Action research presentations for mid term Criteria on evaluation of the task microteaching on action research with portfolio submitting Total score: 50 Gained score

Action research presentations for mid term
Criteria on evaluation of the task
MICROTEACHING on action research with PORTFOLIO submitting
Total score: 50
Gained score:
Task response

 The planning stage (10 p)

Identifying and limiting the topic (2p)
Gathering information (2p)
Reviewing the related literature(2p)
Developing a research plan(4p)

 The acting stage (15p)

Implementing the plan and collecting data
 observation list(3p)
 questionnaire for students(3p)
 interview from teachers andstudents(3p)
Analyzing the data
 the results of collected data(6p)

 The developing stage (15 p)

7. Developing an action plan
CASE STUDY
 PRE TEST(2.5p)
 LESSON PLAN 1 + MICROTEACHING(WITH DISK)(5p)
 LESSON PLAN 2+ MICROTEACHING(WITH DISK) (5p)
 POST TEST(2.5p)

 The reflecting stage(10 p)

8. Reflecting on the process
 reflective essay on the whole process of action research by giving the compared results of case study(written and oral)
I. PLANNING STAGE

Topic: Engaging passive learners in the lesson through listening activities

Research plan

1. 
   How does teacher deal with passive students and what methods uses for motivate them?
   

2. 
   What are some support and strategies teacher can use to engage passive learners?
   

Reviewing The Related Literature
To master speaking and writing, listening comes as the bridge of those productive skills because listening is an activity to get information which is has an important role to understand foreign language and as input to learn speaking. Listening activities can also be used to engage passive learners in the learning process. Because not all students in the class have the same level of knowledge. Someone can be good at speaking, someone can be good at writing, and someone else can be good at listening. For this reason, I have conducted scientific and practical research on ways to engage passive and inattentive students in the learning process through listening. I have studied the books, articles, and scientific works of scientists on my chosen topic, and in this research I have given examples from the opinions of scientists.
Listening is the most important skill for language learning because it can be mostly used in normal daily life and develops faster than the other language skills which indicate that it makes easy the development of the other language skills. Many people cannot communicate face to face unless the two types of skills are developed in tandem (Anderson and Lynch, 2002:3 ¹). It means that without good listening skill usually many people cannot speak fluently with others, they need listening skill to help theirs to understand what someone says.
On the other side, teaching listening is not easy. One of the main problems in practicing listening is about students’ attention that can be distracted easily. Therefore, the teacher should have attractive teaching media for listening to attract their students’ interest during the listening practice. However, good teaching media can stimulated the students’ interest and encourage students’ interest and encourage students’ participation in learning practice (Heinrich, 1993²).
Furthermore, audio visual media are believed more effective to be used for listening than the other types of teaching media. Through audio visual media, the students will use their two multisensory, sounds and sight at the same time when doing listening practice (Harmer, 1998³). Moreover, audio visual media can attract students’ focus and concentration more than audio or visual media only. Besides, Hruby (2010)⁴ also said that audio visual media such as video may increase the students‟ motivation and will make the students happy and fun when doing listening practice that may affect the students to be more participated in teaching learning process when listening.
To resolve boredom in the class, the teacher should make learning environment very interesting. One interesting way is by using audio and video. It can be watching English movies, watching news, listening to English music, and etc. Armiun (2011:115) ⁵points out the two dominant ideas of using audio and video document: “video document bring more information, although the information partially transmitted through the visual channel. While, audio document endorses by insisting on the fact that learners would have a hard time concentrating on what is being said when they watch and listen simultaneously”.
Learning a language is a challenge; teachers should find a way of implementing an efficient pedagogy to develop children’s listening skill, implementing activities such as songs in which students have to fill the blanks, watching films that could help the students to interact within round tables as well as establish discussions about what they heard and watched. Furthermore, the teachers should implement games which allow students to be active and enjoy the class, reflecting on the learning component having a cognitive aim but also letting the children interact among them. There are many reasons for using games in the language classroom. Students, in the informal atmosphere of game play, are less self-conscious and therefore more apt to experiment and freely participate in using the new language. Games are useful, when we teachers think about motivation and how to engage the students keeping in mind their interest.
The teacher should keep in mind that games could reinforce, review and enrich students’ knowledge; ensuring participation, creativity and natural use of the language. Argardizzo, C. (1993) ⁶explains that children in general learn well when they are active; and when action is channelled into an enjoyable game they are often willing to invest considerable time and effort in playing it. If we design our games in such a way that they are productive of language learning then become an excellent, even essential part of a programme of children’s language course. Teacher should be concentrated in the quality of the game, how to organize it, involving clear academic goals through performance of challenging tasks, and providing participants with a felling of pleasant tension.
Music is a very good strategy to develop the listening skill at any stage of the learning process and with any learner, especially the young ones, because as Gardner (1995)⁷ states “using rhythm, chanting and songs students can increase their attention and interest while motivating them to learn.”
As Aydan Ersoz (2000) ⁸said that: “Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. They also encourage and increase cooperation”. The teacher must prepare a good and enrichment class and a very good way to promote/encourage students’ motivation is through games. In order to get student's attention and involvement in the classroom activities; games work as a tool which provide enjoyment to students’ process and at the same time allow the teacher to give the students the information that she/he wants to transmit.

REFERENCES

1. 
   Anderson, A. and Lynch, T. (2002). Listening, London: Oxford University Press.
   
2. 
   Argardizzo, C. (1993) Children in action. Hemel Hempstead: Prentice Hall International 3.
   
3. 
   Harmer, J. (1998) How to teach English: An introductory to the practice of English language teaching. England: Pearson Education Limited.
   
4. 
   Hruby, J. (2010). Teaching aids-The Use of Video in English Language Teaching. (BacheloreTesis; Univerzita Pardubice, FakultaFilozofika)
   
5. 
   Lynch, T. (1996). Teaching Listening Communication in the Classroom. Oxford: Oxford
   

University Press.

6. 
   Gardner, H. (1985). Frames of Mind : The Theory of Multiple Intelligences.New York: Basic Books.
   

II. Acting stage