How to teach reading and writing
When students are learning foreign language, they will learn reading and writing also. As a foreign language, it will be difference than their native language in daily activity. In learning to read a foreign language, the teacher will give some example to make the students easy in reading and writing the foreign language words.
The teacher can use the direct method in those sections. The teacher will introduce a new word and then she demonstrates its meaning through picture and pantomime. After they understand what it means, they can write it down in their own book. And then the students can read it together with the teacher as an instructor. Through this method, the students will understand in reading and writing a foreign language easily.
Rabu, 09 Juni 2010
How to teach speaking and listening
How to teach speaking and listening
When students are learning foreign language, they will learn speaking and listening. The students will be taught speaking and listening by their teacher. Teacher should be master the foreign language itself, especially in vocabulary, pronunciations and spelling. In speaking section, the teacher will gives the right example how to speak the language correctly. The teacher has to speak clearly to make the students understood and easy to repeating on what the teacher said.
In this section, the teacher can use the Audio-Lingual method. This method can make the students active in speaking and listening also. When the teacher makes a dialogue, she will give a good model to make the students do what she does. So, they will learn to speak and listening the foreign language easily.
When students are learning foreign language, they will learn speaking and listening. The students will be taught speaking and listening by their teacher. Teacher should be master the foreign language itself, especially in vocabulary, pronunciations and spelling. In speaking section, the teacher will gives the right example how to speak the language correctly. The teacher has to speak clearly to make the students understood and easy to repeating on what the teacher said.
In this section, the teacher can use the Audio-Lingual method. This method can make the students active in speaking and listening also. When the teacher makes a dialogue, she will give a good model to make the students do what she does. So, they will learn to speak and listening the foreign language easily.
Sabtu, 17 April 2010
Communicative approach
Communicative approach
Communicative approach is the purpose of applying broadly of Communicative Language Teaching by making communicative competence the goal of language teaching and by acknowledges the interdependence of language and communication.
Communication is a process: knowledge of the forms of language is insufficient.
With communicative approach, the students is hoped to enable of communication in the target language. So, the students need knowledge of the linguistics forms, meanings, and functions.
The most obvious characteristics of CLT is that almost everything that is done is with a communicative event.
Communicative approach is the purpose of applying broadly of Communicative Language Teaching by making communicative competence the goal of language teaching and by acknowledges the interdependence of language and communication.
Communication is a process: knowledge of the forms of language is insufficient.
With communicative approach, the students is hoped to enable of communication in the target language. So, the students need knowledge of the linguistics forms, meanings, and functions.
The most obvious characteristics of CLT is that almost everything that is done is with a communicative event.
Total Physical Response
Total Physical Response
This method is emphasizing on students to receive the meaning of target language easily. The teacher uses the target language communicatively when the instruction is started, and the students have to listen to him carefully.
The teacher uses pictures and occasional words to help the students more understanding the meaning of the target language.
The purpose of TPR is to decrease the people which feel stress when studying foreign language.
The teacher is the director of all student behavior. The students are imitators of his nonverbal model.
The first phase of a lesson is one of modeling. The instructor issues commands to a few students, then performs the action with them. In the second phase, these same students demonstrate that they can understand the commands by performing them alone.
The interaction of the teacher and the students is characterized by the teacher speaking and the students responding nonverbally. Students can learn by watching to each other.
This method is emphasizing on students to receive the meaning of target language easily. The teacher uses the target language communicatively when the instruction is started, and the students have to listen to him carefully.
The teacher uses pictures and occasional words to help the students more understanding the meaning of the target language.
The purpose of TPR is to decrease the people which feel stress when studying foreign language.
The teacher is the director of all student behavior. The students are imitators of his nonverbal model.
The first phase of a lesson is one of modeling. The instructor issues commands to a few students, then performs the action with them. In the second phase, these same students demonstrate that they can understand the commands by performing them alone.
The interaction of the teacher and the students is characterized by the teacher speaking and the students responding nonverbally. Students can learn by watching to each other.
Minggu, 04 April 2010
Desuggestopedia and Community Language Learning
Desuggestopedia and Community Language Learning
Desuggestopedia
Desuggestopedia is the method to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying. Desuggestopedia also help the students overcome the barriers to learning.
This method is used to make English learning more communicative for the student everyday. This is done by desuggesting the psychological barriers learners to bring with them to the learning situation and using techniques to activate the ‘paraconscious’ part of the mind, just below the fully-conscious mind.
The teacher is the most important part in the classroom. So, the students have to believe and respect her. The information from someone will be retained by the students and they will be more responsive to he desuggesting their suggesting that how easy it will be for them to succeed.
