The Definition of Vocabulary and The Way of Teaching Vocabulary Integrative

The Definition of Vocabulary and The Way of Teaching Vocabulary Integrative - Besides language skills, such as Reading, Writing, Listening and Speaking Skills, there is another point in Language. It is called Language Component. They are Vocabulary, Grammar and pronunciation. At this time, we only share about Vocabulary.

1. What is Vocabulary?

Dedi Suryana (1990) states that vocabulary is one of language components. It supports the teaching and learning of the four language skills of reading, listening, speaking and writing.

As the language component, vocabulary must be taught in a proper way. In his book, Dedi Suryana states that; vocabulary divided in to:

1. Vocabulary Skill involved deducing meaning from the context, Use of Dictionary, word formation coining, and ignoring unfamiliar words.
2. Vocabulary activities, involved word guessing, word association, crossword puzzle, cline, word-classification, and rid dies.

2. The ways of teaching Vocabulary

Here are some notes on the teaching of vocabulary:

A.Pre-teaching (relate to the text)

-The word cannot be deduced from the text
-Key-words

B.Stand Alone

-select new vocabulary items from the previous text
-add some more new words
-give explanation using the technique we have
-followed by practice and use

3. How Teach Vocabulary integrative

In Training Plan for LKI and LKGI, Dedi Suryana (1997:1) explores that teaching vocabulary integrative, as follows:

1) Brainstorming
2) Discussion
3) Explanation/Conclusion
4) Analyzing
5) Designing
4. Indirect vocabulary learning-followed by practice and use

3.How The Children Vocabulary integrative

 Children learn word meanings indirectly in three ways:

1.They engage daily in oral language
2.They listen to adults read to them
3.They read extensively on their own.

Children learn many new words by reading extensively on their own. The more children read on their own, the more words they encounter and the more word meanings they learn. The Definition of Vocabulary and The Way of Teaching Vocabulary Integrative With Peacock

The Definition of British Parliamentary Style Debate

The Definition of British Parliamentary Style Debate  - Debate in this era has been spread widely entire world. There are a number of Debate Style, one of them is British Parliamentary Style, beside Aussie Style. British Parliamentary style debate is a common form of academic debate. It has gained support in the United Kingdom, Ireland, Canada, Europe, Africa, Philippines and United States, and has also been adopted as the official style of the World Universities Debating Championship and European Universities Debating Championship. Speeches are usually between five and seven minutes in duration.

Because of the style's origins in British parliamentary procedure, the two sides are called the Government or Affirmative Team, more commonly called "Proposition" in the United Kingdom and Opposition or Negative Team. The speakers are similarly titled:

1. Opening Government (first faction)

    1. Prime Minister
    2. Deputy Prime Minister

2. Opening Opposition (second faction)

    1. Leader of the Opposition
    2. Deputy Leader of the Opposition

3. Closing Government (third faction)

    1. Member for the Government
    2. Government Whip

4. Closing Opposition (fourth faction)

    1. Member for the Opposition
    2. Opposition Whip

Speaking alternates between the two sides and the order of the debate is therefore:

1. Prime Minister
2. Leader of the Opposition
3. Deputy Prime Minister
4. Deputy Leader of the Opposition
5. Member for the Government
6. Member for the Opposition
7. Government Whip
8. Opposition Whip

As British Parliamentary debates take place between four teams their roles are split into two categories, those for the Opening factions, and those for the Closing factions.


The first faction on each Government and Opposition team, known as the Opening Factions, has four basic roles in a British Parliamentary debate. They must:

• Define the motion of the debate.
• Present their case.
• Respond to arguments of the opposing first faction.
• Maintain their relevance during the debate.

The Opening Government team has the semi-divine right of definition, preventing the opposition from challenging their definition of the motion unless it is either a truism or clearly unreasonable.

The role of the second two factions are to:

• Introduce a case extension.
• Establish and maintain their relevance early in the debate.
• Respond to the arguments of the first factions.
• Respond to the case extension of the opposing second faction.

