A Successful Teaching Method for Mr. Sukardi’s Class – Case Study – Soraya Putri
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A Successful Teaching Method for Mr. Sukardi’s Class
Name: Soraya Putri HasibuanTASK I PBIS 4500a.Mr. Sukardi’s StrengthsMr. Sukardi’s WeaknessesAt the beginning of the lesson:He told the general topic of the journal in advance, which was “My Daily Routine” to his students. Therefore, he and his students could have the same perception for the next topic of his English lesson, which was “Simple Present Tense”. These two topics were related to each other. My Daily Routine sentences consisted Simple Present Tense.At the beginning of lesson:The teacher did not check, whether his student already fully understand the previous topic (present continuous tense). It was simply because he did not address his students mistakes on the wrong verbs that were used for sentences that were made by his students. Positive sentences:My sisters is singing a song. It should be my sisters are singing a song and so on.In the main part of his teaching :Mr. Sukardi gave his students a lot of chances to participate in his lesson. He asked them to write their daily routine sentences and their family daily routines sentences. Not only that, he also asked two students to state whether the sentences that were made by the other students correct or not. In the main part of his teaching: Mr. Sukardi did not act as a facilitator for his students. He also only done one-way interaction, still, there is no discussion among the students or no interactive method given by Mr. Sukardi to his students.At the end of his lesson:He gave a multiple choice test and homework for review.At the end of his lesson:He did not give them conclusions and feedbacks.1. b. Type of interaction: One Way Interaction Evidence from the casePoints of ImprovementMr. Sukardi explained the present continuous tense and simple present tense by giving examples, and he also gave his students chance to write their own sentences using both of the tenses on the blackboard and gave them some comments.Mr. Sukardi asks his students to address the problem on the sentences that were made by the other students. Mr. Sukardi explained how to change the positive sentences of simple present tense into negative and interrogative sentences and provided some examples.He should let his students have their own idea about the function and the formula of simple present by asking them questions about simple present, did they know what is it? and he also should let his students address their own mistakes by letting them discuss it with the other students in the group.This type of interaction between teacher and students supposedly could be more interactive, instead of throwing questions to his students he could give them a quiz.Instead of explaining in a traditional way, Mr. Sukardi could show his students video and after that, he could ask his students to tell him how to make interrogative and negative sentences based on the video that he showed before.a. Components that missing in the EVALUATION slot:(1). Peer evaluation.(2). Self-evaluation.b. Test Items for ‘Simple Present Tense’ Instruction(1). Reading Test, identify the verb in simple present form and answer the questions.Marias DayHello. My name is Maria Anna. I work for a large company in Tokyo, Japan. I work as a secretary. I answer the telephone and take messages. I also use a fax machine and a computer. My first language is English, but sometimes I speak Japanese. Many of our clients are from the United States, Europes, and Asia. My supervisor name is Mr. George. He is an engineer. I start work at 7:00 and I usually drive to work. I have lunch from 12:00 to 1:00. I finish work at 4:30.After that, I go home and help my mother prepare dinner. We have dinner at 8:00.After dinner, I usually watch television a while. I usually go to bed at 10:00.A. Are the following statements TRUEor FALSE? (4 points)
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By: Soraya Putri
Submitted: January 3, 2019
Essay Length: 1,651 Words / 7 Pages
Paper type: Case Study Views: 174
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