ana's blog

 Teaching Reading and Writing Developing reading skills Reading extensively inside and outside classrooms helps to improve the learners' reading skills.When preparing a lesson plan, teachers need to think that learners want various skills at different ages and competency levels. Teachers should use learner-related contexts whenever possible, as this will help them motivate students to read.  Some of your learners have complained that reading is boring and they do not want to read the texts you have given them - what should you do? Choose the same types of texts that learners enjoy reading outside the classroom and design motivating pre-reading  and post-reading tasks to go with them. They would probably enjoy doing the reading task as they are acquainted with it already. After relieving their boredom, you could introduce academic reading comrehension, poetry or prose. Basically reading can be of two types: extensive and intensive,  and the idea is to impart some skills needed for b

 Learning to Learn ' Learning to learn ' is the ability to pursue and persist in  learning , to organise one's own  learning , including through effective management of time and information, both individually and in groups.  It’s hard to learn everything, but it’s expected. Teachers want their students to be the very best in everything they teach.  Learning strategies using the ANSWER method 1. A - Ask, explain and connect When your students have their notes and textbooks in front of them, they should use this learning method. The “ask, explain and connect strategy” lets your students ask themselves questions about  how and why things work . Then they find the answers in their class material. Students have to try to explain and describe ideas with as many details as they can and then connect ideas to their daily life and experiences. This helps the student to understand and explain what they are learning and connect with what they already know. It helps them to organize the

 "Teaching Listening and Speaking" Listening is a basic skill for different learning processes. It is an active behaviour in contrast to reading which is just a receiving of sound waves. There are three basic steps listening involves: hearing, understanding and judging.  Listening has two major intentions, which are to maintain the communicational relation (interactional function) and to impart information (transactional function). The most important factors of which listening is composed are the knowledge of linguistic structures, the numbers of vowel and consonant phonemes (liaison, elision), rhythm (syllable-timed or stress-timed), intonation, prior knowledge, attention and the short- and long-term memory (Sakuma, 2000). There are three different stages of teaching listening: pre-listening, while-listening and post-listening. Pre-listening means that the teacher makes the students aware of a situation and activates their prior knowledge. While-listening means that the teac

 Learning Development   Learning development  describes work with students and staff to develop academic practices, with a main focus on students developing academic practices in  higher education . Learning developers are academic p rofessionals  who: teach, advise and facilitate students to develop their academic practices; create academic development learning resources; and reflect on their own academic practices through a  community of practice . 4 cognitive stages for child development  What are children capable of learning at various stages in their development?  How do children develop their intellectual skills to react and interact with their environment? How do these cognitive abilities develop, and in what order? Here are the four cognitive stages of childhood development  as identified by Jean Piaget: Sensorimotor Stage: Birth through about 2 years.  During this stage, children learn about the world through their senses and the manipulation of objects. Preoperational Stage:

https://www.neliti.com/id/publications/106535/penelitian-tindakan-kelas-pembelajaran-bahasa-inggris  Research in the primary English classroom Classroom Action Research (CAR) for English Learning aims at discovering learning-teaching strategies that match learners style and strategies in learning English. CAR may be done in several cycles each of which is repeated in the next cycle if the result is not satisfactory yet with the better revised lesson plan. Each cycle begins with planning, implementing the plan, observing the implementation, and reflecting or evaluating the process and the result of the implementation. The result of the reflection determines the next cycle.  Research activities basically include 4 stages, namely   Observation,  Description,  Analysis, and Explanation.  The observation stage is the stage of collecting data that can be done in various forms according to the nature of the observed data, including interviews, filling out questionnaires, observation, test, id

 Assesment Hay everyone, I'm Anatolia and welcome to my blog. Today I want to share with you about Assesment especially Assesment of Language Learning. As we know Assesment is very important.   Function of assesments   Assessment of language learning serves one of two functions: either to measure learners’ proficiency without reference to a language course, or to measure the extent to which they have achieved the goals of a particular programme of learning. Within the latter function it is usual to distinguish between formative and summative assessment. Formative assessment takes place during the course of learning in order to provide learners with feedback on their progress and alert the teacher to any aspects of the course that may need adjustment; it is sometimes referred to as ‘assessment for learning’. Summative assessment takes place at the end of the course and seeks to measure overall learning achievement; it is sometimes referred to as ‘assessment of learning’. Forms of As