In addition, the final two speakers of the debate (known as the Whips) take a similar role to the third speakers in Australia-Asian debating:

• The opposition whip may not introduce new arguments for his faction, the government's whip may add new positive material as long as it's "small" and does not start a new line of argumentation. This is a relatively new standard that has become the standard at the Worlds University Debating Championship, as well as the European University Debating Championship;
• They must respond to both opposing factions' arguments;
• They should briefly sum up their Opening Faction's case;
• They should offer a conclusion of their own faction's case extension.

POI (POINT OF INFORMATIONS) in Debate

The style demands that all speakers offer Points of Information (POIs) to their opposition. POIs are important in British Parliamentary style, as it allows the first two factions to maintain their relevance during the course of the debate, and the last two factions to introduce their arguments early in the debate. The first and last minute of each speech is considered "protected time", during which no points of information may be offered.

While, the each time of debate, there is a motion. Motion is the main topic which will be used as the issue of debate, whether each team agree or disagree with the motion. 

Well, dear lover readers, we do hope that this article entitled The Definition of British Parliamentary Style Debate will give you an important information. Thanks for your kinds attention.

Source: Wikipedia
(AJM)

MOTION EXAMPLES FOR BRITISH PARLIAMENTARY DEBATES | DEBAT BAHASA INGGRIS

MOTION EXAMPLES FOR BRITISH PARLIAMENTARY DEBATES - Dalam debat, ada beberapa istilah yang harus diketahui seperti singkatan-singkatan berikut ini:

TH     = This House (grup dimana kamu berdiri atau bela)
THB   = THis House Believes
THBT = This house believes that
THW  = This House Would

Berikut ini adalah beberapa contoh motion yang menjadi topik dalam debat yang diambil dari berbagai sumber. Semoga bermanfaat...

Contoh-Contoh Motion Debate Bahasa Inggris
 

RIGHTS ISSUES

1. THW legalize assisting suicide website
2. THW ban arranged marriage
3. THBT affirmative action brings more harm than good

NATIONAL ISSUES

1. THW allow an independent candidate to run for president
2. THBT decentralization has failed
3. TH should give independence to Papua.
4. THBT Indonesian government should use a Truth and Reconciliation Commission instead of the court system to solve the New Order’s past injustices
5. THW directly elect the National Chief of Police
6. THW ban all political polls before any election

INTERNATIONAL ISSUES

1. THBT Asia should welcome Chinese Military Expansion
2. TH regrets Myanmar’s appointment as future ASEAN chair
3. THW have the African Union take over all peacekeeping duties in Africa
4. THBT the West should supply arms to Syrian rebels
5. TH supports the European Union’s economic sanctions to Belarus
6. THBT Japan should provide reparation costs to the victims and their family of the Nanking Massacre incident
7. THBT newly democratized nations have a moral duty to grant the access of natural resources exploration projects to countries that actively contributed to the revolution
8. THBT the French government should criminalize denial of the Armenian Genocide
9. THW abandon military campaign and seek negotiated peace with the FARC (Revolutionary Armed Forces of Colombia)
10. THBT world government is the best solution to international problems.
11. THW expand the permanent membership of the UN Security Council.
12. THS the use of military forces as the solution to persistent international problems.

FAMILY ISSUES

1. THBT parents should be responsible toward their children’s crime
2. THW require Children’s consent for parent divorce
3. THBT parental consent should be required for underage pregnant women to have abortions

SPORT ISSUES

1. THW ban boxing
2. THW legalize use of performance enhancing drugs in sport
3. THBT hosting Olympic is a good investment

ENVIRONMENT AND ANIMAL WELFARE

1. TH supports Bank Indonesia’s Green Banking policy
2. THBT the exclusive property right of indigenous people in forests should be contingent on their capability to preserve it
3. THW allow cloning of endangered and extinct species of animals

