Tuesday, April 24, 2012
Wanna Learn Bahasa Indonesia?
Bahasa Indoensia is the national language of Indonesia. People might think that it is quite alike with Malay or Melayu (the language spoken by Malaysian and Brunei Darussalam). Well, that thought might be slightly right since there are many vocabulary have different meanings, they have the same spelling thou. For example:
1. Pusing. In bahasa it means headache, but in malay it means “going around”.
2. Seronok. In bahasa it means taboo or vulgar, but in malay it means “have fun”.
And sure there are some other words having gaps in meaning between Malay and Bahasa.
Indonesia has more than 300.000.000 population, and they use Bahasa as the national language. It means that at least 300 millions of people in the world use bahasa to communicate. Added up with the other neighbor countries that use Malay, these similar languages are quite spread out.
Knowing how bahasa used in the world, don’t you want to learn bahasa more?
No worries. Learning bahasa is not as hard as learning other languages which need complicated grammar. All you need is just combining one word to another word.
Basically as the other languages do, Bahasa needs subject and precicate in a sentence, but there won’t be any change in tenses. Once you know parts of speech such as NOUN, VERB, ADJECTIVE, and ADVERB, you have mastered the basic of bahasa.
Check this following example.
- Ayah marah : this sentence consists of 2 words, 1. Ayah, and 2. Marah. Ayah is a subject, and marah is an adjective. See the pattern. And you’ll know that all we need is just to combine those two words together. Put subject then the next predicate which can be NOUN, VERB, or ADJECTIVE.
Well, if you are interested in learning bahasa more, please be free to contact me through my email: bebeluck3@yahoo.com. We can do the chatting and video call and talk a lot about bahasa.
I can assist you and become the sparring partner to practice bahasa with. You have 3 hours free trials for this.
Contact me and Let’s see how your bahasa progress
Friday, April 29, 2011
HAVE FUN GO MAD WITH ENGLISH
Abstract
Using Games is believed to be one of the effective ways to make teaching learning process in a class alive. English, indeed, can build an attractive and fun atmosphere during teaching learning that students are likely to pay attention to the lesson taught through the games. Using games is one of the suitable tricks in teaching English too, therefore, many teachers try to download as many games as possible from the internet, they forget that such a way can decrease their own creativity since they will just rely on the internet. Another thing that teachers neglect is whether the games conducted can increaase students’ ability in the subject taught or not. As a matter of fact, sometimes games remain games only that students will forget what is the message behind it. So, it is better that the games played especillay in English subject can work as stimuli for students to speak.
Games on the internet are not always good sources. There are times when situations, conditions, and facilities at schools do not suit the games browsed. Hence, it is better that teachers can create their own games which are suitable for their students, moreover, they suit the local culture. The basic things of creating games are to make teachers show their own masterpiece and motivate students to be able to make games in English. Thus, we can see how English is really applied in real life.
As examples of the games, teachers can pick out games of Indonesian Independence Day. It is reasonable to have this since everyone is quite familiar with the games. By recalling how the games done teachers can create their own words to make the terms and conditions. The next stage, it will be students jobs to make the procedures of the games in Independence Day games and run it based on their own procedures. By having this, it won’t be teachers only who organize or lead the games but students can do it, too. These games can be done as part of teaching “Procedure Text”.
Chapter 1
Introduction
1.1 General Background Leading to the Emergence of English
English as a compulsory subject in Indonesia taught since kindergarten or at least in the fourth grade is not successful enough to make people speak it. It is seen from the number of people who use and understand English. In the classes I teach for instance mostly there are three students only out of thirty who are able to speak English fluently, five students are passive, and the rest are just attend the class as their obligation of going to school. As a presenter of an English program, I also find that there are some guests on my show speak fast but not accurate enough. I argue that people mostly are not aware of the function of grammar during the process of learning the language, so that the way they speak can be concluded as the results of their learning process.
The problem in learning English in Indonesia as I experienced is in its delivery. The government packs English as knowledge rather than a means of communication that has goals to make people able to communicate. Mostly, students are able to speak English not because of what they have got from school, but from outside of schools. It shows that the exposure of English at schools is still less. What we get at schools is English knowledge that later it cannot be used as a strong weapon for people to bring in conversation. The knowledge remains knowledge that makes people good at writing but not speaking. Or I can also say that there are some material at schools do not suit what language learners need, such material should be taught after English learners have gotten their basic of speaking.
This condition surely makes teaching learning process in English boring. Thus, teachers are asked to deliver their teaching attractively. Then, teachers try to find some new methods for teaching improvement through the internet. They forget that their creativity will just rely on and be stuck to that.
Many websites on the internet expose teaching and learning that all we need is just downloading, and copy-pasting it. This case causes even worse effects which teachers will never be creative. Either way, not all websites on the internet suit the situations, conditions and facilities of schools. Shortly, there are some good ideas on the internet that cannot be done in our daily activities due to the limit of facilities even they are in contrast to Indonesian culture. Thus, use what are on the internet as references and motivators are needed rather than merely adopt it.
It is often stated in some literatures that teaching can be more fun with playing games. Charles and Jill (1990) argued that games can play an important part in the language learning process generally. When thinking about the teaching of writing, it is inportant to have a reason for writing , and they believe that games can provide a useful answer. He also added that games can also provide an audiences for the writer. David Paul (1989) suggested that language learning should not be separated from having fun, and having fun should not be separated from language learning. He also suggested that songs and games are preferable to what children like and the particular classroom situation in which teachers are teaching. I agree with this, I would say. But, still I argue that there are some other weaknesses of using games which students will just concern about the activities during the game but not on improving language through games, and it is not sure yet whether students comprehend and really use the language after the games.
Setting up our own games can make teachers make a lot of efforts to create some words in English. Indirectly they will sharpen their own brains. The goals of setting up the games of our own do not belong to teachers only. Since the goal of our teaching is to make students able to speak, later on students are required to be able to create their own games as well by using teachers as their role models.
As stimuli for students to be able to use English, teachers can use the games exist in their surroundings. Independence Day games can be good choices. They are games that always played during the Independence Day. They are varied such as Balap Karung (Sack Race), Panjat Pinang (Palm tree climbing), Balap Makan Krupuk (Crackers eating race), Mengambil koin pada semangka ( water melon money picking), Gendong rinjing (Bucket back holding race), etc.
There are a lot of games on Independence Day that all Indonesians know well. The steps of creating games for English teaching can start from here. First, we can list what should we do during the game accordingly, then the terms and conditions of playing it. This activity actually leads students to a creative writing in which students start making games by writing the steps of which, but before they start their own writing, teachers can show their own masterpiece as examples.
