Dale’s Cone of Experience is a model that incorporates several theories related to instructional design and learning processes. During the 1960s, Edgar Dale theorized that learners retain more information by what they“do” as opposed to what is “heard”, “read” or “observed”. His research led to the development of the Cone of Experience. Today, this “learning by doing” has become known as “experiential learning” or “action learning”
According to Dale’s research, the least effective method at the top, involves learning from information
presented through verbal symbols, i.e., listening to spoken words. The most effective methods at the bottom,
involves direct, purposeful learning experiences, such as hands-on or field experience. Direct purposeful
experiences represents reality or the closet things to real, everyday life.
Sabtu, 12 Mei 2012
Jumat, 27 April 2012
Kamis, 19 April 2012
Constructivism for Teaching
Using constructivism as a referent, teachers often use problem-solving as a learning strategy; where learning is defined as adaptations made to fit the world they experience. That is, to learn, a person's existing conceptions of the world must be unreliable, inviable. When one's conceptions of the world are inviable one tries to make sense out of the situation based on what is already known (i.e., prior knowledge is used to make sense of data perceived by the senses). Other persons are part of our experiential world, thus, others are important for meaning making.
Sabtu, 14 April 2012
Story telling to children
Story telling to children to some people is useless and a waste of time. But here are some reasons why story telling to children is important, essential and should be done by the parent (preferably), caregiver or carer, or nannies.
Story telling to children is one of the most important activities that a parent, a caregiver, carer, or nanny can do to a child. This activity develops the child's imagination. Story telling can create countless scenarios and possibilities. It can make the impossible, possible. Like for instance, in many of our story books; Animals can talk, people can fly, and being able to live in beautiful places. Though we are not teaching children to live in fantasy but rather help children develop some components in their brain to function physiologically. Imagination is a conscious activity requiring an amount of focus and concentration (esp. for young children). As parents or caregivers, we have the responsibility to strike the balance to separate fact from fiction. In your story telling time it is very important to show the realities of life.
Story telling to children is one of the most important activities that a parent, a caregiver, carer, or nanny can do to a child. This activity develops the child's imagination. Story telling can create countless scenarios and possibilities. It can make the impossible, possible. Like for instance, in many of our story books; Animals can talk, people can fly, and being able to live in beautiful places. Though we are not teaching children to live in fantasy but rather help children develop some components in their brain to function physiologically. Imagination is a conscious activity requiring an amount of focus and concentration (esp. for young children). As parents or caregivers, we have the responsibility to strike the balance to separate fact from fiction. In your story telling time it is very important to show the realities of life.
Cognitivism
The cognitivist paradigm essentially argues that the “black box” of the mind should be opened and understood. The learner is viewed as an information processor (like a computer).
What is constructivism?
In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.
Dale’s Cone of Experiences
there is a great variety of activities and learning experiences the teacher uses in the language classroom. Each of these activities or experiences is a chance for the students to learn new information and/or practice what they already know. Each activity and experience has merit and therefore should be incorporated into any second language program. In the following section we will look at Dale’s Cone of Experience and see how the information contained within this model can be used to structure a second language program so that all types of learning experiences are used to maximize student progress.
\go to:
http://www.scribd.com/doc/11381980/Dale-Cone-of-Experience
\go to:
http://www.scribd.com/doc/11381980/Dale-Cone-of-Experience
What are three types of effective listening?
1. Paraphrasing
To paraphrase, one simply rewords what another individual has said. For example, the speaker might say, "She was foolish to quit her job." The listener might respond, "I hear you saying that you believe she shouldn't have quit." What has occurred is paraphrasing where the listener has clarified what the speaker has said.
To paraphrase, one simply rewords what another individual has said. For example, the speaker might say, "She was foolish to quit her job." The listener might respond, "I hear you saying that you believe she shouldn't have quit." What has occurred is paraphrasing where the listener has clarified what the speaker has said.
How can you become a great listener?
Active listening is a skill. Like any other skill, it requires practice and refinement to develop it well. Here are some guidelines to become the best listener you can be.
Let’s begin with rule #1: There can be only one speaker and one listener at any one time.
Though it sounds obvious, most people do not abide by this foundation for good listening. Suppose your co-worker says the following to you: “Last night you left early and I am annoyed that we didn’t finish interviewing the rest of the applicants.” What would likely be your reply? Be honest, now.
a. I left at 5:30 on the button. You can even ask Mike, he walked out with me.
b. Don’t look at me. I wasn’t supposed to do the rest of the interviewing. That was supposed to be you and Shelly.
c. You’re always getting annoyed. Maybe you should see someone about that.
d. I’m sorry, it won’t happen again.
e. You’re angry with me because you thought I went home early and left you to do the work yourself.
You may have guessed that “e” is the only listening response in the list, but is that what you would have said?
Every one of these responses indicates that you heard what your co-worker said, but only the last response shows you actively listened. The rest are comebacks or rebuttals. If you rebut someone’s statement before acknowledging what he or she said, you are not listening.
You are also speaking. That violates rule #1. There can be only one speaker and one listener at any one time.
Couples violate this first rule all the time. One says something to start the conversation, and the other quickly finds a way to prove it wrong or disagree before ever taking the time to say that they understand the other’s statement.
If someone starts a conversation with you, they are automatically the speaker first. It’s the rules of the road for communication.
The first one in gets the right of way. You are (by default) the listener, until a crucial moment in the conversation.
That moment is when you can honestly say you can understand how the other person could feel as they do, given the circumstances they are describing.
Memorize this last sentence. When you reach this point where you can really appreciate the other’s point of view, you let them know it by paraphrasing what they said, and then you get to switch roles.
Now, you are the speaker and the other person assumes the role of listener. And, back and forth you’ll go until you have both met your goals.
Rule #2. The listener is a coach.
When you’re in the listener position, consider yourself a coach. Your job is to help the speaker to let you know everything they want to tell you about the subject at hand.
