THE COMMUNICATIVE APPROACH | TEACHING METHOD

THE COMMUNICATIVE APPROACH (1960s-2000s) : The Communicative Approach was originally developed by Tracy Terrell and Stephen Krashen, this acquisition-focused approach sees communicative competence progressing through three stages: 

(a) aural comprehension, 

(b) early speech production, and 

(c) speech activities, 

all fostering "natural" language acquisition, much as a child would learn his/her native tongue. Following an initial "silent period", comprehension should precede production in speech, as the latter should be allowed to emerge in natural stages or progressions. Lowering of the Affective Filter is of paramount importance. Only the target language is used in class now, introducing the "total immersion" concept for the very first time, with auditory input for the student becoming paramount.

Errors in speech are not corrected aloud. Now enters the era of glossy textbooks, replete with cultural vignettes, glossaries, vocabulary lists, and glazed photographs. A deliberate, conscious approach to the study of grammar is considered to have only modest value in the language learning process. Pairing off of students into small groups to practice newly acquired structures becomes the major focus. Visualization activities that often times make use of a picture file, slide presentations, word games, dialogues, contests, recreational activities, empirical utterances, and realia provide situations with problem-solving tasks which might include the use of charts, maps, graphs, and advertisements, all to be performed on the spot in class. Now the classroom becomes more student-centered with the teacher allowing for students to output the language more often on their own. Formal sequencing of grammatical concepts is kept to a minimum.

Since communication is a process, it is insufficient for students to simply have knowledge of target language forms, meanings, and functions. Students must be able to apply this knowledge in negotiating meaning. It is through the interaction between speaker and listener (reader and writer) that meaning becomes clear.

The Principles of the Communicative Approach

1. The goals are to become communicatively competent, able to use the language appropriate for a given social context, to manage the process of negotiating meaning with interlocutors.
2. Teacher facilitates students’ learning by managing classroom activities, setting up communicative situations. Students are communicators, actively engaged in negotiating meaning.
3. Activities are communicative. They represent an information gap that needs to be filled. Speakers have a choice of what to say and how to say it. They receive feedback from the listener that will verify that a purpose has been achieved. Authentic materials are used. Students usually work in small groups.
4. Teacher initiates interactions between students and participates sometimes. Students interact a great deal with each other in many configurations.
5. Emphasis is on developing motivation to learn through establishing meaningful, purposeful things to do with the target language. Individuality is encouraged, as well as cooperation with peers which both contribute to sense of emotional security with the target language.
6. Language is for communication. Linguistic competence must be coupled with an ability to convey intended meaning appropriately in different social contexts. Culture is the everyday lifestyle of native speakers of the target language.
7. Functions are emphasized over forms with simple forms learned for each function at first, then more complex forms. Students work at discourse level. They work on speaking, listening, reading, and writing from the beginning.
8. The students’ native language has no particular role in the communicative approach.
9. A teacher evaluates not only his students’ accuracy, but also their fluency.
10. Errors of form are tolerated and are seen as a natural outcome of the development of communication skills.

The Teaching Techniques Used in the Communicative Approach

1)      Authentic materials
2)      Scrambled sentences
3)      Language games
4)      Picture strip story
5)      Role-pay

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COMMUNITY LANGUAGE LEARNING | TEACHING METHOD

COMMUNITY LANGUAGE LEARNING (1960s-2000s) | Actually I have posted several kinds of Teaching Methods such as Suggestopedia, The Grammar Translation Method, The Silent Way, The Audio Lingual Method, and The Direct Method. So on this opportunity I am going to post about The Community Language Learning Method. The Community Language Learning takes its principle from the more general counseling-learning approach developed by Charles A. Curran. Students is considered as a ‘whole-person’ means that teachers consider not only their students’ feelings and intellect, but also have some understanding of the relationship among students’  physical reaction, their instinctive protective reaction and their desire to learn.

Therefore, a way to dealt with the students’ problems (fears) is for a teacher to become ‘language counselor’. By understanding students’ problems and being sensitive to them, it is believed can help students overcome their negative feelings and turn them into positive energy to further their learning.

It is designed to ease the learner into gradual independence and self-confidence in the target language. This is also known as the Counseling-Learning method. Curran's approach is beyond simply a methodical pedagogy, but is rather a veritable philosophy of learning which provides profound, even quasi-theological reflections on humankind! It encourages holistic learning, personal growth, and self-development. Learning a language is not viewed necessarily as an individual accomplishment, but rather as a collective experience, something to be disseminated out into the community at large at a later stage in the second-language acquisition process. Its basic premise can be found in the acronym SARD:  

1. S = stands for security (to foster the student's self-confidence),  
2. A = represents attention or aggression (the former an indication of the learner's involvement, the latter their frustration level),  
3. R = equals retention and reflection (what is retained is internalized and ultimately reflected upon), and 
4. D = denotes discrimination (the learner can now discriminate through classifying a body of material, seeing how one concept interrelates to another previously presented structure). Student "participants" are thus allowed to register abstracted grammar both peripherally and semi-consciously.

