Kamis, 24 Juli 2014
Textbook Analysis (Developing English for Grade XII Senior High School) PPT
http://www.slideshare.net/Ekayani_5/textbook-analysis
THINK PAIR SHARE
THINK PAIR SHARE
PART I. DEFINITION OF
THINK PAIR SHARE
The Think-Pair-Share strategy is a three-step collaborative
learning structure developed by Dr. Frank Lyman in 1981. It is a
relatively low-risk and is ideally suited for instructors and students who are
new to collaborative learning. Each component is equally important in the
process and shouldn’t be short-changed. This technique is used by teachers to promote individual,
small group, and whole group learning and discussion. Student are given a topic
in which they "THINK" about individually. Then they "PAIR" with
a partner and discuss what each other were thinking. Finally they "SHARE" their
ideas on the topic with the entire class. The Think Pair technique is designed
to differentiate instruction by providing students time and structure for
thinking on a given topic, enabling them to formulate individual ideas and
share these ideas with a peer. This learning strategies promotes classroom
participation by encouraging a high degree of pupil response, rather than using
a basic recitation method in which a teacher poses a question and one student
offers a response. Additionally, this strategy provides an opportunity for all
students to share their thinking with at least one other student which, in
turn, increases their sense of involvement in classroom learning. Think Pair
Share also be used as in information assessment tool; as students discuss their
ideas, the teacher can circulate and listen to the conversations taking respond
accordingly.
In this technique, a problem is posed, students have time to
think about it individually, and then they work in pairs to solve the problem
and share their ideas with the class. Think Pair Share is easy to use within a
planned lesson, but is also an easy technique to use for spur-of-the-moment
discussions. This technique can be used for a wide variety of daily classroom
activities such as concept reviews, discussion questions, partner reading,
brainstorming, quiz reviews, topic development, etc. Think Pair Share helps
student develop conceptual understanding of a topic, develop the ability to
filter information and draw conclusions, and develop the ability to consider
other points of view.
Think Pair Share
is a cooperative learning technique that encourages individual participation
and is applicable across all grade levels and class sizes. Think-Pair-Share is
a cooperative learning strategy, which allows students to think about a
question, idea, issue, or notion, and share their thoughts with partners before
discussion in a small group (http://www.learnnc.org/lp/editions/linguafolio/5794)
. It is a simple technique, effective from early childhood through all
subsequent phases of education. It develops skills of sharing information,
listening, asking questions, summarizing others’ ideas, and paraphrasing. Furthermore,
Think Pair Share has the useful aspects of a quiz (putting ideas) into your own
(arguing) without nuisance and irrelevance of grades. During lesson in which
teachers are lecturing or demonstrating, they often ask question to teach
comprehension.
Think
Pair Share Strategy is one of method that is taught by the teacher, in which
the students work together in a group of the classroom to reach a purpose
together. It also called team work or working in a group just like discussion.
It means that every student work in a group and also should be active in the
class room. The teacher give the topic, after that the students discuss the
topic and then share the idea and information in group and finally entire in
the class. This technique also gives the chances to the students to express
their own ideas and opinions and we are as a teacher can reach all aspect of
competence well. Think Pair Share Strategy gives the students helps students’
chances to work alone and work in group. It is involves three steps of
cooperative structure, namely thinking, pairing and sharing. During the first
step individuals think silently about a question posed by the instructor.
Individuals pair up during the second step and exchange thoughts. In the third
step, the pairs share their responses with other pairs, other teams, or the
entire group (Lyman 1981).
PART II THE STEPS, LEVEL AND IMPLEMENTATION THINK
PAIR SHARE IN READING COMPREHENSION.
Reading
is an important activity in every language. Reading is only incidentally
visual, the reader then contributes more information by the print on the page
(Brown 2001:299). Reading enables people to find out information from a variety
of texts, written or printed information from newspapers, magazines,
advertisements, and brochures. In
reading activity, we are not only reading the text, but also trying to
understand what we are reading. Leipzig (2001) states that reading requires
words recognition, comprehension, and fluency. To understand all types of
information in an array of the texts, it requires not only the reading
activity, but also ability to understand the content. In addition, he states
that without the ability to understand the text content, one is not able to
absorb or comprehend a lot of information quickly, accurately, and easily. This
technique can apply in all level education, elementary school, junior high
school, or senior high school. TPS
strategy includes three steps, namely, thinking, pairing, and sharing (Lyman,
in Arends: 1997). In the thinking step the teacher poses a question or issue
associated with the lesson and asks students to spend a minute thinking alone
about the answer or the issue. Students need to be taught that talking or
walking about is not part of thinking time. In the pairing step the teacher asks students to
pair off and discuss what they have been thinking about. Interaction during
this period could be sharing answers if a question is posed or sharing ideas if
a specific issue is identified. Normally, teachers would allow no more than 4
or 5 minutes for pairing. In the sharing step the teacher asks the pairs to
share with the whole class what they have been talking about. It is effective
to simply go around the room from pair to pair and continue until about a
fourth or a half of the pairs have had a chance to report. In Junior High
School this technique is good to helps students in reading activity because
students are not only reading the text, but also trying to understand what they
are reading. To apply this technique in
the classroom, teacher can
1. Explain strategy to students. Before beginning the lesson, the teacher
explains the Think Pair Share strategy: Students will have partners with whom
they will exchange ideas during the lesson, whenever the teacher signals them
to do.
