Overcoming My Difficulty in Teaching Simple Present Tense to the Fifth Grade Student at Paulus Elementay School.
ABSTRACT
Mengajar simple present tense kepada anak-anak berusia 11 tahun
yang duduk di bangku kelas 5 SD tidaklah mudah. Di usia tersebut,
mereka lebih suka bermain dibandingkan belajar. Namun sejak usia dini,
belajar simple present tense adalah suatu keharusan. Simple present
tense adalah tense yang paling dasar dan biasa digunakan dalam
percakapan sehari-hari, oleh karena itu, mereka sudah harus mengenal
simple present tense agar kelak ketika mereka sudah menginjak bangku
SMP atau SMA mereka sudah bisa mengerti kalimat-kalimat dalam
Bahasa Inggris.
Ketika saya mengajar anak kelas 5 di SDK Paulus, saya
mengalami kesulitan dalam mengajar mereka. Setelah saya teliti dan
amati lebih jauh, hal ini disebabkan oleh beberapa faktor, yaitu saya tidak
mempunyai pengalaman dalam mengajar simple present tense, cara
mengajar saya tidak mengakomodasi cara belajar anak secara
keseluruhan, dan juga simple present tense itu sendiri adalah materi yang
baru untuk mereka. Tentu saja semua kesulitan saya dalam mengajar
Simple Present Tense kepada anak-anak itu menimbulkan dampak
negatif, yaitu saya sering merasa kesal ketika mengajar karena anakanak sulit untuk menerima pelajaran, anak-anak gagal dalam ujian, dan
anak - anak cepat merasa bosan.
Setelah saya melakukan penelitian, saya menemukan tiga solusi
untuk mengatasi kesulitan saya dalam mengajar simple present tense
kepada anak-anak kelas 5 SDK Paulus. Solusi pertama yang saya
temukan yaitu mengajar Simple Present Tense dengan menggunakan
cerita yang menarik. Solusi kedua yaitu mengajar simple present tense
dengan menggunakan lagu. Solusi ketiga yaitu mengajar simple present
tense dengan menggunakan konteks dengan situasi yang menerangkan
cara pemakaian Simple present tense tersebut. Namun diantara ke tiga
solusi tersebut saya hanya mengambil solusi ke dua dan ke tiga sebagai
solusi terbaik untuk mengajar Simple Present Tense kepada anak-anak
kelas 5 SDK Paulus.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT........................................................................................i
DECLARATION OF ORIGINALITY...................................................ii
ACKNOWLEDGEMENTS.................................................................iii
TABLE OF CONTENTS....................................................................v
CHAPTER I. INTRODUCTION..........................................................1
A.
B.
C.
D.
E.
F.
G.
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
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS.............................................. 6
CHAPTER III. POTENTIAL SOLUTIONS....................................... 10
CHAPTER IV. CONCLUSION......................................................... 15
BIBLIOGRAPHY
APPENDICES:
A.
B.
C.
D.
E.
F.
G.
H.
I.
FLOWCHART
JOURNAL INTERNSHIP
SCHOOL BROCHURE
THE EXAMPLE OF GRAMMAR TEST
TABLE OF THE TEST RESULTS
THE EXAMPLE OF STORY FOR STORYTELLING
THE EXAMPLE OF THE SONG
THE EXAMPLE OF MAP OF SITUATIONAL CONTEXT
YEARLY GRADUATION BOOK OF SIXTH GRADE
STUDENTS OF PAULUS ELEMENTARY SCHOOL
v
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Nowadays, English has been widely learnt by students all around
the world. In order to be able to learn English correctly, students need
to know the basic tense of English. As stated in the article “Present
Simple”, simple present tense is the most basic tense in the English
language (par.1). Therefore, learners need to really understand simple
present tense. Without understanding the rules of simple present
tense, learners may not be able to write in English properly and they
will also find difficulties in understanding books, texts, and many
others. As Shoebottom stated in his article that Many teachers consider
grammar lessons to be very important in studying English (par. 4).
When I did my internship at Paulus Elementary School, I taught
simple present tense to twenty two (22) of fifth grade students. The
meeting was held once a week and it lasted for thirty minutes. I wrote
the rules of simple present tense on the blackboard, for example, when
the subject is he, she, and it, the verbs must be followed by -s or -es.
1
Maranatha Christian University
After explaining a few times, I gave them handouts to practise in class.
I found thirteen students who had a difficulty in learning simple present
tense. The thirteen students often got confused in using the rules of
simple present tense and failed the test.
