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English Phonology 5th semester

English Phonology 5th semester
Questions!
1.       Sequential constraint shows that language is unique in its phonological properties. Explain the statement clearly. Compare them with the Indonesian!


2.     A phoneme is aset of sounds which are phonetically similar and in complementary distribution and free variation. Explain the statement and focus on the terms, set of sounds, phonetically similar, complementary distribution and free variation.


3.     A phonological representation  may have  two or more different phonetic representations due to the distributional and sociolinguistic environment. Explain the statement. Give illustrations needed.


4.    The difference between phonetics and phonology is that the formers deals with the physical representation of speech sounds, whilethe latter deals very much with the structure and function of speech sounds. Explain the different views of phonetics and phonology
-------Answers!
"oupppzzz lum ada jwaban nyoo,, ehm capa ea yang udah ngrjain,,boleh lahh  share disini hihihihi..... dibantuuuu eaaaahhh" ^_^*/
thanks bwt cp aza yg mw bntu. ;)

Posted by Nenty at 12/18/2011 02:25:00 AM, 1 Comment
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TECHNIQUE FOR TEACHING LISTENING

TECHNIQUE FOR TEACHING LISTENING

A.     Using Podcasts Technique for Teaching
   According to Luqman Baehaqi (2011) Podcasts: The term ‘Podcast’ refers to internet-based listening materials. Podcast, prefixed from the expression “play on demand and broadcasting”( Erben,et.al,2009), is a digital file containing audio recording in the form of MP3. Listening materials from podcasts can be downloaded from the internet and played back in personal computers and mobile devices,at any convenient time to the listener (Erben,et.al,2009:142)
   Podcasts which are available on the web fall broadly into two types ”radio podcast” and “ independent podcast”. Radio podcasts are existing radio programs turned into podcasts, such as those produced by the British Broadcasting Corporation (BBC) and the Radio Television Hongkong (RTHK). Independent podcasts are web-based podcasts produced by individuals and organizations. An independent podcasts is the second type of podcast which has a huge potential for ELT because this can be tailor-made to suit the needs of different learners. ( Baehaqi, Improving Students’ Listening Ability Using Podcasts:21)
v  Teaching Procedure Using Podcasts
The teaching of listening using podcasts can be concluded in the pre-listening, whilst-listening, and post-listening stages.
Each of the stage, is explained in the following:
-          Pre-Listening
On this stage, the teacher provides some topics of podcast that interest students. The choice of the podcasts offered to the students should depend on listening text characteristics that affect difficulty as pointed by Buck (2001).
-          Whilst-Listening
The teacher plays a complete listening text from podcasts with short duration.
-          Post-Listening
1.      The teacher asks the students to self-assess their comprehension level after they listen to the text  at the first time.
2.      The teacher gives the students of comprehension task about the text which aims at detecting their real comprehension.
3.      As soon as the students finished the previous step, the teachers asks the students to reflect individually on how they had completed the listening task. (Bambang Y.Cahyono & Mukminatien, N: 25-28)

