Nadia Junaira NPM :
10211210471
Class : 3C
Class : 3C
PREFACE
Assalamu’alaikum
warohmatullahi wabarokatuh
Praise to
be Allah SWT
the Lord of the world. Praice of His grace and gift that
i can finish this work. This paper can be completed by way of summarizing from
several sources. This paper discusses and reviews about “ TEACHING SPEAKING TROUGH THE FILM ”
This paper is presented simply and the
purposes in this paper is guided the students to realize and understand clearly
and accurately. Finally, over all of the preparation this paper, i realize tere
are still many shortcomings in thgis paper. I hope that the criticisms and
suggestions for the mistakes in other to repair and improve this paper.
I hope this paper provides the benefits
for me especially, and for the student generally.
Bogor,
09 January 2011
ABSTRAC
In
the communicative model of language teaching, instructors help their students
develop this body of knowledge by providing authentic practice that prepares
students for real life communication situations. They help their students
develop the ability to produce grammatically correct, logically connected
sentences that are appropriate to speacific contexts, and to do so using
acceptable (that is, comprehensible) pronunciation. The goal of teaching
speaking skill is communicative efficiency. Learners should be able to make
them selves understood, using their current profiency to the fullest. They
should try to avoid confusion in the message due to faulty pronunciation,
grammar, or vocabulary, and to observe the social and culture rules that apply
in each communication situation. The teaching speaking is one of the varieties
of english language speech models will help to broaden your range of listening
comprehension as well as aid in rounding out your pronunciation of connected
speech elements. These are a slew of actors and actresses with noteworthy
speech in english language that can have you speaking like a native in very
short order. There are also, unfortunately, some whose speech is more
reminiscent of something the cat drug in.
CHAPTER
1
INTRODUCTION
Many language learners regard speaking
ability as the measure of knowing a language. These learners define fluency as
the ability to converse with others, much more than the ability to read, write,
or comprehend oral language. They regard speaking as the most important skill
they can acquire, and they assess their progress in terms of their
accomplishments in spoken communication. In the communicative model of language
teaching, instructors help their students develop this body of knowledge by
providing authentic practice that prepares students for real life communication
situations. They help their students develop the ability to produce
grammatically correct, logically connected sentences that are appropriate to
speacific contexts, and to do so using acceptable (that is, comprehensible)
pronunciation. The goal of teaching speaking skill is communicative efficiency.
Learners should be able to make them selves understood, using their current
profiency to the fullest. They should try to avoid confusion in the message due
to faulty pronunciation, grammar, or vocabulary, and to observe the social and
culture rules that apply in each communication situation. The teaching speaking
is one of the varieties of english language speech models will help to broaden
your range of listening comprehension as well as aid in rounding out your
pronunciation of connected speech elements. These are a slew of actors and
actresses with noteworthy speech in english language that can have you speaking
like a native in very short order. There are also, unfortunately, some whose
speech is more reminiscent of something the cat drug in.
CHAPTER
11
TEORITICIAL
BACKGROUND
a. How
to teaching speaking
“How do I teach speaking?”
At first i thought it was a joke
question, because to me the answer seemed so simple, but when i realized that
is was a serious question, i had to stop and think about if for a second. At
first glance, teaching speaking simply involves providing your students with as
many chances to speak as is possible sometimes in a controlled context, ans
sometimes in a free context.
The first thing to keep in mind is that
when we are helping our language students learn to speak english, we are not
actually teaching them to speak. Unless they are infants, they already know how
to do that. What are really helping them with falls into the three categories.
1.
Improving fluency (
speaking smoothly)
2.
Improving
pronounciation ( saying words properly)
3. improving
enunciation (saying words/phrases clearly – i think this includes word and
sentence intonation)
Some would say that vocabulary, grammar, and cultural
usage also fall into how we teach speaking, but i’d sat that while they are
critical, they are not only in the domain of speaking. Speaking is about using
our mouth and vocal cords to make sounds that people understand as languages.
It certainly involves other elements like grammar and vocabulary, but they
aren’t the core of it. So, back to the main question of how to teach speaking.
Let’s look at each of the three elements i mentioned above
Improving Fluecny
Fluency comes from practice – plain and simple. Hoe ever
it needs to be practice that involves extended use of the languages and use
extended sentences. You can not build fluency by repeating single words or
short phrases. Fluency at its heart relates to being able to speak for longer
periods of time in a smooth way. Broadly speaking, here are a few things that
can help build fluency:
1. Speeches or presentations
2.
Group
discussions
3.
