methodology for teaching children (on-line lesson)
Dear students,
It's time for you to search for the material by yourself. Once you have got it, discuss it with your teammates and post it in the comment box of this post.
Yusie Yusiana 031105017 Susanto 031105022 Irsan Tena 031105108
Group H class VIIA Based on article we conclude that , they have 6 teaching methodology english for children such as active learning, quality teaching, working with parents, communicating progress, home study, social and learning skills. They method use language for meaningful communication such as speaking, listening, reading, and writing, high standard of service and they ensure quality teaching by employing English native speaker teacher aand ensure to give the child consistent by the young learner lesson materials and ongoing teacher training. And also they work with parents to help children and keep regularly informed of children’s progress. The method also make the parents support they child learning at home, and of course the method to help ensure their success learning English it develop children’s social and skills.
Taken from http://www.britishcouncil.org/korea-english-courses-children-our-teaching-methodology.htm
Yusie Yusiana 031105017 Susanto 031105022 Irsan Tena 031105108
Group H class VIIA
Based on article we conclude that , they have 6 teaching methodology english for children such as active learning, quality teaching, working with parents, communicating progress, home study, social and learning skills. They method use language for meaningful communication such as speaking, listening, reading, and writing, high standard of service and they ensure quality teaching by employing English native speaker teacher aand ensure to give the child consistent by the young learner lesson materials and ongoing teacher training. And also they work with parents to help children and keep regularly informed of children’s progress. The method also make the parents support they child learning at home, and of course the method to help ensure their success learning English it develop children’s social and skills.
Taken from http://www.britishcouncil.org/korea-english-courses-children-our-teaching-methodology.htm
Dian Andriani (031105012) Kiki Rizkiana (031105069) Pina Maria (031105133)
Group A class A and C conclude that: Children are unique creatures. Their own understanding comes through hands and eyes and ears. The physical world is dominant at all times. They have a very short attention and concentration span. They sometimes have difficulty in distinguishing the real world and the imaginary one. They are enthusiastic and positive about learning. Sometimes teachers have difficulties in facing young learners because they have different characteristics. The teacher should be creative, innovative and understand the children’s needs. The good method in teaching English for children is total physical response. As described by James Asher (1969, in: Richards and Rodgers 1986), Total Physical Response (TPR) focuses on the co-ordination of speech and action. Second language learning takes place according to the processes in first language acquisition in which children at an early stage responds physically to commands and thus proves comprehension. The example of TPR activities are: dance, sing, gesture and facial expression. Other methods that can be used to teach English to children are suggestopaedia and Gestalt psychology. Taken from: www.e4kids.at/txt/corners/tea/artikel/YL-bless.html www.iteslj.org/Techniques/Ryan-Communicative.html
R. Rani Turaningrum 031105021 Meliyana Pamelan 031105008 Winda Artika 031105064
Group D class VII A The title of the article we found is Language Teaching Methodology that is written by Theodore S. Rodgers, Professor Emeritus, University of Hawaii. Based on the article, we conclude that according to the writer explanation, the language teaching methodology can be applied in the variety of ways that includes theory and practice. The theory means what the language is and the practice means how the language is learned. The theories are related to the various design features of language instructions that includes objectives, syllabus specification, types of activities, roles of teachers, learners, materials, etc. There are several methods that can be used for teaching, they are: situational language teaching, audio-lingualism, communicative language teaching, total physical responses, community language learning, the natural approach, and suggestopedia. Rogers also stated ten scenarios that are likely to shape the teaching of second languages in the next decades of millennium, they are: teacher learner collaborates, method synergystics, curriculum developmentalism, content-basics, multintellegencia, total functional response, strategopedia, lexical phraseology, o-zone whole language and the last is full-frontal communicativity.
This article taken from www.cal.org/resources/digest/rodgers.html
Epih Sukmawati 031105004 Diana Kusuma Asih 031105011 Lelih Leliawati 031105013 Group C class VII A
The Summary: Based on the articles, en.wikipedia.org/wiki/Teaching_methods, http://www.koreatimes.co.kr/www/news/special/2008/11/180_18509.html, http://www.kidsource.com/kidsource/content2/english.gifted.3.html, http://www.vccaedu.org/inquiry/vcca-journal/hibb.htm, we conclude that there is no specific the best way or methodology/method to teach young learner (children). It depends on creative teacher. Each teacher is different and teaching styles need to match the teacher. The teacher needs to find some things that work for them. For example; don’t try to teach students, try to learn from them. See what things children like to do with teacher or what things teacher do they find interesting. Then apply those to teaching methodology to make learning fun and effective. The English teacher can thing about ways of making classroom activities similar to first-language learning environments, for example by using English as much as possible, using gesture and facial expression, and pictures/objects.
Group J/ Class VII-A ♣ Eka Listiorini 031105002 ♣ Lusy Kristiany 031105086 ♣ Lina Budiarti 031104019
Teaching methodology is a method that use in teaching learning process. Teaching methodology must be appropriate with the purpose of education in order to reach the goals and expectation of the students. In choosing the appropriate teaching methodology we have to know the student’s needs first. Beside that, a teacher will need to consider students' background knowledge, environment, and learning goals. So we can know the best ways of achieving the education purposes. Usually the students have different ways of absorbing information and demonstrating their knowledge. Teachers have to use techniques which cater to multiple learning styles to help students retain information and strengthen understanding. A variety of strategies and methods are used to ensure that all students have equal opportunities to learn. There are several teaching methodologies in the classroom, for example: questioning, explaining, modeling, collaborating, and demonstration. 1. Questioning: A teacher may ask a series of questions to collect information of what students have learned and what needs to be taught. 2. Explaining:. This form is similar to lecturing. Lecturing is teaching, giving a speech, by giving a discourse on a specific subject that is open to the public, usually given in the classroom. 3. Demonstrating: Demonstrations are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective. Demonstrations can be exercised in several ways. 4. Collaborating: Students' working in groups. Collaborating allows students to talk among each other and listen to all view points of discussion or assignment. Beside that, there are variety of English teaching methods according to the student’s personality, knowledge level and experience. • Introduction of the English Alphabet and sounds through colorful picture books, songs and writing techniques. • Simple grammatical forms through easy to understand, simplified grammar books especially formulated for beginners of English. • More advanced grammatical forms and sentence constructing through tutorials, assignments and comprehensive text books. • Allowing free conversation in the class and encouraging the students to speak more in English to enable them to be generally fluent in speaking English. • Introducing new words, nouns, verbs, adjectives, prepositions, similar and opposite words through pictures and graphics and actual objects. • Explaining the past tense, present tense and future tenses through enjoyable actions and pictures. • We have to performing interactive games and quizzes in class to enable students to learn English in a more fun filled, enjoyable and relaxing way. Taken from ♣ "http://en.wikipedia.org/wiki/Teaching_method" ♣ HiroshimaEnglish.com
When the teacher decide what method will use for teaching the teacher should consider students’ background, knowledge, environment and learning goals. The teacher shoul know about this because every students have their own learning style for absorbing the knowledge. There are three kinds to teach children: Grammar translation Method, Total Physical Response, Communicative Language Teaching. All three methods can be used in the classroom; the teacher does not need to choose one. If the teacher want to know the students likes and dislikes, you can choose thre type of activities that they enjoy the best.
