The test of materials development covers seven session along this semester. It consists of materials have been given through this blog. The students have to apply their critical thinking while doing the test. They have to adopt not only their knowledge but also their experience while learning English in their school. To pass the test, the students have to do all questions for a week. Then they have to put their works in the blog's comment column. To see the test, please click this form.
Name : Rizkia Nabilah
ReplyDeleteNIM : 181230152
Class : TBI 5D
MID TERM TEST OF ENGLISH MATERIAL DEVELOPMENT
1. There are four types of material:
a. Printed or live performance or display, or on cassette, CD-ROM, DVD or the internet.
b. Instructional or experiential.
c. Exposure to the language in use or elicitative to stimulate language use.
d. Exploratory or discoveries about language use.
How to use each type?
a. Start with your learning objective. What will this training manual or set of training materials teach people to do?
b. Think about delivery methods.
c. Segment training information.
d. Write for quick reading, listening, and watching.
e. Plan for assessment.
f. Get feedback.
2. Yes, because it relates to the use of theory for learning and instructions to create learning experiences and learning materials for language development only or should also aim personal and educational development also to contribute to teacher development as well as language learning.
3. Behaviourism Theory
Behaviourism or the behavioural learning theory is a popular concept that focuses on how students learn. Behaviourism focuses on the idea that all behaviours are learned through interaction with the environment. This learning theory states that behaviours are learned from the environment, and says that innate or inherited factors have very little influence on behaviour.
A common example of behaviourism is positive reinforcement. A student gets a small treat if they get 100% on their spelling test. In the future, students work hard and study for their test in order to get the reward.
Behaviourism is keys for educators because it impacts how students react and behave in the classroom, and suggests that teachers can directly influence how their students behave. It also helps teachers understand that a student’s home environment and lifestyle can be impacting their behaviour, helping them see it objectively and work to assist with improvement.
4. The understanding of language and language use of the writers has given more influences on their materials design.
5. First, I will need English teaching materials especially themes related to good daily life in the environment family, neighbours and schools for students. And students also want an interesting story that can be inspire or motivate them.
Second, the learning strategy that I will teach is learning that is fun and not boring. Because they enjoy learning while playing. Students love to learn English through songs, stories, and game or game.
This comment has been removed by the author.
ReplyDeleteName = Taskia Assyfa Utami
ReplyDeleteNIM = 181230141
Class = TBI 5D
Course = Mid Term Test English Material Development
ANSWER
1. Informative = informing the learners about the target language.
Instructional = guiding the learner in practicing the language.
Experiental = providing the learner with experience of the language in use.
Eliciting = encouraging the learner to use the language.
Exploratory = helping the learner to make discovery about the language
2. To develop = on an experimental basis, new materials for foreign-language courses which help to give pupils objective knowledge of the salient aspects of the everyday life, culture, literature, folklore, customs and habits of the countries where the languages in question are spoken
To FACILITATE = the inclusion of minority or lesser-used languages in the language-planning components of the master plans addressing the various types of situation in Member States where such action has been decidee
To SUPPORT = the dissemination of effective foreign-language teaching methods with a view to strengthening peaceful cooperation between communities, peoples and nations
To PROMOTE = a multilingual culture by helping States to renovate their language-planning criteria and provide educators and teachers with suitable teaching tools.In my opinion, the textbook remains the most effective work tool and the tool the most suited to children’s needs. For it is eminently flexible and can be used at any time of day.
3. Behavior Theory = Skinner developed behavior analysis, especially the Skinner referred to his approach to the study of behavior as radical behaviorism.This philosophy of behavioral science assumes that behavior is a consequence of environmental histories of reinforcement (see applied behavior analysis).philosophy of radical behaviorism, and founded the experimental analysis of behavior, a school of experimental research psychology.
In my opinion, skinner recognized that a great deal of behavior, especially human behavior, cannot be accounted for by gradual shaping or the construction of response sequences. To account for such behavior, Skinner introduced the concept of rule-governed behavior. First, relatively simple behaviors come under the control of verbal stimuli: the child learns to "jump," "open the book," and so on.
4. If as a beginner, what must be taught is practice as a reference then given the theory of linguistic theory in practice in order to understand what the learners say. Because the language uses the brain and mouth if it is learning. Generally yes all parts of the body can be used to speak
• Make real communication the focus language learning
• Provide opportunities for students to experiment and try what they know
• Be tolerant of student mistakes because they show that the learner is building communicative competence
5. In my opinion, developing English material in elementary school is by building a pleasant atmosphere. because in general, small children easily get bored. for example, like watching cartoons in English or singing children's songs in English.
Name : Rinda Maraqonita
ReplyDeleteNIM : 181230142
Class : TBI 5D
MIDTERM TEST ENGLISH MATERIAL DEVELOPMENT
1.
The types of materials :
• Printed or live performance or display, or on cassette, CD-ROM, DVD or the internet
• instructional or experiential
• exposure to the language in use or elicitative to stimulate language use
• exploratory or discoveries about language use
The teacher use each type for her teaching :
While supporting the idea that teachers should prepare their own materials, Howard and Major (2004) present a set of guidelines for designing effective materials for teaching and learning English: English language teaching materials should be contextualized; Materials should stimulate interaction and be generative in terms of language; English language teaching materials should encourage learners to develop learning skills and strategies; English language teaching materials should allow for a focus on form as well as function; English language teaching materials should offer opportunities for integrated language use; English language teaching materials should be authentic; English language teaching materials should link to each other to develop a progression of skills, understandings and language items; English language teaching materials should be attractive; English language teaching materials should have appropriate instructions; English language teaching materials should be flexible.
2. Yes, because the reader on a journey through the practice of instructional design, presenting a sensible approach to learning models, finding a hook, interactivity, writing and more.
3. One of the most important goals of teachers is to enable learners to use English for communication. According to many theories, speaking skill can be improved by role play.
Role-play is one of the strategies that enable students to improve a scope of real life spoken language in the classroom. For example, an instructor (teacher) picks a discussion from a book and after repeating aloud with students, teacher asked some students to be volunteers in role-play. This movement can assist students to overcome their shyness, fears and anxiety. Learners can listen and practice phrases that are used in speech acts.
4. I will describe richard's assertion in 2005 about research or theory and material design has a relationship with theory and practice.
Here can be deciphered as an impact in creating materials for teacing materials. As an educator or propective instructor must have the option to apply learning not exclusively to clarify in principle, yet in addition practice
5. To develop the materials of English while teaching in elementary school, teaching materials are arranged accordingly with student characteristics through learning strategy songs, stories and games namely the relationship between teaching material and strategy learn. This link age is represented with teaching materials consisting of songs, stories, and games.
Name: Sonia Oktaviani
ReplyDeleteNim: 181230145
Class: TBI 5D
The answers of mid test English Material Development
1. Types of materials
1) Printed materials: Textbook, student’s worksheet, pictures, photographs, newspapers & magazines.
2) Audio materials: Cassette & compact disc
3) Audio visual: Video compact disc, film
4) Interactive teaching materials: Web based learning materials, computer assisted instruction.
5) Authentic materials refer to the use in teaching of texts, photographs, video selections, and other teaching resources that are not specially prepared for pedagogical purposes.
6) Created materials refer to textbooks and other specially developed instructional resources.
To use each types of materials
a) Start with your learning objective. What will this training manual or set of training materials teach students to do?
b) Think about delivery methods.
c) Segment training information.
d) Write for quick reading, listening, and watching.
e) Plan for assessment.
f) Get feedback.
2. Yes, because it relates to the use of theory for learning and instructions to create learning experiences and learning materials for language development only or should also aim personal and educational development also to contribute to teacher development as well as language learning. An experienced materials writer manages their ideas altogether into the texts while designing a task. Therefore, he develops a framework that is based on practical considerations of what the learners are likely to do rather than by any considerations of language acquisition principles.
3. Hutchinson and Waters (1987, p.107) explain that good materials will contain interesting texts, enjoyable activities that engage the learners’ thinking capacities, opportunities for learners to use their existing knowledge and skills. They also state that good materials should provide a clear and coherent unit structure, which will guide teachers and learners through various activities in such a way as to maximize the chance of learning.
According to Harmer (2007: 345), it can sometimes be easy to get students to speak in the classroom if the atmosphere of the class is good such as students who get on with each other and whose English is in an appropriate level. However, he added that it will be difficult for the teacher to make the students to speak if they are reluctant to speak, the topic chosen is not appropriate, the 16 organization of teaching plan is at fault, and if there is an unpredicted event happened. Therefore, the roles of the teacher and the techniques the teacher used are essential.
4. The understanding of language and language use of the writers have given more influences on their materials design. Three factors to shape the teaching instructional materials of the writers while they plan a textbook (Richard, 2005).
5. Teaching English to young learners at elementary school is different from that to adults. The English teachers to young learners in elementary school, therefore, need to comprehend and to apply the theories of language teaching-learning to young learners and language classroom management.
Name : Riska Maulina
ReplyDeleteNim : 181230125
Class : TBI 5D
Subject : EMD
1. types of materials and how does a teacher use each type for his/her teaching
• Informative
informing the learners about the target language.
• Instructional
guiding the learner in practicing the language.
• Experiental
providing the learner with experience of the language in use.
• Eliciting
encouraging the learner to use the language.
• Exploratory
helping the learner to make discovery about the language
Teacher can use the type with :
• Identify an opportunity within your daily instruction to gather the information;
• Reflect on the evidence. Identify gaps between your students’ current performance and expected goals. Also note students who are performing well above and/or beyond expectations;
• Consider next steps. Decide how you will use this information to adjust your instruction. Use “learning progressions” (specific steps or sub-goals that lead to your target goal) to clearly articulate the next-steps for students. See examples below for guidance in this area. This information will provide the foundation for differentiated instruction ; and,
• Encourage student involvement in recognizing and celebrating their learning. Promote your students’ engagement in and reflection about what they are learning by asking them to share what they learn each day and encouraging them to take pride in their accomplishments. Consider how you might provide productive feedback to build confidence.
2. Yes, because textbook that use Instructional design is important, because the purpose of instructional design in learning is to identify who is the target of learning, analyze the abilities, knowledge and behavior of the learners.
This is certainly very useful in being able to produce a learning process that is more effective, simple and contextual so that it is better understood by learners.
3. Intercultural theory
Because intercultural communication can be understood via the same basic variables and processes used to describe other forms of communication.
Intercultural communication means communication across different cultural boundaries. This means that, when two or more people with different cultural backgrounds interact and communicate with each other or one another, intercultural communication is said to have taken place. For example, communication between Fulani and Tiv cultural groups is an intercultural communication, because, it occurs across cultural boundaries. Intercultural communication can thus be defined as „the sharing of information on different levels of awareness and control between people with different cultural backgrounds, where different cultural backgrounds include both national cultural differences and differences which are connected with participation in the different activities that exist within a national unit‟ (Jens Allwood, 1985).
4. Theory is the result of Practice. Theory will be tested constantly, because of our experience or practice in the field directly. Theories are never fixed, let alone theories about humans or society. Society and people change, so the theory will change too. so therefore theory and practice are interconnected
5. develop the use of the surrounding environment as a means of student learning
Accustom them to practice speaking English every day. The way to communicate with them is using simple English every time they meet. So that indirectly this makes them accustomed to using English in their daily life.
NAME : SITI KHODIJAH NURHALISA
ReplyDeleteNIM : 181230133
CLASS : TBI 5D
ANSWER
1. Types of Material :
1) Printed or live performance or display, or on cassette, CD-
ROM, DVD or the internet
2) Instructional or experiential
3) Exposure to the language in use or elicitative to stimulate
language use
4) Exploratory or discoveries about language use
• To use each type:
a) Start with your learning objective
b) Thing about delivery methods
c) Segment training information
d) Write for quick reading, listening and writing
e) Plan for assessment
f) Get feedback
2. Yes, because it relate to the use of theory for learning and introduction to create learning experience and learning materials for language.
3. Behaviorism theory: The behaviorism theory believes that “infants learn oral language from other human role models through a process involving imitation, rewards, and practice. Human role models in an infant’s environment provide the stimuli and rewards,” (Cooter & Reutzel, 2004). When a child attempts oral language or imitates the sounds or speech patterns they are usually praised and given affection for their efforts.
4. The understanding of language and language use of the writers has given more influences on their material design.
5. The learning strategy that I will use is fun learning to make student enjoy when they study. Children are able to learn anything at any stage as long as the learning material is presented in a comprehensible way.
181230143
ReplyDeleteNaseef Efriza Al Hazimi
TBI 5D
1. Printed teaching materials are a number of materials that are prepared and prepared in paper form,
Example:
Handout, according to Andi Prastowo handout is a very concise learning material, sourced from several literature that is relevant to basic competencies and the main material taught to students.
Textbooks, lessons in general are written materials that present the knowledge or ideas of the author which are systematically arranged based on the applicable curriculum.
Module, is a book written with the aim that students can learn independently without or with teacher guidance.
Student work sheets are sheets containing tasks that must be done by students. Activity sheets are usually in the form of instructions or steps to complete a task.
Brochures, are written information materials about a problem arranged in a systemized or printed manner consisting of only a few pages and are folded without being bound or printed leaflets containing brief but complete information about the company or organization
Photos / pictures have a better meaning than writing. Photos / pictures as teaching materials, of course, need a good design so that after finishing seeing a series of photos / pictures students can do something that in the end mastered one or more basic competencies.
Hearing Teaching Materials (Audio) are all types of teaching materials that use a direct audio signal system, which can be played or heard by a person or group of people.
For example: Cassettes, radios, LPs, and compact dists.
Audiovisual teaching materials, which are often with visual teaching materials, namely everything that is often known as visual teaching materials, which is something that allows audio signals to be combined with moving images sequentially.
Example: Compact video dist and film.
Interactive teaching materials (inetcactive teaching materials) are teaching materials that are combined from two or more audio media, graphics, pictures, animation and videos. Which pengunannya manipulated or treated to control an order.
Example, Compact Dist Interactive
2. I do apply the instructional desaign and organization with:
Analyze (Analysis)
Design (design)
Implement (implementation)
Evaluate (evaluation)
My opinion
They do it because in the 5 above it is a must in their organizational work, if they do not do the 5 above then they will find organizational lameness and failure.
3.Skinner's Theory of Behaviorism
In the middle of the 20th century, B.F. Skinner took Locke's ideas of sensory input and carried on with them. According to behaviorism, Skinner's radical variant, all behavior is nothing more than a response to external stimuli and there is no innate programming in humans to learn language from birth.
My opinion
What distinguished Skinner from those who came before him was the level of detail he learned linking behaviorism and language learning. In his concept of so-called "operant conditioning," language learning grows out of a process of reinforcement and punishment in which individuals are conditioned to say the right thing. For example, if you are hungry and you can say "Mom, I'm hungry,"
4.Research and material is very close indeed to a language teacher because those who will teach must know how the attitude is taught by the language teacher.
5. I will develop English language in elementary school with:
Build a Fun Learning Atmosphere
Using the English Learning Application Help
Giving Rewards when They Successfully
Name : M ROSYOD RIDO
ReplyDeleteNim : 181230147
Class : TBI V D
1.Printed teaching materials are a number of materials that are prepared and prepared in paper form, which can function for learning and conveying information.
Example:
Handout, according to Andi Prastowo handout is a very concise learning material, sourced from several literature that is relevant to basic competencies and the main material taught to students.
Textbooks, lessons in general are written materials that present the knowledge or ideas of the author which are systematically arranged based on the applicable curriculum.
Module, is a book written with the aim that students can learn independently without or with teacher guidance. [3]
Student work sheets are sheets containing tasks that must be done by students. Activity sheets are usually in the form of instructions or steps to complete a task.
2.I do apply the instructional desaign and organization with:
Analyze (Analysis)
At this stage, analysis is carried out on several things that need to be known before training activities are carried out. Such as the purpose of organizing training, who are the participants and what are the needs of the training participants related to materials, methods, learning techniques, and others.
Design (design)
In this design stage, a training designer needs to do initial planning for a training / learning program, design training materials and plan a conceptual training evaluation which will later be used as the basis for the development stage.
Implement (implementation)
The implementation stage is the stage where the training program is carried out. The training program is carried out according to the plan that has been made.
Evaluate (evaluation)
The final stage is evaluation. Evaluation is carried out in order to review the implementation of the training whether it is in accordance with the needs or not. Then evaluation is also used by the training designer to correct deficiencies in the method to be used, so that future learning activities can be designed even better.
My opinion
They do it because in the 5 above it is a must in their organizational work, if they do not do the 5 above then they will find organizational lameness and failure.
3.Skinner's Theory of Behaviorism
B. F. Skinner was one of the most influential of American psychologists. A behaviorist, he developed the theory of operant conditioning -- the idea that behavior is determined by its consequences, be they reinforcements or punishments, which make it more or less likely that the behavior will occur again.
My opinion
A person's behavior is different, but if the behavior can be combined with an opinion, between one another, behavior also has two perspectives, namely, good and bad, good and bad behavior depending on the environment and parental upbringing factors.
4.Language teaching must use theory and practice, which one comes first? beginners must start with the theory, because if they immediately practice, it will be difficult for the child to carry out the practice, it could be that without the theory the child will make a fatal mistake
• Make real communication the focuslanguage learning
• Provide opportunities for students to experiment and try what they know
• Be tolerant of student mistakes because they show that the learner is building communicative competence
5.I will develop English language in elementary school with:
Build a Fun Learning Atmosphere
If children are already interested in something they will learn without being stressed
Using the English Learning Application Help
use applications to support so that children are also not bored if the lesson is long
Name: Pipit Evie Ana (181230139)
ReplyDeleteClass: TBI 5 D
Middle test: English Material Development
1.) Types of Materials are:
1. Printed or live performance or display, or on cassette, CD-ROM, DVD or the internet
2. instructional or experiential
3. exposure to the language in use or elicitative to stimulate language use
4. exploratory or discoveries about language use
Teacher uses each type of her/his teaching by depending on the content, for example teaching modelling of clay, teacher needs a ball sample of clay to do the demonstration. On the other hand if there is no clay, teacher can use video as an aid to teach. Thus, the use of visual and audio-visual teaching aids.
2.) They do apply the instructional design and organization with:
1. Analyze (Analysis)
At this stage, analysis is carried out on several things that need to be known before training activities are carried out. Such as the purpose of organizing training, who are the participants and what are the needs of the training participants related to materials, methods, learning techniques, and others.
2. Design
In this design stage, a training designer needs to do initial planning for a training / learning program, design training materials and plan a conceptual training evaluation which will later be used as the basis for the development stage.
3. Implement (implementation)
The implementation stage is the stage where the training program is carried out. The training program is carried out according to the plan that has been made.
4. Evaluate (evaluation)
The final stage is evaluation. Evaluation is carried out in order to review the implementation of the training whether it is in accordance with the needs or not. Then evaluation is also used by the training designer to correct deficiencies in the method to be used, so that future learning activities can be designed even better.
In my opinion they do it because in the 4 above, it must in their organizational work, if they do not do 4 above, then they will find organizational lameness and failure.
3.) Skinner's Theory of Behaviorism
In the middle of the 20th century, B.F. Skinner took Locke's ideas of sensory input and carried on with them. According to behaviorism, Skinner's radical variant, all behavior is nothing more than a response to external stimuli and there is no innate programming in humans to learn language from birth.
In my opinion:
What distinguished Skinner from those who came before him was the level of detail he learned linking behaviorism and language learning. In his concept of so-called "operant conditioning," language learning grows out of a process of reinforcement and punishment in which individuals are conditioned to say the right thing. For example, if you are hungry and you can say "Oh, I'm hungry," you may be rewarded with food and your behavior will be reinforced because you got what you wanted.
4.) Language teaching must use theory and practice, which one comes first?
If as a beginner, what must be taught is practice as a reference, then given the theory of linguistic theory in practice in order to understand what the learners say. Generally all parts of the body can be used to speak:
• Make real communication the focus language learning
• Provide opportunities for students to experiment and try what they know
• Be tolerant of student mistakes because they show that the learner is building communicative competence
5.) I will develop the materials of English in teaching elementary school by applying teaching materials depend on grade level, for example when i want to apply english material in grade 1, it is enough to introduce the learning method. English materials can be divided into several meetings.
For example, in grade 1, the material of semester 1:
1. Alphabet / Letter (Letter)
2. Animals (Animals)
3. Numbers (Numbers)
4. Colors
5. Part of Body (Members of the Body)
The material of semester 2:
1. Bedroom (Room)
2. Clothes (clothes)
3. Kitchen (Kitchen)
4. Living Room (Family Room)
5. Greetings and Partings (greetings and farewells)
Name : Evie Tri Utami
ReplyDeleteClass : TBI V D
Nim : 181230119
1. - Informatif : informing the learner about the target language
- Instructional : guiding the learner in practicing the language
- Experiential : providing the learner with experience of the language in use
- Elicting : encouraging the learner to use the language
- Exploratory : helping the learner to make discoveries about the language.
