NAME : REZKY JAYHAN

ENGLISH LANGUAGE TESTING

MID SEMESTER
TADRIS BAHASA INGGRIS 2

NO EXPLANATION
First, the teacher will explain the Learning Objectives to the
students that we will learn Simple Past Tense to express events
that occurred in the past, and we will translate sentences and
texts from Indonesian to English and vice versa.

Second, The teacher explains the basic structure of Simple Past

Tense, explains about positive, negative and interrogative
sentences and gives examples, provides a table of changes of
irregular verbs and regular verbs. The teacher also provide a list
of 1st and 2nd form verbs and their meanings in Indonesian.

Third, After students understand all the formulas for using

sentences, it's time to give examples of Sentence Translation
Exercises from Indonesian to English, for example :

Saya pergi ke pasar kemarin.

→ I went to the market yesterday.

Mereka membeli buku baru.

→ They bought a new book.

Dari Bahasa Inggris ke Bahasa Indonesia:

She ate noodles last night.

→ Dia makan mi tadi malam.

We saw a movie on Sunday.

→ Kami menonton film pada hari Minggu.
Grammar Translation Method
Material : Simple Past Tense
Fourth, students understand how to make sentences, the teacher
1 For The Middle School Students
teaches students in the form of reading, students learn how to
read and translate Short Texts (Reading & Translating).

There are a few steps students should follow:

1. The teacher gives a short text in English that uses

Simple Past Tense and ask students to translate it into
Indonesian in writing.

2. After that, give questions in English to be answered in

English.

Example Text: "Last weekend, Tom visited the zoo with

his family. He saw lions, tigers, and elephants. He took
many pictures and ate ice cream."

Questions: Where did Tom go? What did he see? What

did he eat?

3. The teacher also can gives the students a writing task.

Example: 5 sentences using Simple Past Tense in
English.

After the learning session is finished, the teacher provides

Feedback and Correction to students, where the teacher
discusses the students answers together and corrects sentences
that are grammatically or in translation incorrectly. The teacher
also can provides additional explanations if necessary.
 First, the teacher provides an Introduction to New Vocabulary
by introducing new words directly in English, without
translating them into Indonesian. Use pictures, real objects
(realia), body movements, or facial expressions to explain the
meaning.
Example: The teacher shows a picture of "apple" and says: "This
is an apple. An apple is a fruit. It is red and sweet."

Second, after students know a lot of vocabulary, Repetition and

Pronunciation are carried out Students imitate the pronunciation
of the vocabulary repeatedly and focus on correct pronunciation.

Example in Sentences :
Direct Method The teacher makes a sentence using the word.
2 Material : Vocabulary "I eat an apple every day." and students are invited to make
For the Middle School Students their own sentences using the word.

Third, the teacher conducts oral question and answer The

teacher asks questions using the vocabulary learned.
"Do you like apples?" "What color is an apple?" then Students
answer in English.

Fourth, after all sessions are finished, the teacher gives Oral
Practice and Games (Speaking Practice / Games) Play guessing
words, flashcards, or "What's this?" games to strengthen
vocabulary.

All done in English.

First, the teacher plays a short dialogue using audio or reads it.
Students listen without reading the text first. Example topics: At
the Restaurant, Asking for Directions, Greeting Someone

Second, students imitate the dialogue (repetition/imitation)

where students imitate sentences in the dialogue after the teacher
or audio. Students use the "listen and repeat" method many
times to practice pronunciation and intonation.

Third, students do Pattern Practice where the teacher takes

sentence patterns from the dialogue and trains students with
structural exercises.
Example: Teacher: "Where are you going?"
Students: "Where are you going?"
Audiolingual method
Teacher: "Where is she going?"
3 Material : Dialog
Students: "Where is she going?"
For The High School Students
Fourth, the teacher gives Substitution Drills where students are
given one sentence, then students replace certain words
according to instructions.
Example : Teacher: "He is eating rice." → (substitute: bread)
Students: "He is eating bread."

Fifth, after the session is finished, Q&A Drills are conducted

where the teacher asks questions using a pattern of dialogue,
students answer verbally.
Example: Teacher: "What are you doing?"
Students: "I'm reading a book."
Or the students can play a Role Play, where students pair up and
play the dialogue that has been learned.
4 Silent Way First, the teacher prepares visual aids, such as cuisenaire rods,
Material : Verbs color charts, word cards, or activity pictures (eg: run, eat, sleep).
For The Elementary School
Students Second, the teacher conducts a silent demonstration where they
are not allowed to explain verbally, the teacher must show
pictures or use gestures to demonstrate verbs. Example: The
teacher demonstrates the movement "run" while pointing to the
word "run". and students must guess and pronounce the
meaning of the word based on the teacher's visuals and gestures,
the teacher does not immediately correct verbally, but gives
instructions through expressions or aids.

Third, the teacher provides Reinforcement Through

 Pronunciation, the teacher points to the word (eg: "jump"), then
the students say it. In this session, the teacher still speaks
minimally, only directing with gestures.

Fourth, after the session ends, students are given sentence

building exercises where the teacher constructs sentences using
verbs with the help of colors/cards.

Example: [She] [is] [running] → Students read the sentence,

then students are invited to create their own sentences with the
verbs they have learned.

After all session is done, students do Self-Correction

Encouragement where the teacher encourages students to be
aware of their own mistakes, for example with facial expressions
or correcting the order of visual words subtly.

First, the teacher introduces vocabulary with movement The

teacher introduces verbs while demonstrating the movements.
Example: "Jump" (the teacher jumps)
"Run" (the teacher jogs on the spot
"Sit down" (the teacher sits)

Second, The students imitate the teacher's movements while

saying the words together.
Objective: to strengthen the connection between words and
meaning physically.

Third, Command Practice where the teacher gives verbal

commands without demonstrating again. Example: teacher:
"Stand up!" students: (stand up)
TPR Method The teacher alseo can give commands quickly or randomly to
Material : Verbs practice understanding.
5
For The Elementary School Next, the teacher plays Movement Games, such as Simon Says
Students or TPR Bingo with verbs. The goal is to make learning more fun
and still use physical.

Fourth, after students understand the verbs, students are asked to

give commands to friends.
Example: Student A: "Clap your hands!"
Student B: (applause)
The students can also do Sequence Practice E
xample: The teacher gives several commands at once:
“Stand up, walk to the door, then sit down.”
The student does all the sequences correctly.

Fifth, after all the sessions done, The teacher assesses the
student’s understanding from the movement response to verbal
commands, not a written test