Creating Supporting Learning Activities in a Big English Class

8/3/2019 Creating Supporting Learning Activities in a Big English Class

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CREATING SUPPORTING LEARNING ACTIVITIES IN A BIG ENGLISH CLASS

TO COMPLETE UAS TASK OF SCIENTIFIC WRITING

LECTURE: Drs. SURONO M.Hum.

By Budi Hermawan

09004465

THE FACULTY OF ENGLISH DEPARTMENT

AHMAD DAHLAN UNIVERSITY

2012


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CREATING SUPPORTING LEARNING ACTIVITIES IN A BIG ENGLISH CLASS

By Budi Hermawan

09004465/O

ABSTRACT

English language teaching should be a good atmosphere learning activity. It usually

comes with a small class English. And it sees a big English class to a bad side of learning. But

actually, a big English class is not always giving a bad experience to learn English. It refers to

the participants and the facilities. The teachers should use a correct method to the students,

because the core of the learning process is the teachers. If the teachers give a wrong method to

the students, the learning process is not running well, although the students are smart. It is not

only from the teachers, it can come from the facilities. If the participants use the correct

facilitates, the learning process can running more quickly and effectively. Big English classes

are not bad to learning activity. It consider on the learning participant, the facilities, and the

used method.

INTRODUCTION

These are the most common acronyms currently used to describe English language

teaching:

(1) TEFL (Teaching English as a Foreign Language). English taught to learners, both

overseas and in the UK, who do not normally live or work in an English-speaking country.

TEFL (Teaching English as a Foreign Language) refers to teaching people whose first


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language is not English, but who need to learn it for work or leisure. These students are

usually adults who are paying for the courses themselves, or their company is. They are often

highly motivated and literate, and already have an aptitude for languages. The most

dynamic area of TEFL is working with young learners. Find out about using a PGCE and

specialist qualifications to teach EFL to children and teenagers; (2) TESL (Teaching English

as a Second Language) is different again. English is spoken as a common second language in

the context of official communication and administration in many countries where several

other language groups co-exist such as Nigeria, Kenya, India and Singapore. Another term

that may be used in this context is TEAL (Teaching English as an Additional Language).

English taught to non-English speakers who live in the UK and who need English for study or

other purposes, in primary, secondary and tertiary education. EAL was formerly referred to as

ESL (English as a Second Language) or E2L; (3) TESOL (Teaching English to Speakers of

Other Languages) is often used to mean the same thing as TEFL, but it is also used to describe

English language teaching to people living in an English speaking country who are not native

English speakers such as refugees and first generation immigrants. This teaching is provided

by the state, and supported in the UK by the Learning and Skills Council. Students do not pay

for their own lessons. In the UK, TESOL courses provide students with a level of English that

will allow them to integrate into the countrys educational, work and cultural environment.

There may be a need to teach basic literacy and other life skills as well. TESOL is the

expression which is used to cover all forms of English teaching to non- English speakers; (4)

TESP (Teaching English for Specific Purposes); (5) ELT (English Language Teaching - a

general, inclusive term used in the profession. Especially British English); (6) EAL (English

as an Additional Language); (7) EIL (English as an International Language); (8) ELF

(English as a Lingua Franca); (9) LFE (Lingua Franca English); (10) ESP (English for


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Specific Purposes); (11) EAP (English for Academic Purposes); (12) EYL (English for Young

Learners); (13) ESL Education (English as a Second Language Education); (14) ESL

Endorsement (US State Certification in TESL); (15) AppLing/ESL (Applied

Linguistics/ESL Emphasis); (16) LA (Language Arts)

It is very important for teachers to provide a safe learning environment, treat language

learning as a social process where comprehensible input is a must when expecting

comprehensible output. Most importantly, the teachers must provide students with adequate

teaching methodology and time, as well as suitable vocabulary and learning activities that will

permit for the development of verbal skills. There is no single the best way to teach English

language. That is why English teachers must find methods that are the most appropriate

during the different stages of the teaching and learning process and then design curriculum to

meet their final goals. There are some of teaching methods: (1) TPR (total physical response),

it is a method of teaching language using physical movement to react to verbal input in order

to reduce student inhibitions and lower their affective filter. It allows students to react to

language without thinking too much, facilitates long term retention, and reduces student

anxiety and stress. In order to implement TPR effectively, it is necessary to plan regular

sessions that progress in a logical order, and to keep several principles in mind; (2) The Silent