2. Yes, because textbooks act as the dominant teaching material or instructional media during teaching and learning activities. In other words, the book is useful for delivering curriculum material. The existence of learning texts is so important that it is prioritized and used as a companion for students in developing their own thinking power. Without books such as text, students will find it difficult to learn, both in class and independently. So, the book can be said to be the main guide for students, both from elementary to tertiary level and from public or private schools.
3. In my opinion,storytelling method has a huge benefit for improving skills speaking students. One of the skills that must be developed by the teacher is a speaking skill. This speaking skill is wrong one basic aspect of the four Indonesian language skills. Talking is the ability to pronounce articulated sounds or words for express, state and convey meaning (ideas, thoughts, heart contents) someone to another with spoken language. Talking is one form of oral communication that involves several things, namely: parties who communicating, communicated information, and communication tools. With talking, it will establish social relations between thecommunicating parties.That is, in speaking there is a transfer of messages from one source to another other.
4. The understanding of language and language use of the writers has given more influences on their material design. 3 factors to shape the teaching instructional materials of the writers while they plan a textbook/ course book series (Richard,2005) the factor are :
1. Teacher,
2. Learner,
3. contextual variables
Learner Factors :
1. Preferred learning styles
2. Language learning needs
3. Interests
4. Motivation
Contextual Factors :
1. School culture
2. Clasroom condition
3. Calss size
4. Teaching resources availability in any situations
Starting point is selecting an appropriate theory or model of the nature of oral interaction. Wil it be based on a model of communicative competence and seek to address grammatical competence, sociolinguistic competence, discourse competence and strategic competence? In addition to selecting a theory of language and language use to support the approach the writer will take to his or her task, the writer will also need to consider the complementary question of the theory of language learning underlying the materials, since this will determine how the syllabus is implemented in the form of exercises, tasks, activities and learning experiences. In developing materials for any aspect of language leaming, whether it be a skillbased course in listening, speaking. reading or writing or an integrated-skills basic series, the writer's understanding of language and language use will have a major impact on material's design, since it will play a role in determining the goals the witer sets for the materials, the focus of the materials themselves and the activities within them.
5. I will develop English language teaching in elementary school with :
- Song and game
Games and songs can have two important functions in learning English. First, a wide variety of games and songs can be used to teach English, such as vocabulary, pronunciation, and fluency. Second, games and songs can introduce the people and culture of using English as the first language. Some examples of games and songs were given specifically for the teachers to teach English in elementary schools.
Name : Hafizh Prasetyo Wibowo
ReplyDeleteClass: TBI-5D
NIM: 181230149
1. Printed teaching materials are a number of materials that are prepared and prepared in paper form, which can function for learning and conveying information.
Example:
Textbooks, lessons in general are written materials that present the knowledge or ideas of the author which are systematically arranged based on the applicable curriculum.
Photos / pictures have a better meaning than writing. Photos / pictures as teaching materials, of course, need a good design so that after finishing seeing a series of photos / pictures students can do something that in the end mastered one or more basic competencies.
Student work sheets are sheets containing tasks that must be done by students. Activity sheets are usually in the form of instructions or steps to complete a task.
Brochures, are written information materials about a problem arranged in a systemized or printed manner consisting of only a few pages and are folded without being bound or printed leaflets containing brief but complete information about the company or organization
Module, is a book written with the aim that students can learn independently without or with teacher guidance.
Handout, according to Andi Prastowo handout is a very concise learning material, sourced from several literature that is relevant to basic competencies and the main material taught to students.
2. I do apply the instructional design and organization with:
Analyze (Analysis)
At this stage, analysis is carried out on several things that need to be known before training activities are carried out.
Design (design)
In this design stage, a training designer needs to do initial planning for a training / learning program, design training materials and plan a conceptual training evaluation which will later be used as the basis for the development stage.
Implement (implementation)
The implementation stage is the stage where the training program is carried out. The training program is carried out according to the plan that has been made.
Evaluate (evaluation)
The final stage is evaluation. Evaluation is carried out in order to review the implementation of the training whether it is in accordance with the needs or not. Then evaluation is also used by the training designer to correct
My opinion
They do it because in the five above it is a must in their organizational work, if they do not do the 5 above then they will find organizational failure and inequality.
3. Skinner's Theory of Behaviorism
In the middle of the 20th century, B.F. Skinner took Locke's ideas of sensory input and carried on with them. According to behaviorism, Skinner's radical variant, all behavior is nothing more than a response to external stimuli and there is no innate programming in humans to learn language from birth.
My opinion
What distinguished Skinner from those who came before him was the level of detail he learned linking behaviorism and language learning. For example, if you are hungry and you can say "Mom, I'm hungry," you may be rewarded with food and your behavior will be reinforced because you got what you wanted.
4. Language teaching must use theory and practice, which one comes first?
If as a beginner, what must be taught is practice as a reference then given the theory of linguistic theory in practice in order to understand what the learners say. Because the language uses the brain and mouth if it is learning. Generally yes all parts of the body can be used to speak
• Provide opportunities for students to experiment and try what they know
• Make real communication the focus language learning
• Be tolerant of student mistakes because they show that the learner is building communicative competence
5. I will develop English language in elementary school with:
Using the English Learning Application Help
Use many applications will support so that children are also not bored if the lesson is long
Build a Fun Learning Atmosphere
If children are already interested in something they will learn without being stressed
RAHMANIA AULIA/TBI 5 D/181230136
ReplyDelete1. -Printed or live performance or display, or on cassette, CD-ROM, DVD /the internet
-Instructional or experiential
-Exposure to the language in use or
-Elicitative to stimulate language use
-Exploratory or discoveries about language use
How to use each type:
-As a teacher must to consider students ability so teacher can adjust with students ability and what is the proper material for students based on the theory and research.
-Materials should be authentic in terms of text and task.
- Effective instructional materials in language teaching are shaped by consideration of a number of factors, including teacher, learner, and contextual variables
2. Yes ,because its relates to the use of theory for learning and instructions to create learning experiences and learning material and for language development only or should also aim for personal and educational development also to contribute to teacher development as well as language learning. An experienced materials writer manages their ideas altogether into the texts while designing a task.
3 -Speaking is a “complex mental process” because, as Levelt (1989) points out, it involves four separate sub-processes: conceptualisation; formulation; articulation and self-monitoring. Conceptualisation involves generating the content the speaker wishes to express; formulation entails selecting the language to express the content generated and organise it according to the norms of a particular genre; articulation is the physical production of the sounds required to encode the message.
-ADDIE (analysis, design, development, implement, evaluate) It includes such models as the Dick & Carey in (Aldoobie, 2015) or Peterson, C. (2003). In this research, the researcher uses Design Instructional model as the research design. It aims to develop English learning material for speaking skill. The speaking test orally or performances, in which students were asked to, given the topic and they expression with friends. In speaking, more than in the other skills, learners are putting their personality on show and may fear embarrassment or mockery by their peers. This reluctance to speak may wrongly be interpreted as lack of motivation when, in reality, factors such as anxiety and inhibition are the real causes (Burns & Hill, 2013).
4. The understanding of language and language use of the writers has given more influences on their materials design. 3 factors to shape the teaching instructional materials of the writers while they plan a textbook/ course book series (Richard, 2005)
Teacher Factors:
1. Teacher language proficiency
2. Training and experience
3. Cultural background
4. Preferred teaching style
Starting point is selecting an appropriate theory or model of the nature of oral interaction. Will it be based on a model of communicative competence and seek to address grammatical competence, sociolinguistic competence, discourse competence and strategic competence? In addition to selecting a theory of language and language use to support the approach the writer will take to his or her task, the writer will also need to consider the complementary question of the theory of language learning underlying the materials.
5. The teaching and learning of English in elementary school provides the students’ English language competencies in the golden age,the age that children can learn anything easily. The two of those competencies are called linguistic competence and linguistic performance. It is in accordance with Chomsky in Clark and Clark (1977: 6) who states that linguistic competence is one’s capacity to use a language, while linguistic performance is the actual application of this competence in speaking or listening. Learning resources for children must be appropriate for children’s aptitude,will, world, and so forth. Therefore, ideal English teachers to young learners are those who are familiar with English songs and games in English. In addition, they are able to order those materials into becoming interesting ones
This comment has been removed by the author.
ReplyDeleteNAME: FITROH
ReplyDeleteCLASS: TBI 5D
NIM: 181230122
SUBJECT: ENGLISH MATERIALS DEVELOPMENT
ANSWER
1. The type of learning material is the second component in the learning system. In certain contexts, learning materials are at the core of the learning process. This means that often the learning process is defined as the process of delivering material. materials or tools for teaching can be divided into two kinds, namely teaching tools and aids. What is meant by tool is in the form of orders, orders, prohibitions, etc. While teaching aids are in the form of a globe, blackboard, slate, limestone, pictures, diagrams, slides, books, videos and so on. Teaching aids can also be regarded as media. The things that must be considered in choosing media are: a) Accuracy with learning objectives.b) Support for lesson content.c) Ease of obtaining media.d) Teachers' skills in using it.e) Availability of time to use it. f) In accordance with the level of thinking of students.
2. The books in my school do not use instructional and organizational designs, the books only use designs that describe the object of the lesson. For example, in his biology book, his design only uses pictures of nature or animals. The books do not use instructional and organizational design because they are general books. And if you use an instructional design it will not be enough because the instructions in the design are not enough to describe the contents of the book
3. A set of organizational reading and understanding skills Mechanics, a set of metacognitive skills that allow students to link their thought patterns before information enters their brains, are two important elements of developing reading comprehension skills. Making good meaning at the content and process level is the key to reading comprehension.
Ahmad Rofi'udin and Darmayati Zuhdin (2000: 7) suggest there are three ways to develop speaking skills vertically:Mimicking the speech of other people (especially teachers). Develop mastered speech forms, Bringing / juxtaposing two forms of speech, namely the speech itself which is not correct with the correct speech of adults (especially teachers).
4. Language teaching must use theory and practice, which one comes first?
If as a beginner, what must be taught is practice as a reference then given the theory of linguistic theory in practice in order to understand what the learners say. Because the language uses the brain and mouth if it is learning. Generally yes all parts of the body can be used to speak: Make real communication the focus language learning, Provide opportunities for students to experiment and try what they know, Be tolerant of student mistakes because they show that the learner is building communicative competence
5. I will develop the materials of English in teaching elementary school by applying teaching materials depend on grade level, for example when i want to apply english material in grade 1, it is enough to introduce the learning method. English materials can be divided into several meetings.
For example, in grade 1, the material of semester 1:Alphabet / Letter (Letter), Animals (Animals), Numbers (Numbers), Colors, Part of Body (Members of the Body) The material of semester 2: Bedroom (Room), Clothes (clothes), Kitchen (Kitchen), Living Room (Family Room), Greetings and Partings (greetings and farewells)
Name: Maurizka Adilla
ReplyDeleteSRN: 181230154
Class: TBI 5 D
English Material Development Midterm
1. Mention types of materials and how does a teacher use each type of his or her teaching?
• informative
informing the learner about the target language
• instructional
guiding the learner in practising the language
• experiential
providing the learner with experience of the language in use
• Eliciting
encouraging the learner to use the language
• exploratory
helping the learner to make discoveries about the language
2. Do the textbooks used in your schools apply the instructional design in its selection and organization? Give your reason whether they do or don’t!
Since I still use textbooks in university, then i’m going to review one of the textbook. Based on Handoyo Workshop (2020), content of instructional design included;
• Learning
• Learning needs
• Learning goals
• Materials: Content, text, and task (activities)
• Assessment: Process-based assessment and Product-based assessment
The book that i’m going to review is Kewirausahaan (Entrepreneurship) Membentuk Karakter Wirausaha Mahasiswa written by Dr. H. Abdul Muin Bahaf, S.Ag., MM. The book has all of the instructional design elements, except the learning needs. I only see the learning, learning goals, materials, and the assessment. At first i thought the book didn’t have the assessment, but i could see it at the end of any chapter. I think textually the book doesn’t fully apply the instruction design, but in my opinion when it comes to learning needs, it still doesn’t matter, cause i personally only going to see the learning goals and materials. The book is still a good learning book
3. Choose one of language theories that is properly used to develop speaking skill materials! Then, explain briefly about that choice!
“Constructivism is a theory that equates learning with creating meaning from experience….. Therefore, in order to understand the learning which has taken place within an individual, the actual experience must be examined” (Bednar et al., 1991).
For me, the best language theory that is proper for speaking skill materials is constructivism. The theory is about how experience has a big role in it. And in my opinion, speaking acquisition in language learning activity is important. You can not just learn to speak in theory, but you must practice. The more you get used to it, the more better your skill is. That is why I chose the constructivism theory.
4. Describe the meaning of Richard’s statement in 2005 that there is a connection between research and materials design or theory and practice link.
Which one comes first in language teaching, theory or practice?
For me, everytime we learn, we are learning something new. So it is very impoertant to the theory to comes first, then practice. After we learn the theory and lets say mastering it a little bit, then we practice the theory.
5. How will you develop the materials of English while teaching in elementary school?
I will make the learning and teaching process more fun, and i want to lowket insert some language learning things everytime we do something fun like practicing by games so the there’s some language acquisition going on, and the students hopefully could get used to the language that they’re learning.
MID TERM TEST
ReplyDeleteName: Euis Asterina
NIM: 181230120
Class: TBI V/5 D
Subject: English Materials Development
The Answers:
1.) Types of English material
-Informative (The teacher provides this type material to inform information about the target language. For example learning English).
-Instructional (The teacher uses this type material and will guide his students to practice the target language. Teachers can use teaching as CD to listen music or something else).
-Experiential ( This type material is a learning material that can activate students and use the daily experiences of students)
-Eliciting ( In this type material the teacher uses a question system. The teacher gives questions or gives instructions to students say what they know about a subject. And it can improve speaking in learning language.
-Exploratory ( In this type materials teacher helping the learner to make discoveries about the language).
2.) Yes, because the teacher must plan learning activities so that student is more active and creative. In preparing the plan, the teachers must have additional abilities because what is arranged is not only moving material from the textbook into planning but developing teaching materials. And teacher also as a material developer has to understand both language theory and research in order to make their teaching effectively.
3.)Language theory that is suitable for developing speaking skills is intercultural theory. Intercultural theory may be derived from several independent lines of research. The area of intercultural communications focuses on speaker effectiveness in fulfilling their intentions to achieve certain outcomes during social interaction, and is thought to be a function of speaker motivations and identity, influenced by stereotypes. The reason I chose this theory to develop speaking skills is because in this theory it prioritize communication, so communication can improve someone’s speaking ability.
4.)That means the understanding of language and language use of the writers has given more influences on their materials design. Three factors to shape the teaching instructional materials of the writers while they plan a textbook (Richard, 2005).
Teacher Factors:
- Teacher language proficiency
- Training and experience
- Cultural background
- Preferred teaching style
5.)Less good teaching materials can actually be better material if the teacher uses them sufficiently creative by, for example, modifying and adding relevant teaching materials. Accordin to Tomlison (1998:7) In terms of language learning materials for children, materials should be arranged taking into account the characteristics children, namely they are imaginative but it's easier to learn from things that are concrete, they are physically active, happy learn new things however they are easily bored.
Good
DeleteNAME: SYEHA NABILA AZZAHRA
ReplyDeleteNIM: 181230137
CLASS: TBI 5D
MID TERM OF ENGLISH MATERIALS DEVELOPMENT TEST
1. Teachers, whether poorly trained or highly competent, remain the most influential part of the learning process. (Materials merely assist in the instructional process; the teacher provides the primary source of direction in learning).
The amount of information a student retains in directly related to how that material is presented. This concept can be presented as a series of steps leading to greatest of steps leading to the greatest retention of knowledge.
a. Materials used in education can categorized by the type of information they contain and which of the senses are required to make use of that information
b. Written materials (sight) such as texts or readers provide detailed information through the use of the written word.
c. Visual aids (sight) provide graphic and/or written information which usually supplements an oral presentation (hearing).
d. Audio tapes and records (hearing) provide information through the spoken word (and may or may not be used with other types or materials).
e. Film, slide/tape, and videotapes (sight and hearing) use visual, audible and written means to present information.
f. Real objects and models (touch/kinesthetic) coordinates visual presentations with touch to present information.
It is the teacher’s responsibility to decide which types of materials are appropriate for which types of learning activities.
2. Yes, do
Because the teacher must be good understanding of material for proper the time In teaching.
3. Language theories that is properly used to develop speaking skills materials
Improve speaking skills through the Islamic cartoon film which English subtitle and text types as like conversation part
Why? Because below the Islamic cartoon film an text type can grow speaking interaction and also performance for their confidents.
4. Description about the meaning of Richard’s statement 2005 “there is a connection between research and material design or theory and practice link.
So, research and material have a real connection because above them are part of science without research, all the types materials will be not accurate to do.
5. Fist implementation, basic learning about the material or (stretching)
Second implementation, explain the material that I use clearly
Third implementation, teach something interesting that based on the materials
This comment has been removed by the author.
ReplyDeleteAde Irma Suryani
ReplyDelete181230148
TBI 5D
1. Types of English Materials :
1) Informative : informing the learner about the target language
2) Instructional : guiding the learner in practicing the language
3) Experiential : providing the learner with experience of the language in use
4) Eliciting : encouraging the learner to use the language
5) Exploratory: helping the learner to make discoveries about the language
2. Yes, in it's selection and organization, the textbooks in my school apply the instructional design. Where on the basis of educational experience, the textbooks at my school are planned, produced and delivered and consistently arranged in a clear and well-structured and well-organized way, both in digital and physical form. In order to decide the overall purpose of teaching and learning goals, the textbook is created by several compositions to suit needs of students.
In addition, in my textbook there are various categories of learning such as questions as practice materials, materials for practice and other materials designed to support student development.
3. Behaviorism Theory
Behaviorism equates learning with changes in either the form or frequency of observable performance. Learning is accomplished when a proper response is demonstrated following the presentation of a specific environmental stimulus. Elements are the stimulus, the response, and the association between the two. Of primary concern is how the association between the stimulus and response is made, strengthened, and maintained.
In my opinion, this theory is most suitable for developing speaking skills. discusses the environment as a stimulus and response. In practicing speaking, of course the environment is very influential because if people in that environment are used to using the target language, then developing language skills will be easier. Furthermore, the response also has an important role because when practicing speaking, the response from the other person is really needed so that communication runs well
4. Richard's statement explains that there is a relationship between research and material design, which means that doing research has an influence on making material design. To design a learning material requires a lot of consideration by paying attention to what materials need to be used, what materials are needed by students to develop their learning and others. Therefore, doing research is needed before designing the material where research is carried out by researching, studying, and finding out more about the learning material, research is also carried out to find out what is needed by students. After knowing what was done during research, we can conclude that research aims to make it easier to design, develop learning materials based on student experiences and needs. Research can make material design better than before.
Furthermore, in line with the relationship between research and material design, Richard said that there is also a relationship between theory and practice. Of course, as a teacher, teaching theory must be accompanied by practice. Learning theory alone cannot make students master the target language being taught. Practice is needed to hone the theory that has been taught so that the teacher knows the extent to which students have mastered the material that has been given. Theory and practice must be taught together to create a good and effective learning environment.
5. When teaching at the primary school level, I will develop English language materials using a variety of fun techniques. as we know that the elementary school level is a period where children are introduced to English, so I as a teacher will use an interactive approach that is designed in such a way as to attract children's interest in English learning. For example, by using interactive games, songs and videos as learning media. I want to create a pleasant classroom atmosphere so that students can study comfortably. This is done to achieve good and effective English learning goals.
ReplyDeleteAulia Rahma/TBI 5D/181230157
1. Types Of Materials
- Printed or live performance or display, or on cassette, CD-ROM, DVD or the internet, or some audio visual materials like motion picture film, slide-tape presentations, multimedia, computer.
- Instructional (Guiding the learner in practising the language) : These include the lectures, readings, textbooks, multimedia components, and other resources in a course.
- Experiential (Providing the learner with experience of the language in use) : Types of experiential learning that students may be exposed to through Experience Learning to include field work, internship, practicums, study abroad, volunteering, etc.
A teacher can use each type to teach it in a way, for example, the teacher must consider the choices of the types of teaching materials so that courses or lessons have a good combination. For example, during the corona pandemic, every school institution even up to universities, all teaching and learning activities were carried out online.
2. In my opinion, all educational institutions that use textbooks for learning, of course, apply instructional design in their selection and organization. Because instructional design is the most important thing in a teacher to prepare or plan learning activities properly and appropriately. In preparing the plan, teachers must also have additional abilities because what is arranged is not just transferring material from textbooks into planning.
3. I choose one of language theories that is properly used to develop speaking skill material is constructivism theory. I think because constructivism this theory is the relationship between a teacher as a guide and instructor in learning activities and students as active learners. A teacher can provide several presentations of learning in developing students' speaking skills through role-playing, discussion or debate, storytelling and much more. The students must be brave doing the speaking's activities in the classroom.
