There are some problems that make students feel hard to learn English well. These problems are:
1.Teacher rarely speaks English in the class. So,the students are not used to hear another people speak English.
2. The Lessons are too focused on grammar (and not in conversation), the students don't know how and what the function of the elements of grammar that they learned it.
In conclusion,STUDENTS DO NOT KNOW WHEN SUCH STRUCTURE SHOULD BE USED IN AND HOW TO APPLY IN THEIR DAILY LIFE.
3. Vocabulary that is taught is not too useful in dailyconversations. Many students complain that the words given by the English teachers at school are too technical, for example about industrialization, reforestation, etc.,
Conclusions and Suggestions
Some suggestions that might be useful to fellow English teacher in Indonesia :
1. Always maintain our ability to converse in English for language fluency is maintained. This is necessary because it can motivate our students to be able to speak fluently. It may be difficult at all if we never met people who also speak English.
2. Always emphasize the function and application of all elements of grammar that we explain to the students. Make sure that students really understand when they have to apply the structure.
3. Provide additional vocabulary that will be useful for everyday conversation in students and introduce students to the teen magazines in English so that they become eager to read and gain a lot of extra vocabulary of the magazine. Thus, students will be confident if you have to associate with foreign teenagers who speak English.
Learning by doing, encouraging problems and solving them, not only facilitates the acquisition and retention of knowledge but fosters the right character traits: unselfishness, helpfulness, critical intelligence, individual initiative, etc. Learning is more than assimilating; it is the development of habits which enable the growing person to deal effectively and most intelligently with his environment. And where that environment is in rapid flux, as in modern society, the elasticity which promotes readjustment to what is new is the most necessary of habits.
1.Teacher rarely speaks English in the class. So,the students are not used to hear another people speak English.
2. The Lessons are too focused on grammar (and not in conversation), the students don't know how and what the function of the elements of grammar that they learned it.
In conclusion,STUDENTS DO NOT KNOW WHEN SUCH STRUCTURE SHOULD BE USED IN AND HOW TO APPLY IN THEIR DAILY LIFE.
3. Vocabulary that is taught is not too useful in dailyconversations. Many students complain that the words given by the English teachers at school are too technical, for example about industrialization, reforestation, etc.,
Conclusions and Suggestions
Some suggestions that might be useful to fellow English teacher in Indonesia :
1. Always maintain our ability to converse in English for language fluency is maintained. This is necessary because it can motivate our students to be able to speak fluently. It may be difficult at all if we never met people who also speak English.
2. Always emphasize the function and application of all elements of grammar that we explain to the students. Make sure that students really understand when they have to apply the structure.
3. Provide additional vocabulary that will be useful for everyday conversation in students and introduce students to the teen magazines in English so that they become eager to read and gain a lot of extra vocabulary of the magazine. Thus, students will be confident if you have to associate with foreign teenagers who speak English.
LEARNING BY DOING
We aimed to integrate the school with society, and the processes of learning with the actual problems of life, by a thoroughgoing application of the principles and practices of democracy. The school system would be open to all on a completely free and equal basis without any restrictions or segregation on account of color, race, creed, national origin, sex or social status. Group activity under self-direction and self-government would make the classroom a miniature republic where equality and consideration for all would prevail.
This type of education would have the most beneficial social consequences. It would tend to erase unjust distinctions and prejudices. It would equip children with the qualities and capacities required to cope with the problems of a fast-changing world. It would produce alert, balanced, critical-minded individuals who would continue to grow in intellectual and moral stature after graduation.
The Progressive Education Association, inspired by Dewey’s ideas, later codified his doctrines as follows:
1. The conduct of the pupils shall be governed by themselves, according to the social needs of the community.
2. Interest shall be the motive for all work.
3. Teachers will inspire a desire for knowledge, and will serve as guides in the investigations undertaken,
rather than as task-masters.
4. Scientific study of each pupil’s development, physical, mental, social and spiritual, is absolutely essential to the intelligent direction of his development.
5. Greater attention is paid to the child’s physical needs, with greater use of the out-of-doors.
6. Cooperation between school and home will fill all needs of the child’s development such as music, dancing, play and other extra-curricular activities.
This type of education would have the most beneficial social consequences. It would tend to erase unjust distinctions and prejudices. It would equip children with the qualities and capacities required to cope with the problems of a fast-changing world. It would produce alert, balanced, critical-minded individuals who would continue to grow in intellectual and moral stature after graduation.
The Progressive Education Association, inspired by Dewey’s ideas, later codified his doctrines as follows:
1. The conduct of the pupils shall be governed by themselves, according to the social needs of the community.
2. Interest shall be the motive for all work.
3. Teachers will inspire a desire for knowledge, and will serve as guides in the investigations undertaken,
rather than as task-masters.
4. Scientific study of each pupil’s development, physical, mental, social and spiritual, is absolutely essential to the intelligent direction of his development.
5. Greater attention is paid to the child’s physical needs, with greater use of the out-of-doors.
6. Cooperation between school and home will fill all needs of the child’s development such as music, dancing, play and other extra-curricular activities.