The Principles of Community Language Learning

1. The goals are to learn language communicatively, to take responsibility for learning, to approach the task nondefensively, never separating intellect from feelings.
2. Teacher acts as counselor, supporting students with understanding of their struggle to master language in often threatening new learning situation.
3. Nondefensive learning requires six elements: security, aggression (students have opportunities to assert, involve themselves), attention, reflection (students think about both the language and their experience learning it), retention, and discrimination (sorting out differences among target language forms).
4. Both students and teacher make decisions in the class. Sometimes the teacher directs action, other times the students interact independently.
5. Teachers routinely probe for students’ feelings about learning and shows understanding, helping them overcome negative feelings.
6. Language is for communication, a medium of interpersonal sharing and belonging, and creative thinking. Culture is integrated with language.
7. At first, since students design syllabus, they determine aspects of language studied; later teacher may bring in published texts. Particular grammar, pronunciation points are treated, and particular vocabulary based on students’ expressed needs. Understanding and speaking are emphasized; reading and writing have a place.
8. Use of native language enhances students’ security. Students have conversations in their native language and the target language translations of these become the text around which subsequent activities revolve. Instructions and sessions for expressing feelings are in native language and the target language is used progressively more.
9. No specific means are recommended for evaluation, but adherence to principles is urged. Teacher would help students prepare for any test required by school, integrative tests would be preferred over discrete-point tests, self-evaluation would be encouraged, promoting students’ awareness of their own progress.
10. Nonthreatening style is encouraged, modeling of correct forms.

The Teaching Techniques Used in Community Language Learning

1. Tape-recording student conversation, that is, it is used to record student-generated language as well as given the opportunity for community learning to come about.
2. Transcription, that is, the teacher transcribes the students’ tape-recorded target language conversation.
3. Reflection on experience, that is, the teacher takes time during or after the various activities, gives the students the opportunity to reflect on how they feel about the language learning experience.
4. Reflective listening, that is, the students relax and listen to their own voice speaking the target language on the tape.
5. Human computer, that is, a student chooses some part of the transcript to practice pronouncing. She/he is in the control of the teacher when she/he tries to say the word or phrase.
6. Small group tasks, that is, firstly the students are asked to make new sentences with the words on the transcript with their small group.  And the groups share the sentences they made with the rest of the class.

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THE TPR METHOD: TOTAL PHYSICAL RESPONSE METHOD | TEACHING METHOD

THE TPR METHOD: TOTAL PHYSICAL RESPONSE METHOD | TEACHING METHOD | THE TOTAL PHYSICAL RESPONSE (TPR) METHOD (1960s-2000s) : The Total Physical Response method is focusing on listening comprehension by considering from observation to how children acquire their mother tongue. A baby spends many months listening to the people around him. The child has the time to try to make sense out of the sounds he hears.

This approach, also known as TPR, was founded by James Asher. In this method, both language and body movement are synchronized through action responses and use of the imperative (direct commands).  TPR may be used in conjunction with some other methods involving psychoneuro kinetic techniques wherein the teacher gives a host of commands with the students  responding by “acting out” the command: “Stand up”, “Go to the door”, "Sit down", etc. Kinetic movement of the hands and arms is incorporated in lieu of rote memorization. Student speech is delayed until they feel comfortable enough to give other students commands too. TPR is very effective in teaching temporal states, personal pronouns, and other deep grammatical structures.

The Principles of the Total Physical Response Method

1. The goals are to provide an enjoyable learning experience, having a minimum of the stress that typically accompanies learning a foreign language.
2. The teacher gives commands and students follow them. Once students are ready to speak, they take on directing roles.
3. Lessons begin with commands by the teacher and students demonstrate their understanding by acting these out. Teachers recombine their instructions in novel and often humorous ways, and eventually students follow suit. Activities later include games and skits.
4. The method was developed principally to reduce the stress associated with language learning. Students are not forced to speak before they are ready and learning is made as enjoyable as possible, stimulating feelings of success and low anxiety.
5. Oral modality is primary and culture is the lifestyle of native speakers of the target language.
6. Grammatical structures and vocabulary are emphasized, imbedded in imperatives. Understanding precedes production. Spoken language precedes the written words.
7. Method is introduced in students’ native language, but rarely used later in course. Meaning is made clear through actions.
8. Teachers can evaluate students through simple observation of their actions. Formal evaluation is achieved by commanding a student to perform a series of actions.
9. Students are expected to make errors once they begin speaking. Teachers only correct major errors and do this unobtrusively. Fine turning occurs later.

