THE PROBLEMS ENCOUNTERED IN ENGLISH TEACHING OF SECOND GRADE STUDENTS OF SMP NEGERI 12 SURAKARTA

Nungki Septiana Furi. 2009. The Problems Encountered in English Teaching of Second Grade Students of SMP Negeri 12 Surakarta. English Diploma Program. Faculty of Letters and Fine Arts, Sebelas Maret University. This final project is intended to describe the problems encountered in English teaching of Second Grade students of SMP Negeri 12 Surakarta.The objectives of the final project report are describing the English teaching, knowing the problems appeared in English teaching and giving solutions of problems in English teaching to the second grade students of SMP Negeri 12 Surakarta. This report is arranged based on the data which are taken from the observation that is done inside the class. The observation is done in order to know the method thatused in the class, the facilities that support the English teaching activities, and the materials that is given to the students. In the English teaching process, the writer used Grammar-Translation method. It is done since it the most suitable method for the students which is demanded to be more active in the Education Unit Level Curriculum which is applied. The problems appear during the English teaching process such as the difference of used method, the students’ attention are hard to be focused, limited facilities, limited time provided by school, and the topic development are too broad. To deal with the problems, the writer are implied some solutions such as familiarizing the new method, giving games and interesting materials, using alternative facilities, giving additional class and making priority list of the topics which will be given. It is suggested to the school management to complete the existed facilities so that it can fully support the students in English teaching and learning activities andto the English teacher to be more strictto the students

Let's start sewing

Master's Project (M.A.) University of Alaska Fairbanks, 2016This paper proposes Task Based Language Teaching (TBLT) as a teaching method for Ahtna language learners. TBLT focuses on engaging learners in meaningful activities or tasks which they accomplish through using the target language, learning Ahtna in the process. TBLT incorporates deeper understandings and meaning by teaching students the language in a cultural context. For this paper, the focus activity will be making a beaded necklace. Beading has been an important activity for me, from the time of learning about my culture and people from my Aunt Katie Wade. The website accompanying the project and be found at: http://www.ourlanguagecameback.com/

The project method in teaching future mathematics teachers

This paper deals with the problem of using the project method in teaching future mathematics teachers. The authors showed that one of such technologies is project training, which involves joint learning and cognitive activity of students, having a common goal, agreed ways of working. This paper notes also the need to use project technology, which consists in developing the ability of future teachers to have an analytical, creative thinking; self-acquisition of missing math knowledge from various sources; thinking, based on knowledge of mathematical facts, the laws of science; and ability to work in a team, performing various social role

Teaching english vocabulary to the 4th grade students of elementary school in SDN Banjarsari I, Ngawi

This report is written based on the job training that has been done in SDN Banjaransari I, Ngawi. The objectives of this final project are to find out the method is used in teaching vocabulary to the 4th grade students and to find out the problems and the solutions in process of teaching and learning English vocabulary to the 4th grade students in SDN Banjaransari I, Ngawi. In writing this final report, the writer collected the data by observing the class and teaching directly in the classroom. Based on the analysis, some conclusions can be drawn. The teaching method used in SDN Banjaransari I is Grammar Translation Method. The students can practice to translate sentences from Indonesian sentences into English sentences or English sentences into Indonesian sentences. It will improve their skill in reading and writing. The teacher explains vocabulary with pictures, giving some games and exercises. During the job training and learning process, the teaching faces some problems of students in learning English. The problems are related with the teaching material, limited facilities, and student's condition. To solve the problems in teaching learning English, some strategies such as, the teacher tries to motivate students in learning English, chooses good materials, and gives games

Learner-centred teaching methods in PE. Processing athletics teaching material in project method

We would like to present the methodological experience involves the participation of 11 teachers with their 20 classes of different grades each, within a period of 4-6 weeks. Processing the athletics teaching material was performed by adopting the project method and clustering around two project titles: ’Peasant Olympics’ (9 projects), and ‘Approaching Athletics’ (11 projects). Contents outside the PE class and school environment were in the limelight. Differentiating was main focal point, just like individual activity and volunteering. Pupils performed tasks on their own, in group and on class level. The students’ vitality increased in the field of motion and other activities. Because other subjects and fields of activity were involved in the framework of a PE lessons, students who had never been proactive, in this process have become so. In many fields of activity – of course in motion activities as well– differentiation became obvious. Therefore, the various activities in the project provided for many students chances of success, perhaps more than in a usual routine. The individual work, the cooperative solutions between students and external relationship-building was a characteristic of the process. Isolation of school classes was solved by project activity. Connecting different fields of science can raise understanding, the awareness, thus connecting sciences to real life. In this synthesis many teachers of other majors helpfully supported the PE teacher. It was hard for the teachers on the other hand, to get used to the helpful, supportive role demanded by the project-method, instead of the common ‘boss role’ which was usual

Pilot-Scale Laboratory Instruction for ChE: the specific case of the Pilot-unit leading group

