Handling the Difficulty in Making Three Korean Pupils at Mp2 Equalbright School Understand What I Taught in English.
ABSTRACT
Dalam Tugas Akhir ini, saya akan menganalisis masalah yang saya hadapi
saat saya melakukan magang di Sekolah EqualBright. Masalahnya adalah saya
mengalami kesulitan dalam membuat tiga murid Korea di kelas MP2 sekolah
EqualBright mengerti apa yang saya ajarkan dalam Bahasa Inggris.
Berdasarkan analisis masalah, saya menemukan tiga penyebab. Penyebab
pertama adalah saya tidak memiliki kemampuan berkomunikasi yang baik saat
saya mengajar. Penyebab kedua adalah murid-murid Korea tersebut kurang dalam
kemampuan Bahasa Inggris. Penyebab ketiga adalah saya berbicara terlalu cepat
ketika mengajar Bahasa Inggris. Masalah yang saya hadapi juga memiliki tiga
dampak yang sangat berpengaruh. Dampak pertama, murid-murid tersebut tidak
dapat mengerjakan latihan dengan baik. Kedua, murid-murid tidak dapat
mengikuti instruksi saya di kelas. Ketiga, murid-murid tidak memiliki ketertarikan
untuk belajar Bahasa Inggris.
Untuk mengatasi masalah yang saya hadapi, saya juga memaparkan solusisolusi yang dapat memecahkan masalah saya. Solusi pertama adalah saya juga
akan menggunakan komunikasi nonverbal ketika saya mengajar untuk membuat
murid-murid mengerti apa yang saya ajarkan dengan lebih mudah. Solusi kedua
adalah saya seharusnya berbicara dengan lebih lambat dalam mengajar Bahasa
Inggris. Solusi ketiga adalah guru seharusnya menawarkan program tambahan
selesai sekolah untuk murid-murid yang bersangkutan. Dari ketiga solusi,
disimpulkan solusi terbaik adalah menyatukan ketiganya karena dengan
menyatukan ketiga solusi, maka saya lebih dapat menyelesaikan masalah yang
saya hadapi.
i
Universitas Kristen Maranatha
TABLE OF CONTENTS
ABSTRACT..........................................................................................i
DECLARATION OF ORIGINALITY.................................................ii
ACKNOWLEDGMENTS....................................................................iii
TABLE OF CONTENTS.....................................................................iv
CHAPTER I. INTRODUCTION..........................................................1
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS...............................................6
CHAPTER III. POTENTIAL SOLUTIONS.......................................10
CHAPTER IV. CONCLUSION..........................................................15
REFERENCES
APPENDICES:
A.
B.
C.
D.
E.
FLOWCHART
INTERNSHIP JOURNAL
TRANSCRIPT OF INTERVIEW
BROCHURE
SCHOOL PROFILE
ii
Universitas Kristen Maranatha
CHAPTER I
INTRODUCTION
A. Background of the Study
When I did my internship as a teacher assistant in EqualBright School for
almost two months, I taught and helped my supervisor, Ms. Jennifer
Dominguez at MP2 (class for the third and fourth graders). In the class, there
were three Korean pupils, who are eight and ten years old, I taught them every
day in regular class for teaching them basic English like spelling exercise,
reading, and writing in English to help the English teacher. Besides in regular
class, I also taught two of the Korean pupils in tutorial class after school by
giving them basic English material too. When I taught them, I found a
problem. They did not understand what I taught in English. According to Pai
(2005), the teacher's task in educating children will be more difficult, if the
teachers have to face pupils who have multilingual and multicultural
background.
In order to overcome my problem, I choose the topic Handling the
Difficulty in Making Three Korean Pupils at MP2 EqualBright School
1
Universitas Kristen Maranatha
Understand What I Taught in English to be analyzed. By doing this analysis I
would like to find the causes, the effects and the solutions to my problem.
B. Identification of the Problem
I would like to identify my problem by analyzing them in three questions:
1. Why did the three Korean pupils at equalBright not understand what I
taught in English?
2. How did the problem of not understanding what I taught in English
influence the pupils and I?
3.
How can I make them understand what I teach in English better?
C. Objectives and Benefits of the Study
The objective of writing this final term paper is to find the causes, the
effects and the solutions to solve my problem when I did my internship at
MP2 EqualBright School. Besides the objective, the study also has some
benefits. First is the benefit for the readers. This final term paper will be useful
as a good reference for the readers who are interested in becoming a teacher in
international or national plus schools and face the same problem as I
experienced in my internship. Second, there is a benefit for the teachers in
EqualBright who may have the same problem as I had. Third, there is a benefit
for me as the analysis will be useful when I teach foreign pupils, especially
Korean pupils, in the future.
