Sabtu, 27 Maret 2010

Desuggestopedia



            Desuggestopedia is a method that calls an affective-humanistic approach. An approach in which there is respect for students’ feeling (Celce-Murcia:1991). It is believed by Georgi Lozanov as does Silent way’s Calleb Gategno, that language learning can occur at a much faster rate than ordinarily transpires. According to Lozanov and others, we may be using only 5% to 10% of our mental capacity. Dessugestopedia has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have towards studying and, thus, to help them to overcome the barriers to learning. Lozanov’s colleague Evelyna Gateva gave an important contribution, i.e., one of the ways the students’ mental reserves are stimulated is through integration of the fine arts.

            In Desuggestopedia method the teacher is the authority in the classroom and the students must trust and respect her. Based on some experiences, learning is facilitated in a cheerful environment the teacher should be recognize that learners bring certain psychological barriers with them to the learning situation ,fine art provide positive suggestions for students for homework the students are to read the dialog at night and in the morning, music and movement reinforce the linguistics material  because it is desirable that students’ achieve a state of ‘infantilization’ so that they will be more open to learning, songs are useful for ‘freeing the speech muscles’ and evoking positive emotions, etc. Teachers hope to accelerate the process by which students learn to use a foreign language for everyday communication. In order to do this, more of the students’ mental power must be rapped. About evaluation, it is usually conducted on students’ normal in-class performance and not through formal test, which would threaten the relaxed atmosphere considered essential for accelerated learning. There are some elements you could usefully adapt to your own teaching style, i.e., classroom set-up, peripheral learning, positive suggestion, choose a new identity, role play, first concert, second concert, primary activation, and creative adaptive.

Sabtu, 20 Maret 2010

The Comparison of the Audio-Lingual Method and the Silent Way



The Audio-Lingual Method
The Silent Way
Teachers want their students to be able to use the target language communicatively. In order to do this, they believe students need to over learn the target language.
Teachers help their students to develop their own inner criteria and independence for correctness. Students should be able to use and the language for self-expression-to express their thought, perceptions, and feelings.
The teachers are like an orchestra leader, directing and controlling the language behaviour of her students. She is also responsible for providing her students with a good model for imitation. Students are imitators of the teacher’s model or the tapes she supplies of model speakers.
The teacher is a technician or engineer. ‘Only the learner can do the learning, ’but the teacher, relying on what his students already know, can give what help is necessary, focus the students’ perceptions, ‘force their awareness, ‘and ‘provide exercise to insure their facility’ with the language. The role of the students is to make use of what they know, to free themselves of any obstacles that would interfere with giving their utmost attention to the learning task, and to actively engage in exploring the language.
New vocabulary and structural patterns are presented through dialog. The dialogs are learned through imitation and repetition. Drills are conducted based upon the patterns present in the dialog.
The students receive a great deal of practice with a given target language structure without repetition for its own sake. They gain autonomy in the language by exploring it and making choice. The teacher asks the students to describe their reactions to the lesson or what they have learned.
There is student- to -student interaction in chain drills or when students take the different roles in dialogs, but this interaction is teacher- directed. Most of the interaction is between teacher and students and is initiated by the teacher.
When students’ feelings interfere, the teacher tries to find ways for the students to overcome them. Also, through feedback sessions at the end of lessons, students have an opportunity to express how they feel.
Everyday speech is emphasized in the Audio-Lingual Method. The level of complexity of the speech is graded, however, so that beginning students are presented with only simple patterns. Culture consists of the everyday behaviour and lifestyle of the target language speakers.
Each language also has its own unique reality, or spirit, since it is the expression of a particular group of people. Their cultures, as reflected in their own unique world view, are inseparable from their language.

Vocabulary is kept to a minimum while the students are mastering the sound system and grammatical patterns. A grammatical pattern is not the same as a sentence.
There is no fixed, linear, structural syllabus. Instead, the teacher starts with what the students know and builds from one structure to the next. As the learners’ repertoire is expanded, previously introduced structures are continually being recycled. The syllabus develops according to learning needs.

