By: RIDA AFRILYASANTI

1. Join Language courses

learning english

You do not need to learn language in the countries in which English is the native language is you can find an English language course with a good way to study in your country. Find a course that suits your requirements. Studying English in your own country can help you with teacher who is able to provide you with instruction, support, and feedback that are much easier to be understood as he/she knows your custom and learning habits better. Moreover, you will also have other learners who are at more or less the same level so that you can help each other.

2. Study abroad

Other way to learn language is to study it in a country where it is spoken. By studying abroad, you will totally be immersed in the language; not only within the class but also the rest time on your daily life. By having such kind of language exposure, you will be able to make a really rapid progress. Furthermore, you will also not only learn the language itself, but you will also learn about other cultures and natural communication used daily (for instance slangs or jargons).

3. Join online course

There are lots of online language courses now. This kind of learning will be very helpful for those who hardly spare their time to study abroad or join a scheduled course outside or those who hardly study in a group. Furthermore, there are not many online courses that provide free services. However, extra supports such as tutorial via email, chat programs, video conference, telephone, or even face to face are only provided for paid online courses.

4. Independent learning

If you can learn the language by yourself, it will be much easier as you do not need to worry about the schedule and expenses. You can manage your own self-study using text books, CDs, videos, cassettes, or other media. However, you may get some difficulties in correcting your errors and mistakes, providing feedback, speaking activities.

In short, I would like to say that the best way to learn English is that to first recognize your own needs and requirements. Then you will be able to choose the best way that you will apply. However, your own learning motivation is the key point of learning. Wherever and however you learn language, if you have a strong internal motivation to learn, it will make your learning much easier and enjoyable.

By: RIDA AFRILYASANTI

Abstract: Commonly, when students walk into their writing class, they will come up with some of problems on finding the writing topic and ideas. It does not end up as they are already able to find out a writing topic they will write. Other problems will rise, such as, sentence structures, dictions, coherency, and so forth. Thus, teacher should be able to help the students to find out an interactive and authentic way and media in learning writing. This research investigates how storyboard is effective to be used as a learning media for the students to learn writing. The study examines the implementation of storyboard as a learning media for the students, especially EFL students, in their learning of writing. The result shows that the students did not find any significant problems in their writing process during the implementation of storyboard. By using storyboard, students could solve their problem on the pre-writing, during writing, and post-writing stage.

Key words: storyboard, teaching writing, EFL students

By: RIDA AFRILYASANTI

ABSTRACT

Key words: fun puzzle picture, students’ activation, students’ speaking skill.

One of the fun activities in teaching speaking that can help teachers to get everyone in their EFL class talking is “Fun Puzzle Picture”. In “Fun Puzzle Picture,” students are given visual stimuli to help them transfer their idea more easily and build up their interest. Additionally, in “Fun Puzzle Picture”, students are also related to their context as they assigned to talk about something dealing with their context; famous person. Briefly stated, “Fun Puzzle Picture” is considered to be able to help EFL students to learn speaking.

This study is a descriptive qualitative research. The subjects of this study were 36 students of grade X6, Sekolah Menengah Atas (Senior High School) Negeri 8 Malang. The instruments used to collect the data were classroom observation sheet, researcher’s journal, lesson plans, and photographs. All the data gained from all the instruments were collected qualitatively. The researcher then analyzed the data qualitatively, in which the researcher explained the data in detail in descriptive explanation. The next step done by the researcher was describing the findings. All of the data were gathered and analyzed using the criteria of the effectiveness on the implementation of “Fun Puzzle Picture” in activating the students and improve their speaking skill.

The result of the data analysis shows that “Fun Puzzle Picture” is effective as a teaching technique to activate EFL students learning speaking. The students actively mingled, asked each other about the puzzle piece they had and found out the other pieces of their picture puzzle. Students were able to use English in an oral communication to ask and response to some English questions actively, think individually, discuss and conclude so that those pieces of the puzzle picture could be rearranged. Students, moreover, showed their positive reliance and direct (face to face) interaction. The oral recount on the end of the activity helped students with grammar and improved students’ vocabularies and trained students’ pronunciation and fluency.

Regarding to the effectiveness of the implementation of “Fun Puzzle Picture” to activate students in their speaking class, the researcher provides some suggestions for the teachers, schools and the next researchers. In using “Fun Puzzle Picture” as a technique of their teaching of speaking, teachers are suggested to manage the time allocations and activities included because the students may get too excited so that the teacher can lose their classroom management. Furthermore, the schools are suggested to supportively encourage teachers to creatively find out new creative and interesting teaching technique. Finally, other researchers are suggested to use this research as a reference to do similar research with different research method.

