ELT Descriptive Hypothesis
- ELT, Generic Teaching Skills, Descriptive Hypothesis, scientific teaching
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 semester2017-2018, 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 better performnces in realizing ELT generic skills, indesigning and assessing their descriptive hypothesis. However, hard-time services of pedagogic acts for realizing better classroom praxis are replication is recommended on generic skills, ELT and lectures.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Tagor Pangaribuan AU - Kammer Tuahman Sipayung PY - 2019/12 DA - 2019/12 TI - ELT Descriptive Hypothesis BT - Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019) PB - Atlantis Press SP - 566 EP - 571 SN - 2352-5398 UR - https://www.atlantis-press.com/article/125928495 ID - Pangaribuan2019/12 ER -