in-depth interview of Tom done after the first class observation (question no:15)
Based on the learning problem, researcher provides an alternative solution to solve the described problems. Researcher uses powerful function of technology nowadays to support the learning and annihilate the problems. The trend of using technology to support the learning is already common. The use of computer as pedagogical tools to support language learning is well known as computer assisted language learning (CALL). This trend is growing as long as the widespread of the computer user. Nowadays, as advanced mobile phone has become widespread in society, the trend is changing into mobile assisted language learning (MALL). Based on Miangah and Nezarat, there are two main characteristics of mobile devices are portability and connectivity. As for connectivity, designing the mobile system must have capability of being connected and communicated with the learning website using the wireless network of the device to access learning material ubiquitously including short message service (SMS) and mobile e-mail. Portability enables learners to move mobile devices and bring learning materials, (Miangah & Amin, 2012). Besides that, the nowadays mobile phone technology allows the developer to develop their own application freely.
First, designing a cover for an English book turned out to be quite challenging for some students. They were instructed to create an original cover for the unit they were writing, with an interesting title and the students’ own picture in the background. In addition, the picture had to reflect the content of the materials, i.e. English learning. Many students could accomplish this task well by putting English-learning-themed pictures on the cover, such as photoshopping landmarks inEnglish-speaking countries (Liberty Statue, the Tower of London, and others) into their own pictures or showing themselves engaged in listening, speaking, reading and writing activities. However, some students seemed to have difficulties in following the above instructions. One of the problems was making a sound title for the book. Although the cover was colorful and the pictures they put there reflect English learning (in serious atmosphere or otherwise), limited grammar competence hindered their efforts in creating an appealing title. To illustrate, some students used ill-formed expressions ‘English Funny Learning,’ ‘English Happy, English Fun’ and ‘Guide for Enjoy Your Reading Time’ (Figure 1) to convince others that learning English was a pleasant activity.