Way, it is The Silent Way is a language teaching method created by Caleb Gattegno that

makes extensive use of silence as a teaching technique. It is not usually considered a

mainstream method in language education. It was first introduced in Gattegno's book Teaching

Foreign Languages in Schools: The Silent Way in 1963. Gattegno was skeptical of the

mainstream language education of the time, and conceived of the method as a special case of

his general theories of education. The method emphasises the autonomy of the learner; the

teacher's role is to monitor the students' efforts, and the students are encouraged to have an


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active role in learning the language. Pronunciation is seen as fundamental; beginning students

start their study with pronunciation, and much time is spent practising it each lesson. The

Silent Way uses a structural syllabus, and structures are constantly reviewed and recycled. The

choice of vocabulary is important, with functional and versatile words seen as the best.

Translation and rote repetition are avoided and the language is usually practiced in meaningful

contexts. Evaluation is carried out by observation, and the teacher may never set a formal test.

The teacher uses silence for multiple purposes in the Silent Way. It is used to focus students'

attention, to elicit student responses, and to encourage them to correct their own errors. Even

though teachers are often silent, they are still active; they will commonly use techniques such

as mouthing words and using hand gestures to help the students with their pronunciation.

Teachers will also encourage students to help their peers. Silent Way teachers use some

specialized teaching materials. One of the hallmarks of the method is the use of Cuisenaire

rods, which can be used for anything from introducing simple commands to representing

abstract objects such as clocks and floor plans. The method also makes use of color

association to help teach pronunciation; there is a sound-color chart which is used to teach the

language sounds, colored word charts which are used to teach sentences, and colored Fidel

charts which are used to teach spelling. (3) Community language learning (CLL), it is an

approach in which students work together to develop what aspects of a language they would

like to learn. The teacher acts as a counsellor and a paraphraser, while the learner acts as a

collaborator, although sometimes this role can be changed; (4) Suggestopedia, it is a teaching

method developed by the Bulgarian psychotherapist Georgi Lozanov. It is used in different

fields, but mostly in the field of foreign language learning. Lozanov has claimed that by using

this method a teacher's students can learn a language approximately three to five times as

quickly as through conventional teaching methods. Suggestopedia has been called a "pseudo-


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science". It strongly depends on the trust that students develop towards the method by simply

believing that it works. The theory applied positive suggestion in teaching when it was

developed in the 1970s. However, as the method improved, it has focused more on

desuggestive learning and now is often called desuggestopedia.. Suggestopedia is a

portmanteau of the words suggestion and pedagogy". A common misconception is to link

"suggestion" to "hypnosis". However, Lozanov intended it in the sense of offering or

proposing, emphasising student choice; (4) the grammar translation method, it is a foreign

language teaching method derived from the classical (sometimes called traditional) method of

teaching Greek and Latin. The method requires students to translate whole texts word for word

and memorize numerous grammatical rules and exceptions as well as enormous vocabulary

lists. The goal of this method is to be able to read and translate literary masterpieces and

classics; (5) The audio-lingual method, Army Method, or New Key, is a style of teaching

used in teaching foreign languages. It is based on behaviorist theory, which professes that

certain traits of living things, and in this case humans, could be trained through a system of

reinforcement correct use of a trait would receive positive feedback while incorrect use of that

trait would receive negative feedback. This approach to language learning was similar to

another, earlier method called the direct method. Like the direct method, the audio-lingual

method advised that students be taught a language directly, without using the students' native

language to explain new words or grammar in the target language. However, unlike the direct

method, the audio-lingual method didnt focus on teaching vocabulary. Rather, the teacher

drilled students in the use of grammar; (6) Task-based language learning (TBLL), also known

as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of

authentic language and on asking students to do meaningful tasks using the target language.