Role plays
4.
Negotiations
and debates
5.
Interviews
and meetings
6.
Chatting in
small groups
Improving Pronunciation
Pronunciation 1)
tons of native speaker input and 2) tons of speaking the learner with native speakers. However,
practice and lessons that target specipic trouble areas an make a huge
difference in a student’s ability to deal with issues in pronunciation.
1.
Working on
specific vowels
2.
Working on
trouble consonant (e.g. th for french
speaker)
3.
Working on
understanding movement and location of mouth and tongue when making sounds
Improving Enunciation
Enunciation is
speaking clearly – perhaps better understood by its opposite whice is mumbling
or slurring words. Enunciation is a very important aspect of speaking in that
poor enunciation can make someone almost imposible to understand. Again
improvements in enunciation come from exposure to native speaker, and plenty of
natural practice. Of course focused work targetting problem areas can help a
grate deal as well. Things that can be done tu help with enunciation include:
1.
Focused
work on trouble words combinations
2.
Working on
reductions (want to -> wanna)
3.
Working on
sentence level stress points
4.
Working on
words level stress points (e.g. differences between noun/verb forms of same
word record/record)
5.
Working on
sentence level intonation patterns
As you may have
noticed i haven’t provided any specific lesson ideas on how to teach speaking.
There are literally hundreds of different activities that you can use in myriad
different situations. There isn’t one right way, or even one right sequences.
Just be sure to give your students plenty of time for talking freely, suplement
this with targeted exercise and practice, and actively encourage your students
to listen to and speak with as many native speakers as they possibly can on a
reg
b. Four Objectives for the Session:
1.
Convincing
the students that there is sufficient support and facilities available to
complete their film project (they will be able to use the cameras that are
available from the IATL Media Suite)
2.
Show them
how they can (and must) analyzed the feasibility of a proposed film. I played a
series of films from the Media Suite show reel, demonstrating a variety of
techniques and film making tricks. The complexity, required skills of spotting
the small details that can make a big differences – for examples, techniques
that can alleviate or avoid the problem of getting good quality sounds
3.
I
introduced the basic technique of storybosrding in power point (or keynote). I
reomended that they onstruct their film as a storyboarding built from a series of slides, with each
slide representing a sequence (or sometimes with more granularity a shot) in
the movie. The slides might initially contain lost of text informatio, out ling
what the scene will achieve. The text then gets progressivelly replaced by or
shifted into scripts and images. This can be used as a lo-fi prototype2
for the film. Scripth can be written and rehearsed using the slideshow. The
movie can be analyzedfor sound construction, reative effect and feasibility,
and turned into a workable project ( for example with a schedule). I
recommended that they try to get on location, take representative still images,
and add them to the slides in the storyboard. From having a good storyboard in
power point, they could export this into iMovie or Screen flow and start
replacing slides with edited footage and voice over (they may even wish to keep
some of the slides)
4.
Finally,
after a short break, we did a pitching and catching session.
This is all good
fun, and perhaps developed the social – professional bonds within the Grid
Advisor team further, but i also think it provides some very significant
benefits to the capabilities of the advisors (as advisors and as students). The
film making discipline (as described above, as well as further elements)
provides an excellent and reliable framework in which we can manage risky,
challenging and relatifely unpredictable activities.4 Both
storyboarding and pitching provide effective means for generating ideas,
testing them, and refleting upon the proess. For example, during the
presentation of the pitches (itself a highly entertaining activity), at several
points partiipant questioned the seriosness and appropiatenes of their
responses to the brief. This was a metter of contention to which the whole
groupe achieved a delicate consensus. The storyboards will go on to provide a
tangible and testable point of reference in many ways (including the reality checks
of feasibility, contention and reflection is, i belive, the most veluable use
to which we can put a learning technology.
In this
particular case, there is a second level of benefit. Each of these students
will advise many other students during their work at the Learning Grid. They
will be able to cascade these skills and approaches. At two points during the
session, i paused to encourage the advisors to reflect upon how these film
making techniquesmay be of use in different creative activities, suh as essay
writing and seminar presentations. I referenced work that i have done with
Nicoleta Cinpoes of Worcester University, using similar techniques to help
english departement undergraduates to write and improve presentation (using
similar iterative power point storyboarding technique, but with them aim of
creating a power point presentation). Hopefully, we will start to see these
idease spreading.