If they’re angry with you, your job is to coach the anger out of them. If someone is angry with you, you want that person to tell you to your face and come away from the conversation satisfied that you heard it.
If they don’t get to tell you everything, they’ll still be holding on to the anger when they leave you. And, human beings being what they are, they won’t just hold on to that feeling privately. They’ll badmouth you to others, they’ll be (unintentionally?) late for meetings and deadlines, they’ll (accidentally?) spill their coffee on your rug, and they’ll distance themselves from you. Working with them will be much more difficult.
I don’t know about you, but I don’t want that. I would much rather you tell me how you felt and then knew that I accepted what you had to say.
Rule #3. The listener isn’t being blamed or found guilty of something.
The listener is simply receiving important information. Many people assume that just because someone is expressing something upsetting, they must have done something wrong and they have to defend themselves. Nothing could be further from the truth.
When someone shares their feelings with you, they are giving you information about themselves. They are saying this is how I react when I perceive these conditions or circumstances.
It doesn’t mean:
• You did or said what they say you did or said.
• They perceived things the same way you did.
• Their perception is correct and yours false.
They’re giving you vital information that will help you understand them better and to better meet their needs. This, in turn, will increase the feelings of understanding and cooperation between you.
Knowing this should help you to decrease your own levels of defensiveness, thus putting a whole new light on your future conversations.
Rule #4. The listener should ask questions to learn more about what the other person perceives and feels.
You’ll recall the crucial point we said the listener is trying to get to. Your goal as a listener is to understand the speaker so well that you can genuinely tell that person you see how s/he would feel that way, given the circumstances s/he describes.
To get to that critical point, you must ask questions to help his/her understanding along.
For example:
“What about the way I led the meeting left you feeling frustrated?”
“Can you give me a few examples of what you experience as my being too demanding?”
You ask these questions in a calm and unassuming tone. You’re not questioning the legitimacy of what the speaker is saying.
Rather, you’re asking for more information so you can really understand where they’re coming from. Be careful how you phrase your questions.
For example:
“What about that incident made you feel anxious,”
vs
“Why would you be anxious about that?”
The second question implies the person is wrong about what they felt, whereas the first question is a genuine attempt to understand more about the speaker’s experience.
The speaker will see the first question as “you listen.” The second will be seen as arguing and criticizing.
When you follow these guidelines in your conversations, you’ll be using “Active Listening.” It will show immediately. The people you communicate with will look forward to talking with you again.
They won’t be afraid to share their real feelings with you; they’ll want to join forces with you. They’ll also be more receptive to what you have to say, which will decrease your own frustration, save time, and improve teamwork. Isn’t that what it’s all about?
Let’s begin with rule #1: There can be only one speaker and one listener at any one time.
Though it sounds obvious, most people do not abide by this foundation for good listening. Suppose your co-worker says the following to you: “Last night you left early and I am annoyed that we didn’t finish interviewing the rest of the applicants.” What would likely be your reply? Be honest, now.
a. I left at 5:30 on the button. You can even ask Mike, he walked out with me.
b. Don’t look at me. I wasn’t supposed to do the rest of the interviewing. That was supposed to be you and Shelly.
c. You’re always getting annoyed. Maybe you should see someone about that.
d. I’m sorry, it won’t happen again.
e. You’re angry with me because you thought I went home early and left you to do the work yourself.
You may have guessed that “e” is the only listening response in the list, but is that what you would have said?
Every one of these responses indicates that you heard what your co-worker said, but only the last response shows you actively listened. The rest are comebacks or rebuttals. If you rebut someone’s statement before acknowledging what he or she said, you are not listening.
You are also speaking. That violates rule #1. There can be only one speaker and one listener at any one time.
Couples violate this first rule all the time. One says something to start the conversation, and the other quickly finds a way to prove it wrong or disagree before ever taking the time to say that they understand the other’s statement.
If someone starts a conversation with you, they are automatically the speaker first. It’s the rules of the road for communication.
The first one in gets the right of way. You are (by default) the listener, until a crucial moment in the conversation.
That moment is when you can honestly say you can understand how the other person could feel as they do, given the circumstances they are describing.
Memorize this last sentence. When you reach this point where you can really appreciate the other’s point of view, you let them know it by paraphrasing what they said, and then you get to switch roles.
Now, you are the speaker and the other person assumes the role of listener. And, back and forth you’ll go until you have both met your goals.
Rule #2. The listener is a coach.
When you’re in the listener position, consider yourself a coach. Your job is to help the speaker to let you know everything they want to tell you about the subject at hand.
If they’re angry with you, your job is to coach the anger out of them. If someone is angry with you, you want that person to tell you to your face and come away from the conversation satisfied that you heard it.
If they don’t get to tell you everything, they’ll still be holding on to the anger when they leave you. And, human beings being what they are, they won’t just hold on to that feeling privately. They’ll badmouth you to others, they’ll be (unintentionally?) late for meetings and deadlines, they’ll (accidentally?) spill their coffee on your rug, and they’ll distance themselves from you. Working with them will be much more difficult.
I don’t know about you, but I don’t want that. I would much rather you tell me how you felt and then knew that I accepted what you had to say.
Rule #3. The listener isn’t being blamed or found guilty of something.
The listener is simply receiving important information. Many people assume that just because someone is expressing something upsetting, they must have done something wrong and they have to defend themselves. Nothing could be further from the truth.
When someone shares their feelings with you, they are giving you information about themselves. They are saying this is how I react when I perceive these conditions or circumstances.
It doesn’t mean:
• You did or said what they say you did or said.
• They perceived things the same way you did.
• Their perception is correct and yours false.
They’re giving you vital information that will help you understand them better and to better meet their needs. This, in turn, will increase the feelings of understanding and cooperation between you.
Knowing this should help you to decrease your own levels of defensiveness, thus putting a whole new light on your future conversations.
Rule #4. The listener should ask questions to learn more about what the other person perceives and feels.
