Tinus Tamonob (TT)need help to give him the solution :: how to be a good English language teacher at his new job :: because his S1 degree in the English language has not prepared him to be a language teacher.
What are TT need to do?
TT need to make his student active and discipline in the class, so for it he must learn about kinds of method.
· The Direct Method.
The goal teacher used the direct method are to make the student know how to communicate in the target language. In other this successfully, student should learn to think in the target language. Meaning The direct method of teaching foreign languages, sometimes called the natural method, refrains from using the learners' native language and uses only the target language. It’s a good method that TT can use. Why? Because teacher who use the Direct Method believe students need to associate meaning and target language directly. When the teacher introduce a new target language word or phrase, he demonstrates its meaning through the use realia or picture. In fact, the syllabus use the Direct Method is based upon situation. Student practice vocabulary by using new words in complete sentences.
o The student read aloud.
o The teacher point to a part of the map after each sentences is read.
o The teacher uses the target language to ask the student if they have questions, the student use the target language to ask their questions.
o The teacher answer the student’s questions by drawing on the white/blackboard or given example .
o The teacher corrects grammar error by asking the student to make a choice.
o The teacher Ask the question about the students; students ask each other questions.
o The student fill in the blanks with preposition practiced in the lesson.
· The Grammar Translation Method.
The goal use the grammar translation method are to fundamental purpose of learning a foreign language is to be able to read literature written in the target language. To do this, student need to learn about the grammar rules and vocabulary of the target language. In addition \, it is believed that studying a foreign language provides students with good mental exercise which help develop her minds. With this method students are taught to translate from one language to another. Often what they translate are reading in the target language about some aspect of the culture of the foreign language community.
o Student write out the answer to reading comprehension question.
o The teacher decides whether an answer is correct or not. If the answer incorrect, the teacher select a different student to sup-ply the correct answer or the teacher herself gives the right answer.
o Student translate new word.
o Student are given a grammar rule for the use of direct object with two word verbs.
o Students apply a rule to example they are given.
o Student memorized vocabulary.
o The teacher ask student to state grammar rule.
· The Communicative Approach.
The goal is to have one’s student become communicatively competent. While this has been the stated goal of many of the other methods. In the communicative approach the nation of what it takes bto be communicatively competent is much expanded. To do this student need knowledge of the linguistics forms, meaning and functions. When we use it? We use the language to accomplish some function, such as arguing, persuading, or promising. They need to know many different forms can be use to perform a function and also that a single form can often serve a variety of function. they must also be able to manage the process of negotiating meaning with their interlocutors. Student use the language a great deal through communicative activities such as game, role play, and problem solving tasks.
In communication, the speaker has a choice of what she/he will say it. If the exercise is tightly controlled so that student can only say something in one way, the speaker has no choice and the exchange, therefore is not communicative. For example, if a students replay to his/her neighbor’s question in the same way as her neighbor replied to someone else’s questions then she has no choice of form and content., and real communication does not occur.
o The teacher distributes a handout that has a copy of a sport column from a recent newspaper.
o The teacher tells the students to underline the reporter’s prediction and to say which one they think.
o The teacher gives the student the direction for the activity in the target language.
o The student unscramble the sentences of the newspaper article.
o The student play a language game.
o The student are asked how they feel about the predictions.
o A students makes an error. The teacher and other student ignore it.
o The teacher give each group of students a strip story and a task to perform.
o After he role play is finished the students elicit relevant vocabulary.
o For their homework, they are to listen to a debate on the radio or watch it on television.
· The Audio Lingual Method.
The audio lingual method , like the direct method we have just examined, has agoal very different from that of the grammar translation method.. teacher want their students to be able to use the target language communicatively. they believe students need to over learnt the target language, to learn to use automatically without stopping to think. Their students achieve this by forming new habits of their native language. New vocabulary and structures are presented through dialogs. The dialogs are learned through imitation and repetition. Students successful responses are positively rain-forced. Grammar is induced from the example given; explicit grammar rules are not provided. Cultural information is contextualized in the dialogs or presented by teacher. Students reading and writing work is based upon the oral work they did earlier.
o The teacher introduce a new dialogs
o The language teacher uses only the target language in the class room. Action, picture, or realia are used to give meaning otherwise.
o The language teacher introduce the dialogs modeling it two times; she introduce by modeling the correct answers; at other time , he correct mispronunciation by modeling the proper sounds in the target language.
o The student repeat each line of the new dialogs several times.
o The student stumble over one of the lines of the dialog. The teacher uses a build-up drill with this line
o The teacher initiates a chain drill in which each student greets another..
o The teacher uses single-slot and multiple-slot substitution drills.
o The teacher give a compliment when the student answer correctly.
o The teacher uses spoken sues and picture cues..
o When the can handle it, the teacher poses the questions to them rapidly.
That is about solution of method that TT can use in the class room. To most teachers the phrase ‘classroom discipline’ has an immediate and clear meaning, but it is in fact quite a complex concept, and to define in words. However, in general classroom discipline may refer to the following notions of concept.
THE CONCEPT OF DISCIPLINE
control contract rules
agree accept responsibility
rewards routine punishment
respect smooth behavior
norms power authority
obey consistent authoritative
authorization efficient cooperation
1. What teacher action is conducive to a disciplined classroom?
a. Factors than contribute to classroom discipline:
· Classroom management
· Methodology
· Interpersonal relationship
· Lesson planning
· Student motivation
b. Practical hints
PRACTICAL HINTS FOR THE TEACHER ON CLASSROOM DISCIPLINE
1. Star by being firm with students; you can relax later.
2. Get silence before you start speaking.
3. Know and use the students’ names.
4. Prepare lessons thoroughly and structure the firmly.
5. Be mobile: walk around the class.
6. Start the lesson with a ‘bang’ and sustain interest and curiosity.
7. Speak clearly.
8. Make sure your instructions are clear.
9. Have extra material prepared (e.g. to cope with slower/faster-working students).
10. Look at the class when speaking, and learn how to ‘scan’.
11. Make work appropriate (to pupils’ age, ability, cultural background).
12. Develop an effective questioning technique.
13. Develop the art of timing your lesson to fit the available period.
14. Vary your teaching techniques.
15. Anticipate discipline problems and act quickly.
16. Avoid confrontations.
17. Clarify fixed rules and standards, and be consistent in applying them.
18. Show yourself as supporter and helper to the students.
19. Don’t patronize students, treat them with respect.
20. Use humor constructively.
21. Choose topics and tasks that will activate students.
22. Be warm and friendly to students.
Adapted from Wragg (1981:22)
That is all about solution for TT to help him for make his class active and discipline. Maybe not all information that can I give to TT for solving his problem.
