Thursday, May 31, 2012

LEARNING COLOR

3:09 PM Siti Kiftiah Activities No comments

Colors are an everyday part of our lives, but color theory is a complex area of study that deals with all combinations of light and color in the visible spectrum. While a thorough understanding of color and color combinations requires significant study, even young students can gain a basic understanding of color and how colors interact through simple activities and instruction. Young children can learn to differentiate between colors, while more advanced learners can predict the interactions between colors and pair colors for pleasing visual results.

Children's Activities

Games

Ask children to group items such as colored blocks into groups of the same color to rehearse color identification. Colored blocks, crayons or stacks of paper in various colors are all suitable materials for color grouping activities.
Instruct students to use specific colors on drawings or paintings. Clear instructions such as "color the apple green" challenge students to identify the proper colors to complete an assignment.
Play a simple game of "I Spy." Begin by identifying an item of the room in a specific color. Begin with, "I see something green." The child then attempts to guess the item by listing all green objects in the area.
Assign coloring activities to introduce the primary colors red, blue and yellow. Instruct students to create colored picture posters for each of the primary colors with images depicting items in each color.

Color Wheel Activities

1. Give each student a large piece of white construction paper. Instruct students to draw a triangle in the center of the paper. On each corner of the triangle, color a circle with one of the primary colors. Traditional color wheels feature yellow at the top, red in the right-hand corner and blue in the left-hand corner. Instruct students to label the color circles with a "P" for "primary."

2. Provide students with three clear plastic cups and food coloring in the primary colors. Instruct students to use their color wheel to combine two of the primary colors adjacent to one another to create secondary colors. For example, in the first cup have students place five drops of yellow food coloring with five drops of red to make orange. In the second, have students mix five drops of red and five drops of blue to make violet. Because food coloring stains, provide rubber gloves as well.

3. Add the secondary colors in their respective locations between the corresponding primary colors on the students' color wheels. Label the secondary colors with an "S."

4. Demonstrate how to identify opposing, or complementary colors, on a color wheel. Complementary colors are colors that appear opposite one another on the color wheel. Instruct students to create complementary color drawings using only shades of two complementary colors.

5. Provide students with tempura paints in the primary and secondary colors. Instruct students to use clean paint brushes to experiment with mixing colors to create new colors. Challenge students to alter the ratio of one color to another. Keep a chart of the color combinations and results.

6. Review students' color combination charts and explain the definition of tertiary colors. Tertiary colors are created when you combine a primary color, like red, with a secondary color, like purple, to make a third kind of color, like rose. Use tertiary colors to fill in any extra spaces on students' color wheels.

7. Instruct students to create a color chart of their most liked and most disliked color pairs. For example, a student may list yellow and purple as a liked pair but green and orange as a disliked pair. Share the charts with the class and lead a discussion of trends in preferable and disliked pairs and how the preferences relate to the position of the colors on the color wheel.

source: (ehow mom) http://www.ehow.com/how_7805317_teach-color-color-combinations.html

Vocabulary

Visible : kilihatan, tampak

Pair : sepasang

Suitable : cocok, sesuai

Paintings : lukisan

Tertiary : ketiga

Assign :memberikan

Adjacent :berdekatan, terbatas

Depicting : melukiskan, mengambarkan

Corner : sudut

Stacks: tumpukan

Focus on

1. Reading

1) What is color?

answer:.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

2) Mention the instruction for children activities and color wheel activities!

answer.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

3) What is your opinion about color? And why color is important young learner?

4) According to you, teaching color to your learner, is it effective? give your reason

5) What is the synonym "visible" ?

