This document proposes an excursion program to facilitate learning Indonesian language and culture for foreign students in a fun and less stressful way. Excursions involve taking students outside the classroom to learn in real-life situations. Students would complete tasks like interviews that require them to use language skills implicitly. This approach could help students overcome issues like difficulties adjusting to Indonesian culture. The excursions are meant to provide more opportunities to practice language in natural settings and learn cultural aspects implicitly through experience.
How to integrate culture in second language educationAlexander Decker
This document discusses approaches to integrating culture into second language education. It defines culture and argues that culture and language are inseparable, so culture learning must be an integral part of language learning. The document outlines several key approaches to teaching culture, including teaching cultural topics alongside language skills, raising students' cultural awareness, and using activities like role plays and discussions of cultural texts to develop cultural understanding and skills. The goals of cultural instruction are to help students understand cultural differences and develop empathy for other cultures. Teachers should consider factors like the educational context, students' ages and language levels when deciding how to integrate culture into the language classroom.
The document discusses the K-12 English curriculum in the Philippines. It covers the philosophy, principles, and outcomes of the curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles discuss topics like language acquisition, the importance of meaning and engagement with texts, and developing functional and critical literacy. The outcomes section describes developing communicative competence through grammatical, sociolinguistic, and discourse competencies. It also discusses the needs of Generation Z learners, who are digital natives highly influenced by technology.
Introduction to the k to 12 integrated language arts competenciesWhiteboard Marker
The document outlines the Integrated Language Arts Curriculum for primary grades in the Philippines. It details 14 language and literacy domains that will be taught from Kindergarten to Grade 3 using the students' mother tongue, Filipino, and English. The skills within each domain will spiral across grade levels to develop strong linguistic foundations. By Grade 3, students are expected to demonstrate competencies within each domain using their oral and written language skills.
Teaching culture through literature to EFL studentsWilmer Quiros
This document discusses using literature to teach culture in English language classrooms. It begins by justifying the use of literature based on its ability to provide cultural insights and context. It then discusses relevant concepts like teaching culture, ethnocentrism, acculturation, and cultural shock. The document proposes using authentic literature selections to expose students to real language and cultural practices. When selecting literature, teachers should analyze cultural aspects and prepare to discuss any resulting emotions in students, like those experienced during cultural shock. Overall, the document argues that literature provides an effective way to introduce students to different cultures in a foreign language context.
This document presents the K-12 English curriculum guide from the Department of Education of the Philippines. It outlines the philosophy, rationale, and guiding principles of the English language curriculum. The curriculum is designed to develop students' language proficiency and literacy through a focus on both meaning and accuracy. It recognizes the importance of building on students' existing language skills and acknowledges the needs of today's digital native students who rely heavily on technology for communication.
Practical 3 how to teach english respecting our identity. angela lopez, sola...SolCortese1
This document discusses linguistic imperialism in English language textbooks and presents strategies for countering its effects. It defines linguistic imperialism as using English teaching to shape students' identities through language in a way that positions English as superior. This can cause other languages and their cultures to become extinct. As an example, the document analyzes an English textbook that teaches Australian culture instead of Argentine culture, failing to connect to students' lives. However, locally produced textbooks in Argentina have emerged that allow students to learn English without adopting foreign cultural patterns. These materials strengthen national identity while acknowledging diversity. Learning English through localized content provides cognitive, social and communicative advantages for students.
Integrating currency, challenge and cultureZahra Mottaghi
This document discusses using authentic texts for language learning. It covers three main advantages: culture, currency, and challenge. For culture, authentic texts incorporate the target language culture and help learners build cultural schemata. For currency, authentic texts cover current topics and emerging language. They also better motivate learners. However, coursebooks struggle to represent diverse English cultures or learners' native cultures. The document proposes using local context-specific materials instead of global coursebooks. It also notes authentic texts provide intrinsically challenging but effective language input at all proficiency levels.
How to integrate culture in second language educationAlexander Decker
This document discusses approaches to integrating culture into second language education. It defines culture and argues that culture and language are inseparable, so culture learning must be an integral part of language learning. The document outlines several key approaches to teaching culture, including teaching cultural topics alongside language skills, raising students' cultural awareness, and using activities like role plays and discussions of cultural texts to develop cultural understanding and skills. The goals of cultural instruction are to help students understand cultural differences and develop empathy for other cultures. Teachers should consider factors like the educational context, students' ages and language levels when deciding how to integrate culture into the language classroom.
The document discusses the K-12 English curriculum in the Philippines. It covers the philosophy, principles, and outcomes of the curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles discuss topics like language acquisition, the importance of meaning and engagement with texts, and developing functional and critical literacy. The outcomes section describes developing communicative competence through grammatical, sociolinguistic, and discourse competencies. It also discusses the needs of Generation Z learners, who are digital natives highly influenced by technology.
Introduction to the k to 12 integrated language arts competenciesWhiteboard Marker
The document outlines the Integrated Language Arts Curriculum for primary grades in the Philippines. It details 14 language and literacy domains that will be taught from Kindergarten to Grade 3 using the students' mother tongue, Filipino, and English. The skills within each domain will spiral across grade levels to develop strong linguistic foundations. By Grade 3, students are expected to demonstrate competencies within each domain using their oral and written language skills.
Teaching culture through literature to EFL studentsWilmer Quiros
This document discusses using literature to teach culture in English language classrooms. It begins by justifying the use of literature based on its ability to provide cultural insights and context. It then discusses relevant concepts like teaching culture, ethnocentrism, acculturation, and cultural shock. The document proposes using authentic literature selections to expose students to real language and cultural practices. When selecting literature, teachers should analyze cultural aspects and prepare to discuss any resulting emotions in students, like those experienced during cultural shock. Overall, the document argues that literature provides an effective way to introduce students to different cultures in a foreign language context.
This document presents the K-12 English curriculum guide from the Department of Education of the Philippines. It outlines the philosophy, rationale, and guiding principles of the English language curriculum. The curriculum is designed to develop students' language proficiency and literacy through a focus on both meaning and accuracy. It recognizes the importance of building on students' existing language skills and acknowledges the needs of today's digital native students who rely heavily on technology for communication.
Practical 3 how to teach english respecting our identity. angela lopez, sola...SolCortese1
This document discusses linguistic imperialism in English language textbooks and presents strategies for countering its effects. It defines linguistic imperialism as using English teaching to shape students' identities through language in a way that positions English as superior. This can cause other languages and their cultures to become extinct. As an example, the document analyzes an English textbook that teaches Australian culture instead of Argentine culture, failing to connect to students' lives. However, locally produced textbooks in Argentina have emerged that allow students to learn English without adopting foreign cultural patterns. These materials strengthen national identity while acknowledging diversity. Learning English through localized content provides cognitive, social and communicative advantages for students.