The teacher makes interactions with the whole group of students and individuals right from the beginning of language learning. This method is making the student feeling fun, confident, and enjoyable.
Community Language Learning
This method is considered the students as a ‘whole person’. It is means that the teacher has to understand their student’s personally.
By understanding student’s fear and being sensitive to them, she can help the students overcome their negative feelings and turn them into positive energy to further their learning.
In language learning, the ability of student to accept knowledge is depending on their conditions. Such as, their feelings, physical reactions, instinctive protection reaction, and desire to learn.
It doesn’t mean that the teacher is a therapist or the teacher doesn’t teaching. But, it means that the teacher recognizes how threatening a new learning situation to makes her students skillfully understands and supports his students in their struggle to master target language.
The teacher focuses on the language and being supportive of students in their learning process.
Desuggestopedia
Desuggestopedia is the method to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying. Desuggestopedia also help the students overcome the barriers to learning.
This method is used to make English learning more communicative for the student everyday. This is done by desuggesting the psychological barriers learners to bring with them to the learning situation and using techniques to activate the ‘paraconscious’ part of the mind, just below the fully-conscious mind.
The teacher is the most important part in the classroom. So, the students have to believe and respect her. The information from someone will be retained by the students and they will be more responsive to he desuggesting their suggesting that how easy it will be for them to succeed.
The teacher makes interactions with the whole group of students and individuals right from the beginning of language learning. This method is making the student feeling fun, confident, and enjoyable.
Community Language Learning
This method is considered the students as a ‘whole person’. It is means that the teacher has to understand their student’s personally.
By understanding student’s fear and being sensitive to them, she can help the students overcome their negative feelings and turn them into positive energy to further their learning.
In language learning, the ability of student to accept knowledge is depending on their conditions. Such as, their feelings, physical reactions, instinctive protection reaction, and desire to learn.
It doesn’t mean that the teacher is a therapist or the teacher doesn’t teaching. But, it means that the teacher recognizes how threatening a new learning situation to makes her students skillfully understands and supports his students in their struggle to master target language.
The teacher focuses on the language and being supportive of students in their learning process.
Sabtu, 27 Maret 2010
COMPARE AUDIO-LINGUAL METHOD AND SILENT WAY
COMPARE AUDIO-LINGUAL METHOD AND SILENT WAY
Audio-lingual method
1.The goals of the teacher in this method is the students have to be able to use the target language communicatively.
2.The role of the teacher is directing and controlling the language behavior of her students and providing her students with a good model for imitation for students. They follow the teacher directions as rapidly as possible. They active to each other.
3.The dialogs are learned through imitation and repetition or drills.
4.In drills, there is students and students interaction. The teacher as a direction.
Silent way
1.The goals of the teacher in this method is students should be able to use the language for self-expression to express their thought and feelings.
2.The role of the teacher is to provide exercises to insure their facility with language. And the rule of the students is to make use of what they know and to actively engage in exploring the language.
3.Students begin their study of the language through its basic building blocks its sound. These are introduced through a language, specific sounds, color chart. Relying on what sounds students already know from their knowledge of their native language. And the teacher asks the students to describe their reactions to the lesson.
4.In this interaction, the teacher is silent. He is still active but he is also listening attentively to students speech.
Audio-lingual method
1.The goals of the teacher in this method is the students have to be able to use the target language communicatively.
2.The role of the teacher is directing and controlling the language behavior of her students and providing her students with a good model for imitation for students. They follow the teacher directions as rapidly as possible. They active to each other.
3.The dialogs are learned through imitation and repetition or drills.
4.In drills, there is students and students interaction. The teacher as a direction.
Silent way
1.The goals of the teacher in this method is students should be able to use the language for self-expression to express their thought and feelings.
2.The role of the teacher is to provide exercises to insure their facility with language. And the rule of the students is to make use of what they know and to actively engage in exploring the language.
3.Students begin their study of the language through its basic building blocks its sound. These are introduced through a language, specific sounds, color chart. Relying on what sounds students already know from their knowledge of their native language. And the teacher asks the students to describe their reactions to the lesson.
4.In this interaction, the teacher is silent. He is still active but he is also listening attentively to students speech.
Kamis, 25 Maret 2010
Smpah
SAMPAH
Pernahkan kita menghitung berapa banyak sampah yang telah anda hasilkan dalam sehari? Sampah sisa makanan, kertas, tissue, botol-botol bekas, sampah plastik, peralatan rumah tangga yang sudah tidak terpakai lagi dan masih banyak lagi. Di beberapa negara besar, sampah adalah masalah utama yang sampai sekarang belum terselesaikan. Semakin tinggi tingkat pertumbuhan masyarakat, maka semakin tinggi pula volume sampah yang dihasilkan. Akibatnya, di kota besar seperti Jakarta ini kita sering menjumpai sampah yang menumpuk hampir di setiap tempat. Bila sampah-sampah itu tidak ditangani secara baik, maka tidak hanya berdampak pada masalah lingkungan saja, tetapi berdampak pula kepada masalah sosial. Seperti kasus yang terjadi di Leuwigajah dan Bantargerbang.