2
Universitas Kristen Maranatha
D. Description of the Institution
Based on the school profile of EqualBright School (2015), EqualBright
School is an institution which executes education by the system which is
based on the national curriculum and International Primary Curriculum (IPC),
EqualBright is also an educational institution which offers a new method
which combines pupils’ multiple intelligences with the common curriculum.
Moreover, EqualBright combines them in a creative way to make pupils active
when they are learning in class.
The vision and the mission are quoted from EqualBright School’s official
website (2010-2013). The vision of EqualBright School is “to provide an
exceptional learning environment where pupils are able to recognize and
achieve their fullest potential so that they can contribute in building a better
society” (para. 1). The mission of the EqualBright School is “A place of
excellence that provides a balance of academic rigor (knowledge) and the
teaching of life skills (values). EqualBright strives to partner with parents in
empowering and inspiring the pupils to achieve their fullest potential in a fun
and nurturing environment” (para. 2).
According to the interview with the principal of EqualBright school
(Merry Ellen, personal communication, March 23 2016) , EqualBright was
established in August 2010 by opening the first batch of grade one until grade
four. The first principal was Mr. Effendy, who was also one of the chairmen
of the foundation for the school board, then he resigned and later in 2010 the
school board appointed Ms. Ellen to be the new principal, until now.
3
Universitas Kristen Maranatha
Additionally, at the beginning the school buidling was a car show room and it
underwent a lot of rennovations before it became EqualBright School.
At that time EqualBright had only five pupils; they were distributed into
two classes. The first class was grade one and two, and the second class was
grade three and four.The school was developed now: EqualBright has opened
its junior high school. EqualBright has forty students in total with eight
different grades. Moreover, the number of the staff at the beginning was five.
They were Ms. Ellen, one administration lady, two teachers and one librarian.
However, now there are twenty staff member including part time and full time
teachers.
E. Method of the Study
The sources of data that I used are from the library, the Internet, an
interview and observation. The data is from the books that I borrowed from
the library, the articles browsed on the Internet, an interview with the principal
of EqualBright School and the internship journal for observation. The data is
used for analyzing and solve my problem, its causes, its effects and its
solutions for the final term paper.
F. Limitation of the Study
The study focused on three Korean pupils of MP2 class in EqualBright
School. One of them is a third grader and two of them are fourth graders.
4
Universitas Kristen Maranatha
Their ages were eight to ten years old. The length of the study is from 11th
January until 12th February 2016.
G. Organization of the Term Paper
The term paper starts with chapter 1 including Abstract, Background of the
Study, Identification of the Problem, Objectives and Benefits of the study,
Description of the Institution, Method of the Study, Limitation of the Study,
and Organization of the Term Paper. Next, in the second chapter, I will
describe the problem, together with the causes and the effects, which that will
be discussed in detail. Then, in the third chapter, I will explain and describe
how to overcome the problem by using the potential solutions. Besides the
solutions, I also discuss some potential positive and negative effects of the
solutions. Furthermore, in the fourth chapter, I will give the conclusion and
suggestions that can be useful for the overall chapter. I also added references
and appendices which included Flowchart, Internship Journal, Transcript of
Interview, Brochure, School Profile.
5
Universitas Kristen Maranatha
CHAPTER IV
CONCLUSION
After I have made an analysis of the problem of handling the difficulty in
making three Korean pupils in MP2 EqualBright school understand what I taught
in English, I found the causes and the effects and the solutions to the problem.
The problem has three causes. The first cause is I did not have good
communication skill when I taught the pupils. The second cause is the pupils had
low English ability. The third cause is I spoke too fast when I taught English.
Besides the causes, the problem has three effects. The first is the pupils could not
do their exercises well, the second is the pupils failed to follow my instructions in
the class, the third is the pupils did not have interest to learn English. Furthermore,
there are also three potential solutions to the problem. The first is I will use
nonverbal communication to make the pupils understand what I taught more
easily, the second is I should speak more slowly in teaching English, the third is
the teacher should provide additional afterschool programs for the pupils.