Such tasks can include visiting a doctor, conducting an interview, or calling customer service


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for help. Assessment is primarily based on task outcome (in other words the appropriate

completion of tasks) rather than on accuracy of language forms. This makes TBLL especially

popular for developing target language fluency and student confidence; (7) Communicative

language teaching (CLT) is an approach to the teaching of second and foreign languages that

emphasizes interaction as both the means and the ultimate goal of learning a language. It is

also referred to as communicative approach to the teaching of foreign languages or simply

the communicative approach.

An Effective English classes have a good transferring materials between teachers and

learners. The indicators are: (1) Teacher in an effective English class must have a good

competence on the subject materials. And the teachers can handle a condition of the class; (2)

Students in an effective English class must be active students. It is means that the students

have a high response to the subject materials; (3) Atmosphere of the class must be good. It is

means that the class has a comfort atmosphere. So the both enjoy the learning process; (4)

Facilities on an effective English class have complete facilities. Its can support the learning

process.

Ineffective English classes do not have good transferring materials between teachers and

learners. The indicators are: (1) Teacher on ineffective English class has a bad competence on

the subject materials. And the teachers cannot handle the condition of the class; (2) Students

on ineffective English class are a passive student. It means that the student have a bad

response to the subject material. And the learning process is just one way; (3) Atmosphere in

ineffective English class usually have a bad atmosphere. It can be on the uncomfortable of the

class. The students and the teachers do not enjoy the learning process; (4) Facilities on

ineffective English class usually do not have complete facilities. And its cannot make the

transferring knowledge more quickly and more significantly


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Big class means that many students are in the class. In a big class, it usually contains more

20 students. Big English class is often called an ineffective class, because, there are usually an

unsuccessful knowledge transfer between teachers and students

Big classes have problems, the problems are: (1) Noisy. in a Big English Class have much

of noisy. It caused of the student numbers. The more numbers, the noisier can be produce; (2)

Bored. Students in a Big English Class usually bored in the class; (3) Uncomfortable. in a Big

English Class have an uncomfortable atmosphere; (4) Ineffective. in a Big English Class

usually have ineffective learning process. It can be of to many student in the class; (5)

Crowded. in a Big English Class have a lot of students, it make the class crowded.

In a big class, teachers should make some supporting activities to support the big class. It

can reduce or remove the problem that appear in big English class

What is classrom management?

What is big English class?

What are the problems appearing in a big English class?

What are the supporting learning activities which can be used to solve the the problems of big

English class?

Make supporting activities to big English class are very important, because there are many

problems that appear in a big class. Make a supporting activities are make new opportunities

to produce an effective big English class


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CHAPTER I

CLASS MANAGEMENT

A.Creating supportive learning environmentsThe physical environment of the classroom concerns everything about a classroom

including but not limited to classroom size, arrangement of desks, bulletin boards,

temperature, number of students in the classroom, windows, colors on the walls,

acoustics, lighting, organization, etc. Physical environment of the classroom is very

important to student success. In order to meet the needs of all students it is important to

have a classroom that complies with all learners. To begin with, lighting is very

important. There should be both well-lit and dim areas of the room. There should also be

plenty of room left for the children to get up and move safely if they need to.

The major importance of the physical environment is that it can affect students'

comfort and, to some extent, their ability to learn. Students who are uncomfortable are

unlikely to learn as well as those who are comfortable. In addition, the environment can

affect the morale of students. If they feel their classroom is physically worse than those

of richer kids, for example, they might be discouraged and upset and less willing to

learn.

Good environment is a comfort environment. It means that the participants of learning

process enjoy and feel comfort to face the subject materials. The way can be asking to

the students about the environment condition that they think more effective to leaning

process.

