Saturday, January 1, 2011

How To Improve Communication Skills And Your Personal Style


Here are six tips for improving your communication style:


1. Knowing how to improve communication skill will come easier once you become aware of your own communication style.

Each person has a unique way of communicating. Listen to your own speech. What sorts of words do you use? Which sort of body language and what tone of voice are you using?

Now, think of someone who, in your opinion, is a good communicator. Compare your style to theirs. You've just taken an important first step in how to improve communication skills.

2. Now that you are aware of your own style, study the style of those around you. How do the most important people in your life converse? How do they say things? Look for approaches you can model and make your own.

The key to Reading Comprehension



TEACHING READING COMPREHENSION TO ESL/EFL LEARNERS
Hesham Suleiman Alyousef, 2005.

Most researches on reading now focus on the effective reading strategies that increase students’ comprehension. Guthrie (1996) argues that most researchers study a single cognitive strategy, rather than conducting a long-term study of multiple strategies. Besides, few studies have addressed the issues related to “motivation” and “engagement”. As Guthrie puts it: Engaged reading is based on motivational and cognitive characteristics of the reader…who is intrinsically motivated, builds knowledge, uses cognitive strategies, and interacts socially to learn from text. These engagement processes can be observed in student’s cognitive effort, perseverance, and self-direction in reading.
        It is the teacher’s responsibilities to motivate reading by selecting the appropriate materials and especially for those at the early stages of learning. Guthrie and Humenick performed a metaanalysis of studies that manipulated several aspects of intrinsic motivation support for reading. These findings suggest that “meaningful conceptual content in reading instruction increases motivation for reading and text comprehension.” The second motivation-supporting practice showed that students who were provided choice of text performed higher on reading tasks than those with no choice. The third practice was using interesting texts. This conforms to Hedge’s proposal that in selecting task texts, teachers should seek interesting texts and consider variety of topics. Readers’ interest can be revealed by setting “a reading interest questionnaire” where students check the fields that suit their interest, i.e. short stories, thrillers, science fiction, etc.
Since “each learner will have different strengths to build on and different weaknesses to
overcome” (Hedge, p. 205), there is no one defined reading methodology. In her functional approach to reading, Moorman & Ram (1994, p. 646) focus on science fiction genre since “stories offer many opportunities for creative reading”.

PANCASILA DALAM BERBAGAI BAHASA

A. Pancasila versi Bahasa Indonesia
1. Ketuhanan Yang Maha Esa
2. Kemanusiaan Yang Adil Dan Beradab
3. Persatuan Indonesia
4. Kerakyatan Yang Dipimpin Oleh Hikmat Kebijaksanaan Dalam Permusyawaratan/Perwakilan
5. Keadilan Sosial Bagi Seluruh Rakyat Indonesia

B. Pancasila versi Bahasa Inggris
1. Belief in the one and only God
2. Just and civilized humanity
3. The unity of Indonesia
4. Democracy guided by the inner wisdom in the unanimity arising out of deliberations amongst representatives
5. Social justice for the whole of the people of Indonesia


C. Pancasila versi Bahasa Jerman
1. Gottheit ist ein Gott
2. Die Menschheit, die bürgerliche und einfach
3. United Indonesien
4. Angeführt von den populistischen Weisheit Weisheit parley / Vertreter
5. Soziale Gerechtigkeit für alle Menschen Indonesien

KESULITAN BELAJAR SISWA DAN BIMBINGAN BELAJAR

KESULITAN BELAJAR SISWA DAN BIMBINGAN BELAJAR
Oleh : M. Novrianto, UIN SUSKA RIAU
A. Kesulitan Belajar.
Dalam kegiatan pembelajaran di sekolah, kita dihadapkan dengan sejumlah karakterisktik siswa yang beraneka ragam. Ada siswa yang dapat menempuh kegiatan belajarnya secara lancar dan berhasil tanpa mengalami kesulitan, namun di sisi lain tidak sedikit pula siswa yang justru dalam belajarnya mengalami berbagai kesulitan. Kesulitan belajar siswa ditunjukkan oleh adanya hambatan-hambatan tertentu untuk mencapai hasil belajar, dan dapat bersifat psikologis, sosiologis, maupun fisiologis, sehingga pada akhirnya dapat menyebabkan prestasi belajar yang dicapainya berada di bawah semestinya.
Kesulitan belajar siswa mencakup pengetian yang luas, diantaranya : (a) learning disorder; (b) learning disfunction; (c) underachiever; (d) slow learner, dan (e) learning diasbilities. Di bawah ini akan diuraikan dari masing-masing pengertian tersebut.

Wednesday, November 24, 2010

Reading Aloud in Conversational English Classes

Reading Aloud (Out Loud) in Conversational English Classes

Derek Kelly
dkchina2000 [at] yahoo.com
Zhuhou, Hunan, China
First, I tried using the standard conversational dialogues method of teaching "Conversational English," then I tried the natural language acquisition method. Bothered by the lack of substantial success, I turned to reading aloud, both by me and the students, and have since then reaped amazing results.

The Problem Situation

According to the natural language acquisition method, Language 1 (L1) linguistic competence develops in the following natural stages:
  1. Hearing (and listening), followed by
  2. Speaking, followed by
  3. Reading (matching sounds to symbols), and
  4. Writing (matching symbols to meaning).

Drama Techniques for Teaching English

Drama Techniques for Teaching English

Vani Chauhan
vani_chauhan [at] hotmail.com
Using drama to teach English results in real communication involving ideas, emotions, feelings appropriateness and adaptability; in short an opportunity to use language in operation which is absent in a conventional language class. Such activities add to the teachers' repertoire of pedagogic strategies giving them a wider option of learner-centered activities to chose from for classroom teaching, thereby augmenting their efficiency in teaching English.

What to Do with Failing Students

What to Do with Failing Students

Marty Dawley
Mrvolvo [at] aol.com
Spring International Language Center
5900 S. Santa Fe Drive, Littleton, Colorado, USA 80120
Why does failure bother teachers so much? When the student fails, we feel we have failed.
             Over the years I have found that one of the biggest problems my colleagues have is the feeling of personal failure that comes when their teaching doesn't work, when they teach, but some students just won't learn. I always encourage them not to ignore the problem, but instead to make it their responsibility to try to help those failing students find a way to succeed. Success does not always mean passing a class or even learning the material. Sometimes it means students must learn other lessons about themselves and how to work in school and the world. Sometimes the results of your work still seem negligible or even negative, but trying to help is our solemn responsibility. Looking at the whole student and trying to help him learn how to accomplish his goals or choose other goals is a major part of our jobs. What is failure? Failure is when a student doesn't leave the class knowing more than when he entered. There are many types of failing students. They all deserve our help.