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[Bahasa]
Macam mana nak bantu anak2 kampung untuk belajar English
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Author |
Post time 3-3-2019 12:42 PM
From the mobile phone
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fahdramli replied at 3-3-2019 10:13 AM
wow, tq kak, will do. biaq la depa belajar yg umur 5 6 tahun daripada depa tak tau apa bila pi se ...
Tq kak mod yg baik hati.. |
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Ajar english guna phonetics. Kalau budak2 kecil tapi dah sekolah, tak tau berkesan ke tak, guna OPOL, one person one language, cakap english jer dengan diorang, dalam kelas dan luar kelas. Biar ler orang nak cakap, ehh berlagak nya dia ni spiking jer manjang  |
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ha ha
betul lah
kena ada kesedaran sendirilah kan?
bahawa english tu buat masa ni penting
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Author |
Post time 5-3-2019 09:35 AM
From the mobile phone
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ipes2 replied at 5-3-2019 02:51 AM
ha ha
betul lah
kena ada kesedaran sendirilah kan?
Nak wujudkan kesedaran tu lah jadi tembok besar utk anak2 ni. Tapi i cuba.. Susah mcm mana pun.. Wahhh |
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DRILLING
I. CONCEPT
A. Definition
Drilling is a technique that has been used in foreign language classrooms for many years. It was a key feature of audio-lingual method approaches to language teaching, which placed emphasis on repeating structural patterns through oral practice.
Drilling means listening to a model, provided by the teacher, or a tape or another student and repeating what is heard. Drilling is a technique that is still used by many teachers when introducing new language items to their students.
Harmer states that drilling is mechanical ways if getting students to demonstrate and practice their ability to use specific language items in a controlled manner.
From those theories above, it can be concluded that drilling is a technique that has been used in foreign language classrooms which emphasis on repeating structural pattern through oral practice to demonstrate students’ ability in using specific language items in a controlled manner.
B. Kinds of Drill
According to Haycraft (36: 1978), after presentation and explanation of the new structure, students may used controlled practice in saying useful and correct sentence patterns in combination with appropriate vocabulary. These patterns are known as oral drills. They can be inflexible: students often seem to master a structure in drilling, but are then incapable of using it in other contexts. Furthermore, drills have several types in form:
1. The Repetition Drill
The teacher says models (the word or phrases) and the students repeat it.
Example:
Teacher : It didn’t rain, so I needn’t have taken my umbrella
Students : It didn’t rain, so I needn’t have taken my umbrella
2. The Substitution Drill
Substitution drill can used to practice different structures or vocabulary items (i. e one word or more word change during the drill)
Example:
Teacher : I go to school. He?
Students : He goes to school.
Teacher : They?
Students : They go to school.
3. The Question and Answer Drill
The teacher gives students practice with answering questions. The students should answer the teacher’s questions very quickly. It is also possible for the teacher to let the students practice to ask question as well. This gives students practice with the question pattern.
Example:
Teacher : Does he go to school? Yes?
Students : Yes, he does.
Teacher : No?
Students : No, he does not.
4. The Transformation Drill
The teacher gives students a certain kind of sentence pattern, an affirmation sentence for example. Students are asked to transform this sentence into a negative sentence. Other examples of transformations to ask of students are changing a statement into a question, an active sentence into a passive one, or direct speech into a reported speech.
Example: (positive into negative)
Teacher : I clean the house.
Students : I don’t clean the house.
Teacher : She sings a song.
Students : She doesn’t sing a song.
5. The Chain Drill
The teacher begins the chain by greeting a particular student, or asking him a question. That student respond, then turns to the students sitting next to him. The first student greets or asks a question of the second student and the chain continues. A chain drill allows some controlled communication, even though it is limited. A chain drill also gives the teacher an opportunity to check each student’s speech.
Teacher : What is the color of sky?
The color of sky is blue
What the color of banana?
Student A : The color of banana is yellow
What is the color of leaf?
Student B : The color of leaf is green
What is the color of our eyes?
Student C : The color of our eyes is black and white.
6. The Expansion Drill
This drill is used when a long line dialog is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. Then following the teacher’s cue, the students expand what they are repeating part at the end of the sentence (and works backward from there) to keep the intonation of the line as natural as possible. This also directs more student attention to the end of the sentence, where new information typically occurs.
Example:
Teacher : My mother is a doctor.
Students : My mother is a doctor
Teacher : She works in the hospital.
Students : She works in the hospital
Teacher : My mother is a doctor. She works in the hospital.