MEDIA AND EXPRESSION ISSUES

1. THW criminalize entities that actively spread doomsday or end of the world predictions
2. THW acknowledge hacktivism as a legitimate form of protest
3. THBT the state should never regulate any form of expression that positively portrays eating disorders

SOCIAL ECONOMY ISSUES

1. TH prefers China than the West in assisting the development of African economies
2. THW impose Bachelor Tax
3. THBT all government owned companies in Indonesia should offer their stocks to the public through Initial Public Offering (IPO)

LEGALITY ISSUES

1. THW lower the burden of proof in organized crimes trials from Beyond Reasonable Doubt into Balance of Probability
2. THW allow spouses to testify, either for or against, their partners in court
3. THW stop using the Sex Offender Registry

HEALTH AND BIOTECH ISSUES

1. THW allow unconditional extraction of DNA/cells from patients by scientists & researchers
2. TH opposes the European Union’s ban on stem cell patents
3. THBT parents should not be allowed to apply their children for any medical treatments without the children’s consent
4. THS Three Gorges Dam construction.
5. THBT China is showing more leadership than America in the fight
   against climate change.
6. THBT the development of natural resources ought to be valued above the
   protection of the environment.

IMMIGRATION

1. THBT ASEAN nations should accept Burmese refugees
2. TH should accept migrants even if they do not respect laws of polygamy
3. THW give asylum to sexual minorities

SOCIAL DILEMMAS

1. THW compel children to care for their parents
2. THW allow minors to apply to be recognized as adults before they reach the age of majority
3. THBT individuals who have undergone cosmetic surgery should be required to declare it to anyone  whom they want to have children with

INTERNATIONAL RELATIONS

1. THBT it’s time the US recognize Hamas as a legitimate representative of
2. Palestine
3. THBT the National League for Democracy (NLD) should not boycott the
4. elections in Burma
5. THBT the leaders of nations that stockpile agricultural products for
6. economic gain while global hunger persists should be charged with crimes against humanity

 MEDICAL ETHICS

1. THBT doctors should be obligated to report suspected cases of domestic
2. abuse
3. THBT doctors should not be forced to perform medical procedures that are
4. against their faith
5. THW ban treatments that claim to cure homosexuality

POST CONFLICT

1. THBT post conflict societies should recruit rebel soldiers into state
2. armies
3. THBT it is justified to represent fallen regimes as absolutely evil in
4. history textbooks
5. THW confiscate property of those who cooperated with oppressive regimes after the fall of the regime

BIG CITIES

1. THW pay youth to not migrate from rural areas to urban centres
2. THW impose a prohibitive tax on car ownership (i.e. making car ownership
3. VERY expensive)
4. THW impose curfews in high crimes areas

MEDIA

1. THBT western liberal democracies should ban online anonymity
2. THBT the willingness to participate in formal public election debates should be a pre-requisite for candidates running for national office
3. THW ban ads that use sex to sell products

POP CULTURE/ART

1. THBT Harry Potter has done more harm than good for literature
2. THBT important characters in movies should be portrayed by actors of the
3. same ethnicity
4. THW impose a minimum age for pop stars

BAN

1. THW ban websites that do your assignments for you
2. THBT governments should totally ban smoking
3. THW ban hymen reconstruction surgery

RELIGION

1. THBT the right to free speech does not extend to offending religion
2. THBT religious organizations should pay taxes on donations received and
3. assets owned
4. THBT the Pope should be prosecuted for the crimes of Roman Catholic
5. priests.

TECHNOLOGY ISSUES

1. THBT technology is a threat to individual privacy.
2. THBT technological advances will be sufficient to overcome our dwindling resources.
3. THBT computerization will improve living standards throughout the world.

EDUCATION ISSUES

1. THBT physically challenged people should not be separated in schools.
2. THBT today’s educational system is inadequate for the needs of today’s society.
3. THBT high school students should have to pass a national exit exam to graduate.

Sedangkan untuk pengertian Debat British Parliamentary Style, silahkan baca di sini.

