21 des 24 sabtu

 

sore master chicken

allahuakbar

20 des 24 jumat

 

jumatan

oia eror

prof ray alhamdulilah

mlm dijemput bdian

ce ita meet pyudhis

k kos bu betty

allahuakbar

19 des 24 kamis

 

no kuliah pagi-ijin sakit

siang kuliah online

mlm dijemput bdian

wrg mi tutup

wrg preman

index

toko sayur laufan ngantuk

pom

toko buah

rs

allahuakbar

19 des 12 rabu

 

kul pagi prof wu ming chang

kul siang prof vera

wrg mi

dijemput bdian

rs

lama

mahal

yolo

wrg preman

allahuaknbar

17 des 24 selasa

 

seharian d kos

sore kul online-meeting with prof ray

malam sakit parah

allahuakbar

Teaching expository text in an EFL (English as a Foreign Language) class

 

Teaching expository text in an EFL (English as a Foreign Language) class involves helping students understand and produce clear, factual writing. Expository writing aims to explain, inform, or describe a topic using facts, examples, and logical explanations. It is an essential skill for academic success and real-world communication. Here's how to teach expository writing in an EFL classroom:

1. Introduce the Concept of Expository Writing

• Define expository writing: Explain that expository texts are meant to inform or explain a topic clearly, without personal opinions or emotions. Examples include how-to guides, research reports, news articles, and informative essays.
• Key characteristics:
  • Objective tone: The writing should be factual and neutral, focusing on delivering information.
  • Structured organization: Expository writing often follows a specific structure, such as an introduction, body paragraphs, and a conclusion.
  • Clear explanation: The goal is to explain the topic thoroughly, providing details, examples, and supporting information.

2. Teach the Structure of an Expository Text

Expository texts generally follow a clear, organized structure:

• Introduction:
  • Presents the topic.
  • Provides background information.
  • States the main idea or thesis (e.g., "This essay will explain how recycling helps the environment").
• Body paragraphs:
  • Each paragraph covers a specific aspect of the topic.
  • Include facts, examples, and explanations to support the main idea.
  • Use transitions (e.g., "first," "next," "in addition," "for example") to connect ideas logically.
• Conclusion:
  • Summarizes the main points.
  • Restates the thesis or main idea in a new way.
  • Can include a call to action or final thought.

3. Focus on Vocabulary and Language Features

• Use of transition words: Teach students key transition words and phrases that help organize their writing (e.g., "first," "for example," "in conclusion," "because").
• Objective language: Emphasize the importance of using factual and neutral language. Avoid personal opinions or emotional language.
• Topic-specific vocabulary: Depending on the topic, introduce relevant terminology and expressions. For instance, if writing about global warming, introduce words like "carbon emissions," "greenhouse gases," and "climate change."

4. Pre-Writing Activities

• Brainstorming: Have students brainstorm ideas before starting to write. This could be done individually or in groups. Use mind maps or lists to organize thoughts.
• Research: Teach students to gather information from reliable sources to support their expository writing. For example, if the topic is "the benefits of exercise," students should research health benefits, types of exercises, and related facts.
• Organizing ideas: Encourage students to create an outline before writing. This helps them organize their thoughts and ensures that their writing follows a logical flow.

5. Model Writing

• Write a sample text: Model how to write an expository text. For example, if the topic is "How to Make a Sandwich," you could write the steps on the board, explaining the use of clear, organized language.
• Use a think-aloud strategy: As you write, verbalize your thought process. For example, "First, I'll introduce the topic and explain why making a sandwich is important. Then, I'll list the ingredients and explain how to prepare the sandwich step by step."
• Highlight key features: Point out the introduction, body paragraphs, transitions, and conclusion in the sample text to help students understand the structure.

6. Writing Practice

• Guided writing: Start by providing students with a partial outline or template to fill in. This helps them focus on organizing their ideas and writing in a structured way.
• Write in stages: Have students complete the writing in stages. First, they write the introduction, then the body paragraphs, and finally the conclusion. Provide feedback at each stage.
• Peer collaboration: Allow students to work in pairs or small groups to brainstorm ideas and provide feedback on each other’s writing. This promotes collaborative learning and gives students an opportunity to practice language use in a social context.

7. Emphasize Coherence and Cohesion

• Coherence: Teach students how to logically organize their ideas so that the writing flows smoothly. Each paragraph should focus on one main point, and the paragraphs should build upon each other to support the thesis.
• Cohesion: Teach students how to use cohesive devices (e.g., conjunctions, pronouns, and transitional phrases) to link ideas and sentences together. This makes the text easier to follow and understand.