Students : My mother is a doctor. She works in the hospital
Teacher : She take cares the patient.
Students : She take cares the patient
Teacher : My mother is a doctor. She works in the hospital. She take cares the patient
Students : My mother is a doctor. She works in the hospital. She take cares the patient
7. Communicative drills
This kind of drills is quite different from the so-called meaningless and mechanical drills used in a traditional grammar oriented class by some teachers, in which the primary focus is on the form of the language being used rather than its communicative content. Children do not blindly mimic adults’ speech in a parrot fashion, without really needing to understand or communicate anything, but make selective use of simulation to construct the grammar and make sense of the expressions according to the grammar. This kind of drills has meanings and connotes information accordingly in a certain situation and at a certain time. It has an information gap and does involve communicative process. The child has access to language data and opportunities to interact with the inputs (meaningful inputs). When processing the language they hear, children construct the grammar and make sense of the expression according to the grammar. When producing utterance, they follow the internalized grammatical rules. This kind of drilling can be formed by using the other drilling types. But the emphasis is that the student involving something real as well as communicative value and the practice creates an information gap.
Example :
Guessing game:
Teacher has something in mind (things, job, event, etc) and the students must guess that thing by using yes no question:
Students : Is it in the class?
Teacher : Yes, it is.
Students : Is it blue?
Teacher : No, it is not.
Students : Is it black?
Teacher : Yes, it is.
Students : Is it in the front of the class?
Teacher : Yes, it is.
Students : Is it black board?
Teacher : Yes, it is.
With the basis of the communicative drills, teachers may design more advanced communicative activities so that learners can have more opportunities to produce sustained speech with more variations in possible responses.
C. Purposes
1. For the learners, drills can:
a. Provide for a focus on accuracy. Increased accuracy is one of the ways in which a learner’s language improves so there is a need to focus on accuracy at certain stages of the lesson or during certain task types.
b. Provide learners with intensive practice in hearing and saying particular word or phrases. They can help learners get their tongues around difficult sounds or help them imitate intonation that may be rather different from that of their first language.
c. Provide a safe environment for learners to experiment with producing the language. This may help build confidence particularly among learners who are not risk takers.
d. Help students notice the correct form or pronunciation of a word phrase. Noticing or consciousness rising of language is an important stage in developing language competence.
e. Provide an opportunity for learners to get immediate feedback on their accuracy in terms of teacher or peer correction. Many learners want to be corrected.
f. Help memorization and atomisation of common language patterns and language chunks. This may be particularly true for aural learners.
g. Meet students expectation, i.e. they may think drilling is an essential feature of language classrooms.
2. For The Teacher:
a. Help in term of classroom management, enabling us to vary the pace of the lesson or to get all learners involved.
b. Help the teacher recognize if new language is causing problems in terms of form or pronunciation.
D. Advantages and Weaknesses
1. The Advantages of Drilling are:
Drilling help our learners memorise language by the teacher’s control. And the teacher can correct any mistakes that students make and encourage them to concrete on difficulties at the sometime.
2. The Weaknesses of Drilling
Drilling often make the students not vary creative. In all drills learners have no or vary little choice over what is said so drills are form of very controlled practice. The teacher needs to handle the drills, so that the students are not over used and they don’t go on far too long. One of the problems about drills is that they are fairly monotonous.
E. Principles
The following principles will help in planning and making drilling:
1. Realistic- don’t get students to practice sentences they would never actually say in real life.
2. Meaningful-practice should take place within a context-if possible relating to students interest.
3. Said with appropriate expression, e.g. surprise, impatience, enthusiasm, indifference, etc.
4. Used for only a minute or two. Use signs and pictures and sound prompts to give briskness and interest to the practice.
5. Used as a first stage, quickly leading the way to other kinds of practice.
6. Vary the way in which you do drills to make the language more memorable.
II. THEORETICAL BASE
This technique is based on Audio-lingual Method. Richard and Rodgers (1986) said that a number of learning principles in learning theory became the psychological foundations of Audiolingualism and came to shape its methodological practice. Some principles are:
1. Foreign language learning is basically a process of mechanical habit formation. Goods habits are formed by giving correct responses rather than by making mistakes. By memorizing dialogues and performing pattern drills the chances of producing mistakes are minimized. Language is verbal behaviour- that is the automatic production and comprehension of utterances-and can be learned by inducing the students to do likewise.
2. Language skills are learned more effectively if the items to be learned in the target language are presented in spoken form before they are seen in written form.