2. Form Partnership. The
teacher forms partnerships, using a simple pairing scheme, for example, having
students count off in duplicate – 1,1; 2,2; 3,3; 4,4; and so on. If necessary,
the last group may be a three or the teacher may take partner. With students seated in teams of 4, have them
number them from 1 to 4.
3. Pose question; direct to “think”. At appropriate points during the lesson,
the teacher poses a question and calls
for a short “think-time,” perhaps ten seconds or more, depending on the nature
of the question. During this think time, students must remain silent, forming
their own answers. (Example: Which
room in our school is larger, the cafeteria or the gymnasium? How could we find
out the answer?) Give students at least
10 seconds of think time to THINK of their own answer. (Research shows that the
quality of student responses goes up significantly when you allow "think
time.")
4. Using student numbers, announce discussion partners. (Example: For
this discussion, Student #1 and #2 will be partners. At the same time, Student
#3 and #4 will talk over their ideas.)Ask students to PAIR with their partner
to discuss the topic or solution.
5. Finally, randomly call on a few students to
SHARE their ideas with the class.
The final step
of Think Pair Share has several benefits to all students. They see the same
concept expressed in several different ways as different individuals finds
unique expression for an answer to the question. Moreover, the concepts
embedded in the answer are in the language of the textbook or teacher. Teachers may also ask students to write or
diagram their responses while doing the Think-Pair-Share activity. Think, Pair,
Share helps students develop conceptual understanding of a topic, develop the
ability to filter information and draw conclusions, and develop the ability to
consider other points of view.
Hints and Management Ideas
- Assign Partners -
Be sure to assign discussion partners rather than just saying "Turn
to a partner and talk it over." When you don't assign partners,
students frequently turn to the most popular student and leave the other
person out.
- Change Partners -
Switch the discussion partners frequently. With students seated in teams,
they can pair with the person beside them for one discussion and the
person across from them for the next discussion.
- Give Think Time -
Be sure to provide adequate "think time." I generally have
students give me a thumbs-up sign when they have something they are ready
to share.
- Monitor Discussions - Walk around and monitor the discussion stage.
You will frequently hear misunderstandings that you can address during the
whole-group that discussion that follows.
- Timed-Pair-Share -
If you notice that one person in each pair is monopolizing the
conversation, you can switch to "Timed-Pair-Share." In this
modification, you give each partner a certain amount of time to talk. (For
example, say that Students #1 and #3 will begin the discussion. After 60
seconds, call time and ask the others to share their ideas.) Rallyrobin
- If students have to list ideas in their discussion, ask them to take
turns. (For example, if they are to name all the geometric shapes they see
in the room, have them take turns naming the shapes. This allows for more
equal participation.) The structure variation name is Rallyrobin (similar
to Rallytable, but kids are talking instead of taking turns writing).
- Randomly Select Students - During the sharing stage at the end, call on
students randomly. You can do this by having a jar of popsicle sticks that
have student names or numbers on them. (One number for each student in the
class, according to their number on your roster.) Draw out a popsicle
stick and ask that person to tell what their PARTNER said. The first time
you do this, expect them to be quite shocked! Most kids don't listen well,
and all they know is what they said! If you keep using this strategy, they
will learn to listen to their partner.
- Questioning -
Think-Pair-Share can be used for a single question or a series of
questions. You might use it one time at the beginning of class to say
"What do you know about ________ ?" or at the end of class to
say "What have you learned today?"
PART III THE STEPS, LEVEL AND IMPLEMENTATION THINK
PAIR SHARE IN WRITING SKILL.
Writing is a
process of formulating and organizing ideas in right words to deliver the aim
and present them on a piece of paper. According to Jones in R. Cooper and Odell
(1977:33) writing is synonymous with discourse, and discourse is discussed in
terms of its aims, it relate to the function of language, and in terms of its
feature, which are the separate elements, devices, and mechanism of language.
