Group Presentation as One Way of Increasing Students’ Participation in the Classroom
Keywords:student participation, group presentation method, class room, grade, TOEFL
AbstractTeaching 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.
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.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)