Integrating currency, challenge and cultureZahra Mottaghi
This document discusses using authentic texts for language learning. It covers three main advantages: culture, currency, and challenge. For culture, authentic texts incorporate the target language culture and help learners build cultural schemata. For currency, authentic texts cover current topics and emerging language. They also better motivate learners. However, coursebooks struggle to represent diverse English cultures or learners' native cultures. The document proposes using local context-specific materials instead of global coursebooks. It also notes authentic texts provide intrinsically challenging but effective language input at all proficiency levels.
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
Correlation of academic excellence and cognitive academic language proficienc...Alexander Decker
This document discusses the relationship between academic language proficiency and academic performance at the university level. It begins by defining academic language proficiency as the linguistic knowledge and skills needed to complete academic tasks. It then discusses how basic interpersonal communication skills differ from cognitive academic language proficiency, with the latter being more cognitively demanding. Finally, it hypothesizes that higher levels of English language proficiency are required for Ethiopian university students to succeed academically.
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum for grades 1 through 10. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and that learning requires making meaning. It also notes that learners develop language skills through engaging with varied texts and activities involving viewing, listening, speaking, reading and writing. The context section describes the characteristics of Generation Z, born between 1994-2004, who are digital natives highly dependent on technology and social media with short attention spans.
This document summarizes a study on integrating local culture into foreign language classrooms in Saudi Arabia. It discusses how culture and language are interconnected and how incorporating local cultural elements can boost foreign language learning. The study examines teachers' preparedness to integrate local Arabic culture in English classrooms. It finds that incorporating familiar cultural topics from Saudi Arabia, like festivals and traditions, can help students learn vocabulary and communication skills more easily compared to only using foreign cultural material. The study concludes local culture-based teaching can motivate students and offers recommendations to curriculum designers on selecting appropriate local cultural aspects to integrate into English language teaching in Saudi Arabia.
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are growing up with advanced technology. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and strategies through an integrated approach to listening, speaking, reading, writing and thinking.
This document presents the K-12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy, principles, and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with various texts and multimedia. It recognizes that today's students, known as Generation Z, are digital natives who are highly technology-savvy but may have reduced attention spans due to multi-tasking. The goal is to produce graduates who can effectively communicate, continue learning, and succeed in their chosen fields using English language skills.
Third mid term. angela lopez, solange cortese.SolCortese1
This document summarizes a project designed by Angela Lopez and Solange Cortese for their Practicum Primary School level course. The project aimed to empower students by teaching English from an intercultural perspective that takes students' socio-cultural identities and social contexts into account. For one lesson, they taught grammar structures like "there is" and "there are" by having students describe places in their own neighborhood. Students were enthusiastic to identify local places and discuss what was lacking or needed improvement in their community. The project highlighted how teaching English through meaningful, local contexts can promote more effective learning while avoiding cultural imperialism.
Strategies and techniques for teaching cultureusalim
This document discusses various strategies and techniques for teaching culture in the classroom, including:
1. Strategies such as lectures, interviews, and using authentic materials.
2. Techniques such as cultural islands, culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, audio-motor units, cultoons, media/visuals, celebrating festivals, kinesics, consciousness-raising, and independent activity sheets.
3. Detailed explanations and examples are provided for some of the key techniques, including culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, and independent activity sheets.
This document discusses topics related to describing language learners' proficiency levels, the Common European Framework of Reference (CEFR), and the ALTE levels. It addresses:
1) Language proficiency levels described in the CEFR, including beginner, intermediate, and advanced.
2) The aims of the CEFR and ALTE levels, which define language competency levels and can measure proficiency.
3) Primary school students would likely reach the A1-A2 ALTE levels, as their cognitive development at ages 6-11 allows them to start working things out systematically.
The document discusses planning for teaching English as a foreign language. It describes how to structure didactic units with objectives, contents, methodologies and evaluations. Key aspects of planning include sequencing skills and topics appropriately for students' levels, using a task-based methodology, and focusing on communication and developing students' basic competences. Teachers should maximize instructional time, create a positive learning environment, use a variety of materials, and employ continuous evaluation throughout the learning process. Well-planned didactic units help guide students' learning and development of English language skills.
English was introduced in India in 1823 during British rule when it became the official language of administration and education. After independence in 1947, there was an effort to replace English with Hindi, but English continued to be taught and its use increased. Today, owing to its importance for career and economic opportunities, English remains an important part of the school curriculum in India, though its position and introduction has varied over time between states and school boards.
This document provides the K-12 curriculum guide for English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for teaching English. The philosophy states that language is central to intellectual, social and emotional development. Key principles include the interrelatedness of languages and that acquisition in one language benefits others. The needs of today's learners, referred to as Generation Z, are that they are immersed in technology but may have reduced attention spans. Desired outcomes include communicative competence, multiliteracies, and preparing graduates to communicate effectively and participate in civic life. The conceptual framework explains that language is best learned through interaction, integration of skills, being learner-centered, contextualization, and
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching additional languages where subjects like history or geography are taught through the medium of the additional language. It explains that CLIL aims to teach both content and language simultaneously. It provides examples of how CLIL can be integrated into the classroom, such as selecting familiar topics, simplifying language used, and providing opportunities for students to use the target language productively. The document notes benefits of CLIL for students, such as increased motivation and preparation for future studies where English is used.
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...Muhmmad Asif
This document is a thesis submitted by Muhammad Asif to the University of Lahore on the role of culture in English language teaching in Pakistani textbooks. It includes an acknowledgment, dedication, abstract, list of abbreviations, and table of contents. The abstract indicates that the thesis will evaluate how culture is treated in Pakistani English textbooks, investigate teachers' understanding and handling of culture in class, examine learners' perceptions of English learning, and design a culture training program for teachers. It will use qualitative analysis including an evaluative guide, two teacher questionnaires, a learner questionnaire, and an experiment. The results are expected to reveal how culture is overlooked or inadequately considered in textbooks, that some teachers do not include it in lessons,
Excursion program the implicit and culture based learning it triggersFPBS IKIP PGRI BALI
This document proposes an excursion program to facilitate learning Indonesian language and culture for foreign students in a fun and less stressful way. Excursions involve taking students outside the classroom to learn through real-life situations. Students would complete tasks like interviews that require them to use new vocabulary and expressions without realizing they are learning. This implicit learning through meaningful activities helps students better understand how the language is used in context. The document argues excursions can effectively improve students' language skills and cultural understanding while providing an enjoyable learning experience.
