| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 37-39 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 36 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Dafne Gonzalez, Liliana Tavares, Cheng Fangzhi, Joann Crandall, Snow, Marguerite Ann, Viviana Cortes, Alejandra V. Pron, Elaine Diamondidis, Paola Falter, Prema Kumari Dheram, Bola Kassal, Taofiz Azeez, Manal Shaheen, Myo Kyaw Myint, Agnieszka Uberman, Gabriel A.J. Yardley |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-18 |
| Abstraksi Narasi | : | Most EFL teachers know how difficult it is to get students to achieve fluency in English. This is mainly due to large classes, limited time, students sharing the same mother tongue, and inappropriate use of materials and/or methodology. In the last few years, EFL and ESL teachers have been exposed to the benefits of using Content- Based Instruction for a variety of reasons (Brinton, Snow, and Wesche 1989); one being to give students the opportunity to use their previous knowledge to talk about academic topics. In this sense, one of the subjects which has been more extensively used in language teaching is literature. Short (1990) distinguishes two approaches in the use of English literature for teaching. The humanistic approach, used by English Departments ``tends to assume that students already have an ability to read, understand, and respond sensitively to literature.`` EFL college teachers emphasize linguistics and reading comprehension. As stated by Lazar (1993), literature ``provides meaningful and memorable contexts for processing and interpreting new language.`` However, there is little work done with regard to the possible uses of literature for the K-12 EFL learners. There is some interesting material; but, it has been designed for ESL and LEP students (e.g. Enright and McCloskey 1988); Sasser 1992; Kessler, Lee, McCloskey, Quinn, and Stack 1994; Zaro and Salaberri 1995). EFL students at this level have not had the opportunity to become involved in the field of literary discourse. The few attempts to introduce pieces of narratives in EFL textbooks have failed to make use of discourse, or the structure of texts. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 30-36 |
| Abstraksi Narasi | : | The use of models in the teaching of writing to non-native speakers of English has been somewhat controversial. The argument hinges on the perception of what constitutes a good model and how it should be exploited in the classroom. That argument, as articulated in the 1980s, was largely limited to the teaching of composition in ESOL settings. It did not include the use of models in English for Science and Technology (EST). In this article, I define ``model`` and review what the literature says about the use of models in the teaching of writing. I then provide a justification for the use of models in the teaching of English for Science and Technology and provide a practical demonstration. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-29 |
| Abstraksi Narasi | : | Have you ever looked at a sample of a student`s writing and could not quite figure out what was wrong with it? have you ever listened to a student painfully trying to talk about a topic the student knows something about but just does not have the language needed to express it? Sometimes the problem is inadequate language skills, but all too often something else is happening. Maybe the learner has not initially organized his/her ideas. Maybe the learner has only a superficial understanding of the content without understanding the logical relationships of ideas and information. Sometimes it is a combination of factors. Thinking is hard work, as is learning new knowledge through another language. Organizing ideas, even in your first language, is hard work! It is easier to do when you are talking, writing, or reading about something concrete, but even then it`s easy to get a bit dis-organized, to ramble off the topic, to get distracted. When you begin moving from concrete to abstract content, the difficulty level goes up even in your first language. Having to do it in a foreign/second language (FL/SL) can be a real mind-bender!. Language is the major medium of learning and teaching in education (Mohan 1986). A significant part of learning about a concept in a subject matter involves collecting information, organizing it a certain way, interacting with the concept, and communicating an understanding of the concept. We often overlook precisely how language helps us in this process and how language and meaning interact. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 47-52 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-9 |
| Abstraksi Narasi | : | In recent years, increasing numbers of language educators have turned to content- based instruction and project work to promote meaningful student engagement with language and content learning. Through content-based instruction, learners develop language skills while simultaneously becoming more knowledgeable citizens of the world. By integrating project work into content-based classrooms, educators create vibrant learning environments that require active student involvement, stimulate higher level thinking skills, and give students responsibility for their own learning. When incorporating project work into content-based classrooms, instructors distance themselves from teacher-dominated instruction and move towards creating a student community of inquiry involving authentic communication, cooperative learning, collaboration, and problem-solving. In this article, I shall provide a rationale for content-based instruction and demonstrate how project work can be integrated into content-based classrooms. I will then out-line the primary characteristics of project work, introduce project work in its various configurations, and present practical guidelines for sequencing and developing a project. It is my hope that language teachers and teacher educators will be able to adapt the ideas presented here to enhance their classroom instruction. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 46 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 44-45 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 42-44 |
| Abstraksi Narasi | : | - |
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