This paper presents an original approach for Chemical Engineering laboratory teaching that is currently applied at INP-ENSIACET (France). This approach, referred to as "pilot-unit leading group" is based on a partial management of the laboratories by the students themselves who become temporarily in charge of one specific laboratory. In addition to meeting the classical pedagogic requirements of the laboratories, this teaching method allows the students to actively experience technical project management

The english teaching and learning activities at SD Al-Irsyad Surakarta

This final project report is intended to describe the English teaching and learning activities at SD Al-Irsyad Surakarta, and to find out the raised problems with the solutions in the English teaching and learning activities at SD Al-Irsyad Surakarta. It is written based on the job training that has been done from February until April 2006 at SD Al-Irsyad Surakarta. SD Al-Irsyad Surakarta has given the English lesson from first class until sixth class. The English teaching and learning activities at SD Al-Irsyad Surakarta is held every Monday and Wednesday. The methods used in collecting the data in this final project were observation, participation, and interview. The English teaching and learning activities at SD Al- Irsyad Surakarta consist of greeting, explaining materials, exercising, ending the lesson. It is held in the class and LRC room, the activities at the LRC room are watching video and games. The raised problems at the English teaching and learning activities at SD Al- Irsyad Surakarta are uncooperative student, unenthusiastic student, limited facilities, and uncompleted English syllabus. Solution of problems are applying the game method, making the interested of the English teaching and learning activity

TEACHING AND LEARNING PROCESS TO IMPROVE READING SKILLS FOR THE FIFTH GRADE STUDENTS OF SD NEGERI 11 NGRINGO, JATEN, KARANGANYAR

This final project report is written based on the job training that which was carried out by the writer at SD Negeri 11 Ngringo, Jaten. The purposes of the project are to describe the process, method and the problems and the solution in teaching and learning process to improve reading skill for the fifth grade students of SD Negeri 11 Ngringo, Jaten, including its problems faced by the students and also the solutions for those problems. In writing this final report, the writer collected the data by observing the class, interviewing to the students, library study and directly teaching in the classroom. The writer found difficulties aced by students in the way to read the text covering the pronunciation and understanding the text. The writer used direct method in teaching and learning process. Moreover, the writer taught them systematically based on the lesson plan. It consist of three main steps namely, Pre Teaching, the process of teaching implementation and closing activity of the lesson. Pre-teaching was beginning activity of the lesson. The process of teaching implementation was the main steps of teacher duties that consisted of four steps namely, Building Knowledge of Field, Modeling Text, Join Construction and Individual Construction. The third step was closing activity where the writer could assess whether the objective of the lesson was adequately reached or not. Based on the job training experience, it can be concluded that the problems faced by fifth grade students in learning reading were from the students itself such as the low students’ interest and motivation. So, they were difficult to pronounce and understand the text. The writer tried to solve this problem by creating fun and communicative situation in the class related on the skill learned

Discovering academics' key learning connections: An ego-centric network approach to analysing learning about teaching

The aim of this exploratory study is to investigate the role of personal networks in supporting academics’ professional learning about teaching. As part of a wider project, the paper focuses on the composition of academics’ networks and possible implications of network tendencies for academics’ learning about teaching. The study adopts a mixed-method approach. Firstly, the composition of academics’ networks is examined using Social Network Analysis. Secondly, the role of these networks in academics’ learning about teaching is analysed through semi-structured interviews. Findings reveal the prevalence of localised and strong-tie connections, which could inhibit opportunities for effective learning and spread of innovations in teaching. The study highlights the need to promote connectivity within and across institutions, creating favourable conditions for effective professional development

Taksonomija ucnih metod in oblik za mlade v neformalnem izobrazevanju v Mladinskem svetu Slovenije

Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching forms in NFE in youth work. The research sought to answer the following research questions: ‘What teaching forms can be found in NFE for young people in youth councils on a national level in Slovenia?’ and ‘What teaching methods can be found in NFE for young people in youth councils on a national level in Slovenia?’ Data was collected using semi-structured interviews; the instrument was a list of questions. The empirical research was conducted in July 2016 with six interviewees. The results indicate that learning in selected NFE in the National Youth Council of Slovenia (MSS) is participatory, interactive, inclusive and student-focused; with central concepts of experiential learning and learning in groups. The key teaching form is learning in groups. However, individual work, work in pairs, programmed instruction and direct instruction are also present. The central and omnipresent teaching method is experiential learning. Problem-based learning, case-study method, action learning, and project-based learning are intertwined and connected to the experiential learning method. Other methods include verbal-textual methods, illustrative-demonstration methods, experimental methods, peer learning, and support methods. The conclusions are applicative in the didactic spectrum of NFE in youth work and in the wider didactic spectrum of adult learning. Implications for further research include teaching methods and forms in NFE inside the wider youth sector, internationally comparative and through quantitative research. (DIPF/Orig.