Taken from 1. http://en.wikipedia.org/wiki/teaching_method 2. http://www.englishonline.org.cn/en/taxonomy/term/168
Based on the article we got, teaching methodology that appropriate for children is English games. English games can engage the children and teach through play. So that it is possible to create the classroom where the student not only learns but also truly enjoys their time in classroom. Beside English games can build the interesting classroom. There are the steps how to teach English for children through English games: • Building interest in the class: it can be done by find out the interesting topic and then friendly competition, because it can make to keep children interested and encourage them that they need to actively participate in any classroom activity. • Putting language in useful and meaningful context: to repeat the material usually the students do the repetition and practice conversation, but it can make the student bored. English game can solve this problem because they allow you to engage the entire class in activities that required practical use. • Giving the student a brake: it is aimed to student be totally immersed in the focus of the game and they will be learning before they even realize what is happening. • Teaching real world skill: English game give opportunities for shy student to express them selves in a non-threatening environment. The class will learn to work together as a whole or as small groups. • Creating a student/teacher bond: playing English games does this in so many ways. You’ll be able to show yourself as a [person, not just a teacher, as you encourage your student to do well in the game, or join in with them. Playing games also creates a positive learning environment that allows children to relax and enjoy themselves and those around them. We think that’s all our summary of teaching methodology. www.buzzle.com/articles/teaching-english-games-helps-children-learn.html
Sigit Prasetyo ( 031105005) Fransiska Sri Wahyuni (031105020) Hesty Murseli (031104053) VII A Teaching Methodology for Children After we read the articles from http://www.englishonline.org.cn/en/teachers/development/teaching-articles/methodology/language learning, we can conclude that there are three commons methods used to teach children: 1. Grammar Translation, 2. Total Physical Response (TPR) 3. Communicate Language Teaching (CLT).
Grammar Translation In this method, the teacher gives children lists of vocabulary with translations or example sentences with translated grammar explanations. Students should memories these then are tested. The advantage is easy way to present new language and it ensures that students understand the second language. In contrast, It can be boring, especially for children who prefer more active learning tasks.
Total Physical Response (TPR) In this method, the teacher asks the students to perform actions, e.g “Stand up. Give me a pen.” Action songs, stories and rhymes are often used in TPR. It is a very useful method for beginners, and is more entertaining and active than Grammar Translation method.
Communication Language Teaching (CLT) Students work together to perform real-life communication. The examples of CLT activities are surveys, interviews and solving puzzles. This method is helpful in focuses on fluency, engages children, and low children to express themselves.
In teaching young learners the teachers should develop their physical, emotional and social. Children need a lot of physical activities, to talk to each other, positive feed back from their teacher. Furthermore, we can use more physical activities like games, songs, and stories to help children involved in the learning process and give them a chance to practice language indirectly in a context that children feel comfortable. Besides, three methods above we get other methods that we can apply. They are Showing the Meaning of the Words, Giving Instructions and Correcting Speaking Errors. - Showing the Meaning of the Words, we can use to explain new words such as translation, pictures, real object, gesture, mime, body language, facial expression. - Giving Instructions, this activity gives children a good chance to develop their listening skill in a context where English is used for real communication. - Correcting Speaking Errors, teacher doesn’t need to correct every error, we can encourage children to correct their own errors. Teacher can show their hand gestures when we hear an error or we can write some mistakes on the board and ask the children to correct them.
IYAN IRDIYANSYAH 031105003 (VII-A) ANISA RAHMAWATI 031105019 (VII-A) VIKHA MONICA 031105058 (VII-C) Group I http://www.buzzle.com/articles/teaching-english-games-helps-children-learn.html Based on the article that we read, we concluded that Teaching English with game helps the children learn, because they can’t concentrate for long time. They will learn if they feel enjoyable. Therefore, the teachers have to master the appropriate way of teaching they don’t realize that they are learning until the time comes to show their knowledge. As teachers we all know that even the most attentive children can get bored and lose focus on occasion. English game is a great way to get out of the rut of language drills, worksheets, and individual study. According to the source that teaching English through the games have more benefits than those just related to learning the language. English Games give opportunities for shy students to express themselves. Finally, through the games the teachers and the students can build closer relationship. The teachers play a role as their friend not their teacher and encourage them to do well or join in the game with them. Playing games also creates a positive learning environment that allows children to relax and enjoy themselves and those around them.
IYAN IRDIYANSYAH 031105003 (VII-A) ANISA RAHMAWATI 031105019 (VII-A) VIKHA MONICA 031105058 (VII-C) Group I http://www.buzzle.com/articles/teaching-english-games-helps-children-learn.html Based on the article that we read, we concluded that Teaching English with game helps the children learn, because they can’t concentrate for long time. They will learn if they feel enjoyable. Therefore, the teachers have to master the appropriate way of teaching they don’t realize that they are learning until the time comes to show their knowledge. As teachers we all know that even the most attentive children can get bored and lose focus on occasion. English game is a great way to get out of the rut of language drills, worksheets, and individual study. According to the source that teaching English through the games have more benefits than those just related to learning the language. English Games give opportunities for shy students to express themselves. Finally, through the games the teachers and the students can build closer relationship. The teachers play a role as their friend not their teacher and encourage them to do well or join in the game with them. Playing games also creates a positive learning environment that allows children to relax and enjoy themselves and those around them.
Siti Maisaroh 031105001 (VII A) Ekky Indriaswati 031105016 (VII A) Evi Aprianti 031105060 (VII C)
We are Group B.We come from VII A and C. According to the article which we found, we conclude that there are many appropriate methodology of teaching English for children. Because the children acquire English as second language opportunities for using English when starting lessons changing activities and ending lesson different between teaching young learner and very young learner. In this case, we need to introduce English through colorful picture books, song, interactive games, quizzes and writing techniques. We also need to allow free conversation in the class and encouraging the students to speak more in English to enable them to be generally fluent in speaking English. In addition, we also teach simple grammatical forms through easy to understand, simplified grammar books especially formulated for beginners of English. Taken from:www.hiroshimaenglish.com/english/kids.htm016
Siti Maisaroh 031105001 Ekky Indriaswati 031105016 Evi Aprianti 031105060
We are Group B.We come from VII A and C. According to the article which we found, we conclude that there are many appropriate methodology of teaching English for children. Because the children acquire English as second language opportunities for using English when starting lessons changing activities and ending lesson different between teaching young learner and very young learner. In this case, we need to introduce English through colorful picture books, song, interactive games, quizzes and writing techniques. We also need to allow free conversation in the class and encouraging the students to speak more in English to enable them to be generally fluent in speaking English. in addition, we also teach simple grammatical forms through easy to understand, simplified grammar books especially formulated for beginners of English. Taken from:www.hiroshimaenglish.com/english/kids.htm016
Name : Indri Gunawan (031105072) Fitriyah Wulan Sari (031105082) Dwitha Permatasari (031104070) Yunita Diwanti (031104049) Class : VII C There are three common methods used to teach children: Grammar Translation, Total Physical Response (TPR), and Communicate Language Teaching (CLT). • Grammar Translation o What is it? The teacher gives children lists of vocabulary with translations or example sentences with translated grammar explanations. Students should memorize these and then are tested. o Advantages it is an easy way to present new language and it ensures that students understand the second language. o Disadvantages It can be boring, especially for children who prefer more active learning tasks.