8. Provide Writing Prompts

Give students clear and engaging writing prompts to inspire their expository texts. Examples include:

• "Explain how to prepare for a job interview."
• "Describe the process of recycling and its benefits."
• "Explain the causes of pollution and how it affects the environment."
• "Describe the steps involved in starting a small business."

9. Revising and Editing

• Peer review: After completing their drafts, have students exchange their papers with a peer and provide feedback. Focus on content (e.g., clarity, relevance) and language (e.g., grammar, vocabulary).
• Teacher feedback: Offer specific feedback on how to improve the text. Focus on areas like structure, coherence, and the use of clear and accurate language.
• Editing for grammar and vocabulary: Teach students to check their work for common language mistakes (e.g., subject-verb agreement, punctuation, spelling, and word choice).

10. Encourage Reflection and Final Draft

• After revisions, students should write a final draft. Encourage them to reflect on the process and how they’ve improved.
• Have students submit their final drafts and assess them based on criteria such as organization, language use, clarity of explanation, and coherence.

11. Assessment

• Rubrics: Use a rubric to assess students’ expository writing. Criteria might include organization, clarity, grammar, vocabulary, and effective use of transitions.
• Peer assessment: Allow students to assess each other’s work using the same rubric. This reinforces the criteria and helps students learn to identify strengths and weaknesses in writing.

Example of Expository Writing Process:

Topic: The Importance of Recycling

1. Introduction:

   • Define recycling.
   • State why recycling is important for the environment.
   • Thesis: Recycling helps reduce waste, conserve natural resources, and save energy.

2. Body Paragraph 1:

   • Topic sentence: Recycling reduces waste in landfills.
   • Provide facts and examples (e.g., "According to a study, recycling one ton of paper saves 17 trees").
   • Explain the impact of reducing waste.

3. Body Paragraph 2:

   • Topic sentence: Recycling conserves natural resources.
   • Provide examples of recyclable materials (e.g., metal, paper, plastic).
   • Explain how using fewer raw materials helps preserve ecosystems.

4. Body Paragraph 3:

   • Topic sentence: Recycling saves energy.
   • Provide statistics on energy savings (e.g., "Recycling aluminum saves up to 95% of the energy required to make new aluminum").
   • Discuss the environmental benefits of saving energy.

5. Conclusion:

   • Summarize the importance of recycling.
   • Restate the thesis: Recycling is essential for reducing waste, conserving resources, and saving energy.
   • Suggest ways individuals can contribute to recycling efforts (e.g., setting up a recycling bin at home).

Conclusion

Teaching expository writing in an EFL class helps students understand how to organize their thoughts and express ideas clearly and logically. By focusing on structure, language use, and critical thinking, you can help students develop the skills they need to produce high-quality expository texts in English.

Problem-Based Learning (PBL) is an effective and engaging approach for teaching English in an EFL (English as a Foreign Language) classroom.

 

Problem-Based Learning (PBL) is an effective and engaging approach for teaching English in an EFL (English as a Foreign Language) classroom. It emphasizes student-centered learning, where students actively solve real-world problems using language skills, encouraging critical thinking, collaboration, and practical language use. Here’s how you can incorporate Problem-Based Learning into your EFL classroom:

1. Understand the PBL Framework

In PBL, students:

• Work on a real-world problem or a simulated task that requires solutions.
• Collaborate in groups, developing language skills through communication and teamwork.
• Research and gather information to solve the problem, using English to express their ideas and findings.
• Present solutions to the class, improving their speaking, listening, and writing skills.

2. Define a Real-World Problem

• Choose a relevant, engaging problem: The problem should connect to the students’ lives, interests, or the real world. This could involve issues they care about (e.g., environmental problems, school events, or cultural topics) or more practical challenges that require critical thinking and research.
• Problem Examples:
  • Designing a marketing plan for a new product in an English-speaking country.
  • Solving a community issue (e.g., reducing waste or promoting recycling).
  • Organizing an international event or trip.
  • Solving a social problem (e.g., improving communication in a school or community).

3. Establish Clear Learning Objectives

• Language skills: Clearly define the language objectives you want students to focus on, such as vocabulary, grammar structures, writing skills, or speaking fluency. For example, if students are solving a problem related to a business scenario, focus on persuasive language, negotiation, and formal writing.
• Cognitive and collaborative skills: Besides language, PBL helps develop critical thinking, problem-solving, and teamwork. These can be integrated into the learning goals as well.

