kehidupan wanita muslim di arab saudi part 1

Competency Based Language Teaching

The learning activities used in CBLT can be described as systematically designed activities to achieve a certain competence. These activities are real-world tasks which may be related to any domain of life. Typical areas, for which such competency-based activities have been developed, are for example Job Application, Job Interview, or Work Schedules. All these areas can be described as a collection of units of competencies which consist of specific knowledge, thinking processes, attitudes, and perceptual and physical skills.

community language teaching

who in real life met at the teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.

community language learnig

Community language learning (CLL) is the approach to develop the students in learning the language they want to learn. teachers act as counselors and phraser

Contextual Teaching Learning

Contextual learning is a learning concept which helps teachers to link learning materials to students with real-world situations and encourage students to make connections between their knowledge with the application in their daily lives with effective learning, namely: kontruksivisme (contrucsivism), asking (questioning) , find (inquiry), community learning (learning community), modeling (modeling), and the actual assessment (assessment authenthic)

HOME SCHOOLING

Homeschooling is one of those subjects where people feel it is okay to give their opinions regardless of whether it is requested or without thought of the homeschooling family’s feelings. Homeschooling is an educational choice surrounded by many myths and misconceptions. Even though this method continues to provide high national test scores and well rounded, diversely educated children, many people still do not see the virtue of this system or have a preconceived notion about what goes on in homeschooling.

Reasons for Homeschooling

As a homeschooling mother of two I am frequently asked why I homeschool. I believe that Mariette Ulrich (2008) summed up the reason why most families prefer this alternative:

I prefer to make those [educational] choices myself. Not because I think I know ‘better’ than all those professional educators, but I do think I know my own children best, and consequently which programs and methods would benefit them. Homeschooling is not about rejecting other people and things; it’s about making personal and positive choices for your own family. (1)

While statistics do not show that violence is on the rise, it is hard to ignore stories in the news relating violent school events on a regular basis. Because of these perceptions of school violence, it isn’t difficult to understand why some parents want to educate their children at home. However, this is sometimes viewed as an attempt to shelter their children. Homeschoolers understand that sheltering their children would not do any good; they will still be exposed to the violence in the world through other mediums. Nevertheless, it does help to keep them safe by keeping them away from the current trend of school violence.

While school violence is now a leading factor in many parents’ decisions there are usually many different reasons for choosing to homeschool. The statistics state that 31.2 percent of home-schooling parents say that “concern about the environment of other schools” was their primary reason for home instruction while 16.5 percent stated “dissatisfaction with the academic instruction in other schools,” 29.8 percent said “to provide religious or moral instruction,” 6.5 percent was “because the child has a physical or mental health problem,” 7.2 percent said “because the child has other special needs,” and 8.8 percent gave “other reasons” (Fagan, 2007, p. 4). For my family it was a combination of the first three reasons—academic dissatisfaction being top—along with specific incidents that led us to consideration and the practice of homeschooling.

Inquiry based Learning

"Inquiry" is defined as "a seeking for truth, information, or knowledge  seeking information by questioning." Individuals carry on the process of inquiry from the time they are born until they die.Infants begin to make sense of the world by inquiring. From birth, babies observe faces that come near, they grasp objects, they put things in their mouths, and they turn toward voices. The process of inquiring begins with gathering information and data through applying the human senses  seeing, hearing, touching, tasting, and smelling.
Some of the discouragement of our natural inquiry process may come from a lack of understanding about the deeper nature of inquiry-based learning. There is even a tendency to view it as "fluff" learning. Effective inquiry is more than just asking questions. A complex process is involved when individuals attempt to convert information and data into useful knowledge. 

judul method of teching

METHOD OF TEACHING

method of teaching english
1.multiple inteligences
2. grammar translation method (GTM)
3. whole language
4.audio lingual method
5.self-directed learning
6. direct method
7. content based instructions
8. competency based language teaching
9.community language teaching
10. community language learning
11. contextual teaching learning
12. cooperative learning
13. inquiry based learning
14. lexical approach
15. sustained silent reading
16. task based instructions
17. total physical response
18.project based learning
19.silent way
20. suggestopedia
21. participatory approach
22. problem based learning
23. neurolinguistics programming 
24. learning strategy trainning
25. natural approach
26. blended learning

Content Based Instruction

Keeping students motivated and interested are two important factors underlying content-based instruction. Motivation and interest are crucial in supporting student success with challenging, informative activities that support success and which help the student learn complex skills (Grabe & Stoller, 1997). When students are motivated and interested in the material they are learning, they make greater connections between topics, elaborations with learning material and can recall information better (Alexander, Kulikowich, & Jetton, 1994: Krapp, Hidi, & Renninger, 1992).

