PAPER

ENGLISH LEARNING STRATEGY

“Theory of Teaching and Teaching Methodology”

Arranged By:

1. Rizka Adilla Aurenzha [2223180009]

2. Sri Harti [2223180039]
3. William Anthonius Siahaan [2223180048]
4. Regita Nadia Putri Nugraha [2223180066]
5. Yulieta Aura Mustika [2223180081]
6. Nayla Fathira Ramadhanissa [2223180111]
7. Ismata Syafira [2223180135]
5C
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SULTAN AGENG TIRTAYASA UNIVERSITY
2020
 PREFACE
Praise and gratitude for the presence of Allah SWT for his blessings and gifts
we can complete this paper. This paper was created to fulfill the task of English
Learning Strategy. We would like to thank the parties who helped us in making
this paper.

We hope the paper can be useful to readers. We realize that there are still many
shortcomings that readers encounter in this paper, because we are still in the
learning stage.

September 2020

Compiler,

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 TABLE OF CONTENTS

PREFACE...............................................................................................................1
TABLE OF CONTENT.........................................................................................2
CHAPTER I: INTRODUCTION.........................................................................3
1.1. Background.............................................................................................3
1.2. Problem Formulation...............................................................................3
1.3  Purposes...................................................................................................3
CHAPTER II: THEORIES...................................................................................3
2.1 The Concept of Teaching.........................................................................4
2.2 Principles of Teaching..............................................................................5
CHAPTER III: DISCUSSION.............................................................................7
3.1 Main Phases in Teaching..........................................................................7
3.1.1 Planning Phase (Pre-teaching Phase).............................................7
3.1.2 Implementation Phase (Teaching Phase).......................................7
3.1.3 Evaluation Phase (Post-Teaching Phase).......................................9
3.2 Requirements for Teaching......................................................................9
3.3 Role of the Teacher................................................................................10
3.4 The Factors that Influence the Role of the Teacher...............................11
3.5 Teaching Models/Method......................................................................11
3.6 The Importance of Method Selection.....................................................12
CHAPTER IV: FINALE.....................................................................................14
4.1 Conclusion.............................................................................................14
REFERENCES....................................................................................................15

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 CHAPTER I
INTRODUCTION

1.1 Background

It is an accepted fact that teachers are usually not born but made. Good
teachers nurture their knowledge and skills through constant and deliberate
efforts. One of the prerequisite to be good teacher is to understand the teaching
learning process in more depth. This facilitates better appreciation of the teaching
profession as well as the process of imparting education. This paper is intended to
give an insight into the concept of teaching and learning for teachers who intend
to excel in their teaching career.

Teaching is a set of events, outside the learners which are designed to

support internal process of learning. Teaching (Instruction) is outside the learner.
Learning is internal to learners. You cannot motivate others if you are not self-
motivated. Motives are not seen, but, Behaviors are seen. Is learning a motive or
behavior? Learning is both a motive and behavior but only behavior is seen,
learning is internal, performance is external.

1.2 Problem Formulation

1. What are the nature of the course, the objective, the general rules, the
coverage of the materials, and the evaluating system?
2. What is he concepts of teaching and teaching methodology?

1.3 Purposes
1. Ability to identify and explain the nature of the course, the objective, the
general rules, the coverage of the materials, and the evaluating system.
2. Ability to explain the concepts of teaching and teaching methodology.

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 CHAPTER II
THEORIES
2.1 The Concept of Teaching

Various definitions have been given to teaching. According to Nilsen and

Albertalli (2002), teaching in its broadest sense is the process whereby a teacher
guides a learner or a group of learners to a higher level of knowledge or skills.
Desforges (1995) defines teaching as the management of pupils’ experience,
largely in classrooms with the deliberate intention of promoting their learning.

Schlechty (2004) defines teaching as an art of inducing students to behave in

ways that are assumed to lead to learning, including an attempt to induce students
to so behave. What Schlechty meant by teaching being ‘an art’ is that the teacher
must create situations to facilitate learning and then motivate learners to have
interest in what is being transmitted to them.

Melby (1994) also states that teaching is not merely dispensing subject or
lesson-having, but an art which involves the student in the teaching-learning
process where the student is given the chance to participate fully in the process –
that the teacher accepts each pupil and has a favourable attitude towards
individual differences. It is a relationship in which the teacher eschews sarcastic
statements, ridicule and fault-finding.

Thring, (2001) says pouring out knowledge is not teaching. Hearing lessons is
not teaching …… teaching is getting at the heart and mind so that the learner
values learning and to believe that learning is possible in his/her own case.