To find the best solutions, I will combine the three potential solutions. I
decided to choose and combine them because they will become effective solutions
15
Universitas Kristen Maranatha
for solving my problem. The reasons why I choose to combine those three
potential solutions is because they support one another. If I used the first potential
solution, it will bring some positive effects that can be beneficial for my teaching.
The teaching will be more interesting and impressive for the pupils to help their
learning. Additionally, I will use the second potential solution, which is I should
speak more slowly in teaching. By using this solution the pupils will have more
time to process the lesson, and I also can make my articulation more precise.
Moreover, the third potential solution , the teacher should provide additional
afterschool programs for the pupils, will support the first two potential solutions.
By doing the afterschool programs, the pupils will have more time to practise
English and feel comfortable.
Finally I suggest that in teaching Korean pupils, besides using the combination
of the three solutions I have proposed, the teacher should also be patient. Because
in order to be successful, the three solutions should be applied together with the
teachers’ being patient while teaching.
16
Universitas Kristen Maranatha
REFERENCES
Afterschool Alert Issue Brief. (2011). English Language Learners: Becoming
Fluent in Afterschool. H Street NW, Suite 820, Washington, DC.,
Broadway, New York. Retrieved from
http://www.afterschoolalliance.org/issue_briefs/issue_ELLS_49.pdf
Burdumy, S. J., Dynarski, M., Deke, J. (2006). After-School Program Effects on
Behaviour: Results from the 21st Century Community Learning Centers
Program National Evaluation. Mathematica Policy Research, Inc.
Retrieved from
http://athens.src.uchicago.edu/jenni/EI/Burdumyetal/Burdumy_Dynarski_
etal_EI_final.pdf
Das. K. (2014). Need of effective communication skills in teaching science in
classroom situation. International Journal of Educational Research and
Technology, 40-42. Retrieved from
http://soeagra.com/ijert/ijertsep2014/7.pdf
Universitas Kristen Maranatha
Delancer. E. (2013). Resource booklet for teachers of English as a foreign
language in central asia. Bishkek: Kyrgyzstan. Retrieved from
http://www.fulbright.cz/sites/default/files/soubory/resource_book_for_efl_
teachers_in_central_asia.pdf
Dislen. G. (2013). The reasons of lack of motivation from the students' and
teachers' voices. The Journal of Academic Social Science, 35-45.
Retrieved from
http://www.asosjournal.com/Makaleler/121323120_13%20%20G%C3%B6k%C3%A7e%20Di%C5%9Flen.pdf
Gebhard, J. G. (2006). Teaching English as a foreign or second language.
Greene Street Ann Arbor, United States of America : The University of
Michigan Press
Haynes. J. (n.d.). Survival guide for teachers of newcomer students.
Retrieved from
http://www.sunrisesd.ca/school/studentsupport/Programs/EAL/Documents
/EAL%20Info%20for%20Teachers.pdf
Hull. R. (2008). Professor Researches how to speak to children.
Retrieved from https://datacenter.spps.org/uploads/SOTW_9-1208Teachers_need_to_speak_more_slowly_2.pdf
Khattak. R. H., Yaqoob. S., & Basri. R. (n.d.). Communication skills module.
Retrieved from
http://www.hec.gov.pk/InsideHEC/Divisions/LearningInnovation/Docume
nts/Learning%20Portal/NAHE/communication%20skills%20module.pdf
Universitas Kristen Maranatha
Language International. (n.d.). ESOL teaching skills taskbook. Auckland &
Christchurch, New Zealand. Retrieved from
https://akoaotearoa.ac.nz/download/ng/file/group-4/n2442-esol-teachingskills-taskbook-unit-2-d---pace-in-the-classroom.pdf
Lartec, J. K., Belisario, A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O.,
Cammagay, J. L. W. (2014). Strategies and Problems Encountered by
Tecahers in Implementing Mother Tongue-Based Instruction in a
Multilingual Classroom. The IAFOR Journal of Language Learning, 1, 116. Retrieved from http://iafor.org/archives/journals/language-learning/4Jane-K-Lartec-et-al.pdf
Lescher. T. (n.d.). Spot-on speaking: 15 pointers for improving voice dexterity in
the classroom. Retrieved from
https://www.depts.ttu.edu/tlpdc/Resources/Teaching_resources/TLPDC_te
aching_resources/Documents/SpotOnSpeakingLescherWhitePaper.pdf
New York Collective of Radical Educators. (n.d.). A guide for educators of
English language learners. New York, NY. Retrieved from
http://www.nycore.org/newsite/wp-content/uploads/NYCOREELLteacher_handbook.pdf
Ophir. Z. (n.d.). Body language in the classroom an interactive presentation.