On the other hand,
Reinking, Hard and Osten (1993:188) state that writing is a way of
communication and of course communicates all the time. And then Deporter and
Heracki (2002:179) explain that writing is a whole brain activity, which use
bright brain side (emotion) and left-brain side (logic). Although right and
left-brain sides are used in writing, right brain side has a big position
because it is a place, which appears new ideas and emotion. To state that,
writing is a whole brain activity to formulate and organize ideas in right
words to deliver and communicate the aims to the reader and present it on a piece
of paperWriting is one of the most powerful communication tools we use today
and for the rest of our life. Writing is one way making meaning from experience
for us and others. It is process of transforming thoughts and ideas into
written form. There are many types genre of writing such as recount, narrative,
procedure, descriptive, and news item in the context daily life.
According to Hylan
(2002), Writing is central to our personal experience and social identities,
and we are often evaluated by our control on it. Writing is a productive skill.
It is very useful for students because it can convey their message through
their minds in the written form. Writing involves transferring a message from
our thoughts using language in the written form and it is a communicative
competence that must be read and comprehended in order to communicate.
Writing skill is
complex and difficult to teach, many students think that writing is complicated
to study. It makes the assumption that writing maybe considered as the most
difficult of the language skill. Writing has always had problem which put
students into trouble as shown by errors made in both the organizing of the
composition and the language so the students’ writing topic cannot be stated
correctly. Think-pair-share strategy is a three step structure in which
students “Think” individually about the question posed by the teacher (step1);
“Pair” up with a neighboring student and discuss their ideas together (step 2);
“Share” the ideas discussed in pairs with the entire class (Step 3). This is a
great way to motivate students and promote higher-level thinking. By using
Think-pair-share strategy, students are able to write the text well. In other
words, think-pair-share strategy is one of cooperative learning, which gives a
chance for students to write as implementation. Writing is a very essential
capability for being mastered by students; writing is also an excellent
communication tool. Through writing, each person is able to convey feelings,
ideas, and announcements to others. Sharples
(1999:8)
actually, writing is an opportunity; it allows students to express something
about themselves, explore and explain ideas. Student can convey their ideas in
their mind by organizing them into a good text so that the others easily know
them and they can think critically. Therefore, learning is very significant to
improve writing skill in particular learning of English in Indonesia because
the writing is a process of transformation of thoughts and ideas into tangible
forms of writing. In addition, many people choose writing as a means of
effective and efficient communication of information to be conveyed in some
ways like posting letters, business letters and important information in a
company's product.
This
technique can apply in all level of education, elementary school, junior high
school, or senior high school. But in this chance I choose junior high school
as the grade that I use to apply Think Pair Share technique. Think Pair Share
(TPS) is one of the Cooperative Learning techniques which poses a challenging
or open-ended question and gives students a half to one minute to think about
the question. Students then pair with a collaborative group member or neighbor
sitting nearby and discuss their ideas about the question for several minutes.
Furthermore, Lyman Proposed Think Pair Share (TPS) in 1981. She stated that TPS
is short collaborative learning structure and minimum risk, in addition is
appropriate technique for teachers and learners who are beginner to
collaborative learning (www.wcer.wisc.edu). It is designed to motivate the
students to tackle and succeed at problem which initially beyond their ability.
It is based on the simple nation of mediated learning. Obviously, one
alternative to solve the problem of writing descriptive paragraph is by
applying TPS.
The
think, pair, share strategy is a cooperative learning technique that encourages
individual participation and is applicable across all grade levels and class
sizes. Students think through questions using three interesting parts:
1.
Think:
Students think independently about the question that has been posed, forming
ideas of their own.
2.
Pair:
Students are grouped in pairs to discuss their thoughts. This step allows
students to articulate their ideas and to consider those of others.
3.
Share:
Student pairs share their ideas with a larger group, such as the whole class.
Often, students are more comfortable presenting ideas to a group with the
support of a partner. In addition, students' ideas have become more refined
through this three-step process (www.teachervision.fen.com).
On the other
hand, Think-Pair-Share is a strategy designed to provide students with “food
for thought” on a given topics enabling them to formulate individual ideas and
share these ideas with another student. It is a learning strategy developed to
encourage student classroom participation. Rather than using a basic recitation
technique in which a teacher poses a question and one student offers a
response, Think-Pair-Share encourages a high degree of pupil response and can
help keep students on task.
The Steps of
Think Pair Share
1.
With
students seated in teams of 4, have them number them from 1 to 4.
2.
Announce
a discussion topic or problem to solve. (Example: Which room in our school is
larger, the cafeteria or the gymnasium? How could we find out the answer?)
3.
Give
students at least 10 seconds of think time to THINK of their own answer.
(Research shows that the quality of student responses goes up significantly
when you allow “think time.”)
4.
Using
student numbers, announce discussion partners. (Example: For this discussion,
Student #1 and #2 is partners. At the same time, Student #3 and #4 will talk
over their ideas.)
5.
Ask
students to PAIR with their partner to discuss the topic or solution.
6.
