Rabu, 26 Juni 2013

TPR (Power Point)


Introduction

¢  There are several method being practiced today that have in common an attempt to apply these observation to foreign language instruction. One such method is krashen and terrel natural approach, another method that fits within the comprehension approach is winitz and reed’s  self –instructional and winitz ‘ The learn ables, and then the new method called the lexical approach developed by Michael Lewis, and the fourth method is Total physical response developed by James Asher.
¢  Asher found directly on child or student proununciation contains a command. And then the child or studend well respond to physically before the begin generating a response or utterance verb.
background
¢  James Asher developed the total physical response method as a result of his observation of the language development of young children
¢  From his experiences, Asher outlined three main hypotheses about learning second languages that are embodied in the total physical response method
a)      The brain is naturally predisposed to learn language through listening.
b)      that effective language learning must engage the right hemisphere of the brain.
c)       That language learning should not be involved any stress.


Principles

¢  Total physical response is an example of the comprehension approach to language teaching.
¢  While the majority of class time in total physical response is spent on listening comprehension, the ultimate goal of the method is to develop oral fluency.
¢  Lessons in TPR are organized around grammar, and in particular around the verb. Instructors issue commands based on the verbs and vocabulary to be learned in that lesson.
¢  Total physical response is both a teaching technique and a philosophy of language teaching.


Procedures

¢  The majority of class time in TPR lessons is spent doing drills in which the instructor gives commands using the imperative tense. Students respond to these commands with physical actions. Initially, students learn the meaning of the commands they hear by direct observation. After they learn the meaning of the words in these commands, the teacher issues commands that use novel combinations of the words the students have learned.
¢   Instructors limit the number of new vocabulary items given to students at any one time. While drills using the imperative are the mainstay of total physical response classes, teachers can use other activities as well. Some typical other activities are role plays and slide presentations.


Teaching materials

¢  Total physical response lessons typically use a wide variety of realia, posters, and props. Teaching materials are not compulsory, and for the very first lessons they may not be used.
¢  As students progress in ability the teacher may begin to use objects found in the classroom such as furniture or books, and later may use word charts, pictures, and realia.
¢  There are a number of specialized TPR teaching products available, including student kits developed by Asher and an interactive CD-ROM for students to practice with privately.


Conclussion

Total physical response should
 be used in association with other
 methods and techniques. Indeed,
 practitioners of TPR typically follow this
 recommendation, suggesting that for many
 teachers TPR represents a useful set of techniques
 and this compatible with other approaches to
 teaching.


Senin, 24 Juni 2013

Self-directed Learning (my learning contract)

SELF-DIRECTED LEARNING
Name : Herita Yanti
Nim : 141000470
Unit 2
Sample Learning Contract
No
Questions
Answers
1
What are you going to learn?
I am going to learn about GRAMMAR
2
How are you going to learn?
 Learning is done in stages and on schedule. I chose Friday and Sunday, in one week I will spend the following two sub-learning material material (if any)
3
Target Date for Completion
 I am start from  may to midSeptember. There are five months to complete that.
4
How are you going to know that you learned it?
after I got a test and I got a good score.I will test my ability to answer the questions - practice questions I had prepared earlier (I took from the book toefl and the like) then I will ask the supervisor to correct and provide a response.
5
How are you going to prove that you learned it?
To proof it, I will explain the material to other people with my own language and they can understand that I mean.
6
Advising faculty member feedback


Student' Responsibility
1. Propose a written learning contract
2. Develop detailed schedule
3. Take the initiative to contact your advising faculty member immediately to get the assistance you need
4. Meet with your advising faculty member regularly to review progress and discuss material learned

Student' Responsibility :

                                                                                                                                                                                          
1.         Purpose :
Tujuan saya membuat kontrak belajar ini adalah untuk mengasah skill saya dalam berbahasa inggris khususnya dalam penggunaan grammar. Saya memilih materi ini untuk saya pelajari karena saya merasa untuk mendalami materi ini saya harus benar-benar terfokus sehingga saya benar-benar bias menguasai seluruh materi ini.
2.       Schedule :

The schedule of learning
Time
Materi
Pembelajaran  
Day
Times
Date
Sunday
10 : 00 - 10 : 30
05 - 05 - 2013
1.    Part of speech
Friday
10 : 00 - 10 : 30
10 - 05 -2013
2.    Present tense
Sunday
14 : 00 - 15 : 30
12 – 05 - 2013
3.    Past tense
Friday
10 : 00 - 10 : 30
24 -05 - 2013
4.    Future tense
Friday
10 : 00 – 11 : 00
31 – 05 - 2013
5.    Personal prounoun
Possessive prounoun
Reflexive prounoun
Sunday
14 : 00 - 15 : 00
02 – 06 - 2013
6.    Interrogative prounoun
Friday
10 : 00 - 11 : 30
07 – 06 - 2013
7.    Relative prounoun
Sunday
14 : 00 - 15 : 15
09 – 06 - 2013
8.    Possessive case ( kepunyaan )
Friday
10 : 00 - 11 : 00
14 – 06 - 2013
9.    Bentuk – bentuk kata kerja
Sunday
14 : 00 - 14 : 30
16 – 06 - 2013
10.          Preposition
 Friday
10 : 00 - 11 : 30
21 – 06 - 2013
11.          Conjunction
Sunday
14 : 00 - 15 : 30
23 – 06 - 2013
12.                    Interjection Question tags
Friday
10 : 00 - 11 : 00
28 – 06 - 2013
13.                       Adjective
Sunday
14 : 00 - 15 : 30
30 – 06 - 2013
14.                       Numeral adjective
Cardinal number
Ordinal number
Friday
10 : 00 - 11 : 30
05 – 07 - 2013
15.                    Definite and Indefinite article
Sunday
14 : 00 - 15 : 00
07 – 07 - 2013
16.                       Constructions
Case
Friday
10 : 00 - 11 : 00
12 – 07 - 2013
17.                       Gender
Sunday
14 : 00 - 15 : 00
14 - 07 - 2013
18.                        Some, any, else, all, every, each, one and ones.
Friday
10 : 00 - 11 : 30
19 - 07 - 2013
19.                        Direct and Indirect speech
Sunday
14 : 00 - 15 : 30
04 – 08 - 2013
20.                        Possessive case ( kepunyaan )
Friday
10 : 00 - 11 : 00
09 – 08 - 2013
21.                       Relative pronoun
Sunday
14 : 00 - 15 : 00
11 – 08 - 2013
22.                        Interrogative prounoun
Demonstrative prounoun
Friday
10 : 00 - 11 : 30
16 - 08 - 2013
23.                       Present tense 
Sunday
14 : 00 - 15 : 30
18 – 08 - 2013
24.                       Past tense
Sunday
09 : 00 - 10 : 00
25 – 08 - 2013
25.                       Future tense
Sunday
10 : 00 - 11 : 00
01 – 09 - 2013
26.                        Personal prounoun
Sunday
10 : 00 - 11 : 00
08 – 09 - 2013
27.                       Possessive prounoun
Sunday
10 : 00 - 11 : 00
15 – 09 - 2013
28.                       Reflexive prounoun