The target language is used in the classroom, not the student’s native language.
The students’ native language can be used to give instructions when necessary, to help a student improve his or her pronunciation, for instance. The native language is also used during the feedback sessions.

Each question on the test would focus on only one point of the language at a time.
Although the teacher may never give a formal test, he assesses student learning all the time. Since teaching is subordinated to learning, ‘the teacher must be responsive to immediate learning needs.

Student’s errors are to be avoided if at all possible through the teacher’s awareness of where the students will have difficulty and restriction of what they are taught to say.
Student errors are seen as a natural, indispensable part of the learning process. Errors are inevitable since the students are encouraged to explore the language. The teacher uses student errors as a basis for deciding where further work is necessary.

Jumat, 19 Maret 2010

Plagiarisme Kurangi Kreativitas….




Name  : Reska Susanti
Class  :  3 SA 02
Npm  :  10607146
          Plagiarisme yang dasar katanya plagiat adalah pengambilan karangan atau pendapat orang lain dan menjadikannya seolah-olah karangan atau pendapat sendiri. Secara singkat bisa dikatakan jiplakan, mencuri hasil karya atau buah pikiran orang lain. Dan orang yang menjiplak hasil karya orang lain disebut plagiator. Dengan melakukan hal ini bisa mengurangi kreativitas. Banyak kasus plagiat yang terjadi, seperti mahasiswa yang mencuri hasil karya orang lain untuk dijadikan bahan penulisan ilmiah, padahal seharusnya hasil karya orang lain tersebut bisa dijadikan sekedar untuk referensi bukan untuk dijiplak. Lain kasus dalam pelanggaran hak cipta berupa lagu ataupun film dimana plagiator tanpa izin memproduksi dan menyebarluaskan karya orang lain, disini pihak yang merasa dirugikan berhak menyeret kasus tersebut ke meja hukum karena memang ada undang undang yang jelas dan resmi. Dalam ragam bahasa yang disebut slang istilah ikut-ikutan bisa juga dikatakan plagiat. Misalnya ketika kita menyukai sesuatu hal yang sudah menjadi ciri khas kita, kemudian ada seseorang yang tiba-tiba mengikuti ciri khas kita tersebut padahal sebelumnya ia tidak seperti itu. Orang tersebut juga bisa dikatakan plagiator walaupun masalahnya sedikit sepele.
          Kreativitas adalah kemampuan untuk mencipta berbagai hal, baik hal yang sifatnya abstrak maupun konkret. Dimana setiap orang diciptakan memiliki banyak potensi untuk dikembangkan menjadi orang yang kreatif yang memiliki daya cipta atau memiliki kemampuan untuk menciptakan. Dengan perihal plagiarism, itu berarti bisa mengurangi kreativitas kita sebagai manusia. Sangatlah disayangkan kita sebagai manusia dengan kelebihan otak yang fungsinya untuk berpikir malah tidak dimanfaatkan untuk berkreasi. Jadi sekali lagi saya ingatkan janganlah menjadi plagiator. Buatlah sesuatu yang benar-benar hasil karya pribadi, dengan seperti itu ada kebangaan tersendiri kan???