Reading Activities: Skimming, Scanning and Reading for Thorough Comprehension Activities

Reading Activities: Skimming, Scanning and Reading for Thorough Comprehension Activities - Since reading is very important in learning foreign or second language, a great effort has been given to develop reading skill such as exploit reading activities to improve reading skill.

Jerry G. Gebhart (2000, 199) in his book describes about three kinds of reading activities especially in teaching English for foreign or second language. They are skimming, scanning and for Thorough Comprehension Activities.

1. Skimming Activity

Skimming activity is a quick reading to find the general idea of a text. Readers skim to gain general impression of a book, story, essay or article and to determine whether or not to read more carefully.

2. Scanning Activity

While skimming is quick reading to find the general idea, scanning is a quick reading to locate specific information. For example we use scanning activity in finding contact in telephone books, a certain word in dictionary, calendar, menus, indexes and et cetera which basically for any source in which we need to locate specific information.

3. Reading for Thorough Comprehension Activity

Unlike skimming and scanning, activities that aim at having students read for thorough comprehension require students to read meticulously. The goal is for the students to understand the total meaning of reading selection. Thanks for dropping here

Komponen Utama Pembelajaran Kontekstual, Langkah dan Karakteristik Pembelajaran Kontekstual (CTL)

Komponen Utama Pembelajaran  Kontekstual, Langkah dan Karakteristik Pembelajaran Kontekstual (CTL) | Selain Cooperative Learning, juga terdapat beberapa jenis metode pembelajaran yang paling sering digunakan dalam dunia pendidikan. Dan salah satunya adalah Contextual Teaching Learning (CTL) atau dalam Bahasa Indonesia disebut Pembelajaran Kontekstual. 

Pendekatan kontekstual memiliki tujuh komponen utama, yaitu:

1. Monstruktivisme (contructivism)
2. Menemukan (inquiry), bertanya (questioning)
3. Masyarakat belajar (learning community)
4. Pemodelan (modeling), refleksi (reflection)
5. Penilaian yang sebenarnya (authentic assessment)

Sebuah kelas dikatakan menggunakan pendekatan kontekstual jika menerapkan ketujuh komponen tersebut dalam pembelajarannya. Model pembelajaran kontektual dapat diterapkan dalam kurikulum apa saja, bidang studi apa saja, dan kelas yang bagaimanapun keadaannya.

Proses inquiry muncul pada cara dan kiat mendeskripsikan yang ditempuh siswa. Questioning muncul ketika siswa (peserta) mengamati benda, bertanya, mengajukan usul, dan menebak. Learning community muncul pada kerja kelompok dan saling menebak dengan kelompok lain

Langkah-langkah Pembelajaran Kontekstual

Penerapan model pembelajaran kontekstual dalam kelas secara garis besar mengikuti langkah-langkah sebagai berikut :

1. Kembangkan pemikiran bahwa anak akan belajar lebih bermakna dengan cara bekerja sendiri, menemukan sendiri, dan mengkonstruksi sendiri pengetahuan dan keterampilan barunya
2. Laksanakan sejauh mungkin kegiatan inkuiri untuk semua topik
3. Kembangkan sifat ingin tahu siswa dengan bertanya
4. Ciptakan masyarakat belajar (belajar dalam kelompok-kelompok)
5. Hadirkan model sebagai contoh pembelajaran
6. Lakukan refleksi di akhir pertemuan
7. Lakukan penilaian yang sebenarnya dengan berbagai cara.

Karakteristik Pembelajaran Kontekstual

1. Adanya kerjasama
2. Saling menunjang
3. Menyenangkan, tidak membosankan
4. Belajar dengan bergairah
5. Pembelajaran terintegrasi
6. Menggunakan berbagai sumber
7. Siswa aktif
8. Sharing dengan teman
9. Siswa kritis, guru kreatif
10. Laporan kepada orang tua berwujud, rapor, hasil karya siswa, laporan praktikum, dan karangan siswa, dll.

