| dc.contributor.author | Ping, Maria Teodora | |
| dc.contributor.author | Tedjaatmadja, Herwindy Maria | |
| dc.date.accessioned | 2021-09-23T05:40:31Z | |
| dc.date.available | 2021-09-23T05:40:31Z | |
| dc.date.issued | 2013 | |
| dc.identifier.uri | http://repository.petra.ac.id/id/eprint/16544 | |
| dc.identifier.uri | http://repository.unmul.ac.id/handle/123456789/6949 | |
| dc.description.abstract | Tedjaatmadja and Renandya (2012) recently offer an alternative four-step lesson structure that can be implemented for teaching English to young learners, namely the Hook Book Look Took (HBLT). HBLT itself was originally developed by Richards and Bredfeldt (1998). To see how it would work out, this lesson structure was tried out in real TEYL classrooms. Afterwards, the implementation was evaluated as a part of classroom-based research and reflective teaching. This article focuses on our evaluation and reflection on the implementation of HBLT in classrooms. The aspects discussed are teachers’ instructional strategies as well as problems encountered and observed in classrooms. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | TEFLIN International Conference | en_US |
| dc.subject | TEYL, Reflective Teaching | en_US |
| dc.title | “HOOK, BOOK, LOOK, TOOK”: EVALUATION AND REFLECTION | en_US |
| dc.type | Presentation | en_US |