4. Group Work and Collaboration

• Create diverse groups: Form groups of students with varying language abilities to encourage peer learning and collaboration. Each student can bring something unique to the group, whether it's stronger language skills or creative ideas.
• Assign roles within groups: Each student can take on a different role, such as a project manager, researcher, or presenter. This promotes active participation and ensures that everyone is engaged.

5. Provide Scaffolding and Support

• Pre-teach key vocabulary: Introduce essential vocabulary and phrases that students will need to solve the problem. For example, if the task involves creating a proposal, focus on persuasive language, formal writing structures, and specific terminology.
• Guide the process: Provide structured steps or phases for students to follow, such as brainstorming, research, analysis, and presentation. These steps will help students stay focused and organize their work effectively.
• Offer resources: Provide students with resources such as articles, websites, videos, or even language tools (like online dictionaries or grammar checkers) to assist in their research.

6. Encourage Independent Research and Language Use

• Independent research: Encourage students to use English-language resources (books, websites, interviews, etc.) for their research. They should be comfortable searching for information in English and using it in discussions and presentations.
• Language practice through research: As students research their problem, they will come across new language that they can learn and apply in context. Encourage students to document new vocabulary, idiomatic expressions, and key phrases they encounter during research.

7. Promote Critical Thinking and Problem-Solving

• Debriefing and discussion: After the problem is introduced, facilitate group discussions where students brainstorm possible solutions. Encourage critical thinking by asking open-ended questions like:
  • "What are the main challenges we need to solve?"
  • "What would be the best solution and why?"
  • "How can we present our findings in the most persuasive way?"
• Model problem-solving: Show students how to break down a problem into smaller, manageable parts and how to approach it logically. Use English to model thought processes, like "First, we need to identify the problem; next, we’ll research the potential causes."

8. Language Production through Presentations

• Presenting solutions: After students have researched and developed their solutions, have them present their findings to the class. This could involve:
  • Oral presentations: Students practice speaking and presenting their ideas clearly, using persuasive or formal language, depending on the problem.
  • Written reports: Have students write a report, proposal, or summary of their solution, allowing them to focus on writing skills and structure.
• Peer feedback: Encourage students to provide constructive feedback to their peers. This helps refine their understanding of the problem, as well as language skills, and creates a collaborative environment.

9. Reflect on the Process

• Post-task reflection: After the project is completed, ask students to reflect on the learning process. What language skills did they improve? What did they find challenging, and how did they overcome it? This reflection can be done in a class discussion, written report, or journal entry.
• Teacher feedback: Provide feedback on both language use and problem-solving approaches. Highlight the progress made by each student and group.

10. Use Authentic Assessment

• Assessment of language use: Assess students based on their active use of English during the process: their research, speaking, writing, and presentations.
• Assessment of collaboration: Evaluate the effectiveness of group work, communication, and teamwork. Collaboration is key in PBL, so consider both individual and group contributions when grading.
• Rubrics: Use a clear rubric to assess various aspects of the project (language use, collaboration, problem-solving, creativity). Share the rubric with students in advance so they know the criteria.

Example: Problem-Based Learning Task in an EFL Class

Problem: Your group has been hired by an international company to design a social media campaign promoting eco-friendly habits in an English-speaking country.

Step 1: Brainstorming and Research

• Students research eco-friendly habits, social media marketing strategies, and target audiences.
• Pre-teach vocabulary like "sustainability," "green marketing," "recycling," and "social media platforms."

Step 2: Planning and Role Assignments

• Students divide into roles: research, content creation, strategy development, and presentation.
• Groups outline the key points of their campaign, such as the message, target audience, and platforms to use.

Step 3: Developing the Campaign

• Students create content in English (social media posts, ads, etc.) and plan their campaign.
• Encourage them to write captions, design visuals, and use persuasive language effectively.

Step 4: Presentation

• Each group presents their campaign to the class, explaining the goals, strategies, and language choices used.
• Other students provide feedback on the language used and the effectiveness of the campaign.

Step 5: Reflection and Assessment

• After presentations, students reflect on what they learned about using English in a real-world context.
• Teacher provides feedback on language use and teamwork.

Benefits of PBL in EFL Classrooms:

• Real-world context: PBL immerses students in authentic language use, encouraging them to solve practical problems in English.
• Active learning: Students engage in hands-on learning that enhances both language skills and critical thinking.
• Collaboration: By working in groups, students practice communication, negotiation, and teamwork in English.
• Increased motivation: Solving real problems gives students a sense of purpose and relevance to their language learning.

By incorporating Problem-Based Learning in your EFL classroom, students will be more motivated and engaged, while also improving their language skills in a practical, meaningful way.