Apakah sobat belajar mempunyai referensi lain atau pranala luar? mohon di share juga di sini lewat kotak komentar. Trimakasih

Macam-macam Model Pembelajaran Bahasa atau Language Skills Models

Macam-macam  Model Pembelajaran Bahasa atau Language Skills Models | Dalam pembelajaran Bahasa, kita mengenal 4 jenis atau komponen kemampuan berbahasa. Dalam Bahasa Inggris disebut dengan Language Skills. Macam-macam  Pembelajaran Bahasa atau Language Skills yaitu:

1. Mendengarkan (Listening)
2. Berbicara (Speaking)
3. Membaca (Reading)
4. Menulis (Writing)

Setiap Pembelajaran Bahasa atau Language Skills memiliki model-model pembelajaran. Berikut telah dirangkum model-model yang dimaksud.

MODEL PEMBELAJARAN MENDENGARKAN

- DENGAR ULANG UCAP
- DENGAR TIRUKAN
- DENGAR KERJAKAN
- DENGAR TULIS
- DENGAR RANGKUM

MODEL PEMBELAJARAN BERBICARA

- ULANG UCAP
- LIHAT UCAPKAN
- MEMERIKAN
- MENJAWAB PERTANYAAN
- BERTANYA
- REKA CERITA GAMBAR
- MELANJUTKAN CERITA
- MENCERITAKAN KEMBALI
- BERCERITA
- PARAFRASE
- BERMAIN PERAN

MODEL PEMBELAJARAN MEMBACA

- BACA RANGKUM
- BACA CERITAKAN
- BACA SUSUN PERTANYAAN
- BACA JAWAB PERTANYAAN
- BACA PERAGAKAN
- BACA PARAFRASEKAN
- BACA UBAH

MODEL PEMBELAJARAN MENULIS/MENGARANG

- Menulis objek langsung
- Menulis objek gambar
- Menulis beranting
- Menulis re-kreasi
- Menulis imajinatif

Semoga bermanfaat, khususnya bagi sobat pebelajar yang sedang sibuk atau ingin mengenal tentang kemampuan berbahasa. | By Peacock

Definition of Reading According to David Nunan, Tarigan, Olson and Diller | General Concept of Reading

Definition of Reading According to David Nunan, Tarigan, Olson and Diller | General Concept of Reading >>> Before, I have posted some articles about the Definition of Reading according to some Experts. And this is an addition article which defines the same topic. Let's see what experts say about reading.

According David Nunan (1989:33) “Reading is not an invariant skill, that there are different types of reading skills that correspond to the many different purposes we have for reading”. So, in the classroom, in students’ reading activities, the writer is sure that they have many purposes, among others are to graduate from their school and to provide themselves with the knowledge to continue their studies whatever their purposes are. In order to achieve the goal, the comprehension ability in reading is needed. Nunan (1989:33) mentions that with the bottom-up approach, the reading is viewed as a process of decoding written symbols, working from smaller units (individual letter) to larger ones (words, clauses and sentences).

According to Olson and Diller (1982:42), what is meant by reading comprehension is a term used to identify those skills needed to understand and apply information contained in a written material. This statement is supported by Harris and Sipay (1980:179), who say that reading comprehension ability is taught to be a set of generalized knowledge acquisition skills that permits people to acquire and exhibit information gained as a consequence of reading printed language. There's even a sense that views reading as a process of giving meaning to visual symbols (Oka, 1983:11 in Jaenal 2010).

According to (Tarigan (1990:7) in Jaenal 2010) argues that reading is a process that is carried and used by readers who want to get the message delivered by the author through the medium of words or written language. According to (Oka (1983:15) in Jaenal 2010) if viewed in terms of differences in scope, it can be distinguished three kinds of meaning to read: Understanding the first is a narrow sense, namely the sense that regards reading it as a process of written symbols recognition. Into this process included the recognition of words carefully, in a wide range, and quickly.| By Peacock