English for Young Learners

4:50 PM Siti Kiftiah Articles No comments

There are many statements about meaning of Young Learners, three of which will be stated here. According to Purwaningsih,“Young Learners are learners in Elementary School aging 9-10 years old who are learning English as foreign language” (8). Based on that statement, we can know that Young Learners are students of primary school. Another statement which is taken from www.goliath.ecnext.com also says, “Young Learners are convinced as students of English between age of 7 and 15” (http://goliat.ecnext.com /coms2/gi/0199-5785232, review of the Internet and html on September 19th 2008). The last statement about the meaning of Young Learners, according to Etty Maryati Hoesein, “Young Learners are the students of Elementary School who are at grade four up to grade six. Their ages range from ten to twelve years of age. They have learned English for about one up to four years” (14). From those three statements , we may conclude that Young Learners are students who are studying in Elementary or Senior High School aging 7-15 and they are studying English as second language for about one up to four years. In other words, we may say that Young Learners are English foreign language learners, aging 9- 17. According to some experts, we can determine several definitions about teaching, but we will just explain three of them. In his thesis, Teaching of English at SMU Nurul Jadid Probolinggo, Kasbolah writes, “Teaching is guiding and facilitating, enabling the learners to learn and setting the condition for learning” (13). Another definition, according to Callahan and Gark, ”Teaching is a matter of helping students to know, to understand, and to comprehend ideas, attitudes values, skills, and information which will be used in changing and in redefining their thought forward their daily surrounding situation” (9). The third definition, according to Antony, “Teaching techniques are particular tricks, strategies, or continuances used to accomplish the immediate objectives” (19). We can conclude that teaching is guiding, helping, facilitating the students to know, to understand, to comprehend ideas, attitudes values, skills, and information using tricks and strategies.

Furthermore, teaching is supporting and helping students’ activity of learning by using the methods of teaching to know the ideas or information, which are important. Based on the definition of Young Learners and Teaching above, we are able to find the meaning of teaching English for Young Learners. Teaching English for Young Learners is guiding and facilitating Young Learners in aging 9-15 years old, for their activities in learning, knowing, understanding, and comprehending ideas, attitudes values , skills, and information of English using tricks and strategies which will be used in changing and redefining their thought forward their daily surrounding situation as a foreign languages learners.

Source: http://sirogoal.blogspot.com/2008/12/teaching-english-for-young-learners.html

1. Vocabulary

Stated : memberitahukan, menyebutkan

Range : tempat

Conclude : mengakhiri

Expert : ahli

Enable : memungkinkan, membolehkan

Matter : bahan

Accomplish : menyelesaikan

Redefining : mengartikan kembali

Sorrounding : mengelilingi

Comprehend : memahami

Continuances : melanjutkan

2. Reading

Question to answerung

1) What is the stated about young learner according to Purwaningsih ?

Answer:.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

2) Waht is teaching technique?

3) What is the different teaching techique between young learner and adult!

4) What is the topic in the second paraghrap ?

3. Writing

Write based on this topic

Family ! describe your family!!

...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Learning Styles

4:46 PM Siti Kiftiah Articles No comments

The individual learners in foreign language classes differ in many ways, at every level of instruction. Writers and researchers on learning styles have provided a plethora of ways to analyze and describe learner differences, and all are useful. Learners can be characterized as visual, auditory, and kinesthetic learners; they can also be classified as holistic or linear learners. Some researchers place learners on a continuum from concrete to abstract or from sequential to random. Perhaps the most important insight from this information is the realization that almost all students are different from their teachers, and from each other, in a large variety of ways. This section describes a few of them. Some learners thrive in a highly social and interactive environment; others feel more comfortable and may do better when they can think and learn alone. Some learners are motivated and empowered by carefully structured, linear tasks and unvarying routines; they may find it annoying and distracting when bulletin boards or visuals are not carefully aligned and the classroom isn’t neat and orderly. Other students feel suffocated by so much structure and long for the freedom to solve problems and be creative. These same students enjoy classes in which the teacher keeps them guessing and sometimes makes random leaps from one topic to another. These students don’t usually mind a little clutter— it makes them feel at home! Many students need a supportive emotional climate in which to learn, and regular assurance that they are valued as people, regardless of their performance. A few students, on the other hand, just want to be left alone to learn—on their own! Some students need to touch, or move, in order to learn. (That’s probably true of almost every primary school child.) Some students benefit most from visuals and teachers’ gestures when they are learning or reviewing language; others won’t feel confident of the information until they see it written out; still others, with poor vision or a brain that processes visual input poorly, don’t benefit from either. Some children learn very well just from listening attentively to what is taking place—they may remember well without ever writing things down. Still others need to take notes and rework the information several times before it is firmly anchored. These examples just begin to describe the ways in which students differ from one another—and from their teacher! There are many other differences, too. Does a student learn best in a busy environment, perhaps with a music background, or in a quiet setting? Some students learn best when they can volunteer and try things out; others need to feel very secure before trying anything new. Nancy Foss (1994) points out that when students are asked to learn in a way that makes them uncomfortable, they experience stress. In a classroom where a student’s learning style is never included, that student is constantly operating under stress, and learning is likely to be seriously affected. Foss recommends that teachers should be aware of when an activity or an assignment will cause stress for one or more groups of students, and try to find ways to make the activity more comfortable. For example, some students who prefer very linear, clearly defined tasks will be under stress when assigned to create a skit with a group. Providing clear written directions and a template for the skit, as well as a written component as part of the skit preparation, will help to make these students more comfortable and help them to learn more effectively.

