Teaching English for Young Learners: Seminar Resume

Main Room 1

Speakers : Prof. Bachrudin Musthafa, M.A., Ph.D. 

Topic : “Essential in TEYL for Indonesian Elementary Schools: An update for 2020 Challenges in Teaching English as a foreign language (EFL) to young learners in indonesia

1. English in Indonesia has the official status of foreign language (EFL) This FL status has consequences: lack of exposure, lack of egagement: and lack of suppor

2. Issues of teachers; confidence and capabilities in teaching EFL to young learners

3. Issues of sponsorship

Part C : Learning from excellent TEYL Programs and Responding to the Challenges

1. TEYL Comes in different forms and intensity of practice

a. modest time ( 1-1,5 hours per week) --- Very Weak Impacts

b. significant time (20-30% usinf English to teach other subject) --- STRONGER IMPACT

c. substantial time ( 50-90% using English to teach other content subjects) --- STRONGEST IMPACT

1. Effective Teacher of English Can fluently use English for functional communicative purposes, including for instructional purposes. ( effective English teachers are disciplined in using English) Excellent teachers of English know who children are and how these children learn.

a.   Children learn from direct experiences;

b.  Children learn from hands-on physical activities;

c.   Children thingking is embedded in there-and-now context of situation;

d.  Children learn holistically from whole to parts using scripts;

e. And children have a short memory spam

By referring to these participant, teachers help increase children’s learning motivation beacuase they can see for themselves that English is useful.

2.  Excelent English Teachers to Young Learners Know How Children Acquire a Language. A handy rule is as follows: exposure engagement and supports these three components represent a requirement for learning to happen :

--- exposure to English (where children are exposed to language in use which can serve as examples to learn from)

--- engagement ( where children are provided with opportunities to use and work with English; and

---- consistent supports (where the learners see for themselves that learning a language is useful and the language they learn is recognized as prestigious)

Excellent English teachers take a responsibility to ensure children's English learning

1. Use English to provide exposure to functional

2. Provide print-rich environtment in English (e.g., pictures with captions)

3. Focus on functional English for vocabulary development and immediate communicative needs fulfillment.

4. Reiterate often to ensure acquisition.

5. Establish useful, acquisition promoting routine

D. Can Indonesia Handle the Challenge?

1. Choose only excellent TEYL teachers to be assigned to teach in class.

a. The teachers should be proficient in English (both spoken and written).

b. The teachers should be conversant with the notion of who children are and how children learn.

2 Teachers of English should be disciplined in using English as much as possible during teaching-learning process.

3. Apply a merit-system in managing teachers' work and payment. Introduce contract-based assignment of teachers in the school system.

Parallel Session 1 Asst. Prof. Rolando P. Quinones, Jr., MA. Ed., TESOL “From Traditional to Digital: Quality Instructions and Materials Preparation for Online English Instructions for Distance Learners”.

The Ususal Isues In Online Instructions In The Phillipines

·       Connectivity Isuues

·       Weak signal for mobile connection

·       Paid subscription platform are off and on too

·        Failure to adjust to onlinemode of learning and/orinstructionsMismatch of learners' learning style to the online mode

INSTRUCTIONS IN THE MIDST OF THE PANDEMIC

1. We need to ensure that we are still able to deliver quality instructions with the help of technology

2. Technology use will be maximized with considerations to the capacities and limitations of the situation most especially, of the students and the teacher/instructors

3. Run a quick survey or conduct an informal interview (online) to have an audit of the students’ capacity to connect online

4. The survey may also be used for knowing the learners preferred online activities in learning English.

BEFORE:

1. Students had to go to the schools.

2. Students had to submit tangible outputs/projects.

3. Pen and paper exams.

After:

1. Student needs to go to online.

2.Students have to upload and send their academic outputs via e-mail or drives.

3. Online examinations/virtual outputs.  

Syncronous Learning: Activities that happen in real time, usually via videoconferencing	Asyncronous Learning: Online Learning activities that students can do on their own and their own pace, within a reasonable time frame
Live Class	Google Clasroom
Consultan period	Printed Textbooks
Online check in and Check Out	Koobits Minscore and scilearn
Weekly Synthesis	Extracurricular activities (ECA)
Quarterly Assesment

 

CHOOSING THE MATERIALS IN PREPARATION FOR THE LISTENING ACTIVITIES?