Finally,
randomly call on a few students to SHARE their ideas with the class.
Teachers may
also ask students to write or diagram their responses while doing the
Think-Pair-Share activity. Think, Pair, Share helps students develop conceptual
understanding of a topic, develop the ability to filter information and draw
conclusions, and develop the ability to consider other points of view.
PART IV.
STRENGTH AND WEAKNESSES OF THINK PAIR SHARE
Strength :
§ Students more comfortable and find it easier to get in a discussion
with person next to them rather than a table group
§ Students are motivated to learn as they enjoy the socializing
component.
Weaknesses :
§ Time consuming
§ Hard to assist all trainers during
the discussion since they have so many groups
§ Can be very noisy
PART V. CONCLUSION
Based on the
explanation above, we can conclude that Think Pair Share is a good technique of
cooperative learning by providing students an opportunity to actively help each
other build comprehension and skill. It is a learning strategy developed to
encourage student classroom participation. Rather than using a basic recitation
technique in which a teacher poses a
question and one student offers a response, Think-Pair-Share encourages a high
degree of pupil response and can help keep students on task.
MURDER TECHNIQUE
MURDER TECHNIQUE
PART
I. DEFINITION OF MURDER TECHNIQUE
MURDER
is one of the types of cooperative learning techniques. MURDER technique was
introduced by Hythecker, Dansereau, and Rocklin. The word MURDER stands for
Mood, Understand, Recall, Detect, Elaborate, and Review. This technique is done
in pairs or group. Moreover Hythecker, Dansereau, and Rocklin say that the
implementation of MURDER technique leads to better performance and more
effective than that produced by students using their typical study methods. In
this technique, the students can encourage themselves to process the content of
material with different goals for each steps. MURDER study asks students to
collaborate to perform the thinking tasks or summarizing and elaborating on
reading material. The “M” in MURDER stand for “mood”, the first step in which
the individual should attempt to find a time and place that set a positive
mood. This will allow the individual to study more effectively, because an
individual will usually not be able to read effectively if he or she is in an
environment that is distracting or just generally irritating. The “U” in MURDER
stand for “understand”, which the individual marks any information in the text
that he or she does not understand by circling it, highlighting it, or simply
drawing a question mark next to it. The “R” in MURDER stands for “recall” which
the individual should attempt to paraphrase and note everything that he or she
leaned from the section that he or she just went over. The “D” in MURDER stand
for “digest/detect”, suggests that the individual should go back over each
topic that he or she marked earlier and reread that material in an attempt to
understand that material better. The “E” in MURDER stand for
“expand/elaborate”, suggests that the individual should go back and start
asking and attempting to answer questions about the specific topics that he or
she still does not understand even after completing the digest step. The “R” in
MURDER stands for “review” all of the material that the individual actually
does understand in order to refresh material in the individuals mind .There are
two objectives of the MURDER script. First, learners are supposed to acquire
knowledge about text content. Second they are supposed to acquire text-learning
strategies. These strategies include cognitive skills such as explaining and
meta cognitive skills such as monitoring. In accordance with these objectives,
MURDER increases learners‟ engagement in cognitive and meta cognitive
activities. As an example for cognitive activities, learners are supposed to
engage in explaining.
PART II. THE STEPS, LEVEL AND IMPLEMENTATION MURDER
IN LISTENING COMPREHENSION.
The
MURDER technique can be used or can be collaborated into all the skill, they
are reading, listening, speaking and writing. But I choose two skill to apply
this technique, listening and reading.
1.
Listening.
Listening is the
ability to identify and understand what others are saying. This involves
understanding a speaker’s accent or pronunciation, his grammar and his
vocabulary, and grasping his meaning. Listening is often confused with
hearing. Hearing is simply the act of
perceiving sound by the ear. If you are not hearing-impaired, hearing simply
happens. Listening, however, is
something you consciously choose to do. Listening requires concentration so
that your brain processes meaning from
words and sentences. Listening leads to learning. While hearing is a biological
process that can be scientifically explained, listening is a neurological
cognitive regarding the processing of auditory stimuli received by the auditory
system. Hearing is always occurring, most of the time subconsciously. Listening
is the interpretative action taken by the listener in order to understand and
potentially make meaning out of the sound waves.
Listening is the
foundation of language. Listening is an integral part of the reading process.
It helps to build vocabulary, increase fluency and aid in comprehension.
Supporting reading through listening enables students to build skills and
access curriculum at their grade level. We teach listening because listening is
very important to improves
relationships, improves our knowledge, improves our understanding, can save money, exchange information, enjoy
yourself, and share the feelings. And we teach listening to prepare our
students for these situations :
-
Attending
a lesson or a lecture. The aim of this activity is to understand the main
concept and to be able to distinguish the main information.