The Teaching Techniques Used the Total Physical Response Method

1. Using commands to direct behavior, that is, the commands are given to get students to perform an action and the action makes the pace lively.
2. Role reversal, that is, students command their teacher and their classmates to perform some actions. The students may speak longer, but should not be encouraged to speak until they are ready.
3. Action sequence, that is, the teacher gives three connected commands and the students learn more and more of the target language, a longer series of connected commands can be given, which together comprise a whole procedure.

That's all we can share about TPR, hopefully our article will be a good reference to yours. Thankz

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DISPLACED : PENGGANTIAN MAKNA (Changes in Meaning: Displaced) | Semantic Focus

Displaced is the meaning of a word which has undergone total shift so that the resulting meaning stands on the opposite sense of the original meaning. Basically the instruction changes to be a prohibition and prohibition changes to be an instruction.

Yeah, Displaced sendiri adalah merupakan bagian dari Changes in Meaning atau perubahan makna. Displaced sendiri berarti pergantian makna. Maksudnya adalah bahwa kata yang mengalami displaced meaning merubah makna sebenarnya kata tersebut 180 derajat atau berlawanan dengan arti dari kata itu sendiri jika berdiri sendiri. Intinya, dengan displaced meaning yaitu mengubah larangan menjadi perintah dan perintah menjadi larangan.

Sebuah kata mendapatkan makna displaced dikarenakan situasi yang terjadi saat kata itu digunakan. Berikut contohnya dalam bahasa Inggris berdasarkan situasi yang dikondisikan.

semantic, displaced = perubahan makna

After going home, a boy wants to play underground but he doesn’t have his lunch yet. His mother then said “good, try to go out!” It doesn’t mean he pleases her son to go out for playing underground however she prohibits him. From the situation above, the whole words of the sentence already get displaced meaning.

Another examples:

-   That boy is so smart, he doesn’t want to hear his parents’ order anymore.

-     Take it, if you want to die!

Displaced mudah kita temukan dalam kehidupan kita sehari-hari, bahkan di rumah. Berikut adalah contoh displaced meaning dalam bahasa Indonesia didasarkan pada situasi yang dikondisikan:

Seorang anak SD kelas 3 terlihat oleh ibunya sedang mencoret-coret dinding rumahnya dengan spidol. Ibunya kemudian memarahinya sambil mengambil sebuah rotan “Ayo, coba kamu coret-coret lagi”. Dalam hal ini, semua kalimat yang diucapkan ibunya mengalami displaced meaning atau pergantian makna. Mengapa? Karena ibunya bukan dalam artian meminta anaknya tersebut melanjutkan coret-coretnya, melainkan berarti bertentangan, yaitu melarangnya untuk melakukannya lagi.

Bagaimana? Apakah bias dipahami dengan mudah? Silahkan tinggalkan komentar.

Sebelum itu, jangan lupa untuk membaca artikel terkait tentang Changes in Meaning ini, di antaranya:

1. Synesthesia

2. Widening (perluasan makna) dan Narrowing (Penyempitan makna)

3. Peyorasi dan Ameliorasi (Perburukan dan Pemuliaan Makna)

Demikianlah yang dapat saya share kali ini, semoga bermanfaat ...

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Narrative Text + Questions for SMP + SMA 2020

Narrative Text + Questions for SMA | This story takes place in Rome, where a Greek slave named Androcles escaped from his master and fled into the forest. There he wandered for a long time until he was weary, hungry and hopeless. Just then he heard a lion near him moaning and groaning and at times roaring terribly. Tired as he was, Androcles rose up and rushed away, as he thought, from the lion; but as he made his way through the bushes he stumbled over the root of a tree and fell down. When he tried to get up, there he saw the lion coming towards him, limping on three feet and holding his forepaw in front of him.

Poor Androcles was hopeless; he had not strength to rise and run away, and there was the lion coming upon him. But when the great beast came up to him instead of attacking him it kept on moaning and groaning and looking at Androcles, who saw that the lion was holding out his right paw, which was covered with blood and much swollen.

Looking more closely at it Androcles saw a big thorn pressed into the paw, which was the cause of all the lion’s trouble. Plucking up courage, he held the thorn and drew it out of the lion’s paw, who roared with pain when the thorn came out, but soon after finding such relief from it that he fawned upon Androcles and showed, in every way that he knew, to whom he owed the relief. Instead of eating him up he brought him a young deer that he had killed, and Androcles managed to make a meal from it. For some time the lion continued to bring the game he had killed to Androcles, who became quite fond of the huge beast.

But one day a number of soldiers came marching through the forest and found Androcles. As he could not explain what he was doing, they took him prisoner and brought him back to the town from which he had fled. Here his master soon found him and brought him before the authorities. Soon Androcles was sentenced to death for fleeing from his master. Now it used to be the custom to throw murderers and other criminals to the lions in a huge circus, so that while the criminals were punished, the public could enjoy the scene of a fight between them and the wild beasts.