You’ll recall the crucial point we said the listener is trying to get to. Your goal as a listener is to understand the speaker so well that you can genuinely tell that person you see how s/he would feel that way, given the circumstances s/he describes.
To get to that critical point, you must ask questions to help his/her understanding along.
For example:
“What about the way I led the meeting left you feeling frustrated?”
“Can you give me a few examples of what you experience as my being too demanding?”
You ask these questions in a calm and unassuming tone. You’re not questioning the legitimacy of what the speaker is saying.
Rather, you’re asking for more information so you can really understand where they’re coming from. Be careful how you phrase your questions.
For example:
“What about that incident made you feel anxious,”
vs
“Why would you be anxious about that?”
The second question implies the person is wrong about what they felt, whereas the first question is a genuine attempt to understand more about the speaker’s experience.
The speaker will see the first question as “you listen.” The second will be seen as arguing and criticizing.
When you follow these guidelines in your conversations, you’ll be using “Active Listening.” It will show immediately. The people you communicate with will look forward to talking with you again.
They won’t be afraid to share their real feelings with you; they’ll want to join forces with you. They’ll also be more receptive to what you have to say, which will decrease your own frustration, save time, and improve teamwork. Isn’t that what it’s all about?
Kamis, 12 April 2012
English Teacher
The task of a teacher is not making another human being into a super-powerful man, but a guide and accompany them with a model, understanding and compassion so that they grow naturally according to their talents, abilities and destiny that has been established by the Creator. Indeed only the grace of God that makes people become super powerful. (Mario Teguh, 2009)
actually not only English teacher but also this statement for all the teacher, before starting our activity in the classroom, the teacher itself have to know that their job is not to create a students with a superior brain, but to lead them into a good behaviour by attracting their attention trough a good activities. so teaching and learning process need a good lesson plan in order to prepare what kind of value that the teacher going to teach the students and it should be clear.
actually not only English teacher but also this statement for all the teacher, before starting our activity in the classroom, the teacher itself have to know that their job is not to create a students with a superior brain, but to lead them into a good behaviour by attracting their attention trough a good activities. so teaching and learning process need a good lesson plan in order to prepare what kind of value that the teacher going to teach the students and it should be clear.
Selasa, 10 April 2012
Jumat, 06 April 2012
Theory of Learning
Behaviorism is a worldview that operates on a principle of “stimulus-response.” All behavior caused by external stimuli (operant conditioning). All behavior can be explained without the need to consider internal mental states or consciousness.
Keywords: Classical conditioning (Pavlov), Operant conditioning (Skinner), Stimulus-response (S-R)
Behaviorism is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate (i.e. tabula rasa) and behavior is shaped through positive reinforcement or negative reinforcement. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast, punishment (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner. Lots of (early) behaviorist work was done with animals (e.g. Pavlov’s dogs) and generalized to humans
.
Behaviorism precedes the cognitivist worldview. It rejects structuralism and is an extension of Logical Positivism.
Keywords: Classical conditioning (Pavlov), Operant conditioning (Skinner), Stimulus-response (S-R)
Behaviorism is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate (i.e. tabula rasa) and behavior is shaped through positive reinforcement or negative reinforcement. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast, punishment (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner. Lots of (early) behaviorist work was done with animals (e.g. Pavlov’s dogs) and generalized to humans
.
Behaviorism precedes the cognitivist worldview. It rejects structuralism and is an extension of Logical Positivism.
Selasa, 03 April 2012
Poems for the children- The Day Everything Went Wrong
On that day everything went wrong,
I fell on the ground with a "BONG"!
I hurt my elbows and knees
And misplaced my cupboard keys.
I dreamt of a horrible ghost,
At breakfast I burnt my toast.
I couldn't find my tie, I couldn't find my shirt
And when I did find it, it was covered in dirt!
I came to know, when I heard the clock's chime
That I had lost control of time.
It was past six fifteen,
O, How stupid I had been!
On that very day, I missed my bus
And then I made a pretty good fuss!
I just didn't want to go to school,
But as a rule, I was called a fool!
When I got to school, it was then I realised
I had forgotten to do the work assigned!
In vain, I asked to be excused,
Obviously, I was refused!
I was badly given a whack on my back,
I thought it made the scale almost crack.
But that wasn't the end, there was more, wait!
Between sobs, I cursed my fate!
My teacher classified good girls & bad girls,
And then she threw abuses in hurls!
When I was almost woebegone
She stopped by calling me a 'moron'!
She asked me to go and sit in my place,
To tie my lace and wipe my face!
I sat on the chair with a sudden jerk
And quietly went on with my work.
During breaktime, I realised I was broke,
Now I couldn't have a hot dog or a coke!
What is the use of a recess?
If you are stupid enough to be so careless!
Alas! I was back in my house,
But suddenly I felt as quiet as a mouse!
Then, I knew my parents weren't at home
Perhaps, they had gone to Rome!
My mummy had left on the fridge a note,
"Will be back soon. Don't worry," to quote
Now, I'll have to wait for mummy,
Till then how will I comfort my tummy?
I opened the fridge and found nothing,
My stomach wouldn't stop groaning for anything!
"Give me some food", I prayed to the Lord
I could even eat a bitter gourd!
I sat in front of the idiot box,
And felt as hungry as fox.
T.V wasn't help, someone come to my rescue
I know you are wishing that this wasn't true!
As a matter of fact, if you didn't know
I will tell you the reason that is the cause of my foe!
Sitting with a belly that is completely empty,
The feeling is similar to that of cracked Humpty Dumpty!
Alas! My mummy came, o, how I blessed her
Just as I thought, she had gone to the grocer!
She bought me some lemonade and also a treat,
I just couldn't believe it as I sat down to eat!
So, that's it my friends, that is the end
After my lunch, I went straight down to bed!
Nothing happened more,
Nothing I could not have borne!
So, just in case your day turns bad,
Don't make a long face and become sad!