• Total Physical Response (TPR) o What is it? The teacher asks students to perform actions, e.g. “Stand up. Give me a pen.” Action songs, stories, and rhymes are often used in TPR. o Advantages It is a very useful method for beginners, and is more entertaining and active than Grammar Translation. o Disadvantages It is not as useful with higher level students, and focuses mostly on listening. • Communicate Language Teaching (CLT) o What is it? Students work together to perform real-life communication. Surveys, interviews, and solving puzzles are examples of CLT activities. o Advantages Focuses on fluency, engages children, and allows children to express themselves. o Disadvantages Shy students may have difficulty with this method, and the teacher many have difficulty keeping students speaking in English (rather than Chinese). Teachers should remember to include not only fluency but accuracy as well in their CLT lessons. All three methods can be used in the classroom; the teacher does not need to choose one. There is no proof that one is better than the others. If you get to know your students and their likes and dislikes, you can choose the type of activities that they enjoy the best. Source : www.englishonline.com
Group F class VII A/C Based on article we conclude that, teaching methods are best articulated to get the purpose of education and the best way of achieving purposes. A teacher creates the course materials to be taught and then enforces it. A teacher has many option when choosing a style to teach by He/she may have, his/her own lesson plan. A lesson play may be carried out in several ways. * Questioning It same like testing. The teacher may ask a series of questions to collect information of what students have learned and what needs to be taught. * Explaining Its similar with learning. Explaining form by teaching, giving a speech, giving a discourse on a specific subject that is open to the public, usually given in the classroom. * Demonstrating Demonstrating are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective. * Collaborating Its allow students to talk among each other and listen to all view points of discussion or assignment. It help students think in an unbiased way. (http://wikipedia.org/wiki(Teaching Methods)
* http://www.cord.org/page.cfm/162 Contextual learning is proven concept that incorporates much of the most recent research in cognitive science. The contextual approach recognizes that learning multifaceted process that goes far beyond drill oriented,stimulus and response methodologies. According to contextual learning theory, learning occurs only when students process new information or knowledge. In such a way that it makes sense to them in their. Own frames of reference (Their own inner worlds of memory, experience and response).
http://www.cord.org/page.cfm/162.... Many students today find the traditional school curriculum (particularly at the middle school and school levels), which is based on separate, disconnected academic disciplines, not terribly relevant to their current and future lives. Teachers are often hit with the questions" How am I ever going to use this?" It is very legitimate question that students have a right to ask.
Group F class VII A/C Based on article we conclude that, teaching methods are best articulated to get the purpose of education and the best way of achieving purposes. A teacher creates the course materials to be taught and then enforces it. A teacher has many option when choosing a style to teach by He/she may have, his/her own lesson plan. A lesson play may be carried out in several ways. * Questioning It same like testing. The teacher may ask a series of questions to collect information of what students have learned and what needs to be taught. * Explaining Its similar with learning. Explaining form by teaching, giving a speech, giving a discourse on a specific subject that is open to the public, usually given in the classroom. * Demonstrating Demonstrating are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective. * Collaborating Its allow students to talk among each other and listen to all view points of discussion or assignment. It help students think in an unbiased way. (http://wikipedia.org/wiki)
* http://www.cord.org/page.cfm/162 Contextual learning is proven concept that incorporates much of the most recent research in cognitive science. The contextual approach recognizes that learning multifaceted process that goes far beyond drill oriented,stimulus and response methodologies. According to contextual learning theory, learning occurs only when students process new information or knowledge. In such a way that it makes sense to them in their. Own frames of reference (Their own inner worlds of memory, experience and response).
We had found four main methods learning to read, method 1 is Phonics that relies on children being taught the alphabet first. Once they have learnt the letter sounds they will begin to blend two letters together to make simple words. The next is Look and Say method. Your student will look at a word which you sound, and in turn will repeat the sound (the word). The third method is Language Experiences Approach. Your student may draw a picture of Dad in the car. you would write underneath the drawing; Dad is in the car. You continue to collect drawings. The last is Context Support Method. When your students are just learning to read it is important to choose books that really interest them. If boys like cars, choose a book with pictures and simple words about cars. (www.teachingtreasures.com)
Based on the article that we read, the teaching methodology is duolingual education that developed by Dr. Trevor McKee, Ph.D., professor of Human Development and Psycholinguistics at Brigham Young University. In this methodology, teachers implement developmentally appropriate activities entirely in English with the children. In this methodology,teachers do not teach translation or grammar rules. The learning environment is similar to that of a birthday party: children will play games, sing songs, hear and act out stories, or participate in creative expression in each of the teaching areas, using activities that has been designed by the teacher for teaching language. The teaching areas focus on what the children are familiar with from home. A child may make a cake in kitchen, assemble a doll house in shop, do tumbling in gym, act out simple drama and exciting activities are good for the teaching-learning activities.
Farmayanti (031105065) R. Anggi MS (031105073) Annisaa Paradisa (031105074)
Total Physical Response (TPR) is based upon the way that children learn their mother tongue. TPR attempts to mirror this effect in the language classroom. It is done in the classroom, where the teacher plays the role of parent and starts to say a word or phrase and demonstrate an action. The students do the action. After repeating a few times, it is possible to extend this by asking the student to repeat the word as they do the action. When they feel confident with the word or phrase you can then ask the students to direct each other or the whole class. TPR is effective is the students stand in a circle around the teacher. TPR can be used to teach and practice many things, such as vocabulary connected with actions, tenses, classroom language, imperatives/instructions, and storytelling. TPR is a lot of fun, memorable (good for kinesthetic learners), can be done in large or small classes, works well with mixed ability classes, effective teenagers and young learners, and involves both left and right-brained learning. But, TPR would be more fun if added with other methods. Thus, we think that this method is appropriate for teaching children.
Enny Wahyuningsih 031105068 Alvi Dwitami Putri 031105059 Class 7/C Teaching Methodology After we read the article of Theodore S. Rodgers, Professor Emeritus, University of Hawaii. We conclude that methodology in language teaching has been characterized in a variety of ways. Those are : 1. Situational Language Teaching : This methodology put the teacher as Context Setter and Error Corrector where the students play a role as Imitator Memorizer 2. Audio-lingualism: This methodology put the teacher as Language Modeler Drill Leader where the students play a role as Pattern Practicer Accuracy Enthusiast 3. Communicative Language Teaching: This methodology put the teacher as Needs Analyst and Task Designer where the student play a role as Improvisor and Negotiator 4. Total Physical Response: This methodology put the teacher as Commander and Action Monitor where the students play a role as Order Taker and Performer 5. Community Language Learning: This methodology put the teacher as Counselor and Paraphraser where student play a role as Collaborator Whole Person 6. The Natural Approach: This methodology put the teacher as Actor and Props User where the students play a role as Guesser Immerser 7. Suggestopedia: This method put the teacher as Auto-hypnotist Authority Figure and the students play a role as Relaxer and True-Believer However, there is no specific methodology to teaching the children it based on the creativity and innovation from the teacher.
This article taken from www.cal.org/resources/digest/rodgers.html
Based on http://en.wikipedia.org/wiki/Teaching_method We conclude that there is variety of strategies and methods are used to ensure that all students have equal opportunities to learn. A lesson plan may be carried out in several ways: Questioning, explaining, modeling, collaborating, and demonstrating. • Questioning: A teaching method that includes questioning is similar to testing. A teacher may ask a series of questions to collect information of what students have learned and what needs to be taught. Testing is another method of questioning. • Explaining: Another teaching method is explanation. This form is similar to lecturing. Lecturing is teaching, giving a speech, by giving a discourse on a specific subject that is open to the public, usually given in the classroom • Demonstrating: Demonstrations are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective. Demonstrations can be exercised in several ways. • Collaborating: Students' working in groups is another way a teacher can enforce a lesson plan. Collaborating allows students to talk among each other and listen to all view points of discussion or assignment. Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, and types of activities, roles of teachers, learners, materials, and so forth.
After we read the materials of methodology for teaching children by Hansika Premaratne. She said that she uses many kinds of English teaching methods based on the student’s personality, knowledge level and experience. For example: 1. Introduction of the English Alphabet and sounds through colorful picture books, songs and writing techniques. 2. Simple grammatical forms through easy to understand, simplified grammar books especially formulated for beginners of English. 3. More advanced grammatical forms and sentence constructing through tutorials, assignments and comprehensive text books. According to the article we make conclusion that there is no special method to teach English to children. But, the teacher should be creative and active in teaching English to find the good method because not all the children can understand the teacher's explanation in the same method, it means the teacher should to choose one of the methods or combine with others. Meanwhile according to House of Commons Education and Skills Committee in Teaching Children to read (it more focus on the reading. For example, when we teach reading to a child. The child encounters a word he or she does not know, the child is encouraged to "work out" the word either by inferring from narrative or syntax.