GRAMMAR TRANSLATION METHOD

GRAMMAR TRANSLATION METHOD

The grammar-translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences

between the target language and their native language. Method has two main goals: to enable students to read and translate literature written in the target language, and to further students’ general intellectual development.

vThe grammar translation method has eight characteristic;

ü  Classes are taught in the mother tongue, with little active use of the target language.

ü  Much vocabulary is taught in the form of lists of isolated words.

ü  Long elaborate explanations of the intricacies of grammar are given.

ü  Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.

ü  Reading of difficult classical texts is begun early.

ü  Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.

ü  Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.

ü  Little or no attention is given to pronunciation.

v  The grammar translation method has nine Techniques;

ü  Translation of a Literary Passage(Translating target language to native language)

ü  Reading Comprehension Questions(Finding information in a passage, making inferences and relating to personal experience)

ü  Antonyms/Synonyms (Finding antonyms and synonyms for words or sets of words).

ü  Cognates (Learning spelling/sound patterns that correspond between L1 and the target language)

ü  Deductive Application of Rule(Understanding grammar rules and their exceptions, then applying them to new examples)

ü  Fill-in-the-blanks (Filling in gaps in sentences with new words or items of a particular grammar type).

ü  Memorization (Memorizing vocabulary lists, grammatical rules and grammatical paradigms).

ü  Use Words in Sentences (Students create sentences to illustrate they know the meaning and use of new words).

ü  Composition (Students write about a topic using the target language)

MULTIPLE INTELIGENCES

MULTIPLE INTELLIGENCES

 Intelligence is the human capacity to think, understand and produce something with their thoughts. All human beings have a different capacity to think and understand, of course. Their capacity can be associated with multiple-intelligences which are divided into seven particul categories: Logical/mathematical, visual/spatial, body/kinesthetic, musical/rytmic, interpersonal, intrapersonal, verbal/linguistic intelligences. This categorazion is really useful for effective learning. It has possitive effects in learning a second language too. How can the language teacher teach the target language to his students by using multiple-intelligence? The teacher should be aware of his students capacity, If the students have struggle with learning the target language, what the teacher should do is to identify how the majority of his class can learn easly. This can be possible by applying the multiple-intelligences tests to the students.The teacher should teach by the way the students learn, not the way he likes. After he identify his students way, he should evaluate the results and develop a new teaching way accordance with some of the multiple-intelligences. This is all about problem based. The teacher should be aware of the students learning problems and produce a solutions for them.

PROJECT BASED LEARNING

Project-based learning emphasizes learning activities that are long-term, interdisciplinary and student-centered. Unlike traditional, teacher-led classroom activities, students often must organize their own work and manage their own time in a project-based class. Project-based instruction differs from traditional inquiry by its emphasis on students' collaborative or individual artifact construction to represent what is being learned.

The core idea of project-based learning is that real-world problems capture students' interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. The teacher plays the role of facilitator, working with students to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience. Typical projects present a problem to solve (What is the best way to reduce the pollution in the schoolyard pond?) or a phenomenon to investigate (What causes rain?).

Comprehensive Project-based Learning:

• is organized around an open-ended driving question or challenge.
• creates a need to know essential content and skills.
• requires inquiry to learn and/or create something new.
• requires critical thinking, problem solving, collaboration, and various forms of communication, often known as "21st Century Skills."
• allows some degree of student voice and choice.
• incorporates feedback and revision.
• results in a publicly presented product or performance.

METHOF OF TEACHING

Methode of Teaching

Priciples and Methods of Teaching

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  Love Those You Teach

  How can loving those I teach make a difference in their lives?
• 

  Teach by the Spirit

  What can I do to have the Spirit of the Lord with me as I teach?
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  Teach the Doctrine

  Why is it important to teach the doctrine?

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  Invite Diligent Learning

  How can I encourage those I teach to be diligent learners?
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  Create a Learning Atmosphere

  How can I create an environment that encourages gospel learning?
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  Use Effective Methods

  What are the most effective methods I can use as I teach?

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  Prepare a Lesson to Teach

  How do I prepare an effective lesson?
• 

  Methods of Teaching

  What methods can I use to teach an effective lesson?
• 

  Disability Resources

  What can I do to improve the experience for those with disabilities?