You will see, that the best remedy,
Is to cheer up your minds and remember me!
I fell on the ground with a "BONG"!
I hurt my elbows and knees
And misplaced my cupboard keys.
I dreamt of a horrible ghost,
At breakfast I burnt my toast.
I couldn't find my tie, I couldn't find my shirt
And when I did find it, it was covered in dirt!
I came to know, when I heard the clock's chime
That I had lost control of time.
It was past six fifteen,
O, How stupid I had been!
On that very day, I missed my bus
And then I made a pretty good fuss!
I just didn't want to go to school,
But as a rule, I was called a fool!
When I got to school, it was then I realised
I had forgotten to do the work assigned!
In vain, I asked to be excused,
Obviously, I was refused!
I was badly given a whack on my back,
I thought it made the scale almost crack.
But that wasn't the end, there was more, wait!
Between sobs, I cursed my fate!
My teacher classified good girls & bad girls,
And then she threw abuses in hurls!
When I was almost woebegone
She stopped by calling me a 'moron'!
She asked me to go and sit in my place,
To tie my lace and wipe my face!
I sat on the chair with a sudden jerk
And quietly went on with my work.
During breaktime, I realised I was broke,
Now I couldn't have a hot dog or a coke!
What is the use of a recess?
If you are stupid enough to be so careless!
Alas! I was back in my house,
But suddenly I felt as quiet as a mouse!
Then, I knew my parents weren't at home
Perhaps, they had gone to Rome!
My mummy had left on the fridge a note,
"Will be back soon. Don't worry," to quote
Now, I'll have to wait for mummy,
Till then how will I comfort my tummy?
I opened the fridge and found nothing,
My stomach wouldn't stop groaning for anything!
"Give me some food", I prayed to the Lord
I could even eat a bitter gourd!
I sat in front of the idiot box,
And felt as hungry as fox.
T.V wasn't help, someone come to my rescue
I know you are wishing that this wasn't true!
As a matter of fact, if you didn't know
I will tell you the reason that is the cause of my foe!
Sitting with a belly that is completely empty,
The feeling is similar to that of cracked Humpty Dumpty!
Alas! My mummy came, o, how I blessed her
Just as I thought, she had gone to the grocer!
She bought me some lemonade and also a treat,
I just couldn't believe it as I sat down to eat!
So, that's it my friends, that is the end
After my lunch, I went straight down to bed!
Nothing happened more,
Nothing I could not have borne!
So, just in case your day turns bad,
Don't make a long face and become sad!
You will see, that the best remedy,
Is to cheer up your minds and remember me!
(♥-̮♥)
Sabtu, 31 Maret 2012
Selasa, 27 Maret 2012
Motions for Debate
1. Social:
* THBT demonstration doesn’t solve the problem
* THW homosexual marriage should be banned
* THBT government should block the pornography sites in the internet
* THBT bad moral is because of broken home
2. Economy:
* THBT government should increase the price of fuel
* THBT minimum regional salary should be posphoned
* THW the supermarket boosts consumptive society
* THBT cigarette advertising should be banned
3. Politic:
* THBT Bupati should be elected by a parliament
* THBT local elections would raise the money politic
* THBT the number of political party should be decreased
* THAT board members shouldn’t be given luxury facilities
4. Education
* THBT education is the responsibility of the government
* THW not everyone should go to college
* THBT higer education should be offered for all ages
* THBT vocational school graduates are ready to enter work field
5. Culture:
* THBT batik should be used as a uniform ib the office
* THW entering a museum should be free
6. Science:
* THBT experiments on animals should be banned
* THBT drug testing is mandatory in secondary schools
*
Senin, 26 Maret 2012
motions on debate
as a college students on fourth semester we are required to have a critical thinking and get some debate with others,, in order to get some motions don't forget to take a look at this:
http://flynn.debating.net/motions2.htm
http://flynn.debating.net/motions2.htm
Rabu, 21 Maret 2012
LEARNING ENGLISH USING GAMES
english is fun,, that's why there are lots of media that help us to teaching English as a secong language
let's started from this games http://learnenglishkids.britishcouncil.org/en/
let's started from this games http://learnenglishkids.britishcouncil.org/en/
English is Fun
Learning English is actually the most practical way to master English and to go and live in an area or English-speaking countries. Improving your ability to English skills quickly and accurately takes a great deal of practice. However, you don’t have to learn the materials that or ones that contain words and concepts you aren’t interested in. Once you know the basic elements of the English language, you can select from a wide variety of reading materials, including different methods of presentation. Here are a few uniquely effective technique to master English.
Firstly, Learning from native speakers to hear and practice is more effective than starting with learning grammar. But I am not saying that you do not have to learn grammar. Because, not all people have a chance to move abroad. The bottom line is willing to practice, and should be started with more listening. When our ear already familiar with English, usually the tongue follow.
One of the tips of the easiest and cheapest is to learn to practice with English-speaking tourists. Tourists now do not only visit Bali, many other areas that also became tourists. Well this is an opportunity for direct practice. You can start with the acquaintance, probably the first topic of the origin, how long to stay in Indonesia, where he lives, and offer assistance according to your ability. Usually tourists are not arrogant like to chat. Do the conversation as best he could, one also does nothing, but it is important for listening to sentences spoken with great concentration. This listening experience will make you continue to remember the words he was saying. Another advantage when you become a good listener, your tourist friends that also will consider you as a friend a fun chat. Do not hesitate to ask if you do not understand, saying that your English is not too good, he must understand and be happy to teach you. You remember Tarzan? See Jane is so happy to communicate with her even though haltingly. The important thing here is sincerity.
Another important thing is do not assume that English-speaking tourists are a god for modern and you far behind him. This will cause a gap that is not fun. All people are basically the same, it's just a different language and English happens to already be the international language. So, let alone with confidence.
