Using Authentic Materials
         to Support Collaborative Indonesian Language Learning at IALF Bali
                    ...
The Use of Authentic Materials in Collaborative Indonesian Language Learning

Authentic Materials in IFL (Indonesian as a ...
In groups, students must find out what is generally included in Indonesian job
     ads. After that, the groups have to ra...
The Internet provides the biggest source of authentic materials, which generate
many interesting collaborative activities ...
Skenario : Alokasi waktu: 1jam

      1. Perkenalan diri dan tujuan presentasi
      2. Icebreaker : Peserta diajak bermai...
Using Authentic Materials To Support Collaborative Indonesian Language Learning At IALF Bali
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Using Authentic Materials To Support Collaborative Indonesian Language Learning At IALF Bali

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Transcript of "Using Authentic Materials To Support Collaborative Indonesian Language Learning At IALF Bali"

  1. 1. Using Authentic Materials to Support Collaborative Indonesian Language Learning at IALF Bali By: Luh Sriasih, S.Pd, Cert. TESOL Background One of the biggest constraints in learning a foreign language is the existence of a high gap between the learners’ first language and the target language. It is true that the bigger the gap, the more difficult the learning process will be. The so-called gap includes both linguistic and socio- cultural differences between the first language and the target language. Thus, it is widely accepted that foreign language learning should aim to develop a broader understanding of both cultures and at the same time develop an ability to interact with people from other languages. The concept above also applies to foreign learners learning Indonesian at IALF Bali in learning bahasa Indonesia. Through programs, such as SBIB and VSO, learners are expected to have competence in several aspects, such as identification of linguistic forms, interpretation of meaning and cultural comprehension. However, this often presents them a challenge due to big differences in terms of the language and culture. The challenge is often intensified by inappropriate approaches, which tend to be superficial, individual and unnatural. There are not enough opportunities for students to explore the language more deeply and, thus, they seem so hesitant to interact with other learners to improve their communication skills. Based on the above problem, it has been recognised that to conduct successful Indonesian teaching programs, teachers should be able to choose approaches and materials which can combine both linguistic, socio-cultural and practical aspects of bahasa Indonesia. Collaborative Learning. What and Why? Collaborative learning at IALF Bali is a method where students are put together in a team to work or explore a significant task or meaningful project. There are two main aspects involved in collaborative learning; team-work and a significant task or meaningful project. Teamwork means that all members are required to actively participate. Thus, it can promote students’ communication skills and ability to work in groups. Meanwhile, significant tasks or projects refer to structured activities, which involve topics and the target language (bahasa Indonesia). Collaborative learning is conducted in many different forms, such as work or learning groups, peer learning and reciprocal learning but all of them have the following conditions: 1. Students should feel safe but challenged 2. Tasks students work on should be clearly defined 3. All members should do the same assignment materials 4. The groups should be small so that everyone can contribute
  2. 2. The Use of Authentic Materials in Collaborative Indonesian Language Learning Authentic Materials in IFL (Indonesian as a Foreign Language) classrooms are utilised without being modified for classroom purposes. The materials should involve natural language used in Indonesian native-speaker contexts. That means that the contexts are not selected and the standard language is not the norm. In addition to this, using authentic materials is significant for many reasons: • Students are exposed to real discourse. • Authentic materials keep students informed about what is happening in the world • Unlike textbooks, authentic materials often include incidental or improper language • Authentic materials can enable students to experience the context. • The same piece of material can be adapted for different levels of students if the task is different • They contain topics which learners are interested in, especially if students are given the chance to choose the topics or kinds of authentic materials to be used in class. For these reasons, authentic materials are considered appropriate to use in collaborative learning. One similar condition that authentic materials and collaborative learning share is the focus on naturalness, experience and challenge besides the physical characteristics of the target language. In addition to this, authentic materials can show the relationship between classroom language and the outside world. This combination of both can develop students’ communication skills, which leads to the success of collaborative learning. Sources of Authentic Materials The most commonly used sources are: business or personal cards, newspapers, TV programs, menus, magazines, the internet, movies, songs, brochures, comics, literature (novels, poems and short stories). In collaborative learning, these sources are the materials for students to discuss or work on. Ideally, teachers also need to provide supporting activities to make the project more organised. Examples of collaborative learning Activities with the use of Authentic Materials 1. Beginner levels a. Business Card Exchange In groups, students are asked to find out features of the Indonesian business cards and the culture related with business card exchange in Indonesia. The next step is for students to create their mock business cards and when finished, exchange them with their friends in the group. For a more challenging task, students are to make a short role play where they exchange their business cards with each other. b. Job survey
