khaliq bashar lagi Table Manner di Hotel Santika Makassar

lagi makan dessert..





khaliq bashar sedang di layani di Hotel Santika Makassar

elt in indonesia

Like other countries such as Japan, Korea and Taiwan where the first language is not English, Indonesia is also suffering from a so-called English fever. The symptoms are clear — a strong desire to learn English at an early age.   The popular remedies often sought to cure English fever in the country and elsewhere are: Adding English for young learners in school curriculum, sending children to bilingual schools, hiring native speakers as tutors and sending children abroad.   There is nothing harmful about these options if one wishes to develop his/her English proficiency. Yet, there are serious impediments. First, not all learners can study abroad or in bilingual schools or afford to have English native speakers as a tutor. Only the upper middle-class can enjoy such opportunities; the middle-class and below are usually left out. Second, it takes a lot of effort to design a language curriculum that matches young learners’ linguistic needs, not to mention the teaching materials and learning facilities available.   Third, learning English formally at school puts students in a high anxiety environment, which hinders the acquisition of the language. Very often, because of the demands of the curriculum, teachers force their students to speak and to write without being aware that they haven’t had sufficient language input to do so.   Fourth, the most serious problem is that early, heavy exposure to English will threaten students’ first language development.   To overcome these problems, Free-Voluntary Reading (FVR), or recreational reading, is proposed as the most effective remedy for dealing with English fever.   It is well-established that we acquire a language, such as English, by understanding the messages (inputs) we hear, not by producing it through speaking and writing. Thus, forcing students to speak and to write without enough learning inputs in the form of reading will only increase learning anxiety. It is reading that becomes the cause (not the result) of language acquisition.     Initially introduced by Steve Krashen, an American linguist, FVR has been proven as an extremely powerful form of learning, which can effectively help accelerate language acquisition.  FVR is radically different from other types of reading as it has been used in the traditional reading approach in the national curriculum. It is light and easily comprehensible; it is self-selected; it is done voluntarily with no “accountability”, no tests, no book reports; and it is done for pleasure for the reader’s own sake, not for reward.       The obvious advantage of FVR is that it motivates and encourages learners to be autonomous language acquirers. Research has demonstrated that FVR has tremendous effects on language and literacy development. In addition, research in language acquisition has made a case for the efficacy of FVR in that it was found as the strongest predictor of success in language acquisition.   Furthermore, FVR leads students to the path of pleasure and students are given the freedom to choose what interests them most. They are allowed to read for their own pleasure in a low anxiety environment without being haunted by an exam.   They are not afflicted by pain — they don’t have to read to solve mundane activities like homework and they don’t have to memorize a bulk of vocabulary. Neither do they have to scrutinize notoriously complex grammatical points.   Grammatical and vocabulary knowledge are unconsciously acquired if reading offers pleasure and is done in a low-anxiety environment. The conventional wisdom of “no pain, no gain” doesn’t hold true with FVR. From the early stages of learning, learners are pampered with something pleasant that also has educational benefits.   Thus, FVR is consistent with the Pleasure Hypothesis, which claims that what is good for language and literacy development is perceived to be pleasant by the acquirer and the teacher.   A final point worth mentioning is that students are not banned from reading books written in their first language, as research has consistently showed that literacy skill in the first language transfers automatically across languages.   The cure for English fever then should be an activity which does not harm the students’ first language development, is relatively cheap, easy to find and can be accessed by everyone. Most importantly, FVR meets all these conditions and offers tremendous pleasure in learning.   The writer is the chief-editor of the Indonesian Journal of English Language Teaching and teaches English composition at Atma Jaya Catholic University, Jakarta.

elt multicultural

This approach seems new in English Language Teaching (ELT). Multicultural Approach is risen considering to the cultural circumstance in the classroom. Multicultural Approach tries to uphold every single culture in the classroom. The difference of culture will be the core materials in English Language teaching. The idea to uphold Multicultural Approach in ELT is based on the urgency to respect another culture. Culture is very sensitive and it is integrated in the society norms. Every collision will tend to the cultural conflicts which are happened in certain regions or countries, such as, racism, religious conflicts, and many others. So, the question will be what is the correlation to English Language Teaching?. To answer this question, we need to see the background of ELT. ELT is held in a conscious situation of learners. Conscious learning always calls a formal education, such as schools or courses. The formal education also plays the roles in the cultural conflicts which are happened. How to respect and to keep the culture. it is supposed to in a formal education. So, the integration of Multicultural Approach in the educational system especially in ELT are hoped to unite the cultures in the classroom to avoid the cultural conflicts. The urgency to Multicultural Approach are named as follows:  1. to rise the culture care of the students 2. to conserve the exist of culture 3. to rise up the respect of learners to the other culture  ELT is hoped to accommodate those aspects in teaching process. The next question will be, how to implement Multicultural Approach in ELT? The assessments given are the solution. The assessments given must be based on the learners culture. In writing assessment for example: the students which are coming from Papua will discuss their culture considering the theory of writing given. The teacher will become a counselor or supervisor to supervise the assessment objectively. This assessment can be implemented in the religion scope. The next question will be, why should we have Multicultural in ELT especially? We know that, the cultural conflicts are sometimes undetectable. It can be happened everywhere, society, or even in schools. Multicultural Approach is to rise up the cultural awareness among the students. Finally, this article will not just be the discourse to be ignored. The policy maker can consider Multicultural Approach as the consideration to be upheld in the educational system

TEACHING STUDENTS TO SHARE THEIR CULTURE

TESOL SUBJECT

MARIA L.SUPARTI

P0600112027

“ TEACHING STUDENTS TO SHARE THEIR CULTURE”

“One of the primary function of English as is the case with any international language, is to enable speakers to share their ideas and cultures”(Sandra Lee Mckay,page81,2nd paragraph)”

INTRODUCTION

I would like to choose this statement(above) because it is relate to the duty of a teacher  to teach the  students about culture and it has corelation to my experience. As we know, that learning language can be  meant  learning the culture itself  because language is important part of a culture .Then learning culture is “very important” to do, either  formal or informal way.It is a social process. In learning culture,there are two items related to the culture.They are target culture & resouce culture. *What are they?

