The Rhythmic Teaching
Every process has a rhythm as in a process of making a food. In a certain time quick and skillful actions are required, while in another time slow and careful treatments are necessary to make. This process is also true in teaching English. In a certain condition a teacher needs a quiet class that charges students with attention and concentration, while in other situations cheerful and engaging activities are desired to create.
This rhythmic management is meant to avoid boredom and lost interest of students in learning. If it is applied properly, the stirring atmosphere of learning will be created and maintain that a learning process can be smooth and the internalization of a lesson is established unconsciously to students.
Properly implementation of the rhythmic management, however, is not an easy task to do. It needs creativity and experience of teaching. But In the beginning activity, at least, there are three things to consider in managing the rhythmic teaching:
- Input (material to teach)
- Internalization of the material
- Application of the material
The input includes material or lessons to teach. If the material have lots of things discussed and is considered to be the hardest part, then it requires breaking into smaller and simpler parts that students’ achievement progress can be controlled and detected clearly, or in other words students do not feel the material difficult and get frustrated. At this stage, lots of instruments such as pictures, animation, maps, columns, and etc. must be supplied in that students will not feel burdened in comprehending the material.
Repetition, reading and pronouncing distinctly will be the first step as the transition to the next stage, that is, the internalization of material. At this stage, automatic skills can be the emphasis in which various forms of exercises are needed to train and measure how far students get the material a teacher gave. The crucial part of the stage is that how well a teacher designed the exercises reflecting the achieved skill from a simple to complex component. When the exercises are not design well, confusion, mess and uncertain result will come up and it will spoil the material, which has just been introduced at the first stage. In addition, it will bring unsatisfactory to students who have already grabbed the material faster than others, while those who are still struggling will be confused for there is no logical management of the material.
At the last stage, the application of the material reflects more on how far and well students have achieved the automatic skills. If at this stage students do not have any difficulties, it means that they have mastered the material well. But if the opposite things happen, a teacher needs to review the material in different methods and strategies on the basis of the problems found. At this stage not only as a reflection but also an activity confirming the enchanting comprehension of the material, which has not been conducted at the previous stage.