teaching problems

The problem below is chosen when I was in SMAN 1 KABAENA. The problem of my teacher is almost never give us motivation, practice, correction in pronunciations and feedback in learning teaching process

Firstly, in language learning, the teacher less provide to give the motivation to the students. Spratt,  Pulvernes & Williams (2005, p.40) has stated that motivation is very important in learning, Because It will help the student in the success of learning. Motivation is the characteristic that is required in order to achieve anything in life, without motivation, the student will give up easily at the first sign of adversity. As well as brown (2000, p. 87) stated that motivation is the extent to which you make choice about goals to pursue and the effort you will devote to that pursuit.

 

As the effect, when the motivation never done in the class. So, the students will have a learning disability, they can't keep up, they are not getting help, and they simply give up. Besides that, they become convinced that they cannot do the study in the class .They can not see the relevance of the material that they learn. They don't see school as providing any benefit to them without any interesting to motivate their self to learn English well. So, whatever the teachers do in the class, the student could not understand well. This is same with Harmer’s (2001, p.66) statement that without motivation in the effort to learn, whatever we do will be in vain. 

 Secondly is my teacher almost did not provide exercise to the students. Exercise is very important to student. Sprenger (2005, p.13) said that, when the teacher often provide training to the students the concepts and learning objectives that given by the teacher will be easily achieved. Whereby the teachers and students exchange thoughts about the concept of what is not understood by the students In addition, as said by Callum & Richard (2000, p.7), that Why exercise is important? Because it allows the students to have a chance to evaluate theirr self, and also they are motivated to learn more, and also teacher can manage the class with a better learning progress Otherwise, when the teacher  rare give the exercises to the student. The student won’t know which is the material is clear for them, and they could not explain about the material were presented by a teacher. As well Ahrens citied in Harmer (2007, p. 423), he found that extremely to talk in foreign language when the student nothing to say 

Third problem is the error correction in pronunciation, the teacher always only focused on grammar, reading, listening, vocabulary and exams, but rare make corrections in pronunciation. Because brown (2000, p.283) argued that, pronunciation was a key to gaining full communicative competence. As well Allen (2003, p.2-8) For many people who are learning to speak English, pronunciation is a problem. English involves many things in pronunciation. There are, you need to put in order to make your meaning clearly.You also need to think about intonation and your stress. This is what make the students do not trust their self to speak when they never focused in pronunciation. In this case, without any correction in pronunciations, it will make them no confident in conversation, reading, speaking and pronunciation. This is because sometimes the student do not know how the placement of stress and intonation of every word that they want to say.

The fourth problem is the teacher almost never give feedback in every teaching. Giving Feedback allows teacher to give the student to understand on how well they have performed. According to Williams, spratt & pulverness (2005, p.167) when giving feedback, so students can learn about the learning that they have acquired Besides that, feedback also helps students to see how well they are doing and they understand the material Whether you are teaching them (UNESCO 2006). Because giving feedback almost never did by the teacher. So, the student felt so confuse, especially when critical comment is made person to person. They do not know the language what they having problem with. And so many question that they have problems to answer and look it again. Because the teacher never tell them about their problems in teaching and what exactly they need to do and how.

The following paragraphs will explain some methods to solve some problems above. They are Community Language Learning, Direct Method, Audio-lingual Method, and Silent Way.

To overcome to raise the motivation of students to learn, then the teacher should be able to use Community Language Learning. In this learning methods, the convenience of students and interested students are very important . Whereby, the  teacher will act as a counselor. As well as Setiadi (2006, p.95) stated that,  if teachers act as counselors then there is relationship between teachers and students, providing advices and their  solution to students who have problems So, by using this method, the student problem to raise their motivation can be overcome. Where the method emphasizes that teachers can act as conseling for students, and provide solutions to students about issues them.

In this method, most of the teachers motivate students, how students learn, and what they should do in the classroom, so they feel comfortable in the classroom. So by using this method, it would be very suitable when applied to a teacher who rarely gives students the motivation to learn. Scrivener  (2005) has stated that CLL aims to reduce anxiety and low confidence of student in learning teaching process. This is indicating that CLL can generate the confidence of students. 

To provide more frequent in exercise and correction of pronunciation in students so teachers can use the Direct Method approach. Richard and Rodgers citied in Setiadi (2006, p.36) the principle of the direct method that all the subject matter presented and mastered and learned through small and intensive questioning in class. they also stated that speaking and pronunciation were emphasized.

Therefore, through this method of studying the distribution and acquisition activities, error correction, and responsiveness. So, by using this method, it can allows students to overcome their errors pronunciations through discussion, exchange ideas and further explanation can be understood. Setiadi (2006) has stated that when teaching in the class, the students should always communication in evaluation their language. So less material when the pronunciation errors and questions has given by the teacher could be revisited and easily Understood by students who previously do not understand.

In addition, Prator and Celce Murcia in brown( 2001) Argued that the teacher also can use the Audio-Lingual Method (ALM). Where  the main characteristics of the ALM is the material being taught always repeated and Provided training to the students, in order to produce the correct language where pronunciation are concerned.this is indicate  that the teacher Often repeating material provide training to students to make the material has brought is clear, Including emphasis on the pronunciation is very clear that the method can generate student interest and more confident in pronouncing every word in the English language.

To be Able to give feedback to students, the teacher can provide a method of Silent Way. As well as Richards and Rodgers citied in Setiadi (2006, p.99) the teacher always facilitate the students by presenting the media to analyze and solve problems, and provide feedback to students. Then, with this method, students can see how well they study, what they need and to review again the material that they have not understood.

In other hand, Harmer (2004, p.108) stated that students are sensitive and vulnerable, so teachers should be careful about the words and sentences they used giving feedback. As Harmer (2004, p. 117) mentions, we need, therefore, to train them to read their own work critically so that they can make corrections and changes with or without our guidance'.It helps learners to maximize their potential at different stages of training, raise their awareness of the strengths and areas for improvement, and identify actions to be taken to improve performance.

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REFERENCESS

 

 

Allen, J. (2003). Learning English. London: BBC News

Brown,H.D (2000). Teaching by Principles: an Interactive Approach to Language. Second Edition. Francisco State University: Pearson Education

Callum & Richard. (2000). Action Plan for Teacher. London: British Council

Harmer, J.( 2001).The practice of English Language Teaching. 3^rd edition. London & New York: Longman Publishing Group

Harmer, J. (2004) . How to Teach Writing. Harlow: Longman.

Harmer, J. (2007). The Practice of English Language Teaching. 4th Edition: Pearson

Pulverness, Spratt & Williams (2005). The TKT Course. New York: Cambridge University Press Education Ltd Harlow UK

 Setiadi, B. (2006). Teaching English as a Foreign Language.Yogyakarta: Graha Ilmu

Sprenger, M (2005).How to Teach so Students Remember.Virginia: Association for Supervision & Curriculum Development

UNESCO (2006). Practical Tips for Teaching Large Classes. Thailand : UNESCO Asia and Pacific Regional Bureau for Education 920 Sukhumvit Rd., Prakanong