Evaluasi kurikulum bahasa inggris jurusan administrasi niaga politeknik neg...FPBS IKIP PGRI BALI
Penelitian ini bertujuan untuk mengevaluasi kurikulum bahasa Inggris jurusan Administrasi Niaga Politeknik Negeri Bali untuk mengetahui sejauh mana kurikulum tersebut masih relevan dengan kebutuhan industri. Data diperoleh dari kuesioner yang disebarkan kepada mahasiswa dan perusahaan tempat mahasiswa melaksanakan praktek kerja."
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
Correlation of academic excellence and cognitive academic language proficienc...Alexander Decker
This document discusses the relationship between academic language proficiency and academic performance at the university level. It begins by defining academic language proficiency as the linguistic knowledge and skills needed to complete academic tasks. It then discusses how basic interpersonal communication skills differ from cognitive academic language proficiency, with the latter being more cognitively demanding. Finally, it hypothesizes that higher levels of English language proficiency are required for Ethiopian university students to succeed academically.
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum for grades 1 through 10. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and that learning requires making meaning. It also notes that learners develop language skills through engaging with varied texts and activities involving viewing, listening, speaking, reading and writing. The context section describes the characteristics of Generation Z, born between 1994-2004, who are digital natives highly dependent on technology and social media with short attention spans.
This document summarizes a study on integrating local culture into foreign language classrooms in Saudi Arabia. It discusses how culture and language are interconnected and how incorporating local cultural elements can boost foreign language learning. The study examines teachers' preparedness to integrate local Arabic culture in English classrooms. It finds that incorporating familiar cultural topics from Saudi Arabia, like festivals and traditions, can help students learn vocabulary and communication skills more easily compared to only using foreign cultural material. The study concludes local culture-based teaching can motivate students and offers recommendations to curriculum designers on selecting appropriate local cultural aspects to integrate into English language teaching in Saudi Arabia.
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are growing up with advanced technology. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and strategies through an integrated approach to listening, speaking, reading, writing and thinking.
This document presents the K-12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy, principles, and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with various texts and multimedia. It recognizes that today's students, known as Generation Z, are digital natives who are highly technology-savvy but may have reduced attention spans due to multi-tasking. The goal is to produce graduates who can effectively communicate, continue learning, and succeed in their chosen fields using English language skills.
Third mid term. angela lopez, solange cortese.SolCortese1
This document summarizes a project designed by Angela Lopez and Solange Cortese for their Practicum Primary School level course. The project aimed to empower students by teaching English from an intercultural perspective that takes students' socio-cultural identities and social contexts into account. For one lesson, they taught grammar structures like "there is" and "there are" by having students describe places in their own neighborhood. Students were enthusiastic to identify local places and discuss what was lacking or needed improvement in their community. The project highlighted how teaching English through meaningful, local contexts can promote more effective learning while avoiding cultural imperialism.
Strategies and techniques for teaching cultureusalim
This document discusses various strategies and techniques for teaching culture in the classroom, including:
1. Strategies such as lectures, interviews, and using authentic materials.
2. Techniques such as cultural islands, culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, audio-motor units, cultoons, media/visuals, celebrating festivals, kinesics, consciousness-raising, and independent activity sheets.
3. Detailed explanations and examples are provided for some of the key techniques, including culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, and independent activity sheets.
This document discusses topics related to describing language learners' proficiency levels, the Common European Framework of Reference (CEFR), and the ALTE levels. It addresses:
1) Language proficiency levels described in the CEFR, including beginner, intermediate, and advanced.
2) The aims of the CEFR and ALTE levels, which define language competency levels and can measure proficiency.
3) Primary school students would likely reach the A1-A2 ALTE levels, as their cognitive development at ages 6-11 allows them to start working things out systematically.
The document discusses planning for teaching English as a foreign language. It describes how to structure didactic units with objectives, contents, methodologies and evaluations. Key aspects of planning include sequencing skills and topics appropriately for students' levels, using a task-based methodology, and focusing on communication and developing students' basic competences. Teachers should maximize instructional time, create a positive learning environment, use a variety of materials, and employ continuous evaluation throughout the learning process. Well-planned didactic units help guide students' learning and development of English language skills.
English was introduced in India in 1823 during British rule when it became the official language of administration and education. After independence in 1947, there was an effort to replace English with Hindi, but English continued to be taught and its use increased. Today, owing to its importance for career and economic opportunities, English remains an important part of the school curriculum in India, though its position and introduction has varied over time between states and school boards.
This document provides the K-12 curriculum guide for English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for teaching English. The philosophy states that language is central to intellectual, social and emotional development. Key principles include the interrelatedness of languages and that acquisition in one language benefits others. The needs of today's learners, referred to as Generation Z, are that they are immersed in technology but may have reduced attention spans. Desired outcomes include communicative competence, multiliteracies, and preparing graduates to communicate effectively and participate in civic life. The conceptual framework explains that language is best learned through interaction, integration of skills, being learner-centered, contextualization, and
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching additional languages where subjects like history or geography are taught through the medium of the additional language. It explains that CLIL aims to teach both content and language simultaneously. It provides examples of how CLIL can be integrated into the classroom, such as selecting familiar topics, simplifying language used, and providing opportunities for students to use the target language productively. The document notes benefits of CLIL for students, such as increased motivation and preparation for future studies where English is used.
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...Muhmmad Asif
This document is a thesis submitted by Muhammad Asif to the University of Lahore on the role of culture in English language teaching in Pakistani textbooks. It includes an acknowledgment, dedication, abstract, list of abbreviations, and table of contents. The abstract indicates that the thesis will evaluate how culture is treated in Pakistani English textbooks, investigate teachers' understanding and handling of culture in class, examine learners' perceptions of English learning, and design a culture training program for teachers. It will use qualitative analysis including an evaluative guide, two teacher questionnaires, a learner questionnaire, and an experiment. The results are expected to reveal how culture is overlooked or inadequately considered in textbooks, that some teachers do not include it in lessons,
Excursion program the implicit and culture based learning it triggersFPBS IKIP PGRI BALI
This document proposes an excursion program to facilitate learning Indonesian language and culture for foreign students in a fun and less stressful way. Excursions involve taking students outside the classroom to learn through real-life situations. Students would complete tasks like interviews that require them to use new vocabulary and expressions without realizing they are learning. This implicit learning through meaningful activities helps students better understand how the language is used in context. The document argues excursions can effectively improve students' language skills and cultural understanding while providing an enjoyable learning experience.