1. Choose what's accessible for you and your students that they do not need to go out of their homes.

2. Choose affordable materials, if not, free ones Make sure that your learners have quality headphones/headsets so they will hear you clearly

3. Make sure that your microphone is not static or grounded

4. Make use of available online resources but make it sure that the sites are working at the time of your lesson

 

Skills & Strategies

Skills

Identify Main ldea & Details, Determine Author's Purpose, Make Connections, Ask Questions, Identify Cause & Effect, Make Inferences, Classif'y & Categorize, Compare &Contrast, Draw Conclusions, Determine Fact & Opinion, Describe Figurative Language, Understand Text Structure, Identify Genre, Describe Plot, Identify the Point of View, Make Predictions, Sequence Events, Describe Story Structure, Identify Explicit Information in Non-fiction Text Determine Theme Summarized.

 Strategies

Make Connections, Ask Questions, Make Inferences Visualize, Determine Important Information, Monitor Comprehension, Understand Text Structure

Parallel Session 2 Yuna Tresna Wahyuna, S.S., M.Hum 

TOPIC: The Three Period Lesson: A Key Part of The Montessori Method 

 

Who Was Maria Montessori?

Dr. Maria Montessori (1870-1952) was an Italian physician and anthropologist who devoted her life to understanding how children develop socially, intellectually, physically, and spiritually. By carefully observing children all over the world, she discovered universal patterns of development which are found in all children regardless of their culture or the era in which they live.

Montessori Method 

The montessori method is founded on Maria Montessori's educational philosophy

The teacher's role is to prepared the classroom, and observe and guide their students in learning. As a result, children progress at their own pace, according to their own abilities.

Principle of Montessori 

1. Follow the child

Children are free to choose and work on activities at their own pace. Here, they experience a combination of freedom and self-discipline, as guided by the environment and the teacher.

2. Through work in the montessori environment, children learn to develop concentration, self-discipline,and a love of learning

The Three Period Lesson

Purpose of Three Period Lesson is to introduce a concept or vocabulary and demonstrate the purpose of a material

In simple terms, the three steps, or periods, are:

1. Naming (Introduction) "This is a dog."

2. Recognizing (Identification) "Show me the dog."

3. Recalling (Cognition) "What is this?"

1. The First Period: "This is _______."

You have been naming people, places, and things for your baby from the very beginning. These names are used over and over, clearly isolating and identifying objects with one-word descriptions.

The baby hears the sounds and begins to understand language. Children will not distinguish differences at this early age - for example all people may be "mama" or all animals might be called "dogs." Lots of names are learned before a child learns to speak, and understanding often comes before a child is able to verbalize.

2. The Second Period: "Show me ______."

This stage of learning is the longest, and your child needs to have many, many experiences hearing the names of things.

You may have noticed that your child looks in the direction of an object you name. She is indeed connecting the word with the object. Later, your little one understands simple instructions. Montessori identified how important movement is for learning, so play games that incorporate movement. For example, ask your child to find the ball and bring it to you. Peek-a-Boo games help children learn during the second period. "Where is Teddy? There he is!" Naming games are fun for children whether reading together, riding in the car, or playing "I Spy" at home. "Where's the horse?" "Find the red balloon." "Where is your excavator?"

3. The Third Period: "What is this?"

Although some call the third period "the test," don't ask your child a vocabulary question until you know he will be successful. Recall how delighted you were when your child first said "Mama" or "doggie." When the child can name something, it signals cognition, the third step of learning. If you ask, "What is this?" your child might not know. This tells you that more repetition and experience is needed. Never indicate that your child has failed. Just go back to the second period. Play more naming games, reintroduce vocabulary while you talk about what you see, and then enjoy your child's amazing "absorbent mind."

"The purpose of the three-period lesson is to help the child to better understand...and to allow you to see how well the child is grasping and absorbing what you are showing him.

—Elizabeth Hainstock, Teaching Montessori in the Home

 

Folk Dance And Modern Dance

Indonesia's Traditional Folk Dances

One of the biggest folk dance traditions in Indonesia is that of the island of Bali. Bali is regularly visited by tourists seeking not only an exotic location, but also a vibrant arts scene. Bali is able to cater to this tourist desire with ease; organized performances feature classic Balinese dances of several different types.

Balinese Folk Dances

There are two different types of traditional Balinese folk dance. 'Wali' is a sacred folk dance, and 'Bebalihan' are dances intended for entertainment purposes only. This division is one of the best things that Indonesian folk dance could have possibly done to make sure that folk dancing stays alive and well for centuries. While many cultures experience disputes over cultural dances with religious underpinnings, Bali's separation of entertainment and sacred ritual dancing makes it clear

Wali

Pendet: A religious ritual dance, Pendet is traditionally danced by young girls, with the purpose of purifying a temple before something else is going to happen. This dance may be performed in preparation for another dance, or for a religious happening in the temple.