Smith (2004) sees teaching as the process of carrying out activities that
experience has shown to be effective in getting students to learn. He goes on to
say that teaching is that which results in learning – learning is the responsibility of
the teacher and that if students do not learn, it is the fault of the teacher. He
capped his statements on teaching by stating that teaching is undertaking certain
ethical tasks or activities, the intention of which is to induce learning.

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 Farrant (1980) simply defined teaching as a process that facilitates learning.
Frimpong (1990) defined teaching as the process whereby a teacher imparts
knowledge, skills, attitudes and values to a learner or group of learners in a way
that respects the intellectual integrity and capacity of the learners with the aim of
changing the behaviour of the learner(s)’. From this definition, one can say that
teaching involves not only how information gets from the teacher to the learner
but also how the learner (i) uses it, (ii) interacts with it, (iii) receives guidance (iv)
receives feedback.

2.2 Principles of Teaching

A principle of teaching is a basic idea or rule that explains how teaching is

done or conducted. In this section, the following teaching principles given by
Tamakloe (2005) are presented. These include the teacher must :

• Time the various stages of a lesson so that each stage receives the desired
attention without exceeding the time limit of the lesson.
• Detect when his/her pupils/students are getting bored or restless so that s/he
can vary his/her approach or the stimulus.
• Use the experiences of his/her pupils/students to initiate as well as generate
further learning.
• Make judicious use of available resources in the teaching-learning process.
• Present what s/he teaches in an interesting way.
• Write orderly layout of summaries on the chalk/whiteboard.
• Express him/herself and illustrate his/her points clearly in the lesson
particularly in his/her explanation of content.
• Design suitable and adequate quantity of exercises and assignments for
his/her pupils, and insist on prompt tackling and submission.
• Use good or correct language in the teaching process.
• Correct and direct his/her pupils/students without making them feel
embarrassed or frustrated.
• Learning situations that will serve as challenges to his/her pupils/students.
• Select appropriate learning experiences of his/her pupils/students.
• Employ a variety of teaching methods and techniques within a lesson.

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• Generate divergent thinking and creativity in his/her pupils/students
• Be able to achieve the objectives of his/her lessons.
• Use praise to urge his/her pupils to become eager to participate more in a
lesson.
• Study and become aware of the need of the individual pupils/students in
his/her class.
• Be able to assist his pupils/students to able to assess their own
performances.
• Maintain a reasonable balance between pupil-activity and teacher-activity as
dictated by the nature of the lesson

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 CHAPTER III
DISCUSSION
3.1 Main Phases in Teaching
3.1.1 Planning Phase (Pre-teaching Phase)

The decision on how to plan the lesson should be taken long time in
advance of the lesson. This is firstly, to allow the teacher enough time to read
around the topic to be taught, especially where the teacher’s command over
the subject/topic is weak, Secondly, to permit the collection of teaching-
learning resources and the preparation of other teaching learning resources
which could not be acquired commercially (Colin, 1969).

This phase requires the teacher to make decisions about the students’
needs, the most appropriate goals and objectives to help meet these needs, the
motivation necessary to attain their goals and objectives and the most
appropriate strategies for the attainment of those goals and objectives. The
planning decisions cover the pupils’ progress; the availability of resources;
equipment and materials; the time requirements of particular activities {Perrott
et al. (1977) cited in Perrott, 1982}. It is during this phase that the teacher
writes up his/her lesson plan.

3.1.2 Implementation Phase (Teaching Phase)

This phase requires the teacher to implement the decisions made at the
planning stage, especially those related to teaching methods, strategies and
learning activities. The implementation function occurs when the teacher is
interacting with the students. In this phase, the teacher is expected `to exhibit
teaching skills such as presenting, explaining, listening, introducing,
demonstrating, eliciting responses and achieving closure. The implementation
phase has segments such as prime, presentation, summary, consolidation and
check learning through class exercise.

 Prime Stage.

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 It is getting students into a state of readiness to learn. This may involve a
review of relevant previous learning and giving brief outline of the topic and
its structure and generating student interest by indicating the importance of
the topic as well as how it will be utilized. At the end of this stage, students
should be aware of what is expected of them, should want to learn and should
know how the subject/topic will be dealt with (Knott & Mutunga, 1993).

 Presentation Stage.

This usually takes a greater part of the implementation phase. The main
body of the lesson is delivered in a systematic and logical manner. If the
teacher decides to use explanation, it should be aided by visual aids.

 Summary.

At the end of the presentation stage, the topic should be summarized and
the main elements reviewed.

 Consolidation/Recapitulation/Closure.

This stage is used to make students think hard about the topic and as a
result learn. The consolidation stage forces students to recall the information
and think it through with guidance from the teacher. The teacher can do this
through the following steps:

1) First pose some simple recall type questions on key elements of the
topic:
2) Then pose open-ended questions of a problem-solving type;
3) Pause to give students a chance to think;
4) Nominate at random a student to supply the answer;
5) Echo the response by using the students’ own words or
paraphrasing them.

