My First Day in Denpasar

 JUNE 11th, 2012
It was about 11 p.m. Many persons were waiting for us ( my wife and I). Suddenly, a tall man appeared. He asked me "Who I was." I told him, We  (my wife and I) were William's parents. He told us William was still in the doctor-team's observation. He apologized for doing something before our attendance. It did not matter for us. On the way to Bali, we have contacted some of William's colleagues to save William by sending him to Sanglah Hospital in Deanpasar.Thank you for all, who have faithfully and sincerely helped us in such a difficult occasion.

CRITICAL REVIEW Action Research, Teacher Research, and Classroom Reseach in Language Teaching

CRITICAL REVIEW
Action Research, Teacher Research, and Classroom Reseach in Language Teaching

By Kathleen M. Bailey

Reviewed By:

Suprayoga

State University of Malang

Graduate Program in English Language Teaching

Academic Year 2011-2012 (3^rd Semester)

Abstract

This paper reviews the article made by Kathleen M. Bailey. (2001). Action Research, Teacher Research, and Classroom Research in Language Teaching in “Teaching English as Second or Foreign Language” by Celce-Murcia (Ed). 3^rd Edition, Boston: Heinle&Heinle, pp. 489-498)

Key words: action research, teacher research, classroom research.

I. Introduction

In my opinion, Baily ‘s article (2001: 153-169) with title “Action Research, Teacher Research, and Classroom Research in Language Teaching” in “Teaching English as a Second or Foreign Language Third Edition by Celce-Murcia” compares and contrasts action research, teacher research, and classroom research in language teaching very clearly.

This critical review will be done on that article because the reviewer thinks that action research, teacher research; and classroom research are important things to be shared with others. Writing this critical review, the reviewer hopes that many people will know about the material discussed in the article.  

II. Result of Discussion

Action research, teacher research, and classroom research are often confused. Anyhow, Baily tries to give clear descriptions about them.

	Action Research	Teacher Research	Classroom Research
Purpose	To investigate what happen in the classroom when learners and teacher come together	To improve teacher’s work by investigating teaching and learning process in the classroom	To seek local understanding and bring about improvement in context under study
Researcher	Anyone	Teacher	Teacher
Subject	Learners and teacher	Students	Students
Setting	Classroom	Classroom	Classroom
Strategy	-	-	Using cycles, one cycle: plan, act, observe, reflect

From the table we can identify what makes the three types of the research are different. They are the purpose, the researcher, the subject, and the strategy. And also, from the table we can identify the same thing among the three types of the research. It is the setting of the research; the three types of the research are all conducted in the classroom.

Baily identified four major research themes. They were 1) students’ patterns of participation in language classrooms, 2) investigations of language teachers’ classroom behavior, 3) teacher’s treatment of learners’ (oral errors; and 4) individual student (or teacher) variables.

III. Conclusion

Action research, teacher research; and classroom research are types of research with different purposes, different subjects, and strategy. But they have the same thing, the setting. Action research, teacher research; and classroom research are all conducted in the classroom.

Reference

Bailey, K. M. (2001). Action Research, Teacher Research, and Classroom Research in Language Teaching in “Teaching English as Second or Foreign Language” by Celce-Murcia (Ed). 3^rd Edition, Boston: Heinle&Heinle,

CRITICAL REVIEW Teaching Children Literacy Skill in a Second Language

CRITICAL REVIEW
 Teaching Children Literacy Skill in a Second Language

By Anne Ediger

Reviewed By:

Suprayoga

State University of Malang

Graduate Program in English Language Teaching

Academic Year 2011-2012 (3^rd Semester)

Abstract

This paper reviews the article made by Anne Ediger entitled “Teaching Children Literacy Skill in a Second Language in “Teaching English as Second or Foreign Language” by Celce-Murcia (Ed). 3^rd Edition, Boston: Heinle&Heinle, pp. 153-169)

Key words: literacy skill, second language

I. Introduction

In my opinion, Ediger ‘s article (2001: 153-169) with title “Teaching Children Literacy Skill in a Second Language” in “Teaching English as a Second or Foreign Language Third Edition by Celce-Murcia” explains very clearly  that teaching children literacy skill in a second language is very important.

It is also supported by Diane August (2006: 1). She states Literacy in English is essential to achievement in every academic subject—and to educational and economic opportunities beyond schooling.

This critical review will be done on that article because the reviewer thinks that teaching children literacy skill in a second language is important thing to be shared with others. Writing this critical review, the reviewer hopes that many people will know about the material discussed in the article. 

II. Result of Discussion

Ediger (2001: 154) states reading involves six general component skills: automatic recognition skill, vocabulary and structural knowledge, formal discourse structure knowledge, content/world background knowledge, syntatic and eveluation skill/strategies, metacognitive knowledge and skill monitoring. In line with Ediger’s statement. Pang (2006: 6) states reading is a complex activity that involves both perception and thought. Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences and connected text.