So Androcles was sentenced to be thrown to the lions, and on the appointed day he was led forth into the Arena and left there alone with only a spear to protect him from the lion. The Emperor was in the royal box that day and gave the signal for the lion to come out and attack Androcles. But when it came out of its cage and got near Androcles, what do you think it did? Instead of jumping into him it fawned him and stroked him with its paw, it made no attempt to do him any harm.

It was of course the lion which Androcles had met in the forest. The Emperor, surprised at seeing such a strange behavior in so cruel a beast, called Androcles to him and asked him how the lion lost all its cruelty. So Androcles told the Emperor all that had happened to him and how the lion was showing its gratitude for relieving the thorn from his right paw. The Emperor pardoned Androcles and ordered his master to set him free, while the lion was taken back into the forest and let loose to enjoy liberty once more.


1. What does the text tell you about?

A.  Androcles escaped from his master.
B.  Androcles fled into the forest.
C.  The lion saved Androcles from his master
D.  The lion fought against Androcles in circus
E.  Androcles and the lion.

2. What is the main idea of the second paragraph?

A.  The soldier found Androcles and brought him to his master.
B.  Androcles escaped from his master and fled into the forest.
C.  The lion saved Androcles from the soldiers.
D.  The lion owed the relief because Androcles drew the torn out from the lion’s righ paw.
E.  Poor Androcles was hopeless and he had not strength to rise and run away when the lion was coming upon him.

3. The lion did not attack Androcles in the circus because…

A.  the lion’s right paw hurt.
B.  the lion did not dare to attack Androcles.
C.  the lion owed Androcles’s relief for lifting the thorn out.
D.  Androcles brought a spear to attack the lion.
E.  Androcles had many soldiers to help him attack the lion in the circus.

4. The following are true, except …

A.  the lion attacked the soldiers when they tried to bring Androcles.
B.  Androcles is a slave from Greek.
C.  Androcles met the lion in the forest.
D.  the lion was brought to the circus to fight against the wild animals.
E.  Androcles was sentenced to death for fleeing from his master.

5. Tired as he was, Androcles rose up and rushed away, … 

    ( paragraph 1, line 4)
    The underlined word is closest in meaning to …

A.  walked
B.  jumped quickly
C.  walked slowly
D.  moved
E.  went quickly

6. Which of the following is true according to the text?

A.  The lion was dead in the circus.
B.  Androcles was sentenced to death by the soldiers.
C.  Androcles was punished by the Emperor to kill the lion.
D.  The lion and Androcles were taken back into the forest.
E.  It was the custom to throw murderers to fight the lions in a huge forest.

7. The writer’s purpose of the text is …

A.  to describe the lion
B.  to describe Androcles’s life.
C.  to entertain the readers with the story entitled the lion and Androcles.
D.  to explain why the lion can survive in the forest.
E.  to persuade the readers that the lion should not be imprisoned.


Based on the text  above, Choose T if the statement is true and F if it is false according to the text by crossing the letter in the left!

8. T – F : Androcles was a slave from Greek.
 

9. T – F : Androcles saw a big thorn pressed into the left lion’s paw.
 

10.T – F : The lion did not kill Androcles because the lion’s paw was injured.
 

11.T – F : The lion bring the sheep he had killed to Androcles for his food because Androcles had help him to come the torn out from his paw.
 

12. T – F: Androcles was sentenced to death by the Emperor because he escaped from him.
 

13. T - F: Androcles was led into the arena and he fought against the lion.
 

14. T – F: The lion finally could kill Androcles in the arena.
 

15. T – F: Throwing murderers and other criminals to the lions in a huge circus was a custom in Rome.
Well, semoga artikel kami tentang Narrative Text + Questions for SMA bermanfaat  buat anda semua. 

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Descriptive Text: Example and Questions for Junior and Senior High School 2020

Descriptive Text: Example and Questions for both Junior and Senior High School | The article published at previous was about genres of text with their examples. They were recount and Narrative. And at this moment, we meet again in another genre, Descriptive Text. Descriptive text consists of two parts, Identification and Description. Let's see the example below with the questions.

...........................................

The Suramadu bridge is also known as the Surabaya-Madura bridge with three cable-stayed sections constructed between Surabaya and on the island of Java and the town of Bangkalan on the island of Madura in Indonesia.

 The width of the bridge is 30 meters, while its height is 146 meters. It carries motors vehicles. Opened on June 10, 2009, and the 5.4 km bridge is the longest in Indonesia.

The cable-stayed portion has three spans with lengths 192 m, 434 m and 192 m. the bridge has two lanes in each direction plus an emergency lane and a dedicated lane for motorcycles. The first toll bridge in Indonesia, fares have been initially set at Rp.30.000 for four-wheeled vehicles and Rp.3,000 for two-whellers.