3. Analogy provides a better foundation for language learning than analysis. Analogy involves the processes of generalization and discriminations. Drills can enable learners to form correct analogies. Hence the approach to teach the teaching of grammar is essentially inductive rather than deductive.
4. Teaching a language involves teaching aspects of the cultural system of the people who speak the language.
III. THE COMPETENCY THAT IS DEVELOPED BY DRILLING
Drilling deals with Psychomotoric process in which the competencies that are developed by the technique are listening and speaking skills. Listening is one of the skills in which the learners try to get information (word, phrase or sentence) from the teacher’s statements, vocabularies or sentences. Then, they repeat it. That repetition is the realization of learners’ speaking skill and as the media for the teacher to check the learners’ pronunciation.
IV. THE PROCEDURE
1. Students first hear a model dialogue (either read by the teacher or on tape) containing the key structure that are the focus of the lesson. They repeat each line of the dialogue, individually and in chorus. The teacher pays attention to pronunciation, intonation, and fluency. Correction of mistakes of pronunciation or grammar is direct and immediate. The dialogue is memorized gradually, line by line. A line may be broken down into several phrases if necessary. The dialogue is read aloud in chorus, one half saying one speaker’s part and one other half responding. The students do not consult their book throughout this phase.
2. The dialogue is adapted to the students’ interest or situation, through changing certain key words or phrases. This is acted out by the students.
3. Certain key structure from the dialogue are selected and use as the basis for pattern drills of different kinds. These are first practiced in chorus and then individually. Some grammatical explanation may be offered at this point, but this kept to an absolute minimum.
4. The students may refer to their textbook, and follow-up reading, writing, or vocabulary activities based on the dialogue may be introduced.
5. Follow-up activities may take place in the language laboratory, where further dialogue and drill work is carried out.
V. TARGET
Elementary School Students
VI. TIME ALLOTMENT
2X 40 Minutes
BIBILOGRAPHY
Cross, David. A Practical Handbook of Language Teaching. Phoenix ELT. Hertfordshire. 1995.
Haycraft, John. An Introduction to English Language Teaching. Longman Group Ltd. 1978 England.
Larsen, Diane. Freeman. Technique and Principle in Language Teaching. Oxford University Press. 2000.
Richard, Jack C. Rodgers, Theodore S. Approach and Method in Language Teaching Second edition. Cambridge University Press. 1986. |
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Masa I travel Cambodia...ramai bebudak local pegang kertas...khusyuk sgt depa dgn kertas tu...so I pun jenguk apa yg depa tgh buat...minat nak tau...
Rupa2nya kertas tu kertas potostate yg penuh dgn cari gambaq tersembunyi but in English and tulisan roman...FYI yg Cambodian berbahasa dan bertulisan Khmer
Bebudak local belajaq English dan huruf roman melalui cari gambaq tersembunyi...sebb lebih mudah utk tambah English vocab dan mengeja in roman melalui gambaq objek yg depa mmg tahupun dlm Khmer
Then bebudak Cambodian tak malu speaking wpun berterabur grammar sebb nak belajaq
Mungkin you boleh cuba pendekatan nie 
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-banyakkan baca buku cerita dlm BI
untuk permulaan beli buku cerita yang simple2 pun dah ok
- selalu tengok filem/drama orang putih
elakkan lah tengok subtitle
kalo astro kan ada pilihan bahasa inggeris
-dlm kereta biasakan channel bahasa inggeris mcm mix fm atau lite fm
sy sendiri skrg ni byk pilih channel ini untuk anak2 dengar dlm kereta
sesekali jer tukar ke sinar fm
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seribulan replied at 28-2-2019 02:53 PM
@dua_chzy @chesfa @KILL_NANCY @fixit @ipes2 @sfhzuraz @ciksurie @akughi @matsyeh @lanesra @nerdy69 @ ...
Anak2 noor Bi lagi tinggi markah dari BM tiap kali . exam. ..sebab depa suka tengok YouTube movie atau kartun inggeris tanpa subtitles. ...
Cara nya...zaman sekarang zaman teknologi...rasanya semua rumah kg ada Internet ...suruh anak tontonan utube atau jika mereka tiada hp dan internet. .belajar melalui tonton kartun inggeris ....macam Dora the Explorer dan macam2 ..jgn tontonan movie atau kartun Melayu. ... |
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kalau kt youtube tu... anak2 carly ada tgk channel cartoon bi, ada yg tgk cartoon rusia... moga depa boleh lah bertutur pelbagai bahasa nanti...