Retrieved from
http://www.mchp.gov.il/School/REED/Inservice%20training%20sessions/
Documents/ZviBodyLanguage/Body%20Language%20in%20the%20Clas
sroom.pdf
Universitas Kristen Maranatha
Oryang. K. (n. d). The Current Situation and Issues of the Teaching of English in
Korea. Retrieved from http://www.ritsumei.ac.jp/acd/re/krsc/lcs/kiyou/pdf_21-2/RitsIILCS_21.2pp21-34KWON.pdf
Pan. Q. (2014). Nonverbal teacher-student communication in the foreign
language classroom. Theory and Practice in Language Studies, 2627-2632.
Finland: Academic Publisher. Retrieved from
http://www.academypublication.com/issues/past/tpls/vol04/12/28.pdf
Rahman. A. (2014). Teacher's instructional strategies and classroom participation
of students in English class: A study on secondary schools.
International Journal of English Language, Literature and Humanities,
223-234. Retrieved from http://ijellh.com/papers/2014/july/24-223-234july-2014.pdf
School of Multiple Intelligences equalBright. (2010-2013). Vision and mission.
Retrieved from http://www.equalbright.co.id/about/vision-mision.html
School Profile equalBright School. (2015).
The background and the history of equalBright.
Universitas Kristen Maranatha
Dalam Tugas Akhir ini, saya akan menganalisis masalah yang saya hadapi
saat saya melakukan magang di Sekolah EqualBright. Masalahnya adalah saya
mengalami kesulitan dalam membuat tiga murid Korea di kelas MP2 sekolah
EqualBright mengerti apa yang saya ajarkan dalam Bahasa Inggris.
Berdasarkan analisis masalah, saya menemukan tiga penyebab. Penyebab
pertama adalah saya tidak memiliki kemampuan berkomunikasi yang baik saat
saya mengajar. Penyebab kedua adalah murid-murid Korea tersebut kurang dalam
kemampuan Bahasa Inggris. Penyebab ketiga adalah saya berbicara terlalu cepat
ketika mengajar Bahasa Inggris. Masalah yang saya hadapi juga memiliki tiga
dampak yang sangat berpengaruh. Dampak pertama, murid-murid tersebut tidak
dapat mengerjakan latihan dengan baik. Kedua, murid-murid tidak dapat
mengikuti instruksi saya di kelas. Ketiga, murid-murid tidak memiliki ketertarikan
untuk belajar Bahasa Inggris.
Untuk mengatasi masalah yang saya hadapi, saya juga memaparkan solusisolusi yang dapat memecahkan masalah saya. Solusi pertama adalah saya juga
akan menggunakan komunikasi nonverbal ketika saya mengajar untuk membuat
murid-murid mengerti apa yang saya ajarkan dengan lebih mudah. Solusi kedua
adalah saya seharusnya berbicara dengan lebih lambat dalam mengajar Bahasa
Inggris. Solusi ketiga adalah guru seharusnya menawarkan program tambahan
selesai sekolah untuk murid-murid yang bersangkutan. Dari ketiga solusi,
disimpulkan solusi terbaik adalah menyatukan ketiganya karena dengan
menyatukan ketiga solusi, maka saya lebih dapat menyelesaikan masalah yang
saya hadapi.
i
Universitas Kristen Maranatha
TABLE OF CONTENTS
ABSTRACT..........................................................................................i
DECLARATION OF ORIGINALITY.................................................ii
ACKNOWLEDGMENTS....................................................................iii
TABLE OF CONTENTS.....................................................................iv
CHAPTER I. INTRODUCTION..........................................................1
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS...............................................6
CHAPTER III. POTENTIAL SOLUTIONS.......................................10
CHAPTER IV. CONCLUSION..........................................................15
REFERENCES
APPENDICES:
A.
B.
C.
D.
E.