The bridge was built by a consortium of Indonesian Companies, PT. Adhi Karya and PT. Waskita Karya, working China Road and Bridge Corp. and China Harbor Engineering Co.Ltd. The total cost of the project, including connecting roads, has been estimated at 4.5 trillion rupiah (US$445 million).

1.      The purpose of the text is …
a.      To invite the builder of Suramadu Bridge
b.      To inform the readers about something happened in the past
c.       To entertain or to amuse the reader
d.      To describe about Suramadu Bridge

2.      The appropriate title of the text above is …
a.      Surabaya and Bangkalan Bridge
b.      The cable stayed in Suramadu Bridge
c.       The Suramadu Bridge
d.      The history of Suramadu Bridge

3.      The three cable-stayed sections constructed between Surabaya and …
a.      Bangkalan
b.      Pasuruan
c.       Madiun
d.      Blitar

4.      When was the bridge opened?
a.      In 2008
b.      In 2009
c.       In 2010
d.      In 2011

5.      Which statement is not true according to the text?
a.      The Suramadu bridge is the longest bridge in Indonesia
b.      The bridge has two lanes in ieach direction
c.       The bridge is 5.4 length
d.      Cars must pay Rp.3,000 before passing the bridge

6.      “…has been estimated at …”
The word estimated has the closest meaning to …
a.      spent
b.      Escaped
c.       Counted
d.      Claimed

And the answer keys are:
1. D
2. C
3. A
4. B
5. D
6. C

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Definition Bilingualism, Language Learners According to Rubin (1981)

Definition Bilingualism, Language Learners According to Rubin (1981) 

1. As far as I know, bilingualism is the ability of someone to be able to use two languages for communication fluently.The first language must be as good as the other one, if not, it cannot be said bilingualism. For example, most of Canadian can speak both English and French fluently, therefore they can be called bilingualism people.

2. The strategies used by successful second language learners according to Rubin (1981) include:

a. Verification: checking to see if their hypotheses about the language are correct.

b. Inductive processing: creating hypotheses about the second language based on one’s second or first language knowledge.

c. Deductive reasoning: using general logic in problem solving.

d. Practice: such as repetition, rehearsal, imitation and glady as addition.

e. Memorization: including mnemonic strategies and repetitions for the purpose of starage and retrieval.

f. Monitoring: being alert to the making of errors and paying attention to how one’s message is received by the listener.

3. The location of lobe in the left hemisphere and its specialized functions:

a. Frontal lobe: it is near by broca area. The frontal lobe lies in front of the central sulcus.

The specialized function of this lobe is as planning, prediction, speech, and discrete movements of the body.

b. Parietal lobe: it lies behind the central culcus.

The specialized function of this lobe is as reading ability and sensation of pain, temperature, touch, pressure, and taste.

c. Temporal lobe: it is the area beneath the lateral fissure.

The specialized function of this lobe is as audition, memory processing, and sensory integration.

d. Occipital lobe: it is not clearly marked by an infolding of the cortex but can be identified as the area to the rear of the angular gyrus.

The specialized function of this lobe is as visual processing.It processes all visual or graphic sent by eye to the brain.

4. Based on the data result found by the researcher, I have analyzed that:

a. Subject number 2 as a Balinese female has high second langauge proficency as indicated by her value, 900. There are several factors affecting her second language acquisition. First, because she is a Balinese. As we know that Bali is a famous tourism object in the world and the first destination tourism object in Indonesia. Therefore, many tourists come to Bali and it makes easy to her to learn second language naturally by interacting with native speakers directly. Second, because of her age, she is in benefited in her young age because she has no hindrance to develop her langauge. Third, because of her personality. Her personality is impulsive where tend to make a quick or gambling guess at an answer to a problem, besides more intuitive and more willing to take risks in learning L2. The person with impulsive personality will be easy to acquire a new language rather than others. And the last, because of the practicing precentages. She can acquire L2 fastly because she uses that language as much as possible.

b. Subject number 1 and 6 as Javanese and subject number 5 as Torajanesehave middle second langauge proficency as indicated by their value, 600. Many tourists also come to Java and Toraja so they can learn L2 naturally besides they learn it also in classroom condition. The other factors affecting their SLL is their personality, especially subject number 5 and 6, have reflective personality where tend to make a slower, more calculated decision, usually more systematic and more cautious in learning L2.

c. Subject number 3 as a Dayaknese and number 4 as bugisnese, have low second langauge proficency as indicated by their value, 400. They rarely to make contact directly with native speakers. They merely learn L2 in classroom condition. Besides, they have reflective personality also where tend to make a slower, more calculated decision, and usually more systematic and more cautious in learning L2. Period of time of learning also become one of factors affecting their success in Second Language Learning.