1.2 The Background of the Use of Independence Day Games for the Seventh Graders of SMPN 1 Kecamatan Jetis Ponorogo.
SMPN 1 kec Jetis Ponorogo is a Junior High School leading to the international standard school. It is located a little away from downtown for about 12 km to the south. Mostly, people there make a living through farming. And that is how students at SMPN 1 Kecamatan Jetis mostly raised up. However, the qualities of the students there are quite excellent in some ways compared to schools downtown. It can be seen from some achievements gained through some local and national level competitions, and it is chosen to be a school leading to an international standard school. Unfortunately, the achievements do not belong to English in which the students are quite passive in speaking. This problem come from the background of the students that they live at a remote place where it is hard for them to get good English courses where students downtown usually go to enhance their English.
For the seventh graders, in a class consists of 28 until 32 students, there are commonly only 3 until 5 students who are capable in comprehending spoken English, the rest are just passive and lack of knowledge. It can be drawn from the scores gotten in their daily tests for English. When it comes to the writing section, the nature of students in English is truly seen. Mostly, they lack of knowledge in using to be, auxiliary, and parts of speech. Students are likely to say: I’m study, do you can speak English, etc. Thus, it is reasonable that I bring up procedure text for them to begin writing since the procedure text for the seventh graders uses the basic of verbs, and generally discusses imperative in positive and negative forms. These aspects are not yet complicated for students with low proficiency. Moreover, based on the curriculum syllabi procedure text is taught at the first half of the second semester. So, the approach of using the Independence Day games as the stimuli to write procedure text creatively can be taken.
1.3 Purpose of the Writing Games
1.3.1 For teachers
Have Fun Go Mad with English is set up to make teachers aware of being creative in digging any potency available so that they will not only depend on the internet since internet can mislead them to become eternal users. Indeed teachers’ creativity in writing forms is an authentic proof of their professionalism.
Using what is around us helps us in teaching maximize nature and mind that teachers do not need to look too far just to be called modern. Writing development through local culture can be a proof that even simple things will work to enhance students’ ability.
Have Fun Go Mad with English also works to get connection between English knowledge and its use in daily communication for students. In writing process where revision takes many times will help students to maintain and bring up proper English so that they know that knowledge of English such as structure and grammar cannot be separated both in written or spoken forms. The games played work as media to deliver knowledge or material not just time to get students’ attention.
1.3.2 For students
Writing freely just like talking their head off makes students pour down as many ideas as possible on papers. This process shows that sometimes delivering their mind through writing is widely possible than speaking the ideas out right away. Once students accustomed to writing, the flow and ease of putting up ideas on paper will be smoother. Such a way is only a step ahead in making them bring up language into speaking.
Chapter 2
2.1. The Steps of Writing Independence Day Games as Procedure Text
The teaching of writing the procedures of the Independence Day games is as follows:
2.1.1 Teachers lead a game.
In practice, teachers use sack race, and crackers eating race. These games are promptly done without giving introductions of what goals of what they are going to do. It is aimed to make students totally involved with fun and have no burden that they should take some lesson during the games.
2. 1.2 Teachers show the original steps of the game played in written form.
After playing the games, teachers can show the steps of the game just played. They are shown as follows:
1. Sack Race (Balap Karung)
Material: Sacks
Procedure: 1. Get inside the sack
2. Be ready in the start line.
3. Run or jump with the sack after the count down (ready, get set, go).
4. Who get first at the finish line wins.
Terms and conditions: The losers have to put some powder on their faces, the winners get a reward (snacks etc).
The sketch shown is aimed to make students aware that to speak we need drafts in order to avoid missing words or wrong grammar. Drafting what we are going to say is a good step for the beginners as Brown and Hood (1998) suggested. Brown and Hood described the three main stages of the writing process as:
1. Preparing to write
2. Drafting
3. Revising
Some other literature strengthen the idea of revising, Brown and Hood (1989) for example stated that revising might take place many times while we are drafting or after we have finished a draft. In this phase teachers can check whether students have said what they wanted to say and whether they have said the words in a clear and appropriate way.
2. Crackers eating Race (balap makan krupuk)
Materials: strings, crackers
Procedures: 1. Hang the crackers on the strings.
2. Eat the crackers with the hands are hidden in the back.
3. Who can finish the crackers the first win the game.
Terms and conditions: The losers must dance, the winners get a reward.
The sketch shown can work as a role model for students as well. Students will be motivated to do as their teachers have done. The simple words will enable students to understand and feel the comfort of using vocabulary that familiar with them.
One more thing about playing games is about the rewards and punishments given. David Paul (1996) got an idea to reward the winners with some scores. Some other time, teachers can provide candies or snacks or gifts to reward the winninig students. The thing that teachers should mind is that rewards work well with some children, particularly young children, but it does have dangers. After a while, some children will not participate very enthusiastically unless they are going to get candies. So, teachers must take a prior when playing the games that what they really want is giving students stimulation from learning English, not bribes or rewards.
2.1.3 Explaining the structures and grammar used in the games.
As teachers show the steps of the games in written form, we need to elicit the patterns of the sentences and how grammar takes its toll there. It covers how to make imperative sentences in positive and negative forms, and they are the actual nature of the procedure text that is to ask someone to do things. The pattern and the grammar elicitation can be:
a. Positive imperative:
Formula:
1. Use the basic verb to make command, for example: take the marbles, run to the finish line, open your mouth, etc.
2. Use “be” preceding the adjective. For example: be gentle, be calm, be careful.
b. Negative Imperative.
Formula:
1. Precede the sentence with “don’t” then the basic verbs. For example: Don’t touch the crackers, don’t use your hands, don’t swallow the coins, etc.
2. Use “be” after “don’t” for the sentence consists of adjective.
For example: Don’t be too long, don’t be noisy, don’t be picky, etc.
2.1.4 Games making done by students.
After students get the basic of writing procedure text, then students shall pick out a game to be played by themselves. Then they list the steps of which. It can be done directly in English or written in Indonesian first then later translated into English as Brown and Susan (1998) wrote: “write them (the ideas) down very quickly. They don’t have to be inn English”.
2.1.5 Grammar Revision by teachers.
This step is as what has been mentioned in the main stages of the writing process. It is aimed to reinforce the connection between English knowledge and its application and daily life, it can be a kind of ongoing revision, since students might do it all over again. Teachers have to make students understand that they cannot leave the knowledge they have before in writing.
2.1.6 Be creative by modifying the games.
For the strong class or students the games making does not stop as the basic of procedure text only. Since the goal of the creative writing is to make students explore what is on their mind in written form it is suggested that students should modify the games by using their own terms and conditions, giving the opening and the closing so that it will be a casual language as the everyday use. The results of which are enclosed.