After we read the materials of methodology for teaching children by Hansika Premaratne. She said that she uses many kinds of English teaching methods based on the student’s personality, knowledge level and experience. For example: 1. Introduction of the English Alphabet and sounds through colorful picture books, songs and writing techniques. 2. Simple grammatical forms through easy to understand, simplified grammar books especially formulated for beginners of English. 3. More advanced grammatical forms and sentence constructing through tutorials, assignments and comprehensive text books. According to the article we make conclusion that there is no special method to teach English to children. But, the teacher should be creative and active in teaching English to find the good method because not all the children can understand the teacher's explanation in the same method, it means the teacher should to choose one of the methods or combine with others. Meanwhile according to House of Commons Education and Skills Committee in Teaching Children to read (it more focus on the reading. For example, when we teach reading to a child. The child encounters a word he or she does not know, the child is encouraged to "work out" the word either by inferring from narrative or syntax.
After we read the materials of methodology for teaching children by Hansika Premaratne. She said that she uses many kinds of English teaching methods based on the student’s personality, knowledge level and experience. For example: 1. Introduction of the English Alphabet and sounds through colorful picture books, songs and writing techniques. 2. Simple grammatical forms through easy to understand, simplified grammar books especially formulated for beginners of English. 3. More advanced grammatical forms and sentence constructing through tutorials, assignments and comprehensive text books. According to the article we make conclusion that there is no special method to teach English to children. But, the teacher should be creative and active in teaching English to find the good method because not all the children can understand the teacher's explanation in the same method, it means the teacher should to choose one of the methods or combine with others. Meanwhile according to House of Commons Education and Skills Committee in Teaching Children to read (it more focus on the reading. For example, when we teach reading to a child. The child encounters a word he or she does not know, the child is encouraged to "work out" the word either by inferring from narrative or syntax.
Sources: House of Commons Education and Skills Committee in Teaching Children to read http://www.hiroshimaenglish.com/english/methods.htm
Members of group : Ahmad Rodhi ( 031105071) Ahmad Subadri ( 031104087 ) Anggi Kusmayanti ( 031104099 )
Based on the article that we read. The appropriate methodologies to teach English for children are: 1. Traditional methods of teaching go. It based on explaining all the rules in the very beginning, are much to inefficient and also require many efforts of a teacher to attract children's interest. To simplify the way of teaching Go several measures are exerted which enable to overcome the difficulties step by step 2. A multi-sensory approach is exactly as it sounds, utilizing all the senses to relay information to students. 3. The Aesthetic realism teaching method is created by Lori Colavito. The teachers using this method have enabled their students to be kinder people and to learn well in very different New York cities areas in kindergarten
Dear students, Thank you very much for the articles that you share in this blog. I hope that you can learn from each other. I just see that some of you didn't follow the instruction. I want you to make a summary in not more than 100 words, remember? One more thing, for those who sent more than one post, would you kindly delete some of yours? Thank you.
We have read “A CONFIDENCE BUILDING EXERCISE” article which is shown that children have some problems and what is needs changing before any corrective teaching is going to be effective. We think children are not stupid but they are slow-witted. Teacher and parent can give exercise or list of things that child could do successful at. This will includes such skills as spelling, reading, writing, math and so on. There are more things that child is good at than things he has difficulties with. He can possibly be stupid or a successful person. Whatever his or her age, they can have self-confidence that can lay foundation special kind of learning child needs.
Mostly each child has different characteristics. As a teacher we should figure out about it. Generally children has their own understanding comes through hands and eyes and ears. The physical world is dominant at all times. They have a very short attention and concentration span, and sometimes have difficulty in distinguishing the real world and the imaginary one. In the certain age children have different characteristics to. From the age five to seven children can talk about what they were doing, tell about what they have done or heard, plan activities, argue about something use logical reason and the others. From age eight to ten children can tell the difference between fact and fiction, ask questions all the time, rely on the spoken words as well as the physical words. Etc. Knowing the characteristics of children is very important for teacher. Because this is some knowledge that improvement the teaching learning process.
Reflection
Understanding the concept of multiple intelligences
The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development. There are eight different intelligences: 1. Verbal-linguistic intelligence 2. Logical-mathematical intelligence 3. Musical intelligence 4. Bodily-kinesthetic intelligence 5. Visual-spatial intelligence 6. Interpersonal intelligence 7. Intrapersonal intelligence 8. Naturalist intelligence
APPLYING THE CONCEPT OF MULTIPLE INTELLIGENCES
In my mind, the theory of multiple intelligences (MI) has been seized by so many educators because it has two powerful lures. First, of course, is that when viewed through an MI lens, more children succeed.. Most teachers went into education because they like working with children and playing a role in a child's growth. They also enjoy being creative, being "on stage," using their talents, and, most of all, being a problem solver. They relish the thought of figuring out a way to reach Johnny, to get Maria excited about learning, to help An-Lin begin to believe in herself. At the end of a day, when a teacher comes home physically tired and emotionally drained (an every day occurrence), satisfaction comes not from reflecting on how many workbook pages were covered or how well the teacher's guide was followed. Satisfaction, feeling like a professional, comes from knowing that you've made a difference in a child's life. It comes from knowing that you brought your curricular expertise, knowledge of pedagogy, and understanding of child development together to reach your students. MI allows teachers to do just that. When curriculum, instruction, assessment, and pedagogy are viewed through an MI perspective, there are a myriad of ways for student to learn. When MI is the palate, the teacher relies on her wisdom to find the right brush and the right colors to make learning meaningful.
UNDERSTANDING THE CONCEPT OF COOPERATIVE LEARNING Cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product which is usually content specific. It is more directive than a collaborate system of governance and closely controlled by the teacher. While there are many mechanisms for group analysis and introspection the fundamental approach is teacher centered whereas collaborative learning is more student centered. Cooperative learning can also be defined as "concepts and techniques for helping students learn together."
APPLIYING THE CONCEPT OF COOPERATIVE LEARNING
Research on classroom cooperative learning techniques, in which students work in small groups and receive rewards or recognition based on their group performance, has been increasing in the past few years. This review summarizes the results of 28 primary field projects lasting at least 2 weeks, in which cooperative learning methods were used in elementary or secondary classrooms. The pattern of research findings supports the utility of cooperative learning methods in general for increasing student achievement, positive race relations in desegregated schools, mutual concern among students, student self-esteem, and other positive outcomes. The various cooperative learning methods are contrasted in terms of characteristics and outcomes, and the next steps for research in this area are outlined.
30 comments:
Theory English for Children
Yusie Yusiana 031105017
Susanto 031105022
Irsan Tena 031105108
Group H class VIIA
Based on article we conclude that , they have 6 teaching methodology english for children such as active learning, quality teaching, working with parents, communicating progress, home study, social and learning skills. They method use language for meaningful communication such as speaking, listening, reading, and writing, high standard of service and they ensure quality teaching by employing English native speaker teacher aand ensure to give the child consistent by the young learner lesson materials and ongoing teacher training. And also they work with parents to help children and keep regularly informed of children’s progress. The method also make the parents support they child learning at home, and of course the method to help ensure their success learning English it develop children’s social and skills.
Taken from
http://www.britishcouncil.org/korea-english-courses-children-our-teaching-methodology.htm
Theory English for Children
Yusie Yusiana 031105017
Susanto 031105022
Irsan Tena 031105108
Group H class VIIA
Based on article we conclude that , they have 6 teaching methodology english for children such as active learning, quality teaching, working with parents, communicating progress, home study, social and learning skills. They method use language for meaningful communication such as speaking, listening, reading, and writing, high standard of service and they ensure quality teaching by employing English native speaker teacher aand ensure to give the child consistent by the young learner lesson materials and ongoing teacher training. And also they work with parents to help children and keep regularly informed of children’s progress. The method also make the parents support they child learning at home, and of course the method to help ensure their success learning English it develop children’s social and skills.