  3. 3. In groups, students must find out what is generally included in Indonesian job ads. After that, the groups have to rank the five most favorite jobs in the ads and assign every member of the group to do a mini survey by asking other groups. At the end, they should compile the findings in a report. c. Fancy Restaurant Menus are always interesting for students. Students get involved in a role-play where one is a waiter/tress and 2-3 students are the customers. Provided they have been supplied with the necessary functions and structures to carry out such tasks, the role-play will be effective. d. Shopping for a Party In groups, based on a theme and only with a certain amount of money, students should decide what to buy from a product catalogue. For a more challenging task, ask each group to design a product catalogue. 2. Intermediate level a. Wanted ads A series of 4-5 wanted ads can be used with higher-level students in the following way: writing an application letter or a C.V., and discussing who in the class could qualify for the job and why. Then, re-write the ads or role-play job interviews. b. The psychologist Students work in pairs or groups to discuss what problems frequently arise in the agony column in Indonesian newspapers. For this activity, teachers can provide some letters taken from an Australian paper for comparison. c. Travel Brochures In groups, students discuss the aspects included in a travel brochure. Then they are assigned to create a "phoney" brochure of an invented place. c. Movie Critics In groups, students should collaboratively review an Indonesian movie/TV program. 3. The Internet and Computer– Assisted Collaborative Learning
  4. 4. The Internet provides the biggest source of authentic materials, which generate many interesting collaborative activities for Indonesian language learning. Below are some common collaborative activities with the use of authentic materials, which are mediated through the internet and computers. 1. The use of E-mail For many reasons using e-mail is very beneficial in foreign language classroom (including bahasa Indonesia as a foreign language). The students can develop their writing skills, reading comprehension, and cognitive skills. They are engaged in real communication. An activity to write to a new pen pal is very motivating for students at IALF Bali. 2. Internet Chat Internet Chat offers ample opportunities for communication with native speakers who, of course, become an authentic source. 4. The World Wide Web In bahasa Indonesia teaching, the www has become one of the most exciting Internet tool in use today. Teachers and students like it due to its flexibility, benefit and ease of use. Through the web, students are offered the possibility to interact with their classmates or students from other schools, other countries. In addition to that, the Web provides students with abundant authentic materials that can be used in various ways, including collaboratively. For example, students can make group photos and pictorial projects through www. mixbook.com 2. Group Discussion through Blogs and Wikispaces Through blogs and wikis, students collaboratively work on a specific project, for example, discussions on current issues in Indonesia.
  5. 5. Skenario : Alokasi waktu: 1jam 1. Perkenalan diri dan tujuan presentasi 2. Icebreaker : Peserta diajak bermain perang kertas: peserta dibagikan kertas dan minta mereka untuk menulis dua kalimat : 1 : tujuan mereka mengajarkan bahasa Indonesia dan 2 : masalah yang mereka sering hadapi dalam pengajaran bahasa Indonesia. 3. Ajak peserta untuk membahas apa yang mereka peroleh dari aktifitas 2 4. Bimbing ke topic : Powerpoint : Tujuan Pengajaran BIPA dan masalah yang dihadapi di IALF Bali 5. Solusi dari masalah tersebut : Pendekatan dan pemilihan materi 6. Powerpoint: Pembelajaran kolaboratif di IALF Bali : pengertian dan syarat- syarat dan bentuk-bentuknya (kerja kelompok, berpasangan, kerja resiprokal) 7. Powerpoint : Penggunaan Materi Otentik: Mengapa? 8. Powerpoint: Fokus Materi Otentik dan Pembelajaran Kolaboratif 9. Penggunaan Materi Otentik di IALf Bali. Sebutkan sumber – sumbernya: majalah, puisi, lagu, brosur, surat kabar, kartu (nama, undangan), film, acara TV 10. Sebutkan beberapa contoh kegiatan dan tunjukkan cara menggunakannya secara kolaboratif: dengan kartu nama, dengan surat kabar, menganalisa sebuah acara TV, dengan brosur, dengan menu dan katalog belanja. 11. Kegiatan kolaboratif melalui internet dan komputer : bermanfaat, mengapa? 12. Beberapa kegiatan yang dilakukan dengan siswa di IALF Bali : membuat blog, wiki, mencari informasi, ngobrol di internet, membuat diari foto dengan mixbook. 13. Tunjukkan beberapa contoh (blog dari pak Bagia dan wiki dari Sri) 14. Ada pertanyaan???? Terima kasih. 1. Berdiskusi : Tujuan dan Masalah dalam pengajaran BIPA : hearing mengapa masalah itu terjadi? Masalah yang sama sering terjadi di IALF Bali. 2. Pembelajaran kolaboratif dan Materi Otentik : dijelaskan 3. Beberapa contoh kegiatan yang kolaboratif dengan menggunakan materi otentik.

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