Selasa, 16 Maret 2010

Mengapa Drama - drama Korea Selatan banyak digemari

          Sejak sekitar 1 dekade lamanya marak drama-drama yang berasal dari negeri gingseng Korea Selatan ditayangkan di beberapa stasiun televisi swasta di Indonesia. Drama drama tersebut sangat diterima dan diminati oleh banyak masyarakat Indonesia terutama bagi kaum wanita seperti remaja putri dan wanita dewasa. Itu dihadirkan berupa serial yang biasa ditayangkan pada hari senin sampai jumat. Bahkan jika drama serial yang ditayangkan sudah tamat tiap-tiap episodenya penonton yang sangat menikmati drama serial tersebut meminta melalui media cetak atau internet agar tayangan drama tersebut bisa diputar ulang. Disini saya akan menguraikan mengapa drama drama serial tersebut digemari banyak orang untuk ditonton.
1. Para pemain memiliki karisma dalam setiap adegan yang mereka lakukan terutama pemeran protagonis yang meninggalkan kesan baik bagi para penonton.
2. Paras wajah khas oriental para pemain sangat menarik dan tidak membosankan untuk dilihat.
3. Plot atau alur cerita menampilkan konflik cinta segi empat yang terdiri dari 2 wanita dan 2 pria. Biasanya 2 pemeran utama mengawali kisah dengan tidak saling menyukai bahkan kerap bertengkar, dan 2 pemeran pendukung lainnya menyukai masing masing dari pemeran utama tersebut. Salah satu contohnya terdapat dalam drama Brilliant Legacy yang saya uraikan dalam bagan berikut :


Sun Woo Hwan ♥ Go Eun Sung
      ♥                            ♥
Go Eun Sung         Park Jun S

Konflik cinta seperti ini juga kerap terdapat dalam drama-drama serial lainnya seperti Full House, Wonderful Life, Princess Hours, dsb. Selain itu juga terdapat konflik cerita segitiga seperti cinta antara Goo Jun Pyo, Jandi, dan Ji Hoo dalam drama Boys Before Flowers. Dan masih banyak lagi drama drama serial menarik seperti yang sudah diuraikan diatas.

4. Terdapat gaya romantis yang ringan dan manis dalam arti tidak menampilkan sisi vulgar atau sensual seperti yang biasa disajikan dalam film-film barat. Gaya atau adegan romantis tersebut seperti adegan pemeran utama pria menggendong wanita yang dicintai dipunggungnya ketika sang wanita tidak kuat untuk berjalan atau hak sepatu patah, menutupi tubuh wanita yang sedang dalam kondisi kedinginan dengan jaket tebal yang dikenakan sang pria ketika turun salju atau hujan lebat, lalu sang pria menggenggam sambil menggosokan tangan sang wanita lalu menyandarkan kepala pada bahu sang pria. Kemudian jiwa heroic sebagai penyelamat keluar tatkala sang wanita butuh pertolongan ketika tenggelam dalam air.

5. Selain menghadirkan gaya romantis, terdapat juga bumbu bumbu humor atau cerita kocak yang mengundang gelak tawa. Sulit untuk dijelaskan seperti apa sisi komedi yang dihadirkan jika pembaca sekalian tidak menontonnya sendiri. Genre drama-drama Korea yang mendominasi di Indonesia yaitu Romantic Comedy.
6. Penonton akan menjumpai unsur-unsur budaya yang memiliki kecenderungan budaya timur yang kental. Seperti ketika sesudah menikah, kedua pengantin melakukan kunjungan kerumah orang tua masing masing dengan mengenakan pakaian tradisional Korea yaitu Hanbok dan membawa masakan tradional pula yang didahului kerumah orang tua pengantin pria baru disusul pengantin wanita. Ketika bertemu orang lain yang dikenal ataupun tidak dalam drama kita menjumpai kebiasaan membungkukan punggung (bowing) beberapa derajat, hal itu dilakukan agar saling menghormati satu sama lain, terutama antara yang muda dan yang tua. Pakaian yang dikenakan para pemain wanita dalam drama serial juga berpegang teguh pada budaya timur dengan tidak terlalu mempertontonkan bentuk tubuh bahkan yang dikenakan pemeran utama wanita sangat sederhana dan sopan. Tampak berlawanan dengan sinetron-sinetron Indonesia yang kebanyakan menonjolkan sensualitas dengan berpakaian agak terbuka, padahal Indonesia mayoritas beragama islam yang menekankan untuk menutup aurat bagi perempuan. Yang menarik juga terdapat kegiatan rutin seperti adegan menggosok gigi yang diperlihatkan dalam intermezzo cerita.
7. Sisi lain yang menarik adalah alunan musik dan lagu pengiring cerita (soundtrack) yang sangat menyentuh didengar hingga bisa membuat penonton meneteskan airmata, terutama musik atau lagu yang bergenre ballad maupun blues.