Taken from
http://www.britishcouncil.org/korea-english-courses-children-our-teaching-methodology.htm
Dian Andriani (031105012)
Kiki Rizkiana (031105069)
Pina Maria (031105133)
Group A class A and C conclude that:
Children are unique creatures. Their own understanding comes through hands and eyes and ears. The physical world is dominant at all times. They have a very short attention and concentration span. They sometimes have difficulty in distinguishing the real world and the imaginary one. They are enthusiastic and positive about learning. Sometimes teachers have difficulties in facing young learners because they have different characteristics. The teacher should be creative, innovative and understand the children’s needs.
The good method in teaching English for children is total physical response. As described by James Asher (1969, in: Richards and Rodgers 1986), Total Physical Response (TPR) focuses on the co-ordination of speech and action. Second language learning takes place according to the processes in first language acquisition in which children at an early stage responds physically to commands and thus proves comprehension. The example of TPR activities are: dance, sing, gesture and facial expression. Other methods that can be used to teach English to children are suggestopaedia and Gestalt psychology.
Taken from:
www.e4kids.at/txt/corners/tea/artikel/YL-bless.html
www.iteslj.org/Techniques/Ryan-Communicative.html
Theory English for Children
R. Rani Turaningrum 031105021
Meliyana Pamelan 031105008
Winda Artika 031105064
Group D class VII A
The title of the article we found is Language Teaching Methodology that is written by Theodore S. Rodgers, Professor Emeritus, University of Hawaii. Based on the article, we conclude that according to the writer explanation, the language teaching methodology can be applied in the variety of ways that includes theory and practice. The theory means what the language is and the practice means how the language is learned. The theories are related to the various design features of language instructions that includes objectives, syllabus specification, types of activities, roles of teachers, learners, materials, etc. There are several methods that can be used for teaching, they are: situational language teaching, audio-lingualism, communicative language teaching, total physical responses, community language learning, the natural approach, and suggestopedia.
Rogers also stated ten scenarios that are likely to shape the teaching of second languages in the next decades of millennium, they are: teacher learner collaborates, method synergystics, curriculum developmentalism, content-basics, multintellegencia, total functional response, strategopedia, lexical phraseology, o-zone whole language and the last is full-frontal communicativity.
This article taken from www.cal.org/resources/digest/rodgers.html
Epih Sukmawati 031105004
Diana Kusuma Asih 031105011
Lelih Leliawati 031105013
Group C class VII A
The Summary:
Based on the articles, en.wikipedia.org/wiki/Teaching_methods, http://www.koreatimes.co.kr/www/news/special/2008/11/180_18509.html, http://www.kidsource.com/kidsource/content2/english.gifted.3.html, http://www.vccaedu.org/inquiry/vcca-journal/hibb.htm, we conclude that there is no specific the best way or methodology/method to teach young learner (children). It depends on creative teacher. Each teacher is different and teaching styles need to match the teacher. The teacher needs to find some things that work for them. For example; don’t try to teach students, try to learn from them. See what things children like to do with teacher or what things teacher do they find interesting. Then apply those to teaching methodology to make learning fun and effective. The English teacher can thing about ways of making classroom activities similar to first-language learning environments, for example by using English as much as possible, using gesture and facial expression, and pictures/objects.
Group J/ Class VII-A
♣ Eka Listiorini 031105002
♣ Lusy Kristiany 031105086
♣ Lina Budiarti 031104019
Teaching methodology is a method that use in teaching learning process. Teaching methodology must be appropriate with the purpose of education in order to reach the goals and expectation of the students. In choosing the appropriate teaching methodology we have to know the student’s needs first. Beside that, a teacher will need to consider students' background knowledge, environment, and learning goals. So we can know the best ways of achieving the education purposes.
Usually the students have different ways of absorbing information and demonstrating their knowledge. Teachers have to use techniques which cater to multiple learning styles to help students retain information and strengthen understanding. A variety of strategies and methods are used to ensure that all students have equal opportunities to learn. There are several teaching methodologies in the classroom, for example: questioning, explaining, modeling, collaborating, and demonstration.
1. Questioning: A teacher may ask a series of questions to collect information of what students have learned and what needs to be taught.
2. Explaining:. This form is similar to lecturing. Lecturing is teaching, giving a speech, by giving a discourse on a specific subject that is open to the public, usually given in the classroom.
3. Demonstrating: Demonstrations are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective. Demonstrations can be exercised in several ways.
4. Collaborating: Students' working in groups. Collaborating allows students to talk among each other and listen to all view points of discussion or assignment.
Beside that, there are variety of English teaching methods according to the student’s personality, knowledge level and experience.
• Introduction of the English Alphabet and sounds through colorful picture books, songs and writing techniques.
• Simple grammatical forms through easy to understand, simplified grammar books especially formulated for beginners of English.
• More advanced grammatical forms and sentence constructing through tutorials, assignments and comprehensive text books.
• Allowing free conversation in the class and encouraging the students to speak more in English to enable them to be generally fluent in speaking English.
• Introducing new words, nouns, verbs, adjectives, prepositions, similar and opposite words through pictures and graphics and actual objects.
• Explaining the past tense, present tense and future tenses through enjoyable actions and pictures.
• We have to performing interactive games and quizzes in class to enable students to learn English in a more fun filled, enjoyable and relaxing way.
Taken from
♣ "http://en.wikipedia.org/wiki/Teaching_method"
♣ HiroshimaEnglish.com
Devy Eka Septyani 031105014
Susilawati 031105080
Siti rizki fauziah 031104024
When the teacher decide what method will use for teaching the teacher should consider students’ background, knowledge, environment and learning goals. The teacher shoul know about this because every students have their own learning style for absorbing the knowledge. There are three kinds to teach children: Grammar translation Method, Total Physical Response, Communicative Language Teaching. All three methods can be used in the classroom; the teacher does not need to choose one. If the teacher want to know the students likes and dislikes, you can choose thre type of activities that they enjoy the best.
Taken from
1. http://en.wikipedia.org/wiki/teaching_method
2. http://www.englishonline.org.cn/en/taxonomy/term/168
Siti Mutia Rahmah 031105007
Yulia Sulastri 031105024
Indriyani .D.N 031105075
Teaching Methodology
Based on the article we got, teaching methodology that appropriate for children is English games. English games can engage the children and teach through play. So that it is possible to create the classroom where the student not only learns but also truly enjoys their time in classroom. Beside English games can build the interesting classroom. There are the steps how to teach English for children through English games:
• Building interest in the class: it can be done by find out the interesting topic and then friendly competition, because it can make to keep children interested and encourage them that they need to actively participate in any classroom activity.
• Putting language in useful and meaningful context: to repeat the material usually the students do the repetition and practice conversation, but it can make the student bored. English game can solve this problem because they allow you to engage the entire class in activities that required practical use.
• Giving the student a brake: it is aimed to student be totally immersed in the focus of the game and they will be learning before they even realize what is happening.
• Teaching real world skill: English game give opportunities for shy student to express them selves in a non-threatening environment. The class will learn to work together as a whole or as small groups.
• Creating a student/teacher bond: playing English games does this in so many ways. You’ll be able to show yourself as a [person, not just a teacher, as you encourage your student to do well in the game, or join in with them. Playing games also creates a positive learning environment that allows children to relax and enjoy themselves and those around them.