2.1.7 Games time.
Students play the games as they have sketched which are recorded. Teachers take role only as a supervisor or even they can play with students to make the atmosphere alive and contribute to a more positive learning environment. The games time can function as a phase of pleasure time after students work hard or in other words it can be a kind of reward after the hard work that students are waiting for. Here, students might not realize that while playing they have applied the language.
2.1.8 Reinforcement of grammar revision through the video watching
Again, to make students aware of the mistakes they made during the games, revision takes place just to ensure that students bring the language correctly as the draft. It is necessary to be done since it typically happens that the speaking will drop the proper grammar.
Evaluation indeed is not only done once. Andrew Wright (1997) mentioned that correcting is one way of trying to help someone to learn. In doing revision teachers will do some marking. For a big class that might not be able to be handled by teachers alone, teachers can ask group to work on each other’s writing what so called peer checking, underlining what they think is wrong and looking up spelling in dictionary.
Chapter 3
Have Fun Go Mad with English is actually a simple trick to make both teachers and students make efforts in creating a masterpiece. Mostly, teachers now misused technology development where they bluntly use what is on there without giving any touch. I believe good students come from good teachers too, so, we can see what students in the future will be by seeing the teachers who teach them meantime.
Teachers’ production in writing can be a good motivation for students to do the same. Shortly, if teachers want students to be able to write, they must be first able to write, too. It is time for teachers to be the creators not users only, upload and share their masterpiece for others.
As for students Have Fun Go mad with English really allow them to jot down what is on their mind with casual words as well as having fun and applying the knowledge of English in a real communication.
References
Brown, Kristine and Susan Hood. 1989. Writing Matters: Writing Skills and Stratagies for Students of English. Cambridge University Express
Halliwel, S. 1992. Teaching English in the Primary Classroom. Longman
Haldfied, Charles and Jill. 1990. Writing Games. Nelson
Paul, David. 1996. Songs and Games for Children. Macmillan Heinemann
Wright, Andrew. 1997. Creating Stories with Children.Oxford Univesity Press
Using Games is believed to be one of the effective ways to make teaching learning process in a class alive. English, indeed, can build an attractive and fun atmosphere during teaching learning that students are likely to pay attention to the lesson taught through the games. Using games is one of the suitable tricks in teaching English too, therefore, many teachers try to download as many games as possible from the internet, they forget that such a way can decrease their own creativity since they will just rely on the internet. Another thing that teachers neglect is whether the games conducted can increaase students’ ability in the subject taught or not. As a matter of fact, sometimes games remain games only that students will forget what is the message behind it. So, it is better that the games played especillay in English subject can work as stimuli for students to speak.
Games on the internet are not always good sources. There are times when situations, conditions, and facilities at schools do not suit the games browsed. Hence, it is better that teachers can create their own games which are suitable for their students, moreover, they suit the local culture. The basic things of creating games are to make teachers show their own masterpiece and motivate students to be able to make games in English. Thus, we can see how English is really applied in real life.
As examples of the games, teachers can pick out games of Indonesian Independence Day. It is reasonable to have this since everyone is quite familiar with the games. By recalling how the games done teachers can create their own words to make the terms and conditions. The next stage, it will be students jobs to make the procedures of the games in Independence Day games and run it based on their own procedures. By having this, it won’t be teachers only who organize or lead the games but students can do it, too. These games can be done as part of teaching “Procedure Text”.
Chapter 1
Introduction
1.1 General Background Leading to the Emergence of English
English as a compulsory subject in Indonesia taught since kindergarten or at least in the fourth grade is not successful enough to make people speak it. It is seen from the number of people who use and understand English. In the classes I teach for instance mostly there are three students only out of thirty who are able to speak English fluently, five students are passive, and the rest are just attend the class as their obligation of going to school. As a presenter of an English program, I also find that there are some guests on my show speak fast but not accurate enough. I argue that people mostly are not aware of the function of grammar during the process of learning the language, so that the way they speak can be concluded as the results of their learning process.
The problem in learning English in Indonesia as I experienced is in its delivery. The government packs English as knowledge rather than a means of communication that has goals to make people able to communicate. Mostly, students are able to speak English not because of what they have got from school, but from outside of schools. It shows that the exposure of English at schools is still less. What we get at schools is English knowledge that later it cannot be used as a strong weapon for people to bring in conversation. The knowledge remains knowledge that makes people good at writing but not speaking. Or I can also say that there are some material at schools do not suit what language learners need, such material should be taught after English learners have gotten their basic of speaking.
This condition surely makes teaching learning process in English boring. Thus, teachers are asked to deliver their teaching attractively. Then, teachers try to find some new methods for teaching improvement through the internet. They forget that their creativity will just rely on and be stuck to that.
Many websites on the internet expose teaching and learning that all we need is just downloading, and copy-pasting it. This case causes even worse effects which teachers will never be creative. Either way, not all websites on the internet suit the situations, conditions and facilities of schools. Shortly, there are some good ideas on the internet that cannot be done in our daily activities due to the limit of facilities even they are in contrast to Indonesian culture. Thus, use what are on the internet as references and motivators are needed rather than merely adopt it.
It is often stated in some literatures that teaching can be more fun with playing games. Charles and Jill (1990) argued that games can play an important part in the language learning process generally. When thinking about the teaching of writing, it is inportant to have a reason for writing , and they believe that games can provide a useful answer. He also added that games can also provide an audiences for the writer. David Paul (1989) suggested that language learning should not be separated from having fun, and having fun should not be separated from language learning. He also suggested that songs and games are preferable to what children like and the particular classroom situation in which teachers are teaching. I agree with this, I would say. But, still I argue that there are some other weaknesses of using games which students will just concern about the activities during the game but not on improving language through games, and it is not sure yet whether students comprehend and really use the language after the games.
Setting up our own games can make teachers make a lot of efforts to create some words in English. Indirectly they will sharpen their own brains. The goals of setting up the games of our own do not belong to teachers only. Since the goal of our teaching is to make students able to speak, later on students are required to be able to create their own games as well by using teachers as their role models.
As stimuli for students to be able to use English, teachers can use the games exist in their surroundings. Independence Day games can be good choices. They are games that always played during the Independence Day. They are varied such as Balap Karung (Sack Race), Panjat Pinang (Palm tree climbing), Balap Makan Krupuk (Crackers eating race), Mengambil koin pada semangka ( water melon money picking), Gendong rinjing (Bucket back holding race), etc.
There are a lot of games on Independence Day that all Indonesians know well. The steps of creating games for English teaching can start from here. First, we can list what should we do during the game accordingly, then the terms and conditions of playing it. This activity actually leads students to a creative writing in which students start making games by writing the steps of which, but before they start their own writing, teachers can show their own masterpiece as examples.