4. I will describe Richard's statement in 2005 about research or theory and material design has a relationship with theory and practice here can be interpreted as an influence in developing materials for teaching materials. As a teacher or prospective teacher must be able to apply learning not only to explain in theory, but also practice.
Research or theory and material design that is linked to theory and practice link aims to build theories based on existing theories and experiment empirically. In the next sense, namely about designing, evaluating (programs, strategies, products, systems) as a solution to solving complex problems in educational practice.
5. I will develop the materials of English while teaching in elementary school with songs and games. With songs, learning English for elementary school children can remember what they learned. The English learning strategy through this song is perfect for vocabulary and pronunciation materials. Second, learning English for elementary school children through games. The games here can be used as a strategy in reading, speaking, listening and writing. One example of a game using a flashcard or the information on the card during the game is an example of learning to read.
Name : Eneng Ifat Fatimah
ReplyDeleteNim/Class : (181230151) TBI 5D
Subject : English Material Development
1). Types of material :
•informative (The teacher should informing the learner about the target language),
•instructional (The teacher guiding the learner in practising the language),
•experiential (The teacher should providing the learner with experience of the language in use),
•Eliciting (The teacher encouraging the learner to use the language),
•exploratory (The teacher helping the learner to make discoveries about the language).
2). In my opinion, the books used in my school are sufficient to meet the instructional design, because the designs are arranged systematically to produce quality learning from all aspects so as to improve student performance. Learning designs emerge and grow influenced by various theories from several disciplines including communication science and learning psychology. However, this still needs evaluation because there are some books that only reveal theory without practice which makes students feel they don't understand the content of the material in the book.
3). To develop students speaking skill, teacher should find the appropriate technique of teaching speaking. It means that teacher plays an important role to create interesting teaching and learning process. In this research, the researcher would like to choose role play to solve the problem of speaking. Harmer (2007) says that role play can stimulate the students in real world and it gives learners an opportunity to practice communicating in different social contexts and different social roles (Larsen and Freeman, 2000).
I agree with harmer that one of strategies to develop students speaking skills is "role play" because it is place and opportunity for student to practice their speaking skills and how far the student can show their abilities.
4). Based on Richard's 2005 statement regarding research or theory and material design, it is related to theory and practice, which means that there is an influence in the development of materials for teaching materials. As we know, a teacher or prospective teacher must be able to apply learning not only to explain theory, but also practice, so that students can really understand well. Research or theory and material design associated with link theory and practice aims to build theories based on existing theories and conduct experiments empirically. In the next sense, namely about designing, evaluating (programs, strategies, products, systems) as a solution to solving complex problems in educational practice.
5). As we know in elementary school, is the age where children need things that attract their attention and their desire to learn, so here I will develop teaching materials in elementary school through the games.
For example on Activity Objective: "ANIME NOISES GAME"
the purpose on this game is To teach animal noises and names. Materials and Preparation:
This activity requires large animal flashcards, a white board, and small animal cards (approximately
7 different animals, and enough cards for the entire class). The flashcards and animal cards can be printed using clipart pictures or cute pictures found online and photocopied in the office. With the rules of material and preparation, the student will understand the names of the following animals with their sounds.
Name: Siti Mariam
ReplyDeleteNim: 181230130
Class: TBI VD
1. Types of materials
• Printed or live performance or display, or on cassete, CD-ROM, DVD or the internet. Like multimedia, slide tape presentation, computer, film etc. Informative (informing the learner about the target language), Thus the material becomes clear to the student.
• Instructional or experiental
• Exposure to the language in use or elicitative to srimulate language use
• Exploratory or discoveries about language.
How does a teacher use each type for his/her teaching?
• Instructional (guiding the learner in practising the language),
The Teachers used instructional materials in ways that were appropriate and contributing to improvements in the quality of education. Teachers give materials and facilities used to encourage, enhance easily understood learning. Materials delivered come from sources "that facilitate effective teaching, so that students" can learn according to the teacher's instructions
• Experiential (providing the learner with experience of the language in use),
The teacher becomes more of a facilitator when designing experiential learning activities. The teacher does learning with activities based on experience like doing conservation or outdoor activites. So the teacher make the groups and discussions untill the end of questioning guidance.
• Exploratory (helping the learner to make discoveries about the language).
The teacher teaching by planting questions, like seeds, that encourage students to investigate their own approaches to learning the material. The students create their own paths, instead of following yours.
2. Yes. Because in presenting learning, encouraging students to be active and creative, and the material can be easily understood by students by creating a learning atmosphere.
3. Behavioris theory because behaviorists believe that language behaviors are learned by imitation, reinforcement, and copying language behaviors. They consider language to be determined not by experimentation or self-discovery, but by selective reinforcements from speech and language models, usually parents or other family members. Behaviorists focus on external forces that shape a child's language and see the child as a reactor to these forces.
4. Richard's statement in 2005 about research or theory and material design has a reationship with theory and practice here can be intrerpreted as an influence in developing materials for teaching materials. As a teacher or prespective teacher must be able to apply learning not only to explain in theory, but also practice.
Research or theory and material design that is linked to theory and practice link aims to build theories based on exciting theories and experimen empirically. In the next sense, namely about designing, evaluating (programs, strategies, products, systems) as a solution to solving complex problems in educational practice .
5. Teaching English to young learners at an elementary school is different from adults. The teachers have to understand the characteristics of young learners and have to manage the classroom. Then, the English teacher is not only required to be able to teach well but also to be able to design the materials of teaching-learning English appropriately. Related to the development of the textbook, the students agreed if there is a book using pictures which they are able to find easily in their daily life, and also a book which uses colored pictures. The teacher also suggested the researcher develop the textbook related to the students daily life and environment. The teacher said that it is a good idea if the book developed uses colored pictures.
Lilis Rosita Jamil / 181230140 / TBI 5 D/ English Material Development
ReplyDelete1. Types of material is : a.) Printed or live performance or display, or on cassete, CD-ROM, DVD or the internet, b.). Instructional or experienta, c.) Exposure to the language in use or elicitative to srimulate language use, d.) Exploratory or discoveries about language.
• How does a teacher use each type for his/her teaching?
a. Printed or live performance or display, or on cassete, CD-ROM, DVD or the internet.
Like multimedia, slide tape presentation, computer, film etc. Informative (informing the learner about the target language).
b. Instructional (guiding the learner in practising the language).
The Teachers used instructional materials in ways that were appropriate and contributing to improvements in the quality of education. Teachers give materials and facilities used to encourage, enhance easily understood learning. Materials delivered come from sources "that facilitate effective teaching, so that students" can learn according to the teacher's instructions
c. Experiential (providing the learner with experience of the language in use).
The teacher becomes more of a facilitator when designing experiential learning activities. The teacher does learning with activities based on experience like doing conservation or outdoor activites. So the teacher make the groups and discussions untill the end of questioning guidance.
d. Exploratory (helping the learner to make discoveries about the language).The Teacher teaching by planting questions, like seeds, that encourage students to investigate their own approaches to learning the material.
2. Yes they do, my school apply the instructional design in its selection and organization, Because in presenting learning, encouraging students to be active and creative, and the material can be easily understood by students by creating a learning atmosphere the example is Addie model learning design (Analysis, Design, Development, Implementation, Evaluations).
3. I choose behavioris theory because behaviorists believe that language behaviors are learned by imitation, reinforcement, and copying language behaviors. They consider language to be determined not by experimentation or self-discovery, but by selective reinforcements from speech and language models, usually parents Behaviorists focus on external forces that shape a child's language and see the child as a reactor to these forces.This theory can be applied to many aspects of human learning including speech and language. The theory centers around the idea that young learners are conditioned by their environment and the reinforcement of their communication.
4. Richard's statement in 2005 about about research or theory and material design has a reationship with theory and practice here can be intrerpreted as an influence in developing materials for teaching materials. As a teacher or prespective teacher must be able to apply learning not only to explain in theory, but also practice.Research or theory and material design that is linked to theory and practice link aims to build theories based on exciting theories and experimen empirically. In the next sense, namely about designing, evaluating (programs, strategies, products, systems) as a solution to solving complex problems in educational practice.
5. Teaching English to young learners at an elementary school is teachers have to understand the characteristics of young learners and have to manage the classroom. Then, the English teacher is not only required to be able to teach well but also to be able to design the materials of teaching-learning English appropriately. Related to the development of the textbook, the students agreed if there is a book using pictures which they are able to find easily in their daily life, and also a book which uses colored pictures. The teacher said that it is a good idea if the book developed uses colored pictures. .in sunmary that developing an English textbook can improve students skill in English.
Anisa Fujiyanti
ReplyDelete181230153
1. materials can be classified into some types as follows :
- Printed materials : teacher using a textbook, student’s worksheet, pictures, magazine, etc.
- Audio materials : teacher using cassette & compact disc.
- Audio visual : teacher using a video compact disc & film.
- Interactive teaching materials : teacher using web based learning materials, computer assisted instruction.
- Authentic materials : use inteaching of texts, photographs, video selections, and other teaching resources that are not specially prepared for pedagogical purposes.
- Created materials : refer to textbooks and other specially developed instructional resources.
2. Yes, because textbooks act as teaching materials or learning media that aim to convey curriculum material and serve as guidelines for students in developing their own thinking power. Without books such as texts, students will find it difficult to learn.
3. ADDIE (analysis, design, development, implement, evaluate) It includes such models as the Dick & Carey in (Aldoobie, 2015) or Peterson, C. (2003). In this research, the researcher uses Design Instructional model as the research design. It aims to develop English learning material for speaking skill. The speaking test orally or performances, in which students were asked to, given the topic and they expression with friends. In speaking, more than in the other skills, learners are putting their personality on show and may fear embarrassment or mockery by their peers. This reluctance to speak may wrongly be interpreted as lack of motivation when, in reality, factors such as anxiety and inhibition are the real causes (Burns & Hill, 2013).
4. In my opinion, practice/research is the act of doing theory/material. and theory/material is the result of practice/research. Basically, theory is static. But, the theory will be continuously because of the research.
5. I will make the learning process more fun. For example, I will hold a break time to invite the students to sing a children's song in English together, or post some pictures in class along with written English and the meaning.
Name : Muhamad Farhan Munawar Tanjung
ReplyDeleteNim : 181230127
Class : 5D
Subject : English Material Development
1. In english material there are 4 types can be used by teacher there are :
a) Printed or live performance or display, or on cassette, CD-ROM, DVD or Internet. meaning that the teacher uses this (visual) material so that the students can imagine, capture the material and conclude what they have Understand.
b) Instructional or experiential is to give an order to the student in the form of an assignment, Exersice in the material so that the student can interpret what he has caught
c) Exposure to the language used or to stimulate the use of language, that is, the teacher provides exposure to the students about their understanding
d) exploration or discovery about the use of language, namely developing their language skills by direct practice such as talking to foreigners and so on.
2. my textbook in my school nurjamilah Islamic of elementary school at kranji have applied instructional design in selection and organization because the textbook have qualified several of criteria there are :
a) the textbook has including theory of language teaching and applied it practice.
b) The textbook creates from analysis what syllabus needs and learner what object or student needs
c) cater for teacher needs and wants as well as those of learners);
d) the textbook also have created to change personal characters student to be good attitude
e) to contribute to teacher development as well as language learning
3. The behaviorist theory from Cooter and Reutzel
The behaviorist theory believes that “infants learn oral language from other human role models through a process involving imitation, rewards, and practice. Human role models in an infant's environment provide the stimuli and rewards,” (Cooter & Reutzel, 2004)..
Explanation
in this theory that language learning begins by imitating, for example, a small child can speak 'papa' when he listens and sees his or her siblings, indirectly learning English, especially in speaking skills, must start from what we see and hear, Visual media teaching materials are effective teaching materials for teaching children in this Era , these children are quick to catch and quickly practice.
4. The meaning of Richards statement is :
Language understanding and the authors' use of language had more influence on Their material design which means that the teacher's language proficiency, training and experience, culture and style are very influential on material design. not only that the authors influence according to their experience and abilities. indirectly, the design of the material presented by the teachers is in accordance with their abilities and understanding in the material
5. I will develop English in primary school by:
a) increase their interest in learning in the form of a game so that the child does not get bored and creates a fun atmosphere.
b) Using a third media, especially visual media, because young children can easily capture and imitate what they see, hear and feel.
c) Using story telling media with an explanation like a fairy tale
d) Be patient, teach slowly and use a low intonation in speaking and explanation
Sekar Septiani
ReplyDelete181230144 / TBI 5D
English Material Development
1. Type of materials :
a. Informative, Inform the learner whatever is related to language learning
b. Instructional, Required to guide the learner in practicing language
c. Experiential, providing an experience in learning and using a language
d. Eliciting, Encouraging the learner to use the language
e. Exploratory, Helping students find many things or knowledge about the language
f. Printed (book, etc,), Non-Printed (audio, video, computer-based, internet, etc.)
2. Yes, the textbooks in my school apply the instructional design in its selection and organization. Where the textbooks at my school are designed, developed, and delivered based on instructional experience and are arranged systematically, in a consistent and well-structured and well-organized manner. The textbook is made by adjusting the circumstances and needs of students, in order to determine the ultimate goal of teaching and learning objectives. And also in the textbook there is a design for teaching and learning activities to ensure the quality of learning.
3. Language theory that is properly used to develop speaking skill materials is Behaviorism Theory. Behavioristic theory is a learning theory that emphasizes changes in behavior as a result of the interaction between stimulus and response. Stimulus is anything that can stimulate learning activities such as thoughts, feelings or other things that can be captured through the senses. Whereas the response is the reaction that the student raises when learning, (thoughts, feelings or actions). Three principles or laws in learning, namely, Law of readiness (learning can be said to be successful if students have the readiness to carry out these activities), Law of exercise (will be successful if there is a lot of practice and always repeating what has been obtained), Law of effect (learning will be excited if you know and get good results). Based on three principles in learning, developing speaking skills, must have readiness, keep trying, keep repeating (in the sense of continuing to practice) and always be passionate to get good result.
4. In the statement stated by Richard Jack (2005) regarding the relationship between research and material design or theory and practice links, it means that research is very influential on material design, which then research and material design will also affect practice links. Because by doing research, it can make it easier to design, develop, and can be conveyed based on the experiences, circumstances, and needs of students. the research aims to create design materials that are better than before, more structured, systematic, and adapt to the needs of students, in order to obtain and guarantee the quality of learning. In addition, as a teacher, it is necessary to be able to apply learning that does not only depend on theory, but needs to be accompanied by practice. This must be done in order to achieve the predetermined teaching and learning objectives.
5. I will develop material of English when teaching in elementary schools using fun techniques, adjusting to the age of elementary school students, where elementary school students are the age where they like to play, like to move, like to work in groups, and enjoy feeling / doing something. Therefore, teachers should develop learning in accordance with their character, such as learning that contains elements of play, learning allows students to move or move and work or study in groups, and provide opportunities for students to be directly involved in learning. For examples songs, games are one of the fun techniques in learning English among elementary school students. In accordance with the characteristics of elementary school age children, singing is a fun activity for children, they don't feel bored while learning. Through game, children can experiment, discover, interact with their environment and can increase student motivation to achieve learning goals.
1.-Informative, Inform the Students whatever is related to language learning
ReplyDelete-Instructional, Required to guide the Students in practicing language
-Experiential, providing an experience in learning and using a language
-Eliciting, Encouraging the learner to use the language
-Exploratory, Helping students find many things or knowledge about the language
-Printed (book, etc,), Non-Printed (audio, video, computer-based, internet, etc.)
2. Is up to Students, if the students could use it for learning, that was useful, but if they could search it on the Internet, that wasn't useful
3.Locke’s Tabula Rasa
Most people familiar with Locke’s philosophy have heard of his concept of tabula rasa, or the blank slate.
To state it briefly and in a simplified manner, this is the idea that all knowledge comes from outside ourselves through sensory experience rather than through innate knowledge that we have at birth. This naturally carried over to language theory with Locke rejecting the idea that there was an innate logic behind language.
4.Make real communication the focus language learning
• Provide opportunities for students to experiment and try what they know
• Be tolerant of student mistakes because they show that the learner is building communicative competence
5.90% play & learning, 10% teorities,because we all know that the elementary school students can't be asked to be seriously
Name : Sabilah rahmatika
ReplyDeleteNIM : 181230121
Class : TBI V D
Subject : Mid Term Test EMD
1. Types of English material:
• Informative (informing the learner about the target language)
• Instructional (guiding the learner in practicing the language)
• Experiential (providing the learner with experience of the language in use)
• Eliciting (encouraging the learner to use the language), and
• Exploratory (helping the learner to make discoveries about the language).
2. Yes, because textbooks help teachers and learners in this regard. They play a vital role in the teaching-learning process. They provide the basic framework within which much of the classroom activities occur and also give every child the best possible opportunities for learning.
3. Language theory that is properly used to develop speaking skills material is constructivism theory, that learning theory highlights learners’ creativity fully and the learners should be the center and focus according to the learner theory. Constructive teaching conception advocates student-centered teaching and students’ autonomy under teachers’ direction. In this sense, the whole teaching process, the teacher plays a role of promoter, organize and guide, not the provider and feeding person. Students can make good use of all kinds of learning material to construct the knowledge in their own way.
In develop speaking skills material it is important because it will improve the students’ speaking skills by becoming the center of learning, so students will be encouraged to continue to improve their abilities about speaking skill.
4. In Richard’s statement in 2005, here can be interpreted as an influence in developing materials for teaching materials. As a teacher or prospective teacher must be able to apply learning not only to explain in theory, but also practice.
Research or theory and material design that is linked to theory and practice link aims to build theories based on existing theories and experiment empirically. In the next sense, namely about designing, evaluating (programs, strategies, products, systems) as a solution to solving complex problems in educational practice.
5. I will develop by using media.
Using media as means of teaching English to young learners helps the teachers create classroom situations to be more alive. The media also help the teachers render materials and help the students comprehend the given materials.
In place of reading, we can use flashcards, pictures, and various objects and realia to make the classroom come alive and resemble more closely the outside world. Use of these tools can free the teacher to be more the observer and facilitator and free the children to learn to use the language and learn to love the potentially fabulous experience of being able to communicate in another language to other people from around our vast word.
Name : Fitria Sukmawati
ReplyDeleteNIM : 181230146
Class : TBI 5D
1. The following are examples of teaching materials in printed form:
• Handouts
Handouts are very concise learning materials, sourced from several literature that are relevant to basic competencies and the main material taught to students.
• Textbook
Textbooks are generally written materials that present the knowledge or ideas of the author which are systematically arranged based on the applicable curriculum.
• Module
The module is a book written with the aim that students can learn independently without or with teacher guidance.
• Student work sheets
Student activity sheets are sheets containing tasks that must be done by students. Activity sheets are usually in the form of instructions or steps to complete a task.
• Brochures
A brochure is a written information material about a problem arranged in a systemized or printed manner which consists of only a few pages and is folded without being bound or printed leaflets which contain brief but complete information about the company or organization.
• Photos / pictures
Photos / pictures have a better meaning than writing. Photos / pictures as teaching materials, of course, need a good design so that after finishing seeing a series of photos / pictures students can do something that in the end mastered one or more basic competencies.
2. Steps in the ADDIE Model:
• Analyze (Analysis)
At this stage, analysis is carried out on several things that need to be known before training activities are carried out.
• Design (design)
In this design stage, a training designer needs to do initial planning for a training / learning program, design training materials and plan a conceptual training evaluation which will later be used as the basis for the development stage.
• Develop (development)
At this stage the activities are carried out by realizing the concepts that have been made at the design stage.
• Implement (implementation)
The implementation stage is the stage where the training program is carried out. The training program is carried out according to the plan that has been made.
• Evaluate (evaluation)
The final stage is evaluation. Evaluation is carried out in order to review the implementation of the training whether it is in accordance with the needs or not.
• My opinion
The 5 things above are something that must be in the work of the organization, if they do not do the 5 above then they will find shortcomings and failures in organization.
3. The aim of language teaching in general is to present students in use language, both for listening, speaking, reading, and skills write. This purpose suggests to the teachers to direct learning activities in the classroom in the form of language activities. In other words, activity language learning is an activity using the rules of the target language according to context of use.
4. If as a beginner, what must be taught is practice as a reference then given the theory of linguistic theory in practice in order to understand what the learners say. Because the language uses the brain and mouth if it is learning. Generally yes all parts of the body can be used to speak
• Make real communication the focus language learning
• Provide opportunities for students to experiment and try what they know
• Be tolerant of student mistakes because they show that the learner is building communicative competence
5. I will apply a fun learning model or fun learning. Always include methods such as games, songs, dancing, drawing, or watching interesting short videos. so that students don't get bored in class.
Nama : Agung Satria
ReplyDeleteNIM : 181230129
Class : TBI 5D
Subject : EMD
1. - Printed such as textbooks, modules, brochures, student activity sheets.
- Audio such as cassettes, radios, LPs, and compact dist.
- such as Video Compact dist and film.
- active teaching materials, namely teaching materials that are combined from two or more audio, graphics, pictures, animation and video media. Example, Compact Dist Interactive.