5. Dyslexia and Dysgraphia are:

a. Dyslexia or alexia is the impairment of reading ability caused by damage to the brain. The patient of dyslexia has lost their ability in reading after brain damage.

b. Dysgraphia or agraphia is the impairment of writing ability caused by damage to the brain.The patient of dysgraphia has lost their ability in writing after brain damage.

6. The differences between participant observation and non-participant observation in a classroom SLA qualitative research are:

a. In parcipant observation, the researchers take part in the activities they are studying. While in non-participant observation, the researchers observe activities without engaging in them directly.

b. In participant observation, the researchers take copious notes on whatever they observe and experience, afterwards they record the notes immediately after the activities. While in non-participant observation, the researchers are free to take notes and/or making tape recordings during the observation.

7. From several elicitation procedures that can be chosen as one of many data collecting instruments in SLA research, I then choose three of them that I think more effective, they are:

a. Completion task

In this procedure, subjects listen to or read the beginning of a sentence and are asked to complete it using their own words. Mainly, the subjects are asked to complete the sentence. By doing this procedure, we can collect the data more easy, it can be in qualitaive form by seeing their prestice or in qualitative form by seeing the subjects devided the high, middle, and low level.

b. Reconstruction

In this procedure, subjects read or listen to a story or watch a movie. They are then asked to retell or reconstruct the story orally or in writing by their own words.

c. Question and answer with stimulus

This is a procedure that commonly used to get the authentic and accurate data both qualitative and quantitative research. For example, Biallystok (1982) had her subjects listen to sixteen personalized situations which are described in a few sentences and which end with a question. Subjects then were asked to give a contextually appropriate response.

8. Based on my learning experiences, my suggestion that I can give to Paijo and Melda to make their wish come true is one person one language. It means that they have to use their own language, Paijo with Javanese language and Melda with Torajanese language, as long as they interact with their children or between themselves in whatever they do and say. The father speaks and interacts to his children in Javanese while the mother does it also in Torajanese. By doing this way, their children will be easy to perceive and understand what they mean even they use different language to their children at the same time.They have to do that simultaneously to make their wish come true. This is called one person one language.

* Thank you *

1. As far as I know, bilingualism is the ability of someone to be able to use two languages for communication fluently.The first language must be as good as the other one, if not, it cannot be said bilingalism. For example, most of Canadian can speak both English and French fluently, therefore they can be called bilingualism people.

2. The strategies used by succesful second language learners according to Rubin (1981) include:

a. Verification: checking to see if their hypotheses about the language are correct.

b. Inductive processing: creating hypotheses about the second language based on one’s second or first language knowledge.

c. Deductive reasoning: using general logic in problem solving.

d. Practice: such as repetition, rehearsal, imitation and glady as addition.

e. Memorization: including mnemonic strategies and repetitions for the purpose of starage and retrieval.

f. Monitoring: being alert to the making of errors and paying attentionto how one’s message is received by the listener.

3. The location of lobe in the left hemisphere and its specialized functions:

a. Frontal lobe: it is near by broca area. The frontal lobe lies in front of the central sulcus.

The specialized function of this lobe is as planning, prediction, speech, and discrete movements of the body.

b. Parietal lobe: it lies behind the central culcus.

The specialized function of this lobe is as reading ability and sensation of pain, temperature, touch, pressure, and taste.

c. Temporal lobe: it is the area beneath the lateral fissure.

The specialized function of this lobe is as audition, memory processing, and sensory integration.

d. Occipital lobe: it is not clearly marked by an infolding of the cortex but can be identified as the area to the rear of the angular gyrus.

The specialized function of this lobe is as visual processing.It processes all visual or graphic sent by eye to the brain.

4. Based on the data result found by the researcher, I have analyzed that:

a. Subject number 2 as a Balinese female has high second langauge proficency as indicated by her value, 900. There are several factors affecting her second language acquisition. First, because she is a Balinese. As we know that Bali is a famous tourism object in the world and the first destination tourism object in Indonesia. Therefore, many tourists come to Bali and it makes easy to her to learn second language naturally by interacting with native speakers directly. Second, because of her age, she is in benefited in her young age because she has no hindrance to develop her langauge. Third, because of her personality. Her personality is impulsive where tend to make a quick or gambling guess at an answer to a problem, besides more intuitive and more willing to take risks in learning L2. The person with impulsive personality will be easy to acquire a new language rather than others. And the last, because of the practicing precentages. She can acquire L2 fastly because she uses that language as much as possible.

b. Subject number 1 and 6 as Javanese and subject number 5 as Torajanesehave middle second langauge proficency as indicated by their value, 600. Many tourists also come to Java and Toraja so they can learn L2 naturally besides they learn it also in classroom condition. The other factors affecting their SLL is their personality, especially subject number 5 and 6, have reflective personality where tend to make a slower, more calculated decision, usually more systematic and more cautious in learning L2.

c. Subject number 3 as a Dayaknese and number 4 as bugisnese, have low second langauge proficency as indicated by their value, 400. They rarely to make contact directly with native speakers. They merely learn L2 in classroom condition. Besides, they have reflective personality also where tend to make a slower, more calculated decision, and usually more systematic and more cautious in learning L2. Period of time of learning also become one of factors affecting their success in Second Language Learning.

