TEACHING MATERIALS, TEACHING METHOD AND TEACHING LEARNING ASSESSMENT

TEACHING MATERIALS, TEACHING METHOD AND TEACHING LEARNING ASSESSMENT

The form of teaching material is anything which presents or informs about the language to be learned Teaching material is a key component in language teaching. It is important roles of teaching. It is a resource for what will be taught and learned, source of activities for learner practice and communication interaction, reference source for learners on grammar, vocabulary, pronunciation etc, source of stimulation the ideas for classroom activities, syllabus, and also learning support.

To make teaching learning more successful, the material must be selected appropriately. Before selecting material, the teacher must decide the objectives of English teaching and makes the syllabus.

A language curricullum can be viewed as a document that provides guideline for textbook. In an attempt to give workable definitions to the terms curricullum and syllabus, the definition are :

A curricullum is a document of an official nature, published by a leading or central education authority in order to serve as a framework or a set of guidelines for the teaching of a subject area.

A syllabus is contrast to the curricullum, is a more particularized document that addresses a specific audience of learners and teachers, a particular course of study or particular series of textbook.

According to the distiction made here between curricullum and syllabus, it follows that the curricullum should state the following the goals, the rationale, and the guiding principles for language teaching. A syllabus on other hand should translate these guiding principles into specific goals, content, activities to the carried out in particular, and well defined context.

Teaching Method

The definition of teaching method is the way of teaching. Teaching methods means the ways that usually used to do something, related to the content, is the way to transferring knowledge or to teach.

Edward Anthony said that there are three hierarchial elements namely approach, method, and technique. An approach is a set of assumpsions dealing with the nature of language, learning and teaching. Method is an overall plan for systematic presentation of language based upon a selected approach. Technique is the spesific activities manifested in the clasroom that were consistent with a method and therefore is in harmony with an approach as well.

 Harmer has defined method as the practical realization of an approach. The methods are arrived at decisions about types of activities, roles of teachers and learners, the kinds of material which will be helpful, and some model of syllabus organization. According to Brown, the teaching method definitions as follows:

Methods are a generalized set of classroom specification for accomplishing linguistic objective. Methods tend to be concerned primarily with teacher and students roles and behaviors and secondarily with such features as linguistic and subject matter objectives, sequencing, and material. They are almost always thought of as being broadly applicable to a variety of audiences in a variety of contexts. There is relationship among teaching method, approach, and technique. Method is the practical realization of an approach, and includes various procedures and techniques.

In every school, teacher should have certain method in teaching materials by looking at students characteristics. Teaching children young learners has different method with teaching adult learners. In International Community Village have two different learners, young and adult. So, the teacher should have certain method in teaching learning. Actually, not all of the methods are suitable for them.

Teaching Learning Assessment

Assessment is described as an attempt to analyze the learning process, measure student’s achievement over a period of time as a result of teaching learning

There are some purposes of assessment. First, assessment is to increase in continuous learning process (formative), second is to give feedback for students on their progress or achievement (summative), and inform it to teacher and parents (informative). Third is to identify students’ need to be supported (diagnostic), and forth, it is also to check the effectiveness of teaching method and learning material (evaluate). According to Brown, there are two kinds of assessment, formal and informal assessment. Criteria for measuring a test, type of test, and a synthesis of issues in testing will be centered on formal. The meaning of formal is measurements of language those designated moments during which the administator prepared instrument to students for the purpose of measuring their competence.

 Informal assessment is involved in all incidental, unplaned, evaluative coaching and feedback on task designed to elicit performance but nor for the purpose of recording results and making fixed judgements about a students’ competence.

 Informal assessment includes formative and process, and formal assessment include summative and product. Teacher should consider that assessment must practically (it is within the means of financial limitations, time constrains, ease administration, scoring and interpretation), reliability (consistent and dependable), and validity

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