2. yes, because in the learning design students get lessons or gain knowledge well because it contains instructional information so that students who do not know the cause and effect will be able to know and not deviate from using this knowledge and students do it, for example when students eat they use their right hand and throw away the trash to the trash because garbage can cause disease and if it comes rain it can cause flooding.
3. a. commuicative approach acts as a motivator, facilitators, counselors and mediators in learning activities of students. Educators stimulate and motivate students to find out potential them, so as to develop their creativity. Meanwhile, participants students act as givers and receivers not only as listeners.
b. Activity Based Learning is intended as a method that involves participants students in the learning process in the classroom. The students here are not students passive but active in the learning experience. Educators provide stimulants in the form of play activities as well as interesting learning.
c. The Know Want to Learn strategy provides students with goals for learning and give an active role to students during learning. This strategy developed to help teachers animate background knowledge and interest of students. Students will not feel pressed to learn if learn what they are interested in.
d. Learning series pictures is done by observing students different series of pictures to be further tested speaking skills. Students are also directed to judge their friends about inappropriate words during a speaking skill test. After that students are invited to have a discussion regarding these mistakes so that the mistakes that exist become learning for the future. The results of the research on this strategy show that students become enthusiastic, not shy, fluent in speaking, not afraid, more convincing, and concentrate on learning.
4. So according to Richard (2005), the material used for the learning design must include the author's theories language, language use and language acquisition.
5. Same like Principles of EFL Learning and Teaching
1 Focus on (repeated) L2 input
2 Focus on L2 output and interaction
3 Focus on meaning
4 Focus on form
5 Focus on generalizable and frequently occurring features of the L2
6 Focus on usefulness
7 Focus on formulaic expressions and rules
8 Focus on implicit and explicit knowledge
9 Focus on affective engagement
10 Focus on the learners’ readiness and logical sequencing
11 Focus on learner differences, learner needs and teaching conditions
12 Focus on using prior knowledge, e.g. of the L1
13 Focus on deep processing
14 Focus on metacognition
15 Focus on feedback
This comment has been removed by the author.
ReplyDeleteWIELDA HUDAEBY
ReplyDelete181230155
TBI 5D
1. → Informative (Teacher informing the learner about the target language)
→ Instructional (Teacher guiding the learner in practising the language using printed or live performance or display, or on cassette, CD-ROM, DVD or the internet)
→ Experiential (Teacher providing the learner with experience of the language in use)
→ Eliciting (Teacher encouraging the learner to use the language. It's when teacher asks questions or gives learners clues to get learners to say what they know about a subject rather than the teacher giving the explanation)
→ Exploratory (Teacher helping the learner to make discoveries about the language)
2. Yes, they do. The textbooks used in my schools apply the instructional design in its selection and organization. Because the textbook used is created by several compositions to suit needs of students. The the textbooks creating learning experience that is able to make understanding of material and knowledge more interesting, effective, and efficient.
3. One of language theories that is properly used to develop speaking skill materials is sociocultural theory. Thornbury (2005), Lightbown & Spada (2006, p. 47) emphasises the sociocultural context in learning and believes learning is mediated through social interaction with other learners. Learners need other-regulation, mediation of someone with better knowledge who provides a supportive framework (scaffold). They interact with peers, teachers etc. and this interaction allows them to jointly construct new knowledge until they appropriate it –make it their own and they are able to function on their own (self-regulation) (Thornbury, 2005:38).
4. The meaning of Richard’s statement in 2005 that there is a connection between research and materials design or theory and practice link is that the understanding of language and language use of the writers has given more influences on their materials design.
5. I will develop the materials of English while teaching in elementary school by keep attention on the students’ development. The materials I will design should be clearly linked to the school based curriculum. I will also design the materials that provide the purposeful activities in the term learning by playing and learning by doing. It is easy for students to understand the materials as long they are concrete and have relation to their life. The material I will design also should give benefit for students and do not corrupt the students’ knowledge.
As what Nunan (1988) said that the materials or textbook for elementary school students should be clearly linked to the school based curriculum.
And as what proposed by Piaget (1967), Salkin (1985), Thomas (1992), Massey (2004), Cook (2005), and Kay (2011) that based cognitive development, there are several characteristic of English teaching materials which are relevant with elementary schools students’. Some of them are the materials are realistic and objectives, the materials provide concrete events, contexts, situations, and information, provide opportunities for students to play with other students, tangible, for example; the material is about writing invitation card, this kind of the materials is tangible because the students can find the invitation card in their daily life.
Elementary school students can also be classified based on their socio emotional. As what Erikson (1968) proposed that every human basically has 7 stages of socio emotional development. In case, elementary school students are in the fourth developmental stage which known as industry versus inferiority. In this stage, elementary school students are eager to learn something new for them and they have excessive energy for playing or doing something.
NAME : MURDEVI(181230156)
ReplyDeleteCLASS : TBI 5D
1. The type of material and teachers do in using each type to teach it.
• Printed or live performance or display, or on casssette, CD-Room, DVD or the internet. In this type, the teacher uses technology-based learning media that is associated with retrieval, collection, processing, storage, distribution, and presentation of information related to learning material.
• Instructional or experiental. In this type, teacher guiding the learner in practising the learning material, or teacher providing the learner with experience of the learning material in use.
• Exposure to the language in the use or elicitative to stimulate language. In type, the teacher exposure the teaching materials to encourage students to language use.
• Exploratory or discoveries. in this type, teacher helping the learner to make discoveries about the learning material.
2. Yes, do the textbooks used in my school apply the instructional design in its selection and organization. The reason because in my school there are content related the instructional design, namely regarding; learning, learning need, learning goals, materials (content, text, and task (activities) ), and assessment (the assessment can be in the form of assignments and exam, and other). And also the text book’s material be driven by syllabus, and also can be delivered by the theory like teaching materials directly to student, or practice like teaching exam at the end of a school semester. Through that instructional design in its selection and organization which is apply in my school that is make the learning process effectively.
3. Language theory that is properly used to develop speaking skills material is constructivism theory, that learning theory highlights learners’ creativity fully and the learners should be the center and focus according to the learner theory. Constructive teaching conception advocates student-centered teaching and students’ autonomy under teachers’ direction. In this sense, the whole teaching process, the teacher plays a role of promoter, organizer and guide, not the provider and feeding person. Students can make good use of all kinds of learning material to construct the knowledge in their own way. In develop speaking skills material it is important because it will improve the students’ speaking skills by becoming the center of learning, so students will be encouraged to continue to improve their abilities about speaking skill.
4. Richard said that research/theory and material design have a connection or there is a link between theory and practice.
Richard view about that the understanding of language and language use of the writers has given more influences on their material design.
It means that theory is the result of practice. Theories will be tasted continuously, because of our experience or practice in the field directly, therefore, there is colleration between theory and practice, that all person operate according the theories.
5. I will develop the material of English while teaching in elementary school as follows:
I can use games to develop the material of English while teaching in elementary school, i will insert teaching materials in the games, such as for learning reading, speaking, listening and writing. When children read flashcard (the media) or inside information cards during the games is an example of learning to reading through games. The child does the process games using English instruction is a example of learning speaking and listening through games, and when children write in the paper about instructions or answers to question.
Name: Khaerani Nurfadilah
ReplyDeleteNIM: 181230134
1. There are the teacher use each types for her teaching:
• Printed or live performance or display, or on cassette, CD-ROM, DVD or internet
Print materials, appropriateness of the print material to the planned course, readability of text and appropriateness of the vocabulary and content of the print material to the age or maturity level of the students for whom the material is intended, the material shall be screened for accuracy of the content and shall be free of bias.
• Instructional or experiential
Instructional materials constitute alternative channels of communication, which a teacher can use to convey more vividly instructional information to learners. They represent a range of materials which can be used to 'extend the range of vicarious experience' of learners in a teaching-learning situation.
• Exposure to the language in use or elicitative to stimulate language use
• Exploratory or discoveries about language use
2. Yes, because its relate to the use of theory for learning and instruction to create learning experiences and learning material for language development only or should also aim personal and educational development also to contribute to teacher development as well as language learning.
3. Behaviorsm theory: the behavioral learning theory is key in understanding how to motivate and help students. Information is transferred from teachers to learners from a response to the right stimulus. Students are a passive participant in behavioral learning teachers are giving them the information as an element of stimulus-response. Teachers use behaviorism to show students how they should react and respond to certain stimuli. This needs to be done in a repetitive way, to regularly remind students what behavior a teacher is looking for.
4. Richard statement: the understanding of language and language use of the writers has given more influences on their materials design.
5. In my opinion, developing English material in elementary school I mean that I will use fun learning method. It could to make the student happy and enjoy in learning English. Like use games, watching cartoon and singing song in English.
Nama : Suci Putri Pertiwi
ReplyDeleteNim : 181230128
English Material Development
1. the types of materials and how does a teacher use each type for his/her teaching
Audio visual. using audio visual media. The reason is that the audio-visual media can display sound and images. So that it can be an interesting learning method for students.
visual media. This learning media focuses on the sense of sight during the teaching and learning process. This can be done by utilizing a variety of technologies, one of which is using a projection tool or a projector.
Module, is a book written with the aim that students can learn independently without or with teacher guidance
Photos / pictures have a better meaning than writing. Photos / pictures as teaching materials, of course, need a good design so that after finishing seeing a series of photos / pictures students can do something that ultimately master one or more basic competencies.
2. I do apply the instructional desaign and organization with:
Analyze (Analysis)
At this stage, analysis is carried out on several things that need to be known before training activities are carried out. Such as the purpose of organizing training, who are the participants and what are the needs of the training participants related to materials, methods, learning techniques, and others.
Design (design)
In this design stage, a training designer needs to do initial planning for a training / learning program, design training materials and plan a conceptual training evaluation which will later be used as the basis for the development stage.
Implement (implementation)
The implementation stage is the stage where the training program is carried out. The training program is carried out according to the plan that has been made.
Evaluate (evaluation)
The final stage is evaluation. Evaluation is carried out in order to review the implementation of the training whether it is in accordance with the needs or not. Then evaluation is also used by the training designer to correct deficiencies in the method to be used, so that future learning activities can be designed even better.
My opinion
They do it because in the 5 above it is a must in their organizational work, if they do not do the above then they will find organizational lameness and failure.
3. Skinner's Theory of Behaviorism
In the middle of the 20th century, B.F. Skinner took Locke's ideas of sensory input and carried on with them. According to behaviorism, Skinner's radical variant, all behavior is nothing more than a response to external stimuli and there is no innate programming in humans to learn language from birth.
My opinion
What distinguished Skinner from those who came before him was the level of detail he learned linking behaviorism and language learning. In his concept of so-called "operant conditioning," language learning grows out of a process of reinforcement and punishment in which individuals are conditioned to say the right thing. For example, if you are hungry and you can say "Mom, I'm hungry," you may be rewarded with food and your behavior will be reinforced because you got what you wanted.
4. Language teaching must use theory and practice, which one comes first?
If as a beginner, what must be taught is practice as a reference then given the theory of linguistic theory in practice in order to understand what the learners say. Because the language uses the brain and mouth if it is learning. Generally yes all parts of the body can be used to speak
• Make real communication the focus language learning
• Provide opportunities for students to experiment and try what they know
• Be tolerant of student mistakes because they show that the learner is building communicative competence
5. I will develop English language in elementary school with:
Build a Fun Learning Atmosphere
If children are already interested in something they will learn without being stressed
Using the English Learning Application Help
use applications to support so that children are also not bored if the lesson is long
Name : Sithi Alfiqaroh Suarti
ReplyDeleteNim : 181230172
TBI V/E
MID TERM OF english movement department
1. Types of teaching and learning material
Maps
Chart
Diagrams
Book
Overhead /projector/transparancies
TV and videos
Slide projectors
Blackboard/chalkboard/ flip chart
Chalk/felt pens/markers
There are many different type of teaching and learning materials that can be used by both the facilitators and the learner. Many of these can be found locally. Some are expensive while other are relatively cheap and can be produced by the learners themselves.
2. Textbooks don’t work well. Research shows that with rare exceptions they do not help improve student achievement much. They are not effective because effectiveness doesn’t sell.Textbook selection is painful to watch. Votes by teachers “rule out any extremes,” Jobrack said. “Research-based programs may appear too difficult to teach. Computer-based programs may not seem to encourage enough classroom participation.”
Primary grade teachers sometimes select textbooks that they feel their students will enjoy most, often with little text but lots of nice pictures. Or an administrator may adopt a textbook from the publisher with the lowest price or most free materials. That’s bad for many reasons, including the fact that some scholars think students need more time with textbooks, not less. Former school administrator and teacher trainer Mike Schmoker says in his new book, “Focus: Elevating the Essentials to Radically Improve Student Learning,” that students must learn how to read textbooks if they are going to survive in college.
3. I used theory of Dialogue to develop speaking skill. Why?? Because to Use of dialogues can promote students’ speaking skills to a great extent. Different situations can be offered to the student through dialogues, which is really conducive to them. Rivers says “Many a student well trained in manipulation of language structures has found himself completely at a loss in conducting a conversation with native speaker of the language because the books from which he (and his teacher before him) learned the language forms failed to emphasize the characteristic features of everyday spoken language and persistently used archaic or pedantic turns of phrases.”
4. In a colloquium paper Richards (2005) stressed that all materials reflect the writers’ theories Of language, language use and language acquisition. He admitted that very few materials Producers are also academic theorists and researchers and that there is very little research Into the design and effects of materials, going on to suggest ways of connecting research and Materials development.
5. Develop the material of english while teaching in elementary school
It is difficult to provide definitive descriptions of the differences between each grade of elementary school, but here are some points to remember:
1st and 2nd grade: They love to be active and often enjoy doing the same thing over and over again with just a few variations to the activity. A quick pace is required to keep their attention and it is especially important to start the class with as little delay as possible.
3rd and 4th grade: Children at this age have the energy of the 1st and 2nd graders, but can understand the activities of the older students. Their natural curiosity is also at a peak during this period.
5th and 6th grade: More complicated games can be understood, they can listen longer and can handle more abstract ideas (talking about another countries for example) but may be less willing to speak, sing or move.
Name: Mansyur As
ReplyDeleteNim: 181230131
Class: TBI 4 D
MK: UTS EMD
Of Materials
. Print: Textbooks, Pamphlets, Handouts, Study Guides, Manuals A Teacher Must Help Students To Understand The Existing Manual, Such As Helping Him Read Or Explain.
Audio: Cassettes, Microphone, Podcast Visual Charts, Real Objects, Photographs, Transparencies. A Teacher Tunes The Audio And Then Instructs The Students To Listen To It And Observe It
Audio Visual: Slides, Tapes, Films, Filmstrips, Television, Video, Multimedia. A Teacher Displays And Provides An Explanation Of The Audio Visual That Is Distributed To Students.
Electronic Interactive: Computers, Graphing Calculators, Tablets. A Teacher Must Help His Students To Be Able To Master Electronic Interactive, Then Provide Material Through The Media
Textbooks Are A Key Component In Most Language Programs. Therefore My School, Too, Made Textbooks In The Learning Material Being Taught, This Can Be Seen From The Following Characters;
Observation:
Classroom Visits To See How Teachers Use Textbooks And To Find Out How Materials Influence The Quality Of Teaching And Interaction That Occurs In A Lesson.
Feedback Sessions:
Group Meetings In Which Teachers Discuss Their Experience With Textbooks.
Written Reports:
The Use Of Reflection Sheets Or Other Forms Of Written Feedback In Which Teachers Make Brief Notes About What Worked Well, What Didn't Work Well, Or Give Suggestions On Using The Materials
Reviews:
Written Reviews By A Teacher Or Group Of Teachers On Their Experiences With A Set Of Materials And What They Liked Or Disliked About Them.
Students' Reviews:
Comments From Students On Their Experience With The Materials.
Social Interaction Theory
Based On Principle That Communication Interaction Plays A Central Role In Children's Acquisition Of Language.
Children's Language Development Is Strongly Tied To:
Children's Appreciation Of Others' Communicative Intentions
Sensitivity To Joint Visual Attention
Desire To Imitate Others' Behaviors And Speech.
Important Concepts:
Infant-Directed Talk (Motherese)
Coordinating Attention (Pointing)
Parent-Child Communication Routines (Scripts)
Language Teaching Must Use Theory And Practice, Which One Comes First?
If As A Beginner, What Must Be Taught Is Practice As A Reference Then Given The Theory Of Linguistic Theory In Practice In Order To Understand What The Learners Say. Because The Language Uses The Brain And Mouth If It Is Learning. Generally Yes All Parts Of The Body Can Be Used To Speak
Make Real Communication The Focus Language Learning
Provide Opportunities For Students To Experiment And Try What They Know
Be Tolerant Of Student Mistakes Because They Show That The Learner Is Building Communicative Competence.
In My Opinion, When I Want To Develop Subject Matter In Elementary School, I Have To Make The Atmosphere Fun First So That The Children I Teach Feel Comfortable With The Material I Provide, By Mixing It With Games Based On The Material We Provide To They. That Way The Children I Teach Will Understand The Material Easily.
Name: Mansyur As
DeleteNim: 181230131
Class: TBI 4 D
MK: UTS EMD
1. Types Of Materials
. Print: Textbooks, Pamphlets, Handouts, Study Guides, Manuals A Teacher Must Help Students To Understand The Existing Manual, Such As Helping Him Read Or Explain.
Audio: Cassettes, Microphone, Podcast Visual Charts, Real Objects, Photographs, Transparencies. A Teacher Tunes The Audio And Then Instructs The Students To Listen To It And Observe It
Audio Visual: Slides, Tapes, Films, Filmstrips, Television, Video, Multimedia. A Teacher Displays And Provides An Explanation Of The Audio Visual That Is Distributed To Students.
Electronic Interactive: Computers, Graphing Calculators, Tablets. A Teacher Must Help His Students To Be Able To Master Electronic Interactive, Then Provide Material Through The Media
2. Textbooks Are A Key Component In Most Language Programs. Therefore My School, Too, Made Textbooks In The Learning Material Being Taught, This Can Be Seen From The Following Characters;
Observation:
Classroom Visits To See How Teachers Use Textbooks And To Find Out How Materials Influence The Quality Of Teaching And Interaction That Occurs In A Lesson.
Feedback Sessions:
Group Meetings In Which Teachers Discuss Their Experience With Textbooks.
Written Reports:
The Use Of Reflection Sheets Or Other Forms Of Written Feedback In Which Teachers Make Brief Notes About What Worked Well, What Didn't Work Well, Or Give Suggestions On Using The Materials
Reviews:
Written Reviews By A Teacher Or Group Of Teachers On Their Experiences With A Set Of Materials And What They Liked Or Disliked About Them.
Students' Reviews:
Comments From Students On Their Experience With The Materials.
3. Social Interaction Theory
Based On Principle That Communication Interaction Plays A Central Role In Children's Acquisition Of Language.
Children's Language Development Is Strongly Tied To:
Children's Appreciation Of Others' Communicative Intentions
Sensitivity To Joint Visual Attention
Desire To Imitate Others' Behaviors And Speech.
Important Concepts:
Infant-Directed Talk (Motherese)
Coordinating Attention (Pointing)
Parent-Child Communication Routines (Scripts)
4.language Teaching Must Use Theory And Practice, Which One Comes First?
If As A Beginner, What Must Be Taught Is Practice As A Reference Then Given The Theory Of Linguistic Theory In Practice In Order To Understand What The Learners Say. Because The Language Uses The Brain And Mouth If It Is Learning. Generally Yes All Parts Of The Body Can Be Used To Speak
Make Real Communication The Focus Language Learning
Provide Opportunities For Students To Experiment And Try What They Know
Be Tolerant Of Student Mistakes Because They Show That The Learner Is Building Communicative Competence.
5. In My Opinion, When I Want To Develop Subject Matter In Elementary School, I Have To Make The Atmosphere Fun First So That The Children I Teach Feel Comfortable With The Material I Provide, By Mixing It With Games Based On The Material We Provide To They. That Way The Children I Teach Will Understand The Material Easily.
This comment has been removed by the author.
ReplyDeleteName : Fitri Hoyrun Nisa
ReplyDeleteNIM : 181230178
Class : TBI 5 E
1. Types of material ;
a. Printed or live performance or display, or cassette, CD-ROM, DVD or the internet.
b. Instructional or experiential
c. Exposive or discoveries about language use.
Teacher use types of material when they need it. Especially when students need it for their with types of material in order for them to understand the lesson.
2. Yes I do, Because in to know the extent to which student understand it. In addition, so that teachers know the potential and interest of the students talent.
The instructional desaign and organization with:
- Analyze : At this stage, analysis is carried out on several things that need to be known before training activities are carried out.
- Design : Design training materials and plan a conceptual training evaluation which will later be used as the basis for the development stage.
- Implement : The training program is carried out according to the plan that has been made.
- Evaluate : Evaluation is carried out in order to review the implementation of the training whether it is in accordance with the needs or not.
3. I choose for developing speaking skills motor-receptive skills and I choose by analyzing an image.
- Divide the class into groups and give a picture to each group with a set of Question; The group observes the picture and discusses the question.