B.     Teaching Listening Using Video
   While watching television is often seen as a passive viewing experience, there are ways to turn it into a springboard for student interaction.Here are some general teaching strategies that enhance the use of video materials in your classroom by targeting specific skill sets.
·         Predicting
With picture and audio on:Use the pause control to stop a scene and have students predict what will happen next.
Use the pause control to stop after a particular line of dialogue and have students predict the next line.  
-With audio off:Have students predict the situation and characterizations based on viewing an entire scene without the sound.Have students predict lines of dialogue after viewing an entire scene without the sound.Have students predict individual lines of dialogue by using the pause button to stop the scene.
-With picture off: Have students predict the situation and characterizations by listening to the soundtrack without watching the picture.
·         Viewing Comprehension
You can check students' understanding of the situation and characters in the following ways:
-Before watching:Give students specific things to look and listen for before they watch a scene.
-While watching:Freeze-frame the scene by using the pause button and check students' understanding.
-While watching or after watching:Have students answer comprehension questions you devise.
-After watching:Give students cloze scripts and have them fill in missing words in dialog lines.
v  Teaching Procedure Using Video
Have students focus on the dialogue contained in a scene by listening for particular vocabulary words, structures, or functional expressions.
TV Dictation: Have students write dialogue lines as they view them, using the pause control to stop the scene after each line.
Cloze Scripts: As students view a scene, have them fill in missing words in a cloze script you have created. (http://www.pearsonlongman.com/teaching-tips/using-video.html#listening)
C.     Using Songs and Music Technique for Teaching Listening
   Teaching with songs and music.Edutainment includes 17 song lyric work sheets with music tape, it is highly suitable for these ideas.Here are some great teaching tips for songs
Teaching ESL in a non-English speaking country is a challenge. Compared to some jobs, this one needs innovation and creativity for you to be as effective as possible. Even advanced students sometimes tend to go their mother-tongue in the classroom. So I found a way to keep them in touch with English even outside the classroom: I asked them to bring in a song they liked, a song of the moment. I put some blanks in the lyrics and they didn't get everything after the first time they listened to it. So I had them take the copies home and try to listen to that song anywhere possible (in the car, CDs, anywhere) and bring it in to me the in the following week with the blanks filled in. I also told them to try not to look for the lyrics anywhere else but try to listen to the song itself. It worked out pretty well
v  Teaching Procedure Using Songs and Music Technique for Teaching Listening
Using music in the classroom is a great way to liven up listening activities. I'd like to add a couple of steps that I've used with success to your process though to make the listening activites more effective.
1.      Start with a focusing activity. A focusing activity is anything that will get students thinking about the subject of the song(listening.) As native learners, we do this naturally. We make guesses by looking at any pictures that come with it, we look at the title, we read the first(topic) sentence and make guesses about what is to come. These skills need to be learned in a new language, they don't come naturally. In addition, if the students have made guesses beforehand, it is much easier to get them involved in looking for the answers to their guesses.
2.      Here are some examples of pre-listening focusing lessons.
A. Speculation: Put the title of the song on the board. Have students in pairs make guesses about what the song is about and write them down on a piece of paper. Then have students pass their papers a group to the left and have them read them. Students must guess if the other students guess is the same or different than theirs.
B. Pictures: Get a picture of the performers. Have students make up a story about them.(Or) get a picture that relates to the subject matter of the song. Students must guess about the song.
C. Take vocabulary from the song. Step 1:Put eight or ten words at random on your black/white board. Students get up and ask each other what the words mean. Step 2: Have students in groups of 3 or 4 write a quick story that uses the words. Step 3: Play the tape. Students must shout STOP any time they hear one of the new vocab words. First student to shout correctly gets a point for their team.
D. Cut the song into strips. Give each student one strip to memorize. Students put the strips in their pockets. Students get up and tell each other their part of the song, without looking at their part or showing their part to anyone else. Then you can do many things: you could have students listen to the tape and put down the names of their classmates in the order they hear the parts from before(pretty hard) to having the students take out their strips, listen to the song and then put them on a table in order as they hear their part of the song.
E. Write up a set of questions around the topic. Have students ask each other the questions. Or, more advanced, choose two songs of a similar theme(or first and second half of the song), split the class into two teams. Have each group listen to their part and make up questions. Trade tapes and students just listen to the other group's song. Finally pair each student with a member of the opposite team and have them take turns asking their questions.(http://www.eslgames.com/edutainment/songs.htm)
Posted by Nenty at 11/24/2011 10:24:00 AM, Add Comment
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TECHNIQUE FOR TEACHING READING