By: Rida Afrilyasanti

ABSTRACT

social networking communication

This study was an attempt to compare the use of English as a Foreign Language (EFL) in Indonesian students for classroom interaction and networking communication. To collect the required data, a questionnaire on the use of English for interaction and communication developed for the purposes of this study was distributed to 40 high school students who were randomly selected from the researcher’s classes based on their activeness in the networking communication using English. The data were also collected from the result of the researcher’s interview with the students and the researcher’s journal as the result of the observation on the students’ activeness and contribution in class as well as on students’ social networking status update. The result of the questioners and the researcher’s journal were compared to show the difference of the students’ use of English on classroom interaction and networking communication. The results showed that students use English more on the networking communication than classroom interaction. Students are able to use English more freely in the networking communication as they do not feel afraid of making mistakes or being scored. In addition, some unexpected findings in EFL teachers’ perceptions of the students’ communication ability in English were found. Overall, the present study can have some insightful implications for the field of the position of English for interaction in EFL learners’ context.

Key words: classroom interaction, networking communication, EFL learners’ context

By: Rida Afrilyasanti

1. The most effective teaching methods are those that suitable with the materials taught. Do not be hesitated to ask for your students which methods that might work best for certain materials. However, teachers’ evaluation on the students’ learning product as the results of the application of the methods need to be conducted. As the students are able to fully understand and adapt the materials taught to their needs, the methods applied to teach them can be considered as an affective teaching method. The method, moreover, has to be able to help the students to create meaning for the information given.
2. The most effective teaching methods are those that suitable with the students’ interest and learning environment. A certain method may be very effective to be applied in a certain class; however, it will not probably work the same as it is applied to a different class by different or even the same teacher. Therefore, what teacher can do to find out the most effective method that can be applied for their teaching is by utilizing different methods, evaluate, and choose which ones work best.
3. In order to apply a teaching method effectively, teacher has to be familiar with its characteristics; for instance, small group discussions commonly work well in a large classroom as teacher can easily control and monitor the students. Furthermore, students will get more chance to contribute and give opinions as they work in a small group. However, group discussion is not effective for demonstrating individual effort or understanding.

English Teaching

At last I would lie to emphasize that there is no actually a best teaching as it depends on the students, learning environment, materials taught, facilities and other learning factors. Therefore, the best way for the teachers to find out effective teaching methods for their classroom is by trying and applying different teaching methods evaluating and finally finding which ons work best for their teaching.

Find related tips and guides on teaching here: TESOL PROFESSIONALISM TIPS, TIPS FOR TEYL, TESOL PROFESSIONAL GUIDES

By: Rida Afrilyasanti

TEYL

Teaching English to Young Learners (TEYL) can be very exciting as you are able to run your class well. Here are some tips in conducting an effective English teaching to kids:

1. Storytelling

Everyone likes telling or listening to story, we tell story anytime and everywhere to anyone and kids also like it. Therefore, to get your students’ interest, you tell them about your lives as well as show an interest in your learners’ lives. Create a comfortable and encouraging zone in which your students are feeling free to tell about themselves. For instance, if you notice a student gets her new her style, ask them how she likes it or where she had her haircut. It may spark an impromptu discussion on hair style or fashion.

2. Recognize your students’ interest

Your teaching will run well as all of your students participate and this happens if the activities employed are on their interest. If your students like music, try to provide activities using music. Learn and bring in our students’ favorite songs; it is about them not about you.

3. Adapt and personalize the materials

Not all course books that are considered good are good for your students. You have to be able to personalize and adapt the materials provided in the book with your students’ interest and ability.

4. Treat your learners like adults

Kids will behave as what we expect them to behave. By treating like adult he will behave like adult too. However, you have to still notice their nature.

5. Vary your learning activities, students’ focus, and interaction

It is right that somehow kids can easily be bored; however, too many activities can also deaden the classroom atmosphere completely and your students will not get a full understanding on the materials. Furthermore, train your students’ focus by giving many kinds of exposure, for instance: ask your students to focus on the board, then use flashcard, course book, or others. You can also vary your students’ interaction by conducting group work, pair work, or individual work.

6. Avoid confronting and humiliating your learners

You will probably lose control by confronting your student in front of the others. Your learners will be braver in front of their friends. Ask the rule breaker to stay behind after the class and have a talk with him. This will be easier for you to confront.

7. Construct your classroom rules

The rules have to be constructed and agreed by all the members of the class. Make sure that the rules are displayed so that all the students are able to read them easily.

8. Give praise and encouragement

Praise is the best reward for your students’ achievement. However, be aware of how much attention you give to those who deserve to be praised and those who misbehave.

Find out other tips on teaching English to Adult at http://efl-teaching.com/adult-teaching-guide

By: RIDA AFRILYASANTI

If you are the beginners on language learning or about to learn English, here are some general tips to enhance your language skills:

1. Study everyday

The old saying that “practice makes perfect” is really true. In language learning, you will never master the language unless you have everyday practice. Try to spare some of your time everyday to study English. 30 minutes every day will be much more effective than 3 hours a week. Don’t force your language learning too much in a day, have a break for a while to avoid brain overload. You also need to reward yourself on every single success you have made.