Moreover learn English as a foreign language is more difficult than any other skills, especially writing. That’s why we have to k now the effcective technique to be master in writing. As a a non-native person, we must remember a large number of rules in structure which are quite different from our own language. In this case, the learner must figure out the differences themselves and even outline some rules to convert from their own language to the target language. Eventhough, in fact people are often known to spend less time to write than to listen, to speak and even to listen. Learners learning the language in their country are proved to read more than any other skills while learners learning overseas must listen to the language most of their time. In any cases, they spend little of their time for writing. It is clearly known that an average person spend the most for listening, the second most for speaking, then reading and finally writing.
For example, when students of English as a foreign language write something, they have a big question in mind whether what they write is correct or incorrect. Who can answer the question for them and help them recognize the mistakes. It is, in many cases, the teacher who is teaching them and is ready to give them a hand. The problem however I want to mention is that the teacher does not have enough time to correct for all of them if there are more than ten students in the class. When the teacher corrects the writing for just some of them, the other students cannot recognize their own mistakes. Without correction, the mistakes may be repeate many times and become bad habits which are hard to adjust.
What should a teacher do if their students get bored? Using varitype games can be an alternative solution to handle this problem. Games, as a matter of fact, can help and encourage many students to sustain their interest and work. By this paper, the writer wants to share experiences about “how to teach English vocabulary using games”.
There is a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is through games.
Games can help the teachers to create contexts in which the language is useful and meaningful. In the whole process of teaching and learning by games, the students can take part widely and open-mindedly. To win the games each student or group should competitively answer the questions addressed by the teacher or other students or groups. In order to do so they must understand what the teacher or others are saying or have written, and they must speak or write in order to express their own point of view or give information
The English instruction in elementary school is intended to endorse the mastery and development of the four basic abilities and skills. Those are reading, writing, speaking and listening as reflected in abilities and skill concerning language use so that the students are able to express simple expression with emphasis our vocabulary mastery in order to avoid to vocabulary infraction and attain better out comes, the teacher should choose an appropriate teaching method, which is suitable with subject matter in teaching learning process. The need to use various instructional media will be able to help students to increase their English vocabulary.
Teaching vocabulary is clearly more than just presenting new words. It also includes a decision that words should teach the basic of how frequent they are used by speaker of the language. The words are most commonly used are those a teacher should teach first.
But commonly and usually the way of teaching makes the students lazy and bored. The teacher needs something different to make students interested, mostly children, because they are very easy to get bored. Therefore, teacher needs something interesting which can make motivate them. It is based on the characteristics and attitude of the children that they are curious and often seeks something that the teacher notices them and shows appreciation for what they are doing. So, to motivate them teacher needs something new that can stimulate their curiosity.
With the current analysis on communication in teaching language, using games appears to hold a solution for many teachers. The communication activities somehow involves in a varied use of language.
It had been found in many schools, teacher use games activities as their teaching aid. The students really appreciate any kind of activities which provide excitement and fun. It will be easy to understand and practice of English. The writer chooses games as the simple illustrated media to facilitate students’ method of learning, as we know children learn while playing games. It is easy to be understood and comprehended by students.
However, learning English vocabulary using games has an importance role for elementary teachers and students. The first, as students, they have strong and good motivation to deepen English language. The second, they are easy to accept the English language because they learn by playing games that nowadays has been grown and developed in Indonesia. The third, teaching English vocabulary using games can help teacher in teaching learning process. Finally, they (teacher and students) can teach and learn English vocabulary using games.
HOW DOES FKIP PREPARE THE FUTURE LANGUAGE TEACHER
Abstract:
Language is at the center of everything we do, allowing us to define and understand ourselves and our surrounding environment. The purpose of the preparation of the Foreign Language Teacher Education program at University is to bring the world to the students and prepare them for the world. In an increasingly diverse and international global system, the ability to communicate in multiple languages is a valuable and necessary attribute. Teaching is a profession raises the issue of how to explore the knowledge of that profession (Meijer et al.2001) FKIP should has an education program which are teach and provides students with numerous opportunities to learn about a language and culture while simultaneously developing skills and abilities related to teaching. All of the on-campus and off-campus activities are designed to prepare future foreign language teachers in terms of content, pedagogy, technology use, and classroom management.
Keywords: student teacher training, preparation from FKIP, professional teacher
The quality of human resources of Indonesia is still very low when compared with other nations. One of the main factors the low quality of human resources is certainly related to national education. National education program designed believed to have not managed to answer the expectations and challenges of the present and future. In the face of expectations and challenges in the future, education is something very valuable and needed. However, education in the future play a fundamental role in which the ideals of a nation and state can be achieved. For the people of a nation, education is a requirement that would determine their future. Facing the future is definitely filled with currents of globalization and openness, and progress of the world's information and communication, education will be increasingly exposed to various challenges and problems are more complicated than in the present or previous. To that end, the construction sector, especially education and science teacher education faculty in the future should be designed as early as possible so that the various challenges and problems can be overcome. National education should be designed to be capable of giving birth or the generation of human resources which has the advantage in the era of globalization and openness of information flow and progress of a remarkable communications tool.
Furthermore, in building the future teacher of education in FKIP need to design an education system that make a difference for teachers in the future by making innovations in the system of FKIP itself, it can answer the expectations and challenges of the changes that occur. The education system needs to be continuously constructed from pre-school education, primary education, secondary education and higher education. High quality of education needed to create intelligent life, peaceful, open, democratic, and able to compete so as to improve the welfare of all citizens of Indonesia. Welfare of Indonesia in the future is no longer rooted in natural resources and physical capital, but rooted in intellectual capital, social capital, and credibility so that the demand for continuous updating of knowledge is a must.
The Quality of graduates is not enough when measured by local standards because it has a very large global change affect the economy of a nation. What's more, new industry was developed with a high level of competency-based, and the people who succeed are an educated nation with high quality standards. In order for national education graduates have a competitive advantage and comparative appropriate national and international quality standards, the curriculum in the future should be designed as early as possible. This should be done so that the national education system can respond proactively the development of information, science, technology, and art. In this way educational institutions will not lose relevance to the interests of the learning programs of students.