We think that’s all our summary of teaching methodology.
www.buzzle.com/articles/teaching-english-games-helps-children-learn.html
Sigit Prasetyo ( 031105005)
Fransiska Sri Wahyuni (031105020)
Hesty Murseli (031104053)
VII A
Teaching Methodology for Children
After we read the articles from http://www.englishonline.org.cn/en/teachers/development/teaching-articles/methodology/language learning, we can conclude that there are three commons methods used to teach children:
1. Grammar Translation,
2. Total Physical Response (TPR)
3. Communicate Language Teaching (CLT).
Grammar Translation
In this method, the teacher gives children lists of vocabulary with translations or example sentences with translated grammar explanations. Students should memories these then are tested. The advantage is easy way to present new language and it ensures that students understand the second language. In contrast, It can be boring, especially for children who prefer more active learning tasks.
Total Physical Response (TPR)
In this method, the teacher asks the students to perform actions, e.g “Stand up. Give me a pen.” Action songs, stories and rhymes are often used in TPR.
It is a very useful method for beginners, and is more entertaining and active than Grammar Translation method.
Communication Language Teaching (CLT)
Students work together to perform real-life communication. The examples of CLT activities are surveys, interviews and solving puzzles. This method is helpful in focuses on fluency, engages children, and low children to express themselves.
In teaching young learners the teachers should develop their physical, emotional and social. Children need a lot of physical activities, to talk to each other, positive feed back from their teacher. Furthermore, we can use more physical activities like games, songs, and stories to help children involved in the learning process and give them a chance to practice language indirectly in a context that children feel comfortable.
Besides, three methods above we get other methods that we can apply. They are Showing the Meaning of the Words, Giving Instructions and Correcting Speaking Errors.
- Showing the Meaning of the Words, we can use to explain new words such as translation, pictures, real object, gesture, mime, body language, facial expression.
- Giving Instructions, this activity gives children a good chance to develop their listening skill in a context where English is used for real communication.
- Correcting Speaking Errors, teacher doesn’t need to correct every error, we can encourage children to correct their own errors. Teacher can show their hand gestures when we hear an error or we can write some mistakes on the board and ask the children to correct them.
IYAN IRDIYANSYAH 031105003 (VII-A)
ANISA RAHMAWATI 031105019 (VII-A)
VIKHA MONICA 031105058 (VII-C)
Group I
http://www.buzzle.com/articles/teaching-english-games-helps-children-learn.html
Based on the article that we read, we concluded that Teaching English with game helps the children learn, because they can’t concentrate for long time. They will learn if they feel enjoyable. Therefore, the teachers have to master the appropriate way of teaching they don’t realize that they are learning until the time comes to show their knowledge.
As teachers we all know that even the most attentive children can get bored and lose focus on occasion. English game is a great way to get out of the rut of language drills, worksheets, and individual study. According to the source that teaching English through the games have more benefits than those just related to learning the language. English Games give opportunities for shy students to express themselves.
Finally, through the games the teachers and the students can build closer relationship. The teachers play a role as their friend not their teacher and encourage them to do well or join in the game with them. Playing games also creates a positive learning environment that allows children to relax and enjoy themselves and those around them.
IYAN IRDIYANSYAH 031105003 (VII-A)
ANISA RAHMAWATI 031105019 (VII-A)
VIKHA MONICA 031105058 (VII-C)
Group I
http://www.buzzle.com/articles/teaching-english-games-helps-children-learn.html
Based on the article that we read, we concluded that Teaching English with game helps the children learn, because they can’t concentrate for long time. They will learn if they feel enjoyable. Therefore, the teachers have to master the appropriate way of teaching they don’t realize that they are learning until the time comes to show their knowledge.
As teachers we all know that even the most attentive children can get bored and lose focus on occasion. English game is a great way to get out of the rut of language drills, worksheets, and individual study. According to the source that teaching English through the games have more benefits than those just related to learning the language. English Games give opportunities for shy students to express themselves.
Finally, through the games the teachers and the students can build closer relationship. The teachers play a role as their friend not their teacher and encourage them to do well or join in the game with them. Playing games also creates a positive learning environment that allows children to relax and enjoy themselves and those around them.
Siti Maisaroh 031105001 (VII A)
Ekky Indriaswati 031105016 (VII A)
Evi Aprianti 031105060 (VII C)
We are Group B.We come from VII A and C.
According to the article which we found, we conclude that there are many appropriate methodology of teaching English for children. Because the children acquire English as second language opportunities for using English when starting lessons changing activities and ending lesson different between teaching young learner and very young learner. In this case, we need to introduce English through colorful picture books, song, interactive games, quizzes and writing techniques. We also need to allow free conversation in the class and encouraging the students to speak more in English to enable them to be generally fluent in speaking English. In addition, we also teach simple grammatical forms through easy to understand, simplified grammar books especially formulated for beginners of English.
Taken from:www.hiroshimaenglish.com/english/kids.htm016
Siti Maisaroh 031105001
Ekky Indriaswati 031105016
Evi Aprianti 031105060
We are Group B.We come from VII A and C.
According to the article which we found, we conclude that there are many appropriate methodology of teaching English for children. Because the children acquire English as second language opportunities for using English when starting lessons changing activities and ending lesson different between teaching young learner and very young learner. In this case, we need to introduce English through colorful picture books, song, interactive games, quizzes and writing techniques. We also need to allow free conversation in the class and encouraging the students to speak more in English to enable them to be generally fluent in speaking English. in addition, we also teach simple grammatical forms through easy to understand, simplified grammar books especially formulated for beginners of English.
Taken from:www.hiroshimaenglish.com/english/kids.htm016
Name : Indri Gunawan (031105072)
Fitriyah Wulan Sari (031105082)
Dwitha Permatasari (031104070)
Yunita Diwanti (031104049)
Class : VII C
There are three common methods used to teach children: Grammar Translation, Total Physical Response (TPR), and Communicate Language Teaching (CLT).
• Grammar Translation
o What is it?
The teacher gives children lists of vocabulary with translations or example sentences with translated grammar explanations. Students should memorize these and then are tested.
o Advantages
it is an easy way to present new language and it ensures that students understand the second language.
o Disadvantages
It can be boring, especially for children who prefer more active learning tasks.
• Total Physical Response (TPR)
o What is it?
The teacher asks students to perform actions, e.g. “Stand up. Give me a pen.” Action songs, stories, and rhymes are often used in TPR.
o Advantages
It is a very useful method for beginners, and is more entertaining and active than Grammar Translation.
o Disadvantages
It is not as useful with higher level students, and focuses mostly on listening.
• Communicate Language Teaching (CLT)
o What is it?
Students work together to perform real-life communication. Surveys, interviews, and solving puzzles are examples of CLT activities.
o Advantages
Focuses on fluency, engages children, and allows children to express themselves.
o Disadvantages
Shy students may have difficulty with this method, and the teacher many have difficulty keeping students speaking in English (rather than Chinese). Teachers should remember to include not only fluency but accuracy as well in their CLT lessons.
All three methods can be used in the classroom; the teacher does not need to choose one. There is no proof that one is better than the others. If you get to know your students and their likes and dislikes, you can choose the type of activities that they enjoy the best.
Source : www.englishonline.com
Anita saputri/ 031105079
Andhita Febriantie/ 031105090
Iwan Alfian Hebramsyah/ 031103030
Group F class VII A/C
Based on article we conclude that, teaching methods are best articulated to get the purpose of education and the best way of achieving purposes. A teacher creates the course materials to be taught and then enforces it. A teacher has many option when choosing a style to teach by He/she may have, his/her own lesson plan. A lesson play may be carried out in several ways.
* Questioning
It same like testing. The teacher may ask a series of questions to collect information of what students have learned and what needs to be taught.
* Explaining
Its similar with learning. Explaining form by teaching, giving a speech, giving a discourse on a specific subject that is open to the public, usually given in the classroom.
