Improving Learning And Teaching English In Implementing The 2013 English Curriculum At Junior Secondary School (A Case Study At The Public Junior Secondary School 3 Babelan District Bekasi West Java, Indonesia) (Published)
English as one of international communication has been formally taught from the first year of Junior Secondary School (JSS) to university. However, most of JSS students or even Senior Secondary School (SSS) are not able to communicate in English. One of the causes is that the lack of teacher’s proficiency, creativity, innovation, teaching methodology, and little capability to create joyful teaching and learning. This research aims to find out an appropriate approach, method, and technique to improve teaching and learning English in implementing the 2013 English curriculum at JSS. Questionnaire, observation, and interviews were used to get information from purposive respondents of the first year students and teachers. The research reveals that most of the students are not able to speak, read, and write English properly as given in the minimum standard of the needed competence in the 2013 curriculum and the integrated English skill is one of the useful techniques to improve teachers’ English proficiency and their teaching methodology. Teachers are suggested to enhance their teaching strategies to improve students’ skills.
Keywords: 2013 Curriculum, Instructional, Integrated Skills, Teaching and Learning, communication
The Direct Method: A Good Start to Teach Oral Language (Published)
Language of oral is always important role in the politics and journalism foreign is used to describe people, jobs and activities to countries that are not the country of the person or government concerned process of learning. Oral proficiency in something that you show ability or skill at it are also a basic role in the language of foreign. The strategy of communication is important to oral ability. This study focus the students to communicate with each other using the target or result that you are trying to achieve in the classroom. This research focus the advantage of Direct Method to give instruction how to communicate in the language of target.
Keywords: Direct Method, Speech, communication, target language
The Study of Grammar Instruction for Communicative Purpose in High Schools of Vietnam (Published)
A large number of people have wondered how a language could absolutely exist without grammar. Most of them thought that people might communicate with each other by a language without grammar rules or forms. Even after communicative methodology appeared in the 1970s, researchers of grammar had indicated that the grammar should be ignored in teaching language. However, recent studies showed that grammar instruction within communicative contexts could let learners gain high proficiency level, both in accuracy and fluency. Ellis & Celce-Murcia (2002) claimed that learners should be provided authentic discourse samples of the contextually dependent grammatical rules. Florez (1999) emphasized that learners could not speak accurately and fluently without any grammar instruction. Clearly, grammar plays an important role in the progress of language acquisition. In this paper, a report on the application of some ways to teach English grammar for communicative purposes will be fully described. Moreover, the role of grammar instruction in language classroom should be discussed in this paper.
Keywords: CLT, Grammar Instruction, PPP, Task-based, communication, interaction