Learning through Stories

Hi, thank you for coming here.
In this occasion, I want to tell you about my experiences when I was in school especially in Junior High School regarding to Learning through Stories.

Let’s start it!
In the previous blog i.e. “Learning Grammar” I have told that I have an experience while I learned grammar through storytelling. Based on my experiences and what I have seen in reality or in YouTube, story is the one of interesting way to teaching young learners. So, as a teacher you must be a good storyteller because your role is to deliver the story. If you are not good at it, how the story can be well understood by students. You and the story itself have to guide children in their imaginary world. On the other hand, there are several things that we as teachers (storyteller) have to pay attention such as language use in stories consist of parallelism; rich vocabulary; alliteration; contrast; metaphor; intersexuality; and narrative/dialog, quality in stories consist of have characters and plot that engage children; have art work that help telling the story; and have a satisfying closure, and choosing stories to promote language learning such ‘Real’ books or specially written ones?; Will the content engage the learners?; Are the values and the attitudes embodied in the story acceptable?; How is the discourse organized?; What is the balance of dialogue and narrative?; How is language used?; and What new language is used?. Additionally, the teacher must developing tasks around a story i.e. Listening Skills, Discourse Skills, Focused Reading Skills Practice, and Writing Skills.
As a result, how to be a storyteller and how to choose a story are not easy. But, as teacher will be we should master it.
Ok, that all from me. If you need further more information about “Learning through Stories”, I recommend you to read this book “Teaching Languages to Young Learners by Lynne Cameron”. This is a good book for me and maybe fix to you.

Thank you; don’t forget to let me know about your feedback if you find any mistake here.
May God bless us abundantly.


Learning Grammar

Hi everybody, in this occasion I would like to share about young learners in learning grammar regarding with my experiences.
When we talk about young learners in learning grammar, we as their teachers need some appropriate ways how to teach them because young learners itself have different characteristics with adult learners. But before that, we need to discuss a little bit about grammar. There are several starting points for thinking about grammar and young learners i.e. grammar is necessary to express precise meaning in discourse, grammar tiesclosely into vocabulary in learning and using the foreign language, grammar learning evolve from the learning of chunks of language, talking about something meaningful with the child can be useful way to introduce new grammar, and grammar can be taught without technical labels.
In teaching grammar to young learners we need some appropriate ways and techniques to make them more comfortable in learning grammar noticing such as listen and notice; presentation of new language with puppets, structuring such as questionnaires; survey and quizzes; information gap activities; helping hands; drills and chants, and proceduralising activities such as polar animal description re-visited, and dictogloss. Meanwhile the techniques of teaching grammar can be presenting the grammatical structure in a child’s context with humor, practicing the grammatical structure, drawing and writing on the board, storytelling, songs and chants, and rhymes and poems.
Based on ways and techniques that we can use in teaching grammar to young learners above, one technique that I have experienced is storytelling. When I was in Junior High School, my teacher sometimes be a storyteller in my classroom. But at the time, I did not realize if we learn about grammar i.e. Past Tense but one thing that I realized that if my teacher asked me to tell my holiday story I could tell appropriately. Additionally, my teacher was a good storyteller. On the other hand, I have watched in YouTube how teacher teaching grammar to young learners by storytelling, the students really enjoyed it. They did not realized what the teacher especially want them to know is grammar itself.
According to experiences above, teachers have to creative in teaching grammar by using some appropriate ways and techniques. Well- known that grammar is so complicated to some people especially to young learners. As the result, it’s very important to teachers think about it so that the learning objectives can be achieved.
Thank you for reading. Please let me know you feedback if there is any mistake here. God bless you abundantly.

