Teachers’ Implementations of Teaching Techniques for Young Learners

Although often taking part in seminars and workshops on how to teach English to their students, it seems that elementary school teachers of English (though not all) do not really implement what they have received in their classrooms. The seminar that the English Department of Widya Mandala Surabaya...

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Main Authors: Veronica Listyani Diptoadi, Ruruh Mindari, Hendra Tedjasuksmana
Format: Article
Language:English
Published: Soegijapranata Catholic University 2018-07-01
Series:Celt: A Journal of Culture, English Language Teaching & Literature
Subjects:
Online Access:http://journal.unika.ac.id/index.php/celt/article/view/836
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author Veronica Listyani Diptoadi
Ruruh Mindari
Hendra Tedjasuksmana
author_facet Veronica Listyani Diptoadi
Ruruh Mindari
Hendra Tedjasuksmana
author_sort Veronica Listyani Diptoadi
collection DOAJ
description Although often taking part in seminars and workshops on how to teach English to their students, it seems that elementary school teachers of English (though not all) do not really implement what they have received in their classrooms. The seminar that the English Department of Widya Mandala Surabaya Catholic University held on the 8th of August 2015 was a workshop where the participants, the elementary school teachers of English, were trained to demonstrate how to use drama, storytelling, games and songs as techniques in teaching English to their students. They were expected to be able to use these techniques in their respective classrooms. The techniques became the alternatives to the current techniques being practiced at schools to enliven the learning atmosphere. Therefore, this study which is the third level or the last level of our project on developing an English handbook for English teachers at elementary schools, is in the form of an observational study describing how the teachers implemented the techniques -- drama, storytelling, games and songs -- in their respective classrooms, students’ responses and   what problems took place when the teachers were carrying out the techniques. The results show that the teachers were able to teach those techniques in their classes, students actively took part more actively in their English class, and they liked games and songs much.
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spelling doaj.art-9b643f9039e64569baa3bedcf1c013192022-12-22T02:46:41ZengSoegijapranata Catholic UniversityCelt: A Journal of Culture, English Language Teaching & Literature1412-33202502-49142018-07-01181194110.24167/celt.v18i1.836759Teachers’ Implementations of Teaching Techniques for Young LearnersVeronica Listyani Diptoadi0Ruruh Mindari1Hendra Tedjasuksmana2Faculty of Teacher Training and Education, Widya Mandala Catholic University, Surabaya,Faculty of Teacher Training and Education, Widya Mandala Catholic University, Surabaya,Faculty of Teacher Training and Education, Widya Mandala Catholic University, Surabaya,Although often taking part in seminars and workshops on how to teach English to their students, it seems that elementary school teachers of English (though not all) do not really implement what they have received in their classrooms. The seminar that the English Department of Widya Mandala Surabaya Catholic University held on the 8th of August 2015 was a workshop where the participants, the elementary school teachers of English, were trained to demonstrate how to use drama, storytelling, games and songs as techniques in teaching English to their students. They were expected to be able to use these techniques in their respective classrooms. The techniques became the alternatives to the current techniques being practiced at schools to enliven the learning atmosphere. Therefore, this study which is the third level or the last level of our project on developing an English handbook for English teachers at elementary schools, is in the form of an observational study describing how the teachers implemented the techniques -- drama, storytelling, games and songs -- in their respective classrooms, students’ responses and   what problems took place when the teachers were carrying out the techniques. The results show that the teachers were able to teach those techniques in their classes, students actively took part more actively in their English class, and they liked games and songs much.http://journal.unika.ac.id/index.php/celt/article/view/836English handbook, observation, teaching techniques
spellingShingle Veronica Listyani Diptoadi
Ruruh Mindari
Hendra Tedjasuksmana
Teachers’ Implementations of Teaching Techniques for Young Learners
Celt: A Journal of Culture, English Language Teaching & Literature
English handbook, observation, teaching techniques
title Teachers’ Implementations of Teaching Techniques for Young Learners
title_full Teachers’ Implementations of Teaching Techniques for Young Learners
title_fullStr Teachers’ Implementations of Teaching Techniques for Young Learners
title_full_unstemmed Teachers’ Implementations of Teaching Techniques for Young Learners
title_short Teachers’ Implementations of Teaching Techniques for Young Learners
title_sort teachers implementations of teaching techniques for young learners
topic English handbook, observation, teaching techniques
url http://journal.unika.ac.id/index.php/celt/article/view/836
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