2. Have every day review

Make sure that you have got to master the contents of one lesson before you continue learning the next materials. You have to go over each lesson several times; however, still give your brain some times to digest the material. It is as simple as when you eat something, you need time to chew, enjoy it in your mouth and swallow it gradually.

3. Build on a strong learning commitment.

Learning language is not an instant process. You have to deal with pronunciation, spelling, and orthography. Without a strong commitment on your learning, you will find more difficulties in learning more advanced stuffs.

4. Set your own target

By having a certain learning target, you will motivate yourself to accomplish it. Your target must be reasonable enough; however, it must not be so easy. Set a time limit and aim for a certain level of proficiency so that you know what you have to do and when you have to master it.

5. Choose your learning topics based on your interest

You can combine your learning through all the four language skills; listening, speaking, reading, and writing. In order to keep up your focus, you have to choose your learning topics based on your own interest because this will help you to memorize the words, phrases and grammatical constructions more easily.

6. Don’t easy give up and afraid of making mistakes

This is normal that somehow you are feeling down; you may feel that your learning seems to stay still or even go backwards. However, do not be discouraged. Keep the fire up by reviewing the earlier lessons or trying to overlook at your previous exercises. By doing that, you will see that you are now able to do it much easier than before. Moreover, making mistakes in your learning is something common. Remember that there is always a good side from everything even from a mistake that you made. You can always learn something from it. It will be better if you have someone who can help you with your studies; who can correct and give feedback on your mistakes. You even can laugh at the mistakes you made.

7. Enjoy your learning and have fun

Have different learning activities. You can have games, songs, movies, jokes or any other fun activities that is on your interest.

Links for Language learning Video: http://www.youtube.com/results?search_query=learning+EFL&oq=learning+EFL&aq=f&aqi=g10&aql=&gs_sm=3&gs_upl=10114l22111l0l23260l16l16l2l0l0l3l3876l14950l2.1.5-2.1.3.0.3l12l0

By: RIDA AFRILYASANTI

Here is an outline using Digital Storytelling for your EFL/ESL teaching. Before going to the procedures on applying Digital Storytelling, below  are the background ideas why Digital Storytelling is effective for EFL/ESL teaching media.

Why do we use story?

Why do we use Audio Visual?

How do we apply Digital Storytelling?

By: RIDA AFRILYASANTI

Many EFL students tend to be quite in class as the teachers conduct speaking activities. Dealing with this, many studies on the students’ contribution and communication in classroom activities have been conducted. Many of them showed that one of the reasons for the students not to be active in class is because the lack of vocabulary. Besides, students’ lack of vocabularies in English also makes them have lower comprehension on reading. Here are four areas in the teaching of English vocabularies:

1. Explicit

This method requires you to teach the vocabulary words independently and directly. Choose some vocabularies that will be used and engaged in your teaching materials. Write each word for the students to independently try to read. If the word given is a derivative word, you can then ask for a volunteer to indicate the base word or root word. Don’t directly give the meaning of the words to the students. Encourage them to guess the meaning of the words. You can show pictures of the word or give some sentences using the words as the clues. Vocabulary games can also be a good choice to have your teaching more memorable.

2. Indirect

indirect vocabulary teaching

In this method, vocabulary words are taught along with reading activity. Expose the students to the new words by having them read independently. Select the stimulating text that can engage the students in the individual reading activity. The clues given for the new vocabulary words can be given as contextual clues to vocabulary definitions and or with in-text definitions. As the students complete their reading, have a discussion on the text read. You can ask them to retell and teach each other how they determined the meaning of the new vocabulary words provided.

3. Association

teaching vocabulary using association

In association, you challenge the students to recognize parts of unfamiliar words they may already know. Present an isolated unfamiliar word to the class. Then, ask them if there is part of the word that sounds familiar. You can remind them of a word they have already learnt before; help them to associate the words.  Make a chart on the board and write the list the unfamiliar words, ask the students to look for the base words of the unfamiliar words presented. This will help them deduce the words’ definition. As the students familiar with association technique, give them more practices using reading texts. Practice the skill of association with isolated words regularly to allow students the scaffolded practice to grow as independent, successful readers.

4. Multimedia

vocabulary teaching using multimedia

Encourage the students to memorize the new vocabulary words using multimedia presentation. Exposing vocabulary words in a multimedia setting will help many students commit the words to permanent memory. It will be much better if you are able to attach a representative sound to the word that will initiate when the image is clicked. As the students get a multimedia stimulation, ask them to design a corresponding chart for the vocabulary word by writing the word and drawing an image representing its definition.

Check other tips on: teaching pronunciation, teaching writing