As we know, English is a major language in the world today. Some reports say that the number of people speaking English as their first language is equivalent to the number who use it as their second language, and that their combined number is equal to those who speak it as a foreign language (Braine, 2005). Furthermore, as many as 75 countries consider English as an official language used in social and business circles. This means that there is high demand for people from traditionally non-English speaking countries to learn the language to be able to increase their competitiveness. Teaching English as a second language (ESL) or English as a foreign language (EFL) in non-native English speaking countries is even more challenging and it requires teachers to have excellent classroom management skills to ensure a successful learning process. To become a language teacher, you need to enhance and improve your language competency and acquire teaching skills and FKIP have to prepare you for to be an accomplish English teacher by focusing on several essential areas:
First of all is Technology. FKIP should provide a special class for student teacher to learn how to use technology in your teaching and to enhance your students' learning experience. Students are exposed to and learn about cutting edge technologies such as: website development, computer assisted language learning, and digital audio and video. You will use technology in each of your courses (internet technology is an integral part of our program); therefore, FKIP require you to have a laptop (laptops are utilized in nearly every education class, in order to prepare tomorrow's teachers to teach with technology).
The second is Culture. Learning a language is the first step in communicating with people of another culture, but it is only the first step. An understanding of and genuine appreciation for other people grows out of an understanding of the differences and commonalities you share. It is important, then, to learn about others' social conventions and etiquette; political and economic issues; literature; values; religions; etc. That’s why FKIP have to make a new system to learn others culture. For example is study abroad. As a student you will form a connection with the culture you study, and later, as a teacher, you will seek to convey that sense of connection to your own students in hopes of instilling in them a similar appreciation. Your course work and study abroad experiences will prove valuable as you learn to love the language and culture you study.
The third is Classroom experience. Traditionally, students preparing to be teachers have little practical classroom experience before beginning formal class observations and student teaching in their senior year. This allows little time for the transition from student to teacher. FKIP have to believe that it is important to get student teacher into a teaching environment as early in their program as possible to build experience and familiarity in teaching environments and with classroom dynamics. This will increase student teacher confidence and better prepare you to enter the classroom as you begin your teaching career after graduation. Teacher candidates have the opportunity to improve their language skills through an intensive immersion experience
At the undergraduate level, pedagogical competence covers a wide range of knowledge and skills. FKIP have to collaborate with the student to understand the practical aspects of teaching: how to prepare a syllabus, how to evaluate oral and written work, and how the class is sufficient. More importantly, teachers must have an undergraduate background that is wide enough to be able to teach all levels of a language as well as advanced courses in culture, literature, and media. In addition, teacher must be willing to broaden the background of that by digging into new areas such as business language, by learning new material, and by developing new programs to meet the needs of the department. The ideal candidate will know how to choose appropriate texts and instructional materials and how to design and implement creative, interesting teaching techniques for all levels of language courses. Increasing importance is the knowledge of the language-teaching technology such as video-based language teaching, computer programs, and internet.
Beside that each student is unique, most undergraduate institutions share an emphasis on teaching, a need for cooperative effort, and an expectation of service in various forms. Given these considerations, what qualifications should an ideal candidate for an undergraduate teaching position have? How should graduate programs be revised to prepare future teacher better for both the teaching and service aspects of academic life in an undergraduate institution? I believe that the desired qualifications from FKIP fall into three categories: competence, collaboration, and commitment.
The first of these is competence, includes linguistic, cultural, and pedagogical skills. Whether new entering undergraduate education are teaching their native language or a language they have spent years learning, they will need linguistic competence in both English and the target language to anticipate students' problems and to explain clearly how the languages differ. Both student teacher and FKIP direct experience with the culture they are teaching about and the one they are living in so that they can help student teacher learn more about their own culture as they discover the similarities and differences of the foreign culture. Cultural and linguistic competence often results from time spent living in both cultures.
The second is collaboration, refers to the ability to cooperate effectively with others: students, departmental colleagues, peers in other departments, and people from the local community. Collaboration in the classroom requires FKIP to make the student teacher be able to empathize with students and accept them as they are, yet maintain an authoritative approach to classroom learning. Reluctant and apprehensive non majors in beginning language classes must be encouraged and supported. Interested and able intermediate students must be enticed to continue into advanced courses. Learning will be difficult for the students if the new undergraduate teacher does not understand their affective needs.
Undergraduate teaching in a foreign language department also often means working closely with a small group of colleagues. The smaller the group, the greater the importance of collaborative effort and the greater the potential for conflicts. In a department of only five or six colleagues each person's opinion carries weight; one dissenter can effectively block action on any question.
Therefore, undergraduate teaching often provides opportunities for collaboration with colleagues in other department on interdisciplinary courses, grants, and other projects. New faculty members need to understand the importance of interdisciplinary cooperation in extending awareness of foreign languages and their influence on all fields in an internationalized society. College faculty members must also collaborate with area high school teachers on such matters as supervising student teachers, forming academic alliances and organizing workshops for teachers, and creating foreign language events for secondary school students.
The third is commitment, refers to a continuing dedication to serving one's institution in the ways it values most. FKIP need a commitment to creative, effective teaching is the primary responsibility. New faculty members are often surprised by the number and variety of different courses they are expected to handle. Automatically FKIP have to serving the department in program-building activities such as recruiting new majors, organizing and leading study-abroad programs, advising majors on graduate study or jobs, publicizing department achievements or events, and generally helping promote the programs. One means of publicizing our department is our newsletter, the Foreign Exchange , a four- to six-page biannual publication that includes articles in English and in other languages by faculty members and students. However, the commitment to serving the institution through committee work, grant writing, making conference presentations, and publication of articles or books. Although there now seems to be slightly greater emphasis on the last three, service at FKIP has also included things as diverse as videotaping sports events, attending official social function, and volunteering in projects such as Habitat for Humanity. Finally there is commitment to serving the community by attending local events and speaking at community organizations and in area schools to promote language study.