 

LEARNING STRATEGY

Learning Strategy Training focuses on learner training as much as language teaching.Students should be responsible for their own learning. They should follow their learning process and be aware of their deficient and efficent sides. They should also monitor theirselves and identify what they need. The teacher helps them to facilitate their learning andto be more effective in learning the target language. After the students get some learningstrategies, they have a cognition about them. But they also have a metacognition which meansthat the students should be aware of the use of the strategies.

The teacher plays a modelling role while teaching the strategies to the students. S/he appliesthe strategy on a contex in the class by thinking aloud. He attracts the students attentions onhis beahviours and the way using the technique. As he is performing the techniques, he alsoinforms the students what he gets by doing so. After he has introduced the strategy, he wantsthe students to practice on the paper given by himself. He directs the students while they are practicing and he asks questions about the practice and the students reply them. The students¶ previous experiences are taken into account by the teacher which increase the motivation of them. The teacher also asks why they think so. There is two-way interaction between theteacher and the students. In this method, the teacher lets the student to think about their questions and guess the answer from the context rather than giving the answer directly. Hegives feedbacks for their guesses and reinforces the answers¶s accuracy by looking at thecontext. After the practice is done, students discuss about their performances and they Expresswhat they think about the usefullness of the strategy. They indentify what they acquire andwhat they need more. The teacher emboldens them they will achieve their difficulties over time using the strategy. He also announces that they should do more practice on the strategyout of the class and he reminds them how to use the strategy. These strategies will be useful for the student's academic studies as well as their learning the target language.

participatory approach

What are the advantages of a participatory planning approach?

1. Participation carries with it feelings of ownership, and builds a strong base for the intervention in the community. If people are integral to the planning of a community intervention, then that intervention will be theirs. They have a stake in it not only as its beneficiaries or staff or sponsors, but as its originators. They'll do what they can to see their work succeed.

2. It ensures that the intervention will have more credibility in all segments of the communitybecause it was planned by a group representing all segments of the community. If people know that others with the same point of view and experience as theirs were instrumental in making the intervention happen, they'll assume that their interests were attended to.

3. Bringing a broader range of people to the planning process provides access to a broader range of perspectives and ideas.

4. A participatory planning approach avoids pitfalls caused by ignorance of the realities of the community or the target population. If, for instance, Muslims are part of the planning process for an intervention in a community which includes many followers of Islam, they'll know that lunch meetings during Ramadan, the Islamic month of daytime fasting, are not likely to work. Long-time community members will know what has failed in the past, and why, and can keep the group from repeating past mistakes.

In an example from business: Magic Johnson, the Hall-of Fame basketball player, owns a string of movie theaters in African-American neighborhoods. In talking to theater managers, he found that drinks - the standard Coke/Sprite/root beer - weren't selling at the concession stands. Johnson immediately ordered that sweeter drinks - orange soda, fruit punch - be added, and concession sales shot up. He knew, from his own experience, that sweeter drinks reminded patrons of the Kool-Aid they had drunk as kids.

5. It involves important players from the outset. If the intervention needs the support of a particular individual, or that of a particular agency or group, and they've been part of the planning from the beginning, their cooperation is assured.

6. It can provide an opportunity for often-disenfranchised groups to be heard, and teach the community that they have important things to say.

7. It teaches skills which last far beyond the planning process, and can help to improve the community over the long term. People learn to run meetings, to analyze data, to construct strategic plans - in short, to become community resources and leaders.

8. It can bring together and establish ties among community members who might normally have no contact. Such relationships - between low-income people and business leaders, for instance - are not only supportive of the intervention, but may help to create long-term relationships and break down barriers in the community.

9. A participatory planning process builds trust, both between your organization and the community and among the individuals involved. This trust can serve as a foundation for future community development and community action.

10. A participatory planning process generally reflects the mission and goals of grass roots and community-based organizations. With its underpinnings of collaboration, inclusiveness, and empowerment, a participatory approach embodies the ideals that form the foundations of most grass roots and community-based organizations.

11. It implies respect for everyone in the community, and thus sets a standard for community participation and empowerment that other organizations - and the community at large - may feel compelled to follow.

12. Logically, a participatory planning approach should be effective. The fact that it includes the views and perspectives of everyone affected by the intervention should work to assure that all assets and needs are identified and addressed, and that unintended consequences are minimized.

13. Finally, it does things the way they should be done. It respects everyone's intelligence, values everyone's ideas and experience, and affords everyone a measure of control. By empowering the community, and particularly the target population, rather than just superimposing its own ideas on a social structure that already exists, your organization can give substance to its ideals. In the final analysis, some level of participatory approach is almost always the most ethical way to plan a community intervention.