1.2 The Background of the Use of Independence Day Games for the Seventh Graders of SMPN 1 Kecamatan Jetis Ponorogo.
SMPN 1 kec Jetis Ponorogo is a Junior High School leading to the international standard school. It is located a little away from downtown for about 12 km to the south. Mostly, people there make a living through farming. And that is how students at SMPN 1 Kecamatan Jetis mostly raised up. However, the qualities of the students there are quite excellent in some ways compared to schools downtown. It can be seen from some achievements gained through some local and national level competitions, and it is chosen to be a school leading to an international standard school. Unfortunately, the achievements do not belong to English in which the students are quite passive in speaking. This problem come from the background of the students that they live at a remote place where it is hard for them to get good English courses where students downtown usually go to enhance their English.
For the seventh graders, in a class consists of 28 until 32 students, there are commonly only 3 until 5 students who are capable in comprehending spoken English, the rest are just passive and lack of knowledge. It can be drawn from the scores gotten in their daily tests for English. When it comes to the writing section, the nature of students in English is truly seen. Mostly, they lack of knowledge in using to be, auxiliary, and parts of speech. Students are likely to say: I’m study, do you can speak English, etc. Thus, it is reasonable that I bring up procedure text for them to begin writing since the procedure text for the seventh graders uses the basic of verbs, and generally discusses imperative in positive and negative forms. These aspects are not yet complicated for students with low proficiency. Moreover, based on the curriculum syllabi procedure text is taught at the first half of the second semester. So, the approach of using the Independence Day games as the stimuli to write procedure text creatively can be taken.
1.3 Purpose of the Writing Games
1.3.1 For teachers
Have Fun Go Mad with English is set up to make teachers aware of being creative in digging any potency available so that they will not only depend on the internet since internet can mislead them to become eternal users. Indeed teachers’ creativity in writing forms is an authentic proof of their professionalism.
Using what is around us helps us in teaching maximize nature and mind that teachers do not need to look too far just to be called modern. Writing development through local culture can be a proof that even simple things will work to enhance students’ ability.
Have Fun Go Mad with English also works to get connection between English knowledge and its use in daily communication for students. In writing process where revision takes many times will help students to maintain and bring up proper English so that they know that knowledge of English such as structure and grammar cannot be separated both in written or spoken forms. The games played work as media to deliver knowledge or material not just time to get students’ attention.
1.3.2 For students
Writing freely just like talking their head off makes students pour down as many ideas as possible on papers. This process shows that sometimes delivering their mind through writing is widely possible than speaking the ideas out right away. Once students accustomed to writing, the flow and ease of putting up ideas on paper will be smoother. Such a way is only a step ahead in making them bring up language into speaking.
Chapter 2
2.1. The Steps of Writing Independence Day Games as Procedure Text
The teaching of writing the procedures of the Independence Day games is as follows:
2.1.1 Teachers lead a game.
In practice, teachers use sack race, and crackers eating race. These games are promptly done without giving introductions of what goals of what they are going to do. It is aimed to make students totally involved with fun and have no burden that they should take some lesson during the games.
2. 1.2 Teachers show the original steps of the game played in written form.
After playing the games, teachers can show the steps of the game just played. They are shown as follows:
1. Sack Race (Balap Karung)
Material: Sacks
Procedure: 1. Get inside the sack
2. Be ready in the start line.
3. Run or jump with the sack after the count down (ready, get set, go).
4. Who get first at the finish line wins.
Terms and conditions: The losers have to put some powder on their faces, the winners get a reward (snacks etc).
The sketch shown is aimed to make students aware that to speak we need drafts in order to avoid missing words or wrong grammar. Drafting what we are going to say is a good step for the beginners as Brown and Hood (1998) suggested. Brown and Hood described the three main stages of the writing process as:
1. Preparing to write
2. Drafting
3. Revising
Some other literature strengthen the idea of revising, Brown and Hood (1989) for example stated that revising might take place many times while we are drafting or after we have finished a draft. In this phase teachers can check whether students have said what they wanted to say and whether they have said the words in a clear and appropriate way.
2. Crackers eating Race (balap makan krupuk)
Materials: strings, crackers
Procedures: 1. Hang the crackers on the strings.
2. Eat the crackers with the hands are hidden in the back.
3. Who can finish the crackers the first win the game.
Terms and conditions: The losers must dance, the winners get a reward.
The sketch shown can work as a role model for students as well. Students will be motivated to do as their teachers have done. The simple words will enable students to understand and feel the comfort of using vocabulary that familiar with them.
One more thing about playing games is about the rewards and punishments given. David Paul (1996) got an idea to reward the winners with some scores. Some other time, teachers can provide candies or snacks or gifts to reward the winninig students. The thing that teachers should mind is that rewards work well with some children, particularly young children, but it does have dangers. After a while, some children will not participate very enthusiastically unless they are going to get candies. So, teachers must take a prior when playing the games that what they really want is giving students stimulation from learning English, not bribes or rewards.
2.1.3 Explaining the structures and grammar used in the games.
As teachers show the steps of the games in written form, we need to elicit the patterns of the sentences and how grammar takes its toll there. It covers how to make imperative sentences in positive and negative forms, and they are the actual nature of the procedure text that is to ask someone to do things. The pattern and the grammar elicitation can be:
a. Positive imperative:
Formula:
1. Use the basic verb to make command, for example: take the marbles, run to the finish line, open your mouth, etc.
2. Use “be” preceding the adjective. For example: be gentle, be calm, be careful.
b. Negative Imperative.
Formula:
1. Precede the sentence with “don’t” then the basic verbs. For example: Don’t touch the crackers, don’t use your hands, don’t swallow the coins, etc.
2. Use “be” after “don’t” for the sentence consists of adjective.
For example: Don’t be too long, don’t be noisy, don’t be picky, etc.
2.1.4 Games making done by students.
After students get the basic of writing procedure text, then students shall pick out a game to be played by themselves. Then they list the steps of which. It can be done directly in English or written in Indonesian first then later translated into English as Brown and Susan (1998) wrote: “write them (the ideas) down very quickly. They don’t have to be inn English”.
2.1.5 Grammar Revision by teachers.
This step is as what has been mentioned in the main stages of the writing process. It is aimed to reinforce the connection between English knowledge and its application and daily life, it can be a kind of ongoing revision, since students might do it all over again. Teachers have to make students understand that they cannot leave the knowledge they have before in writing.
2.1.6 Be creative by modifying the games.
For the strong class or students the games making does not stop as the basic of procedure text only. Since the goal of the creative writing is to make students explore what is on their mind in written form it is suggested that students should modify the games by using their own terms and conditions, giving the opening and the closing so that it will be a casual language as the everyday use. The results of which are enclosed.
