PRACTICAL WAYS TO IMPLEMENT CLASSROOOM ENGLISH

Ust Sigit Wiyono, S.Pd.

For teachers with a non-English major background, using English in our classes can feel intimidating. Our lack of exposure to the language, as it is not widely used in our country, just adds to the insecure feeling in our chest when we are “forced” to use it. How do we then as teachers handle this challenge? How hard is the situation, really? The answer is YES, we can tackle this dilemma with PRACTICE. With step-by-step practical language practice, yes, we all can become used to using English in our daily classroom routines—like seating students, starting the lesson, handing out worksheets, or managing group work. Here are some practical ways to make Classroom English simple and effective in our lessons

(1) Let us build our confidence.

 Again, as non-English teachers, let alone non-native English speakers, speaking in front of others—even our young students—can be so daunting. But we must remember, our goal is clarity (clearness) and not error-free language. To do this, we can prepare 4 to 5 key phrases we plan to use in our class (over time, the number of phrases we have to prepare and master should increase). Let’s memorize these phrases before class. Practicing in front of the mirror is a good idea. Repeat again and again until we can say them all smoothly and fluently. Better yet, have a colleague see you practicing this script and ask them for their feedback. Just like a boxer with his coach - an outside perspective is so important for guidance. Do not forget to put those phrases down in our lesson plan or on sticky notes where we can easily access them during our lesson. What if we make a mistake, such as mispronouncing a word or forgetting a line? Do not panic! Just keep going gracefully by saying, “Oops, let me rephrase that,” or “Oh, sorry—how do you say this word again?”

(2) Keep our sentences and phrases short. 

We can confuse our students by using too many words at once. Complex sentences make it difficult for students to digest information. They also make it harder for us to keep the flow. We can break down our instructions and pause between each step. Instead of saying, “Okay class, now let’s open page 56 and do exercises 1 to 10,” we can say: “Okay class,” (pause) “open page 56,” (pause) “do the exercise,” (pause) “numbers one to ten.” Grouping our ideas into small phrases like this not only makes it easier for our students to comprehend, but it also requires less effort for us as teachers to memorize and practice.

(3) Combine Words with Gestures

Our body language helps students comprehend instructions more easily. Simple gestures—like nodding or shaking our head, wagging an index finger side to side, or pointing toward a student or ourselves—can reinforce basic words like “yes,” “no,” “not that one,” “you,” and “I.”

Pointing to the whiteboard while saying “Look at the whiteboard!”, holding up six fingers when saying “Now, question number six!”, or giving two thumbs up for “Good job!” are other simple yet effective ways to combine gestures with our words. Using gestures while speaking comes naturally to some of us, as it may already be part of our communication style. For others, incorporating these nonverbal cues takes deliberate effort. Adapting to new habits can feel unnatural at first, but that is the same principle behind using English in our classrooms.

(4). Build Students’ Confidence

Students can easily lose confidence and shut down when they struggle to express themselves in English. Unfortunately, without proper awareness, teachers can unintentionally make matters worse. Correcting grammar too quickly while ignoring the student's message can crush their motivation. If a student says, “Ustaz, I am no pencil,” avoid frowning or jumping in to fix the mistake immediately. Instead, keep a warm smile, focus on understanding their intent, and respond gently: “Ah, I see. You don't have a pencil? No worries, I can lend you one.”

This way, students will feel acknowledged and motivated. They will think, “Wow, I can express myself in the target language, and my teacher understands me!” Plus, they will naturally pick up on the correct phrasing when they hear, “...don’t have a pencil.” As teachers, we can certainly correct mistakes, provided that we prioritize understanding their message first. Always remember to maintain a warm, and welcoming facial expression. When student morale is high, they won't mind practicing again if you invite them to: “Let’s say that together: I don’t have a pencil.” Finally, never forget to bring positive energy with encouraging words like “Great job!” or “Awesome!” 

What about shy students? When handling shy students, avoid singling them out to speak or chant alone. Instead, have the whole class practice or repeat sentences together. Choral response creates a safe environment, for shy students to build confidence without feeling put under the spotlight.

(5) Improve our English Proficiency

While the first section focuses on preparing materials for the classroom, this part discusses how we as teachers can boost our own English proficiency. Today, we have access to countless online and offline language-learning apps. The key is to focus on just one or two and stay consistent with your schedule. Many modern AI-driven apps communicate so naturally that they feel close to speaking with a human—making them an ideal choice for us who want to practice during our daily commute. We can select a topic aligned with our passions. For instance, if we love sports, we can find online sources to read and listen to, and then discuss them with an AI speaking partner. This multimodal approach to extensive listening and reading provides valuable input that enhances our English mastery. Ultimately, higher proficiency boosts our confidence in the classroom, as noted in point number one above.