Baris: A sacred warrior dance of Bali, in this dance a male dancer depicts a male soldier about to go off to battle. The dance is a reinforcement of his manhood and his ultimate ability to succeed in battle.

Bebalihan

Topeng: This masked dance has the function of telling stories. Traditionally, a narrator with a half mask tells the story out loud, and some dancers (all with full masks) act out the story that is being told. The stories detail ancient lives and times.

Ketjak: A surprising dance, this one was born only in the 20th century, which may explain why it's so different from other folk dances of Indonesia. In this dance, men form a large circle and reenact a battle, but the dance is thought to have roots in trance induction.

Javanese Folk Dance

Folk dance from Java, another island of Indonesia, has gained media attention around the world for being 'too graphic' sexually. The Javanese Jaipong dance is rooted in Javanese, and therefore Indonesian, cultural and dance history. However, like several Pacific folk dances, like Hawaiian hula dance, outsiders see the sexual innuendo in the dance in places where it is not even present.That's to say that there are no sexual notes in Jaipong-there are. Jaipong dance was created by Gugum Gumbira, who had been asked by the Indonesian president to help revive indigenous music and dance of Indonesia in 1961. Gumbira may have done the job a bit too well, because the dance became widely popular and appreciated. It's easy to see why some people find it inappropriate (traditionally, the singer in the dance was a prostitute); however, the roots of the dance are strong, and the dance can be interpreted in as sexual or in as artistic a manner as one likes.

Modern Dance

The modern dance movement began in the early 1900s as a rebellion against the formality and structure of ballet. Dancers wanted to move freely and naturally through space, not just vertical high as was typical of ballet. They wanted to be free of toe shoes and grasp the floor with bare feet. They wanted to involve the whole body in their dance, using torso, shoulders, head, arms, hands, even fingers. They wanted to incorporate the facial expressions that accompany the feelings and emotions of dance. Most importantly, they wanted their dance to be not just an intellectual and physical endeavor, but a creative one as well! 

In line with its development, modern dance can be categorized into several types, including hip-hop dance, concert dance, break dance, R&B dance, freestyle dance, and finally ballroom dance.

The following are the kinds of modern dance or dance:

1.Free dance

In the early 1900s a few dancers in Europe started to rebel against the rigid constraints of Classical Ballet. Shedding classical ballet technique, costume, and shoes these early modern dance pioneers practiced free dance. Although the term modern dance was not yet coined, these early precursors contributed, through their independence and originality, to dance as a rising art form whose prestige would be firmly established in America by the 1940s

At the turn of the century, in America, Loie Fuller, was captivating audiences with herburlesque techniques that were used in conjunction with her revolutionary lighting equipment and translucent silkcostumes. She patented her apparatus, her methods of stage lighting, and her voluminous silk costumes.

2. Robot Dance / robottic: 

The Robotic Dance is an illusionary dance style that attempts to mimic a dancing robot or mannequin style. It originated by Charles Washington, also known as 'Charles Robot' in the late 1960's, and gained further fame after The Jacksons performed the dance when they performed Dancing Machine. 

3. Blood-Elf Dance: 

This is a flexible dance or flexible dance. This is a new dance in today's era, many young people follow this dance. 

4. Breakdance: 

B-boying or what is commonly referred to as breakdancing, is a dance style that evolved as part of the hip-hop culture among Black and Latin American youth in the South Bronx, New York City during the 1970s. dancing to both hip-hop and other musical genres that are often remixed to extend musical breaks. One who practices this dance style is called a b-boy, b-girl, or breaker. Although breakdancing is a term of b-boying and breaking is preferred by most of the art form's most prominent pioneers and practitioners.

5. Moonwalk Dance:

The Moonwalk or backslide is a dance technique that presents the illusion of the dancer being pulled back while trying to move forward. A breakdancing move, it became popular worldwide after Michael Jackson executed a dance move during a Billie jean performance on Motown 25 on March 25, 1983. It later became his signature move, and is now one of the best known dance techniques in the world.

6. Hip-Hop

A cultural movement that began to grow around the 1970s which was developed by African-American and Latin-American people. Hip Hop is a very dynamic mix of elements consisting of MCing (better known as rapping), DJing, Breakdancing, and Graffiti. Lately, the Hip Hop element has also been colored by beatboxing, fashion, slang, and other lifestyles.