LEXYCAL APPROACH

The basic principle of the lexical approach, then, is: "Language is grammaticalised lexis, not lexicalised grammar" (Lewis 1993). In other words, lexis is central in creating meaning, grammar plays a subservient managerial role. If you accept this principle then the logical implication is that we should spend more time helping learners develop their stock of phrases, and less time on grammatical structures.

Let's look at an example of lexical chunks or prefabricated speech in action:

Chris: Carlos tells me Naomi fancies him.
Ivor: It's just a figment of his imagination.

According to the theory we have just outlined, it is not the case that Ivor has accessed 'figment' and 'imagination' from his vocabulary store and then accessed the structure: it + to be + adverb + article + noun + of + possessive adjective + noun from the grammar store. It is more likely that Ivor has accessed the whole chunk in one go. We have, in Peters' words, in addition to vocabulary and grammar stores, a 'phrasebook with grammatical notes'. Probably, the chunk is stored something like this:

It is/was + (just/only) + a figment of + possessive + imagination

Accessing, in effect, 8 words in one go allows me to speak fluently and to focus on other aspects of the discourse - more comments about Carlos, for example. We can make 2 more points about this example:

• A number of friends and colleagues were asked to give an example of the word 'figment'. They all gave an example which corresponds to our chunk above. When asked to define the word 'figment', hardly anyone could do this accurately. This is an example of how native speakers routinely use chunks without analysing the constituent parts.

• There is nothing intrinsically negative in the dictionary definition of the word 'figment', yet it is always, in my experience, used dismissively or derisively. This is an example of how we store information about a word which goes beyond its simple meaning.

DIRECT METHOD

Characteristic features of the direct method are:

• teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials
• teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
• centrality of spoken language (including a native-like pronunciation)
• focus on question-answer patterns

Total physical response

Total physical response is an example of the comprehension approach to language teaching. Methods in the comprehension approach emphasize the importance of listening on language development, and do not require spoken output in the early stages of learning. In total physical response, students are not forced to speak. Instead, teachers wait until students acquire enough language through listening that they start to speak spontaneously. At the beginning stages of instruction students can respond to the instructor in their native language.

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. Asher sees developing listening comprehension skills as the most efficient way of developing spoken language skills.

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. However, the primary focus in lessons is on meaning, which distinguishes TPR from other grammar-based methods such as grammar-translation.

Grammar is not explicitly taught, but is learned by induction^. Students are expected to subconsciously acquire the grammatical structure of the language through exposure to spoken language input, in addition to decoding the messages in the input to find their meaning. This approach to listening is called codebreaking.

Sustained Silent Reading

Some people call it Sustained Silent Reading, or SSR for short. Others call it recreational reading or independent reading. Some have clever acronyms for it, such as DIRT (daily independent reading time) or DEAR (drop everything and read). Whatever it's called, many teachers set aside a block of time each day -- usually anywhere from ten to thirty minutes, depending on the grade level and the ability of the students -- for quiet reading. 

Sustained silent reading can serve many purposes:

• Most school reading is assigned reading. SSR offers students an opportunity to read material of their own choice.
• During SSR time, many students learn that they can use their word attack skills to figure out new words -- on their own!
• SSR can build students' confidence in their abilities to work through reading trouble spots.
• Many studies of whole-class groups and of select groups of unmotivated readers show that SSR can result in students wanting to reading more.
• The amount of time that students spend reading independently outside of school often increases as a result of SSR, parents report. Often children ask for books to read at home.
• SSR can be one more element in a reading program aimed at demonstrating the joy that reading can bring and developing lifelong readers and learners.

SILENCE WAY

The teacher uses silence for multiple purposes in the Silent Way. It is used to focus students' attention, to elicit student responses, and to encourage them to correct their own errors. Even though teachers are often silent, they are still active; they will commonly use techniques such as mouthing words and using hand gestures to help the students with their pronunciation. Teachers will also encourage students to help their peers.

In the Silent Way students are seen as bringing a vast amount of experience and knowledge with them to the classroom; namely, their first language. The teacher capitalizes on this knowledge when introducing new material, always building from the known to the unknown. The students begin their study of the language by studying its sound system. The sounds are associated to different colors using a sound-color chart that is specific to the language being learned. The teacher first introduces sounds that are already present in the students' native language, and then progresses to sounds that are new to them. These sound-color associations are later used to help the students with spelling, reading, and pronunciation.

segestopedia

Some of the key elements of Suggestopedia include a rich sensory learning environment (pictures, colour, music, etc.), a positive expectation of success and the use of a varied range of methods: dramatised texts, music, active participation in songs and games, etc.

