Catatan Pribadi Kosakata Joshua Kurzweil Yosua Kurzweil

Kansai University (Osaka, Japan) Universitas Kansai (Osaka, Jepang) kjosheka [at] yahoo.com kjosheka [at yahoo.com]

Personal Vocabulary Notes (PVN) is a way of developing student vocabulary in a personalized way while encouraging them to become autonomous learners. Kosakata Catatan Pribadi (PVN) adalah cara untuk mengembangkan kosakata siswa dengan cara yang dipersonalisasi sementara mendorong mereka untuk menjadi pelajar yang otonom.

Overview Ikhtisar

The basic activity is very straightforward. Aktivitas dasar adalah sangat mudah. In and out of class encourage students to write words in their native language when they do not know how to say the English word. Masuk dan keluar dari kelas mendorong siswa untuk menulis kata-kata dalam bahasa asli mereka ketika mereka tidak tahu bagaimana mengucapkan kata bahasa Inggris.

Step 1 .  Give students a daily journal or PVN note paper to record vocabulary items.  In my monolingual Japanese classes I write the following instructions: Langkah 1. Berikan siswa jurnal harian atau catatan kertas PVN untuk merekam item kosa kata. Dalam bahasa Jepang satu bahasa kelas saya, saya menulis instruksi berikut:

o PVN:  Personal Vocabulary Notes PVN: Kosakata Catatan Pribadi o If you donít know an English word, write the Japanese, show your partner,

communicate, and then check the English later. Jika Anda donít tahu kata dalam bahasa Inggris, menulis Jepang, menunjukkan pasangan Anda, berkomunikasi, dan kemudian memeriksa Inggris nanti.

Step 2 .  Tell students that the class will be "English only" Langkah 2. Katakan siswa bahwa kelas akan "hanya dalam bahasa Inggris"

Step 3 .  Engage students in some kind of fluency activity and encourage them to write words in L1 that they do not know how to say in English. Langkah 3. Melibatkan siswa dalam beberapa jenis kegiatan kefasihan dan mendorong mereka untuk menulis kata-kata dalam L1 bahwa mereka tidak tahu bagaimana mengatakannya dalam bahasa Inggris.

Step 4 .  As homework have the students look up their PVN and find the English translations.  They then should write sentences using their PVN.  (To make a manageable workload teachers can ask students to choose just two or three PVN to make into sentences.) Langkah 4.. Sebagai PR memiliki siswa melihat mereka sampai PVN dan menemukan Inggris terjemahan Mereka kemudian harus menulis kalimat menggunakan PVN mereka. (Untuk membuat beban kerja guru dikelola dapat meminta siswa untuk memilih hanya dua atau tiga PVN untuk membuat menjadi kalimat.)

Step 5 .  The teacher collects the PVN, checks it, and hands it back the following class. Langkah 5. Guru mengumpulkan PVN, cek itu, dan tangan kembali kelas berikut.

Step 6 .  Students keep a section in their notebook for PVN and do follow up activities with it such as peer teaching and review activities. Langkah 6. Siswa tetap bagian dalam notebook mereka untuk PVN dan melakukan kegiatan tindak lanjut dengan itu seperti mengajar dan kegiatan peer review.

In monolingual classes, students can simply show their PVN to communicate, but even in multilingual classes reading the word can be easier to understand than hearing it.   PVN can preserve the "all English" atmosphere in the classroom by acting as a "safety valve" to lower student frustration when they have difficulty expressing themselves. Di kelas satu bahasa, siswa hanya dapat menunjukkan PVN mereka untuk berkomunikasi, tapi bahkan dalam kelas-kelas bahasa membaca kata tersebut dapat lebih mudah dimengerti daripada mendengarnya. PVN dapat melestarikan "semua bahasa Inggris" suasana di kelas dengan bertindak sebagai katup pengaman "" untuk menurunkan frustrasi siswa ketika mereka memiliki kesulitan mengekspresikan diri mereka.