For example the child can be asked to;
- Find thingks : What is happening in the house
- Reason : Why is the boy sad
- Project : (Relate to the picture by placing them in it) What is the little girl thinking?
- Predict : What will the lion to do to the house (look to the picture)
- Relate : (Find parallels with their own lives)
4. Richard’s statement in 2005 that there is a connection
between research and materials design or theory and practice link.
There is indeed a link between research or theory and material design with theory and practice grammar because before doing theory and practice, a teacher must have a material desigh to teach the student. If theoritical and practical is not design material, it may be that research is not accordance witg is carried out in the classroom
5. To develop students' skills in English, namely by playing and games. Because young children or young learners still use fun and not boring methods such as games, story telling, and creating a calm atmosphere. So that students can be happy and easily understand English lessons
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ReplyDeleteName : Iroh masruroh
ReplyDeleteNim. : 181230190
Class : TBI 5E
ANSWER
a. Integrated skill material k. Video material
b. Listening skill material l. Computer assisted learning materials
c. Reading skill material m. Grammar materials
d. Writing skill material
e. Speaking skill material
f. Multimedia skill material
g. Communication skill material
h. Coursebook material self-access learning material
i. Extensive reading and Listening material, Multimedia material
j. Vocabulary material
how does a teacher use each type for his/her teaching:
a. Integrated skill material : if students have to read a blog spot before writing their own. They’ll become familiar with the structure and content wich will help them write it.
b. Listening skill material :
1. Use plenty of recorder
2. Prepare the leaner for listenening by setting the scene, introducting the characters, pre- teaching vocabulary etc.
3. Before the leaner listen, set listening task which direct them to an overall ‘gist’ understanding of passage.
4. Check the answer to this task, playing the recording again if necessary.
5. Set a further task which direct leaners to more detailed understanding.
6. Make the rcording and task as ‘authentic’ as possible
2. the textbooks used in my schools of senior high school do not use the instructional design in its selection and organization, because most of the content is story chapter. Before learn each chapter, the students looking for the meaning of vocabularies, for our understanding, the teacher will tell the story. Next section is time to students tell story in front of class or we do the task about the chapter we learn before.
3. The Sociocultural Theory
Aplication of Sociocultural Theory in language classroom are most often based on Vygotsky’s s notion of two-planneness and Zone of Proximal development . According to Schinke-Lliano (1993) the progression throught ZPD involves three stages : The leaners “ Move from object regulation ( a stage in which the facts of environment control the leaners) to other regulation (in which and expert mediates by providing strategies) and finally to self regulation (in which leaner controls the activity).
The leaners are not follow the manuscript of communicative activity, but they are involved in an idiosyntaxtic metacognitive activity (Brooks & Donato, 1994). The focus of SCT is on focus of collaborative interaction and inructional conversation.
(Pakula, H.-M. (2019). Teaching speaking. Apples - Journal of Applied Language Studies, 13(1), 95–111. https://doi.org/10.17011/apples/urn.201903011691)
4. The meaning of Richard’s statement
Richard’s argued in his paper that the primery relevance of language and language learning research to material development is through its application to syllabus design isssues and as source for instructional principles that can inform. The route from research to application however is by no means direct, since language teaching materials are shapped by many other factors and constraints and the success of teaching material is not depppendent upon the extent to which they are informed by research.
( Richards, J. C. (2006). Materials development and research - Making the connection. RELC Journal, 37(1), 5–26. https://doi.org/10.1177/0033688206063470)
5. while teaching in elementary school I will develop the materials of English through Integrated skills material by using TPR approach. Because TPR approach have an advantage to reduce pressure and stress for students as viewed by shearon (2005). This methode is suitable for teaching young leaners as in Levine statement that characteristic of young leaners are psychally moving about while acquiring and learning languuages and they angagein enjoyable activities with language.
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ReplyDeleteThis comment has been removed by the author.
ReplyDeleteName: Syahrini Sovia
ReplyDeleteNim: 181230150
Class: TBI 5D
1. Types of Materials:
a. Printed materials: printed materials include (textbooks, newspaper, journal, magazine and others). Teacher distribute print materials well in advance, and students need to know exactly which print materials they are responsible for reading and the specified timeline, print materials are inherenly non-interactive, therefore the teacher must design for the required interactions, and last is teacher must distribute a timeline for students to help them organize their study learning activities.
b. Audio visual: it is generally accepted that the best learning takes place when the greatest number of sense are stimulated. The use of devices or audio-visual materials will stimulate number of sense. For this reason, good teachers have always used devices or audio-visual materials. Good teachers are constatntly on the alert for methods and devices that will make learning meaningful. With the wise selection and use of a variety of intructional devices or audio visual materials, experience can be provided that will develop understanding. [video compact disc, film]
c. Audio materials: cassette & compact disc
d. Interactive teaching materials: web based learning materials and computer assisted instruction
e. Authentic materials: refer to the use inteaching of text, photograph, video selections and other teaching resources that are not specially prepared for pedagogical purpose.
f. Created materials: refer to textbooks and other specially developed instructionals resources.
2. Yes, because the textbooks that use the instructional design in its selection are help teachers and learners in this regard. They play a vital role in the teaching-learning process. They provide the basic framework within which much of the classroom activities occur and also give every child the best possible opportunities for learning.
3. Language theory; behaviorism theory:
Because behaviorism theory equates learning with changes in either the form or frequency of observable perfomance. Because learning is accomplished when a proper response is demonstrated following the presentation of a specific environmental stimulus.
4. Richard’s statement in 2005 that there is a connection between research and materials design or theory and practice link. Two other factors play a crucial role in determining what the materials will look like and how they will work. One is the theory of language and language use reflected in the materials, and the other is the theory of language learning on which the materials are based. These two sources of input provide the necessary links between theory and practice.
5. I will develop the materials of English use:
• In developing English material I will use a method which are fun, interesting and easy to understand by the students I teach. such as using songs, games or story telling. because by using songs, games, and story telling will help to practice their listening and pronunciation skill. Through songs, games, and story telling learning English for children elementary school can be a lot of fun and making it easier for them remember what they are learned.
• Build a positive and pleasant atmosphere in the classroom during learning, so that students are interested and not bored during learning.
Nama : Ainun Maulina Mawarni
ReplyDeleteNim : 181230160
Kelas: TBI 5E
1. The use of teaching materials in English Language class is important
- Visual: Visual aids use sense of vision. It includes actual objects, charts, maps, flash cards, pictures, flannel board, white board, flip charts, models etc.
- Audio: Audio aids are common teaching tool which include classroom stereo system, individual head sets, radio etc. In languages class, teachers use recordings to demonstrate how the language is spoken. It is used as a recreational activity. It involves the sense of hearing.
- Audio Visual: These aids can have a great impact on teaching. It involves the sense of vision as well as hearing. Audio Video aids are multi sensory materials. They can be produced, distributed and used as planned components of education program. Teachers can use instructional or documentary video to enhance specific subject or topic.
2. In every learning process, the role of the teacher in using it as a learning resource is very decisive. In class, teachers are not only a small part of the learning process. The information and knowledge conveyed by the teacher to students using the media of pictures, symbols or graphics greatly influence the effectiveness of learning.
As a facilitator, the teacher should always monitor and help reveal the information and knowledge presented in the textbook through the tetrahedral model.the advantage of studying textbooks is that they can be a bridge for lifelong learning. Through media such as magazines, encyclopedias or others, one can learn independently and continuously. Moreover, in an era of highly advanced information and technology like today, text-based learning is very easy to do, through the Internet and ICT for example. Even though, according to Broer et all
3. Using emerging technologies to make learning interesting
The idea of varying the learning activities place an important role in creating an interesting learning; however, integrating emerging technologies into speaking and listening activities will be needed to engage learners to richer learning experience. highlights a number of benefits of integrating technologies into learning. First, technology allows learners to access information about the language and at the same time exposed to the target language Third, it can be used for assessment and evaluation. Stanley has suggested some activities for listening with technology use including: search the tube, talk radio listening, recorded stories, etc. While for speaking, the activities can be spoken journals, speaking pictures, world issues. For this learners group, the internet, camera, recorder and computer and computer will be the main technologies to use.
4. Theory is a series of interconnected parts or variables, definitions, and propositions that present a systematic view of phenomena by determining the relationship between variables, by determining the relationship between variables, with the intention of explaining natural phenomena.
Practice is Doing some Theory will be tested constantly, because of our experience or practice in the field directly. Theories are never fixed, let alone theories about humans or society. Society and people change, so the theory will change too.
5. Teaching English should also take the same approach we use when teaching family languages. Let the child experience the right language atmosphere,later we will find language learning for low-grade and high-grade language learning, with different approaches.
So, in learning English, children must be able to listen to the words that are spoken correctly by the teacher, so that when children imitate what the teacher says, they pronounce it correctly too. The use of the right tools or media will make it easier for children to master the material being taught if there is no original and imitation, then photos, pictures, or illustrations can be used.
Lida Maulida
ReplyDelete18123017
TBI 5E
Answers
1.Types of English material
1) Informative (informing the learner about the Target language),
2) Instructional (guiding the learner in practising the Language),
3) Experiential (providing the learner with Experience of the language in use),
4) Eliciting (encouraging the learner to use the Language), and
5) Exploratory (helping the learner to make Discoveries about the language).
2.Yes, they do.
Because, It provides samples of Language use and guides The learners.
And based on Criteria of text book’s material by Tomlinson (2018, p. 68) that materials should:
1. Be driven by theory or by practice (Bell and Gower 1998; Prowse 1998);
2. Be driven by syllabus needs, learner needs of Market needs;
3. Cater for learner expectations or try to change Them;
4. Cater for teacher needs and wants as well as Those of learners (Masuhara 1998);
5. Aim for language development only or should Also aim for personal and educational Development;
6. Aim to contribute to teacher development as Well as language learning.
3. I chose Constructivism theory.
Because in this theory sees learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience.
The teachers task is to facilitate the learning. Instead of direct instruction, teachers play the role of a facilitator who helps the learner to get to his or her own understanding of the content. In a constructivist pedagagy the learner plays an active role in the learning process.
4. The challenge for materials writers is to turn these principles into lesson plans and teaching materials. At the same time it must be recognized that any set of working principles so derived must be compatible with the local context. Principles derived entirely from research and theory might not always fit well with the school teaching and learning culture.
5. I will do a game that work well in elementary school, and prove that learning English is fun and effective.
One of the game that I will play is:
WHAT TIME IS IT MR. WOLF?
Target Grade:1-4
Target English: “What time is it?”
Place: Open space
1. Introduce and practice with the kids the phrase “What time is it?”
2. Practice the responses “It’s 1 o’clock,”,“2 o’clock,” etc.
3. Introduce the name of the game. This gives a chance to introduce the cultural point of “Mr. ….”
4. All the kids line up against one wall.
5. One kid is selected as Mr. Wolf.
6. The students’ objective is to reach the far wall. Mr. Wolf’s objective is to eat the other kids.
7. The kids shout out “What time is it Mr. Wolf?” in a big, loud voice.
8. Mr. Wolf then shouts back the time. The time can be anything from 1 to 12 o’clock, e.g. “It’s Seven o’clock.”
9. The kids then take the corresponding number of steps forward. For example, three steps for 3 o’clock.
10.Repeat from step 7.
11.When Mr. Wolf decides that the other kids have got near enough to the far wall then instead Of saying “It’s ….. o’clock” he says “It’s Dinner Time!!!!!”
12.All the kids then run back towards the wall they came from. But if Mr. Wolf tags (touches) Them before they reach the wall, they become the new Mr. Wolf!
13.Play Again!
Mr. Wolf can be replaced one at a time, or have several Mr. Wolfs (e.g. if the first Mr. Wolf tagged three kids there would be three new wolves).
Make sure the kids only take large steps, and not the massive huge jumping leaps that some of them Will be tempted to do. It is good for about 20 minutes, which is usually enough time to let everyone Be the wolf.
Here’s the link of the game works
1. https://youtu.be/skFWPXq9Bjk
2. https://youtu.be/CmMcks81YmM
Name : Mia Amelia Serapati
ReplyDeleteNIM : 181230187
Class : TBI V/E
Answer.
1.) Types of materials
Print, Textbooks, pamphlets, handouts, study guides, manuals
Textbooks are generally written materials that present the knowledge or ideas of the author which are systematically arranged based on the applicable curriculum.
Handouts are very concise learning materials, sourced from several literature that are relevant to basic competencies and the main material taught to students.
Audio, Cassettes, microphone, podcast
Visual, Charts, real objects, photographs, transparencies
Audiovisual Slides, tapes, films, filmstrips, television, video, multimedia
Electronic Interactive, Computers, graphing calculators, tablets
2.)
In every learning process, the role of the teacher in using it as a learning resource is very decisive. In class, teachers are not only a small part of the learning process. The information and knowledge conveyed by the teacher to students using the media of pictures, symbols or graphics greatly influence the effectiveness of learning.
As a facilitator, the teacher should always monitor and help reveal the information and knowledge presented in the textbook through the tetrahedral model. If needed, teachers can develop and modify material with other models, either in the form of activities or other structured tasks during the learning process.
3.) Use of dialogues can promote students’ speaking skills to a great extent. Different situations can be offered to the student through dialogues, which is really conducive to them. Rivers says “Many a student well trained in manipulation of language structures has found himself completely at a loss in conducting a conversation with native speaker of the language because the books from which he (and his teacher before him) learned the language forms failed to emphasize the characteristic features of everyday spoken language and persistently used archaic or pedantic turns of phrases.”
4.)
Theory is a series of interconnected parts or variables, definitions, and propositions that present a systematic view of phenomena by determining the relationship between variables, by determining the relationship between variables, with the intention of explaining natural phenomena. Labovitz and Hagedorn define theory as the idea of "theoretical thinking" which they define as "determining" how and why variables and relationship statements can be related.
Practice is Doing something real like what is stated in the theory in short, practice is the act of doing theory But from that theory comes a further one, namely the theory that "Theory emerges from practice". In principle, Theory is the result of Practice. Theory will be tested constantly, because of our experience or practice in the field directly. Theories are never fixed, let alone theories about humans or society. Society and people change, so the theory will change too.
5.)
Teaching English should also take the same approach we use when teaching family languages. Let the child experience the right language atmosphere, according to the context Therefore, when teaching English to elementary school children, later we will find language learning for low-grade and high-grade language learning, with different approaches.
So, in learning English, children must be able to listen to the words that are spoken correctly by the teacher, so that when children imitate what the teacher says, they pronounce it correctly too. The wrong pronunciation and imitation by the child, will result in the child always mispronouncing certain words. It is better before teaching children, the teacher ensures that the words to be conveyed to the children are correct.
1. Types of materials:
ReplyDeleteName: Ulfah Mariatul Kibtiah
ReplyDeleteClass : TBI 5E
NIM: 181230175
Subject: English Material Development
1. Types of materials:
a) Printed materials: Flash Card, Magazines, Textbook, Worksheet, Pictures, photogaphs, newspapers, pamphlets
b) Audio materials: Cassette & compact disc, microphone,
c) Audio visual: Video compact disc, film, television
d) Electronic Interactive: Web based learning materials, computer assisted instruction.
To use each types of materials:
a) Think about delivery methods.
b) Segment training information.
c) Write for quick reading, listening, and watching.
d) Plan for assessment.
2. Various studies have shown that to be effective, instructional design must consider the learners’ characteristics.
Moallem (2007) emphasized that learners’ individual differences are very important in learning and instruction.
Similarly, Carnie (1997) suggested that the potential cause of students’ low achievement level is that their learning characteristics do not match the design of instructional materials and teaching practices. Therefore, it would be very important to consider learners’ needs when organizing the content in ways that increase the
likelihood of students achieving learning objectives (Zheng and Smaldino, 2003). The instructional objectives describe skills and knowledge that the learners will have developed, upon completion of the instructional unit (Hashim, 1999). Dick, Carey, and Carey (2005) state that: The most important aspect of an instructional goal is the description of what learners will be able to do, that description is not complete without an indication of (1) who the learners are, (2) the content in which they will use the skills, and (3) the tools that will be available.
3. Brown (1983) states that “speaking is an interactive process of constructing meaning that involves producing, receiving and processing information.” Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open ended and evolving. However, speech is not always unpredictable. Language functions that tent to recur in certain discourse situations (declining and invitation, requesting time off from work) can be identified and charted. Speaking requires not only that learners know how to
produce specific points of language, such as grammar, pronunciation, vocabulary (linguistic competence), but also that they understand when, why and in what way to produce language (sociolinguistic competence).
Name: Ulfah Mariatul Kibtiah
ReplyDeleteClass : TBI 5E
NIM: 181230175
PAGE II
4. The primary relevance of language and language learning research to materials development is through its application to syllabus design issues and as a source for instructional principles that can inform the design of instructional materials. The route from research to application however is by no means direct, since language teaching materials are also shaped by many other factors and constraints and the success of teaching materials is not dependent upon the extent to which they are informed by research. It is not difficult to find examples of widely used teaching materials that succeed despite their archaic methodology because they suit the contexts in which they are used. Perhaps teachers and student like them because they are easy to use, they match the exam requirements, or they reflect teachers and learners’ intuitions about language learning. On the other hand research-based teaching materials have sometimes been spectacular failures in the marketplace because they failed to consider the role of situational constraints. Hopefully however, publishers and materials writers generally seek to produce materials that are educationally sound and which also appeal to teachers and learners. Educational publication is after all, a business, and the challenge for materials writers is to meet educational objectives and standards while at the same time meeting market requirements.
5. I will develop the materials of English while teaching in elementary school by using games.
Using games in learning English can create situations where children are encouraged to communicate using English, work together to complete certain tasks, so that language learning english is not solely for language acquisition but language used as a tool for achieving game goals.
Games contain elements of fun that cause children to like to play them. In learning English as a foreign language, playing games is important and part of the natural learning process. Through play, children can experiment, discover, interact with the environment. Games can be played in a variety of ways that can increase student motivation to achieve learning goals. Games as a stimulus to improve foreign language learning skills.
Games used in learning must be games that are easy to understand. Games can be used as a learning strategy for reading, speaking, listening and writing. When children read flashcards or the information on the cards during the game, this is an example of learning to read through games. The child does the process games using English instructions constitute examples of learning speaking and listening through games, and when children write on paper about instructions or answers to questions in the game are examples of learning in-game writing.
Name : Nurul Arini (181230167)
ReplyDeleteClass : TBI 5E
Subject : English Material Development
1.a. Printed or live perfomance or display, or on cassette → teacher can input the material to media such as youtube or cassette, live perfomce in class or display and can be printed on book or etc.
b. Intructional or experiental → in experiental situation report or event presented by student usually verbally sometimes from notes.
c. Exposure to the language in use or elecitative →
d. Exploratory or discoveries about language.
2.They do in selection and organization but they do by mixing with the experiental design.
3. I choose theory of Robin, because this theory and following by the technique is able to generate ideas and speak in order moving from one student to the next, and it can be doing so can boost confidence the student in speaking skill.
4.Of course we need an insipartion in process of material writing but the important one effort and hard work that will accomplish that.
5.I will make a production of english material then do an evaluation and adaptaion by attention to aspect of material development that is interacvtive in theoritical studies and developments also use of classroom materials.
Name: Azriel Sani Akbar
ReplyDeleteNIM: 181230179
Class: TBI-5E
"English Material Development"
1. Types of learning and how to teach:
A). Visual Media
Types of visual learning media are media that rely on the sense of sight. This type of learning media displays the material using a projection tool or projector.
The message to be conveyed is poured into a visual form. In addition, the function of visual media is also useful for attracting attention, clarifying the material presented, describing facts that might be easily digested and remembered in a visual form. Types of visual learning media are divided into two, namely silent visual media and motion visual media.
B). Audio
This type of audio learning media can be used to transmit audio messages from the message source to the message recipient. Audio media is closely related to the sense of hearing. Judging from the nature of the message received, audio media can convey both verbal (spoken language or words) and non-verbal messages (sounds and vocalizations). Examples of audio media include radio, tape recorders, telephones, language laboratories, and others.
C). Textbook
Textbooks are generally written materials that present the knowledge or ideas of the author which are systematically arranged based on the applicable curriculum.
D). Sarbaneka
The type of serbaneka learning media is a teaching medium that is tailored to the potential in an area, around schools or in other locations or in the community. Examples of various types of learning media include:
-. Boards included in this media include whiteboards, bulletin boards, flannel boards, magnetic boards, electric boards, and nail boards.
-. Three-dimensional media including models, mock ups, and dioramas.
-. Reality are real things as they are or are originally. Examples of using reality include teachers bringing rabbits, birds, fish or by taking their students directly to the school garden or school farm.
-. Learning resources in the community, among others, by conducting tours and camping.
Photographic Image
This type of learning media comes from several sources, for example from newspapers, paintings, cartoons, illustrations. The photos obtained from these various sources can be used by teachers effectively in teaching and learning activities with specific objectives.