TECHNIQUE FOR TEACHING READING

A.     NLP  For Teaching Reading
     Neuro-Linguistic Programming (NLP) begins with an interest in people; it's about how we do things. NLP in Education tells us about how we, ourselves and our students, think and learn. It does this by enabling us to explore the structure of our own subjective experience: how we construct our view of the world. Used in Education NLP empowers us to submerge into the inner, virtual-world image each of us creates as a way of understanding the outside world.
An analogy of NLP is the example of a history teacher I know. He is currently spending a lot of his free time learning to program a Roman house in virtual reality. His aim is to be able to take his students for a virtual walk round the house so that they can explore it in 3D.
   Based on statement, In a similar way NLP techniques enable us to demonstrate to students their own inner learning processes. This brings them much closer to learning to manage their own rich internal software: their images, sounds and feelings. Bit-by-bit they will come to understand and even learn how to control the way they think. In short they will learn how to learn. This is surely our goal as educators
v  Teaching Procedure NLP  For Teaching Reading
You can introduce your students to their own creativity through this activity:
1. Ask some students to tell you the story of the latest film they have seen. Ask pertinent questions about the visuals (scenery, clothes, colours, special effects... ), the sounds (music, lyrics, voices, sound effects... ) and what they felt about the film (fear? sadness? happiness?) Congratulate your students on their natural ability to recreate pictures, sounds and feelings. Say that today's activity will extend that ability.
2. Use the next reading from the class textbook. Have your students guess possible storylines from the title and note them on the board. Now hand out copies and invite everyone to read the text to check which guess comes closest to reality. Remind your students to picture the scenes in the story while reading, just as they did when remembering the film. Say that you'll be asking questions about their pictures after they have read it.
3.  Verify the accuracy of guesses, ask a few questions about the textual information then ask a lot of questions about information which is not in the text. Challenge students to describe the main characters, the setting, and the sounds which they attribute to the story. Ask them how they feel about the conflict in the story and about the end.
4.After students have answered the questions congratulate them congruently on their ability to visualise.
You might like to inform students that research like that of Brian Tomlinson in Japan has found that those people who created pictures in their head while they were reading recalled the story better. He also found that it was easy to boost recall in others simply by reminding them to visualise while reading. Point out that visualisation is important because visualisation = comprehension.
B.     Using Graphic Organizers For Teaching  Reading
In this lesson, collaborative strategic reading (CSR) is initially presented to students through modeling and whole-class instruction. To facilitate comprehension during and after reading, students apply four reading strategies: preview, click and clunk, get the gist, and wrap-up. Graphic organizers are used for scaffolding of these strategies while students work together in cooperative groups.
v  Teaching Procedure Using Graphic Organizers For Teaching  Reading
According to, Klingner, J.K. & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52, 738–747.
CSR combines two instructional approaches: reading comprehension strategy instruction and cooperative learning. These approaches improve learning opportunities for students with learning disabilities and with limited proficiency in English.
To facilitate comprehension of content area texts, students work in small, cooperative groups and apply four reading strategies
1.Preview. Structured previewing of text allows students to generate interest and questions about the text, to stimulate their background knowledge and associations with the text, and to facilitate their ability to make predictions about what they will learn.
2.Click and clunk. Students are taught to use self-monitoring strategies while reading to aid them in recognizing information they know ("clicking"), and identifying words, concepts, or ideas they do not understand or need to know more about ("clunking").
3.Get the gist. Students identify the main idea from the reading to confirm their understanding of the information.
4.Wrap-up. The wrap-up session provides students with an opportunity to self-monitor their reading while applying metacognitive strategies that further extend comprehension. (http://www.readwritethink.org/classroom-resources/lesson-plans/scaffolding-comprehension-strategies-using-95.html)