Music And Young Learner

4:37 PM Siti Kiftiah No comments

Since English has become an international language, more and more people learn English. The importance of English as a world language has made people to learn English as early as possible. In Indonesia for example, English is taught even before the children enter the playgroup, there is a special class for children who are still around two or three years old. This is supported by the fact that the optimum age for children to learn a foreign language is when they are still in a very young age. This phenomenon has made Teaching English to Young Learners, TEYL, become increasingly famous. There are many English courses and the publication of the course books. Before we go on, it is better to look at the definition of young learners in order for us to have the same perspective and knowledge. The definition of Young Learners is children between the ages of about 5 years old to 12 years old (Rixon, 1999), while according to Lynne Cameron; young learners are those under 14 years old. Moreover, the definition of young learners is mainly based on the years spent in the primary or elementary stages of formal education before the transition to secondary school. This is why the ages of the young learners could be varied from one country to the others. Some psycholinguists say that one of the factors to be successful in language learning is young age. There are some explanations for better learning at young age. First, the brain is more adaptable before puberty than after, and that acquisition of languages is possible without self consciousness at an early age and also because young children have more opportunities than adults. The children are learning all the time without having the worries and responsibility of adults (Brumfit, 1994). “Children learn through play” is a sentence that has guided early childhood educators for decades. The nature of children is that they like to play and have fun than studying. Isenberg also stated that play is a need of every child and it is an important childhood activity that helps children master all developmental needs (1993). Play is the work of childhood and is important for learning and development. One of the forms of play that children are familiar is music, in the form of songs. The singing games and chants are the embodiment of symbolic play and imitation. These activities help the children to

move from sensorimotor experience to a symbolic transformation of it (Isenberg, 1993). Music helps children develop cognitive skills, as well as enhances language skills, by singing song, children learn language appreciation, vocabulary and rhyme (Shipley,1998). Another thing is that songs and rhymes are learned by heart, and this may form part of a child’s linguistic. Thus, through this paper, the writers wants to explain how teachers can use songs to enhance skills to young learners, such as listening, speaking and writing skills.

Source: (Yuliana)

Jurusan Sastra Inggris, Fakultas Sastra, Universitas Kristen Petra

http://puslit.petra.ac.id/journals/letters/

Young Learners Definition

5:50 PM Siti Kiftiah Articles 1 comment

To define what young learner is, it is related to the word “childhood”. According to Violetta & Irene, the world “childhood” varies to country to country. In many parts ot the word kids take on “adult” responsibilities at ages when in other countries they are still protected within their school. Therefore, the age plays important role to define the young learner starting from becoming young learner to the end phase of young learner. A theory of language acquisition about learning language stated that learning language will become natural and easy if the age of children is young, early is better. As the result that Violetta & Irrene summarize about early start with the following: the sooner the better, meaning children should start at a young age learning a second language in order to benefit from the procedure and acquire as much as possible from the foreign language.

How about the end of young learner’s age? According to Cameron, young learner is being learner aged between five and twelve years old, so the young learner’s age is in elementary school. while this is not universally applicable, it may be applicable in some regions but the others not, for example: in Indonesia and Korea (Jackons:2012 about teaching young learners in Korea: Adapting and Material to meet their needs article) is work. Most of Indonesian Young learners do finish elementary school education at age of twelve. Moreover, in Indonesia the learners generally learn English in the fourth grade for public school and in the first grade for private school , and there is issue that the subject will be removed from elementary curriculum. However, Nowadays,the learners still learn English.

