“HOOK, BOOK, LOOK, TOOK”: EVALUATION AND REFLECTION

Please use this identifier to cite or link to this item: http://repository.unmul.ac.id/handle/123456789/6949

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DC Field	Value	Language
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
Appears in Collections:	A - Teacher Training and Education

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File	Description	Size	Format
HookBookLookTook.pdf	Conference or Workshop Item (Paper)	351.84 kB	Adobe PDF	View/Open

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