Organizing the physical environments of the classroom is one way to improve the

learning environment and to prevent problem behaviors before they occur. Research on


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the classroom environment has shown that the physical arrangement can affect the

behavior of both students and teachers (Savage, 1999; Stewart & Evans, 1997;

Weinstein, 1992), and that a well-structured classroom tends to improve student

academic and behavioral outcomes (MacAulay, 1990; Walker, Colvin, & Ramsey, 1995;

Walker & Walker, 1991). In addition, the classroom environment acts as a symbol to

students and others regarding what teachers value in behavior and learning (Savage,

1999; Weinstein, 1992). If a classroom is not properly organized to support the type of

schedule and activities a teacher has planned, it can impede the functioning of the day as

well as limit what and how students learn. However, a well-arranged classroom

environment is one way to more effectively manage instruction because it triggers fewer

behavior problems and establishes a climate conducive to learning.

The spatial structure of the classroom refers to how students are seated, where the

students and teacher are in relation to one another, how classroom members move

around the room, and the overall sense of atmosphere and order. The research on

classroom environments suggests that classrooms should be organized to accommodate

a variety of activities throughout the day and to meet the teachers instructional goals

(Savage, 1999; Weinstein, 1992). In addition, the classroom should be set up to set the

stage for the teacher to address the academic, social, and emotional needs of students

(MacAulay, 1990). The standards for determining what spatial lay-out is most

appropriate to fulfill these functions include: ways to maximize the teachers ability to

see and be seen by all his or her students; facilitate ease of movement throughout the

classroom; minimize distractions so that in academics; provide each student and the

teacher with his or her own personal space; and ensuring that each student can see


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presentations and materials posted in the classroom. Most researchers agree that well-

arranged classroom settings reflect the following attributes:

1. Clearly defined spaces within the classroom that are used for different purposesand that ensure students know how to behave in each of these areas (Quinn,

Osher, Warger, Hanley, Bader, & Hoffman, 2000; Stewart & Evans, 1997;

Walker, Colvin, & Ramsey, 1995; Walker & Walker, 1991). For instance,

classrooms will contain a high-traffic area around commonly shared resources

and spaces for teacher-led instruction or independent work, such as rows of

desks. A classroom for students with learning/behavior problems may have

separate quiet spaces where a student can cool down or work independently

(Quinn et al., 2000; Walker, Colvin, & Ramsey, 1995), personal spaces that

each student can call his or her own (Rinehart, 1991; Quinn et al., 2000), and

areas for large and small group activities that set the stage for specific kinds

interactions between students and teacher (Rinehart, 1991; Walker, Colvin, &

Ramsey, 1995). There may also be spaces to store items, computers, or audio-

visual equipment.

2. Seating students in rows facilitates on task behavior and academic learning;whereas more open arrangements, such as clusters, facilitate social exchanges

among students (MacAulay, 1990; Walker & Walker, 1991).

3. It is useful to strategically arrange the classroom to limit student contact inhigh-traffic areas, such as the space surrounding the pencil sharpener and

wastebasket, and instructional areas; and, to seat easily distracted students

farther away from high traffic areas (Bettenhausen, 1998; Quinn et al., 2000;

Walker, Colvin, & Ramsey, 1995; Walker & Walker, 1991).


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4. All students should have a clear view of the teacher and vice versa, at all times(Quinn et al., 2000; Rinehart, 1991; Stewart & Evans, 1997; Walker et al.,

1995; Walker & Walker, 1991; Wolfgang, 1996). In addition, the traffic pattern

in the classroom allows the teacher to be in close physical proximity to high

maintenance students (Shores, Gunter & Jack, 1993; Wolfgang, 1996).

5. There is some evidence that it is useful to limit visual and auditory stimulationthat may distract students with attention and behavior problems (Bettenhausen,

1998; Cummings, Quinn et al., 2000).

6. There is good reason to strategically place students with special needs or behavior problems in close proximity to the teachers desk (Bettenhausen,

1998; Wolfgang, 1996). Shores and his colleagues (1993) recommend that this

be done not only to monitor student problem behaviors, but also to facilitate

teacher delivery of positive statements when compliant or otherwise

appropriate behaviors are exhibited.

7. Finally, it is advantageous to keep the classroom orderly and well organized(Bettenhausen, 1998; Stewart & Evans, 1997).

The physical arrangement of the classroom can serve as a powerful setting event for

providing students effective instruction and facilitate positive teaching/learning

interactions. As with other aspects of instruction, the physical arrangement of the

classroom should be reflective of the diverse cultural and linguistic characteristics of the

students and be consistent with specific learner needs.