2.1.7 Games time.
Students play the games as they have sketched which are recorded. Teachers take role only as a supervisor or even they can play with students to make the atmosphere alive and contribute to a more positive learning environment. The games time can function as a phase of pleasure time after students work hard or in other words it can be a kind of reward after the hard work that students are waiting for. Here, students might not realize that while playing they have applied the language.
2.1.8 Reinforcement of grammar revision through the video watching
Again, to make students aware of the mistakes they made during the games, revision takes place just to ensure that students bring the language correctly as the draft. It is necessary to be done since it typically happens that the speaking will drop the proper grammar.
Evaluation indeed is not only done once. Andrew Wright (1997) mentioned that correcting is one way of trying to help someone to learn. In doing revision teachers will do some marking. For a big class that might not be able to be handled by teachers alone, teachers can ask group to work on each other’s writing what so called peer checking, underlining what they think is wrong and looking up spelling in dictionary.
Chapter 3
Have Fun Go Mad with English is actually a simple trick to make both teachers and students make efforts in creating a masterpiece. Mostly, teachers now misused technology development where they bluntly use what is on there without giving any touch. I believe good students come from good teachers too, so, we can see what students in the future will be by seeing the teachers who teach them meantime.
Teachers’ production in writing can be a good motivation for students to do the same. Shortly, if teachers want students to be able to write, they must be first able to write, too. It is time for teachers to be the creators not users only, upload and share their masterpiece for others.
As for students Have Fun Go mad with English really allow them to jot down what is on their mind with casual words as well as having fun and applying the knowledge of English in a real communication.
References
Brown, Kristine and Susan Hood. 1989. Writing Matters: Writing Skills and Stratagies for Students of English. Cambridge University Express
Halliwel, S. 1992. Teaching English in the Primary Classroom. Longman
Haldfied, Charles and Jill. 1990. Writing Games. Nelson
Paul, David. 1996. Songs and Games for Children. Macmillan Heinemann
Wright, Andrew. 1997. Creating Stories with Children.Oxford Univesity Press
Friday, November 5, 2010
Let's have chats...
Well, after having a long discussion about the very basic of English grammar and structure for conversation, here they are the examples of how the knowledge of English is applied in daily chats.
Speaking Practice
1. Elementary School
Harno : Excuse me. Did you go to a kindergarten when you were a child?
Harni : No, I didn’t, but elementary school.
Harno : How old were you when you entered elementary school?
Harni : I was six years old, I think.
Harno : Did you ever failed?
Harni : You mean when I was in elementary school?
Harno : Yes.
Harni : Oh, no. I never failed.
Harno : How old were you when you finished it?
Harni : If I’m not mistaken, I was twelve years old.
Harno : By the way, where did you study?
Harni : I studied in Surabaya, East java.
Harno : What did you do after finishing Elementary Shool?
Harni : Of course, I went to junior high school.
Harno : In Surabaya as well?
Harni : No, it was in Solo, central Java.
(adapted from Metoda 21 English Course Text book)
2. At a cell phone shop
Clark : Good morning. Can I help you?
Sarah : Sure. I’m looking for a cell phone with a camera feature.
Clark : Please this way. I’ll show you...
Sarah : Whoa! Many brands! I don’t know which one is good.
Clark : All is good. The cell phones available help you to choose.
Sarah : Are they expansive? I’m afraid that I can’t afford it.
Clark : How much did you allow for the cell phone you want?
Sarah : I just have Rp. 1.500.000,-
Clark : Oh...if that’s your budget. I suggest that you take this one...
Sarah : Where is it made in?
Clark : Let me check. Hm...it is made in China.
Sarah : But I heard that cellphones made in China is easily broken.
Clark : That’s not true. The lasting of a thing is based on its use. If you use it well, then it will be last longer.
Sarah : What about that one?
Clark : Hm...it is made in Germany. It is a bit expansive, but with the same features as the China one.
Sarah : Okay then. I take the made in China one. Thanks for the recommendation.
Clark : You’re welcome.
3. At an Office
Claudia : Come in, please.
Guest : Good morning.
Claudia : Good morning, sir. Can I do you a favor?
Guest : Yes. I’d like to see Mr. Jacky.
Claudia : Alright. But Can I have your name, please?
Guest : I’m Mr.Georgia.
Claudia : Could you please spell your name, Sir. I’d like to make sure that I don’t miswritten your name.
Guest : G – E – O – R - G – I - A
Claudia : Thank you. Have you made an appointment with Mr. Jacky?
Guest : I’m afraid not.
Claudia : I’m sorry, Sir. Mr. Jacky only accepts a guest with an appointment first. Could I put you in the waiting list.
Guest : I see. Okay then. Can I leave a massage for him?
Claudia : Sure. Any name card?
Guest : Yeah...here it is.
Claudia : Okay I’ll ring you up when everything is dealt.
Guest : By the way, may I have your name?
Claudia : I’m Claudia, Sir. Mr. Jacky’s secretary.
Guest : Well, Claudia. Thanks for all. See you.
Claudia : You’re welcome. Bye...
Speaking Practice
1. Elementary School
Harno : Excuse me. Did you go to a kindergarten when you were a child?
Harni : No, I didn’t, but elementary school.
Harno : How old were you when you entered elementary school?
Harni : I was six years old, I think.
Harno : Did you ever failed?
Harni : You mean when I was in elementary school?
Harno : Yes.
Harni : Oh, no. I never failed.
Harno : How old were you when you finished it?
Harni : If I’m not mistaken, I was twelve years old.
Harno : By the way, where did you study?
Harni : I studied in Surabaya, East java.
Harno : What did you do after finishing Elementary Shool?
Harni : Of course, I went to junior high school.
Harno : In Surabaya as well?
Harni : No, it was in Solo, central Java.
(adapted from Metoda 21 English Course Text book)
2. At a cell phone shop
Clark : Good morning. Can I help you?
Sarah : Sure. I’m looking for a cell phone with a camera feature.
Clark : Please this way. I’ll show you...
Sarah : Whoa! Many brands! I don’t know which one is good.
Clark : All is good. The cell phones available help you to choose.
Sarah : Are they expansive? I’m afraid that I can’t afford it.
Clark : How much did you allow for the cell phone you want?
Sarah : I just have Rp. 1.500.000,-
Clark : Oh...if that’s your budget. I suggest that you take this one...
Sarah : Where is it made in?
Clark : Let me check. Hm...it is made in China.
Sarah : But I heard that cellphones made in China is easily broken.
Clark : That’s not true. The lasting of a thing is based on its use. If you use it well, then it will be last longer.
