Group Presentation as One Way of Increasing Students’ Participation in the Classroom

Authors

  • Clara Herlina Karjo Binus University

DOI:

https://doi.org/10.21512/lc.v2i2.305

Keywords:

student participation, group presentation method, class room, grade, TOEFL

Abstract

Teaching English (TOEFL) to a class of 50 students or more is a difficult task for a lecturer. Some problems will occur, for example, the improbability for all students to get equal teacher’s attention and equal chance for learning and studying in class. To overcome these problems, the writer conducts a quasi-experimental research involving 100 students in her two classes in Bina Nusantara University. In this research, the writer applies the group presentation method for teaching TOEFL for one semester. The research shows that group scores are slightly higher than individual students’ scores.
Keywords:

References

Baurain, Bradley. 2007. “Voices from the language classroom”. ELT Journal 61/3: 237-245

Barley, K.M. and Nunan, D. Ed. 1996. Voices from the Language Classrooms. Cambridge: CUP.

Benson P.2001. Teaching and Researching Autonomy in Language Learning. Harlow: Pearson Education.

Field, J. 2007. “Looking outwards not inwards”. ELT Journal 61/1 :30-38.

Holec H. 1981. Autonomy in Foreign Language Learning. Oxford: Pergamon.

Shamim, F. 1996. “In or out of the action zone: location as a feature of interaction in large ESL classes in Pakistan”. In K.M. Barley and D Nunan.

Tudor, I. 2002. The Dynamics of the Language Classroom. Cambridge: Cambridge University Press.

Wenden, A. 1991. Learner Strategies for Learner Autonomy. London: Prentice Hall.

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Published

2008-11-30
Abstract 378  .
PDF downloaded 304  .