Using Film as
a teaching aid: We have all used Film or portions of them to
anhance the learning of a particular historical era in our courses. Either we
assign them as homework or we actulally show them in our getting the correct
understanding and knowledge we belive that our students are getting the orrect
understanding and knowledge but a recent study by Andrew Butler shows us
that this strategy can be highly ineffective. Because some ideas and concepts
are patently wrong in videos/films, students learn the incorrect information and correcting these
errors is very difficult. What are we to do ?
A film, also called
a movie or motion ficture, is a series of still or moving images. It is
produced by recording photograpich images by cameraas, or by creating using
images by animation techniques or visual effect. The process of film makin ghas
developed into an art form and industry.
Film ara cultural
actifats created by specific cultures, which reflect those cultures, and, in
turn, affect them. Film is considered to be an important art form, a source of
popular entertaintmen and a powerfull method for educating – or indoctrinating
– citizens. Teh visual elements of cinema give motion pictures a universal
power of communication. Some films have beome popular worldwide attractions by
using dubbing or subtitles that translate the dialogue into the language of the
viewer.
Film are made up
of a series of individual images called frames. When these images are shown
rapidly in succession, a viewer has the illusion thet motion is occurring. The
viewer can’t see the flickering between frames due to an effect known as persistence
of vision, where by the eye retains a visual images for a fraction of a second
after the source has been removed. Viewer perceive motion due to a
psychological effect called beta movement.
The origin of the
name “film” come from the fact that photograpich film (also called film stock)
has historically the primary medium for recording and displaying motion
pictures. Many oder terms exist for an individual motion picture, including
picture, picture show, moving picture, photo –
play and flick. A common name for film in the united states is movie,
while in Europe the ter m film is preferred. Additional term for the field in
general include the big screen, the silver screen, the cinema and the movies.
CHAPTER III
FINDING
DATA
a.
Avtive Teaching Speaking
These ativiting
may include imitating (repeating), answering verbal cues, interative
convertation, or an oral presentation. Most speaking activities inherently
practice listening skill as well, such as when one student is given a simple
drawing and sits behind another student, facing away. The firts must be give
instruction to the second to reproduce the drawing. The second student asks
questions to clarify unclear instructions, and neither can look at each other
page during the activity. Information can gaps also commonly used for speaking
practice, as are surveys, discussions, and role – plays. Speaking ativities
abound: see the ativities and further resources sections of this guide for
ideas.
b.
Conversation
Each participant is a
“learning sysytem”, that is, a sysytem that changes internally as a onsequence
of experience. This higly complex type interaction is also quite powerfull, for
conversation is the means by wich existing knowledge is conveyed and new knowladge
is generated.
We talk all the time, but we’re usually not aware of when
conversation work, when it doesn’t, and how to improve it. Few of us have
robust models of conversation. This article addresses the question: what is
conversation ? How can conversaaation be improved ? And, if convesrtation is
important, why don’t consider conversation explicitly when we design for
interaction ? this article hopes to move practice in that direction. If, as
this forum has often argued, models can improve design, we further ask, what
models of conversation are useful for interation design ?
We begin by constrasting “conversation” with “communication” in a
specific sense. We then offer a pragmatic but not exhaustive model of the
process of conversing and explore how it is usefull for design.
CHAPTER
IV
CONCLUSION
Conservative, shy student may take a long time to speak
confidently, but when they do, their english often contains fewers errors and
they will be proud of their english ability. It’s a matter of quantity vs.
Quality, and neither approach is wrong. However, if the aim of speaking is
communication thate does note require perfect english, then it makes sense to
encourage quantity in your classroom. Breake the silece and gate student
communicating with whatever english then can use, correct or not, and selectifelly
address errors that block communications. Speaking lesson often tie in
pronuciation and grammar (discussed elsewhere in this guide), which are
necessary for effective oral communication. Or a grammar or reading lesson may
incorporate a speaking activity. Either way, your students will need some
preparations before the speaking task. This includes introducing the topic and
providing a model of the speech they are to produce. A model may not apply to
discussion – type activities, in which case students will need cleare and
specific instructions about the task to be accomplished. Then the student will
practice with the actual activity.
Refeerences
Brumfit,
C,J, and J.T. Robert. Language and language teaching. London: Batsford Academic
and Educational Ltd, 2011.
1Kelley, David “Prototyping
is the Shorthand of Design” in Design
Management Journal, Vol 12, No. 3, Summer 2011.
2Elsbach, Kimberley “How to
Pitch a Brillian Idea” in Hardvard
Business Review, October 2010.
3Morley, E & Silver, A “Film Director’s Approach to Managing
Creativity ” in Harvard Business
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