I choose the topic “Overcoming My Difficulty in Teaching Simple
Present Tense to the Fifth Grade Students at Paulus Elementary
School” because simple present tense is very important for them to
know as learners since it is the basic grammar of English. This topic
will be interesting to discuss because this problem leads to several
causes and effects. Moreover, in this Term Paper, I am going to
analyze the potential solutions in order to solve the problem.
B. Identification of the Problem
In this term paper, I would like to discuss several questions as
follow:
1. Why did I have difficulty in teaching simple present tense to the
fifth grade students at Paulus Elementary School ?
2. How did my difficulty in teaching simple present tense to the
fifth grade students at Paulus Elementary School influence the
learning process?
3. How should I overcome the problem of my difficulty in teaching
simple present tense to the fifth grade students at Paulus
Elementary School ?
2
Maranatha Christian University
C. Objectives and Benefits of the Study
The first objective of this study is to know the causes of my
difficulty in teaching simple present tense for the fifth grade students
at Paulus Elementary School. The second objective is to know the
effects of my difficulty in teaching simple present tense for the fifth
grade students at Paulus Elementary School. The third objective is to
find solutions to overcome my difficulty in teaching simple present
tense for the fifth grade students at Paulus Elementary School.
The first benefit of this study is to give readers some information
on how to teach simple present tense effectively, especially for those
who want to be new teachers in Elementary School. The second
benefit is to help the teachers in Paulus Elementary School to handle
the students who have difficulty in learning simple present tense. The
third benefit is the study itself can help me to teach better. I can find
the potential solutions of my problem. The potential solution is very
beneficial for me to improve my teaching skill.
D. Description of the Institution
Paulus Elementary School was established in 1953, it is located at
Dr. Rajiman No. 11. The school has produced educated students in all
fields, such as education, governance, art world and entertainment
industry. The students at Paulus have got a lot of achievements, not
only in academic field but also in non academic field. The teachers at
Paulus Elementary School are experienced in teaching and they are
3
Maranatha Christian University
highly dedicated. In addition, they are bachelors in education. The
students of Paulus Elementary School are not only equipped with
knowledge but also they are virtuous, honest and responsible. The
motto of Paulus Elementary School is “love that is always remembered
by the students of Paulus Elementary School”. The vision of Paulus
Elementary School is “to become a superior school that embodies
human beings who have love; on top of that, the mission is to provide
Christian education service quality and competitiveness to form
honored, cheerful, faithful, and smart students” (source: Bertumbuh
Menang).
E. Method of the Study
The data that I used in making this Term Paper are from library
research taken from both printed and electronic source and field
research serving as my relevant theories to support my idea about
how the causes and effect make the problem. Then, I will explain how
the potential solutions can solve the problem. In addition, I will also
explain how the solutions can give positive and negative effects.
F. Limitation of the Study
The focus of my analysis is my difficulty in teaching simple
present tense to the fifth grade students at Paulus Elementary
School. I did my internship in TK SDK Paulus from 2 January 2015
until 16 March 2015. I taught 22 students of the fifth grade of
4
Maranatha Christian University
elementary students. My internship started from 08.00 am until 14.00
pm. The subjects of research are the students and the teacher.
G. Organization of the Term of Paper
My paper consists of four chapters and it is preceeded by Approval
Page, Abstract, Declaration of Originality, Acknowledgements, and
Table of Contents. The first chapter is Introduction, which contains
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.
The second chapter is Problem Analysis. It deals with the analysis of
causes and effects of the problem. The third chapter is Potential
Solutions. It deals with the analysis of how the potential solutions can
solve the problem and how the potential solutions can bring positive
and negative effects. The fourth chapter is Conclusion in which I write
my personal comments and Conclusion based on the findings. After
Chapter Four, there is Bibliography, which contains the sources that I
use in my term paper, followed by the Appendices, which contain
flowchart, the school brochure, the example of a paper of grammar
test, story for storytelling, the song, map of situational context, table of
test results and yearly graduation book of sixth grade students of
Paulus Elementary School.
5
Maranatha Christian University
CHAPTER FOUR
CONCLUSION
In this chapter I would like to discuss the conclusion based on the
previous chapters. As I have explained before, the problem that I analyse
is my difficulty in teaching simple present tense to the fifth grade students
at Paulus Elementary School. This problem was caused by three factors.
The first cause is I did not feel confident when teaching simple present
tense to the students. The second cause is I did not accomodate the
learning styles of the students. The third cause is while learning English,
students are influenced by their mother tongue which is Indonesian. The
problem that I had also led to three effects. The first effect is I felt
annoyed, the second effect is thirteen students failed the English test, and
the third effect is the students got bored.