Initially the growth of Hip Hop started from The Bronx in New York City and continues to grow rapidly throughout the world. Hip hop was first introduced by an African-American, Grandmaster Flash and The Furious Five. Initially Hip Hop music was only filled with music from Disk Jockey by making variations from disc rotations to produce unique sounds. "Rapping" was then present to fill in the vocals of these sounds. As for the choreography, the music is then filled with broken dances known as breakdancing. In its development, Hip Hop is also considered as a part of art and to express visual art, graffiti emerged as part of Hip Hop culture.

Traditional Game for Male and Female

 

Lompat Tali

This is a very popular game which elementary school girls play at recess time. It is much like skipping rope however the rope that the girls use is made from hundreds of elastic bands that are looped together to form a large ring. The girls take turns trying to jump over the elastic rope which is held by two girls at each end.

The height of the rope normally starts low, such as at ankle height, and gradually moves higher up the bodies of the children after the jumpers have successfully jumped over the lower height. Experienced jumpers can often jump over ropes that are neck high! A good thing that comes from using a rope that is made from rubber bands, is that if a jumper is not successful in jumping over the rope, the rope will give and the jumper will not be hurt in her unsuccessful attempt. Thus, a lot of skinned knees are avoided.

 

Gangsing or Gasing

This game is normally played by boys. The gangsing is a top made from bamboo with a small opening on the side. This small hole makes the top whistle very distinctively as it spins. The size of the hole determines the pitch of the whistle. String is wound around the dowel that goes through the center of the gangsing . The child then holds onto the flat bamboo handle that is tied to the end of the string and pulls this handle to set the gangsing spinning. Normally a circle is drawn on the ground about 50 cm. in diameter. Two children play against each other. The object of the game is to try and knock your opponents gangsing out of the designated circle. Gangsing are commonly sold outside the temples and tourist attractions in Yogyakarta, Central Java

 

 

Layang-layang

Layang-layang or kite flying is a very popular pastime for Indonesian children. This game is mostly played by boys because it is played outdoors and in open places such as fields. Provinces throughout the country have their own designs. There are two distinct types of kites: the first is those that are just to be used for flying which have a tailed attached to them to balance the kite; and those that will be used for one-on-one dogfights, a favorite pastime amongst kite flyers. 

Fighting kites do not have tails attached to them. They are made from light bamboo and waxed paper. Often the string that is attached to these kites is coated with crushed glass. The string is dipped in a solution of crushed glass, which has been boiled with ka, chemicals and dye. The mixture acts as an adherent so the tiny particles of glass will cling to the string. The string is strung out on a small rack to let it dry. This process makes the string very sharp and capable of cutting the opponents string.

Ready-made glass coated string can also be bought in various thickness. . Most kite flyers opt to buy ready-made string as it is a long and messy process to prepare their own. The choice of the thickness of the string would depend the on the size of the kite, and a greater consideration, the budget of the buyer. If the owner is not careful this string can also cut his fingers as well!

The object of the game is to try and cut the opponents' kite loose. The way that the string is attached to the kite determines the control that the flyer has over his kite. If the two holding strings are attached far apart to the frame of the kite, this will make it heavier to hold on to when it is flying. However, this gives the kite flyer greater control over the movements of the kite.  If the two holding strings are attached closer together onto the frame of the kite, this makes the kite much lighter to hold on to but sacrifices control. These kites tend to be wilder in flight. 

Experienced kite flyers know that a taunt string is not as easy to cut as a slack string, so it is up to the skill of the kite flyer to use techniques of pulling and releasing the string to try and avoid having his kite cut free. If a kite is cut free by an opponent, the victor is the one that is still holding a kite. The loose kites are often the culprits of reckless chases. The child that gets to the loose kite first is considered the new owner of the kite

 

 

My opinion about traditional game

Back when I was a kid traditional games were very popular with children, I usually played them together with other children around my house, examples of these traditional games are for example marbles, gangsing, jumping rope, kites and many more, usually there are different games played by both men and women, men tend to play active and outdoor games such as playing kites and gangsing and girls tend to like games that can be played anywhere such as jumping rope, congklak, or bekel ball, all games are played according to the tastes of each children, when I was child I  used to be very happy to play that because I could interact with other children and did not feel bored because there was a lot of jokes and laughter and that is good for children's personality and psychomotor development, but nowadays this traditional game is starting to be displaced by modern games, like games on smartphones, playstation, online games and others, and now I see that every children are rarely playing traditional games anymore, they are busy with their respective gadgets at home. Of course this can have a bad impact on children's development, they should be able to feel closeness and jokes with friends around them, and I hope that with the increasing popularity of modern games we don't forget the traditional games that are characteristic of the nation, we can re-popularize traditional games for Indonesian