Sarah : What about that one?
Clark : Hm...it is made in Germany. It is a bit expansive, but with the same features as the China one.
Sarah : Okay then. I take the made in China one. Thanks for the recommendation.
Clark : You’re welcome.
3. At an Office
Claudia : Come in, please.
Guest : Good morning.
Claudia : Good morning, sir. Can I do you a favor?
Guest : Yes. I’d like to see Mr. Jacky.
Claudia : Alright. But Can I have your name, please?
Guest : I’m Mr.Georgia.
Claudia : Could you please spell your name, Sir. I’d like to make sure that I don’t miswritten your name.
Guest : G – E – O – R - G – I - A
Claudia : Thank you. Have you made an appointment with Mr. Jacky?
Guest : I’m afraid not.
Claudia : I’m sorry, Sir. Mr. Jacky only accepts a guest with an appointment first. Could I put you in the waiting list.
Guest : I see. Okay then. Can I leave a massage for him?
Claudia : Sure. Any name card?
Guest : Yeah...here it is.
Claudia : Okay I’ll ring you up when everything is dealt.
Guest : By the way, may I have your name?
Claudia : I’m Claudia, Sir. Mr. Jacky’s secretary.
Guest : Well, Claudia. Thanks for all. See you.
Claudia : You’re welcome. Bye...
Saturday, October 9, 2010
Classroom Action Research Workshop
I'm now sitting again for a two day workshop about CLassroom Action Research or it is shortened as "CAR" or popular with "PTK" in bahasa.( Then I'll use PTK for my writing).
PTK is a new trend for thesis making for University students in Teacher Training Education Faculty. This case comes up for students in Teacher Training Education Faculty will involve in teaching learning process when they have graduated. In teaching teachers will face some problems regard to students, the teaching process, making lesson plan and so forth. By getting familiar with PTK since the early beginning, the teacher training Education students will not find difficulties in making a such thesis. Moreover, as teachers, having PTK is a must for them one day.
PTK has many functions. The first: it can be used to be a teacher portfolio in passing through certification program. The second, PTK is used to get promotion. The third, for any other incentive given by government, it needs PTK as the requirement. Briefly, we can say that PTK is a card to draw some money.
Since PTK is so promising to get an extra income, teachers will be hurried to work on it. This reason, however,create a kind of manipulation in making PTK.It is found that many teachers just grab the exist PTK to be copied or modified, they have even never practiced it before.Or they will just someone to work for them.
The case above is usually done by unqualified teachers who were recruited as PNS by dirty ways. My question are: 1) does the government care about this? 2) Is there any evaluation for the exist PNS? 3) Is there any other way to prove that a PNS is qualified rather than having certificates or writing only?
There are a lot of problems that Indonesia government must handle that it is understandable if the government can't supervise all teachers all across Indonesia, the payment in certification can be wasting when this program is used as a making money machine thou. So my next question is for the teachers who are involved in such dirty things. Where is their heart when they receive 12 millions in certifications or other allowance while they didn't work for it?
It is quite in contrary from teachers basic characters that they are models and figure to be followed by their students. However, money has blocked their brain to become the real teachers as the should be.
Life is hard. Hope it won't be a reason to always justify any ways to make money. Moreover, being PNS through teacher positions are still pursued by many people out there. Hope, those who are recruited having good morality that will not use money as their goal in being teachers but serve students and government a right and good lesson.
PTK is a new trend for thesis making for University students in Teacher Training Education Faculty. This case comes up for students in Teacher Training Education Faculty will involve in teaching learning process when they have graduated. In teaching teachers will face some problems regard to students, the teaching process, making lesson plan and so forth. By getting familiar with PTK since the early beginning, the teacher training Education students will not find difficulties in making a such thesis. Moreover, as teachers, having PTK is a must for them one day.
PTK has many functions. The first: it can be used to be a teacher portfolio in passing through certification program. The second, PTK is used to get promotion. The third, for any other incentive given by government, it needs PTK as the requirement. Briefly, we can say that PTK is a card to draw some money.
Since PTK is so promising to get an extra income, teachers will be hurried to work on it. This reason, however,create a kind of manipulation in making PTK.It is found that many teachers just grab the exist PTK to be copied or modified, they have even never practiced it before.Or they will just someone to work for them.
The case above is usually done by unqualified teachers who were recruited as PNS by dirty ways. My question are: 1) does the government care about this? 2) Is there any evaluation for the exist PNS? 3) Is there any other way to prove that a PNS is qualified rather than having certificates or writing only?
There are a lot of problems that Indonesia government must handle that it is understandable if the government can't supervise all teachers all across Indonesia, the payment in certification can be wasting when this program is used as a making money machine thou. So my next question is for the teachers who are involved in such dirty things. Where is their heart when they receive 12 millions in certifications or other allowance while they didn't work for it?
It is quite in contrary from teachers basic characters that they are models and figure to be followed by their students. However, money has blocked their brain to become the real teachers as the should be.
Life is hard. Hope it won't be a reason to always justify any ways to make money. Moreover, being PNS through teacher positions are still pursued by many people out there. Hope, those who are recruited having good morality that will not use money as their goal in being teachers but serve students and government a right and good lesson.
Thursday, October 7, 2010
WH-QUESTIONS
All questions start by Wh are called WH-QUESTIONS. These questions need answers based on the essence of what the "WH" brings.Wh Questions include:
When : Kapan (asking time)
Where: Kemana/ dimana (Asking place)
What : Apa (Asking things)
WHy : Kenapa/ Mengapa (asking reason)
Who : Siapa (Asking people/ subject)
Whom : Siapa (Asking people/ object)
How : Bagaimana (asking a way)
How : Berapa (asking quantity)
Which: Yang mana (asking preference)
When we know the use of Yes/ No questions in sentences,we will be able to make WH Questions for they are the combination between WH and Yes/ No questions. For example:
Yes/ No : Are you tired? (Apakah kamu lelah?)
When we want to use WH Questions we just simply put any WH we want preceding the Yes/ No we have made.
For example: Mengapa kamu lelah?
Why are you tired?
Another example Yes/ No questions using "aux" to be changed into Wh-Questions:
1. Yes/ No : Do you go to Madiun?
WH : When do you go to Madiun?
2. Modal : Will you go to Madiun?
Wh : How will you go to Madiun?
After knowing the pattern above we can draw Wh-Questions formula as follows:
WH + tobe/ aux/ modal + subject +
But there is an exception. When we ask a person as a subject, we don't need to add anything after Wh. We will use the Verb directly. The tense of the Verb depends on the time the verb happens.
For example: Simple Present Tense: Who takes my book? (siapa yang mengambil bukuku?)