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B. Effective class management.Effective classroom management is not a mystery. If teachers follow these five

steps, the teachers will be on the way to effectively managing student misbehavior and

disrespect.

1. Teachers make a determination right now to understand, when the student is ina room being taught by the teacher that dealing with their bad behavior is

teachers responsibility. No one likes this part of the job, but it is part of the

job. Teachers will have to address behavior issues in the classroom. Every

teacher has to deal with them, so the teachers make up their mind now that they

will not avoid them, and will instead meet them head on with an effective

strategy.

2. The teachers Rearrange the desks, and move about the room, to use proximityto your best advantage. One of the most common student misbehaviors is

talking to their neighbor while the teacher is presenting a lesson. The proximity

of the teacher to the students cuts down on this problem considerably. The

teacher can increase proximity to the students by rearranging the desks so that

the teachers can easily, and quickly, move to all sides of the room. The other

way to increase proximity is to work the room; that is to actively move around,

making eye contact with the students, and directly engaging them while

teachers teach them. The teachers make these two changes and the teacher will

find that most of the talking that goes on in class will diminish considerably.

3. The teachers stop telling the students what to do, and instead the teachers tellthem what the teachers plan on doing in response to their behavior. For

example, if the teachers have a student who is always late for class, the teachers


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know how useless it is to tell them to show up on time or else. So, instead of

telling them to show up on time and let them know what the teachers plan on

doing because they do not show up on time. For example, the teachers let my

tardy students know that if they continue to be late for class, then they cannot

receive full credit for class participation. the teachers let them know exactly

how it will affect their grade, and the teachers do not waste time trying to tell

them how they should behave. After all, the only person the teachers can

control is the teachers itself.

4. Unless it is an extremely serious issue, the teachers never refer students to theoffice. If the teachers constantly refer students to the office, the teachers send a

message to the class that the teachers cannot handle them by the teachers itself.

And, there are some students who like missing class, even if it means going to

the office. This strategy always fails, so the teachers do not use it unless it is a

serious situation.

5. The teachers delay the consequence. This technique uses the power of thedelayed consequence to reinforce good behavior. It can be explained in an

example. If a student is misbehaving, the teachers can address in the following

manner: "I noticed during class you were. I do not allow that in class. I am not

sure what I am going to do about it, but I will have to do something. Meet me

after school and I will let you know. Don't worry about it right now." Of

course, the student will do nothing else but worry about it! Now the teachers

have a better chance of the consequence really making an impact. The teachers

use the time to think about what is best for the student and the teachers.


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these five provide the framework for the class management strategy. Its lead the

teachers to look into a good class management program.


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CHAPTER II

BIG ENGLISH CLASS

According to oxford dictionary, big can be defined:

of considerable size or extent: her big hazel eyesbig buildingsbig staff cuts

[attributive] larger than other items of the same kind: my big toe

grown-up:Im a big girl now [attributive] elder: my big sister informalon an ambitiously large scale: a small company with big plans

[attributive]informaldoing a specified action very often or on a very large scale: a big eatera big

gambler informalshowing great enthusiasm: a big tennis fan

informalvery popular or successful:African bands which are big in Britain

Big is a relative word and Big classes have been variously defined by practitioners from

different teaching-learning contexts. A large class in a western context such as the US or the

UK maybe considered small by both teachers and learners in most teaching-learning contexts

in Africa. A big class can vary from 22 in US elementary schools to up to 150 in an African

classroom. According to Shamim (2007:12) The Language Learning in big Class Project

tried to find out How big is big? by asking teachers to share their perceptions and

experiences.(Shamim, 2007:12). It means that after administering the questionnaire in several

countries, it was found that teachers perception of class size varies from country to country

and at different levels and educational contexts within the same country.