-
Listening
to announcements, news and weather forecast. In this situation listener’s
objective is to get relevant information.
-
Listening
to live situation in which one takes no part. This type of situation is usually
connected with eavesdropping. The person listening to the conversation is
usually unaware of the context so that he or she cannot interfere into the
conversation.
-
Listening
to or watching plays, watching TV or listening to a radio for pleasure.
-
The
aim of this activity is to entertain oneself.
-
Listening
to someone giving a speech. The listener is often interested in views and
attitudes of the speaker.
-
Following
the instructions. The listener’s objective is to accomplish the task
successfully .
For
example in junior high school.
a.
In
the implementation, teacher set the mood of students by relaxation and focused
on the task group. Teacher giving interesting information about phenomena like earthquake.
This activity is done at the beginning of the lesson or apperception. Teacher
gives motivation to the students so that students’ enthusiastic be increased.
Most of the students raise their hand and attempt verbal expression to the
problems posed by teachers, because these problems indeed close to life
day-to-day. This activity makes good the mood of students to participate in
future learning. In addition, teachers also deliver learning objectives, so that
students feel the material lessons learned have benefits for themselves.
b.
At
the Understand stage, students given the opportunity to form understanding
independently with listen the material that read by the teacher. This activity
done by each pair of students. In this stage students are not only acts as a
receiver of information in the learning activities, but students construct
their comprehension about what they heard. And teacher gives exercises to the
students and this stage students are actively exploring knowledge
independently.
c.
In
Recall activity each pairs of students discus about the exercises that given by
the teacher before. One of students express their opinion and other write down
the task. More interactive collaboration of students in the group, the results
of student evaluations at the end learning even more good.
d.
In
Detect, students are required to examine the delivery of responsive material
and information carefully. In this stage the student may submit opinions or if
there are questions.
e.
In
the Elaborate stage, teachers provide an opportunity for group renderer to
respond and provide objections related to the question of other group members
in detect activity.
f.
The
last stage of learning activities is Review stage. In this stage, students
under the guidance of the teacher summarizes learning outcomes that have been
studied.
PART III. THE STEPS, LEVEL AND IMPLEMENTATION MURDER
IN READING COMPREHENSION.
Reading.
Reading
is the process of constructing meaning in transaction with texts and not simply
the ability to recall what was directly stated in the text. Meanwhile
comprehension is the goal of both reading and listening. Successful
comprehension enables readers (or listeners) to acquire information, to
experience and be aware of other worlds (including fictional ones), to
communicate successfully, and to achieve academic success. Reading
comprehension is a complex activity where the reader can get knowledge from the
text both of information or message and new vocabularies; furthermore, to
understand text the reader need to find out the meaning or the correlation
between the sentences that establish in the whole text. They can retell again
the information that they have read depend on their knowledge, culture and
background. Finally, there are a lot of benefits that the reader can get from
reading. If we read a lot of books, magazines, articles, and many things you
can get a lot of knowledge and information from it. The
habit of reading can add to the information available on various topics. It
also helps the readers to stay in-touch with contemporary information and makes
them sensitive to global issues and helps them catch in hand what is going on
around them. Generally, reading texts are good sources and wealth choices for
self improvement and motivation. They have a great contribution towards
proficient achievement. In addition, they are informational and reliable for
what we may query for a long time without satisfactory answers. Students need
to read both complex text and a lot of text. According to Adams (2009), “To
grow, our students must read lots, and more specifically they must read lots of
„complex‟ texts that offer them new language, new knowledge, and new modes of
thought”. Reading is like every other human activity in that the amount of
practice really matters, especially the amount of reading done while reading
proficiency is being developed. Ensuring that students are given example
opportunities to read a variety of materials in a variety of ways increases
their motivation because teachers can tap into students‟ interests and give
students enough practice for reading proficiency to develop.
For example in
Senior High School.
a.
Mood.
The students are ask to set their proper mood. A pair of students sets a
relaxed purposeful mood before beginning their work. They make sure they are
clear on the procedure to follow and engage in a little chit-chat.
b.
Understand.
The students are ask read silently each section for understanding the general
idea of the text. A reading passage ( or section from a text ) has been divided
into sections. ( The teacher can do this or students can use natural breaks in
the passage, such as chapter sections ). Each student read the first section
silently.
c.
Recall.
The students (one member of the pair) are asked to recall the information or
key ideas of the text without looking at
the text. Without looking at the text, one member of the pair acts as a
recaller who summarizes the key ideas of the section.
d.
Detect.
The other partner looks at the text, detect any errors, omissions, or
unnecessary information in the summary and discusses these with the recaller.
The role of recaller and detector rotate for the next section.
e.
Elaborate.
Both students elaborate on the ideas in the section. The types of elaboration
include the following :
1.
Connections
with other things the students have studied.
2.
