ELT DESCRIPTIVE HYPOTHESIS
Tagor Pangaribuan; Kammer Tuahman Sipayung
English Language Education - Faculty of Teacher Trainning
Universitas HKBP Nommensen Medan
Medan, Indonesia
e-mail:tagorp52[at]yahoo.com
Kammer Tuahman Sipayung
English Language Education-Faculty of Teacher Trainning
Universitas HKBP Nommensen Medan
Medan, Indonesia
e-mail:Kammertuahmansipayung[at]gmail.com
Abstract
Teaching is an epitome. It is the core of intellectual gain as truth. A teacher learns learning by doing and doing by learning. The purpose is to find out acts of empowerment, its effectiveness as revitalization and reinforcement through ELT classroom acts. The research methodology is an experimental designin a four months ongoing semester 2017-2018, three experimental groups and one control groups with 146 subjects. The data are collected through teacher performances in microteaching class, scored based on defined categories. This research shows that there is a significant difference between preassessment and post test in each teaching narrative episodes of teaching stages, between experiment groups and control groups. The experimental groups shows betterperformnces in realizing ELT generic skills, indesigning and assessing their descriptivehypothesis. However, hard-time services of pedagogic acts for realizing better classroom praxis are replication is recommended on generic skills, ELT and lectures.
Keywords: ELT, Generic Teaching Skills, Descriptive Hypothesis, scientific teaching
Topic: Social,Language and Cultural Education