Based on Sandra Lee Mckay(above),there is  a question *”how to teach/help students(speakers) to have communicative & knowledge competence in sharing their culture”........THE TWO QUESTIONS(*) WILL  BE DISCUSSED BELOW.

DISCUSSION

Talking English,it  can’t be separated to the culture of where English is spoken,as mother tongue & as lingua franca. It can be UK(europe) or USA  as standart.So in using English as international language has involved cross culture understanding between interlocutor. The culture of UK  and the culture of America are target cultures because the two countries are the owners of the language, then the culture of(here) teacher  &  the culture of student are resoure cultures, in this case the teacher and the students have different  background culture.

In teaching English as foreing language,it’s always commenced by using the tradition of where English is spoken, such as  how  introducing  ourselves will be done,how to respond someone when they  greet us and so on. There are two iteims that shall be used to help the students in sharing their culture:

The first  “how to get the students speak up”:

a. If the main aim of the course is oral fluency,we have to organize lesson so that the students speak ‘English as much as possible’.

b. Speaking time can be be vastly increased by chorus work and pair work,but there are other possibilities from the moment the student enter the class:

-talk to the students as they come in. Don’t let  five minutes go by, waiting for whole class to arrive.

-provide interesting things for them to talk about, for exmple, a colourful picture/poster, a bunch of keys.

-insist that they talk to each other in English and not in their native language(s).

-encourage them to help and correct each other, rather than always asking you, the teacher, to help.

 c. Students will be more willing to speak if:

                -they have something interesting to talk about.

                -they feel that  you are genuinely interested in them as people.

- the aim of speaking is real communication, in other words,the students will be more interested in replying to a question to which they think you do not know the answer.For example, “where is your friend today,Maria?” is better  than a mechanical  question like “ what is on the desk?”.

d. Correcting your students’speech

There are no hard and fast rules but, generally:

- correct them when they make a mistake over some specific language point which they are currently learning, or are supposed to know.

- do not  correct them if they are engaged in general conversation,as long as what they are trying to communicate is clear. We should make a note of their errors and bring in the necessary revision as soon as possible.

Then, we need to make seating arrangements,chorus work and pair work ,asking and answering question,and dialogues course appropriately.(TEFL. A Practical Guide by COLIN DAWSON,p 9-14).

The second “how to teach vocabulary well”

In general prosedure, there are some steps for teaching vocabulary,as follow:

                -select the new word/phrase(relate to the topic-culture)

                -explain it  carefully by clear demonstration/pronunciation

                -ask the student to repeat it for sound

                -dictate it in context

                -use it in another context and another sentence

                -give the student meaning  and ask them for the word/phrase

                -set exercises, home work, and some sentences using the vocabulary

                -ask the student to write  it down in their notebook

It is clear enough of how to teach vocabulary.

In talking  about how to get the student speak up and  how to teach vocabulary,the aim is to make student enable to share their culture.We make the students/learners to reflect on their own culture in relation  to use English as media.

This  is the example of Torajanesse student talks about  RAMBU SOLO’ :

“Rambu Solo”  is the funeral  ceremony of Tana Toraja.Rambu  means smoke of fire, and solo’ means go down.It is deals with the sun which begins to go down after noon. The funeral ceremony is called Rambu Solo’ because all activities,including making fire for cooking and baking slaugtered animals,can only be held after twelve o’clock. The ceremony takes place for more than one day.It depends on the social status of the dead.The higher social status,the longer the time will be and more pigs and buffaloes are slaughtered.During the ceremony,many mourners come and go.They come in groups and are welcomed by the relatives of the dead. The mourners are entertained with mourning dances and music played from  bamboo instruments.The common dancers perfomed are”ma’badong”,mostly played by men,and “ma’katia” played only by women. The traditional coffin of the dead is not made of wool. It is made of layers of cloth.The body is wrapped with these thick layers and it looks like a bolster. Then it is decorated with golden and red cloth.When the ceremony at home is over,the dead is carried by about 10 men to family grave.In the past,most graves carved in the rock but nowdays most graves are built from brick and cement and they look like small houses.The Toraja people believe that although the dead has been buried,her/his soul is still around her/his home.So,her/his relatives often take some food,tobacco,cigarette and the dead’s passession to the grave.(Corneliss Tato, Seminary-SMA Katolik Cenderawasih Makassar, May 5th ,2012. 09.30AM)

CONCLUSSION.  At last,make sure that the learners can speak up and have much more vocabularies to talk about their ideas.Then they need to be given  time as much as possible to talk.

Teaching culture is important because of common use of English as international language,culture is an intereting topic to be talked, and the ability to speak about culture is achiving in a variety of communicative goals.In the discuss above, the two questions are answered clearly.