Evaluasi kurikulum bahasa inggris jurusan administrasi niaga politeknik neg...FPBS IKIP PGRI BALI
Penelitian ini bertujuan untuk mengevaluasi kurikulum bahasa Inggris jurusan Administrasi Niaga Politeknik Negeri Bali untuk mengetahui sejauh mana kurikulum tersebut masih relevan dengan kebutuhan industri. Data diperoleh dari kuesioner yang disebarkan kepada mahasiswa dan perusahaan tempat mahasiswa melaksanakan praktek kerja."
Dokumen tersebut membahas tentang pengertian, unsur, dan jenis-jenis paragraf. Secara ringkas, paragraf adalah unit pikiran terkecil dalam suatu karangan yang ditandai dengan indentasi atau spasi lebar. Paragraf berisi unsur kalimat topik, penjelas, dan penyimpulan, serta bermanfaat untuk mengorganisir gagasan secara sistematis. Ada beberapa jenis paragraf seperti eksposisi, argumentasi, dan deskripsi
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.
Me, myself, I exploring conceptions of self and others in Indonesian names and pronouns with eatrly learners, Presentation by Anne Marie Morgan at AFMLTA conference Sydney 2009
This document outlines an English curriculum for classes 1-8 in India. It argues that English should be accessible to all Indian children to prevent discrimination. It emphasizes using English in meaningful, multilingual contexts to develop basic communication skills. The curriculum focuses on creating environments where children can actively use English to understand communicative practices, rather than isolating grammar lessons. It aims to develop students' proficiency in listening, speaking, reading and writing in English by class 12.
Modern problems of linguistics and methods of teaching English languageSubmissionResearchpa
The document discusses modern problems in linguistics and methods for teaching English. It focuses on the importance of background knowledge and culture in effective communication. Students often lack understanding of cultural references when studying abroad. The author advocates introducing students to cultural realities and traditions of English-speaking countries. This helps form sociocultural competence and overcome barriers to cross-cultural communication.
The Importance of Culture in Second and Foreign Language Learning.Bahram Kazemian
English has been designated as a source of intercultural communication among the people from diverse linguistic and cultural backgrounds. A range of linguistic and cultural theories contribute meaningful insights on the development of competence in intercultural communication. The speculations suggest the use of communicative strategies focusing on the development of learners’ efficiency in communicating language through cultural context. However, the teaching of culture in communication has not been paid due importance in a number of academic and language settings of Pakistan and Iran. This assignment study indicates problems in view of teaching English as a medium of instruction in public sector colleges of interior Sindh, Pakistan and prescribed textbooks in Iranian schools. It also aims to identify drawbacks and shortcoming in prescribed textbooks for intermediate students at college level and schools. Therefore, the assignment study recommends integration of cultural awareness into a language teaching programme for an overall achievement of competence in intercultural communication.
Student Perception of Home Background and the Aquisition of English Language ...ijtsrd
The present study was intended to find out students perception of home background and the acquisition of English Language in Mbonge Municipality. Specific objectives were to examine how financial status of parent influence English language, investigate how educational level of the parents influence language acquisition, to examine how parent marital status influence English language acquisition and to find out how parenting style affect language acquisition. A descriptive survey research design was used on a sample of sixty 60 students using the simple random sampling technique. A closed ended questionnaire was used for the collection of data. The respondents were required to strongly agree, agree, strongly disagree and disagree to identify student perception of home background and its influence on language acquisition. The data was analyzed using descriptive statistic particularly frequencies, averages and percentages. The findings showed that, financial status of the parents influence English language acquisition, educational level of parents' influences language acquisition, marital status of parents influences English language acquisition and parenting style affect language acquisition. It was therefore concluded that students' perception of home background influence English language positively in Mbonge municipality. Bongwong Bruno ""Student Perception of Home Background and the Aquisition of English Language in Mbonge Municipality"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd29960.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/29960/student-perception-of-home-background-and-the-aquisition-of-english-language-in-mbonge-municipality/bongwong-bruno
This document summarizes a research article that aims to develop a conceptual prototype for teaching English as a foreign language based on local culture at STKIP PGRI Lumajang in Indonesia. The study found that incorporating local Javanese culture into English lessons could help overcome obstacles like limited textbooks and teaching hours. A conceptual prototype was created containing English standards, competencies, materials, teaching approaches, and assessments. Integrating local wisdom was expected to strengthen students' sense of nationalism while learning English.
This document provides guidance on teaching English in secondary school (classes 9-12) in India. It discusses the role and importance of English in India, objectives for English learning, and recommendations for curriculum, content, evaluation, and skills/attitudes to foster. Key points include:
- English plays an important role in education, business, and opportunities in India but should be accessible to all students.
- Objectives include developing proficiency in listening, speaking, reading, writing, and using English in social settings.
- The curriculum should include literature, contemporary texts, and focus on communication skills. Evaluation should provide feedback to teachers.
- Content should reflect students' environment and issues like gender,
The document discusses the advantages of learning Indonesian as a foreign language in Australian schools. It notes that Indonesian has many strengths as a language option, such as being spoken by our closest neighbor and having similarities to English. However, it is in a precarious state in Australian schools due to decisions being made based on factors other than educational value, such as student numbers. The document argues that Indonesian should be promoted more strongly in schools given its clear educational benefits.
1. The document discusses multilingualism, its advantages and disadvantages, and how it can be used as a resource in the classroom.
2. Some key advantages of multilingualism include personal, social, cognitive, and economic benefits. However, disadvantages can include issues with pronunciation, syntax, and the development of "pidgin" languages.
3. The document recommends using students' multiple languages as a classroom resource to increase participation, confidence, and understanding that all languages are equally valid. This approach supports learning English while valuing linguistic diversity.
This document discusses teaching speaking skills in a second language. It emphasizes that speaking is an important part of language learning and allows students to communicate effectively. While speaking was once taught through repetition and memorization, it is now recognized that students need opportunities to engage in meaningful communication. The document provides guidance on how to teach speaking skills effectively. It suggests creating a classroom environment where students can complete authentic tasks and activities in small groups to promote oral language development. A variety of short speaking activities are described, such as discussions, role-plays, interviews and using pictures to prompt narration and description.