* Demonstrating
Demonstrating are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective.
* Collaborating
Its allow students to talk among each other and listen to all view points of discussion or assignment. It help students think in an unbiased way. (http://wikipedia.org/wiki(Teaching Methods)
* http://www.cord.org/page.cfm/162
Contextual learning is proven concept that incorporates much of the most recent research in cognitive science. The contextual approach recognizes that learning multifaceted process that goes far beyond drill oriented,stimulus and response methodologies.
According to contextual learning theory, learning occurs only when students process new information or knowledge. In such a way that it makes sense to them in their. Own frames of reference (Their own inner worlds of memory, experience and response).
http://www.cord.org/page.cfm/162.... Many students today find the traditional school curriculum (particularly at the middle school and school levels), which is based on separate, disconnected academic disciplines, not terribly relevant to their current and future lives. Teachers are often hit with the questions" How am I ever going to use this?" It is very legitimate question that students have a right to ask.
Anita saputri/ 031105079
Andhita Febriantie/ 031105090
Iwan Alfian Hebramsyah/ 031103030
Group F class VII A/C
Based on article we conclude that, teaching methods are best articulated to get the purpose of education and the best way of achieving purposes. A teacher creates the course materials to be taught and then enforces it. A teacher has many option when choosing a style to teach by He/she may have, his/her own lesson plan. A lesson play may be carried out in several ways.
* Questioning
It same like testing. The teacher may ask a series of questions to collect information of what students have learned and what needs to be taught.
* Explaining
Its similar with learning. Explaining form by teaching, giving a speech, giving a discourse on a specific subject that is open to the public, usually given in the classroom.
* Demonstrating
Demonstrating are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective.
* Collaborating
Its allow students to talk among each other and listen to all view points of discussion or assignment. It help students think in an unbiased way. (http://wikipedia.org/wiki)
* http://www.cord.org/page.cfm/162
Contextual learning is proven concept that incorporates much of the most recent research in cognitive science. The contextual approach recognizes that learning multifaceted process that goes far beyond drill oriented,stimulus and response methodologies.
According to contextual learning theory, learning occurs only when students process new information or knowledge. In such a way that it makes sense to them in their. Own frames of reference (Their own inner worlds of memory, experience and response).
Erby Pratama Putra/ 031105077/VII.C
Suaibatul Islamiah/031105078/VII.C
Nuni Nurcahya/031105070/VII.C
We had found four main methods learning to read, method 1 is Phonics that relies on children being taught the alphabet first. Once they have learnt the letter sounds they will begin to blend two letters together to make simple words. The next is Look and Say method. Your student will look at a word which you sound, and in turn will repeat the sound (the word). The third method is Language Experiences Approach. Your student may draw a picture of Dad in the car. you would write underneath the drawing; Dad is in the car. You continue to collect drawings. The last is Context Support Method. When your students are just learning to read it is important to choose books that really interest them. If boys like cars, choose a book with pictures and simple words about cars.
(www.teachingtreasures.com)
Aang Sutiawan 031105026
Listiyowati 031105056
Shelly Jayantie 031105081
VIIC
Online class 2
Based on the article that we read, the teaching methodology is duolingual education that developed by Dr. Trevor McKee, Ph.D., professor of Human Development and Psycholinguistics at Brigham Young University. In this methodology, teachers implement developmentally appropriate activities entirely in English with the children. In this methodology,teachers do not teach translation or grammar rules. The learning environment is similar to that of a birthday party: children will play games, sing songs, hear and act out stories, or participate in creative expression in each of the teaching areas, using activities that has been designed by the teacher for teaching language. The teaching areas focus on what the children are familiar with from home. A child may make a cake in kitchen, assemble a doll house in shop, do tumbling in gym, act out simple drama and exciting activities are good for the teaching-learning activities.
http://www.ilp.org/stories/storyReader$64
Farmayanti (031105065)
R. Anggi MS (031105073)
Annisaa Paradisa (031105074)
Total Physical Response (TPR) is based upon the way that children learn their mother tongue. TPR attempts to mirror this effect in the language classroom. It is done in the classroom, where the teacher plays the role of parent and starts to say a word or phrase and demonstrate an action. The students do the action. After repeating a few times, it is possible to extend this by asking the student to repeat the word as they do the action. When they feel confident with the word or phrase you can then ask the students to direct each other or the whole class. TPR is effective is the students stand in a circle around the teacher. TPR can be used to teach and practice many things, such as vocabulary connected with actions, tenses, classroom language, imperatives/instructions, and storytelling. TPR is a lot of fun, memorable (good for kinesthetic learners), can be done in large or small classes, works well with mixed ability classes, effective teenagers and young learners, and involves both left and right-brained learning. But, TPR would be more fun if added with other methods. Thus, we think that this method is appropriate for teaching children.
http://www.teachingenglish.org.uk/content/total-physical-response-tpr
Enny Wahyuningsih 031105068
Alvi Dwitami Putri 031105059
Class 7/C
Teaching Methodology
After we read the article of Theodore S. Rodgers, Professor Emeritus, University of Hawaii. We conclude that methodology in language teaching has been characterized in a variety of ways. Those are :
1. Situational Language Teaching : This methodology put the teacher as Context Setter and Error Corrector where the students play a role as Imitator
Memorizer
2. Audio-lingualism: This methodology put the teacher as Language Modeler
Drill Leader where the students play a role as Pattern Practicer
Accuracy Enthusiast
3. Communicative Language Teaching: This methodology put the teacher as Needs Analyst and Task Designer where the student play a role as Improvisor and Negotiator
4. Total Physical Response: This methodology put the teacher as Commander
and Action Monitor where the students play a role as Order Taker and Performer
5. Community Language Learning: This methodology put the teacher as Counselor and Paraphraser where student play a role as Collaborator Whole Person
6. The Natural Approach: This methodology put the teacher as Actor
and Props User where the students play a role as Guesser
Immerser
7. Suggestopedia: This method put the teacher as Auto-hypnotist
Authority Figure and the students play a role as Relaxer and True-Believer
However, there is no specific methodology to teaching the children it based on the creativity and innovation from the teacher.
This article taken from www.cal.org/resources/digest/rodgers.html
Methodology to teach English to children
Dwiyana mustikasari 031105076
Mutmainah 031105066
Group F class VII C
Based on http://en.wikipedia.org/wiki/Teaching_method
We conclude that there is variety of strategies and methods are used to ensure that all students have equal opportunities to learn. A lesson plan may be carried out in several ways: Questioning, explaining, modeling, collaborating, and demonstrating.
• Questioning: A teaching method that includes questioning is similar to testing. A teacher may ask a series of questions to collect information of what students have learned and what needs to be taught. Testing is another method of questioning.
• Explaining: Another teaching method is explanation. This form is similar to lecturing. Lecturing is teaching, giving a speech, by giving a discourse on a specific subject that is open to the public, usually given in the classroom
• Demonstrating: Demonstrations are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective. Demonstrations can be exercised in several ways.
• Collaborating: Students' working in groups is another way a teacher can enforce a lesson plan. Collaborating allows students to talk among each other and listen to all view points of discussion or assignment.
Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, and types of activities, roles of teachers, learners, materials, and so forth.
Theory English for Children
Muhammadin 031108708
Sandra Moedjiarti 031108702
Yusi Oktapiani 031108701
Class VII C
After we read the materials of methodology for teaching children by Hansika Premaratne. She said that she uses many kinds of English teaching methods based on the student’s personality, knowledge level and experience. For example: 1. Introduction of the English Alphabet and sounds through colorful picture books, songs and writing techniques.
2. Simple grammatical forms through easy to understand, simplified grammar books especially formulated for beginners of English.