According to Shamim(2007:12-13)During the Hornby School on Teaching English in Large Classes participants from seven differentcountries in Africa were asked to define a Large class. There was general agreement that a class

with more than 40 or 50 students is large. However, participants gave a variety of reasons for

describing their classes as large. These included teacher stress and workload due to large numbers,

teachers concern about giving equal opportunity to all learners, issues of classroom managementand concerns about assessment and giving feedback to learners. In the words of participants, "A

class of more than 50 feels awkward and feels like a back-breaking task"; "l cant give equal

opportunity to everyone" and lm not able to mark exercises within the class time"- Class size isoften defined in numbers. However, teachers and learners perception of a large class is determined

not only by number of students but by several additional factors. These include: Physical


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conditions in the classroom such as the amount of space available; teaching focus; teaching

methodology: and the availability of resources. Hence, while numbers may be necessary fordefining large classes, numbers alone is not sufficient to arrive at a shared definition, even within

one country (Shamim, 2007:12-13).

Learning activities in a big class is so bad. That the class is so crowded. It is difficult to

manage students, to improve the students talent, to transfer the knowledge. On example,

when the teacher is explaining subject materials, the student in the back class is hard to listen

the speaking because of a class noise. So the student is just speaking to their friends and also

dont listen to the subject materials. On other example, if the class capacity is 20 seat and the

numbers of the students are 30, the students must share their seat to another students. And it

makes uncomfortable seat.

It is very different to a small class. In a small class, students can listen to the subject

material well. It is caused by there no class noisy, the comfort class and the clear teacher

explaining.


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CHAPTER III

PROBLEMS IN A BIG CLASS

There are some of the teachers problems in a big class: (1) A bad teacher competence. Bad

teacher competence is the big problem in big English class. The learning activities cannot run

well if the competences of teachers are bad; (2) Teacher can not know about the students

competence. Teachers should know the students competence, because it for improve the

students competence. If the teachers about it, the students can improve their potential

competence; (3) Teacher can not focus. The next problem is teachers cannot focus to the class.

It is because of the numbers of the students in the class. The teachers should focus to get the

class effectively; (4) Teacher can not share about the matery effectively. It is same with the

previous problem, but this problem is caused by the noisy of the class.

Students have the problem too about a big class: (1) the passive students. It means that

passive student is students that just listen to the subject materials but do not give a feedback to

it. The students must be active students that give a feedback and response to the subject

materials; (2) Students can not be close with the teacher. This problem is caused by the

numbers of the students; (3) Students talk with their classmet. It is because the students do not

get the attention from the teacher

Conditions in the class have the problems: (1) Noisy. The numbers of the students is caused

this problem. Many students, many noise will produce; (2) Bored. Student in a big class are

usually bored. (3) Uncomfortable. The student and the teacher fell uncomfortable in a big

class. Because the numbers, the teacher cannot teach optimally. And the student cannot learn

well; (4) Ineffective. In a big class, the transfer of knowledge is not running well. So, the


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CHAPTER IV

SUPPORTING ACTIVITIES IN A BIG ENGLISH CLASS

To make learning activities in a big class effective, the teachers should make supporting

activities to the big class. According to Shamim (2007:106-122) teachers can make the

supporting activities with these activities

Activity 1: Playing with words

Aims:

To learn new vocabulary To create a word bank to be used in a writing exercise

To write a composition

Level: allTime: 45 minutesResources Required: Pen, exercise bookLanguage Focus: Vocabulary, writing

Procedure:1. Explain clearly the aims of the activity.2. Put students into groups of 4-6.3. Ask each group to come up with 10 words (5 verbs and 5 adjectives) that express

happiness and sadness.4. Using words offered by the groups of students, compile 4 lists on the blackboard:

Ask all the students to use the words on the board to write a composition that begins with:

The day l was disappointed was... or "The happiest day of my life was..." Instruct students toread their compositions to their groups}

5. Invite volunteers to read their composition to the class.Variations:

y Make the task simpler by asking students to write single sentences rather than acomposition.

y The activity can be needed to generate vocabulary before any writing activity.Practical tips;

* Before you begin agree a signal that will be used to gain students attentions

* Ask students to raise their hands. Rather than shout out. When they have completed the task

Follow-up Activity:Have students assess their composition using an assessment grid.