          Begitulah sedikit pendapat saya tentang alasan mengapa drama-drama serial Korea Selatan sangat digandrungi oleh banyak orang di Indonesia. Sampai-sampai para sineas (film-maker) tertarik pula untuk mengikuti alur cerita yang sama dengan drama Korea dalam sinetron –sinetron maupun film.

Jumat, 12 Maret 2010

Pengetahuan Mengenai Budaya - budaya dan Adat Istiadat di Pariaman Sumatera Barat

          Pada liburan semester genap beberapa bulan yang lalu, saya memutuskan untuk menghabiskan masa liburan selama ±2 bulan di kampung halaman orang tua saya di Sumatera Barat, tepatnya di Pariaman. Pariaman merupakan kota kecil yang terletak di pesisir pantai sebelah utara kota Padang yang banyak menyimpan khasanah budaya dan tradisi yang unik yang tidak dimiliki didaerah lain di Sumatera Barat. Ketika berada disana banyak pengetahuan budaya-budaya dan tradisi yang saya dapat dari sanak family baik dari pihak ayah maupun ibu. Itu merupakan pengetahuan baru bagi saya, karena sebagai orang yang berdarah minang, saya kurang tahu banyak mengenai adat budaya minangkabau, hal itu dikarenakan saya dilahirkan dan besar diluar Sumetera Barat. Orang tua saya pun tidak menjelaskan banyak hal tentang kekayaan budaya di Pariaman.

          Disini saya akan uraikan beberapa pengetahuan yang sudah saya dapat dari sanak keluarga selama berada di Pariaman :
1. Pernikahan
Dalam adat penikahan di Pariaman, pihak wanitalah yang melamar atau membawakan uang jemputan kepada pihak pria ketika akan melangsungkan pernikahan (dijapuik).
Semakin tinggi kedudukan calon pengantin pria, semakin tinggi pula uang yang dibawakan. Tapi adat ini berlaku hanya untuk calon pasangan yang sama-sama berasal dari Pariaman. Ketika sepupu perempuan saya menikah dengan seorang laki-laki yang berprofesi sebagai dosen di Universitas Andalas (sekarang sedang melanjutkan kuliah di Malaysia) yang berasal juga dari Pariaman, dia membawakan uang jemputan sebesar 30 juta rupiah sesuai permintaan pihak laki-laki.

2. Sistem Kekerabatan
Sistem kekerabatan disana dinamakan Matrilineal yaitu hubungan keturunan yang diambil dari garis keturunan ibu. Tidak hanya di Pariaman, dalam sistem kekerabatan matrilinial di Minangkabau, pihak keluarga ayah tidak banyak terlibat dalam kegiatan-kegiatan yang dilaksanakan dalam lingkungan keluarga . Ada beberapa nama-nama suku yang ada disana dan tentunya berasal dari ibu seperti Tanjung, Koto, Piliang, Jambak, Caniago, Sikumbang, dll. Nama suku ibu saya Piliang, jadi saya dan saudara-saudara kandung saya bersuku sama dengan ibu saya.

3. Pewarisan harta pusaka
Warisan dan tanah pusaka semua diturunkan pada pihak wanita. Sedangkan laki-laki tidak memiliki hak didalamnya. Tetapi lain halnya jika ada seorang laki-laki ingin memanfaatkan tanah pusaka milik saudara perempuannya contohnya bisa dilakukan dengan cara menanami tanaman palawija (ubi, kacang, coklat, kopi jagung), hasilnya bisa dimanfaatkan olehnya tetapi tanah bukan menjadi hak miliknya. Dan satu hal jika saudara perempuannya ingin meminta sebagian hasil dari tanaman (berupa uang), saudara laki-laki tersebut berkewajiban untuk memberikan.