Based on the experience during my internship, the problem of
having difficulty in teaching simple present tense to the fifth grade students
at Paulus Elementary School really needs to be solved. Therefore, I have
found three potential solutions. The first solution is I will teach simple
present tense through interesting stories. The second soIution is I will
teach simple present tense through songs. The third solution is I will teach
15
Maranatha Christian University
simple present tense by providing situational contexts that are relevant to
the students’ daily life.
After analyzing the positive and negative effects of those potential
solutions, I choose the first, the second, and the third potential solution as
the best solutions to help me overcome the difficulty in teaching simple
present tense to the fifth grade students at Paulus Elementary School. The
reason why I choose the three potential solutions is because based on my
internship journal, the students in my class are divided into three different
learning styles. Not everyone is suitable with only storytelling, song, and
situational contexts. When I teach simple present tense using interesting
stories, the students will be able to pay more attention in learning simple
present tense. Besides, they can remember the rules of simple present
tense more easily and quickly. When I teach simple present tense using
songs, the students will enjoy the process of learning. When I teach simple
present tense by providing situational contexts that are relevant to the
students’ daily life, I can clarify the meaning of simple present tense more
easily. Therefore, the combination of the three potential solutions is the
best solution to solve my problem.
In order to apply those three best solutions correctly, I would like to
suggest several ways. To get the best and appropriate stories for the
students, we should look for them in large bookstores, such as Gramedia,
libraries, yard sales because they supply many types of books.
Furthermore, to get the best and appropriate songs for the students, we
should look for them on the Internet, because it provides complete songs.
16
Maranatha Christian University
BIBLIOGRAPHY
Printed Source
Cook, Vivian. Second Language Learning and Language Teaching.
London: Hodder Education, an Hachette UK Company, 2008.
Electronic Sources
Akdag, Zeynep and Haser, Cigdem. “Experiences of First Day of
Teaching.” The Online Journal of New Horizons in Education Vol. 3,
Issue 1. 27 March 2015
.
“Boring Lessons and Bored Students.” Icaltefl.com. 4 April 2015.
.
”English Storytelling: Using Questions, Adapting texts, Extracting
Learning.” www.open.edu 26 june 2015. 23 June 2015.
.
Gilakjani, Pourhosein Abbas. “A Match or Mismatch between Learning
Styles of the Learners and Teaching Styles of the Teachers.” I.J.
Modern Education and Computer Science December 2012: Vol. 1,
Maranatha Christian University
51-60. MECS. 23 June 2015 .
Haryanto. “Comparing Communicative Technique with Explanation
Technique in Teaching Grammar.” Tarbawi Journal Januari-Juni 2014:
Vol. 2, No. 1, 79-90. 25 June 2015
.
Kelley, Susanna. “Texting , Twitter contributing to students’s poor
grammar skills, profs say.” The Globe and Mail. 2010. 2 April 2015
.
Keskin, Funda. “Using Songs as Audio Materials in Teaching Turkish as a
Foreign Language.” The Turkish Online Journal of Educational
Technology October 2011: Vol.10, 378-383. 2 August 2015
.
Kevin. “Stories by Kevin.” www.storiesbykevin.com. 26 June 2015.
.
“Present Simple.” englishtenses.com. 6 March 2015.
.
Roslim, Norwati, Azizul Faridah Aini, and Zain Mohd Mazira. “Using Song
in Enhancing the Teaching of Grammar.” Advances in language and
literary studies July 2011: Vol. 2 No. 2, 118-128. 24 June 2015
.
Schmidt, Kerstin, Weller Christina, and Hekel Karolina. “Gliederung
Maranatha Christian University
Referat Storytelling.” uni-koblenz.de. 2011. 25 June 2015
.
Shoebottom, Paul. “How to Learn Grammar.” esl.fis.edu. 2014. 6 March
2015 .
Soleimani, Hassan, and Khandan Maryam. “The Effect of Telling Short
Stories on Learning Grammar among EFL High School Students in
Iran.” International Journal of Language Learning and Applied
Linguistics World October 2013: Vol. 4, 110-122. 23 June 2015
.
Swan, Michael. “Seven Bad Reasons for Teaching Grammar And Two
Good Reasons for Teaching Some.” Mikeswan.co.uk. 2008. 30 March
2015 .
“Teaching Grammar in Situational Contexts.” www2.vobs.at. 12 April 2015.