Creating meaningful speaking activity to young learners by using information gapDian Savitri
The document discusses using information gap activities to teach speaking to young English language learners. It begins by providing background on teaching English as a foreign language in Indonesia and the importance of giving students opportunities to practice speaking. It then discusses how information gap activities work by having students ask each other questions to fill missing information. These activities provide extended speaking practice and motivate students. The document provides examples of how to implement simple information gap activities for first and third grade students and the steps to effectively guide students through the activities. It emphasizes letting students communicate directly with each other and providing feedback.
Investigating Students’ Attitudes Towards Listening and Speaking in the Engli...SubmissionResearchpa
This study sought to investigate students’ attitudes towards listening and speaking in the English classroom at Al Istiqlal University. The researchers noticed that freshmen students at Al Istiqlal University were de-motivated and reluctant to get involved in listening and speaking activities in the English classroom. One root cause may be students’ prior experience of learning English in Palestinian state schools where Arabic is the dominant language (Hamdallah, 1999) and where there may be little provision of speaking and listening to English. The researchers sought to experiment with innovative teaching methods to address these problems. These included using group work, giving students clearly defined roles, using technological applications and drawing on students’ personal lives as strategies to motivate students and change their attitudes towards listening and speaking activities. A stratified–purposeful sample consisting of 18 freshman students was selected. The researchers used a quantitative approach to measure changes. The researchers also used qualitative instrument for the purpose of the study. A questionnaire was administered at the beginning and end of the study to determine changes in students’ attitudes. Also, interviews were organized to decide and get comments on the influence of the strategies which were used. Results indicated that there was a significant difference in students’ attitudes towards listening and speaking activities in English class. When the researchers used different strategies such as: role plays cards, group activities, technology and different assessment forms, students expressed positive feelings, enjoyment and fun. The researchers recommend that teachers in similar university-level context should implement different strategies such as: group wok, role plays, cards, videos and some applications i.e. Padlet to motivate students bridge the gap between school life and university life. It was also found that such strategies help to change students’ attitudes to listening and speaking by Khaled M S Masood and Hussam A Qadomi 2020. Investigating Students’ Attitudes Towards Listening and Speaking in the English Classroom at Al Istiqlal University: An Action Research. International Journal on Integrated Education. 3, 8 (Aug. 2020), 70-76. DOI:https://doi.org/10.31149/ijie.v3i8.538 https://journals.researchparks.org/index.php/IJIE/article/view/538/514 https://journals.researchparks.org/index.php/IJIE/article/view/538
Challenges to vernacular learners (l1) in acquisition of english language (l2...Alexander Decker
The document discusses challenges faced by vernacular (L1) learners in acquiring English (L2) at the undergraduate level in Hyderabad, India. It finds that the majority of students from vernacular medium backgrounds struggle in English language classrooms due to the influence of their native socio-cultural backgrounds and languages. The study uses a survey to identify issues like the influence of studying in vernacular medium schools, family educational background, peers, and lack of English use outside the classroom. It observes that vernacular medium students feel uncomfortable revealing their background for fear of being isolated. The document suggests techniques to help both vernacular and English medium students improve their English skills, such as increasing English use,
The document discusses various topics related to bilingual education including different types of bilingual education programs, benefits of bilingualism, misconceptions about English-only instruction, the importance of incorporating students' home languages and cultures, and developing research questions for a project on second language literacy.
1. The document discusses foreign language education in primary schools in Spain. It emphasizes the importance of learning foreign languages for social, educational, and economic reasons.
2. It outlines the objectives, contents, basic competences, methodology, and evaluation process for teaching foreign languages. The goals are to develop language skills like listening, speaking, reading and writing.
3. Methodology should be active, participatory, and focus on communication. Teachers are encouraged to create a supportive environment to engage students and reduce anxiety about making mistakes.
PYP Language Workshop for Parents (January 2013)bisedu
This document provides information about a workshop for parents on language in the PYP. It includes an introduction with an activity to identify important jobs that require strong language skills. It then discusses views on language and has an activity for participants to share what they know and questions they have about the topic. The workshop aims and agenda are presented, covering beliefs about language learning, teaching strategies, how language is broken down in the curriculum, and the importance of mother tongue development. Activities during the workshop involve analyzing images, identifying language strands in the PYP, and learning about conceptual understandings and language acquisition.
1) Culture teaching in foreign language education is important because language and culture are intertwined. Without understanding the cultural contexts and norms of the target language, learners may struggle with intercultural communication.
2) There are several theories and approaches to teaching culture in foreign language education. One influential model proposes teaching foreign language, language awareness, culture awareness, and providing cultural experiences.
3) It is important for learners to develop cultural awareness and cultural schemata in order to properly comprehend and use the target language in appropriate social and cultural contexts. Teaching cultural norms, customs, values and historical backgrounds can help with this.
This document discusses teaching culture in the English as a foreign language (EFL) classroom. It emphasizes that language and culture are intertwined and that teaching a language means teaching its culture. The document provides examples of idiomatic expressions from different English-speaking countries to illustrate cultural variations. It also discusses definitions of culture and language from various scholars. Finally, it proposes ways to incorporate culture into EFL classrooms, such as compiling lists of cultural topics, using various materials from the target culture, and setting goals around cultural understanding for students.
The role of mother tongue in early childhood educationAlexander Decker
This academic article discusses the important role that a child's mother tongue plays in early childhood education. It argues that using a child's native language as the primary language of instruction facilitates learning, breeds confidence, and helps preserve cultural identity. The article provides background on key concepts like mother tongue, second language, and medium of instruction. It also summarizes research showing cognitive and academic benefits of instructing young children in their mother tongue rather than a second language. The author concludes that stakeholders should renew their commitment to using mother tongue as the main language of instruction in early childhood.
Similar to Excursion program the implicit and culture based learning it triggers (20)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Excursion program the implicit and culture based learning it triggers
1. Stilistetika Tahun I Volume, Nopember 2012
ISSN 2089-8460
EXCURSION PROGRAM: THE IMPLICIT AND CULTURE-BASED
LEARNING IT TRIGGERS
I Made Rai Jaya Widanta*
rai_widanta@yahoo.com
Luh Nyoman Chandra Handayani*
Chandra_Handayani@yahoo.com
POLITEKNIK NEGERI BALI
Abstract
This paper tries to propose a concept which facilitates Darmasiswa, foreigners
learning Indonesian language and culture, with a fun, creative, and less stressing
method in learning the subjects. Pursuant to some hindrances the learners face
during their learning activities in Indonesia, particularly in Politeknik Negeri
Bali, and based on the writer observation, excursion program is then introduced
and designed to meet the learners’ needs. Excursion is the out side-class room
learning activity where learners are able to learn the subjects implicitly. The
learning is undertaken in the real life situation in accordance with the topic of
discussion. The language (grammar, expression, vocabulary, structure) the
learners focus to learn is implicitly designed that they will not be aware of what
being learned. By interviewing and making report upon their interview session,
learners are stimulated to explore new, accurate, natural vocabularies,
expressions, sentence structures used by Indonesian native speakers. In addition
the activities are very meaningful since they facilitate the learners with situation
where they can explore the language and practice the skills on their own.
