Unplanned Teaching: Handling Efl Learners’ Unexpected Behaviors in Class

Topics: Psychology, Teaching English as a foreign language, Education Pages: 4 (1209 words) Published: May 17, 2013
Unplanned Teaching: Handling EFL Learners’ Unexpected Behaviors in Class by: Juang Rudianto Putra Indonesia University of Education Abstract For the sake of providing the best services to their students, English teachers arrange their English language teaching and learning activities as perfect as possible. They spend most of the time to make preparation for their teaching. However, along with the process of such preparation, they sometimes do not consider the importance of also preparing the unplanned teaching. Consequently, when things go wrong, they often get difficulties on what they should decide to do. Therefore, this study is crucial to be conducted as its result would be able to give knowledge to English teachers on how to appropriately respond when such phenomenon comes into surface. The purposes of this study were 1) to observe the categories of EFL learners’ unexpected behaviors in the process of learning English in class and 2) to identify the efforts of English language teachers in handling such behaviors. This study utilized the qualitative design in which observation and interview were used as the main instruments in carrying out the research. To be the respondents of this present study, three English teachers from three different state junior high schools in Bogor were purposively chosen. The findings showed that there were four major categories of the EFL learners’ unexpected behaviors, namely learners’ psychological problems, uncooperative attitude, learners’ intelligence level and learners’ native language use. Some solutions in handling such behaviors were also recommended. One of which was to give different materials when dealing with learners with different level of capability. Keywords: unplanned teaching, EFL learners’ classroom behaviors Introduction For English language teachers, planning lessons has become a crucial action that needs to be carried out since it helps guide them during and after the lesson (Spratt, Pulverness & William,...
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