.
“Teaching Grammar through Stories.” www2.vobs.at. 12 April 2015.
.
“That’s a Tyrannosaurus Rex!: Why Children Love Dinosaurs.”
www.fisher-price.com. Mattel. 2014. 25 June 2015. .
Maranatha Christian University
Mengajar simple present tense kepada anak-anak berusia 11 tahun
yang duduk di bangku kelas 5 SD tidaklah mudah. Di usia tersebut,
mereka lebih suka bermain dibandingkan belajar. Namun sejak usia dini,
belajar simple present tense adalah suatu keharusan. Simple present
tense adalah tense yang paling dasar dan biasa digunakan dalam
percakapan sehari-hari, oleh karena itu, mereka sudah harus mengenal
simple present tense agar kelak ketika mereka sudah menginjak bangku
SMP atau SMA mereka sudah bisa mengerti kalimat-kalimat dalam
Bahasa Inggris.
Ketika saya mengajar anak kelas 5 di SDK Paulus, saya
mengalami kesulitan dalam mengajar mereka. Setelah saya teliti dan
amati lebih jauh, hal ini disebabkan oleh beberapa faktor, yaitu saya tidak
mempunyai pengalaman dalam mengajar simple present tense, cara
mengajar saya tidak mengakomodasi cara belajar anak secara
keseluruhan, dan juga simple present tense itu sendiri adalah materi yang
baru untuk mereka. Tentu saja semua kesulitan saya dalam mengajar
Simple Present Tense kepada anak-anak itu menimbulkan dampak
negatif, yaitu saya sering merasa kesal ketika mengajar karena anakanak sulit untuk menerima pelajaran, anak-anak gagal dalam ujian, dan
anak - anak cepat merasa bosan.
Setelah saya melakukan penelitian, saya menemukan tiga solusi
untuk mengatasi kesulitan saya dalam mengajar simple present tense
kepada anak-anak kelas 5 SDK Paulus. Solusi pertama yang saya
temukan yaitu mengajar Simple Present Tense dengan menggunakan
cerita yang menarik. Solusi kedua yaitu mengajar simple present tense
dengan menggunakan lagu. Solusi ketiga yaitu mengajar simple present
tense dengan menggunakan konteks dengan situasi yang menerangkan
cara pemakaian Simple present tense tersebut. Namun diantara ke tiga
solusi tersebut saya hanya mengambil solusi ke dua dan ke tiga sebagai
solusi terbaik untuk mengajar Simple Present Tense kepada anak-anak
kelas 5 SDK Paulus.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT........................................................................................i
DECLARATION OF ORIGINALITY...................................................ii
ACKNOWLEDGEMENTS.................................................................iii
TABLE OF CONTENTS....................................................................v
CHAPTER I. INTRODUCTION..........................................................1
A.
B.
C.
D.
E.
F.
G.
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
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS.............................................. 6
CHAPTER III. POTENTIAL SOLUTIONS....................................... 10
CHAPTER IV. CONCLUSION......................................................... 15
BIBLIOGRAPHY
APPENDICES:
A.
B.
C.
D.
E.
F.
G.
H.
I.
FLOWCHART
JOURNAL INTERNSHIP
SCHOOL BROCHURE
THE EXAMPLE OF GRAMMAR TEST
TABLE OF THE TEST RESULTS
THE EXAMPLE OF STORY FOR STORYTELLING
THE EXAMPLE OF THE SONG
THE EXAMPLE OF MAP OF SITUATIONAL CONTEXT
YEARLY GRADUATION BOOK OF SIXTH GRADE
STUDENTS OF PAULUS ELEMENTARY SCHOOL
v
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Nowadays, English has been widely learnt by students all around
the world. In order to be able to learn English correctly, students need
to know the basic tense of English. As stated in the article “Present
Simple”, simple present tense is the most basic tense in the English
language (par.1). Therefore, learners need to really understand simple
present tense. Without understanding the rules of simple present
tense, learners may not be able to write in English properly and they
will also find difficulties in understanding books, texts, and many
others. As Shoebottom stated in his article that Many teachers consider
grammar lessons to be very important in studying English (par. 4).
When I did my internship at Paulus Elementary School, I taught
simple present tense to twenty two (22) of fifth grade students. The
meeting was held once a week and it lasted for thirty minutes. I wrote
the rules of simple present tense on the blackboard, for example, when
the subject is he, she, and it, the verbs must be followed by -s or -es.
1
Maranatha Christian University
After explaining a few times, I gave them handouts to practise in class.