C.     Using Skimming and Scanning For Teaching  Reading
    According to,( http://42explore.com/skim.htm) Many people consider skimming and scanning search techniques rather than reading strategies. However when reading large volumes of information, they may be more practical than reading. For example, you might be searching for specific information, looking for clues, or reviewing information.   Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word, instead you're scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research.
 There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is useful when you're seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.
  Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned the document, you might go back and skim it.
v  Teaching Procedure Using Skimming and Scanning For Teaching  Reading
How to Skim:
* Read the title.
* Read the introduction or the first paragraph.
* Read the first sentence of every other paragraph.
* Read any headings and sub-headings.
* Notice any pictures, charts, or graphs.
* Notice any italicized or boldface words or phrases.
* Read the summary or last paragraph..
How to Scan:
* State the specific information you are looking for.
* Try to anticipate how the answer will appear and what clues you might use to help you locate the answer. For example, if you were looking for a certain date, you would quickly read the paragraph looking only for numbers.
* Use headings and any other aids that will help you identify which sections might contain the information you are looking for.
* Selectively read and skip through sections of the passage.
(http://pioneer.chula.ac.th/~pkanchan/html/skim.htm
Posted by Nenty at 11/24/2011 10:15:00 AM, Add Comment
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TECHNIQUE FOR TEACHING SPEAKING

TECHNIQUE FOR TEACHING SPEAKING

A.     Using games to teach speaking.
     In designing technique for the teaching of speaking using games, Brown (2007) suggests five point to use
1.      Cover the spectrum of learner needs varying from language based focus on accuracy to message-based focus on interaction, meaning and fluency
2.      Provide intrinsically motivating techniques.
3.      Provide feedback and correction.
4.      Capitalize on the natural link between speaking and listening.
5.      Give students opportunities to initiate oral communication.
·         The meaning of using game to teach speaking class.
A game is an activity with rules, a goal and an element for fun. There are two
kinds of games : competitive games and cooperative games.
Using games in language class gives many advantages. First, games make the class fun.
Second, playing a games has a purpose to it, an outcome.
Young learners get to use to language all the time during the games. They involve  a lot of repetition. In fact, repetition is the basic skill, but it can be boring. However , using games will give the opportunity for childerns to do repertitive activity in a fun way. (Bambang Y.Cahyono & Mukminatien, N: 40-43)
   Based on the statement, it can be concluded that in using games technique for teaching speaking is a strategy to stimulate students’ aren’t getting bored. In this context, language games suitable for young learners. Because that games give many advantages for language teaching and learning, it is suggested for the English teacher to choose games to practice speaking.
v  Teaching Procedures Using games to teach speaking.
Students are divided in two teams. Each team thinks of an object and tell the other team that the object is either animal, vegetable, or mineral- or a combination of two or three of these. If team A is in charge, so team B has to find out what the object is by asking only “yes/no” questions such as
“Can you use it in the kitchen?” , and team A can answer the question in a complete answer like “No,we can’t” or just in short answer like “No” or “Yes”.
If team B can find out what the object is in twenty questions or less, team B will get point. At this phase, the teacher should arrange how many point that the team B will get if they can answer it in just five questions, ten questions, or fifteen questions, e.g. in or less than five questions, the team will get 20 points, in or less than ten questions the team will get 15 points, and so on.
a.       Where are My Glasses? (Wright et al.,1984)
“Where are my glasses?” is one kind of pictures games. Here, the pictures hold the main role in conducting the games and pictures can cue responses to questions or cue substitution through controlled practice.
Procedures:
1.      Teacher copies the set of pictures for each group.Teacher divides the students into group of three or four.
2.      Teacher gives out the pictures.
3.      Teacher tells the students that they belong to a very untidy family, and are always losing things. The pictures consist of the large and small pictures. The large shows the pictures of their family livingroom and small pictures show things that they have lost.
4.      Teacher then asks each player of the group to find out from other where these things are and draw them in his/her picture. One player should begin by asking “Where is/are my……..?” and naming one of the lost object, then the other player answers and if it is right s/he will get points and gets the next turn.