When the nominated student gives an incorrect answer, the teacher should
refer it to another student or give clues to correct the original response. This
procedure should be repeated until all the main elements and key aspects of

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 the topic have emerged and the teacher should ensure this by distribution of
questions that as many students as possible make a contribution. Another
dimension to the consolidation stage, if time permits, is to give students the
opportunity to ask questions requiring clarification or elaboration (Knott &
Mutunga, 1993).

 Check Learning through Class Exercise.

The last stage of the implementation phase is to ensure that students have
fully understood the lesson through a written test or assignment. This is done
by asking several questions requiring short, or one word answers on the main
points covered. These may be asked orally or shown on an Overhead
Projector (OHP) or written on the chalk or white board, but should always
require written answers. These should be marked there and then by each
student, either personally or through exchanging answer sheets with a
neighbour, whilst the teacher calls out answers and asks for results

3.1.3 Evaluation Phase (Post-Teaching Phase)

The evaluation function requires decisions about the suitability of

objectives of the lesson and the teaching strategies linked to them, and
eventually whether or not the students are achieving what the teacher
intended. Teaching skills which support this function include specifying the
learning objectives to be evaluated; describing the information needed to
make such an evaluation; obtaining, recording, analyzing and recording that
information and forming judgments. In other words, you examine carefully
the results of your teaching and decide how well you handled each teaching
function. On the basis of this feedback you decide on whether or not to make
new plans or try different implementation strategies. In this way, your
decision-making will become more accurate (Perrott, 1982).

3.2 Requirements for Teaching

Whilst all managers have something in common, specific management

requires specific knowledge. Teachers as managers need a special body of

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 knowledge and special skills too. The nature of the various subject areas as
formal academic disciplines, the objectives for teaching them, the
competencies they demand for their teaching and learning and the varied
methods and materials required for teaching and learning them, makes it
imperative for every teacher to possess a repertoire of knowledge, qualities,
attitudes and values. There are certain characteristics given by Shulman
(1987) that every professionally-trained teacher should possess. These include
content knowledge, general pedagogical knowledge, curriculum knowledge,
knowledge of learners and their characteristics, knowledge of educational
context/human relations, pedagogical content knowledge/teacher craft
knowledge and knowledge of educational ends.

3.3 Role of the Teacher

In this part of the paper the role of the teacher is explained further so the
wheels to talk about methods of teaching can be set into motion, the role of
the teacher is never uniquely or specifically defined, so below are the curated
number of educationalists that has contributed their meanings. But according
to Muhammad Abdul Malik (2011), it is universally recognized that teacher is
a backbone of any educational system because knowledge is transferred from
the teachers to the taught.

Teacher ensues that teaching progress is running smoothly and efficiently.

Once a class period starts and students and teacher enter the room; teacher’s
can exercise control of the events of the classroom by assuming the role of
the manager. Effective managemenet is especially important in the early
sessions. Ramsey (1999) says, “The role of an effective manager is to create a
climate that welcomes, supports, and rewards innovative thinking and
problem solving.”

According to Makovec (2018) citing Adams (1970), the role of the

teacher relates to what individuals actually do (their behavior), while the role
of an individual can also be influenced by the expected actions of individuals,
in particular the individuals’ own expectations (i.e., the teachers themselves)

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 or the expectations of others (pupils, students, parents, colleagues, school
leaders, society, etc)

According to Sequeira (2012) generally, the role of teacher can be

categorized into:

 Traditional Role - Teacher Centered

 Modern Role - Facilitator (Student Centered)

There has been a change from the Traditional role to the Modern role in
the present context. The learning increases when the teacher builds on the
previous experience of the student. However, individual’s learning differs and
each individual learns at his or her own pace. Identifying the slow learners
and individual attention of the teacher may be required. Thus, effective
learning is to a great extent based on experiences. Direct experiences are
student centered and participation in problem solving. While in indirect
experience, the contents are carefully designed and organized by teacher.

3.4 The Factors that Influence the Role of the Teacher

Makovec (2018) said that the factors that influence the role of the teacher
are internal and external. Internal factors include those that influence a
teacher’s own perception of this or her role. External factors include the
views and expectations of the role of the teacher, which arise within other
stakeholders, such as pupils, parents, colleagues, school leaders, and the
public.

3.5 Teaching Models/method

According to the abstract of the Teachers’ Use of Models of Teaching by

Linda S (2005), models of teaching provide well-developed ways of teaching
that guide the development of learning experiences and the identification of
structures that support learning. Teaching models indicate the tpes of learning
and outcomes that could be anticipated if they are used. Researchers believe
that using a variety of models is a characteristic of excellent teaching.