I found thirteen students who had a difficulty in learning simple present
tense. The thirteen students often got confused in using the rules of
simple present tense and failed the test.
I choose the topic “Overcoming My Difficulty in Teaching Simple
Present Tense to the Fifth Grade Students at Paulus Elementary
School” because simple present tense is very important for them to
know as learners since it is the basic grammar of English. This topic
will be interesting to discuss because this problem leads to several
causes and effects. Moreover, in this Term Paper, I am going to
analyze the potential solutions in order to solve the problem.
B. Identification of the Problem
In this term paper, I would like to discuss several questions as
follow:
1. Why did I have difficulty in teaching simple present tense to the
fifth grade students at Paulus Elementary School ?
2. How did my difficulty in teaching simple present tense to the
fifth grade students at Paulus Elementary School influence the
learning process?
3. How should I overcome the problem of my difficulty in teaching
simple present tense to the fifth grade students at Paulus
Elementary School ?
2
Maranatha Christian University
C. Objectives and Benefits of the Study
The first objective of this study is to know the causes of my
difficulty in teaching simple present tense for the fifth grade students
at Paulus Elementary School. The second objective is to know the
effects of my difficulty in teaching simple present tense for the fifth
grade students at Paulus Elementary School. The third objective is to
find solutions to overcome my difficulty in teaching simple present
tense for the fifth grade students at Paulus Elementary School.
The first benefit of this study is to give readers some information
on how to teach simple present tense effectively, especially for those
who want to be new teachers in Elementary School. The second
benefit is to help the teachers in Paulus Elementary School to handle
the students who have difficulty in learning simple present tense. The
third benefit is the study itself can help me to teach better. I can find
the potential solutions of my problem. The potential solution is very
beneficial for me to improve my teaching skill.
D. Description of the Institution
Paulus Elementary School was established in 1953, it is located at
Dr. Rajiman No. 11. The school has produced educated students in all
fields, such as education, governance, art world and entertainment
industry. The students at Paulus have got a lot of achievements, not
only in academic field but also in non academic field. The teachers at
Paulus Elementary School are experienced in teaching and they are
3
Maranatha Christian University
highly dedicated. In addition, they are bachelors in education. The
students of Paulus Elementary School are not only equipped with
knowledge but also they are virtuous, honest and responsible. The
motto of Paulus Elementary School is “love that is always remembered
by the students of Paulus Elementary School”. The vision of Paulus
Elementary School is “to become a superior school that embodies
human beings who have love; on top of that, the mission is to provide
Christian education service quality and competitiveness to form
honored, cheerful, faithful, and smart students” (source: Bertumbuh
Menang).
E. Method of the Study
The data that I used in making this Term Paper are from library
research taken from both printed and electronic source and field
research serving as my relevant theories to support my idea about
how the causes and effect make the problem. Then, I will explain how
the potential solutions can solve the problem. In addition, I will also
explain how the solutions can give positive and negative effects.
F. Limitation of the Study
The focus of my analysis is my difficulty in teaching simple
present tense to the fifth grade students at Paulus Elementary
School. I did my internship in TK SDK Paulus from 2 January 2015
until 16 March 2015. I taught 22 students of the fifth grade of
4
Maranatha Christian University
elementary students. My internship started from 08.00 am until 14.00
pm. The subjects of research are the students and the teacher.
G. Organization of the Term of Paper
My paper consists of four chapters and it is preceeded by Approval
Page, Abstract, Declaration of Originality, Acknowledgements, and
Table of Contents. The first chapter is Introduction, which contains
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.
The second chapter is Problem Analysis. It deals with the analysis of
causes and effects of the problem. The third chapter is Potential
Solutions. It deals with the analysis of how the potential solutions can
solve the problem and how the potential solutions can bring positive
and negative effects. The fourth chapter is Conclusion in which I write
my personal comments and Conclusion based on the findings. After
Chapter Four, there is Bibliography, which contains the sources that I
use in my term paper, followed by the Appendices, which contain
flowchart, the school brochure, the example of a paper of grammar
test, story for storytelling, the song, map of situational context, table of
test results and yearly graduation book of sixth grade students of
Paulus Elementary School.
5
Maranatha Christian University
CHAPTER FOUR
CONCLUSION
In this chapter I would like to discuss the conclusion based on the
previous chapters. As I have explained before, the problem that I analyse
is my difficulty in teaching simple present tense to the fifth grade students
at Paulus Elementary School. This problem was caused by three factors.