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Lack of education and the poverty, hopelessness, and unrest that tend to go with it are not local issues but global ones. The world needs all the trained minds and bright futures it can get, and it needs them everywhere. Contrary to many people’s assumptions, I believe that computer-based, self-paced learning can be delivered very cheaply. It can be deployed in thousands of communities where tens of millions of kids currently have no educational access at all. Consider an analogy with cell phones. Cell phones have changed life everywhere, but they have positively revolutionized it in the developing world. Why? Because the developing world had so few landlines. For most people there, cell phones aren’t just an add-on, they are it. As with telephones, so with education—the more egregiously that people were underserved before, the more revolutionary an improvement they will experience.
Let’s start with cost. If school districts in poor countries can’t even afford secondhand textbooks, pencils, and blackboard erasers, how can they possibly afford up-to-the-minute video lessons? The answer is that the lessons, in their most basic form, could be delivered virtually for free.
India loves its Bollywood movies, and even in the most remote rural villages, there is almost always someone with a first-generation DVD player and a television set. Thanks to grant money that Khan Academy has received, we already have video lessons translated into Bengali, Hindi, and Urdu (as well as Portuguese, Spanish, and several other languages) and copied onto DVDs, to be distributed free of charge.
Admittedly, just having students watch the videos is not ideal; with DVDs alone, they would not be able to do self-paced exercises or have access to a great deal of feedback. Even so, video lessons on DVDs would ameliorate the teacher shortage and give kids in the world’s poorest areas a cheap approximation of what the wealthy have.
But say we aim higher. Say we aim ridiculously high. Say we aim to give kids in poor rural villages around the world virtually the same experience as kids in Silicon Valley. This is preposterous, right? Well, I believe it can be done.
Consider: inexpensive tablet computers are coming onto the market in India for under $100. If such a computer can be expected to run for around five years, the annual cost of owning this device is $20. Now the Khan Academy curriculum is designed so students can get what they need in one to two hours a day of following lessons and working out problems; this means that a single tablet could be used by four to ten students a day. Even taking the more conservative number, the cost is $5 per student per year. Now let’s give our students some downtime and some sick days, and posit the computer is used 300 days a year. The cost is thus less than two cents per student per day. Can anyone tell me in good conscience that this is more than the world can afford? Even more, the technology will only get better and cheaper from here on out.
Realistically, cheap tablet devices alone do not suffice to re-create a Silicon Valley–style virtual education experience. There remain the questions of Internet connectivity and the gathering and use of data regarding students’ progress. These are logistical challenges that will vary in different locations, but the general point I want to make is that with some imagination and technological savvy, the challenges can be met far more cheaply than is usually acknowledged.
Bandwidth-hogging videos can be preloaded on devices and user data could be transmitted over cellular networks. If there is no cellular connectivity, information regarding students’ work and progress could be downloaded from individual computers, copied onto flash drives, and carried in a truck to central servers. They could be carried on a donkey! Not everything in high-tech education has to be high tech. There are hybrid solutions right in front of us—if we are open to them.
Coming back to cost, cellular Internet connectivity can be had in India for as little as $2 per month. So our per-student expense has now increased to $11 per year ($44 per year per device with Internet that can be shared by four students). Let’s further suggest a worst-case scenario in which not even this meager amount can be procured from public or philanthropic funds. What then?
Certainly in a place like India, the price of educating the poor could be covered by the middle class and the well-to-do—not by taxation, charity, or under any sort of compulsion, but by giving prosperous families themselves a much better deal on education. Let me explain. In much of the developing world, especially in both South and East Asia, school is regarded not primarily as a place to learn—the rigid conditions don’t allow for much of that—but rather as a place to show off what you know. The actual learning happens before or after school, through the use of private tutors. Even middle-class families tend to see tutors as a necessary expense, and private tutoring is in fact the way many teachers end up making something approaching a middle-class income. As teachers of advanced subjects are in short supply, tutoring in calculus or chemistry gets pretty pricey.
What if families were offered an alternative that was far less expensive, far more comprehensive, and designed in accordance with a proven international standard? In other words, what if they were offered low-cost access to computer centers that offered Internet-based, self-paced learning? This might be bad news for the private tutors, but it would be good news for everybody else. Middle-class families would spend far less for quality education; kids would have the benefit of a complete, tested curriculum rather than the hit-or-miss teaching of tutors whose own understanding might be less than world-class.