FKIP want a graduate students to become ideal candidates for undergraduate language teaching positions, with linguistic, cultural, and pedagogical competence, good interpersonal skills, and a commitment first to effective teaching and then to serving the institution (not only through research and publication), then how should we change our graduate programs to prepare students?
In the fast changing world of the early 21st century public education is also changing. As part of the changes the role of schools and education will also be different both in the educational system and in the society. If we focus on the teaching process, we still realise that there are a great number of changes in this field as well, and all of them have an influence on the role of teachers. First of all, teachers in modern classrooms are no longer lecturers, they are facilitators, their main task is to set goals and organise the learning process accordingly. Then, in the past, teachers used to follow a syllabus which was compulsory for them. Nowadays, teachers have a National Curriculum, a Core Curriculum and a local (school) curriculum that they have to consider, but - on the other hand - they have independence to choose the teaching materials (textbook), make up a syllabus of their own and teach their pupils so that they can perform well both at examinations and in life. Curriculum design is a task teachers have to be prepared for, although the present generation of teachers has been growing into making up syllabi for years.
Another difference between the past and present tasks of teachers is represented by the technical background they need to be able to use and handle effectively (computer, photocopier, power point, projectors, etc). Instead of teaching chalk face, they need to be an information technology expert, a technician or/and a photocopy master.
One of the biggest challenges for teachers is that their role in the school management has also changed. The school needs them as individuals, who can make decisions and cope with the stress of the changing world of schools. At the same time teachers need to be able to work in teams, co-operate with colleagues and parents, they have to write projects to gain money for the school programmes, they have to be experts and need to do all these things for a modest monthly income.
It is obvious that the development of excellent language teacher requires constant use of the second language both formally in course work and informally with other graduate students. Most graduate language programs include American students and native speakers, who will often socialize using the target language. But graduate language departments could give students even more opportunities to use their second language by developing community contacts. Interaction between American and native speakers also fosters cultural competence. All future undergraduate language instructors could profit from a course in intercultural communication emphasizing cross-cultural sensitivity. This training would help them deal with the diversity of students in the classroom, allow them to incorporate cultural sensitivity into their language and culture courses, and prepare them for taking students abroad.
Undergraduate language programs now place much emphasis on study abroad; most of our majors study abroad for at least a month or two. Graduate education for language instructors should also include a significant period of foreign study, internship, or other type of cultural immersion. These future professors will gain not only language skills but also the confidence and experience to lead their own students on foreign excursions.
It is important for students teacher to understand, that in the end the advancement of knowledge is a collaborative enterprise in which scholars not only often work together, but must always, in some measure, build on the work of others to make their own contributions. It is necessary not only between schools and colleges but also between undergraduate and graduate institutions. Universities and colleges might begin collaborating, for example, by simply inviting visits from colleagues or students at nearby institutions. Faculty members or institutions might be invited to participate with graduate students in seminars on undergraduate teaching. Colleges might invite graduate students to spend a day following the routine of an undergraduate faculty member in imitation of the job shadowing practiced by some secondary schools.
Most language teachers as well as most anthropologists would probably agree that the best way to study a culture and learn its customs is to spend a period of time immersed in it. This immersion in the totality of undergraduate academic life is one of the objectives of some recent collaborative programs between graduate schools and liberal arts colleges.
To prepare future language professors who are competent in the second language and culture, who know how to teach undergraduates, who are able to work collaboratively, and who understand commitment to serving the college and community, graduate language departments will have to develop more ways of linking their students with the world outside the university. Language and culture linkages can be made through collaboration between the university and the community, by international communication through technology, and by study or internship abroad. Competence in teaching and an understanding of service can be enhanced through partnerships with undergraduate institutions.
For undergraduate teaching the area of specialization ultimately matters much less than breadth of knowledge and the ability to make it accessible to others. The ideal candidate for a position teaching in an undergraduate language department has the flexibility to teach various courses, the willingness to learn new material, the creativity to develop interesting courses, and the sensitivity to deal with diverse people and situations. These characteristics cannot be fostered by course work, research, and writing alone. We need scholars who not only skillfully explore the frontiers of knowledge, but also integrate ideas, connect thought to action, and inspire students. A key component in producing this kind of undergraduate teacher is providing students with significant experiences outside the university walls.
The teachers may come to believe in themselves as powerful forces in the classrooms, able to help students learn and think. How well teachers are prepared? whether they need more background in the subject they teach - depends on their discretion. Teachers believe that how they get students to persevere, how they explain difficult material, and how they manage respectful and productive classrooms are all as important as to bring classes active, and to make sure students actually learn. Throughout the process of developing students’ ability to learn literature, teachers have a very important role to play. It is in their capacity as a teacher that they play an important role in influencing and fostering the love and interest for literature in students. Through their effective teaching methodologies and through their personal interest in teaching as well as their love for the particular subject, teachers can make the students like or dislike the subject. They must introduce variations into their lessons so that students are always kept alert and ready to respond to many different kinds of stimulus (Moody 1983). It is up to the teacher to create an appropriate classroom environment and learning mood for the students to feel comfortable with literature learning and not to feel scared and intimidated.
Language teachers are aware that they have a challenging task to ensure that the students learn and enjoy the subject. They believed that being an English language teacher was not sufficient merely to be able to go to the classroom and teach the English language per se. They were aware that they had to be an all rounder aside from having to create students’ interest. They admitted that the nature of the atmosphere of the lesson depended on how they teach. If teachers could make the class interesting, students would still like it after modifications and improvisation even if the texts were very dry.
Language is an important communication instrument. We know that without language people cannot communicate with other. Without language the world will not be meaningful. It is realized that English is one of the important languages in this world. It is also international language use in the entire world. Therefore, English is the only available tool for the twentieth century learning (Broughton, 1973:3). It also becomes a mean of communication among people in the world. In our country English is also one of the foreign languages that we must have the capability. So, it is very important for us as a student teacher to learn English as well as possible.