4. Sebutan / cara memanggil untuk sanak keluarga
Panggilan untuk keluarga ayah dan ibu memiliki beberapa perbedaan seperti:
◘Sebutan untuk paman : Kakak atau adik dari pihak ibu (paman) disebut mamak. Ada beberapa sebutan diantaranya mak’adang (untuk paman yang paling tua), mak’andah (paman yang paling pendek tubuhnya), mak’uniang (paman yang berkulit kuning), mak’etek(paman yang paling kecil),dll.
Sedangkan dari pihak ayah (semua sama sebutannya yaitu apak disertai dengan namanya contoh saya memanggil adik-adik atau kakak dari ayah saya yaitu apak Firman, apak Finaz, dan apak Ipul)
◘Sebutan untuk isteri paman : Panggilan untuk isteri paman dari pihak ibu disebut mintuo, sedangkan dari pihak ayah bisa kita panggil etek.

5.Gelar laki-laki yang sudah menikah
Laki-laki yang berasal dari Pariaman ketika susah menikah, lantas ia akan mempunyai nama gelar. Gelar tersebut berasal dari ayah. Beberapa gelar yang saya ketahui diantaranya Sutan, Bagindo, dan Sidi. Keluarga dari isteri mereka harus memanggil dengan gelar tersebut. Ayah saya dipanggil Sutan oleh keluarga dari pihak ibu saya.

6. Pesta Tabuik
Pesta Tabuik merupakan tradisi masyarakat Pariaman dalam memeriahkan tahun baru Islam dan digelar selama 10 hari dengan puncaknya disaat matahari terbenam, kedua tabuik dibuang kelaut dibawah suatu upacara yang meriah. Tabuik adalah sebuah benda berbentuk beranda bertingkat tiga yang terbuat dari kayu, rotan dan bambu. Berat Tabuik kira-kira sekitar 500 kilogram dengan ketinggian 15 meter.

Begitulah sedikit pengetahuan yang saya dapat mengenai adat budaya minangkabau di Pariaman selama mengisi liburan disana, semoga pengetahuan yang saya dapat dan saya tuliskan di blog ini bisa menambah wawasan bagi pembaca sekalian.

The Direct Method


The Direct Method is revived as a method when the goal of instruction became learning how to use a foreign language to communicate. Since the Grammar-Translation method was not very effective in preparing students to use the target language communicatively, the Direct Method became popular. Its principles have been applied by language teacher for many years. The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use demonstration and visual aids, with no recourse to the students’ native language ( Diller 1978).
Thinking About Experience
            The principles of the Direct Method that can be inferred from our observations will be listed on the column on the right.

Observations
Principles
1. The students read aloud a    passage about United States Geography.
Reading skill will be developed through practice to speaking. Language is primarily speech.
Culture consists of more than fine arts (e.g. the students study geography and cultures attitudes).
2. The student’s points to a part of the map after each sentence is read.
   