3. More advanced grammatical forms and sentence constructing through tutorials, assignments and comprehensive text books. According to the article we make conclusion that there is no special method to teach English to children. But, the teacher should be creative and active in teaching English to find the good method because not all the children can understand the teacher's explanation in the same method, it means the teacher should to choose one of the methods or combine with others.
Meanwhile according to House of Commons Education and Skills Committee in Teaching Children to read (it more focus on the reading. For example, when we teach reading to a child. The child encounters a word he or she does not know, the child is encouraged to "work out" the word either by inferring from narrative or syntax.
Theory English for Children
Muhammadin 031108708
Sandra Moedjiarti 031108702
Yusi Oktapiani 031108701
Class VII C
After we read the materials of methodology for teaching children by Hansika Premaratne. She said that she uses many kinds of English teaching methods based on the student’s personality, knowledge level and experience. For example: 1. Introduction of the English Alphabet and sounds through colorful picture books, songs and writing techniques.
2. Simple grammatical forms through easy to understand, simplified grammar books especially formulated for beginners of English.
3. More advanced grammatical forms and sentence constructing through tutorials, assignments and comprehensive text books. According to the article we make conclusion that there is no special method to teach English to children. But, the teacher should be creative and active in teaching English to find the good method because not all the children can understand the teacher's explanation in the same method, it means the teacher should to choose one of the methods or combine with others.
Meanwhile according to House of Commons Education and Skills Committee in Teaching Children to read (it more focus on the reading. For example, when we teach reading to a child. The child encounters a word he or she does not know, the child is encouraged to "work out" the word either by inferring from narrative or syntax.
Theory English for Children
Muhammadin 031108708
Sandra Moedjiarti 031108702
Yusi Oktapiani 031108701
Class VII C
After we read the materials of methodology for teaching children by Hansika Premaratne. She said that she uses many kinds of English teaching methods based on the student’s personality, knowledge level and experience. For example: 1. Introduction of the English Alphabet and sounds through colorful picture books, songs and writing techniques.
2. Simple grammatical forms through easy to understand, simplified grammar books especially formulated for beginners of English.
3. More advanced grammatical forms and sentence constructing through tutorials, assignments and comprehensive text books. According to the article we make conclusion that there is no special method to teach English to children. But, the teacher should be creative and active in teaching English to find the good method because not all the children can understand the teacher's explanation in the same method, it means the teacher should to choose one of the methods or combine with others.
Meanwhile according to House of Commons Education and Skills Committee in Teaching Children to read (it more focus on the reading. For example, when we teach reading to a child. The child encounters a word he or she does not know, the child is encouraged to "work out" the word either by inferring from narrative or syntax.
Sources:
House of Commons Education and Skills Committee in Teaching
Children to read
http://www.hiroshimaenglish.com/english/methods.htm
Members of group :
Ahmad Rodhi ( 031105071)
Ahmad Subadri ( 031104087 )
Anggi Kusmayanti ( 031104099 )
Based on the article that we read. The appropriate methodologies to teach English for children are:
1. Traditional methods of teaching go. It based on explaining all the rules in the very beginning, are much to inefficient and also require many efforts of a teacher to attract children's interest. To simplify the way of teaching Go several measures are exerted which enable to overcome the difficulties step by step
2. A multi-sensory approach is exactly as it sounds, utilizing all the senses to relay information to students.
3. The Aesthetic realism teaching method is created by Lori Colavito. The teachers using this method have enabled their students to be kinder people and to learn well in very different New York cities areas in kindergarten
References :
1. http://www.aestheticrealism.net/education_aesthetic_LL_a.htm
2. www.dyslexia – magazines.com
3. 01-07-99-go-teaching.doc
22sfgzsfgzdsfcnca-magazine.c
Dear students,
Thank you very much for the articles that you share in this blog. I hope that you can learn from each other. I just see that some of you didn't follow the instruction. I want you to make a summary in not more than 100 words, remember?
One more thing, for those who sent more than one post, would you kindly delete some of yours?
Thank you.
Atti
Firman Trika Yuliyadi (031103052)
Angga Kusnandar (031103124)
Theory English For Children
We have read “A CONFIDENCE BUILDING EXERCISE” article which is shown that children have some problems and what is needs changing before any corrective teaching is going to be effective. We think children are not stupid but they are slow-witted. Teacher and parent can give exercise or list of things that child could do successful at. This will includes such skills as spelling, reading, writing, math and so on. There are more things that child is good at than things he has difficulties with. He can possibly be stupid or a successful person. Whatever his or her age, they can have self-confidence that can lay foundation special kind of learning child needs.
www.dyslexia.com
Anwar
031102006
CHARACTERISTICS OF CHIDREN
Mostly each child has different characteristics. As a teacher we should figure out about it. Generally children has their own understanding comes through hands and eyes and ears. The physical world is dominant at all times. They have a very short attention and concentration span, and sometimes have difficulty in distinguishing the real world and the imaginary one. In the certain age children have different characteristics to. From the age five to seven children can talk about what they were doing, tell about what they have done or heard, plan activities, argue about something use logical reason and the others. From age eight to ten children can tell the difference between fact and fiction, ask questions all the time, rely on the spoken words as well as the physical words. Etc.
Knowing the characteristics of children is very important for teacher. Because this is some knowledge that improvement the teaching learning process.
Reflection
Understanding the concept of multiple intelligences
The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development.
There are eight different intelligences:
1. Verbal-linguistic intelligence
2. Logical-mathematical intelligence
3. Musical intelligence
4. Bodily-kinesthetic intelligence
5. Visual-spatial intelligence
6. Interpersonal intelligence
7. Intrapersonal intelligence
8. Naturalist intelligence
APPLYING THE CONCEPT OF MULTIPLE INTELLIGENCES
In my mind, the theory of multiple intelligences (MI) has been seized by so many educators because it has two powerful lures. First, of course, is that when viewed through an MI lens, more children succeed.. Most teachers went into education because they like working with children and playing a role in a child's growth. They also enjoy being creative, being "on stage," using their talents, and, most of all, being a problem solver. They relish the thought of figuring out a way to reach Johnny, to get Maria excited about learning, to help An-Lin begin to believe in herself. At the end of a day, when a teacher comes home physically tired and emotionally drained (an every day occurrence), satisfaction comes not from reflecting on how many workbook pages were covered or how well the teacher's guide was followed. Satisfaction, feeling like a professional, comes from knowing that you've made a difference in a child's life. It comes from knowing that you brought your curricular expertise, knowledge of pedagogy, and understanding of child development together to reach your students. MI allows teachers to do just that. When curriculum, instruction, assessment, and pedagogy are viewed through an MI perspective, there are a myriad of ways for student to learn. When MI is the palate, the teacher relies on her wisdom to find the right brush and the right colors to make learning meaningful.
UNDERSTANDING THE CONCEPT OF COOPERATIVE LEARNING
Cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product which is usually content specific. It is more directive than a collaborate system of governance and closely controlled by the teacher. While there are many mechanisms for group analysis and introspection the fundamental approach is teacher centered whereas collaborative learning is more student centered. Cooperative learning can also be defined as "concepts and techniques for helping students learn together."
APPLIYING THE CONCEPT OF COOPERATIVE LEARNING
Research on classroom cooperative learning techniques, in which students work in small groups and receive rewards or recognition based on their group performance, has been increasing in the past few years. This review summarizes the results of 28 primary field projects lasting at least 2 weeks, in which cooperative learning methods were used in elementary or secondary classrooms. The pattern of research findings supports the utility of cooperative learning methods in general for increasing student achievement, positive race relations in desegregated schools, mutual concern among students, student self-esteem, and other positive outcomes. The various cooperative learning methods are contrasted in terms of characteristics and outcomes, and the next steps for research in this area are outlined.
Post a Comment