3,130,397 research outputs found
THE EFFECTIVENESS OF USING GAMES IN TEACHING ENGLISH SKILLS TO THE FOURTH GRADER OF SD N MUKIRAN 03, KALIWUNGU, SEMARANG
Full text linkThis report is written based on the job training done by the writer as an English teacher
in SD N Mukiran 03, Kaliwungu, Semarang.
This report seeks to describe the process of teaching English skills by using games and to
describe the effectiveness of using games in teaching English skills to the fourth grader
in SD N Mukiran 03, Kaliwungu, Semarang.
The data of this report were collected by observation, interview, and experience when
the writer taught English lesson. The observation was done in the class. The interview
was done toward the teachers and the students.
The report reveals that applying games in teaching English to the children give some
effective benefits, especially in teaching English skills. Game is the effective method to
be applied in the English class
English Department Reviewers' Report
No full textEnglish Department Reviewers' Report for Academic Program ReviewEnglish Department Reviewers' ReportEnglish Department - Academic Program Revie
the English Literary Interface in Senior school
No full textThere has been a protracted struggle in Queensland about how to configure the relationship between language, literacy and textual studies in the senior syllabus for English. Debate has centred on the locus of curriculum control rather than curriculum change. The author offers a perspective on this English crisis and proposes that if English is to have currency and connectedness an entirely new curriculum and cultural formation is needed.Arts, Education & Law Group, School of Education and Professional StudiesNo Full Tex
English across the curriculum : fostering collaboration
Full text linkFifth CELC Symposium for English Language Teachers, 25-27 May 2016, National University of Singapore, Singapore202212 bckwVersion of RecordPublishedPublisher permissio
Dis-lodging literature from English: Challenging linguistic hegemonies
No full textThis paper problematises the location of literature "teaching" within the English (L1) curriculum, as is the case in New Zealand and other settings. It defamiliarises this arrangement by drawing attention to official New Zealand policies of biculturalism and to the increasing cultural and linguistic diversity in many New Zealand classrooms. It identifies a number of social justice issues arising from the current arrangement, and also raises issues in respect of educational policy and ways in which canonical subjects become constructed in practice. It then discusses ways in which a new qualifications template developed at the University of Waikato might provide a vehicle for establishing a new arrangement, in terms of which literature study is dislodged from English and reshaped as a course of study entitled Literature in Society. It indicates ways in which Comparative Literature, as a predominantly university-constituted discipline, might contribute to the theorisation of this new arrangement
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