The problems of teachers in Indonesia are either directly or indirectly related to issues of quality professionalism of teachers that are still not adequate. Though it was very clear that in determining the quality of national education. Low quality of national education, one reason is the low quality of teachers. The problems of teachers in Indonesia should be resolved in a comprehensive manner on all aspects related to the welfare of teachers that must be considered because his income is still below the standards, educational qualifications, development, protection of the profession, and administration.
In fact the largest source of educational problems is a change, therefore the problem will always exist until whenever. Educational institutions are required to adjust to changing developments in society. Similarly, the teacher, who always required to adjust to changes. As a result so many problems faced by teachers, because of its inability to adjust to the changes that occur in sekelingnya as a result of its limitations as an individual or because of the limited ability of schools and government. So the problem of education is always arise because of the demand that educational institutions including teachers adjust to all the existing development in the community.
As a conclusion with the emergence of the 21st Century, teachers and educators are searching for ways to better address and serve the population of diverse learners in our classrooms. Recalls for reform in education have recommended that teachers evaluate how they teach, why they teach, how students learn and what literacy to teach. To prepare students to take their places in a literate society, teachers must dialogue and to research to meet the demands, visions, and innovations required of them and their students. It is imperative that they search for appropriate solutions assuring that students receive the essentials of education.
http://www.acu.edu/img/assets/2292/Cooper.pdfhttp://www.citejournal.org/articles/v5i3languagearts1.pdf
Five Ways to Improve Your English Reading Comprehension
Improving your ability to read English quickly and accurately takes a great deal of practice. However, you don’t have to read boring materials that or ones that contain words and concepts you aren’t interested in. Once you know the basic elements of the English language, you can select from a wide variety of reading materials, including different methods of presentation. Here are a few fun ways to improve your English reading comprehension.
PLAY WORD GAME
Today, crossword puzzles and other types of word game puzzles entertain native and non-native English speakers of all ages. If you’re looking for a way to improve your vocabulary and have fun at the same time, these types of puzzles can be of immense help to you. If this is something that interests you, you might also consider Scrabble, word searches and other similar games.
TAKE A SPEED READING COURSE
If you aren’t interested in word games, you might want to try taking a course in speed reading. These lessons will teach you how to pick key words out of a paragraph and understand the message without having to read each sentence word for word. That said, if you’re having difficulty isolating nouns and verbs, you may need to practice more before you try taking these courses.
TAKE NOTES ON SUBJECTS THAT INTEREST YOU
If you’re reading a book on a topic that you enjoy, take some notes. These can be verbatim samples from the text or you can try putting sections in your own words. As you write, you’ll also have an opportunity to think about the sentence structures and see how ideas are conveyed. This will help you learn to discuss these topics in a way that sounds more natural.
SELECT MATERIALS THAT WILL CHALLENGE YOU
Just like with physical exercise, you need to constantly set new goals for yourself so that you continue to progress and improve. For example, if you’re able to work your way through a 100 page children’s book, it’s time to start tackling a longer book or one on a more difficult topic. Regardless of which subjects interest you the most, you’ll be able to find some books that are harder to comprehend than others. By applying yourself to the ones that are more difficult, you’ll gain increased mastery over written English.
READ MATERIALS FROM MANY DIFFERENT AUTHORS
Considering the number of people that have websites, it’s easy to sample a wide range of English writing styles. This will help you to learn about the flexibility of the English language, as well as the means of expression that most people are comfortable with. If you already know a great deal about a certain topic in your native language, you can use that background to help you read websites in English that focus on similar concepts.
For the most part, once you know the basic elements of the English language, practice and time will be your most valuable teachers. It’s important to spend time reading materials that interest you in as many forms as possible and to spice up your practice with things like word games and speed reading classes. Over time – and with hard work – you’ll see dramatic improvements in your comprehension of written English.
Today, crossword puzzles and other types of word game puzzles entertain native and non-native English speakers of all ages. If you’re looking for a way to improve your vocabulary and have fun at the same time, these types of puzzles can be of immense help to you. If this is something that interests you, you might also consider Scrabble, word searches and other similar games.
TAKE A SPEED READING COURSE
If you aren’t interested in word games, you might want to try taking a course in speed reading. These lessons will teach you how to pick key words out of a paragraph and understand the message without having to read each sentence word for word. That said, if you’re having difficulty isolating nouns and verbs, you may need to practice more before you try taking these courses.
TAKE NOTES ON SUBJECTS THAT INTEREST YOU
If you’re reading a book on a topic that you enjoy, take some notes. These can be verbatim samples from the text or you can try putting sections in your own words. As you write, you’ll also have an opportunity to think about the sentence structures and see how ideas are conveyed. This will help you learn to discuss these topics in a way that sounds more natural.
SELECT MATERIALS THAT WILL CHALLENGE YOU
Just like with physical exercise, you need to constantly set new goals for yourself so that you continue to progress and improve. For example, if you’re able to work your way through a 100 page children’s book, it’s time to start tackling a longer book or one on a more difficult topic. Regardless of which subjects interest you the most, you’ll be able to find some books that are harder to comprehend than others. By applying yourself to the ones that are more difficult, you’ll gain increased mastery over written English.
READ MATERIALS FROM MANY DIFFERENT AUTHORS
Considering the number of people that have websites, it’s easy to sample a wide range of English writing styles. This will help you to learn about the flexibility of the English language, as well as the means of expression that most people are comfortable with. If you already know a great deal about a certain topic in your native language, you can use that background to help you read websites in English that focus on similar concepts.
For the most part, once you know the basic elements of the English language, practice and time will be your most valuable teachers. It’s important to spend time reading materials that interest you in as many forms as possible and to spice up your practice with things like word games and speed reading classes. Over time – and with hard work – you’ll see dramatic improvements in your comprehension of written English.
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