1. Background
It is undeniable that learning a language merely without paying attention
to the culture standing behind it causes a misleading concept among the learners
since language and culture are inseparable things. According to Sapir and Whorf
language influences culture, or in other word, language influences the way
members of a speech community behave (Sapir and Whorf in Abdul Chaer,
2007:70). What people do is usually influenced by characteristic of their
language. However, this hypothesis is not in line with what most people recently
think that culture, on the contrary, simply influences language. Westerners only
have the word “rice” to explain many objects in Indonesia, like padi, gabah,
16
2. Stilistetika Tahun I Volume, Nopember 2012
ISSN 2089-8460
beras, and nasi. It is merely the impact of being not having such culture as what
Indonesia do.
Foreigners who learn Indonesian language, for example, will find it
difficult to learn the language without their involvement in any activity native
people are doing as a part of culture. They will feel to be separated from the norm,
habit, rule, aspects based on which the language can be mastered easily.
Vocabulary, for instance, is obvious evidence about how culture plays an
important role for it existence. Most words of Indonesian language, like that
exemplified above, are premised from local culture. To minimize the case, they
have to be always aware of doing adjustment to save their time to reach the goal
effectively.
In term of action as the response to an expression, linguistic and cultural
barriers may sour relations. They both can cause worse understanding or even
misunderstanding between individuals whose cultures are different (Bochner,
1985:100). In Indonesian culture, saying “thanks” to respond to expression
“Would you like some coffee?” may or normally mean if the interlocutor would
not like to have coffee. However, it means something opposite in western country.
Hence, speaker and interlocutor of different culture have to understand mutually
their both cultures.
Cultural adjustment non natives speakers do is of much importance to
avoid culture shock, feelings of powerless, self-restrictedness, paranoia,
annoyance, or homesick (Koester in Tubbs and Moss,1998:236). Many foreign
students learning Indonesian language leave Indonesia by force for these reasons.
However, many of them can survive and even start to like to learn the language
since they are culturally tolerant. To achieve this, they have to sacrifice extra time
to involve in what native people do as their habit, such as selling, farming, making
friends, doing social work, and other activities that involve other people to
communicate with.
Foreign students who learn Indonesian or Darmasiswa in Bali, particularly
in Politeknik Negeri Bali (PNB) find it hard to learn the language since they can
hardly learn Balinese or Indonesian culture. They are some reasons why they find
17
3. Stilistetika Tahun I Volume, Nopember 2012
ISSN 2089-8460
it hard to get used to these cultures: (1) they are hardly tolerant of the new ideas,
(2) they tend to live together with their partners that they do not have enough time
to be sociable with local people, (3) the learning of Indonesian language in class is
still explicitly done that does not enable them to learn the real life culture to
support their Indonesian language mastery.
Pursuant to the cases above, there is a solution proposed to respond to
what learning method shall be implemented in order for the students to learn
culture for the sake of their Indonesian language ability improvement that is by
implementing excursion program. Excursion program is an outside-class learning
activity functioning to enable students to learn Indonesian language by involving
themselves in real life environment. This program shall certainly be supported
with learning model called task-based language learning where students are
assigned to do task while doing their activities, and report accomplishment where
at the end of their task students are required to make report on what they have
done at sites.
2. Related Studies
a. Excursion
Excursion is an outside-class learning activity. This is a situation-based
language learning where the lesson is designed based on what situation would be
focused in each topic. There are a lot of situations or settings teacher can choose
for excursion program, such as market, neighbor, friendship, family, religion,
government, education, and many others. This division is pursuant to linguistic
domain as a cultural concept abstracted from topics of communication, relation
between communicator and communicant, and setting (the site where a
communication takes place) in accordance with symbols existing in the society
(Adi Jaya Putra, 2008:72). Based on its concept, Language domain is a
constellation between participant (speaker and interlocutor), location, and topic
(Somarsono, 1990:197). The concept of language domain had been used by
researchers on language shift in Germany to know the use of German being
18
4. Stilistetika Tahun I Volume, Nopember 2012
ISSN 2089-8460
compared to other languages in contact situation. Schmidt Rohr is the first person
who undertook the research to know entire status of language choice. The
proposed domain included family, recreational places, street, school, church,
literature, press, military, court, and governmental administration (Adi Jaya Putra,
2008). Fishman (1968) stated that the number of domain used in sociolinguistic
research can not absolutely be determined. He used simple domain including
family, neighbor, work, and religion. Sumarsono (2009) used some domains
including family, intimacy, education, religion, transaction, and government.
The different speech situation triggered different use of language
functions, such as offering things, asking things, bargaining, thanking, asking
permission, saying sorry, getting one to do things, interrupting, requesting,
commanding, and many others. As one domain or situation may require use of
some language functions, one task will also involve some different language
functions.
b. Some Purposes of Excursion
As this program has some uniqueness, it is considered very effective to
undertake for a number of purposes, they are as follows.
a. To facilitate learners with a real life learning situation.
Being involved at site where the communication actually takes place
encourages learners to explore more deeply how language is used by native
speakers. Learners felt to benefit from learning in such situation since they
gain better training experience that will always cross in their mind on how
words, expression, pronunciation, sentences, structures are used correctly.
b. To provide more opportunity to practice their language.
Doing the task assigned by teacher give learners more opportunity to practice
the language on their own without any frontier. They felt more confident since
correction and feedback done by native speakers of the language are natural,
helpful, less demanding. Learners realized that this is an academic
atmosphere-free activity which demands students’ obedience. In addition,
19
5. Stilistetika Tahun I Volume, Nopember 2012
ISSN 2089-8460
native speakers also find it interesting to have foreign learners to practice their
language.
c. Learners can learn the language (grammar) implicitly.
Learning language and skill consciously is very demanding and stressing.
Conversely, this activity is so much fun to do since learners learned it
implicitly. In other word, they are not psychologically bound with in-class
learning situation which is normally ended in quiz.
d. It is more interesting and meaningful.