2. Textbooks don’t work well. Research shows that with rare exceptions they do not help improve student achievement much. They are not effective because effectiveness doesn’t sell.Textbook selection is painful to watch. Votes by teachers “rule out any extremes,” Jobrack said. “Research-based programs may appear too difficult to teach. Computer-based programs may not seem to encourage enough classroom participation.”
3. vertically speaking skills:
a. Mimicking the speech of other people (especially teachers).
b. Develop mastered speech forms.
c. Bringing / juxtaposing two forms of speech, namely one's own speech
not true with what adults (especially teachers) have said.
I chose this theory because it is related to speaking, to develop language to students, therefore I chose this theory, students can be invited to make a speech on the condition that other friends have to listen.
4. The implementation of learning theories in learning cannot be separated from the teaching used by learners in the classroom. Learning in this case can be interpreted as an information and environment arrangement to facilitate learners / students. The environment in question is not only a place of learning, but the methods, media and technology used to convey information and guide student studies. Learning theories that have made a significant contribution to the world of education in general and learning in particular include behavioristic, cognitive, and constructivist theories.
5. In elementary school, I will develop English skills using the play method, later students can learn while playing, for example using missing song lyrics with this so that students are able to develop their listening or speaking level.
Name : Fatima Ayu Ajzahra
ReplyDeleteNim : 181230194
Class : TBI 5 E
Subject : EMD
1. Types of instructional materials
Print : Textbook, pamphlets, handouts, study guides, manuals
Audio : Cassettes, microphone, podcast
Visual : Charts, real objects, photographs, transparencies
Audiovisual : Slides, tapes, films, filmstrips, television, video, multimedia
Electronic Interactive : Computers, graphing calculators, tablets.
2. The English book for fourth grade elementary school from the erlangga hasa series of design instructions for his election and organization.
Various studies have shown that to be effective, instructional design must consider the learners’ characteristics. Moallem (2007) emphasized that learners’ individual differences are very important in learning and instruction.
Similarly, Carnie (1997) suggested that the potential cause of students’ low achievement level is that their learning characteristics do not match the design of instructional materials and teaching practices. Therefore, it would be very important to consider learners’ needs when organizing the content in ways that increase the likelihood of students achieving learning objectives (Zheng and Smaldino, 2003). The instructional objectives describe skills and knowledge that the learners will have developed, upon completion of the instructional unit
(Hashim, 1999). Dick, Carey, and Carey (2005) state that:
The most important aspect of an instructional goal is the description of what learners will be able to do,
that description is not complete without an indication of (1) who the learners are, (2) the content in which they will use the skills, and (3) the tools that will be available
3. Translating needs to subject matters and communication situations.
In general, this step is a preliminary effort to outline the instructional content of the target material. Among the more difficult components to search for are perhaps communication strategies, and authentic sources for composing features of natural speech. To support these endeavours, the sections below will discuss some helpful techniques to make these tasks possible.
4. here that the primary relevance of language and language learning research to materials development is through its application to syllabus design issues and as a source for instructional principles that can inform the design of instructional materials. The route from research to application however is by no means direct, since language teaching materials are also shaped by many other
factors and constraints and the success of teaching materials is not dependent upon the extent to which they are informed by research. It is not difficult to find examples of widely used teaching materials that succeed despite their archaic methodology because they suit the contexts in which they are used. Perhaps teachers and student like them because they are easy to use, they match the exam requirements, or they
reflect teachers and learners’ intuitions about language learning. On the other hand research-based teaching materials have sometimes been spectacular failures in the marketplace because they failed to consider the role of situational constraints. Hopefully however, publishers and materials writers generally seek to produce materials that are educationally sound and which also appeal to teachers and learners.
5. I choice Teaching listening.
Children as young as elementary school to junior high still need attention, entertainment and learning that are all-important. So if students classify learning methods, then it's difficult for students to capture the material that teachers are teaching. On the other hand, if a method of singing is used, it makes learning easier and teaching more enjoyable. The purpose of teaching English while singing is to have students more interested and focused on the fun learning process. Furthermore, the purpose of such learning also helps students to understand the proper and proper pronunciation of an English word.
Name : Iin Fatimah
ReplyDeleteClass : TBI 5E
NIM : 181230184
EMD Midtest
ANSWERS!!
1. The type of materials
• Visual material, teacher can be such as picture, diagrams building,teacher themselves,chart,real object,and etc. such as book : newspaper journals, magazines, pamphlets, handout or modules were also involved.
• Audio materials, such as tape recording, cassette, radio, teleconferencing, language laboratories, teachers voice. They appeal to the sense of hearing.
• Audio – Visual Materials, which include the television, video recording motion pictures with sound tracks, slide and films trips projection with sound tapes, films and multimedia.
• Software, include graphic materials, printed materials, slide, filmstrips, overhead transparency, cassette tapes, and motion pictures.
• Equipment/hardware, example include: black boards, tape recorders, projectors and video recorders. They are used in presenting materials, static or display such as chalkboard, flannel graph, flip charts, magnetic board are also used in presenting materials or teachers.
• Elektronics, this comprises as radio, computer,email, and multimedia, these teaching use multimedia make easy and concrete
• Non-projected, include as book,other printed materials,object, and specimest, Models mock-up graphical materials, bulletin boards that exhibits, black boards, field trips, simulation and games.
• Two-dimensional instructional materials instructional materials in teaching, include flat pictures, graphs, chart, diagrams posters, comics, cartoons, slides, films trips.
They are also non-projected materials with characteristics of being flat and light and may be either in opaque or transparent form.
They have length but no height, hence they are 2 dimensional aids.
• Three-dimensional institutional materials, include models, mock up objects, specimens, laboratories, simulation and games (toys). They are non-projected materials. Characteristically, they have length, width, height, hence they are called 3 dimensional.
2. The textbooks used in my high school did not use instructional designs in their selection and organization, because most of the contents were story chapters. Before studying each chapter, students look for the meaning of these vocabulary words and translate them for our understanding, after which the teacher will tell them. no words are retold in front of the students.
3. One of language theories that is properly used to develop speaking skill materials is sociocultural theory. Thornbury (2005), Lightbown & Spada (2006, p. 47) emphasises the sociocultural context in learning and believes learning is mediated through social interaction with other learners. Learners need other-regulation, mediation of someone with better knowledge who provides a supportive framework (scaffold). They interact with peers, teachers etc. and this interaction allows them to jointly construct new knowledge until they appropriate it –make it their own and they are able to function on their own (self-regulation) (Thornbury, 2005:38).
4. Richard’s statement in 2005 that there is a connection between research and materials design or theory and practice link. There is indeed a link between research or theory and material design with theory and practice grammar because before doing theory and practice, a teacher must have a material desigh to teach the student. If theoritical and practical is not design material, it may be that research is not accordance witg is carried out in the classroom.
5. To develop students' skills in English, namely by playing and games. Because young children or young learners still use fun and not boring methods such as games, story telling, and creating a calm atmosphere. So that students can’t boring and easily understand English lessons more than the time of study is long.
NAME; SITI NURAINI (181230171)
ReplyDeleteCLASS; TBI 5E
MID TERM TEST OF EMD
1. a) informative ; teachers inform the students about the target language.
b) instructional ; teachers guide the students in practising the language.
c) experiential ; teachers provide the learners with experience of the language in use.
d) eliciting : teachers encourage the learners how to use the language.
e) exploratory; teachers help the students to make discoveries about the language.
2. Yes, when I was in school, we used text books as a material in learning process. Text book can provides samples of language use and guides the learners to make discoveries from them. Therefore, teacher could be direct or indirect deliver in the content.
3. I choose cognitivism theory, because the conitive view takes the learner to be an active processor of information. It means that the conitive theory tries to create the students to be active to think so that they will be confident present their idea in speaking. Cognitivism involves the study of mental processes that occurs inside the brain such as; sensation, perception, attention, encoding and memory. In this theory, the students will be active in speaking learning.
4. A theory is an attempt to explain why to provide understanding. A theory is not just any explanation- a theory comes into being when a series of ideas come to be held and accepted by people. And the practice is a way to provide the theory. The practice cannot position itself without the theory. We realize that practice make perfect so that theory can not be reach without interprating.
5. The students in Elementary School are perfect grade to memorizing and understanding. Young learners are in golden age in exploring and understanding. They full of couriousity and more anthusiast than adult in learning. I will use “eliciting” for develop English material in Elementary School because in this type teachers encouraging the students and guide them to feel free in expressing something. It means teachers don’t need to force learners to continue learning according to the material, they prefer to games and playing method in learning during it’s not out of rules and learning themes.
ReplyDeleteName : Ati Darojatarrofiah
Nim : 181230196
Class : TBI 5-E
1. Types of materials
-Audio materials: Cassette & compact disc
-Audio visual: Video compact disc, film
-Printed materials: Textbook, student’s worksheet, pictures, photographs, newspapers & magazines.
-Interactive teaching materials: Web based learning materials, computer assisted instruction.
-Authentic materials refer to the use in teaching of texts, photographs, video selections, and etc
-Created materials refer to textbooks and other
a) Start with your learning objective.
b) Think about delivery methods.
c) Segment training information.
d) Write for quick reading, listening, and watching.
e) Plan for assessment.
f) Get feedback.
2. Made Textbooks In The Learning Material Being Taught, This Can Be Seen From The Following Characters;
Observation:
Classroom Visits To See How Teachers Use Textbooks And To Find Out How Materials Influence The Quality Of Teaching And Interaction That Occurs In A Lesson.
Feedback Sessions:
Group Meetings In Which Teachers Discuss Their Experience With Textbooks.
Written Reports:
The Use Of Reflection Sheets Or Other Forms Of Written Feedback In Which Teachers Make Brief Notes About What Worked Well, What Didn't Work Well, Or Give Suggestions On Using The Materials
Reviews:
Written Reviews By A Teacher Or Group Of Teachers On Their Experiences With A Set Of Materials And What They Liked Or Disliked About Them.
Students' Reviews:
Comments From Students On Their Experience With The Materials.
3. I would like to choose role play to solve the problem of speaking. Harmer (2007) says that role play can stimulate the students in real world and it gives learners an opportunity to practice communicating in different social contexts and different social roles (Larsen and Freeman, 2000).
I agree with harmer that one of strategies to develop students speaking skills is "role play" because it is place and opportunity for student to practice their speaking skills and how far the student can show their abilities.
4. Richard's statement explains that there is a relationship between research and material design, which means that doing research has an influence on making material design. To design a learning material requires a lot of consideration by paying attention to what materials need to be used, what materials are needed by students to develop their learning and others. Therefore, doing research is needed before designing the material where research is carried out by researching, studying, and finding out more about the learning material, research is also carried out to find out what is needed by students. After knowing what was done during research, we can conclude that research aims to make it easier to design, develop learning materials based on student experiences and needs. Research can make material design better than before.
5. I will develop English language teaching in elementary school with :
#Game or song
Games and songs have two important functions in learning English. First, a wide variety of games and songs can be used to teach English, such as vocabulary, pronunciation, and fluency. Second, games and songs can introduce the people and culture of using English as the first language.
Name: Liana Pristia Sianturi
ReplyDeleteNim: 181230174
Answer
1.Types of materials
1.) Audio materials: Cassette & compact disc
2.) Printed materials: Textbook, student’s worksheet, pictures, photographs, newspapers & magazines.
3.) Audio visual: Video compact disc, film
4.) Interactive teaching materials: Web based learning materials, computer assisted instruction.
5.) Authentic materials refer to the use in teaching of texts, photographs, video selections, and other teaching resources that are not specially prepared for pedagogical purposes.
6.) Created materials refer to textbooks and other specially developed instructional resources.
To use each types of materials
a.) First is learning objective. What will this training manual or set of training materials teach students to do?
b.) Think about delivery methods.
c.) Segment training information.
d.) Write for quick reading, listening, and watching.
e.) Plan for assessment.
f.) Get feedback.
2. Various studies have shown that to be effective, instructional design must consider the learners’ characteristics.
Moallem (2007) emphasized that learners’ individual differences are very important in learning and instruction.
Similarly, Carnie (1997) suggested that the potential cause of students’ low achievement level is that their
learning characteristics do not match the design of instructional materials and teaching practices. Therefore, it
would be very important to consider learners’ needs when organizing the content in ways that increase the
likelihood of students achieving learning objectives (Zheng and Smaldino, 2003). The instructional objectives
describe skills and knowledge that the learners will have developed, upon completion of the instructional unit
(Hashim, 1999). Dick, Carey, and Carey (2005) state that:
The most important aspect of an instructional goal is the description of what learners will be able to do,
that description is not complete without an indication of (1) who the learners are, (2) the content in
which they will use the skills, and (3) the tools that will be available.
3. singing in english
Find musicians and bands singing in English that I love. When I get used to their songs, I'll sing them out loud! I could start with karaoke which allows me to read the lyrics while singing along. Singing is a great way to build my vocabulary and learn how to pronounce words.
4. the primary relevance of language and language learning
research to materials development is through its application to syllabus design
issues and as a source for instructional principles that can inform the design of
instructional materials. The route from research to application however is by no
means direct, since language teaching materials are also shaped by many other
factors and constraints and the success of teaching materials is not dependent upon
the extent to which they are informed by research. It is not difficult to find examples
of widely used teaching materials that succeed despite their archaic methodology
because they suit the contexts in which they are used. Perhaps teachers and student
like them because they are easy to use, they match the exam requirements, or they
reflect teachers and learners’ intuitions about language learning. On the other hand
research-based teaching materials have sometimes been spectacular failures in the
marketplace because they failed to consider the role of situational constraints.
Hopefully however, publishers and materials writers generally seek to produce
materials that are educationally sound and which also appeal to teachers and
learners. Educational publication is after all, a business, and the challenge for
materials writers is to meet educational objectives and standards while at the same
time meeting market requirements.
5. I will develop teaching English language materials using English learning methods that suit students' interests or English learning methods that will make students enthusiastic about learning English. for example using songs, stories, and so on
Name: Melani Agustini
ReplyDeleteNim: 181230168
Class: TBI 5E
Subject: EMD
1. During the course of a year, in just about any subject, the time comes when the teacher needs to use something other than his or her own voice and gestures to present course content To I most people educated in Western industrialized nations, this statement I may seem all too obvious. In the context of many developing countries, however, audiovisual aids and materials are often unavailable and the teacher is left with two choices: 1. To rely on simple materials which may be produced either by the teacher or a local facility; or 2. To adapt materials which may have been produced for a different country or even a different, if related, subject. For the most part, instructional materials in the classrooms of Third World countries are limited to blackboard, chalk, paper, pencil and, in the more fortunate cases, textbooks.
2. Textbooks have several major limitations. Although a well-written book can engage and hold student interest, it is not inherently interactive. However, if students are encouraged to ask questions while they read, seek answers within the text, and identify other sources to explore ideas not contained in the text, they will become active readers and gain the maximum benefit from their textbook. In order to meet the needs of a broad audience, texts are often so thick that they overwhelm students seeking key information. Texts are often forced to rely on historical or dated examples, and they rarely give a sense of the discovery aspects and disorganization of information facing modern researchers.
3. The Effect of Using Songs On Young Learners and Their Motivation for Learning English.
According to the survey results, the use of songs with young learners has proven to be a great success. The fact that the majority of students like singing and listening to English songs, that they enjoy the songs presented during the research period, that they love watching them on TV or dancing along, that they learn language items, as well as that they sing these songs outside the classroom are clear indicators that songs positively influence students’ attitudes and motivation for language learning. The survey also has confirmed 51 that repetition and simple language of the songs, as pointed out by different linguists, influence the level of motivation. Children simply enjoyed listening to the songs containing repetitive language structure and did not seem to get bored by repeating them many times.
4. In addition to selecting a theory of language and language use to support the approach the writer will take to his or her task, the writer will also need to consider the complementary question of the theory of language learning underlying the materials, since this will determine how the syllabus is implemented in the form of exercises, tasks, activities and learning experiences. Particular language models are often linked to particular views of learning.
5. To help succeed in setting your learners firmly on the path to increasing proficiency, here are seven tips for teaching English to beginners.
1. Keep instructions clear and simple
2. Let them listen first
3. Drill, repeat, drill, repeat, drill
4. Establish classroom language early on
5. Avoid metalanguage
6. Don’t forget that your students are fluent in their own language(s)
7. Prepare well, prepare a lot, keep them talking.
Name : Agits Fikri Mumtazi
ReplyDeleteNim : 181230195
Class : TBI-5E
English Material Development
1. Of course for an educator, teaching materials are important and obligatory things that must be owned. Teaching materials can be in the form of information, tools and texts needed by the teacher or instructor for planning and studying lesson implementation. Teaching materials are materials used by teachers or instruments for teaching and learning activities.
The type of materials :
-Module
-Textbook
-Handout
-Student activity sheet (Student Work Sheet)
-Brochure
-Photos / pictures
2. Yes, teachers are professional educators who have the main task of educating, guiding, directing, training, assessing and evaluating students. Terachers make teaching plan, record learning outcomes and so on. So in every learning process, the role of the teacher in using it as a learning resource is very decisive. In class, teachers are not only a small part of the learning process. The information and knowledge conveyed by the teacher to students using the media of pictures, symbols or graphics greatly influence the effectiveness of learning.
Teachers provide services to facilitate students in the learning process activities, student can fully take part in every learning activity and the teacher should always monitor and help reveal the information and knowledge presented in the textbook through the tetrahedral model. If needed, teachers can develop and modify material with other models, either in the form of activities or other structured tasks during the learning process.
3. In my opinion, language theory is suitable for developing speaking skills material is Discussion because the discussion is a learning method that exposes students to a problem. Discussion is a learning method that can be used to implement problem based learning strategies
learningon also is a form of learning so that students can share their knowledge, views, and skills. and the essence of discussion is a method for solving problems with a group thinking process.
The anvantages of this discussion method are: Can stimulate students to be more creative, provide ideas, can train to get used to brainstorming in overcoming every problem, can train students to be able to express ideas or ideas verbally.
4. Richard statement: the understanding of language and language use of the writers has given more influences on their materials design. There is indeed a link between research or theory and material design with theory and practice grammar because before doing theory and practice, a teacher must have a material desigh to teach the student. If theoritical and practical is not design material, it may be that research is not accordance witg is carried out in the classroom, and language learning research to material development is through its application to syllabus design isssues and as source for instructional principles that can inform.
5. Before we develop English material, we should first approach the students, because if the student is close to us, the student will be happy to take part in learning and surely they will understand better besides that, Teaching English must also use the same approach that we use when teaching family language or what is often referred to as the mother tongue. Let the child feel the atmosphere of the right language, according to the context. Therefore, when teaching English to elementary school children, we should use games or songs so that these students don't get bored while learning.
In learning English, children must listen to the words that are pronounced correctly by the teacher, so that when children imitate what the teacher said, they also pronounce it correctly. For example, when the teacher recites a book or pen, the student will follow what the teacher said so that students memorize and remember faster. It is better if before teaching children, the teacher ensures that the words to be conveyed to children are correct, because the teacher is an example and a role model for students.
Name : Anggun Al-Fariatunnisa
ReplyDeleteNim : 181230163
Class : TBI 5E
1.The type of material
1. Picture card
The technique of learning English using picture cards is one technique that is easy, inexpensive and at the same time fun for students.
2. Using pictorial comics.
As we know that pictorial comics are very popular with children, therefore we can use these comics to provide fun English lessons while increasing vocabulary in English.
3. Using English songs.
The technique of learning English using English songs as media is a unique and interesting way. Ask students to memorize an English song and then translate it into Indonesian.
4. Using an English application
There is nothing wrong if we use the media to install English learning applications. Applications that are found can usually be in the form of games, music, vocabulary, pictures or English conversation support.
5. English language film screenings.
It is almost certain that every day we can find local English films. Of course, film is the most enjoyable media and can be enjoyed by everyone.
2. Yeah of course they are do.
For that a teacher must prepare or plan learning activities properly and appropriately. In preparing the plan, the teacher must have additional abilities because what is arranged is not only moving material from the textbook into planning but developing teaching materials / materials to be discussed / taught as well as how to conduct or build communication with students, arrange the order of the material, choose methods / learning models, selecting appropriate media and learning resources, managing classes and compiling assessment instruments.
3. Role playing
Role playing is a form of drama activity in which there is speaking activity. These activities include pronunciation, intonation, pauses, clear accents / stresses, then the use of good language, and structured idea organization. This means that when playing the role these aspects will automatically be used. Role playing is a technique that is widely used by English teachers in schools to train and improve their students' speaking skills.
4. Theory is a series of interconnected parts or variables, definitions, and propositions that present a systematic view of phenomena by determining the relationship between variables, by determining the relationship between variables, with the intention of explaining natural phenomena. Practice is Doing something real like what is stated in the theory in short. In principle, Theory is the result of Practice.
5. I’ll do to observe the factors causing the low interest of students in learning English, after knowing As for the steps that can be taken, among others, make the class interesting and fun during learning. For example, by giving brain teasers games that force students to think, so that students don't feel bored. Thus the English teacher must be able to create a class atmosphere that is fun, interesting and not boring. So that it will foster students' interest in learning English.
