Definition of Effective Language Teaching

be the deliver and students are the receiver or the opposite. Furthermore, communication in the classroom is carried out through a mixture of language and gesture such as gives orders and instructions or makes gestures. c. Defining interaction analysis The interaction analysis tradition looks at verbal interaction in the classroom to understand the teaching and learning behaviour going on there. Many classroom observers have tried to set up descriptive systems looking at other features of the language classroom which are associated with this behaviour, including aspects of verbal interaction where they seem relevant. Bowers identifies from his classroom language data seven categories of verbal behaviour in the language classroom. They are: Responding : any act directly sought by the utterance of another speaker, such as answering a question. Sociating : any act not contributing directly to the teachinglearning task, but rather to the establishment or maintenance of interpersonal relationships. Organizing : any act which serves to structure the learning task or environment without contributing to the teaching learning task itself. Directing : any act encouraging non-verbal activity as an integral part of the teachinglearning task. Presenting : any act presenting information of direct relevance to the learning task. Evaluating : any act which rates another verbal act positively or negatively. Eliciting : any act designed to produce a verbal response from another person. d. Defining communicative events in the classroom Methodology in the classroom is also used as communication purposes. It is used for the transmission of pedagogic message from teacher to student. This is how teacher deliver his or her teaching message across. Same as all language used for communication purposes, it occurs in a context. Context can be broken down into different factors such as the addresser, purpose, addressee, content, form, medium, setting and code. Therefore, the addresser in speech event has the correct form of words that makes his or her intentions clear. And the message that being told must be accessible to the addressee. In the classroom activity, if the teacher wants to achieve his objectives, then the learners must be able to perceive his intentions. Learners are unlikely to learn what the teacher wants them to learn if the intentions of the teacher are not clear enough or there is misinterpretation subject. In this case, both teacher and learners have to work to make the intentions clear at securing a match between teacher intention and learner interpretation. 17

3. Characteristic of Effective Language Teaching

Adams and Pierce mention few key characteristics of effective teaching, they are: “Knowledge of basic principles and procedures, planning and preparation, teaching experience, Self-reflection and modification of techniques, Flexibility”. 18 In addition Harmer stated that teacher can be effective when they can adopt a variety of roles in the classroom which can facilitate learning activities. 19 Some roles that teacher may hold are: a. Controller: when teacher as controller they would lead as the front. They will be the cantered in the classroom. Controllers take the register, tell students things, organise drills, read aloud and in various other ways exemplify the qualities of a teacher-fronted classroom. But it appears to have less advantage because it denies students access to their own experiential learning, cuts down on opportunities for students to speak, lack of variety in activities and classroom atmosphere. On the other hand, 17 Ann Malamah-Thomas, Classroom Interaction, Oxford: Oxford University Press, 1991, pp. 3-41. 18 Cheryll M. Adams and Rebecca L. Pierce, Characteristics of Effective Teaching, Traditions and Innovations: Teaching at Ball State University , 2004, 17, p. 102. 19 Jeremy Harmer, The Practice of English Language Teaching 4th Edition, London: Longman Group UK Etd, 2007, p.108.