Links
between the section and students’ lives.
3.
Addition
of relevant information not included in the section.
4.
Agreements
or disagreements with the views or ideas expressed the section.
5.
Reaction
to the section such as surprise, gladness, or anger.
6.
Applications
of the ideas and information.
7.
Questions
either about things not understood or questions sparked by the section.
f.
Review.
When the entire text has been completed, the pair combines their thought to
summarize the entire text.
PART IV STRENGTH AND WEAKNESSES OF MURDER TECHNIQUE
This
technique has strength and weaknesses when applying in teaching learning
process.
-
Strength
1.
Making
the students can work together to share what they have learned to their friend.
2.
Research
on the MURDER technique suggests that they increase comprehension and recall.
Several elements of the technique may account for this:
a.
working
with someone else may help keep students on task,
b.
talking
about the text may help recall and comprehension,
c.
identifying
main ideas may help recall and comprehension,
d.
the
detecting step gives an opportunity to correct misunderstandings,
e.
the
elaborations may help connection the ideas in the texts with readers’ lives and
give them an opportunity to raise questions,
f.
the
review step may help put each section into a large overview,
g.
the
repetition involved in the various steps may aid recall.
3.
This
technique can be used for all the skills (reading, listening, speaking and
writing) so all the skill can be taught.
4.
Small
group (in pairs) can have quality discussion because if the students work in
pair they will more focus in study and also each member of the group will pay
attention to check his/her friend understanding.
5.
Making
positive interdependence (sink or swim together) its mean that each group
member’s efforts are required and indispensable for group success and also each
group member has a unique contribution to make to the joint effort because we
know everyone have difference skill, ideas so they can contribution what they
know to make their group can reach the goal.
The murder
technique also has its weakness, such as:
1.
It
can make the class little bit noisy because all the students have to speak with
their partner alternately to summarize the key ideas of the reading passage in
order his/her partner can detects any errors, omissions, or unnecessary
information.
2.
This
technique will take a longer because there are many steps that the students
have to done such as: first read the reading passage and then the students as
recaller to summarize the key ideas with the member, and the other member has
to detect any error from what his/her friend said, and then elaborate the idea
and the last the students have to combine their thoughts to summarize the
entire text (write down the conclusion).
3.
The
group setting should be heterogeneous based on the students’ characteristics,
and it should be not too big of each group.
4.
The
wrong choice of choosing the member of each group will make conflict among the
members that will not promote better learning.
5.
The
students will not succeed if they cannot work well together.
6.
The
technique does not work due to students’ passivity.
PART V CONCLUSION
Based on the explanation above, we
can conclude that MURDER as an alternative technique in teaching
learning process. It may improve the teacher’s capability to conduct teaching
learning activity appropriately. Moreover, this technique will encouraged
students to communicate with each others and with the teacher in the classroom.
So, they can work together and it is useful for their socialization and
communication. The students also will able to improve their ability. They can
be more active in the class and be more skillful in understanding an English
lesson because they have been trained to learn effectively using MURDER
technique.
Selasa, 08 Juli 2014
Listening
NAME :
NI WAYAN EKAYANI
NPM :
4512
LISTENING
Listening is the ability to identify and
understand what others are saying. This involves understanding a speaker’s
accent or pronunciation, his grammar and his vocabulary, and grasping his
meaning. Listening is
often confused with hearing. Hearing is simply the act of perceiving sound by the ear. If you
are not hearing-impaired, hearing simply happens. Listening, however, is something you consciously choose
to do. Listening requires concentration so that your brain processes meaning from words and sentences.
Listening leads to learning. While hearing is a biological process that can be
scientifically explained, listening is a neurological cognitive regarding the
processing of auditory stimuli received by the auditory system. Hearing is
always occurring, most of the time subconsciously. Listening is the
interpretative action taken by the listener in order to understand and
potentially make meaning out of the sound waves.
Listening is the
foundation of language. Listening is an integral part of the reading process.
It helps to build vocabulary, increase fluency and aid in comprehension.
Supporting reading through listening enables students to build skills and
access curriculum at their grade level. We
teach listening because listening is very important to improves relationships, improves our knowledge, improves our understanding, can save money,
exchange
information, enjoy yourself, and share the feelings. And we teach listening to
prepare our students for these situations :
-
Attending a lesson or a lecture. The aim of this
activity is to understand the main concept and to be able to distinguish the
main information.
-
Listening to announcements, news and weather forecast.
In this situation listener’s objective is to get relevant information.
-
Listening to live situation in which one takes no part.
This type of situation is usually connected with eavesdropping. The person
listening to the conversation is usually unaware of the context so that he or
she cannot interfere into the conversation.
-
Listening to or watching plays, watching TV or listening
to a radio for pleasure.
-
The aim of this activity is to entertain oneself.