Activity 2: Our differences and similarities

Aims:

To enable students to express their likes and dislikes

To enable students to compare their likes and dislikes with those of other students.Level: All

Happiness Sadness

Verb Adjective Verb Adjective


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Time: 45 minutes

Material Required: blackboard, exercise book, pensLanguage Focus: Speaking and writing

Procedure:1. Explain clearly the aims of the activity and the procedure.2. Put students into groups of four or six so that each group can divide into pairs.3. Write on the board the names of 10 objects.4. Each student decides individually whether they like or dislike each of the objects.5. Pairs of students compare their answers and find out the similarities and. differences in

their likes and dislikes.6. Pairs of students report to the whole group using sentences such as: "We both like We

both dislike One of us likes ........ But the other doesnt.

7. Each group nominates a spokesperson to tell the class about the groups likes and dislikes.Ask for one statement from each group. Encourage students to use sentences such as: "Weall like and We all dislike.

8. Each student writes about their own likes" and dislikes".Followup Activity: Give students a table such as the one below or have them copy it into their exercise book

Ask them to compare the likes and dislikes of the different people.Rahel Genet Mohammned Daniel

SmokingCigarette

X X ? V

Jogging V X V V

Reading Books V V V V

Visiting Friends V V X X

Listening Music V ? X V

Swimming X V V V

Playing Cards X X X X

Watching

Football

V X V X

Activity 3: Reading comprehension

Aims: To improve students reading comprehension skill

To improve students ability to construct questionsLevel: All

Time: 45 minutesResources Required: Reading text, papers.

Language Focus: ReadingProcedure:

1. Explain clearly the aims of the activity and, the overall procedure.2. Arrange students in groups of 3 - 6.3. Distribute the reading text to each student and have them read it individually to

comprehend the passage.4. Individual students then construct five questions about the text and write these on a piece

of paper. They keep a note of the answers on a different piece of paper.

5. Within their group, students exchange question papers.6. Each student tries to answer the questions written by others in the group. They can refer to

the text if they wish.7. Students then compare and discuss their answers within the group.8. Each group can then be invited to pose one question to the class as a whole.


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9. Students could also be invited to share questions that they wonder about but that cannot beanswered from the text.

10.Variations: If your students are finding it difficult to construct questions, you can guide them toconstruct wh-questions or yes-no questions.

If you are short of resources have students work in pairs to read the text and create

questions. You could have students pose the questions orally, rather than in writing, to othermembers of their group.

Followup activity: Ask students to write a summary of the text.

Ask students to write a sequel to the text what came after (or even what came before).

Activity 4: Listening

Aims:

To increase students vocabulary

To develop students listening skillsLevel: All

Time: 45 minutesResource Required: pen, students notebook, listening text, and blackboardLanguage Focus: Listening

Procedure:

1. Choose a relevant text and bring it to the class.2. Explain clearly the aims of the activity and, the overall procedure.3. From the text, select words that you think maybe unfamiliar to the students and write them

on the blackboard.

4. Put students into groups of 4-6.5. In their groups, students discuss the meaning of each of the words.6. Whilst groups work on the word meanings, write on the board the questions you want them

to answer on the text. (Include a range of questions from simple true/false to questions that

require students to infer the answer from the text.)7. Using suggestions from the groups, construct on the board a list of words with their correct

meanings.8. Read the text aloud to the class.9. Have a student read the text a second time.10.Students work individually or in pairs to answer the questions you wrote on the board.11.Students then compare their answers with those of other group members and try to come to

a consensus.

12.Conclude the activity by asking groups if there are any questions that still puzzle them orfor which they found it difficult to come to an agreement.

Variations: Student s can be asked to provide the text to be read to the class. It could be a newspaper of

magazine article or an extract from a book. You would need the student to show you the text in advance if you are going to constructsuitable questions.

Alternatively ask students to construct the questions, using guidelines about the range of

questions and perhaps suggesting some question types that may be more challenging.(Shamim, 2007:106-122)


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With the activities, atmosphere in the class will be fresh. Students will be not bored and will

enjoy the class. But it will use the teachers competence to do the activities running well and

make the learning activities more effective.