Learners acquire much feedback which is very corrective so that they found it
very meaningful to their language and skill improvement.
c. Implicit Learning
Implicit learning is a learning type where the activity of instruction is done
out side class room. The idea is that learners are conditioned in such a way that
they learn things unconsciously instead of doing it explicitly. Therefore, it is
designed in a form of task (tasked-based learning) where they are required to
interview people or observe things and fill forms prepared by teachers. They do
not see teachers, join lesson as it is in the class room.
According to Ellis (2009) implicit learning proceeds without making
demand on central intentional resources. Its generalizations arise from
conspiracies of memorized utterances collaborating in productive schematic
linguistic production (N. Ellis in R. Ellis, 2009:3). Learner in this case remains
unaware of the learning that has taken place, although it is evident in the
behavioral responses they make. There are some criteria of implicit instruction:
1. Attracts attention to target form
2. Is delivered spontaneously (in communicative orientated activities)
3. Is unobtrusive (minimal interruption of communication of meaning)
4. Makes no use of meta language
5. Encourages free use of the target form.
Furthermore, implicit knowledge is determined by examining the learners’
use of these features in oral or written language. In addition, implicit knowledge
20
6. Stilistetika Tahun I Volume, Nopember 2012
ISSN 2089-8460
tacit and intuitive, procedural, available through automatic processing, an only
evident in learners’ verbal behavior. Explicit instruction, on the other hand, is
determined by a number of criteria; they are:
1. Directs attention to target form
2. Is predetermined and planned (as the main focus and goal of the teaching
activity)
3. Is obtrusive (interruption of communicative language)
4. Present target forms in isolation
5. Uses meta linguistic terminology (e.g. role of explanation)
6. Involves controlled practice of the target form.
Although there is tendency in Politeknik Negeri Bali that the out side-class
room learning is considered strategic for learners’ language mastery, this type of
learning strategy has not been much focused yet. The Immersion program for
Darmasiswa students, for example, has been regularly undertaken. This program
is designed by activating students to participate in regular class where they can
involve in and conduct interaction with regular students in their class while
joining any lesson in stead of Indonesian language (Widanta, 2009). This implicit
type of learning was successfully carried out. However, they have to be dependent
on the schedule when then class are conducted. There were some silent periods
where classes are postponed, such as on holiday, school examination, campus
anniversary, or other accidental activities.
d. Task-Based Learning
A task is intended to result in a language use that bears a resemblance,
direct or indirect, to the way language is used in the real world (Ellis, 2003:16).
Task is also both a means of clinically eliciting samples of learner language for
purposes of research (Corder, 1981) and a device for organizing the content and
methodology of language teaching (Prabhu, 1987). However, Bygate, Skehan and
Swain (2000b) in Ellis (2000) pointed out that task is viewed differently
depending on whether the perspective is that of the research or pedagogy.
Researcher may view a task in term of a set of variables impact of performance
21
7. Stilistetika Tahun I Volume, Nopember 2012
ISSN 2089-8460
and language acquisition whereas teachers see it as a unit of work in an overall
scheme of work. Furthermore, they clarified that this work plan typically
involves: (1) some input (i.e) information that learners are required to process and
use); and (2) some instructions relating to what outcome the learners are supposed
to achieved. According to Lantolf and Apple, (194); Lantolf, (2000a) a task is
work plans that reenacted in accordance with the personal disposition and goals of
individual learners in particular setting, making it difficult to predict the nature of
the activity that arises out of a task.
There are, in general, two major parts of task, target task and pedagogical
task. A target task is a piece of work undertaken to oneself or for others, freely or
for some reward, such as painting a fence, dressing a child, filling out a form. On
the other hand, a pedagogical task is an activity or action which is carried out as
the result of processing and understanding language, such as drawing a map while
listening to tape or listening to an instruction and performing a command (Long in
Nunan, 2003), a range of work plans which have the overall purposes of
facilitating language learning from simple and brief to more complex and lengthy
activities (Breen in Nunan, 2003), a work plan that requires learners to process
language pragmatically in order to achieve an outcome that can be evaluated in
term of whether the correct or appropriate propositional content has been
conveyed (Ellis in Nunan, 2003). So the task-based approach aims at providing
opportunities for learners to experiment with and explore both spoken and written
language through learning activities that are designed to engage in the authentic,
practical and functional use of language for meaningful purposes.
Task is differentiated with exercise as follows. Skehan (1998a)
distinguishes a task and an exercise as follows. A task shall have characteristics:
1. meaning is primary;
2. there is a goal which needs to be worked toward;
3. the activity is outcome-evaluated;
4. there is a real-world relationship (in Ellis:2000).
In a task, learners are primarily engaged in trying to communicate content
(meaning is primary), they work towards the goal of determining whether the
22
8. Stilistetika Tahun I Volume, Nopember 2012
ISSN 2089-8460
picture they hold is the same as or different to the picture held by their partner, the
outcome is evaluated in terms of whether they are successful in this goal, and
there is a relationship with the real world in the sense that the kind of discourse
that arise from this task is intended to resemble that which occurs naturally
(Skehan, 1998a).
Exercise as in a fill-in-blank grammar, engage learners primarily in
producing correct linguistic forms, there is no obvious communicative goal to be
achieved, the outcome is evaluated in terms of whether the learner’s answer are
grammatically correct or not, and no direct relationship between the type of
language activity involved and naturally occurring discourse is intended (Skehan,
1998a). Further more, Widdowson (1998a) explains, a task and an exercise differ
with regard to the kind of meaning, goal, and outcome they are directed toward.
An exercise is premised on the need to develop linguistic skill as a prerequisite for
the learning of communication ability, while a task is based on the assumption
that linguistic ability are developed through communicative activity.
Ellis claims that Task-Based Language Teaching (TBLT) contributes to
major goals; they are “communicative activities” and “second language
acquisition (SLA)” (Ellis in Jaya Widanta, 2011:109). However, there are basic
purposes of TBLT:
1. To give learners confidence in trying out what ever language they know
2. To give learners experience of spontaneous interaction
3. To give learners the chance to benefit from noticing how others express
similar meanings
4. To give learners chance for negotiating turn to speak
5. To engage learners in using language purposefully and cooperatively
6. To make learners participate in a complete interaction, not just one-off
sentence
7. To give learners chance to try out communication strategy, and
8. To develop learners’ confidence that they can achieve communicative
goals.