Simple Past Tense : Who took my book?
Simple Future Tense : Who will take my book?
Present Perfect Tense : Who has taken my book?
When asking a person functions as an object, we need to put auxiliary after WHO or WHOM.
For example: Who did you go with yesterday? (dengan siapa kamu pergi kemarin?)
Who did you buy a cell phone for? (Untuk siapa kamu beli HP?)
When : Kapan (asking time)
Where: Kemana/ dimana (Asking place)
What : Apa (Asking things)
WHy : Kenapa/ Mengapa (asking reason)
Who : Siapa (Asking people/ subject)
Whom : Siapa (Asking people/ object)
How : Bagaimana (asking a way)
How : Berapa (asking quantity)
Which: Yang mana (asking preference)
When we know the use of Yes/ No questions in sentences,we will be able to make WH Questions for they are the combination between WH and Yes/ No questions. For example:
Yes/ No : Are you tired? (Apakah kamu lelah?)
When we want to use WH Questions we just simply put any WH we want preceding the Yes/ No we have made.
For example: Mengapa kamu lelah?
Why are you tired?
Another example Yes/ No questions using "aux" to be changed into Wh-Questions:
1. Yes/ No : Do you go to Madiun?
WH : When do you go to Madiun?
2. Modal : Will you go to Madiun?
Wh : How will you go to Madiun?
After knowing the pattern above we can draw Wh-Questions formula as follows:
WH + tobe/ aux/ modal + subject +
But there is an exception. When we ask a person as a subject, we don't need to add anything after Wh. We will use the Verb directly. The tense of the Verb depends on the time the verb happens.
For example: Simple Present Tense: Who takes my book? (siapa yang mengambil bukuku?)
Simple Past Tense : Who took my book?
Simple Future Tense : Who will take my book?
Present Perfect Tense : Who has taken my book?
When asking a person functions as an object, we need to put auxiliary after WHO or WHOM.
For example: Who did you go with yesterday? (dengan siapa kamu pergi kemarin?)
Who did you buy a cell phone for? (Untuk siapa kamu beli HP?)
Monday, September 20, 2010
Knocking on Someone's Heart
I used to think that "TOLONG" reality show was only a made up show, means that it has been prepared: the actors, the scene etc. And I used to think that helping someone was easy to do because I'm used to doing it. Anytime some friends of mine complain that they are unemployed, I try to get them some information about job vacancies. Even sometimes there are some friends bring some English work I will give them a hand, how tired I am thou. So, the situation given in "TOLONG" reality show is an easy thing to do if it comes to me.
I believe the other will think so but it turns to be a ridiculous thing when yesterday, when my motor engine was dead, when magrib was approaching, when everyone had taken a bath, when I dragged my motor for more than 1 kilometer, I couldn't find anyone to help me.
When I found a repairing shop in the second kilometer , the repairer just simply said: "sorry, it's already closed". The next 100 meters the repairer said: "It's late already." What could I do? I'm just a woman who doesn't know anytthing about machine and stuff. It wasn't that bad actually because I called a friend that I supposed he could do aomething. He just had a walk with me instead since he doesn't know about repairing thing either.
I could drop tears kind of when everyone refused to help. It was no longer about making money for the repairer, but it was helping someone who couldn't go home when the dark came that it would be too risky being on the street that crime might happen too, and who knows that the person's home is far enough. Moreover, she was a woman.
Through a hard effort I reached a repairer shop that is near my house already. I left it there because the repairer said that he was too tired to fix the motor but it was okay since he is trustworthy. At the end, everything has been done well. And this morning I was able to ride my motor to work this morning.
I believe what I have told is quite familiar with our daily lives where sometimes we need some help or sometimes we have to help. However, there will be kind of burden when we are ask to help since there are somethings to consider. After helping it doesn't appear that we'll be paid the same as we have done. It is understandable if those thoughts come up but I believe it will always be good to help even we have to sacrifice our own. The payment might not come suddenly like we will be helped when we are in need but I believe it will be surely paid later in the here after.
So, why don't we gladly help no matter what?
I believe the other will think so but it turns to be a ridiculous thing when yesterday, when my motor engine was dead, when magrib was approaching, when everyone had taken a bath, when I dragged my motor for more than 1 kilometer, I couldn't find anyone to help me.
When I found a repairing shop in the second kilometer , the repairer just simply said: "sorry, it's already closed". The next 100 meters the repairer said: "It's late already." What could I do? I'm just a woman who doesn't know anytthing about machine and stuff. It wasn't that bad actually because I called a friend that I supposed he could do aomething. He just had a walk with me instead since he doesn't know about repairing thing either.
I could drop tears kind of when everyone refused to help. It was no longer about making money for the repairer, but it was helping someone who couldn't go home when the dark came that it would be too risky being on the street that crime might happen too, and who knows that the person's home is far enough. Moreover, she was a woman.
Through a hard effort I reached a repairer shop that is near my house already. I left it there because the repairer said that he was too tired to fix the motor but it was okay since he is trustworthy. At the end, everything has been done well. And this morning I was able to ride my motor to work this morning.
I believe what I have told is quite familiar with our daily lives where sometimes we need some help or sometimes we have to help. However, there will be kind of burden when we are ask to help since there are somethings to consider. After helping it doesn't appear that we'll be paid the same as we have done. It is understandable if those thoughts come up but I believe it will always be good to help even we have to sacrifice our own. The payment might not come suddenly like we will be helped when we are in need but I believe it will be surely paid later in the here after.
So, why don't we gladly help no matter what?
Tuesday, August 31, 2010
Self Introduction
Introducing greeting and parting to English learners as the first step of teaching English is necessary since they are the first things we say when we meet someone else.
Therefore, it is good to know what expressions are used in greeting and parting. Look at the notes below:
Greeting:
SALAM PERJUMPAAN
*Example:
Good Morning
Good Afternoon
Good Evening
Goo day
Hello/ Hi
How are you?
What’s up?
How are you doing?
How's life?
How's everything with you?
Nice to meet you
Nice to see you
*"How do you do" is a formal greeting used in the first meeting. The answer is also how do you do. It can be combined with nice to meet you since "nice to meet you is also only used in the first meeting. Either answer "how do you do or nice to meet you" is allowed as well.
*"How are you" is a formal greeting among people we are familiar with. For the casual one, we can use some other greeting expressions such as: what's up? how are you doing? How's everything with you? How's life?. The answer can be varied. Do not only say: I'm fine, thank you, but you can also use other variation as follows: Great, good, well, pretty good, not bad, pretty well etc. Don't forget to say "thanks" then greet back the person who has greeted us.
PARTING:
Salam Perpisahan.
