How have you contributed to solving a challenge and to implementing change or reform? (Be specific and include: what aspect/s of your leadership knowledge, skills and practice you consider to be well established and effective; which people or organisations you worked with to solve the problem; and what creative methods were used.)
2000 characters
One of the essays for Australia Awards Scholarship
I have been struggling to spread the concept of second language acquisition in English language teaching. However, people find it hard to follow the idea since most of them believe, grammar is a must to master English. There is a place called Kampung Inggris in Kediri, where there are around a hundred and eighty three English courses and camps. That place was established forty years ago. The students come from all over Indonesia and some countries such as Thailand, Yemen and Sudan to deepen their English or study it from beginner level. Yet, the tutors still teach English the same way. They teach it in Indonesian, with lots of drilling, and by using grammar-focused method. Students would sit down and listen while the tutor does the lecturing. Then, they would practice in pairs or groups. Grammar rules are memorized and students are expected to be able to make perfectly grammatical sentences in the end of the program. They don't get much exposure such as English stories, articles, videos or listening materials.
I was a teacher there in an institution called Brilliant English course. I taught speaking program for beginner students. Instead of using grammar-drilling method, I conducted language acquisition principal where I used English most of the time to make the students used to it, even though they found it difficult at first in understanding my instructions. I also used tons of handouts to make them able to produce more language. They didn't just sit and listen and we did a lot of games as warmers and fillers. I encouraged my students to interact in English and I also played English videos and listening materials to help my students obtain as many exposures as possible. The grammar point was introduced for a few minutes; then we practiced the grammar in a lively way such as mingle, role play, running dictation or group work. The result was great. Although it was only a month-class, my students felt comfortable to speak to me in English all the time.
2000 characters
One of the essays for Australia Awards Scholarship
ineffective methods of teaching English
I have been struggling to spread the concept of second language acquisition in English language teaching. However, people find it hard to follow the idea since most of them believe, grammar is a must to master English. There is a place called Kampung Inggris in Kediri, where there are around a hundred and eighty three English courses and camps. That place was established forty years ago. The students come from all over Indonesia and some countries such as Thailand, Yemen and Sudan to deepen their English or study it from beginner level. Yet, the tutors still teach English the same way. They teach it in Indonesian, with lots of drilling, and by using grammar-focused method. Students would sit down and listen while the tutor does the lecturing. Then, they would practice in pairs or groups. Grammar rules are memorized and students are expected to be able to make perfectly grammatical sentences in the end of the program. They don't get much exposure such as English stories, articles, videos or listening materials.
I was a teacher there in an institution called Brilliant English course. I taught speaking program for beginner students. Instead of using grammar-drilling method, I conducted language acquisition principal where I used English most of the time to make the students used to it, even though they found it difficult at first in understanding my instructions. I also used tons of handouts to make them able to produce more language. They didn't just sit and listen and we did a lot of games as warmers and fillers. I encouraged my students to interact in English and I also played English videos and listening materials to help my students obtain as many exposures as possible. The grammar point was introduced for a few minutes; then we practiced the grammar in a lively way such as mingle, role play, running dictation or group work. The result was great. Although it was only a month-class, my students felt comfortable to speak to me in English all the time.
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