5. Dyslexia and Dysgraphia are:

a. Dyslexia or alexia is the impairment of reading ability caused by damage to the brain. The patient of dyslexia has lost their ability in reading after brain damage.

b. Dysgraphia or agraphia is the impairment of writing ability caused by damage to the brain.The patient of dysgraphia has lost their ability in writing after brain damage.

6. The differences between participant observation and non-participant observation in a classroom SLA qualitative research are:

a. In parcipant observation, the researchers take part in the activities they are studying. While in non-participant observation, the researchers observe activities without engaging in them directly.

b. In participant observation, the researchers take copious notes on whatever they observe and experience, afterwards they record the notes immediately after the activities. While in non-participant observation, the researchers are free to take notes and/or making tape recordings during the observation.

7. From several elicitation procedures that can be chosen as one of many data collecting instruments in SLA research, I then choose three of them that I think more effective, they are:

a. Completion task

In this procedure, subjects listen to or read the beginning of a sentence and are asked to complete it using their own words. Mainly, the subjects are asked to complete the sentence. By doing this procedure, we can collect the data more easy, it can be in qualitaive form by seeing their prestice or in qualitative form by seeing the subjects devided the high, middle, and low level.

b. Reconstruction

In this procedure, subjects read or listen to a story or watch a movie. They are then asked to retell or reconstruct the story orally or in writing by their own words.

c. Question and answer with stimulus

This is a procedure that commonly used to get the authentic and accurate data both qualitative and quantitative research. For example, Biallystok (1982) had her subjects listen to sixteen personalized situations which are described in a few sentences and which end with a question. Subjects then were asked to give a contextually appropriate response.

8. Based on my learning experiences, my suggestion that I can give to Paijo and Melda to make their wish come true is one person one language. It means that they have to use their own language, Paijo with Javanese language and Melda with Torajanese language, as long as they interact with their children or between themselves in whatever they do and say. The father speaks and interacts to his children in Javanese while the mother does it also in Torajanese. By doing this way, their children will be easy to perceive and understand what they mean even they use different language to their children at the same time.They have to do that simultaneously to make their wish come true. This is called one person one language.

* Thank you *

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English Material Development Example | Development 3

Material Development Example | Development 3 

Development 3

This is the third Development of the material.

Level             : Upper Intermediate

Skills              : writing

Objectives  : : Setelah pembelajaran, siswa diharapkan dapat:

-          Menulis teks dialog atau percakapan yang berisi ungkapan tentang meminta bantuan, menawarkan, meminta izin, dan mengundang.

-          Mengubah kalimat langsung menjadi kalimat tidak langsung.

Procedures:

1.       Write an IM, YM or FB chat

Imagine that you and your friends are planning a trip overseas. Write an IM, YM or FB chat that you might have togather to help your plan. Include lots of requests, offers, permissions, and invitations.

2.       Explanation more about how to change direct speech into indirect speech.

3.       Teacher guided the students to read the Dominic text to her mother, and change it into paragraphs (direct to indirect speech).

The roles:

1.       The learners’ role is processor. They process the activity of writing by changing direct speech into indirect speech.

2.       The teacher’s role is as consultant or adviser. He or she stands with the learners in their writing processes and also to clarify the concept.

3.       The material’s role is as input. It also gives information about the structure of indirect speech.

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English Material Development Example | Development 2

Material Development Example | Development 2 

Level             : Intermediate

Skills              : writing

Objectives  : Setelah pembelajaran, siswa diharapkan dapat:

-          Menulis kalimat yang berisi ungkapan tentang meminta bantuan, menawarkan, meminta izin, dan mengundang.

Procedures:

1.       Students are guided to find out sentences in the text (OMG) that indicate requests, invitations, permissions and offers.

2.       Explanation about requests, invitations, permissions and offers sentences.

3.       Gap fillers. The students fill in the missing modal that fits best in the space; can, could, or would!

Dominic texts her mother to ask her, if he can go to the festival

Dominic        : Hi mom. ____________ it be okay if I went to a festival on Friday?

Mom             : What festival?

Dominic        : The film festival

Mom             : ____________ you ask your father, please? I am a little busy.

Dominic        : I already asked him, he said to ask you. __________ I go, please. It is really important to me.

Mom             : Who are you going with?

Dominic        : Cindy.

Mom             : ___________ can you ask her parents to call us so we can set up some ground rules.

Dominic        : Okay ma, does that mean it is okay?

Mom             : I suppose so …

Dominic        : J, Thank you, Thank you, ma. I love you.