Name: sarmidawati
ReplyDeleteNim: 181230193
Class: TBI 5 E
Emd uts
1.
Textbook
Teachers should be aware of which students are able to buy their own material and which are not. In certain cases, the government provides some financial support to students in need of buying their own required books and other materials
Radio
The teacher should become familiar with existing programs and radio broadcasting facilities in their country. Radio broadcasts can supplement language courses, and science and math programs as well as other subject areas.
Audiovisual media, including television, photography, film , slide/tape, filmstrips and more recently, videocassettes, are all part of the audiovisual media which may be available to some teachers. These media and materials are more likely to be available in teacher training facilities than in schools or classrooms.
2. Yes do, Instructional system design is a well structured system of developing instructional materials that comprise of goals, relevant teaching strategies, systematic feedback, and evaluation. It can also be defined as the science of creating detailed specifications for the design, development, evaluation, and maintenance of teaching materials that facilitate learning and performance [21]. Instructional design model is a systematic tool that helps designers understand the variables related to learning and/or guide them through the design process of learning activities.
3. Theory noam chomsky To find the principles common to all languages that enable people to speak creatively and freely is Noam Chomsky's description of his goal as a linguist. Many recent works have stressed that all children go through the same stages of language development regardless of the language they are learning. In examining this, Chomsky gave linguistics, the study of the human speech, a new direction.
4. The emergent character of grounded theory may conflict with class report or dissertation requirements.’ A qualitative study does not begin with a hypothesis or a presumed outcome as is the case in a quantitative study. However, as Richards (2005) noted, a qualitative study cannot begin without a plan. She argued that such an approach would be ‘unacceptable for both ethical and practical reasons’ (Richards 2005, 14).
There are many practical considerations to think about when writing questions. Some questions are simply not answerable given the researcher’s time frame and resources. When writing questions, a novice researcher may not take into account the costs of travel, copying, transcription, and all the time and materials required.
5. make instructions crystal clear by using as few words as necessary and by gesturing whenever possible, and break down series of instructions into smaller units. If you want to be polite, “please” and “thank you” will do. “Everybody – take your book, please. Stand up. Now, come here, please. Thank you.”
students will want to start practising speaking pretty much from the get-go. However, it takes a while for one’s ear to acclimatise to the sounds of a new language, and not everyone will be so keen; don’t pressure students into speaking before they’ve had lots of opportunity to listen to using it (which doesn’t mean you should just be rambling on at the front of the classroom – with beginners more so than with other levels, you really have to consider what l say and grade my language accordingly).
As teachers, we not only have to be patient and proactive listeners, alert to the reasons why certain errors are being made while filling in the gaps in less-than-perfect communication, as far as possible, we actually converse with our students and listen to what they have to say. After all, even from the very first lessons, from the ‘A’ in the alphabet and the ‘am’ of ‘to be’, communication is the goal.
Name : Dhea Putri Herdiani
ReplyDeleteNim : 181230162
Class : TBI 5-E
1. Printed materials: Textbook, student’s worksheet, pictures, photographs, newspapers & magazines.
Audio materials: Cassette & compact disc
Audio visual: Video compact disc, film
Interactive teaching materials: Web based learning materials, computer assisted instruction.
Authentic materials refer to the use in teaching of texts, photographs, video selections, and other teaching resources that are not specially prepared for pedagogical purposes.
Created materials refer to textbooks and other specially developed instructional resources.
To use each types of materials
Start with your learning objective. What will this training manual or set of training materials teach students to do?
Think about delivery methods.
Segment training information.
Write for quick reading, listening, and watching.
Plan for assessment.
Get feedback.
2.Di, Carey, and Carey (2005) state that:The most important aspect of an instructional goal is the description of what learners will be able to do, that description is not complete without an indication of (1) who the learners are, (2) the content in which they will use the skills, and (3) the tools that will be available. (p.25)
3. Translating needs to subject matters and coomunication situations.
In general, this step is a preliminary effort to outline the instructional content of the target material. Among the more difficult components to search for are perhaps communication strategies, and authentic sources for composing features of natural speech. To support these endeavours, the sections below will discuss some helpful techniques to make these tasks possible.
4. The primary relevance of language and language learning research to materials development is through its application to syllabus design issues and as a source for instructional principles that can inform the design of instructional materials. The route from research to application however is by no means direct, since language teaching materials are also shaped by many other factors and constraints and the success of teaching materials is not dependent upon the extent to which they are unformed by research. It is not difficult to find examples of widely used teaching materials that succeed despite their archaic methodology because they suit the contexts in which they are used. Perhaps teachers and student like them because they are easy to use, they match the exam requirements, or they reflect teachers and learners’ intuitions about language learning.
5.5Songs. Can be used as one English learning media interesting to the child, in the song, apart there are elements of language in the form of words, songs also always accompanied by music. Murpey (1992:134) states that the song can be used to train listening and pronunciation skills that there will eventually get help the child in skills speak them. Through songs learning English for children SD can be fun making it easier for elementary school children remember what he learned (Chong & Gan, 1997). This strategy is perfect for vocabulary learning pronunciation. Child over and over pronounce some of the producing speech or correct pronunciation. Besides, on vocabulary learning, possible the child unwittingly enriches some vocabulary through the song sung. Song lyrics as content teaching materials and singing songs as learning strategies. Based on the characteristics of the age child SD, singing is an activity fun for kids. Child can sing while demonstrating so that the child does not feel bored when learn.
This comment has been removed by the author.
ReplyDeleteNama: Dede Rapli
ReplyDeleteNim: 181230177
Kelas: TBI 5E
MK: EMD
ANSWER
1. Types of Materials:
a. Printed materials: printed materials include (textbooks, newspaper, journal, magazine and others).
b. Audio visual
c. Audio materials
2. In every learning process, the role of the teacher in using it as a learning resource is very decisive. In class, teachers are not only a small part of the learning process. As a facilitator, the teacher should always monitor and help reveal the information and knowledge presented in the textbook through the tetrahedral model.
3. I think i choose Discussion, because the discussion method is an effective method to apply. students can exchange ideas with another student.
4. Richard's statement: The writer's language understanding and use of language as it can influence their material design. because there is a link between research or theory and material design with theory.
5. Before we develop further English material, we must first provide a basic understanding to students, because if students understand the basics of what we teach, students will be more able to easily understand it.
Name : Alifah
ReplyDeleteClass : Tbi 5E
Nim : 181230180
1. Audio Lingual Method
is one method that is believed to be effective in making students learn English quickly. Students are taught a language like they were in infancy. The method is that the teacher practices a short dialogue, even if the meaning cannot be translated by the students. The teacher gives instructions to students to participate in the dialogue then the students guess the meaning of the dialogue from the expressions, poses, and various things that are practiced by the teacher.
2. Yes. Because learning design is very important in a textbook learning because the practice of composing communication technology media and content is to help so that there can be an effective transfer of knowledge between teachers and students. This process consists of determining the initial status of the learner's understanding, formulating learning objectives, and designing media-based "treatments" to help make the transition occur. Ideally this process should be based on information from pedagogically proven learning theory and can occur only in students, guided by teachers, or in community-based settings.
3. Story Telling (Storytelling)
Students can briefly summarize stories or stories they have heard from previous people, or they may make up their own stories to tell their classmates.
4. Theory is a series of interconnected parts or variables, definitions, and propositions that present a systematic view of phenomena by determining the relationship between variables, by determining the relationship between variables, with the intention of explaining natural phenomena.
In short, practice is the act of doing theory
But from that theory comes a further one, namely the theory that "Theory emerges from practice"
5. development of English teaching materials which aim to improve the ability of elementary school children to understand English. English learning in elementary school students still rarely uses teaching materials that elevate Indonesian local wisdom, such as traditional games, therefore innovation is needed in creating interesting English learning based on local learning in the form of traditional video games packaged in English and accordingly. with the English curriculum for elementary students, besides being able to improve children's English skills, it can also increase students' sense of nationalism.
Name : Rahmah Antika Zahraa
ReplyDeleteNIM : 181230181
Class : TBI 5E
1.) 1.informative : Informing the learner about the target language.
2.instructional : Guiding the learner in practising the language.
3.experiential : Providing the learner with experience of the language in use.
4.Eliciting : Encouraging the learner to use the language.
5.exploratory : Helping the learner to make discoveries about the language.
2.) Yes, of course. Because, there is a Curriculum design involves a form into which curriculum is cast or organized. Curriculum is generally organized through designs such as: Disciplines (e.g., mathematics, engineering, humanities, sciences); Fields (e.g., art, civics, design, home economics, industrial arts, social studies); Units (e.g., bicycling; child labor; feminism, jazz; mass media; queer fiction; verbs; water colors); Organizing Centers (e.g., activities, modules, minicourses, problems, processes, projects, tasks and competencies).
3.) Behaviorism theory. Behaviorism developed to learn the language of their social surroundings naturally whose importance both over language learning and teaching must never be underestimated. so, Behaviorism is a theory that measures observable behavior that is produced by the learner to respond to the stimuli.
4. )Richard's 2005 view : The understanding of language and language use of the writers has given more influences on their materials design.
5.) I wiil make the lessons short - Little ones simply do not have the attention span to sit for great lengths of time without a break. This is especially challenging for ESL students who do not understand all of the words being used in the lesson. Diversify the lesson, create an environment that builds confidence, keep an open-mind - Understand how a different perspective on a subject might lead to an answer I weren't expecting. This does not mean the answer was wrong, give the students a chance to answer the questions which have been raised in earlier class sessions; this gives your ESL students a chance to recall the information. And use visuals - When I show a diagram, photo, painting, or other visual, the ESL students are usually able to understand what I am saying or writing.
Nama : Sulton Aulia (18123018)
ReplyDeleteTBI 5E
EMD UTS
1.English print based teaching materials, for example: booklets, student study guides, tutorial materials, student workbooks, maps, charts, photo material from magazines or newspapers, and so on. b. Technology-based teaching materials, for example: Audio Cassette, Radio Broadcast, Slides, Filmstrips, Film, Video Cassetes, Television Broadcast, Interactive Video, Computer Based Tutorial, and Multi Media
2.yes, because instructional Design means more than literally creating instruction. It is associated with the broader concept of analyzing human performance problem systematically, identifying the root causes of those problems, considering various solutions to address the root causes, and implementing the solutions in waysdesigned to minimize the unintended consequences of corrective action.
3.Media tool because Media is a tool that can help the teaching and learning process. Many media can be brought into the classroom that can excite elementary school students to learn language One of the media that can be used for learning is image media. These images also play a role improvement of the four basic competencies of the language in text-based curriculum such as listening, reading, speaking, and write
4.The research approach is a way of thinking that the researcher adopts about how the research design is made and how the research will be carried out, the research approach includes three types, namely qualitative (Qualitative approach is the way the researcher adopts qualitative design in conducting studies. Qualitative research design has several characteristics, namely more general, flexible, dynamic, explorative, and developing during the research process), quantitative (The quantitative approach here can be defined as the way the researcher adopts a quantitative research design. We will also look at its characteristics to understand the definition. quantitative includes a research focus that is more detailed, rigid, static, and the process is according to a predetermined and irreversible flow. Maturity in planning is the key) and the mix or combination that is also affected l with the term mix method (the mix approach or mix method adopts the two approaches described above. The process by which the two approaches can be adopted is problematic. My experience in reading several research reports that apply a mixed approach shows that one method tends to dominate the other. In other words, one method acts as a complement or a complement to another method)
5.students and teachers need English teaching materials related to the themes that are in the closest environment such as family, friend, teachers or family circle, neighbors and school. The material is integrated with learning strategy. Teaching materials are arranged accordingly with student characteristics through learning strategy songs, stories and games namely the relationship between teaching material and strategy learn. This linkage is represented with teaching materials consisting of songs, stories, and games.
Name : Robiatul Adawiah
ReplyDeleteNIM : 181230192
Class : TBI 5E
#English Material Development#
1. Reading skill materials, The teaching of reading
comprehension usually consists of the
following aspects: vocabulary, reading
text and comprehension questions. As mentioned above, most of the
materials for reading comprehension
have same patterns, that is reading text,
vocab, and comprehension questions.
These materials are set up for the
following teacher-student interaction:
- The teacher assigns a reading
passage, either to be done in class
or at home.
- The students read the selection the
teacher has chosen.
- The students answer the
comprehension questions.
- Constructed by the author of the
reading selection.
- The teacher then tells the students
whether they have answerd the
question correctly. After that the
teacher gives exercises on
vocabulary, etc.
Vocabulary materials, Technique using picture as media is to teach descriptive text about “kind of seasons”, recount text about “holiday” and to explain about language features and examples to make “brochure”. Pictures
used to make the teaching learning process more fun. The teacher defined to use
this technique to make the material is easily to understand.
2. Yes, because by using the textbook we will find out their vision and mission in the book, then their profile and also the future work they will do. I think this is very effective and also helps all students to know their vision and mission for each other. I think using this textbook is suitable to be applied in every school
3. According to (Brown,2001) Speaking is an interactive process of constructing meaning that involves producing
and receiving and processing information.
It means : Speaking is not only speaking carelessly, but also related to the information conveyed and also the art of speaking. As with the right intonation, then how to convey it must be easily understood by others, and pay attention to punctuation or intonation when talking. Because it involves several language components, namely spelling, pronunciation, vocabulary, and punctuation. The articulation when people speak must also be clear so that it is easy to understand.
4. Research is often described as an active, diligent, and systematic process of investigation, which aims to find, interpret, and revise facts. Whether between research, material design or theory and practice, the links are all still connected in one discussion, but in learning a teacher must choose which one to use for teaching. Because this is still related.
5. What I will do when teaching languages in elementary school is by learning how to pronounce the alphabet first by using the correct pronunciation in English, then all the students will say it one by one and then I will give easy vocabulary and try the students. it repeats what I said. Then the alphabet must be understood and memorized by every student, because if you have memorized the pronunciation, reading other English vocabulary will feel easy.
Name/SN : Bernica Salsabila/181230158
ReplyDeleteClass : TBI 5E
Course : English Material Development
1. - Informative : Informing the learner about the target language. The point is to give students an initial introduction that the target language of learning what is like and how to.
- Instructional : Guiding the learner in practising the language. The point is to help students during the learning process.
- Experiental: Providing the learner with experience of the language in use. Experience is an unforgettable teacher, therefore students need to get a learning experience.
- Eliciting : Encouraging the learner to use the language. The point is to generate student interest to be willing to speak in that language.
- Exploratory : Helping the learner to make discoveries about the language. The scope of language is very broad, therefore there must be someone who is qualified to help in the learning process.
2. Yes of course, the book refers to the latest curriculum, contains several assignments and exercises for students, fulfills students' interest in mastering deeper things about English and makes it easier for teachers to guide students to get as much information as possible about English. Great authors are masters of the English language. Their writing uses perfect style and form. To improve your grammar and your written English, there is no better teacher than a good book. When you read books regularly, you begin to understand English more through passive learning.
3. Behaviorism theory, the theory centers around the idea that what somebody says is conditioned by their environment and the reinforcement of their communication. For instance, if you live in family that active to do some english conversation so it will give you a positive feedback such as you will be able to say many things in english easily.
4. Richard's 2005 view is the understanding of language and language use of the writers has given more influences on their materials design. In essence, the influence of the writer's language and his understanding of the language will affect the content of his writing.
5. Make it fun : “We didn’t learn anything. We just played!” while the class contained some academics, the students were hidden well beneath a thick layer of fun. Some educators believe that kids learn best through playing such as games, quiz, hunt something around.
Name : Susilawati
ReplyDeleteClass : TBI 5 E
NIM : 181230165
Subject : ENGLISH MATERIAL DEVELOPMENT(UTS)
1. types of teaching materials
a. Prints (handouts, textbooks, modules, student worksheets, brochures, photos or pictures. The teacher can distribute printed materials to students to become physical learning materials aimed at making it easier for students even without the teacher
b. Audio (cassette, radio, compact disk)
The teacher provides learning tools to help students listen to the material through the tools provided.
c. Audiovisual (film)
The teacher provides a viewing of educational films assisted by a projector so that all students can watch it
d. interactive (interactive compact disc)
2. yes! my school applies instructional design. I reasoned that they did it because they wanted to develop a good and systematic learning.
3. According to Henry Guntur Tarigan
Henry Guntur Tarigan1 (1983: 15) in his book Speaking as a Language Skill suggests that Speaking skill is the ability to pronounce articulated sounds or words to express, say and express thoughts, ideas and feelings. The listener receives information through a series of tone, stress, and joint placement. If the communication takes place face-to-face coupled with hand gestures and facial expressions (mimics) of the speaker. So, speaking is a way of expressing thoughts or ideas that are carried out with gestures and mimics.
4. Material design in relation to research is a plan and structure of investigation made in such a way as to obtain a source of information about a material.
5. The way I develop English materials is based on songs, games and stories. because it teaches children and they are young. So the material I teach is easy, interesting and educational so that learning doesn't seem difficult and boring.
Name: Sepri Baihaqi
ReplyDeleteNIM:181230176
Class: TBI 5E
EMD
ANSWERS
1. Types of Materials
A. Informative: The teacher should informing the learner about the target language.
B. Interactive: web based learning materials and computer assisted instruction.
C. Experientals: providing teacher's experiences in learning and providing the learner with experience of the language in use.
D. Eliciting: The teacher encouraging and give a push to the learners how to use the language.
E. Instructional: The teacher guiding the learner in practising the language.
F. Exploratory: The teacher helping the learner to make discoveries about the language.
2. Textbooks in my school apply the instructional design in its selection and organization. Textbook used was created to suit the needs of students. The textbook was made by adjusting the circumstances, using components require to make the materials easier to understands for the students .
3. Social Interactionist theory
Is focuses on the pragmatics of language rather than grammar, which should come later. In this approach, the beginning speaker and the experienced speaker--be they child and adult or second-language learner and fluent speaker--exist in a negotiated arrangement where feedback is always possible. The basic appeal of this approach is the importance it places on the home and the cultural environment in early-childhood language acquisition.
4. Richard’s statement in 2005, can be interpreted as an influence in developing materials for teaching materials. Teachers should be able to apply learning not only to explain in theory, but also practice. Research or theory and material design that is linked to theory and practice link aims to build theories based on exciting theories and experimen empirically.
5. Focus on making students understand vocabulary, because it's It is the basis for the development of all the other skills. David Wilkins, a linguist argued that: “without grammar little can be conveyed, without vocabulary nothing can be conveyed.” Considering the young learners characteristics, vocabulary knowledge is important to make the students understands what words to used.
For developing English materials, We need to think why the young learner wants to know the words we teach as they are much more likely to remember them if they need them or want to use them. One way a teacher can do this is to get the learners to draw or write the words they already know and then draw or write the translation of words they want to know. This can be followed by a spot of peer teaching where learners who know the second set of words teach them to the learners who want to know them.
Name : Asifa Ramadhan
ReplyDeleteNim : 181230183
Subject : English Material Development
1a. Printed or live performance or display, or on cassette, CD-ROM, DVD or the internet :
used for learning alternatives apart from books, for watching instructional videos and so on and using the internet as a learning resource apart from teachers and books.
b. instructional or experiential
the strategic, active engagement of students in opportunities to learn through doing, and reflection on those activities, which empowers them to apply their theoretical knowledge to practical endeavours in a multitude of settings inside and outside of the classroom.
c As a competent speaker of the language, the teacher themselves can provide useful examples of language, and can also use natural input from cassettes, television, video, web sites, magazines, and books.
e. exploratory or discoveries about language use
Assign interviews to spark curiosity, Have students go solo, Incorporate data-based projects, Do a virtual dissection, Encourage mistakes and productive struggle
2.yes, they do. To make sense of the textbook within the context of wider learning environments and what function it has in relation to other teacher materials and other learning activities. a teaching tool (material) which presents the subject matter defined by the curriculum as a reference for us to learn.
3.Teachers and textbooks make use of a variety of approaches, ranging from direct approaches focusing on specific features of oral interaction (e.g. turn-taking, topic management, questioning strategies ) to indirect approaches which create conditions for oral interaction through group work, task work and other strategies (Richards 1990). Because The mastery of speaking skills in English is a priority for many second or foreign language learners. Learners consequently often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how well they feel they have improved in their spoken language proficiency. Oral skills have hardly been neglected in EFL/ESL courses (witness the huge number of conversation and other speaking course books in the market) though how best to approach the teaching of oral skills has long been the focus of methodological debate
4.A theory is an effort to clarify why understanding should be given. A theory is not just some explanation a theory comes into being when people keep and embrace a set of concepts. And practice is a way of delivering the theory. Without the theory, the practice can't place itself. We understand that experience makes better so that without interpretation, theory can not be achieved.
5.Choose British English or American English
There are many variants of English, such as British and American. Although it seems trivial, the difference between the two is quite significant. have to decide which ones to teach.
Minimize Translation
does not translate from B. Ing to Indonesian, especially local languages. Instead, use the TPR or Total Physical Response learning technique. If the students still don't understand it, use the help of flashcards, animated videos, or realia.
