role lesson they don’t remember what they learn. Teachers

role of a promoter in teaching new vocabulary such as fruits,
vegetables items, etc… (Waddell, 2004). Another effective way of improving
communication and writing skills is creating stories with students. Furthermore,
lecturer can also use songs to teach grammar, vocabulary, pronunciation,etc. because
learners  like songs and they motivate
the students to learn the English language in an interesting and different way.
Students examine question such as the feeling in the songs, what will happen
next, etc. (Newall, 2005).

·        
Error correction: If teacher stop at every error and treat it, students will be too much
afraid of making mistakes. When teacher always try to correct mistakes and
prevent to students make mistakes, students will be too much reluctant to
participate. Thus, teachers should know when to correct mistakes and how to do
that without offending students (Deci, 2000).

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Using these techniques, I can motivate the learners and
create more interesting lesson.

Secondly, I think my other weakness
is speaking. My pronunciation is not correct so my students didn’t learn the
correct pronunciation at my first micro teaching. I can not speak fluently.
Bashiruddin (2003) states that learners who don’t exposure English out of
classroom are lack of speaking skill. Because they try to use English only in
lesson after lesson they don’t remember what they learn. Teachers generally
give important to reading and writing skill but they don’t care about the
speaking for this reason this skill is mostly forgotten. As Hodson (2006)
pointed out, speaking and listening skills are neglected also Wilkinson thinks
the same as Hodson (1990). Due to the fact that oral communication skill is not
given any importance, the learners’ and teachers’ speaking abilities are poor.
As a prime example for this, Bashiruddin (2003) and Panah (2000) say that in
Pakistan, English teachers lacking of speaking skills are the biggest problem
for teaching English (Alam, Uddin, 2013).            Alwright
(1994) thinks that involving learners and teachers in teaching “learn by doing”
is important for improving communication. By reason of the speaker’s
communication is responded by listener, speaking appears in existence of
listener. As Byrne (1986) says that improving speaking skill is a process,
which have a two style between speaker and listener, and constitutes the
productive skills of speaking and receptive skills of understanding. (As citied
in International Journal of English Language Teaching, 2013).