Object (e.g. regalia or pictures) present in the immediate classroom environment should be used to help students understand the meaning.
3. The teacher uses the target language to ask the students if they have a question. The students use the target language to ask their question.
The native language should not be used in the classroom.
4. The teacher answers the students' questions by drawing on the blackboard or giving examples.
The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning.
5. The teacher asks questions about the map in the target language, to which the students reply in a complete sentence in the target language.
Students should learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if students use it in full sentences, rather than memorizing words list.
6. Students ask questions about the map.
The purpose of language learning is communication.
7. The teacher works with the students on the pronunciation of ‘Appalachian’
Pronunciation should be work on right from the beginning of language instruction.
8. The teacher corrects a grammar error by asking the students to make a choice.
Self-correction facilities language learning.
9. The teacher asks questions about the students; students ask each other questions
Lessons should contain some conversational activity
10. The students fill in blanks with prepositions practiced in the lesson.
Grammar should be taught inductively. There may never be an explicit grammar rule given.
11. The teacher dictates a paragraph about United States geography.
Writing is an important skill, to be developed from the beginning of language instruction.
12. All of lessons of the week involve United States geography.
The syllabus is based on situations or topics, not usually on linguistic structures.
13.  A proverb is used to discuss how people in the U.S. view punctuality.
Learning another language also involves learning how speakers of that language live.
REVIEWING THE PRINCIPLES
  1. What are the goals of teachers who use the Direct Method?
Teachers who use the Direct Method intend the students’ learn how to communicate in the target language.
  1. What is the role of the teacher? What is the role of the students?
The teacher and the students are more like partners in the teaching/learning process.   
  1. What are some characteristic of the teaching/learning process?
When the teacher introduces a new target language word or phrase, he demonstrates its meaning through the use of regalia, pictures, or pantomime; he never translates it into native language.    
  1. What is the nature of student-teacher interaction? What is the nature of student-student interaction?       
The initiation of the interaction goes both ways, from teacher to students and from students to teacher, although the latter is often teacher-directed. Students converse with one another as well.
  1. How are the feelings of the students dealt with?
There are no principles of the method which method to this area.
  1. How is language viewed? How is culture viewed?
Language is primarily spoken, nor written. They also study culture consisting of the history of the people who speak the target language, the geography of the country, where the language is spoken.
  1. What areas of language are emphasized? What language skills are emphasized?
Vocabularies are emphasized over grammar. Although work on all four skills (reading, writing, speaking, and listening) occurs from the start, oral communication is seen as basic.
  1. What is the role of the students’ native language?
The students’ native language should not be used in the classroom.
  1. How is evaluation accomplished?
Students are asked to use the language, not to demonstrate their knowledge about the language.
  1. How does the teacher respond to student error?
The teacher, employing various techniques, tries to get students to self-correct whenever possible.
REVIEWING THE TECHNIQUES
·         Reading aloud
·         Question and answer exercise
·         Getting students to self-correct
·         Conversation practice
·         Fill-in-the-blank exercises
·         Dictation
·         Map drawing

Jumat, 05 Maret 2010

The Grammar – Translation Method

Introduction
The Grammar – Translation Method is one of method which is used by language teachers through the study of the grammar of the target language. It will be better if the teachers teach grammar for students in native language and this is more familiarity would help them speak and write their native language better.

REVIEWING THE PRINCIPLES

1. What are the goals of teachers who use the Grammar-Translation Method?
Students need to learn about the grammar rules and vocabulary of the target language.

2. What is the role of the teacher? What is the role of the students?
The teacher is the authority in the classroom. The students do as she says so they can learn what she knows.

3. What are some characteristics of the teaching/learning process?
Students are taught to translate from one language to another, They also learn grammatical paradigms such as verb conjugations.

4. What is the nature of student-teacher interaction? What is the nature of student-student interaction?
Most of the interaction in the classroom is from the teacher to the students. There is little students initation and little student-student interaction.

5. How are the feelings of the students dealth with?
There are no principles of the method which relate to this area.

6. How is the language viewed? How is culture viewed?
Literary language is considered superior to spoken language and is therefore the language that students study. Culture is viewed as consisting of literatureand the fine arts.

7. What areas of language are emphasized? What language skills are emphasized?
Vocabulary and grammar are emphasized. Reading ans writing are primary skills that the students work on. There is much less attention given to speaking and listening.

8. What is the role of the students’ native language?
The language that is used in class is mostly the students’ native language.

9. How is evaluation accomplished?
Written tests in which students are asked to translate from their native language to the target language or vice versa are often used.

10. How does the teacher respond to student error?
If students make errors or do not know an answer, the teacher supplies them with the correct answer.


REVIEWING THE TECHNIQUES

Translation of a literary passage

The reading passage then provides the focus for several classes: vocabulary and grammatical structures in the passage are studied in subsequent lessons.

Reading comprehension questions

Students answer questions in the target language based on their understanding of the reading passage.

Antonyms/synonyms

A similar exercise could be done by asking students to find synonyms for a particular set of words.

Cognates

Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages.

Deductive application of rule

Grammar rules are presented with examples.

Fill-in-the-blanks

Students are given a series of sentences with words missing.

Memorization

Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them.

Use words in sentences

In order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words.

Composition

Instead of creating a composition, students are asked to prepare a precis of the reading passage.