Creating the Need Menciptakan Membutuhkan

To effectively set up PVN in a class, the students must first feel the need to learn vocabulary.  A basic way to focus students and introduce PVN is to give them a fluency task which will require vocabulary that they do not have.  This activity needs to be adjusted to the student level. For example, for a lower level class you might just have students describe their neighborhoods or what they did over the weekend.  For upper level classes you might have them explain a movie or a current event. Many students have often developed the laudable habit of using only "easy English" to express their ideas, so it is important to encourage them to write PVN while they speak, assuring them that they both can use "easy English" and improve their vocabulary.  I often tell students that each lesson they must get at least five PVN per class.  If they do not manage to get five in class, I explain that they need to think of words they want to know outside of class. Untuk secara efektif mengatur PVN di kelas, para siswa harus terlebih dahulu merasa perlu untuk belajar kosakata siswa. Dasar Sebuah cara untuk fokus dan memperkenalkan PVN adalah untuk memberi mereka kelancaran tugas yang akan meminta kosa kata yang mereka tidak miliki. Kegiatan ini perlu disesuaikan dengan tingkat pelajar.. Sebagai contoh, untuk tingkat yang lebih rendah kelas mungkin Anda hanya siswa mereka menggambarkan lingkungan atau apa yang mereka lakukan di akhir pekan Untuk kelas tingkat atas Anda mungkin telah mereka menjelaskan sebuah film atau peristiwa saat ini. Banyak siswa sering mengembangkan kebiasaan terpuji hanya menggunakan "mudah bahasa Inggris" untuk mengekspresikan ide-ide mereka, sehingga sangat penting untuk mendorong mereka untuk menulis PVN sementara mereka berbicara, meyakinkan mereka bahwa mereka berdua dapat menggunakan "mudah bahasa Inggris" dan meningkatkan kosa kata mereka. Saya sering kirim siswa bahwa setiap pelajaran mereka harus mendapatkan minimal lima PVN per kelas kelas. Jika mereka tidak mengelola untuk mendapatkan lima, saya menjelaskan bahwa mereka perlu memikirkan kata-kata mereka ingin tahu di luar kelas.

Establishing a Routine Membangun Rutin

It is important to make PVN a habit in class which is easy and natural for students to do.  I have found that a daily journal with a section for PVN (along with class notes, homework, etc.) to be effective. In this way, students are not searching for scraps of paper to write notes but will have an organized system for recording their PVN.  Whenever they are speaking in class I ask them to keep their journals out on the desks and can easily check if they are writing PVN. Sangat penting

untuk membuat PVN kebiasaan di kelas yang mudah dan alami bagi siswa untuk melakukan. Saya telah menemukan bahwa jurnal harian dengan bagian untuk PVN (bersama dengan catatan kelas, pekerjaan rumah, dll) untuk menjadi efektif. Dengan cara ini , siswa tidak mencari potongan-potongan kertas untuk menulis catatan tapi akan memiliki sistem terorganisir untuk merekam PVN mereka. Setiap kali mereka berbicara di kelas saya meminta mereka untuk mempertahankan jurnal mereka di atas meja dan dengan mudah dapat memeriksa apakah mereka menulis PVN.

It is also important to discourage dictionary use in class or at least during the communication activity as it disrupts the communicative task. Students will often pull out their dictionaries or ask me how to say something in English.  In such situations, I just remind them that they can check later and that I do not want them to stop their conversations. It can also be worth mentioning how many people look up a word, say it, then promptly forget it. Hal ini juga penting untuk mengurangi penggunaan kamus di kelas atau setidaknya selama kegiatan komunikasi seperti itu mengganggu tugas komunikatif. Siswa akan sering mengeluarkan kamus mereka atau meminta saya bagaimana mengatakan sesuatu dalam bahasa Inggris. Dalam situasi seperti itu, saya hanya mengingatkan mereka bahwa mereka dapat memeriksa kemudian dan bahwa saya tidak ingin mereka menghentikan percakapan mereka. Hal ini juga dapat layak disebutkan berapa banyak orang yang mencari kata, mengatakan hal itu, lalu segera melupakannya.

In addition to having students look words up, you can devote class time in which students ask you and their classmates how to say things in English. Regardless of whether the teacher speaks the L1 or not, this activity can be tremendous in raising student awareness simply in showing how critical the context is in choosing the best vocabulary item. Selain memiliki siswa mencari kata-kata, Anda dapat mencurahkan waktu kelas di mana siswa bertanya Anda dan teman sekelas mereka bagaimana mengatakan hal-hal dalam bahasa Inggris. Terlepas dari apakah guru berbicara dalam L1 atau tidak, kegiatan ini dapat luar biasa dalam meningkatkan kesadaran siswa hanya dalam menunjukkan bagaimana konteksnya kritis dalam memilih item kosakata terbaik.