From the Violetta & irrene and Cameron statements, there is the deep differences between young learners’ definition especially, starting age of young learner, I do agree that to learn language is the sooner the better based in Violltta & Irrene. However, learner can be separated from “school word”. It means they start study or learn in school. Eventually, everything backs to school.
see the next article about

References
Teaching Language to Young Learners Book
Young Learners: How Advantageous is the early start? Journal Download PDF

4 Fun Ways To Teach Kids Body Vocab (PART OF BODY)

5:35 PM Siti Kiftiah 2 comments

Most courses for young and very young learners have at least one unit on body parts vocabulary like “hand” and “foot” in them, and the few that don’t certainly should. Not only is this topic great for classes of all ability levels (just add “right little finger” or “thigh” if they seem to know it all), but it is also vital for giving classroom instructions in English during the rest of the course, e.g. while explaining action songs or physical games. There are also loads of games, craft activities, stories and songs including this language point that native speaker kids love and which can be easily be adapted for EFL classes. This article will deal with games and a few craft activities, and other articles on songs and stories will follow. This article will also illustrate another great point about games involving body vocabulary, which is how many other bits of target language they can be linked in with. Examples below include prepositions, classroom vocabulary, any vocabulary that can be represented by flashcards or realia, have got, and possessive S.

1. Whose body?

Give students spoken or written explanations of animals that mainly consist of descriptions of their body parts and get them to guess which animals are being explained. This is most fun with the teacher holding a flashcard or plastic animal so students can’t see it and starting with clues that are less than obvious, e.g. “It has got four legs”. To discourage random shouting out of answers, you could take away one point for each wrong guess. The animals that you choose to use in this game should have at least one distinctive point about their body that can be the final clue, e.g. “It’s got eight legs” (spider or octopus), “Its tail is a circle and it’s got two long teeth” (rabbit) or “It’s got a long neck” (giraffe). The same game is possible with specific characters the students know such as monsters (e.g. Pokémon), robots, cartoon characters or superheroes.

2. Whose body? Two

Show students pictures of just one part of an animal’s body, and they have to guess which animal it is and/ or which part of the body it is. This can be done by cutting up flashcards or other pictures, by covering all but one part of an animal, by using an OHP and covering most of the picture, or similar things with a “spotlight” or similar function on an IWB (interactive whiteboard). Alternatively, the teacher or student can draw or trace the body parts from pictures, or draw them from imagination.

3. Which body part?

A variation of the games above is to use animals, prepositions, shapes etc to describe the body part that the flashcard you have shows until students guess which part it is, e.g. “It’s on your face between your eyes and mouth and elephants have a very long one” for “Nose”. With a high level class, it might even be possible to describe a particular animal’s body part.

4. Body Pictionary

Rather than describing body parts, the teacher or students could just draw them. To add more language to this, the Pictionary prompt cards should have whole phrases or sentences such as “It has got three legs” or “It has two very long legs and two very short legs”. This is more fun if the sentences are a little nutty, e.g. “The car has ears”. You could also draw a whole person or animal with students shouting out when they notice the part that you have drawn wrong (as you were instructed to by the prompt card), e.g. “A giraffe has a long neck, not a short neck!”, “A man has one nose, not two noses!”, or “Your eyes are between your ears, not above your ears!”

source: http://edition.tefl.net/ideas/vocab/body-vocabulary/

1. VOCABULARY

a. vocabulary list

craft                 : keahlian                                             discourage       : mengecilkan hati
distinctive       : khusus, tersendiri                              prompt             : cepat
giraffe             : jerapah                                               thigh                : paha
nutty                : yang mengandung kacang-kacangan notice             : pemberitahuan
trace                : bekas                                                 guess               : menebak

b. playing with vocabulary
a. the picture body

b. labeling the word

c. READING

Reading the text above and then answer these questions

a. Mention 4 Fun Ways To Teach Kids Body Vocab!

b. explain the instrutions to play “whose body”!

c. why the children like games?

d. which one the games above that you like much! explain it?

d. LISTENING AND SPEAKING

a. listening

look and listen the video!!!