Ediger (2001: 155) states children learning to read in their L1 generally are already fluent in speaking and understanding the target language when they begin school. On the other hand, ELLs do not necessarily have oral ability in the L2 yet and generally cannot fall back on an oral knowledge of what they are learning to read and write. Haneda (: 342) states in many cases, ELL students were seen to engage in literacy practices that are bilingual or multilingual in nature as an integral part of their lives. Saville (2006: 136-137) states for the priorities of L2 communicative activities, reading is much more important for academic than for interpersonal needs, speaking is much more important for interpersonal needs than for academic purposes.

Moreover, Ediger (2001: 155) states just as NES children bring valuable oral language knowledge to learning to read and write, the L 1 and literacy background that ELLs may bring with them is a valuable asset to their L2 and literacy learning. In line with Ediger, Roberts (1994) states with the complexity inherent in defining literacy, research evidence is clear that basic literacy skills developed in L1 transfer to L2. Unfortunately, this evidence is not always acted upon. Such evidence can and should be used to promote L1 literacy programs where possible, and where not possible, practitioners can be reassured that there is evidence that L2 literacy can be developed through educational practices that recognize and take advantage of a literate environment.

Ediger (2001: 156) states in ESL learning context, teachers must be cautious about making any assumptions about the cultural or language backgrounds of ELLs. Pang (2006: 6) states Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text.

Ediger (2001: 156) states ESL learners often come with very different prior experiences with literacy in their native cultures, and they may have experienced different values and function s ascribed  to literacy.

Weaver (1994) devides the approach into two major categories

Part-Centered (Code-Emphasis) Methods

Part-centerd method includes phonic approach, linguistic approach, a sight word approach, a basal reader approach.

Socio-Pscholinguistics (Meaning-Emphasis) Approaches

Socio-Pscholinguistics (Meaning-Emphasis) Approaches includes the language experience approach,  a literature-bbaed aproach, the whole language approach.

The Phonic/Whole Language Debate

Numerous studies have attempted to determine the relative effectiveness of many  of these methods. Unfortunately the results often have been inconclusive or even contradictory.

 There are many strategies to facilitate second language literacy development. They are as follows:

Expose Students to the Many Uses of Print around Them

Have the students make label. focus attention on the print around the classroom, school, neighborhood. manage aspects of classroom business in writing. establish a regular place to post announcements or messages. Record class discussions on chart paper, keep these posted as long as a theme is being studied. Create areas in the room for specific literary purpose.

Provide Opportunities for Children to Read More Extensively on a Subject

Use content study as the context for literacy development.

Provide Authentic Purposes for Reading and Writing

Use students’ natural urge to communicate when information for authentic purposes.

Provide Scaffolding for Learning

Scaffolding involves the setting up of temporary supports, provided by capable people, that permit learners to participate in the complex process before they are able to do so un assissted.

Use Oral Skills to Support Reading and Writing Development

Van den Branden (2000) when children were allowed to negotiate meaning of an original text they were reading , either through whole class discussion with facilitation by the teacher or with a peer of  a different level olanguage proficiency, they were able to comprehend better.

Focus  Students’ Attention on Reading and Writing Strategies

First, call attention to any strategies students are already using. Then, model some of these strategies for students by thinking aloud the thoughts going through your mind as you use them

III. Conclusion

Literacy is an important skill. It is badly needed in line with the effort of getting better achievement in academic and economic opportunities. There are many strategies to facilitate second language literacy development. They are as follows 1) label items in the room, 2) focus attention on the print around the classroom, school, or neighborhood, 3) manage aspects of classroom business in writing, 4) establish a regular place to post announcements or messages, 5) record class discussion on chard paper, keep these posted as long as a theme is being studied, 6) create in the room for specific literacy purpose   

References

Ediger, A. (2001). Teaching Children Literacy Skill in a Second Language in “Teaching English as Second or Foreign Language” by Celce-Murcia (Ed). 3^rd Edition, Boston: Heinle&Heinle.

Pang, E. S, et al. (2003). Teaching Reading. International Academy Education. (Online) http//www. ibe. unesco.org. Accessed on February 5^th, 2012

Haneda, M. (). Becoming Literate in a Second Language: Connecting Home, Community, and School Literacy Practices. THEORY INTO PRACTICE, 45(4), 337–345. Accessed on May 30^th, 2012

Roberts, C. A. (1994). Transferring Literacy Skills From L1 TO L2: From Theory To Practice. The Journal of Educational Issues of Language Minority Students, v13 p. 209-221, Spring 1994. (Online) http://www.ncela.gwu.edu. Accessed on May 30^th, 2012

Saville, M. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press.