Untuk sebagian orang sampah itu menjijikan dan tidak berguna. Namun, bagi sebagian orang yang lain, sampah itu adalah anugrah yang bisa dimanfaatkan untuk diproduksi kembali. Maka kita jangan pernah mengganggap remeh pekerjaan dari para pemulung. Mereka setiap hari mengumpulkan barang-barang bekas dari satu tempat ke tempat yang lain. Melalui para pemulung itu, barang-barang bekas akan disalurkan kepada pengadah yang nantinya bisa didaur ulang agar dapat digunakan kembali. Karena sampah bila dibiarkan menumpuk maka akan mencemari tanah, air dan udara. Sedangkan bila dibakar, asap dari sampah seperti plastik dan karet dapat menyebabkan kanker bagi yang menghirupnya.
Jenis-jenis sampah yang bisa didaur ulang kembali antara lain adalah sampah bahan bangunan, sampah elektronik, logam, sampah plastik, kaca, kertas, dan bahan tekstil. Agar masalah sampah tidak semakin besar, maka dapat diawali dari diri sendiri yaitu dengan tidak membuang sampah sembarangan dan dengan dilakukannya pemanfaatan sampah sendiri dengan cara 3R : Reduce (mengurangi sampah), Re-use (menggunakan kembali), dan Recycle (daur ulang). Sebaiknya jangan selalu mengandalkan pemerintah saja, melainkan dimulai dari diri sendiri. Kita tidak mau kan kota Jakarta yang tercinta ini didatangi banjir setiap tahunnya...
Pernahkan kita menghitung berapa banyak sampah yang telah anda hasilkan dalam sehari? Sampah sisa makanan, kertas, tissue, botol-botol bekas, sampah plastik, peralatan rumah tangga yang sudah tidak terpakai lagi dan masih banyak lagi. Di beberapa negara besar, sampah adalah masalah utama yang sampai sekarang belum terselesaikan. Semakin tinggi tingkat pertumbuhan masyarakat, maka semakin tinggi pula volume sampah yang dihasilkan. Akibatnya, di kota besar seperti Jakarta ini kita sering menjumpai sampah yang menumpuk hampir di setiap tempat. Bila sampah-sampah itu tidak ditangani secara baik, maka tidak hanya berdampak pada masalah lingkungan saja, tetapi berdampak pula kepada masalah sosial. Seperti kasus yang terjadi di Leuwigajah dan Bantargerbang.
Untuk sebagian orang sampah itu menjijikan dan tidak berguna. Namun, bagi sebagian orang yang lain, sampah itu adalah anugrah yang bisa dimanfaatkan untuk diproduksi kembali. Maka kita jangan pernah mengganggap remeh pekerjaan dari para pemulung. Mereka setiap hari mengumpulkan barang-barang bekas dari satu tempat ke tempat yang lain. Melalui para pemulung itu, barang-barang bekas akan disalurkan kepada pengadah yang nantinya bisa didaur ulang agar dapat digunakan kembali. Karena sampah bila dibiarkan menumpuk maka akan mencemari tanah, air dan udara. Sedangkan bila dibakar, asap dari sampah seperti plastik dan karet dapat menyebabkan kanker bagi yang menghirupnya.
Jenis-jenis sampah yang bisa didaur ulang kembali antara lain adalah sampah bahan bangunan, sampah elektronik, logam, sampah plastik, kaca, kertas, dan bahan tekstil. Agar masalah sampah tidak semakin besar, maka dapat diawali dari diri sendiri yaitu dengan tidak membuang sampah sembarangan dan dengan dilakukannya pemanfaatan sampah sendiri dengan cara 3R : Reduce (mengurangi sampah), Re-use (menggunakan kembali), dan Recycle (daur ulang). Sebaiknya jangan selalu mengandalkan pemerintah saja, melainkan dimulai dari diri sendiri. Kita tidak mau kan kota Jakarta yang tercinta ini didatangi banjir setiap tahunnya...
DIRECT METHOD
DIRECT METHOD
Direct method is the technique of teaching English which no translation is allowed.
The teacher and students have to communicate in the target language, not their native language.
The native language should not be used in the classroom.