Head	Ear	Arm	Leg
Hair	Mouth	Siku	Tumit
Face	Teeth	Hand	Foot
Eye	Neck	Finger	Toe
Nose	shoulder	back

b. SPEAKING (practice with your peers)

c. wrtting

a. choose 5 of the words above and then make the sentence

for example

head : My head is a big...

(anwers it) OK..

Vocabulary Development for Young Learners

5:15 PM Siti Kiftiah No comments

The Word as Unit

Vocabulary development is about learning words ,but it is about much more than that. Vocabulary development is also about learning more about those words, and about learning formulaic phrases, finding words inside them, and learning even more about those words. Even the idea of what counts as a ‘word’ starts to become confused when linguists try to produce watertight definitions (Singleton 1999). However, we will start from words in the recognition that infants, children and adults talk about ‘word’ and think in terms of a word as a discrete unit. Children will ask what a particular word means, or how to say a word in the foreign language, and in learning to read, the word is a key unit in bus building up skills and knowledge.

The role of words as language units begins with the early use of nouns for naming objects in first language acquisition, and of use of other words to express the child’s wants and needs, e.g. ‘more’ or’ no’. infants go through a period of rapid vocabulary growth as they start to interesting confidence in timing between infants learning to point, and early use of nouns for naming objects in the around them. These is an interesting coincidence in timing between infants learning to point, and a well-documented sudden increase in the rate of acquisition of nouns for naming objects, as if the reinforce each other by enabling the children to get helpful adults to label the world for them. Many of these words are ‘names for things’, acquired through ostensive definition, i.e. by the child seeing or touch seeing or touching the object that a word refers to.

We need to be aware, as Vygotsky warned, that although children may use the same words as adults, they may not hold the same meaning for those words (Vygotsky 1962; Wertsch 1985). The acquisition of form of the words, and children use words in their speech long before they have a full understanding of them (locke 1993). We can think of words as rather like flowers growing in the soil.

Vocabulary size

Having acknowledged the complexity of knowing words, and before pursuing it in more detail, we will briefly focus on vocabulary development in terms of building up a greater number of words, some useful work has been done on measuring the size of learner’s vocabularies that will put a helpful on classroom foreign language learning.

What it means to know a word.

To illustrate the many types of knowledge involved in ‘knowing a word’ consider the classroom the following classroom extract, in which a native speaker teacher is talking with second language learner of English about the equipment needed to draw a pie chart (a circular graph that shows proportions lie a pie or cake cut into slices)

Developing meaning in chilhood

Empirical research shows that increasing the depth of word knowledge doesn’t happen automatically in a foreign or second language, even in what seems like the most favorable circumstances where children are immersed in the language through their schooling.

Categorisation and word learning

Basic level
Intermediate level
High level

Cultural content in word meanings

Words and their meaning are connected in syntagmatic and paradigmatic patterns as described above. These patterns create networks of connections in the mind that ‘have been variously called ‘schema’ (or schemata’), ‘scripts’, and ‘frames’. When a word is encountered, the schema that they are part of will be activated, and the network of activated meanings becomes available level.

The under of children’s vocabulary: summary

What implications does vocabulary and conceptual development across the early years at school have for vocabulary development in children’s foreign language learning? Conclusions from this section and principles for teaching are listed below:

a. The types of words that children find possible to learn will shift

b. Vocabulary development is not just learning more words but it also importantly about expanding and deepening word knowledge.

c. Words and word knowledge can be seen as being linked in networks of meaning.

d. Basic level are likely t be more appropriate for younger children, or when learning vocabulary for new concepts.

e. Children change in how they can learn words.

source: Cameron, Lynne. 2001. Teaching Languages to Young Learner. Cambridge: Cambridge University Press. Page72-94

Esp For Young Learner

Thursday, May 31, 2012

LEARNING COLOR

Wednesday, May 30, 2012

English for Young Learners

Learning Styles

Music And Young Learner

Saturday, May 26, 2012

Young Learners Definition

4 Fun Ways To Teach Kids Body Vocab (PART OF BODY)

Sunday, May 20, 2012

Vocabulary Development for Young Learners

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