Yogyakarta Training : A Way to Remember

Administrator@DJ | Senin, 05 September 2016 - 09:34:04 WIB | dibaca: 637 pembaca

LPMP Jogja

“Yogyakarta Training: A Way to Remember”  
(My journal of the day)

Bahasa and SEAMEO RELC were in association in holding a cascading training to develop English Teachers’ competence from August 22 – September 1 2016 at LPMP Yogyakarta.  It was very interesting because there were three regions taking part in this training. Through this activity, all teachers are reminded of how to teach English on the track.
 I have been encouraged to store some ideas to think about. This has given me more information on how I can develop and improve my teaching and learning activities. I have noted some important points that may be a lot helpful for all of us and an armchair thinking.
Endowing our young learners with English might be difficult for most teachers. It requires special skills and perseverance willingness to conduct. But the fact shows that most teachers generally do not have readiness to update or upgrade their teaching skills. They are oftentimes trapped in their routines that make them busy with paperwork stuff, for example. Or they focus too much on targeting their learners to succeed numerous tough exams. As a result, their teaching and learning activities are too “old fashion” and arouse boring atmosphere. This might cause students or learners to experience stagnancy. For this reason, boring teaching and learning cannot maximize the learners’ progress.  The class will always be stressful and uninteresting.

Moreover, teachers of English mostly do not use English as the means of communication in class. How can we develop our young learners’ English ability if we rarely enable them to use the target language? It does not make sense. If we, teachers, do not let our young learners sharpen their English as much as possible they will not acquire the expected progress. This happens in almost English classes, unfortunately. Students are frequently busy with grammar, translation, without knowing exactly how those things are applied in real life.

Additionally, one of the factors determining the success in learning the target language is using the language actively. Learners have to be made active in class. They have to be led to how to employ the language creatively. For example, teachers ask learners to make simple and short dramas. In this way, they will learn how to use the language, pronunciation, vocabulary, expressions, and still many more. Games can also be exciting for young learners. They can learn the language by doing in a more competitive way. They are allowed to explore their capability and learn with a great enthusiasm. They will always wait for the next meeting and get rid of their boredom.

By way of contrast, there is still one problem remaining unsolved. The size really matters, I think. Mostly, classes in Indonesia are huge ones. Teachers, in this case, will need extra energy to handle big classes. And oftentimes, the teaching and learning activities cannot emphasize on the quality which learners have to obtain. Teachers are frequently frustrated because they are insisted beyond their boundaries. Limiting the number of students for most schools also seems to be impossible. So, how to overcome this matter?
Last but not least, how to assess our students’ skill is something we have to pay attention to. We must be exactly able to identify AoL and AfL. Mostly, teachers are not aware of how they test their students. What we frequently find in the field that students are tested or examined beyond their expectation.  As a result, they are not able to reach the benchmark suggested.

This Language Assessment session really helps me out. I can recognize what to teach and what to test. I don’t need to be worried again about testing my students’ skill.
Good Luck!

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