Focus on Active Skills
There are four skills in linguistics, namely reading, writing, listening and speaking. For lower grades, such as grade 1, focus on your listening and speaking skills. This is important because in English writing is often different from pronunciation.
Fun Learning
Apply a fun learning model. Always include methods such as games, songs, dancing, drawing, or watching interesting short videos.
Scaffolding
Name: DitaAurellia
ReplyDeleteNim: 181230185
Class: TBI V E
Mid test: English Material Development
1.Teaching-learning materials can be classified into three types
-visual aids:
Audio Aids: These aids help a teacher, especially in language teaching. For example, radio, etc.
Visual Aids:
Aids that facilitate learning by using visual organs are known as visual aids. These aids help in the attaining of Bloom's teaching objective i.e., cognitive, affective and psychomotor. For example, radio, etc.
Audio-Visual Aids:
These aids help in the attaining of Bloom's teaching objective i.e., cognitive, affective and psychomotor. For example, the LCD etc.
2. Yaa, textbooks help teacher and leaners in regard. They play a vital role in teaching-learning process. They provide the basic framework within which much of the classroom activities occur An advantage of using textbooks: Textbooks give a great contribution to the teaching-learning process both to the teachers and to learners. They offer a framework of guidance and orientation. However, apart from numerous advantages a single textbook frequently does not meet the diverse needs of the learners. Textbooks works as a fruitful resource for learners, it provides a guideline for students for the curriculum.
3. “Children in learning their first language appear to do a lot of listening is accompanied by physical response (reaching, grabbing, moving, looking, and so forth”, (Brown, 2000:57)
This means that as the case learn mother tongue, children more love physical responses such as reaching out rob, stir, see and so on before them talking. Based on the opinions linguist related to talk can the be rejected learning to speak is activities to convey message or information to others. And Mazrozikin (2010;16) states that the information technique gap is combination of techniques which one (face)? Pretend forget (loss memory), and divide information. This activity is one form of many communicate activities. This learning involves a minimum one student who has information and the other student don’t have it but need it. To get that information student who don’t have it must communicate in form certain. Skill that can development with this activity is a speaking skill.
4. Within applied linguistics the activities of those involved in developing instructional materials and those working in second language learning research and the more theoretical areas of applied linguistics are often seen to have little connection. Traditionally there has been relatively little cross over between those working in either domain. Effective instructional materials in language teaching are shaped by consideration of a number of factors, including teacher, learner, and contextual variables. Teacher factors include the teacher’s language proficiency, training and experience, cultural background, and preferred teaching style.
5. In line with children’s development and the two concepts (acquisition and learning), the teaching of English to young learners at elementary school requires situations in which the students acquire language abilities by means of acquisition rather than learning. It means that the students acquire language naturally and communicatively. the English teachers must know the kinds of language learning resources for young learners, as follows
a. Learning resources are not additional materials for pleasure but main materials which are ordered and learned as interesting activities which children usually do in their daily lives.
b. Learning resources for children must be appropriate for children’s aptitude, will, world, and so forth. Therefore, ideal English teachers to young learners are those who are familiar with English songs and games in English.
c. There must be a clear distinction between technique and resource. Songs, stories, poems, and games are resources.
NAME : FARHAN
ReplyDeleteSNR : 181230191
CLASS : TBI 5E
1. The types of english material:
1. Informative
2. Instructional
3. Experience
4. Eliciting
5. Exploration
How the teacher uses the material as teaching material
1. Informative, informing students about the language being taught or the target language, so that they can be known and can understand.
2. Instructional, guiding and teaching students to practice the language being taught, how to pronounce it and so on
3. Experience, can tell a little about his experience in using English while studying or it could be by communicating with foreigners
4. Eliciting, motivating and continuing to give encouragement to students to stay enthusiastic in learning English.
5. Exploitation, helping students develop their English so that they can and are able to find new vocabulary that they can use
2. My reason for this question is that it cannot be said to be perfect in accordance with the instructional design, because even though the textbook is in accordance with the instructional design, not all of the learning that is given by the teacher is delivered according to what is in the book, such as evaluation of learning outcomes. I never experienced it when I was in school.
3. I chose the intercultural theory, because by chance I was engaged in that field, how to improve the ability to speak English through intercultural communication, then when someone meets a different culture, a new communication will be formed that discusses their respective cultures, such as when someone meets a different culture. we interact with foreign tourists and we as residents in these tourist destinations will be indirectly required to learn the target language.
4. An explanation of Richard's (2005) statement about research / material and material design has a link, meaning that the material provided by researchers such as language understanding and language use turns out to have a lot of influence on material design that is created because it is mutually sustainable, by conveying material through design material can be conveyed visually, unify to include the number of people on one platform, and adapt to everyone's use by providing a flexible foundation so that everyone can express and work in their own way.
5. I think the way that I will use in developing my English when I teach in elementary school is to use the method of repetition and development of new things, by repeating the material and learning that I have learned I will be able to create new learning or new things. which of course will improve power skills in speaking English. and the last one is practice, because "Practice make perfect".
Name: Miftah Nur Falah (181230161)
ReplyDeleteClass: TBI V-E
Subject: EMD
1.Actually for an educator, teaching materials are main course that must be owned. Teaching materials can be in the form of information, tools and texts needed by the teacher or instructor for planning and studying lesson implementation. Easily, teaching materials are materials used by teachers or teaching and learning activity instruments.
a.Handout
Handouts are very concise learning materials, sourced from several literature that are relevant to basic competencies and the main material taught to students.
b.Textbook
Textbooks are generally written materials that present the knowledge or ideas of the author which are systematically arranged based on the applicable curriculum.
c.Module
The module is a book written with the aim that students can learn independently without or with teacher guidance.
d.Student activity sheet (Student Work Sheet)
Student activity sheets are sheets containing tasks that must be done by students. Activity sheets are usually in the form of instructions or steps to complete a task.
2.Of course in every learning process, the role of the teacher in using it as a learning resource is very important. The teacher as a facilitator should always monitor and help reveal the information and knowledge presented in the textbook through the tetrahedral model. If needed, teachers can develop and modify material with other models, either in the form of activities or other structured tasks during the learning process.
the advantage of studying textbooks is that they can be a bridge for lifelong learning. Through media such as magazines, encyclopedias or others, one can learn independently and continuously. Moreover, in an era of highly advanced information and technology like today, text-based learning is very easy to do, through the Internet and ICT.
3.Discussion
Discussion is a form of learning so that students can share their knowledge, views, and skills. The purpose of discussion is to explore different opinions or views and to explore different opinions or views and to identify possibilities. The use of the discussion method in learning allows the involvement of students in a wider interaction process. Discussion is the provision of answers to questions or serious discussions about an objective problem that comes from Latin, namely discutere, which means exposing the problem.
Discussion also means exchanging ideas in small and large groups. Meanwhile, the essence of discussion is a method for solving problems with a group thinking process. Therefore, discussion is a collaborative or coordinative activity that contains certain basic steps that must be obeyed by the entire group.
4.According to Richard’s (2005), can be interpreted as an influence in developing materials for teaching materials. Teachers should be able to apply learning not only to explain in theory, but also practice. Research or theory and material design that is linked to theory and practice link aims to build theories based on exciting theories and experimen empirically.
5.In elementary school, I will develop their English skills through learning is fun, later students can learn while playing, for example using missing song lyrics with this so that students are able to develop their listening or speaking skill.
Name : Kafiatus Syiriah
ReplyDeleteNIM : 181230173
Class : TBI 5E
1-Below are the types of teaching materials used:
-Audio Aids: It includes human voice, telephonic conversation, audio discs/tapes, gramophone records, Radio broadcast.
-Visual Aids: It includes Visual (Verbal) Print e.g. Textbook, Supplementary book. Reference books, encyclopedia, Magazine, Newspaper, Documents and Clippings, Duplicated written material, Programmed material , Case Studies/Reports.
1)Visual (Pictorial- Non Projected ).
a)Non-projected two dimensional – Here the TLM is in form of an image or picture e.g. blackboard writing and drawing Charts, Posters, Maps,Diagrams, Graphs, Photographs, Cartoons, Comic strips.
b)Non-Projected three-dimensional – This category includes three dimensional representation of the real object or phenomenon e.g. Models, Mock-up,Diorama, Globe, Relief Map, Specimen, Puppet, and Hologram.
-Visua. Here the images are projected or displayed on a screen and thus are nearer reality than visual non-projected ones e.g. Slide, Filmstrips, Over Head Projector (OHP), Microfilm,Micro card, etc.
-Audio Visual TLMs are the projected aids, which use both auditory and visual senses to enhance learning e.g. Motion Picture Film, Television, Video discs/cassettes, slide – tape presentations, Multimedia, Computer.
2- As a facilitator, the teacher should always monitor and help reveal the information and knowledge presented in the textbook through the tetrahedral model. If needed, teachers can develop and modify material with other models, either in the form of activities or other structured tasks during the learning process. the advantage of studying textbooks is that they can be a bridge for lifelong learning. Through media such as magazines, encyclopedias or others, one can learn independently and continuously. Moreover, in an era of highly advanced information and technology like today, text-based learning is very easy to do, through the Internet and ICT for example.
3-Debate can present opportunities for students to engage in using extended chunks oflanguage for a purpose, convincingly defend one side of an issue. The debate is probablymore often used in content area classrooms in ESL classrooms.Call for interaction in groups and makeuse of at least the following language functions : describing, explaining, giving and asking for information, agreeing and disagreeing.Debate is speaking class is aimed to improve students’ critical thinking and students’communication skill.
4-Theory is a series of interconnected parts or variables, definitions, and propositions that present a systematic view of phenomena by determining the relationship between variables, by determining the relationship between variables, with the intention of explaining natural phenomena. Labovitz and Hagedorn define theory as the idea of "theoretical thinking" which they define as "determining" how and why variables and relationship statements can be related.
Practice is Doing something real like what is stated in the theory in short, practice is the act of doing theory But from that theory comes a further one, namely the theory that "Theory emerges from practice". In principle, Theory is the result of Practice. Theory will be tested constantly, because of our experience or practice in the field directly.
5-Most students enjoy watching a good movie, whether at the cinema or on TV. Here are a few ideas for making use of their interest and knowledge to create some unusual activitiy.
-Ask your class if they can think of any spoken sentences that typically occur again and again in films
-Give students some thinking time to discuss possible answers in pairs then collect all their sentences on the board until you have a good number.
-Make groups with four or five students in them. Each group must now select some lines from the board and put them in an appropriate order to create a complete mini film scene.
-Each group should write down their dialogue, rehearse it and later perform their scene in front of the class.
MIDLE TEST
ReplyDeleteEnglish Material Development
Name : Muhlis
NIM : 181230186
Class : TBI-5E
Answer !
1. For an educator, teaching materials are mandatory things that must be owned. Teaching materials can be in the form of information, tools and texts needed by the teacher or instructor for planning and studying lesson implementation. Easily, teaching materials are materials used by teachers or teaching and learning activity instruments.
-Handout
Handouts are very concise learning materials, sourced from several literature that are relevant to basic competencies and the main material taught to students.
-Textbook
Textbooks are generally written materials that present the knowledge or ideas of the author which are systematically arranged based on the applicable curriculum.
-Module
The module is a book written with the aim that students can learn independently without or with teacher guidance.
Student activity sheet (Student Work Sheet)
Student activity sheets are sheets containing tasks that must be done by students. Activity sheets are usually in the form of instructions or steps to complete a task.
2. In every learning process, the role of the teacher in using it as a learning resource is very decisive. In class, teachers are not only a small part of the learning process. The information and knowledge conveyed by the teacher to students using the media of pictures, symbols or graphics greatly influence the effectiveness of learning.
As a facilitator, the teacher should always monitor and help reveal the information and knowledge presented in the textbook through the tetrahedral model. If needed, teachers can develop and modify material with other models, either in the form of activities or other structured tasks during the learning process.
3. Discussion
Discussion is a form of learning so that students can share their knowledge, views, and skills. The purpose of discussion is to explore different opinions or views and to explore different opinions or views and to identify possibilities. The use of the discussion method in learning allows the involvement of students in a wider interaction process. Discussion is the provision of answers to questions or serious discussions about an objective problem that comes from Latin, namely discutere, which means exposing the problem.
4.Theory is a series of interconnected parts or variables, definitions, and propositions that present a systematic view of phenomena by determining the relationship between variables, by determining the relationship between variables, with the intention of explaining natural phenomena. Labovitz and Hagedorn define theory as the idea of "theoretical thinking" which they define as "determining" how and why variables and relationship statements can be related.
Practice is Doing something real like what is stated in the theory in short, practice is the act of doing theory But from that theory comes a further one, namely the theory that "Theory emerges from practice". In principle, Theory is the result of Practice. Theory will be tested constantly, because of our experience or practice in the field directly. Theories are never fixed, let alone theories about humans or society. Society and people change, so the theory will change too.
5. Teaching English should also take the same approach we use when teaching family languages. Let the child experience the right language atmosphere, according to the context Therefore, when teaching English to elementary school children, later we will find language learning for low-grade and high-grade language learning, with different approaches.
So, in learning English, children must be able to listen to the words that are spoken correctly by the teacher, so that when children imitate what the teacher says, they pronounce it correctly too. The wrong pronunciation and imitation by the child, will result in the child always mispronouncing certain words. It is better before teaching children, the teacher ensures that the words to be conveyed to the children are correct.
Name : Maria Ulfah El Rahman
ReplyDeleteNIM : 181230182
Class : TBI 5E
Answer :
1. Types of Teaching-Learning MaterialsTeaching-learning materials are of various types and are classified in various ways.
a. Audio and Video TLMs – Audio and video TLMs are primarily made use of in school as well as in higher educational institutions. Audio TLMs include, human voice, telephonic conversation, audio discs, tapes, gramophone records and radio broadcast.
B. Textbooks – The textbooks are the methods of imparting basic knowledge to the students in terms of the concepts. These are written by authors for the learners to help them learn new things.
C. Maps – Maps are normally made use of to find way to a new place. Google maps are used to a major extent to find one’s ways round the places. Maps are the scaled down representations of the real earth on the surface of the paper.
D. Charts – A chart is a diagrammatic representation of a system, process, and historical sequence of the event. It is a visual representation that is used to summarise, illustrate, compare and contrast and communicate the subject matter in a coherent manner. Through charts, the students are able to acquire an efficient understanding of the concepts
E. Poster, Models, Overhead Projector and Power point slides
F. Other reading materials ( articles, documents, reports, assignments, projects, newspapers, magazines and books that are used to augment understanding of concepts, as well as generate awareness among individuals regarding various aspects.)
2. Of course, they do. To help teachers and learners in this regard. They play a vital role in the teaching-learning process. They provide the basic framework within which much of the classroom activities occur and also give every child the best possible opportunities for learning.
3. Speaking is one of four basic skills in learning foreign language besides listening, reading and writing. Normally, learners in an EFL context do not use the language in authentic situations. They possess inability in communicating appropriately and correctly. This leads to learners' lack of self-confidence and avoidance when communicating with native English speakers.
4. Many teacher educators and researchers, on the other hand, believe that (research-based) theory is more important, and should be used and implemented by practitioners. the role of materials (particularly textbook) in language teaching as a resource - for presentation materials;activities for learners practice and communicative interaction;for learners on grammar, vocabulary, pronunciationstimulation and ideas for classroom activities;a support for less experienced teachers
5. When develop materials, teachers need to consider a number of factors. By taking time to consider educational goals—and ways to create and deliver materials appropriate to the specific body of students being taught—teachers will be more successful in creating quality teaching material that promotes learning.
Name: Ikhwan Shafwan P
ReplyDeleteNim: 181230135
Class: TBI 4 D
MK: UTS EMD
1. Of Materials
. Print: Textbooks, Pamphlets, Handouts, Study Guides, Manuals A Teacher Must Help Students To Understand The Existing Manual, Such As Helping Him Read Or Explain.
Audio: Cassettes, Microphone, Podcast Visual Charts, Real Objects, Photographs, Transparencies. A Teacher Tunes The Audio And Then Instructs The Students To Listen To It And Observe It
Audio Visual: Slides, Tapes, Films, Filmstrips, Television, Video, Multimedia. A Teacher Displays And Provides An Explanation Of The Audio Visual That Is Distributed To Students.
Electronic Interactive: Computers, Graphing Calculators, Tablets. A Teacher Must Help His Students To Be Able To Master Electronic Interactive, Then Provide Material Through The Media
2.Textbooks Are A Key Component In Most Language Programs. Therefore My School, Too, Made Textbooks In The Learning Material Being Taught, This Can Be Seen From The Following Characters;
Observation:
Classroom Visits To See How Teachers Use Textbooks And To Find Out How Materials Influence The Quality Of Teaching And Interaction That Occurs In A Lesson.
Feedback Sessions:
Group Meetings In Which Teachers Discuss Their Experience With Textbooks.
Written Reports:
The Use Of Reflection Sheets Or Other Forms Of Written Feedback In Which Teachers Make Brief Notes About What Worked Well, What Didn't Work Well, Or Give Suggestions On Using The Materials
Reviews:
Written Reviews By A Teacher Or Group Of Teachers On Their Experiences With A Set Of Materials And What They Liked Or Disliked About Them.
Students' Reviews:
Comments From Students On Their Experience With The Materials.
3. Social Interaction Theory
Based On Principle That Communication Interaction Plays A Central Role In Children's Acquisition Of Language.
Children's Language Development Is Strongly Tied To:
Children's Appreciation Of Others' Communicative Intentions
Sensitivity To Joint Visual Attention
Desire To Imitate Others' Behaviors And Speech.
Important Concepts:
Infant-Directed Talk (Motherese)
Coordinating Attention (Pointing)
Parent-Child Communication Routines (Scripts)
4. Language Teaching Must Use Theory And Practice, Which One Comes First?
If As A Beginner, What Must Be Taught Is Practice As A Reference Then Given The Theory Of Linguistic Theory In Practice In Order To Understand What The Learners Say. Because The Language Uses The Brain And Mouth If It Is Learning. Generally Yes All Parts Of The Body Can Be Used To Speak
Make Real Communication The Focus Language Learning
Provide Opportunities For Students To Experiment And Try What They Know
Be Tolerant Of Student Mistakes Because They Show That The Learner Is Building Communicative Competence.
5.In My Opinion, When I Want To Develop Subject Matter In Elementary School, I Have To Make The Atmosphere Fun First So That The Children I Teach Feel Comfortable With The Material I Provide, By Mixing It With Games Based On The Material We Provide To They. That Way The Children I Teach Will Understand The Material Easily.
Name : Tubagus Weshanuddin
ReplyDeleteNIM : 171230156
class :TBI 7E
Course : English Material Development
types of materials and how does a teacher use each type for his/her teaching
• Informative
informing the learners about the target language.
• Instructional
guiding the learner in practicing the language.
• Experiental
providing the learner with experience of the language in use.
• Eliciting
encouraging the learner to use the language.
• Exploratory
helping the learner to make discovery about the language
Teacher can use the type with :
• Identify an opportunity within your daily instruction to gather the information;
• Reflect on the evidence. Identify gaps between your students’ current performance and expected goals. Also note students who are performing well above and/or beyond expectations;
• Consider next steps. Decide how you will use this information to adjust your instruction. Use “learning progressions” (specific steps or sub-goals that lead to your target goal) to clearly articulate the next-steps for students. See examples below for guidance in this area. This information will provide the foundation for differentiated instruction ; and,
• Encourage student involvement in recognizing and celebrating their learning. Promote your students’ engagement in and reflection about what they are learning by asking them to share what they learn each day and encouraging them to take pride in their accomplishments. Consider how you might provide productive feedback to build confidence.
2. Yes, because textbook that use Instructional design is important, because the purpose of instructional design in learning is to identify who is the target of learning, analyze the abilities, knowledge and behavior of the learners.
This is certainly very useful in being able to produce a learning process that is more effective, simple and contextual so that it is better understood by learners.
3. Intercultural theory
Because intercultural communication can be understood via the same basic variables and processes used to describe other forms of communication.
Intercultural communication means communication across different cultural boundaries. This means that, when two or more people with different cultural backgrounds interact and communicate with each other or one another, intercultural communication is said to have taken place. For example, communication between Fulani and Tiv cultural groups is an intercultural communication, because, it occurs across cultural boundaries. Intercultural communication can thus be defined as „the sharing of information on different levels of awareness and control between people with different cultural backgrounds, where different cultural backgrounds include both national cultural differences and differences which are connected with participation in the different activities that exist within a national unit‟ (Jens Allwood, 1985).
4. Theory is the result of Practice. Theory will be tested constantly, because of our experience or practice in the field directly. Theories are never fixed, let alone theories about humans or society. Society and people change, so the theory will change too. so therefore theory and practice are interconnected
5. develop the use of the surrounding environment as a means of student learning
Accustom them to practice speaking English every day. The way to communicate with them is using simple English every time they meet. So that indirectly this makes them accustomed to using English in their daily life.