 This is not to say, however, that certain elements of the approach cannot be taken and incorporated into the more eclectic approach to language teaching widely in evidence today. The use of music both in the background and as an accompaniment to certain activities can be motivating and relaxing. Attention to factors such as décor, lighting and furniture is surely not a bad thing. Dialogues too have their uses. Perhaps most importantly of all the ideas, creating conditions in which learners are alert and receptive can only have a positive effect on motivation. Whether these conditions are best created by the use of classical music and the reading of dialogues is open to questions but there is no doubt that suggestopedia has raised some interesting questions in the areas of both learning and memory.

Neuro-Linguistic Programming™ (NLP™)

Neuro-Linguistic Programming™ (NLP™) is defined as the study of the structure of subjective experience and what can be calculated from that and is predicated upon the belief that all behaviour has structure. People such as Virginia Satir, Milton Erickson and Fritz Perls had amazing results with their clients. They were some of the people who's linguistic and behavioural patterns Richard Bandler built formal models of. He then applied these models to his work.

Neuro-Linguistic Programming™ was specifically created in order to allow us to do magic by creating new ways of understanding how verbal and non-verbal communication affect the human brain. As such it presents us all with the opportunity to not only communicate better with others, but also learn how to gain more control over what we considered to be automatic functions of our own neurology.

TAKS-BASED INTRUCTION (TBI )

 TAKS-BASED INTRUCTION (TBI )

The activities that students carry out as part of their work as students.

v  APPROACH OF TBI

ü  Such introduction is thought to facilitate language work to understand each other and express their own meaning.

v  Principles of  TBI

ü  The class activities have a perceived purpose and a clear outcome.

ü  A pre-task, in which students work through a similar task to one that they will later do individually, is a helpful way to have student see the logic involved in what they are being asked to do.

ü  The teacher breaks down into smaller step the logical thinking process necessary to complete the task.

ü  The teacher needs to seek ways of knowing how involved the students are in the process.

ü  The teacher does not consciously simplify her language is necessary to have students comprehend the current step in the pre-task.

v  Observations

ü  The teacher tells the class that they are going to complete a time table.

ü  The teacher begins by having the class help her begin to fill out the class schedule.

ü  The teacher first has the student label the time periods and then days.

ü  The teacher asks if a particular answer is right.

ü   The teacher asks, what  about Saturday ? Do we have school on Saturday ?

v  Conclusion

The central  purpose  we are concerned with is language learning, and task present this in the form of the problem-solving negotiation between knowledge that the learner holds and new knowledge.

Multiple Intelligences

Multiple Intelligences

Multiple Intelligences

This theory of human intelligence, developed by psychologist Howard Gardner and known as Gardners' Multiple Intelligences Theory, suggests there are at least seven ways that people have of perceiving and understanding the world. Gardner labels each of these ways a distinct 'intelligence', in other words, a set of skills allowing individuals to find and resolve genuine problems they face.

Gardner defines an "intelligence" as a group of abilities that:

• Is somewhat autonomous from other human capacities;
• Has a core set of information-processing operations;
• Has a distinct history in the stages of development we each pass through;
• Has plausible roots in evolutionary history.

Students benefit when you use Multiple Intelligences theory.

Curriculum --Traditional schooling heavily favors the verbal-linguistic and logical-mathematical intelligences. Gardner suggests a more balanced curriculum that incorporates the arts, self-awareness, communication, and physical education.

Instruction -- Gardner advocates instructional methods that appeal to all the intelligences, including role playing, musical performance, cooperative learning, reflection, visualization, story telling, and so on.

Assessment -- This theory calls for assessment methods that take into account the diversity of intelligences, as well as self-assessment tools that help students understand their intelligences. While Gardner suggests his list of intelligences may not be exhaustive, he originally identified the following seven:

Verbal-Linguistic -- The ability to use words and language

Logical-Mathematical -- The capacity for inductive and deductive thinking and reasoning, as well as the use of numbers and the recognition of abstract patterns

Visual-Spatial -- The ability to visualize objects and spatial dimensions, and create internal images and pictures

Body-Kinesthetic -- The wisdom of the body and the ability to control physical motion 
Musical-Rhythmic -- The ability to recognize tonal patterns and sounds, as well as a sensitivity to rhythms and beats

Interpersonal -- The capacity for person-to-person communications and relationships 
Intrapersonal -- The spiritual, inner states of being, self-reflection, and awareness