The students are more active than the teacher. They should learn to think by themselves. Students should learn to think in the target language as soon as possible. But, the teacher is still directing the class activities.
The teacher and students are like partner in the learning process. The teacher should demonstrate not explain or translate. Students have to master the vocabularies of the target language.
Direct method is the technique of teaching English which no translation is allowed.
The teacher and students have to communicate in the target language, not their native language.
The native language should not be used in the classroom.
The students are more active than the teacher. They should learn to think by themselves. Students should learn to think in the target language as soon as possible. But, the teacher is still directing the class activities.
The teacher and students are like partner in the learning process. The teacher should demonstrate not explain or translate. Students have to master the vocabularies of the target language.
The Grammar-Translation Method
2. THE GRAMMAR-TRANSLATION METHOD
The Grammar-Translation Method has been used by language teachers for many years. In this century, this method was used for the purpose of helping students read and appreciate foreign language. To understand the grammar of the target language, the teacher and the students use their native language for making the grammar more familiar. This method is probably true that is not new to many of you. We may have studied a language by this method, or you may be teaching with this method right now.
Student study of the target culture is limited to its literature and fine arts. An important goal is for students to be able to translate each language into the other. If students can translate from one language into another, they are considerate successful language learners.
The teacher asks students in their native language if they have any question. A student asks one and is answered in her native language. The primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation. The teacher is the authority in the classroom. It is very important that students get the correct answer.
When the students translate new words from native language into target language, they have to find native language which equivalents for all target language words. Learning is facilitated through attention to similarities between the target language and the native language. It is important for students to learn about the form of the target language.
Students apply a rule to examples they are given. And they have to memorize vocabulary also. When the teacher asks students to state the grammar rule, the students should be conscious of the grammatical rules of the target language. Students memorize present tense, past tense, and past participle forms of one set of irregular verbs.
Depending to the teacher who uses the Grammar-Translation Method, a fundamental purpose of learning a foreign language is to be able to read literature written in the target language. To do this, students need to learn about the grammar rules and vocabulary of the target language.
The roles are very traditional. The teacher is the authority in the classroom. The students do as she says so they can learn what she knows. Students study grammar deductively: that is, they are given the grammar rules and examples, are told to memorize them, and then asked to apply the rules to other examples. They also learn grammatical paradigms such as verb conjugations. The memorize native-language equivalents for target-language vocabulary words.
Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the students work on. There is much less attention given to speaking and listening.
Grammar rules are presented with example. Exceptions to each rule are also noted. Once students understand a rule, they are asked to apply it to some different examples. In order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words.
Students are given lists of the target language vocabulary words and their native language equivalents and are asked to memorize them. Students are also required to memorize grammatical paradigms such as verb conjugations. The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson.
The Grammar-Translation Method has been used by language teachers for many years. In this century, this method was used for the purpose of helping students read and appreciate foreign language. To understand the grammar of the target language, the teacher and the students use their native language for making the grammar more familiar. This method is probably true that is not new to many of you. We may have studied a language by this method, or you may be teaching with this method right now.
Student study of the target culture is limited to its literature and fine arts. An important goal is for students to be able to translate each language into the other. If students can translate from one language into another, they are considerate successful language learners.
The teacher asks students in their native language if they have any question. A student asks one and is answered in her native language. The primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation. The teacher is the authority in the classroom. It is very important that students get the correct answer.
When the students translate new words from native language into target language, they have to find native language which equivalents for all target language words. Learning is facilitated through attention to similarities between the target language and the native language. It is important for students to learn about the form of the target language.
Students apply a rule to examples they are given. And they have to memorize vocabulary also. When the teacher asks students to state the grammar rule, the students should be conscious of the grammatical rules of the target language. Students memorize present tense, past tense, and past participle forms of one set of irregular verbs.
Depending to the teacher who uses the Grammar-Translation Method, a fundamental purpose of learning a foreign language is to be able to read literature written in the target language. To do this, students need to learn about the grammar rules and vocabulary of the target language.
The roles are very traditional. The teacher is the authority in the classroom. The students do as she says so they can learn what she knows. Students study grammar deductively: that is, they are given the grammar rules and examples, are told to memorize them, and then asked to apply the rules to other examples. They also learn grammatical paradigms such as verb conjugations. The memorize native-language equivalents for target-language vocabulary words.
Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the students work on. There is much less attention given to speaking and listening.
Grammar rules are presented with example. Exceptions to each rule are also noted. Once students understand a rule, they are asked to apply it to some different examples. In order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words.
Students are given lists of the target language vocabulary words and their native language equivalents and are asked to memorize them. Students are also required to memorize grammatical paradigms such as verb conjugations. The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson.
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