FLOWCHART
INTERNSHIP JOURNAL
TRANSCRIPT OF INTERVIEW
BROCHURE
SCHOOL PROFILE
ii
Universitas Kristen Maranatha
CHAPTER I
INTRODUCTION
A. Background of the Study
When I did my internship as a teacher assistant in EqualBright School for
almost two months, I taught and helped my supervisor, Ms. Jennifer
Dominguez at MP2 (class for the third and fourth graders). In the class, there
were three Korean pupils, who are eight and ten years old, I taught them every
day in regular class for teaching them basic English like spelling exercise,
reading, and writing in English to help the English teacher. Besides in regular
class, I also taught two of the Korean pupils in tutorial class after school by
giving them basic English material too. When I taught them, I found a
problem. They did not understand what I taught in English. According to Pai
(2005), the teacher's task in educating children will be more difficult, if the
teachers have to face pupils who have multilingual and multicultural
background.
In order to overcome my problem, I choose the topic Handling the
Difficulty in Making Three Korean Pupils at MP2 EqualBright School
1
Universitas Kristen Maranatha
Understand What I Taught in English to be analyzed. By doing this analysis I
would like to find the causes, the effects and the solutions to my problem.
B. Identification of the Problem
I would like to identify my problem by analyzing them in three questions:
1. Why did the three Korean pupils at equalBright not understand what I
taught in English?
2. How did the problem of not understanding what I taught in English
influence the pupils and I?
3.
How can I make them understand what I teach in English better?
C. Objectives and Benefits of the Study
The objective of writing this final term paper is to find the causes, the
effects and the solutions to solve my problem when I did my internship at
MP2 EqualBright School. Besides the objective, the study also has some
benefits. First is the benefit for the readers. This final term paper will be useful
as a good reference for the readers who are interested in becoming a teacher in
international or national plus schools and face the same problem as I
experienced in my internship. Second, there is a benefit for the teachers in
EqualBright who may have the same problem as I had. Third, there is a benefit
for me as the analysis will be useful when I teach foreign pupils, especially
Korean pupils, in the future.
2
Universitas Kristen Maranatha
D. Description of the Institution
Based on the school profile of EqualBright School (2015), EqualBright
School is an institution which executes education by the system which is
based on the national curriculum and International Primary Curriculum (IPC),
EqualBright is also an educational institution which offers a new method
which combines pupils’ multiple intelligences with the common curriculum.
Moreover, EqualBright combines them in a creative way to make pupils active
when they are learning in class.
The vision and the mission are quoted from EqualBright School’s official
website (2010-2013). The vision of EqualBright School is “to provide an
exceptional learning environment where pupils are able to recognize and
achieve their fullest potential so that they can contribute in building a better
society” (para. 1). The mission of the EqualBright School is “A place of
excellence that provides a balance of academic rigor (knowledge) and the
teaching of life skills (values). EqualBright strives to partner with parents in
empowering and inspiring the pupils to achieve their fullest potential in a fun
and nurturing environment” (para. 2).
According to the interview with the principal of EqualBright school
(Merry Ellen, personal communication, March 23 2016) , EqualBright was
established in August 2010 by opening the first batch of grade one until grade
four. The first principal was Mr. Effendy, who was also one of the chairmen
of the foundation for the school board, then he resigned and later in 2010 the
school board appointed Ms. Ellen to be the new principal, until now.
3
Universitas Kristen Maranatha
Additionally, at the beginning the school buidling was a car show room and it
underwent a lot of rennovations before it became EqualBright School.
At that time EqualBright had only five pupils; they were distributed into
two classes. The first class was grade one and two, and the second class was
grade three and four.The school was developed now: EqualBright has opened
its junior high school. EqualBright has forty students in total with eight
different grades. Moreover, the number of the staff at the beginning was five.
They were Ms. Ellen, one administration lady, two teachers and one librarian.
However, now there are twenty staff member including part time and full time
teachers.
E. Method of the Study
The sources of data that I used are from the library, the Internet, an
interview and observation. The data is from the books that I borrowed from
the library, the articles browsed on the Internet, an interview with the principal
of EqualBright School and the internship journal for observation. The data is
used for analyzing and solve my problem, its causes, its effects and its
solutions for the final term paper.
F. Limitation of the Study
The study focused on three Korean pupils of MP2 class in EqualBright
School. One of them is a third grader and two of them are fourth graders.
4
Universitas Kristen Maranatha
Their ages were eight to ten years old. The length of the study is from 11th
January until 12th February 2016.
