Mengajar Simple Present Tense Berdasarkan Task Based Language Teaching (TBLT) - Halo Sobat KBIng, artikel kali ini akan menyajikan sebuah contoh pengajaran simple present tense berdasarkan task based language teaching (TBLT). Karangan kali akan menjabarkan tentang proses mengajar TBLT yang sangat efektif bagi para guru dan pelajar.
Baiklah, tanpa berlama-lama lagi di bawah ini adalah salah satu pengajaran simple present tense berdasarkan task based language teaching (TBLT). Selamat membaca!
Pre-Activities
In the beginning of the lesson, the teacher shows the students something that can be used to do something. At that time, the teacher asks the students a question “What do you usually do with this amount of money?”. (money can be changed by something else which can be used to do something)
Teacher : What do you usually do with this amount of money?
Student : I buy a ticket, I go to Jakarta, I visit my grandmother, etc.
With regard to this activity, if the students make mistakes, the teacher asks the students to repeat and correct it. It means that the teacher starts paying attention on the mistakes made by the students. After each student has answered the question, the teacher keeps on giving a guessing game used to brainstorm the students’ mind.
For the next doings, the teacher hides something in his pocket and asks each of the students to utter three sentences about the thing orally; then, he/she is allowed to give the answer about what is in his pocket. It points out that the students are required to give the characteristics first by making into sentences, then, giving the answer. The teacher gives a clue in case the students difficultly answer the guessing. In this case, the teacher uses three pencils to be guessed.
Although the thing that is guessed has been answered, subsequently, the teacher gives another clue that the thing is not only one, but more than that. This activity allows the students to make up their decision. It improves their knowledge of using “to be”. Therefore, each of the students should get their turn to answer the question orally.
Teacher : The pencil is more than one. So, how many pencils are in my pocket?
Student : There are 2 pencils. There are 5 pencils, etc.
The next step is the teacher tells the students what the teacher does regularly. It points out that the teacher uses First Person Singular to be implemented.
Teacher : I usually get up at 5 o'clock. I always take a bath at 6 o’clock. I sometimes have a breakfast at 6.30. I always go to work at 7 o'clock.
This activity imposes the students to recall information. The teacher asks questions related to the habitual actions conducted by the teacher and forces them to answer the question in a sentence. The teacher then asks questions related to the students’ routines to go to First Person Singular.
Teacher : Budi, when do I usually get up every morning?
Student : You usually get up at 6.30.
Teacher : Susan, when do I go to work every morning?
Student : You always go to school at 7 o'clock.
Teacher : When do you usually get up every morning?
Student : I usually get up at 7 o’clock.
The teacher continues this exercise around the classroom asking the students about their daily routine and checks the position of the adverb of frequency. If a student makes a mistake, the teacher asks the students to repeat his/her answer accenting what the student should have said. Then, the teacher can easily interpret the Plural Person to the students by making a sentence in which the students have the same time and the same habit.
Whilst-Activities
In line with the previous movement, the teacher now writes his habitual actions on the blackboard and asks the students to read so that they know the writing and are easily embedded in their mind.
Teacher : Repeat after me!
Student(s) : I usually get up at 5 o'clock. I always take a bath at 6 o’clock. I sometimes have a breakfast at 6.30. I always go to work at 7 o'clock.
After that, the teacher asks the students to write their own daily activities by using their own habits and read it in front of their classmates. As to this activity, the students will have more confidence when they read loudly because it shows what they do about their own daily routine.
Afterward, the teacher asks one of the students to once again read about their daily routine to the class. Then, the teacher asks the other students questions about their friend’s daily habits indicating that the teacher leads the students to Second and Third Person Singular.
Teacher : Budi, please read!
Student : I usually get up at 6 o'clock. I seldom have breakfast at 7. I often help my mother at 12 o’clock. I usually play game at 1 o’clock, etc.
Teacher : Joni, when does Budi usually get up?
Student : He gets up at 6 o'clock.
Teacher : Susan, when does he help his mother?
Student : He often helps his mother at 12 o'clock.
Teacher : Ria, when do they go to school every morning?
Student : They go to school at 7 o’clock every morning.
The next thing is the teacher first introduces the Negative Form using his statement and asking the students which the teacher must recognize that the answer will be negative. The answer should be in a sentence.
Teacher : I do not get up at 4 o’clock. Budi does not get up at 4 o’clock too. Do you always get up at 4 o’clock?
Student : No, I do not get up at 4 o’clock.
Teacher : Does Budi have breakfast at 8 o’clock?
Student : No, he does not have breakfast at 8 o’clock. He has breakfast at 7 o’clock.
The teacher can alter the subject pronoun in order that the students can answer the questions in spite of different pronoun. In this case again, the teacher has to pay attention on the mistakes the students make, and correct it in order not to do the same mistakes later.
Post-Activities
Once and for all, the teacher lets the students write their own activities with the specific time and helps the students begin speaking by asking them to work in pair and read to their partner.
For example:
• 7.00 - I have breakfast at 7 o’clock.
• 7.30 -
• 8.00-
• 10.00-
• 12.00-
• 3.30-
• 5.00-
• 6.30-
• 8.00-
• 11.00-
• 12.00-
After each partner reads the activities, the teacher asks one of the partners to give question like “Do you go to school at 8 o’clock?” to his/her partner and the other one answers the question by saying “Yes, I do” or “No, I don’t”. Based on this activity, the students who work in pair try to recall information given by his/her partner.
After all these activities have been done, the teacher gives an opportunity for the students to ask questions to the teacher related to the activities that might be usually carried out by the teacher. The questions call for the answer “Yes, I do” from the teacher. It figures out that the students assume about the habits accurately.
Student : Do you always sleep at night?
Teacher : Yes, I do.
With reference to the foregoing activities, the students now feel secure when verbalizing to the wider range. And the following movement offers the students to construct questions with which the teacher will answer “ No, I don’t”
Student : Do you eat snake every morning?
Teacher : No, I don’t.
At last, the students get a quiz related to the Simple Present Tense. The aim of this evaluation is to know the students’ ability dealing with the subject taught previously. The subject of this evaluation can be changed to be someone or something that the students usually like the most.
Please describe the following person in detail using Simple Present Tense!
(the picture can be changed by something else)
Nah Sobat, demikianlah pembahasan mengenai pengajaran simple present tense berdasarkan task based language teaching (TBLT) kali ini. Semoga artikel ini dapat menjadi referensi yang baik bagi Sobat dalam mengajar simple present tense secara efektif. Baiklah, terimakasih telah memabaca dan sampai berjumpa kembali dalam artikel-artikel menarik lainnya.
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