“PANTOMIME A-TALE” TECHNIQUE IN ENGLISH FOR YOUNG LEARNERS CLASSROOM: PROMOTING LEARNING OUTCOMES AND INTERACTION

Sukmaningrum, Rahmawati and Hawa, Faiza (2018) “PANTOMIME A-TALE” TECHNIQUE IN ENGLISH FOR YOUNG LEARNERS CLASSROOM: PROMOTING LEARNING OUTCOMES AND INTERACTION. In: TEYLIN.

Text Dok baru 2018-09-22 09.13.54.pdf Download (4MB)

Abstract

Although “Pantomime A-Tale” is a popular and widespread activity in English for Young Learners (L2) classrooms around the world, there have been no research studies of the interaction that is generated and its relationship to learning processes. The aims of this study, therefore, are going to find out how interaction is organized during “Pantomime A-tale” and what kinds of learning it promotes. This technique can be used with fiction or nonfiction reading selections. The steps are: divide a story into sections. At the same time, divide the class into several groups. The teacher then gives one section of the story for each group. Each group prepares their assigned section as a pantomime. There should be one group member who reads the section, with appropriate pauses, and the members who act it out without using words. Rehearsal is important in this technique, so the teacher should allow time for it. This article is addressed to teachers in schools without bilingual or dual language programs. Keywords : Pantomime A-Tale technique, young learners, learning outcomes, interaction

Actions (login required)

View Item