G. Organization of the Term Paper
The term paper starts with chapter 1 including Abstract, Background of the
Study, Identification of the Problem, Objectives and Benefits of the study,
Description of the Institution, Method of the Study, Limitation of the Study,
and Organization of the Term Paper. Next, in the second chapter, I will
describe the problem, together with the causes and the effects, which that will
be discussed in detail. Then, in the third chapter, I will explain and describe
how to overcome the problem by using the potential solutions. Besides the
solutions, I also discuss some potential positive and negative effects of the
solutions. Furthermore, in the fourth chapter, I will give the conclusion and
suggestions that can be useful for the overall chapter. I also added references
and appendices which included Flowchart, Internship Journal, Transcript of
Interview, Brochure, School Profile.
5
Universitas Kristen Maranatha
CHAPTER IV
CONCLUSION
After I have made an analysis of the problem of handling the difficulty in
making three Korean pupils in MP2 EqualBright school understand what I taught
in English, I found the causes and the effects and the solutions to the problem.
The problem has three causes. The first cause is I did not have good
communication skill when I taught the pupils. The second cause is the pupils had
low English ability. The third cause is I spoke too fast when I taught English.
Besides the causes, the problem has three effects. The first is the pupils could not
do their exercises well, the second is the pupils failed to follow my instructions in
the class, the third is the pupils did not have interest to learn English. Furthermore,
there are also three potential solutions to the problem. The first is I will use
nonverbal communication to make the pupils understand what I taught more
easily, the second is I should speak more slowly in teaching English, the third is
the teacher should provide additional afterschool programs for the pupils.
To find the best solutions, I will combine the three potential solutions. I
decided to choose and combine them because they will become effective solutions
15
Universitas Kristen Maranatha
for solving my problem. The reasons why I choose to combine those three
potential solutions is because they support one another. If I used the first potential
solution, it will bring some positive effects that can be beneficial for my teaching.
The teaching will be more interesting and impressive for the pupils to help their
learning. Additionally, I will use the second potential solution, which is I should
speak more slowly in teaching. By using this solution the pupils will have more
time to process the lesson, and I also can make my articulation more precise.
Moreover, the third potential solution , the teacher should provide additional
afterschool programs for the pupils, will support the first two potential solutions.
By doing the afterschool programs, the pupils will have more time to practise
English and feel comfortable.
Finally I suggest that in teaching Korean pupils, besides using the combination
of the three solutions I have proposed, the teacher should also be patient. Because
in order to be successful, the three solutions should be applied together with the
teachers’ being patient while teaching.
16
Universitas Kristen Maranatha
REFERENCES
Afterschool Alert Issue Brief. (2011). English Language Learners: Becoming
Fluent in Afterschool. H Street NW, Suite 820, Washington, DC.,
Broadway, New York. Retrieved from
http://www.afterschoolalliance.org/issue_briefs/issue_ELLS_49.pdf
Burdumy, S. J., Dynarski, M., Deke, J. (2006). After-School Program Effects on
Behaviour: Results from the 21st Century Community Learning Centers
Program National Evaluation. Mathematica Policy Research, Inc.
Retrieved from
http://athens.src.uchicago.edu/jenni/EI/Burdumyetal/Burdumy_Dynarski_
etal_EI_final.pdf
Das. K. (2014). Need of effective communication skills in teaching science in
classroom situation. International Journal of Educational Research and
Technology, 40-42. Retrieved from
http://soeagra.com/ijert/ijertsep2014/7.pdf
Universitas Kristen Maranatha
Delancer. E. (2013). Resource booklet for teachers of English as a foreign
language in central asia. Bishkek: Kyrgyzstan. Retrieved from
http://www.fulbright.cz/sites/default/files/soubory/resource_book_for_efl_
teachers_in_central_asia.pdf
Dislen. G. (2013). The reasons of lack of motivation from the students' and
teachers' voices. The Journal of Academic Social Science, 35-45.
Retrieved from
http://www.asosjournal.com/Makaleler/121323120_13%20%20G%C3%B6k%C3%A7e%20Di%C5%9Flen.pdf
Gebhard, J. G. (2006). Teaching English as a foreign or second language.
Greene Street Ann Arbor, United States of America : The University of
Michigan Press
Haynes. J. (n.d.). Survival guide for teachers of newcomer students.
Retrieved from
http://www.sunrisesd.ca/school/studentsupport/Programs/EAL/Documents
/EAL%20Info%20for%20Teachers.pdf
Hull. R. (2008). Professor Researches how to speak to children.
Retrieved from https://datacenter.spps.org/uploads/SOTW_9-1208Teachers_need_to_speak_more_slowly_2.pdf
Khattak. R. H., Yaqoob. S., & Basri. R. (n.d.). Communication skills module.
Retrieved from
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