The roles:

1. 1. The learners’ role is object study. Their activity in daily life, such as interaction among friend or family, is as object study. They fill in the blank provided by the teacher.
2. 2.   The teacher’s role is as facilitator who sets up the material. He is also a material provider, he or she provides the text.
3. 3.   The material’s role is information about the use of modals in daily life. 

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English Material Development Example : Development 1

English Material Development Example : Development 1 Well, at this moment, I want to share about material development. And here is an example of how to develop a material. A material itself doesn't matter, but developing is. So, it depends of the teacher and the level and member of the participants so the teacher can make an appropriate development. After posting this first development, the second and third development will be posted later.

Level : Intermediate

OMG :0

This is taken from an IM chat between two best friends, Cindy and Dominic as they plan a trip away to a movie festival on the weekend.

Cindy             : OMG!!! I got ticket for the festival. Can you make it?

Dominic        : J I sure hope so!  KYFC; I am asking my mom today.

Cindy             : If she says yes, how do you want to get down there? I can’t get hold of a car. Could you possibly get hold of some transportation?

Dominic        : How about if I Borrow my brother’s car? He owes me a favour.

Cindy             : :-X that would be fantastic!

Dominic        : But would you mind helping pay for petrol. I am broke at the moment.

Cindy             : No problem!

Dominic        : Great. What are you going to bring?

Cindy             : Well … lots of changes of clothes-it’s pretty hot there this time of year. I think I will bring my laptop also because I still have school work to catch up on.

Dominic        : Could I borrow it also where you’re not using it? I have a bunch of work to catch up on too!

Cindy             : OK, NBD.

Dominic        : Thx. If my mom aggrees, I will pick you up at around 3.00 on the day. Can you make sure that you are on time PLZ – if we are later than 3 we will catch the rush-hour traffic.

Cindy             : X-(

Dominic        : Don’t be mad. But you are always late.

Cindy             : Could you not critisize me like that again please, it makes me sad. :’-(

Dominic        : SOZ

Cindy             : Just kidding!

Dominic        : You got me!

Cindy             : Okay, I have to get going now. I hope your mom says yes. I could always get my parents to call you parents if she says no.

Dominic        : Thx 4 the offer. I will see what happens. What r u up 2 2night?

Cindy             : Nothing much. You could come over and watch a video if you like. RUUP4IT?

Dominic        : OK

Cindy             : Cool, I will see u in a few hours. You can bring your brother along if you want, I know you are babysitting.

Dominic        : Thx, see u then.

Cindy             : TTFN

Development 1

Level             : Intermediate

Skills              : Speaking and Reading

Objectives  : : Setelah pembelajaran, siswa diharapkan dapat:

-          Bertanya jawab tentang isi cerita yang telah dibaca atau ditonton, (plot, karakter, setting, dsb.), dengan pengucapan, intonasi, tata bahasa, dan kosa kata yang benar.

-          Membaca nyaring teks-teks bacaan pendek dengan ucapan, intonasi, dan tata bahasa yang benar.

Procedures:

A.      Before they read the text, ask them to discuss these questions with a partner.

1. Have you ever tried chatting on IM, YM, or FB?
2. How is the language we use when we are chatting different form the language we use when we are writing an email or talking normally?
3. Which of these chat acronyms or smileys do you know? What do they mean?

143         TTFN      Thx         PLZ         4u         
X-(  T_T ^_^        ;)

B.      Read the dialogue text in pair

1.       Teacher read it first
2.       Teacher and students read it in turn sentence by sentence
3.       Ask them to read it in pair
4.       Practice

C.      Pronounce the following words

Favour          /ˈfeɪ.vɚ/                                            
OMG             /ˈoʊ.em.dʒiː /
Petrol            /ˈpet.r ə l/                                         
Possibly        /ˈpɒs.ə.bli/
Can               /kæn/
Could            /kʊd/
Would           /wʊd/

D.      Text acronyms dictionary

OMG             = Oh My God
KYFT              = Keep your fingers crossed
KIT                  = Keep In Touch
NBD               = No big deal
PLZ                 = Please
SOZ                = Sorry
What r u up 2 2nite = What are you up to (doing) tonight?
RUUP4It                       = Are you up for it?
Thx                                 = Thanks
TTFN                              = Ta ta (goodbye) for now
CU                                  = See You
143                                 = I love you

E.       Every language has its own text acronyms. What are some text acromyms that you know and what do they mean?

The roles:

• The learners’ role is informant and imitator. They are asked to answer some questions related to the social network and chatting based on their experienced. They also imitate the teacher’s pronounciation.
• The teacher’s role is as facilitator who sets up the material. He is also as a pronunciation model. Besides that, he is also as a mediator by asking the learners to find some acronyms used in chatting.
• The material’s role is information provider about language used when we are chatting, and acronyms.

Well, Development 2 will be posted soon . . . . AJM

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