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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
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Richard, Jack C., and Theodore S. Rodger. 2001.Approaches andMethods in Language
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Walker, H. M., Colvin, G., & Ramsey, E. 1995.Antisocial behavior in school: Strategies and
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Walker, H. M. & Walker, J. E. 1991. Coping with noncompliance in the classroom: A positive
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