Learning Words

Hi everyone, in this occasion I would like to tell you about learning words that related with my experience, actually a little bit.
The sources below are from the internet, book, and my point view that based on my experiences.
Ok, let’s get to the topic.
During the first few years of life, children typically understand or recognize more words than they actually use when speaking. A toddler might only say five different words for instances mami, daddy, daddaa, doggie, bottle, etc. but be able to understand many others. Vocabulary development does not stop once a child can talk. Children learn many new words once they start reading and going to school. Vocabulary is the basis for learning language. Teachers can encourage vocabulary development by expose them to plenty of reading materials (e.g. about their environment).
In teaching and learning vocabulary, learners need to acquire vocabulary learning strategies to discover the meaning of new words. The strategies are useful in in class and also in out of class situations where they encounter new and unfamiliar words. These strategies also help them acquire new vocabulary items they see or hear. The students can benefit from how to use contextual clues and guessing the meaning from the content to deal with unfamiliar items. Vocabulary development should include both Direct instruction (teaching the words and their meanings such as pre-teaching vocabulary items). Indirect instruction (teaching the strategies to help learners figure out the meaning themselves). Strategy use changes with age, and successful and less successful learners vary in what strategies they use and in how they use them. Teachers have to encourage young learners to adapt vocabulary learning strategies by guessing meaning, noticing grammatical information about words, noticing links to similar words in first language, remembering where a word has been encountered before. Teachers can model strategy use, teach sub-skills needed to make use of strategies, include classroom tasks for strategy use, rehearse independent strategy use and help young learners reflect on their learning process through evaluating their achievement.
When I was child I never learn English because my parents, my family, and people in my environment did not know about English even there was no English lesson in my Elementary School so I did not feel the experience of learning words at the moment. But When I was in Junior High School, I got an English lesson. My English teacher always asked my friends and I to memorize the vocabulary. To be honest I did not like to memorize at that moment, they are some reasons, first I am not good in memorize even until now, second my teacher did not tell us what the purposes of it, and third he did not use several strategies in teaching and learning words process. If I am not mistaken my teacher always like that and yeah I was bored. As a result, I am in if teacher should use several strategies in teaching and learning words process especially the students that they teach are young learners. It’s needed appropriate way to teach them so the learning objectivies/goals can be achieved. It means that role of the teacher is very needed.

Thank you for reading, please leave me feedback if there is any mistakes. God bless you and let’s love one another.

Learning the Spoken Language

Hi everyone.

In this occasion I would like to tell you about learning the spoken language. In this case, meaning must come first because if they don’t understand the spoken language they cannot learn it. To learn discourse skill, children need both to participate in discourse and to built up knowledge and skills to participation. Discourse refers to conversation or longer units to talk, such as stories or chants. Discourse events will be used here to describe naturally bounded use of language of any length. Discourse in Foreign language learning needs two senses i.e discourse as a real language use (students should use a language in a proper context for real purposes) and  discourse occurs in Classroom when teachers and learners interact on tasks and activities (they are involved in a discourse event).

They are short activities for learning the spoken language that teacher can use in the classroom listening and doing, listen and identify, bingo, listening and take away, find the odd one out, listen and put in order, listening and saying, look and say, listen and choose, listen and sort, tennis game, guess my animal- questions, guess my animal- actions, poems, chants, and tongue twisters.

Yeah actually I want to share my experiences when I was learning the spoken language in school but I don’t have any experience. But a week ago my friends have presented about learning the spoken language and they made an activity  i.e.  look and guess my animal-actions. First, they divided us into two groups and the rest of us just saw the process of it then each member in groups invited to came forward to looked the animals’ pictures. After that we should gave a clue by an action to our partner so that they could guess what it is. In my point of view, the activity fit to young learners when they learning the spoken language because they can learning and playing game in the same time. Yeah well-known that the student’s world is playing games, I believe that young learners will uncomfortable when they do the activity even I as an adult so excited. By the activity students let to know kind of animals, how those look, the vocabulary of those animals, and how to pronounce it correctly.

In this case the role of the teacher is needed. Teacher should let then know the learning objectives, give them motivation, and tell the clearly rules to the students so that they don’t get confused when they do the activity. The teacher also monitor the students to make sure the activity runs well or not and how the students do the activity.

Thank you for reading this, if there any mistakes please give me feedback. Thank you and God bless you.

Learning Through Tasks and Activities

Well-known that task is very important in teaching and learning process, one of the purpose is to measure how students understanding about the lessons and to evaluate whether the objectives of the tasks have been achieved or not. The most important thing the tasks should make student as an active learner. It means that, they figure out  by themselves the meaning and the purpose of the task. They work hard what they should do with the task then do the task by their understanding. The learners will learn by those tasks that given by their teacher and by activities that they do based on their idea. Additionally, all stakeholders especially teacher must pay attention with task demands, task support, and how them combine between task support and task demand in design tasks so that the goals of teaching and learning process can be achieved. As a result the task must well designed.

When I was ES, JHS, and SHS, my teachers did not do task-based approaches. They only explained the material then gave us tasks. That’s it.  In my point of view,  it causes me to become dependent on the teacher and easily give up if I can’t do the task. I didn’t try hard, one thing in my mind was “my teacher will explain this later”. The thought was always in my mind at that time even until now. Yeah, it’s give a great influence on me especially the way  I am thinking.

I want to be a good teacher who can view from every side not just one side when I want to design/create something, in this case in design task to my students.

Thank for for reading my blog, if there is any mistakes please give me feedback. Thank you, God bless you.