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 It has been concluded by researches and educators that there is no single
approach to teaching that is appropriate in all instructional settings. Effective
teaching requires a variety of strategies to accomplish different goals (Eggen
& Kauchack, 2001).

3.6 The Importance of Method Selection

According to Msc. Valbona Balliu (2017) it is not sufficient that teachers

know only the end result to be achieved; they should also know the ways to
reach their aims, that is, what teaching methods to use.

Even though most of the schools we know are using the traditional method
of teaching, nowadays teaching processes require conveying concepts,
models and abstractions, using strategies that aim to emphasize problem
solution. Both types of methods should be combined in the teaching process
by using various strategies to make students capable of resolving problems as
well as of thinking critically and working together.

 Basic Teaching Model

The basic teaching model that has been recorded in Sequeira
(2012) said that writers tend to separate learning into three main groups or
domains. These are the pschomotor, cognitive and affective domains.
Those skills, which are concerned with physical dexterity, for example
changing a wheel and giving an injection, fall into the pyschomotor
domain. Both of the tasks do need knowledge but, predominantly they are
physical skills, which need practice. Knowledge and knowing the ‘how’
and the ‘why’, the thinking skills, fall into the cognitive domain. Examples
include ‘stating the names of the major bones in the body’, ‘explaining
why we have tides’. Both of these require thought processes to be
accomplished.
The third domain, and one we often neglect, is the affective
domain. This is concerned with attitudes. Examples in this domain include
‘the need to eat a healthy, balanced diet’, ‘the need for equality of

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 opportunity for all’, and ‘politeness’. These deal with feelings and
emotions and are different from the examples in the other domains.
Affective learning occurs when these three domains are seen as
interdependent. Each of these domains should be developed as aprt of
teaching/learning session. Teachers should be able to define learning
objectives in each of them.

 Traditional and Modern Method

In a study concluded by Farhan Uddin Raja, (2018) trying to
research whether experiental learning method or traditional learning
method is more effective for the teaching of business communication
courses to the business undergraduates of a business school, it was said
that according to the researchers, modern teaching tools such as use of
ICT, facilitates students to increase their participation and encourage them
to practice what they have learnt in simulated enviroment (Dauletova,
2016). Whereas, the traditional methods are largely theoritical and do not
engage the students personally or professionally in learning by doing.
Therefore, avoiding experiental learning method is simply not an option.

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 CHAPTER IV
FINALE
4.1 Conclusion

The paper gives insight into a few concepts of teaching and teaching
methodology, especially at the higher levels of education. Many countries make it
mandatory for teachers to undergo formal course on education principles where
the concepts of teaching and learning are taught. However, this exposure to
teachers is non-existent for professional teachers who enter into teaching
profession without any exposure to formal training in education. This sometimes
may act as a constraint in the process of effective teaching and learning process.

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 REFERENCES

Farhan Uddin Raja, D. N. (2018, December). Comparing Traditional Teaching

Method and Experiential Teaching Method using Experimental Research.
Journal of Education and Educational Development, 286.
Makovec, D. D. (2018). The Teacher's Role and Professional Development.
Educational Research, 6(2), 33-34.
Msc. Valbona Balliu, M. M. (2017, January-April). Modern Teaching Versus
Traditional Teaching - Albanian Teachers Between Challenges and
Choices. European Journal of Multidisciplinary Studies, 2(4), 21.
Muhammad Abdul Malik, D. A. (2011, September). Role of Teachers in
Managing Teaching Learning Situation. Interdisciplinary Journal of
Contemporary Research in Business, 3(5), 784.
S.Behar-Horenstein, L. (2005). Teachers' Use of Models of Teaching.
Educational Practice and Theory, 49-66.
Sequeira, A. (2012). Introduction to Concepts of Teaching and Learning.
Educational Research, 3-6.

B.T. Ababio, Issues on the teaching and learning of geography at pre-tertiary

levels, Ghana Journal of Health, Physical Education, Recreation, Sports &
Dance,1(2), University of Cape Coast, Ghana, 2009, pp. 66 –80.

G.S. Callaghan, Successful teaching in secondary school, Scott Foreman and

Company, Glenview, Illinois, 1966.

H. Colin, Teaching geography in Ghana, Ghana Publishing House, Accra, 1969.

C. Desforges, An introduction to teaching: Psychological perspectives, Wiley,

John & Sons Incorporated, New Jersey, 1995.

J. Dewey, The Child and the Curriculum, University of Chicago Press, Chicago &
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J.S. Farrant, Principles and practice of education. Longman Group Ltd., London,
1980.

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1. Fitriani Rahayu (2223180042)
I would like to ask->what do you think about teaching metodology in teaching
learning process?

2. Yulieta Aura Mustika (2223180081)

How to teach students with interesting ways?

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