-
Listening to someone giving a speech. The listener is
often interested in views and attitudes of the speaker.
-
Following the instructions. The listener’s objective is
to accomplish the task successfully .
Teacher’s
difficulties in teach listening are :
-
For a student of a foreign language, accurate and
intelligent listening is a necessity, and the teacher is responsible to help
his / her learners to acquire this skill which provides the very foundation for
learning and functioning in a language. That the teacher can observe and
isolate the errors in speaking, but could not in listening is a difficulty.
-
Helping the learners to distinguish sounds, teaching to
isolate significant content and informational items for concentration may be
provided by controlled listening exercises. One exercise is to give him certain
performance objectives -to give him general informational questions that he
should be able to answer after he listens the material for the first time.
Students’
difficulties in learning listening are :
-
Problems caused by pronunciation. One of the most
common problems encountered by students is the way English words are pronounced
but unfortunately this aspect of English cannot be overlooked. Students can
find it difficult to comprehend with the fact that there are different ways how
to pronounce the same sound. Students can encounter a difference between sound
and spelling.
-
Problems caused by the lack of control of a speaker’s
speech speed. Many students feel that one of the greatest difficulties they
have to deal with during listening exercises in comparison with reading exercises
is the lack of possibility how to control the speed of speakers’ speech.
Students believe that during the listening they can miss important information
and in contrast to reading they cannot re-listen to it. Some students can be busy
with the meaning of certain words from the first part that they miss important
information from the second part or they can stop listening as they are not
able to select the correct information so quickly’
-
Problems caused by the inability to get things repeated.
Another problem connected with listening is the fact that listeners cannot
always make the speaker repeat what they have just said. If the recordings are
under the students’ control they can be played over and over again but this is
not possible in everyday classroom environment where the teacher decides
whether they will listen to the recording again or not.
-
Problems
caused by the listeners’ limited word stock
For listeners who do not know all vocabulary used by the speaker,
listening can be very stressful as they usually start thinking about the
meaning and as a result of this. They miss the following information.
-
Problems
caused by the failure to concentrate
There are many factors influencing learners concentration e.g. selection
of a good topic is very important as it is easier for students to concentrate
if the topic is appealing for them.
-
Problems
caused by the language
A majority of recordings played in the classrooms contain language that
is slower, formal and speakers speak clearly but the listening outside of the
classrooms does not possess these qualities and contains informal colloquial
phrases and teachers preparing their students for real-life listening should
know about these features.
-
Problems
caused by the lack of visual support
In real life listening is not only about hearing some information but
also about seeing the other people e.g. their gestures and body language. But
in classroom environment teachers usually use audio not video recordings and
this can cause problems to some learners since they must focus only on what they
hear, which can be restricting for them.
As a teacher, we
can help our students to understand a listening text by :
-
Grade listening materials according to the
students’ level, and provide authentic materials rather than idealized,
filtered samples. It is true that natural speech is hard to grade and it is
difficult for students to identify the different voices and cope with frequent
overlaps.
-
Design task-oriented exercises to engage the
students’ interest and help them learn listening skills subconsciously.
-
Provide students with different kinds of input,
such as lectures, radio news, films, TV plays, announcements, everyday
conversation, interviews, storytelling, English songs, and so on.
-
Try to find visual aids or draw pictures and
diagrams associated with the listening topics to help students guess or imagine
actively.
-
Make students aware of different native-speaker
accents
-
Select short, simple listening texts with little
redundancy for lower-level students and complicated authentic materials with
more redundancy for advanced learners
-
Provide background knowledge and linguistic
knowledge, such as complex sentence structures and colloquial words and
expressions, as needed.
-
Give, and try to get, as much feedback as
possible. Throughout the course the teacher should bridge the gap between input
and students’ response and between the teacher’s feedback and students’
reaction in order to keep activities purposeful. It is important for the
listening-class teacher to give students immediate feedback on their performance.
This not only promotes error correction but also provides encouragement. It can
help students develop confidence in their ability to deal with listening
problems. Student feedback can help the teacher judge where the class is going
and how it should be guided.
Types of
listening exercises
Types of listening exercises can be divided into four main groups
listening with no respond, with a limited respond, with a long respond and with
an extended respond
A. Listening without any respond
Listening without
any respond involves these activities:
-
A
written text- this type contains reading a text and listening to it at the same
time. The advantage of this activity is that students
can acquire the
pronunciation of different phrases and words but on
the other hand students will not
develop strategies for listening comprehension without any text support.
-
Listening
to book based materials- this is mainly based on students’ previous
knowledge about well known stories. Although it is
quite difficult to find out
how good or bad the students were in the listening
comprehension this type of
activity is useful as hearing a familiar material
certainly has value as a sort of
easy transition between listening for perception and
listening for comprehension
-
Listening
with visual support- the visual support involves pictures, graphs,
maps and so on. While listening to a listening passage
students have to follow
the visual aid.