B.     Using Picture to teach speaking.
   The process of teaching English speaking will be success if there are supported by some factors such as qualified teacher, supplementary materials, teaching method and teaching aids, each of those factors must have function in teaching learning process. The function of teaching aids is for helping teacher to deliver their idea or knowledge in order that it can be understood easily by students.
Procedure text is the text that has purpose to give clues or steps, ways or method to make something.
v  Strategis for Developing speaking Skills
 Students often think that the ability to speak a language is the product of language learning. But speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies using minimal responses, recognizing scripts, and using language to talk about language that they can use  to help themselves expand their knowledge of the language and their confidence in using it. These teacher help students learn to speaks  that the students can use speaking to learn.
a. Using daily Expression.
b. Using Minimal Responses
c. Recognizing Script.
d. using Language to talk about language
v  Teaching Speaking  Procedure text through pictures
Pictures are common thing in our daily life, they can be found everywhere. Pictures are able to give a lot of information as reading text, so they are a great help in teaching, particularly in teaching procedure text.
Pictures are kind of pictures as visual aids. The pictures are able to give information about the instructions in speaking procedure text, though by looking at the pictures students are easier to tell the materials and the steps, and also pictures can develop students ideas in speaking procedure text. The picture are drawn on a paper which tells a sequence of events, so they will lead speakers to develop their idea and speak the procedure orderly.
Basically, there are three step in teaching procedure text. They are pre-activity, while activity and post activity. Each of steps has different activities in teaching.
a. Pre activity
Before teaching, the teacher do what we call pre activity. Teacher do apperception such as ask some questions related to the material and ask some questions related to the previous material. Then, the teachers give motivation in order that students have more motivation in studying.
b. While Activity
The teachers explain everything about the procedure text and give some examples about how to speak procedure text by using pictures. The teacher give some pictures to the students as visual aids. Then, the students asked to speak a procedure text about how to make mushroom soup systematically by looking at pictures included.
c. Post activity
The teacher gives a conclution about the aim and the advantages of procedure text in daily life.(http://universityofibnkhaldunbogor-indonesia.blogspot.com/2011/07/teaching-speaking-procedure-text-using.html
C.     Using Video To Teach Speaking
·         Predicting :
-With picture and audio on:Use the pause control to stop a scene and have students predict what will happen next.
Use the pause control to stop after a particular line of dialogue and have students predict the next line.  
-With audio off:Have students predict the situation and characterizations based on viewing an entire scene without the sound.Have students predict lines of dialogue after viewing an entire scene without the sound.Have students predict individual lines of dialogue by using the pause button to stop the scene.
-With picture off: Have students predict the situation and characterizations by listening to the soundtrack without watching the picture.
·         Viewing Comprehension
You can check students' understanding of the situation and characters in the following ways:
-Before watching:Give students specific things to look and listen for before they watch a scene.
-While watching:Freeze-frame the scene by using the pause button and check students' understanding
-While watching or after watching:Have students answer comprehension questions you devise.
-After watching:Give students cloze scripts and have them fill in missing words in dialog lines.

v  Teaching Procedures Using Video to teach speaking.
Role Plays: Have students role play a scene, practicing the lines of dialogue for correct intonation and emphasis.
On-Location Interviews: Have students circulate around the classroom and interview each other using questions contained in the video segment. Students can then report to the class about their interviews.
Information Gap: Have half the class see a segment without audio and the other half hear it without the picture. Students from each half of the class then pair up, talk about the situation and characters, and act out the scene.
Strip Dialogue Scenes: Write dialogue lines on separate strips of paper, distribute them randomly, and have students recreate the scene by putting the lines together. Discussion:
Have students discuss the scene, plot and characters' actions, thoughts, and feelings.Have students think about what the characters in the scene are thinking but not saying. Students can create these interior monologues, present them to the class, and discuss any varying opinions about characters' inner thoughts during the scene.Have students tell which characters they identify with and explain why.
Posted by Nenty at 11/24/2011 10:07:00 AM, Add Comment
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