Good bye/ bye (selamat tinggal)
See you....(next time, later, tomorrow, Sunday, tonight etc).
Take care (jaga diri)
Keep in touch (nanti kuhubungi)
*Enjoy + Ving/ Noun (Enjoy writing, enjoy the food, enjoy the trip etc)
*Have a nice dream, have nice sleep, have nice writing etc.
*Good night
Notes:
*Enjoy + Ving/ Noun and Have...are part of hopes we can add before we leave. By using these ones the conversation can be expanded and look to be more casual, using only one of the partings would be fine thou.
*Good night and good evening are different. One is parting, another one is greeting (see the example above)but people usually make them overlap where they often use good night as a parting too. After knowing the difference, hope we can use them properly.
*Good night is also used when someone wants to go to bed too (sleep).
One more thing about greeting and parting. There is a big difference between Indonesian and English culture. In Indonesia greeting especially about the days (good morning, good afternoon, good day, good evening) are commonly used as partings too but this case cannot happen in English.
See try me to have exercise about greeting and parting.
Now, let's move to the next level...
GETTING TO KNOW EACH OTHER
When we meet someone new it is possible to know her/ him deeper by asking some personal questions: name, address, hobby,job etc. But there are some that is considered rude to be asked such as: age,status (married/ single), and salary unless he/ she is close to us or we've known each other quite well.
Here some ways to get to know someones personal information:
1. What’s your name?
My name is…
I am...
2. Where do you live?
I live on Hatta street 44 Ponorogo
I live at 44 Hatta street Ponorogo
I live in Ponorogo
3. What’s your hobby?
My hobby is singing
I like to sing/ I like singing
4. What’s your father’s name?
He is “Brandon Lee”/ My father’s name is Brandon Lee
5. What is your father?
He is a doctor
6. What is your favorite food?
My favorite food is fried rice.
I like fried rice
7. How old are you?
I am twelve years old.
8. When were you born?
I am twelve years old.
9. When were you born?
I was born on July the third 1998
9. Where do you study?/ Where do you go to school?
I study at SMP N 1 Jetis Ponorogo
10. Who is your English teacher?
My English teacher is Ms. Titin Setyorini.
Her name is Titin Setyorini.
She is Titin Setyorini.
Knowing someone identity can be gotten either by asking someone his/ her information or we directly tell information about us. It can be done by summarizing the answers of questions above.
Don't forget to greet first before starting introducing yourself.
"Hi! Let me tell you about myself"
"Hello, everyone! I'd like to introduce myself"
"Good morning, guys! Let me introduce myself"
then continue with your information:
"My name is Aulia Lee. I live on Hatta street 44 Ponorogo. I like singing. My father is Brandon Lee. He is a doctor. My favorite food is fried rice. I am twelve years old. I was born on July the third 1998...etc"
Notes: you can adjust the information yourself.
At the end you can say "that's all about me. Thank you."
Therefore, it is good to know what expressions are used in greeting and parting. Look at the notes below:
Greeting:
SALAM PERJUMPAAN
*Example:
Good Morning
Good Afternoon
Good Evening
Goo day
Hello/ Hi
How are you?
What’s up?
How are you doing?
How's life?
How's everything with you?
Nice to meet you
Nice to see you
*"How do you do" is a formal greeting used in the first meeting. The answer is also how do you do. It can be combined with nice to meet you since "nice to meet you is also only used in the first meeting. Either answer "how do you do or nice to meet you" is allowed as well.
*"How are you" is a formal greeting among people we are familiar with. For the casual one, we can use some other greeting expressions such as: what's up? how are you doing? How's everything with you? How's life?. The answer can be varied. Do not only say: I'm fine, thank you, but you can also use other variation as follows: Great, good, well, pretty good, not bad, pretty well etc. Don't forget to say "thanks" then greet back the person who has greeted us.
PARTING:
Salam Perpisahan.
Good bye/ bye (selamat tinggal)
See you....(next time, later, tomorrow, Sunday, tonight etc).
Take care (jaga diri)
Keep in touch (nanti kuhubungi)
*Enjoy + Ving/ Noun (Enjoy writing, enjoy the food, enjoy the trip etc)
*Have a nice dream, have nice sleep, have nice writing etc.
*Good night
Notes:
*Enjoy + Ving/ Noun and Have...are part of hopes we can add before we leave. By using these ones the conversation can be expanded and look to be more casual, using only one of the partings would be fine thou.
*Good night and good evening are different. One is parting, another one is greeting (see the example above)but people usually make them overlap where they often use good night as a parting too. After knowing the difference, hope we can use them properly.
*Good night is also used when someone wants to go to bed too (sleep).
One more thing about greeting and parting. There is a big difference between Indonesian and English culture. In Indonesia greeting especially about the days (good morning, good afternoon, good day, good evening) are commonly used as partings too but this case cannot happen in English.
See try me to have exercise about greeting and parting.
Now, let's move to the next level...
GETTING TO KNOW EACH OTHER
When we meet someone new it is possible to know her/ him deeper by asking some personal questions: name, address, hobby,job etc. But there are some that is considered rude to be asked such as: age,status (married/ single), and salary unless he/ she is close to us or we've known each other quite well.
Here some ways to get to know someones personal information:
1. What’s your name?
My name is…
I am...
2. Where do you live?
I live on Hatta street 44 Ponorogo
I live at 44 Hatta street Ponorogo
I live in Ponorogo
3. What’s your hobby?
My hobby is singing
I like to sing/ I like singing
4. What’s your father’s name?
He is “Brandon Lee”/ My father’s name is Brandon Lee
5. What is your father?
He is a doctor
6. What is your favorite food?
My favorite food is fried rice.
I like fried rice
7. How old are you?
I am twelve years old.
8. When were you born?
I am twelve years old.
9. When were you born?
I was born on July the third 1998
9. Where do you study?/ Where do you go to school?
I study at SMP N 1 Jetis Ponorogo
10. Who is your English teacher?
My English teacher is Ms. Titin Setyorini.
Her name is Titin Setyorini.
She is Titin Setyorini.
Knowing someone identity can be gotten either by asking someone his/ her information or we directly tell information about us. It can be done by summarizing the answers of questions above.
Don't forget to greet first before starting introducing yourself.
"Hi! Let me tell you about myself"
"Hello, everyone! I'd like to introduce myself"
"Good morning, guys! Let me introduce myself"
then continue with your information:
"My name is Aulia Lee. I live on Hatta street 44 Ponorogo. I like singing. My father is Brandon Lee. He is a doctor. My favorite food is fried rice. I am twelve years old. I was born on July the third 1998...etc"
Notes: you can adjust the information yourself.
At the end you can say "that's all about me. Thank you."
Subscribe to:
Posts (Atom)