The first cause is I did not feel confident when teaching simple present
tense to the students. The second cause is I did not accomodate the
learning styles of the students. The third cause is while learning English,
students are influenced by their mother tongue which is Indonesian. The
problem that I had also led to three effects. The first effect is I felt
annoyed, the second effect is thirteen students failed the English test, and
the third effect is the students got bored.
Based on the experience during my internship, the problem of
having difficulty in teaching simple present tense to the fifth grade students
at Paulus Elementary School really needs to be solved. Therefore, I have
found three potential solutions. The first solution is I will teach simple
present tense through interesting stories. The second soIution is I will
teach simple present tense through songs. The third solution is I will teach
15
Maranatha Christian University
simple present tense by providing situational contexts that are relevant to
the students’ daily life.
After analyzing the positive and negative effects of those potential
solutions, I choose the first, the second, and the third potential solution as
the best solutions to help me overcome the difficulty in teaching simple
present tense to the fifth grade students at Paulus Elementary School. The
reason why I choose the three potential solutions is because based on my
internship journal, the students in my class are divided into three different
learning styles. Not everyone is suitable with only storytelling, song, and
situational contexts. When I teach simple present tense using interesting
stories, the students will be able to pay more attention in learning simple
present tense. Besides, they can remember the rules of simple present
tense more easily and quickly. When I teach simple present tense using
songs, the students will enjoy the process of learning. When I teach simple
present tense by providing situational contexts that are relevant to the
students’ daily life, I can clarify the meaning of simple present tense more
easily. Therefore, the combination of the three potential solutions is the
best solution to solve my problem.
In order to apply those three best solutions correctly, I would like to
suggest several ways. To get the best and appropriate stories for the
students, we should look for them in large bookstores, such as Gramedia,
libraries, yard sales because they supply many types of books.
Furthermore, to get the best and appropriate songs for the students, we
should look for them on the Internet, because it provides complete songs.
16
Maranatha Christian University
BIBLIOGRAPHY
Printed Source
Cook, Vivian. Second Language Learning and Language Teaching.
London: Hodder Education, an Hachette UK Company, 2008.
Electronic Sources
Akdag, Zeynep and Haser, Cigdem. “Experiences of First Day of
Teaching.” The Online Journal of New Horizons in Education Vol. 3,
Issue 1. 27 March 2015
.
“Boring Lessons and Bored Students.” Icaltefl.com. 4 April 2015.
.
”English Storytelling: Using Questions, Adapting texts, Extracting
Learning.” www.open.edu 26 june 2015. 23 June 2015.
.
Gilakjani, Pourhosein Abbas. “A Match or Mismatch between Learning
Styles of the Learners and Teaching Styles of the Teachers.” I.J.
Modern Education and Computer Science December 2012: Vol. 1,
Maranatha Christian University
51-60. MECS. 23 June 2015 .
Haryanto. “Comparing Communicative Technique with Explanation
Technique in Teaching Grammar.” Tarbawi Journal Januari-Juni 2014:
Vol. 2, No. 1, 79-90. 25 June 2015
.
Kelley, Susanna. “Texting , Twitter contributing to students’s poor
grammar skills, profs say.” The Globe and Mail. 2010. 2 April 2015
.
Keskin, Funda. “Using Songs as Audio Materials in Teaching Turkish as a
Foreign Language.” The Turkish Online Journal of Educational
Technology October 2011: Vol.10, 378-383. 2 August 2015
.
Kevin. “Stories by Kevin.” www.storiesbykevin.com. 26 June 2015.
.
“Present Simple.” englishtenses.com. 6 March 2015.
.
Roslim, Norwati, Azizul Faridah Aini, and Zain Mohd Mazira. “Using Song
in Enhancing the Teaching of Grammar.” Advances in language and
literary studies July 2011: Vol. 2 No. 2, 118-128. 24 June 2015
.
Schmidt, Kerstin, Weller Christina, and Hekel Karolina. “Gliederung
Maranatha Christian University
Referat Storytelling.” uni-koblenz.de. 2011. 25 June 2015
.
Shoebottom, Paul. “How to Learn Grammar.” esl.fis.edu. 2014. 6 March
2015 .
Soleimani, Hassan, and Khandan Maryam. “The Effect of Telling Short
Stories on Learning Grammar among EFL High School Students in
Iran.” International Journal of Language Learning and Applied
Linguistics World October 2013: Vol. 4, 110-122. 23 June 2015
.
Swan, Michael. “Seven Bad Reasons for Teaching Grammar And Two
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Maranatha Christian University