-
Listening
for pleasure- such activities contain listening to songs, stories
watching films and TV programs. The advantage of these activities is
that
students will enjoy them and the target language is presented in
different way
but on the other hand students can just listen for pleasure without any
willingness to understand it .
B. Listening with a limited respond
Listening with limited respond contains these activities:
-
Following
the instructions- students are supposed to act according to the
instructions either by physical movements, drawing a
picture this task is more
suitable for beginners.
-
Ticking
of the words they heard- students are usually provided with a list of
words or phrases and they must tick them of when they
hear them. This activity
is suitable for beginners especially for vocabulary
practice.
-
True
or false activities- students have to decide whether the information was
true or false.
-
Spotting
the difference- students listen to a text and when they hear wrong
information they make a response.
-
Guessing-
teachers or students describe somebody or something and the class
guesses what it can be.
-
Describing
- in this type of an activity students are given a set of pictures, maps
and so on and they are supposed to either order the
pictures or identify the main
features .
C. Listening with a long respond
Listening with long respond involves these activities:
-
Summarizing,
paraphrasing and translating- for these activities students are
demanded to either to summarize the main ideas of the
text or retell the story in
their own words in the target language or in their
mother tongue.
-
Gap
filling- during the listening students are supposed to fill in missing
information according to what they heard.
-
Answering
questions- students are asked to answer questions according to the
listening text. The most common form of this exercise
is a multiple choice
exercise where only one answer is the correct one.
This activity represents one
of the most difficult ones as the listener has to
store the information from the
recording for a long time .
D. Listening with an extended
respond
Listening with an extended respond involves these activities:
-
Problem
solving- students listen to a text where a problems is mentioned after
listening to the recording they have to discuss the issue
and try to find an
appropriate
solution to it.
Some technique in
teaching listening are :
-
Interpersonal Activities
One
effective and nonthreatening way for students to develop stronger listening
skills is through interpersonal activities, such as mock interviews and
storytelling. Assign the students to small groups of two or three, and then
give them a particular listening activity to accomplish. For example, you may
have one student interview another for a job with a company or for an article
in a newspaper. Even a storytelling activity, such as one that answers the
question "What was your favorite movie from last year?" can give
students the opportunity to ask one another questions and then to practice
active listening skills.
-
Group Activities
Larger group
activities also serve as a helpful method for teaching listening skills to
students. You can begin with a simple group activity. For the first part,
divide students into groups of five or larger and instruct them to learn one
hobby or interest of at least two other group members. Encourage them to ask
clarifying questions during the activity, and you may allow them to take notes
if helpful. However, as time passes and their skills grow, you should limit
students to only writing notes after the completion of the first part of the
group activity. For the second part, have the students sit in a large circle,
and then have each individual student share the name and the hobby or interest
of the group members that she or he met. This second part of the group activity
can also lend itself to additional listening exercises. For example, you may
ask students to name a number of the hobbies and interests identified during
the sharing session.
-
Audio Segments
You can also
teach listening skills through audio segments of radio programs, online
podcasts, instructional lectures and other audio messages. You should model
this interactive listening process in class with your students, and then
instruct them to repeat the exercise on their own. First, instruct students to
prepare for listening by considering anything that they will want to learn from
the content of the audio segment. Once they have written down or shared these
ideas, then play the audio segment, allowing the students to take notes if
helpful. Once they have gained confidence and experience, repeat this activity
but instruct students to not take notes until the completion of the audio
segment. You can use shorter or longer audio segments, and you can choose more
accessible or more challenging material for this type of exercise.
-
Video Segments
Another
helpful resource for teaching listening skills are video segments, including
short sketches, news programs, documentary films, interview segments, and
dramatic and comedic material. As with audio segments, select the portion and
length of the video segment based on the skill level of your students. With
your students, first watch the segment without any sound and discuss it
together. Encourage the students to identify what they think will be the
content of the segment. Then, watch the segment again, this time with sound,
allowing students to take notes if helpful for their skill level. After the
completion of the video segment, you can have students write a brief summary of
the segment, or you can take time to discuss as a group how the segment
compares with the students' expectations.
-
Instructional Tips
Whatever
method you use for teaching listening, keep a few key instructional tips in
mind that will help both you and your students navigate the learning process. One,
keep your expectations simple, as even the most experienced listener would be
unable to completely and accurately recall the entirety of a message. Two, keep
your directions accessible and build in opportunities for students not only to
ask clarifying questions, but also to make mistakes. Three, help students
navigate their communication anxiety by developing activities appropriate to
their skill and confidence level, and then strengthen their confidence by
celebrating the ways in which they do improve, no matter how small.
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