Supported by the fees of those who could afford them, the centers would be free to the poor and the currently unschooled. The beauty is that the middle-class kids, still attending conventional classes, would use the center in the early morning or the evening. The kids (and the adults, for that matter) without access to other education could use the facilities during the day.
Now, as a sworn enemy of one-size-fits-all approaches, I’m not suggesting that this scheme would work everywhere or that it couldn’t be improved upon. But I am convinced that the basic model—providing high-quality, low-cost education to the affluent and middle class and using the revenues to make the same services free to the poor—has a place in how we finance our educational future. In a perfect world, such schemes would not be necessary; governments and societies would see to it that everyone had access to quality education. In the real world, however, with its blatant inequities and tragic shortfalls of both money and ideas, new approaches are needed to prop up and refresh a tired system that works for some but fails too many. The cost of wasting millions of minds is simply unacceptable.
https://www.mckinsey.com/industr ... -the-new-millennium
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Bawa makmal komputer...minta menulis emeil @ letter di situ...guna Word dan cuba perkenal Thesaurus di Word tu... |
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suruh deols tulis diary in english...daily..
cerita je apa nak cerita be it in one paragraph or one whole page..
pastu cikgu mark and correct them..
also maybe introduce lagu2 english yang sesuai dengan usia - kanak2 or teenager..
nyanyi lagu takkan nak sebut saja tapi tak paham kan..
jangan asyik twinkle2 little star..choi sangat
ariana grande ka selena gomez ka kan.. |
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tq seribulan
hanya untuk sharing
mira ajar 2 ank dgn berbahasa inggeris dirumah
dr mereka kecil sampai besar panjang
apa pn kita nk ajar ank semua bermula dr rumah
even dgn my parent yg x tahu berbahasa inggeris pn
ank2 cuba berborak dgn mereka (tang ni lawak la sikit,pasal my parerts x pandai berbahasa inggeris)
alhamdullillah ank2 dh fluent in english dan percapaian bahasa inggeris di sekolah amat membanggakan
dan biasakan mereka dgn buku2 berbahasa inggeris
in sya Allah menjadi
selamat mencuba
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saya setuju komen tulis diary tu.
sebab itu la method batu loncatan saya dpt A SPM dulu.
English saya dulu memang teruk.
walaupon saya budak sekolah pandai, tapi tang English memang struggle.
masa form 4, teacher suruh buat diary.
kebetulan masa tu saya baru lepas putus cinta. hahahaha.
memang berjela2 la saya tulis.
so teacher betul kan here and there.
makin lama makin seronok.
dan teacher pon memainkan peranan sangat.
(walaupon saya tahu dia nk muntah baca diary saya)
tapi dia tetap lembut betul kan ayat2 saya. |
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Zaman I dulu2, kemain jugak bukak kamus bila minat dekat satu2 lagu English ni. Sebab triggered gitu nak tau maksud disebalik lirik  |
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cikgu2 english..mesti cakap english dlm class semasa mengajar...
kahkahkah |
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Kalau dekat dengan perpustakaan desa, bawa mereka pergi perpustakaan dan pinjam buku cerita dalam BI yang simple (tak kisahlah yg untuk umur 5 ke 6 tahun pun).
Bila balik sekolah,
(i) minta depa baca buku tu dan cerita semula kepada kawan-kawan (in BM dulu sebab nak tahu kefahaman mereka)
(ii) pilih dua atau tiga dari cerita tu, bahagikan murid kepada beberapa kumpulan dan minta mereka lakunkan cerita dalam buku in simple BI, buat competition, guru sebagai pembantu buat skrip dan mentor mereka. Ini boleh buat sebagai year end project sbb utk anak-anak ni hafal dialog, ambil masa.
(iii) setiap penggal pilih satu lagu Englih yang trending tapi interesting - (Adele - Hello contoh), dapatkan senikata, mainkan dalam kelas (atau bilik media) ajak mereka nyanyi bersama. pilih 20 perkataan daripada lagu itu, suruh depa carikan makna perkataan itu dan tiap minggu pilih 5 (at random) daripadanya buat spelling test.
Semuga dapat membantu introducing the beauty of language kepada murid-murid.
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Anak saya belajar English guna youtube. Memang la diorg buka video tentang game, tapi sikit2 ada belajar jugak kat situ.
Diorang punya level BI sekarang lagi bagus berbanding saya time umur diorang. |
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Category: Belia & Informasi
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Post time 4-3-2019 02:46 PM
Post time 5-3-2019 02:51 AM
Post time 5-3-2019 11:44 AM
