Over the past decade, along with the rapid growing information of communication technology, information processing has become an indispensable part of application in variety of fields. In relation to language teaching and learning, digital media has invaded the classroom. Unfortunately, during professional training the writer's gave, those English teachers who belonged to 'well prepared' for this sort of media was very few. These teachers used a laptop with certain learning materials which were prepared prior to teaching and an LCD projector and/or speakers on the desk. In general, their teaching and learning seemed to be more interesting due to technology touch. They created an image of being creative, and above all, innovative. This paper discusses how technology, in this case digital teaching media, supports teaching and learning; then, outlines the problems facing EFL teachers; and, finally, suggests possible solutions to the problems. Obviously, this paper is meant to promote professional teaching and contribute to future researches on similar topic.
In every teaching and learning process includes English teaching, there is a phase called ice breaking. The activity that generally only lasts a few minutes is a paramount aspect. Every English teacher or even the candidate has to be skillful in preparing effective ice breaking. Although ice breaking is viewed as a crucial stage in a teaching process, many students miss this phase when they have to do teaching practice. Therefore, the community service team regarding a workshop about icebreaking is still needed by the students as the teacher candidates. This workshop was conducted online via Google Meet in two days, and the participants were the students of the English Language Teaching Department of Universitas Nahdlatul Ulama Purwokerto. In the workshop, the participants learned the theories related to ice breaking and the examples of ice breaking. They also did some practice on creating ice breaking. Overall, the two-day workshop ran well. The questioner's result also tends to be positive and based on the tasks submitted, the participant's ability to create ice breakers is good enough
In the English language teaching process, every teaching phase is paramount for the achievement of its goals. At the beginning of the classes, the teachers might bring an ice breaker. Based on the previous studies, ice breaker is considered a crucial component in EFL classes. Considering the prominence of ice breakers, the researcher regards the importance of a literature study about ice breakers, especially in grammar class. English grammar is frequently considered a complicated element. Besides, nowadays, the learning process has to be conducted online. This study is mainly aimed to explain the concept of ice breakers, English grammar, and online learning, and the examples of ice breaking possibly used in online grammar classes. The method employed was the literary study conducted through several stages called collecting, reducing and presenting the data and concluding the results. This study suggests several relevant theories to the usage of ice breakers in online grammar classes. Moreover, this study proposes some ice breakers for teaching grammar. The ice breakers are jumbled sentences, correcting mistakes, English songs, storytelling activities, and English humour.
The study is primarily concerned with the use of �Harry Potter and the Chamber of Secret� to teach English allomorphs in EFL classrooms. This paper is an alternative way to teach them as a significant element of pronunciation. The types examined are�Regular Past Tense, Regular Plural Number, Third Person Present, The Regular Possessive, and�Reduced IS and HAS. Besides the main highlight of allomorph pronunciation, the movie also contemplates some suprasegmental features called word stress and sentence intonation. The teachers may also utilize the movie through four phases. They are warm-up activity, completion, categorization, and production. Bringing a movie that has many benefits into EFL classrooms may lead to a good comprehension of English allomorphs to the students.
This study was aimed at investigating the effectiveness of an English song entitled ‘Because You Loved Me’ to teach past simple. Past simple itself is oneof the necessary yet problematic tenses for learners. The research employed was quasi-experimental pretest-post-test design was employed in this research. Thepopulation of this study was five classes of the first grade students of senior highschool. Due to the high number of the population, this research only used twoclasses as the sampling - one class as the experimental group and the other oneas the control group. This research was carried out through four stages namelypretest, treatment implementation, post-test and data analysis. The result of thedata analysis showed that ‘Because You Loved Me’ song is effective for teachingpast simple. The value of t-test was higher than the t-table. The result of t-test formula was 1.91, and the t-table was 1.67. Overall, English song entitled ‘Because You Loved Me’ is effective to teach past simple and using songs in EFLclassrooms may also provide comfortable and interesting teaching and learningprocess.
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