23
9. Stilistetika Tahun I Volume, Nopember 2012
ISSN 2089-8460
In this study, task given to learners is in purpose to facilitate them with
optimal opportunity to practice the language with certain outcome the task
outlines. Students are considered successful in doing the task if they outcome
thing as what then task requires. By doing the task appropriately they are
considered to have practice communication a lot. As their focus is to do task
correctly, they do not realize that they lean the language optimally (study
grammar, memorizing ad produce functions of language, memorize and learn new
vocabulary from their interlocutors). That is the main idea of implicit language
learning.
e. Project
As task-based learning is outcome focused, there shall be an outcome the
learners have to finally achieve. In this study, Darmasiswa students produce a
project in the form of report undertaken upon their activities completion in the
site. This is merely to sum up what they have done and how well they can report
what they have done. This is a written report they can design freely so that they
can imply their idea as much as possible. Beside the main topic they deal with in
the site, such as shopping, some aspect can be included in the writing; such as
setting, the time of the event, people involved in it, why they do so, the specialty
about the event if being compared to others.
3. Solution
a. How is Learning Model Designed?
There are a number of stages to carry out in designing this learning model
as follows.
First, we have to determine the language. Language in this case means
level of language in term of grammar, structure, expression, language functions,
or vocabulary a part from the skills we have to focus. More importantly, we have
to detail what language function we will bring into the discussion. This will be
easier to consider if we know what level the students are in. Knowing the
students’ level will ease us to determine what topic we have to adequately rise.
24
10. Stilistetika Tahun I Volume, Nopember 2012
ISSN 2089-8460
Second, we have to design the task. If the topic of discussion which has
been determined is shopping for instance, then we will design a task about
shopping. The task may contain things concerning a dialogue between a foreigner
and a local seller traditional shop which includes some activities like bargaining,
greeting, asking price, asking size, color, thanking, requesting, and commanding.
Third, we have to determine how learners will perform the activity. Since
it is a task-based language teaching, the learner will be performing a task related
to shopping. The activity will include interviewing the seller about things,
interviewing while observing how people perform dialogs, or any other form of
interaction which involves the learners’ active participation to practice the
language. This activity is called excursion program. In this stage, learners will
implicitly learn a lot about the nature of language used commonly by native
speakers and also be introduced with culture based on what the conversation takes
place. This activity will particularly train learner to comprehend questions and
give respond to the questions appropriately. By doing so, they will be able to train
their speaking ability without being directed and monitored by teachers. This
experience will contribute to a meaningful learning to the learners.
SHOPPING
1. Sapa penjualnya (greet the seller)
2. Berterima kasih karena dipersilakan masuk (thank the seller for the
permission)
3. Tanyakan jika dia menyediakan sepatu (ask if shoes are available)
4. Tanyakan jenis merek yang tersedia (ask the what brands are available)
5. Tanyakan ukuran-ukuran yang tersedia (ask what sizes are available)
6. Tanyakan jika bisa dicoba (ask if we can try them on)
7. Tanyakan harganya (ask price of the shoes)
8. Tanyakan jika bisa ditawar (ask if the price can be lowered)
9. Tanyakan harga pasnya (ask the best price)
10. Berterimakasih atas harga yang diberikan (thank the seller for the best
price)
25
11. Stilistetika Tahun I Volume, Nopember 2012
ISSN 2089-8460
11. Tanyakan jika ada barang lain (ask if other items you want are available)
12. Begitu seterusnya (and so on )
13. Berterimakasih dan permisi (thank the seller and ask permission to leave)
This is the suggested task learners should use since it can trigger them to
practice the language without being aware of their learning the language.
However, there can be other possibility of task design as far as it still focuses on
the learners’ learning the language implicitly.
b. Project Accomplishment
Upon the interview session, learners are requested to make a report on the
whole interview. This project will train their ability to synthesize what they have
written in the task and what they have seen in the field to make a full and detail
narration. In this written report learners may paraphrase the responds of seller(s)
to make it more natural and smooth. In addition, this writing will train them how
to write properly, use vocabulary and expression, to structure sentences
appropriately and grammatically.
4. Conclusion and Suggestion
a. Conclusion
Excursion is a strategic method by which learners will be able to learn
Indonesian language in a meaningful and fun possible way. By this method,
learners will find the learning triggering and stimulating since they are involve in
such a situation and activity where language and culture aspects are learned
implicitly. In addition, this method will overcome learners’ being reluctant to
study in a-class-explicit program.
The two learning activities, interviewing and reporting the interview
result, will be meaningful for learners since they are stimulated to explore the
language (natural expressions, sentence structures, vocabularies in the real life
26
12. Stilistetika Tahun I Volume, Nopember 2012
ISSN 2089-8460
situation) and to practice the four major skills (listening, writing, speaking, and
reading).
b. Suggestion
This empirical study is an observation-based conceptual study. This
concept should be implemented to see how much it is applicable in the field, what
obstacles the learners face in the field. More deeply, implementing the model will
enable us to identify what factors results in hindrances that we are going to be
able to overcome them with some constructive ways out.
Bibliography
Bochner, Stephen. 1985. Culture in Context. A Study in Cross-Culture
Interaction. Great Britain: Pergamon Press Ltd.
Chaer, Abdul.2007. Linguistik Umum. Jakarta: PT. Asdi Mahasatya.
Ellis, Rod. 2000. Task-Based Research and Language Pedagogy. Language
Teaching Research 4 (3), hal. 193-2020)
Jaya Putra, Adi. 2008. Desertasi: Penggunaan Kode oleh Masyarakat Tutur
Pegayaman. Denpasar: Udayana
Sumarsono. 1993. Pemertahanan Bahasa Melayu Loloan di Bali. Jakarta: Proyek
Penelitian dan Pembinaan ahasa dan Sastra Indonesia dan Daerah
Jakarta.
Tubbs. Stewart L. and Sylvia Moss. 1996. Human Communication. Bandung: PT.
Remaja Rosdakarya
Widanta, I Made Rai Jaya. 2009. Implementasi program immersion bahasa
indonesia untuk penutur asing (bipa): suatu strategi untuk meningkatkan
penguasaan bahasa indonesia pelajar BIPA. Dipresentasikan dalam
Seminar Bahasa Ibu. Universitas Udayana Denpaasr.
Widanta, I Made Rai Jaya and Luh Nyoman Chadra Handayani. 2011. “The
Implementation of Task-Based Language Teaching (TBLT) at Politeknik
Negeri Bali (PNB): A Strategic Approach to Improve Students’ Implicit
Knowledge of English” in Jurnal Sosial dan Humaniora. Bukit Jimbaran:
Politeknik Negeri Bali.
27