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CONCLUSION

English learning teaching must be an effective class and class management is very

important to get an effective English class. Students who are uncomfortable are unlikely to

learn as well as those who are comfortable. In addition, the environment can affect the morale

of students. With an appropriate class management, the students and teachers will feel comfort

and the learning activity will be conducive. It is apply with big English class too. But in big

class, the problems that cause ineffective English class are bigger than Small English class.

Supporting activities will be needed to solve the problems of big class. The supporting

activities will make the students felling fresh. But the activities should be supported by the

teachers competence and their innovations. If the supporting activities are success, the

problems will be reduced and also gone. The big English class will be effective and funny.

The activities can be: (1) Playing with word; (2) Our differences and similarities; (3) Reading

Comprehension; (4) Listening. Those activities improve the speaking, writing, reading, and

listening skills

Big English class is not always ineffective. It depends on the teachers, students, class

management and activities. If the aspects are running well, the learning activities on big

English class will be effective and the transfers of the knowledge are success.


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BIBLIOGRAPHY

Bettenhausen, S. 1998. Make proactive modifications to your classroom. Intervention in

School and Clinic, 33(3), 182-183.

Cummings, C. 2000. Winning strategies for classroom management. Alexandria: Association

for Supervision and Curriculum Development.

MacAulay, D. J. 1990. Classroom environment: A literature review. Educational Psychology,

10(3), 239-253.

Quinn, M. M., Osher, D., Warger, C. L., Hanley, T. V., Bader, B. D., & Hoffman, C. C. 2000.

Teaching and working with children who have emotional and behavioral challenges.

Longmont: Sopris West.

Richard, Jack C., and Theodore S. Rodger. 2001.Approaches andMethods in Language

Teaching. New York: Cambridge University Press

Rinehart, J. 1991. Organization of the environment. Austin: Pro-Ed.

Savage, T. V. 1999. Teaching self-control through management and discipline. Boston: Allyn

and Bacon.

Shamim, F., Negash, N., Chuku, C., & Demewoz, N. 2007. Maximising Learning in Large

Classes: Issues and Options. Addis Abbaba: The British Council.

Shores, R. E., Gunter, P. L., & Jack, S. L. 1993. Classroom management strategies: Are they

setting events for coercion? Behavioral Disorders, (18)2, 92-102.


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Stewart, S. C. & Evans, W. H. 1997. Setting the stage for success: Assessing the instructional

environment. PreventingSchool Failure, 41(2), 53-56.

Walker, H. M., Colvin, G., & Ramsey, E. 1995.Antisocial behavior in school: Strategies and

best practices. Pacific Grove: Brooks/Cole Publishing Company.

Walker, H. M. & Walker, J. E. 1991. Coping with noncompliance in the classroom: A positive

approach for teachers. Austin: Pro-Ed.

Weinstein, C. S. 1992.Designing the instructional environment: Focus on seating.

Bloomington: Proceedings of Selected Research and Development Presentations at the

Convention of the Association for Educational Communications and Technology.

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Wolfgang, C. H. 1996. The three faces of discipline for the elementary school teacher:

Empowering the teacher and students. Boston: Allyn and Bacon.

Electronic References:

http://www.collegeofteachers.ac.uk/courses/some-basic-definitions-english-language-teaching

http://www.tpr-world.com/

http://en.wikipedia.org/wiki/Silent_Way

http://en.wikipedia.org/wiki/Community_language_learning


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http://en.wikipedia.org/wiki/Suggestopedia

http://en.wikipedia.org/wiki/Grammar_translation

http://en.wikipedia.org/wiki/Audio-lingual_method

http://en.wikipedia.org/wiki/Task-based_language_learning

http://en.wikipedia.org/wiki/Communicative_language_teaching

http://www.enotes.com/teachers/discuss/what-definition-importance-physical-environme-

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http://www.articlesbase.com/education-articles/6-steps-for-effective-classroom-management-

4267511.html

http://oxforddictionaries.com/definition/big

Kaser, Catherine Hoffman. www.education.odu.edu/esse/research/series/environments.shtml

Creating Supporting Learning Activities in a Big English Class

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