My Experience of Learning a Foreign Language


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Source: http://www.kompasiana.com

English was strange for me when I was Junior High School. Yeah it’s because  there was no English lesson or an English teacher in my school. When my  English teacher taught me first I was confused but I did know why I love English a lot because in my point of view he was good in teaching. Actually I did not really remember the way my English taught English. I just remembered that he always explained and then he gave my friends and I assignments. When I was Senior High School my English teacher was a woman, I also have a same experience that my English teacher just explanation about topic then gave assignments. For instance, our topic was about Simple Present Tense so she explain about the function , when we should use, the formula, and the the examples in sentence of Simple Present Tense and then gave my friends and I assignments such us made sentences in English using Simple Present Tense. Those all the time but I enjoy it.

Thank you for reading my blog, is there any mistakes please give me feedback. Thank you 🙂


Children Learning a Foreign Language

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How to teach a foreign language to children is certainly different from teaching a foreign language to teenagers or adults. Generally the characteristics of children are more enthusiastic and enthusiastic as learners, they want to please the teacher rather than their peers; they will carry out activities even when they don’t understand why and how; they also lose interest faster and are less able to motivate themselves in tasks they find difficult; children do not easily use language to talk about language; children are not ashamed to speak in a new language than adults. However, not all children have these characteristics. Therefore, as teachers of course we must find out the characteristics of each child. Important differences we will know such as the linguistic, psychological, and social development of learners. Then, we need to adjust the way we think about the language we teach and the class activities we use.

Successful learning and activities are those that are adapted to student learning needs, rather than the demands of subsequent textbook units, or for the benefit of teachers to distinguish perspectives centered on learning from ‘student-centered’ teaching. Knowledge about children’s learning is seen as the center of affective teaching.

Piaget’s concern was with how children function in the world that surrounds them and how this influences their mental development. The child is seen as continually interacting with the world around her/him, solving problems that are presented by the environment. It is through taking action to solve problems that learning occurs. Piagetian psychology differentiates two ways in which development can take place as a result of activity: assimilation and accommodation. Assimilation happens when action takes place without any change to the child. Accommodation involves the  child adjusting to features of the environment in some way. A Piagetian viewpoint “a child’s thinking develops as gradual growth of knowledge and intellectual skills towards a final stage of formal, logical thinking. At each stage, the child is capable of some types of thinking but still incapable of others. Piagetian end point of development-thinking that can manipulate formal abstract categories using rules of logic-is held to be unavailable to children before they reach 11 years of age or more.

Child  as an active learner and thinker, constructing his or her own knowledge from     working with object or ideas.

Donaldson’s world emphasizes that

     (the child) actively  tries to make sense of the world….asks questions…wants to know…Also from a very early stage, the child has purposes and intentions: he wants to do. (Donaldson 1978: 86, my emphasis)

Piaget’s idea: environment provides the setting for development through the opportunities it offers the child for action.

Vygotsky views of development differ from Piaget’s in the importance he  gives to language and to other people in the child’s world. Vygotsky’s theory: his central focus on the social modern developments (social cultural theory). He didn’t neglect the individual or individual cognitive development

The importance of the word as unit has been downplayed by those who have develop Vygotsky’s theories (e.g. Lantolt 2000). Words do have a special significance for children learning a new language. Many of Vygotsky’s ideas will help in construction a theoritical framework for teaching foreign languages for children. The new language is first used meaningfully by teacher and pupils, and later it is transformed and internalized to become part of the individual child’s language skills or knowledge.

Language is the most important tool to cognitive growth and he has investigated how adults use language to mediate the world for children and help them to solve problems. Bruner’s most useful example  of a routine is of parents reading stories to their children from babyhood onward. Transferring to the language classroom, we can see how classroom  routines, which happen every day, may provide opportunities for language development. As the language becomes more complex, the support to meaning that comes from the routine and the situation helps the children to continue to understand.

I have teaching experience at SDN No. 21 Laman Mumbung for one month in 2018. I feel that teaching is not an easy thing, we cannot just go to class then explain the material and give assignments for them to do. Many things that I need to know. Here are a few things I encountered there:

  1. The way I teach and also some of the teachers there are still focused on books. We do not manage teaching and learning processes based on student learning needs;
  2. The learning method is still teacher-centered learning so that many students are passive;
  3. The teacher uses the lecture method while students only listen then work on the practice questions.

The above causes students to be less active so the teaching and learning process becomes passive. Therefore, the teacher must be creative in managing the class. Curriculum and learning plans must be made based on students’ needs.

Thank you.