POPULAR IDEAS ABOUT LANGUAGE LEARNING: FACTS AND OPINIONS

CHAPTER 7

POPULAR IDEAS ABOUT LANGUAGE LEARNING: FACTS AND OPINIONS

Summerized by Suprayoga

1. Language are learned mainly through imitation.

     Leraners produce many novel sentences that they could not have heard before. Children do not imitate everything they hear, but often selectively imitate certain words or structures that they are in the process of learning. Second language learners produce many sentences that they could not have heard. They are like children learning their first language.

      

2. Parents usually correct young children when they make grammatical errors.

     There is considerable variation in extent to which parents correct their children’s speech. When children are very young pre-schoolers, parents rarely comment on grammatical errors, but they correct in politeness. As children reach school age, parents often correct the kinds of non standard speech that they hope their children will outgrow. Parents tend to focus on meaning rather than form when they correct children’s speech. They do not react errors which do not interfere with successful communication. Without corrective feedback and guidance, second language learners may persist in using certain grammatical forms for years.

3. People with high IQs are good language learners.

There is a link between intelligence and second language learning.

IQ tests score are a  good means of predicting learning success.

People with high intelligence can be successful language learners (in grammar rules, vocabulary items).

People with wide variety of intellectual abilities can be successful language learners (in oral communication skills).

4. The most important factor in second language acquisition success is motivation.

     Learners who want to learn tend to do better than those who don’t.Learner who begin learning a second language as adult rarely achieve the fluency and accuracy that children do in first language learning.

5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.

When the objective is native-like performance in the second language, it may be desirable to begin exposure to the language as early as possible. When the goal of the educational program is basic communication skill for all students, and where there is strong commitment to maintaining and developing the child’s first language, it can be more efficient to begin second language teaching later.

    

6. Most of the mistakes which second language learners make are due to inference from their first language.

The transfer of patterns from the native language is undoubtedly one of the major sources of errors in learner language. Research has shown that second language learners from different first-language backgrounds often make the same kind s of errors. These are evidence of the learners’ effort to discover the structure of the target language itself rather than attempts to transfer patterns from their first language.

7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going on to another.

Language learning is not simply linear its development. For example, when learners who have learned the past tense form ‘went’ as a memorized ‘chunk’ learn to use the regular –ed inflection for past tense marking. They stop using ‘went’ and produce ‘goed’. This is evidence that language development is not just adding rule after rule, but integrating new rules into existing system of rules;

8. Teachers should teach simple language structures before complex ones.

Research has shown that no matter how language is presented to learners, certain structures are acquired before others. Second language learners benefit from the efforts of native speakers and fluent bilinguals to modify their speech to help second language learners understand. Teachers must be aware that some linguistic forms are so rare in their everyday speech that learners have very little opportunity to hear, use, and learn them if the teacher does not make a point of providing them.

9. Learners’ errors should be corrected as soon as they are made in order to prevent he formation of bad habits.

     Errors are part of language learning. When errors are persistent, when they are shared by almost all students in class, it is useful to bring problem to the learners’ attention. If the error is based on a developmental pattern, the correction may only be useful when the learner is ready for it. It may require many repetitions. Teachers have responsibility to help learners do their best. Excessive feedback on errors can have a negative effect on motivation.

10. Teachers should use materials that expose students only to language structures which they have already been taught.

Restricting classroom second language materials to those which contain little or nothing which is new may have several negative consequences (they will lose motivation). Students also need to deal with ‘real’ or ‘authentic’ materials if they are eventually going to be prepared for language use outside the classroom.

11. When learners are allowed to interact freely (for example, in group or pair activities), they learn each others’ mistakes.

If the tasks are well designed, learners working in groups get far more practice in speaking and participating in conversation in group work than they ever could in a teacher-centered class.

12. Students learn what they are taught.

Second language learners can only learn the language they are exposed to. Attempts to teach aspects of language which are too far away from the learners’ current stage of development will usually be frustrating.

Conclusion

Language learning is affected by many factors. Among these are the personal characteristics of the learner, the structure of the native and target languages, opportunities for interaction with speakers of the target language, and access to correction and form-focused instruction. Teachers do not have control over all these factors. However, a better understanding of them will permit teachers and learners to make the most of the time they spend together in the processes of teaching and learning a second language.

REFERENCE

Lightbown, Patsy M. 2001. How Language Are Learned. Revised Edition. Oxford.

LONLYNESS

LONLYNESS

The night air of Denpasar

The business of the hospital

The knocks of the doctors’ shoes

All make my feelings deeply hurt

I feel badly lonelyness

The worst terror I once found

Just as a fisherman sailing in a borderless lonely sea

The only thing to hear is the running waves

Never I know when an island is seen

To anchor and drink a droplet of water

Does  my soul stay life?

My feeling, just like death in life

Were I to choose, never I sail along a lonely sea

Chasing an empty dream

God only  knows the meaning

Were I to choose, never I rush into a lonely night

Chasing a empty shadow

Never I know