It is important to clearly model how to look up words using bilingual and learner dictionaries.  You can also encourage students to ask each other for translations.  The important thing is to stress context, as students often just look up words and pick the first translation offered in their bilingual dictionaries.  Teachers should also model how to write example sentences.  Admonish students not to copy dictionary sentences and to make their sentences long enough to show the context. I usually do this by stressing that they will not receive credit unless they use their PVN to express their own ideas. Adalah penting untuk jelas model bagaimana melihat kata-kata dengan menggunakan kamus dan bilingual pelajar.. Dapat Anda juga mendorong siswa untuk saling bertanya untuk Terjemahan Yang penting adalah konteks stres, sebagai murid-murid sering hanya melihat kata-kata dan memilih terjemahan pertama yang ditawarkan dalam kamus dwibahasa mereka. Guru juga harus model bagaimana menulis contoh kalimat siswa. menegur tidak untuk menyalin kalimat kamus dan untuk membuat kalimat mereka cukup lama untuk menunjukkan konteksnya. saya biasanya melakukan ini dengan menekankan bahwa mereka tidak akan menerima kredit mereka kecuali jika mereka menggunakan PVN untuk mengekspresikan ide mereka sendiri.

Finally, I would note how the PVN routine also engages students in a kind of learner training.  Students learn how to be active and autonomous as they seek out language they want.  The PVN system then asks students to experiment with language, notice their mistakes, and then use it again in conversation.  As learner training it tends to be effective by creating pro-active habits instead of just "talking about" how to be an active learner. Akhirnya, saya akan diperhatikan cara rutin PVN juga melibatkan para siswa dalam semacam pelatihan belajar.. Siswa belajar bagaimana menjadi aktif dan otonom karena mereka mencari bahasa yang mereka inginkan Sistem PVN kemudian meminta siswa untuk bereksperimen dengan bahasa, pemberitahuan kesalahan mereka, dan kemudian menggunakannya lagi dalam percakapan. pembelajar Sebagai pelatihan itu cenderung efektif oleh pro-aktif menciptakan kebiasaan bukan hanya "berbicara tentang" bagaimana menjadi pelajar aktif.

Teacher Response/Feedback Guru Respon / Tanggapan

The most important point to keep in mind when correcting PVN is to focus on what the students are trying to say.  Often there is a temptation to "teach" them additional information related to the words they have written. Keep it simple.  Just check that the sentences they have written are grammatically correct and naturally express the student ideas.  For example a student might write the following sentence: Yang penting titik paling yang perlu diingat ketika mengoreksi PVN adalah fokus pada apa yang siswa mencoba mengatakan.. Sering kali ada godaan untuk "mengajar" mereka informasi tambahan yang terkait dengan kata-kata yang mereka tulis. Keep it simple Hanya memeriksa bahwa kalimat yang mereka tulis adalah tata bahasa yang benar dan alami mengekspresikan ide-ide siswa. Sebagai contoh seorang mahasiswa mungkin menulis kalimat berikut: "I went to an alumni association last weekend." "Aku pergi ke sebuah asosiasi alumni akhir pekan lalu." Although it is correct I would have a strong suspicion that what the student wanted to say was that: Meskipun sudah benar saya akan memiliki kecurigaan kuat bahwa apa yang siswa ingin mengatakan bahwa: "I went to a class reunion last weekend."  or "Aku pergi ke reuni kelas atau akhir pekan lalu." "I got together with some friends from high school last weekend." "Aku bersama dengan beberapa teman dari sekolah tinggi akhir pekan lalu." I will usually write these down and ask if this is what the student meant. In this way, the teacher engages the students in a dialogue about their intended message.  I would avoid explaining exactly what an alumni association is, if the meaning the student is trying to express is simply getting together with friends.  Teachers teach specifically to student needs.  Of course, if a student later asks about the differences between an alumni association and a class reunion the teacher can address that interest. Aku biasanya akan menulis ini turun dan menanyakan apakah ini yang dimaksud mahasiswa.. Ini Dengan cara itu, guru melibatkan siswa dalam dialog dimaksudkan mereka tentang pesan yang saya akan menghindari menjelaskan apa asosiasi alumni adalah, jika siswa makna mencoba untuk mengekspresikan adalah hanya untuk berkumpul dengan teman-teman.. Guru mengajar siswa untuk kebutuhan khusus Tentu saja, jika mahasiswa kemudian bertanya tentang perbedaan antara asosiasi alumni dan reuni kelas guru dapat alamat bunga itu.

There are also a great deal of oddities caused by direct translation. For example: Ada juga banyak keanehan disebabkan oleh terjemahan langsung. Sebagai contoh:

"My hourly wage is 800 an hour."  or "I lacerated my finger." "Upah per jam saya adalah 800 jam atau." "Aku terkoyak jari saya."

My goal is to teach students the most natural English for their particular conversational situation (ie in class, chatting with friends). Tujuan saya adalah untuk mengajar siswa yang paling alami bahasa Inggris untuk situasi tertentu percakapan mereka (yakni di kelas, mengobrol dengan teman-teman). It is important in situations like the above to give students feedback on formality and register when offering the following suggestions: Hal ini penting dalam situasi seperti di atas untuk memberikan umpan balik pada siswa formalitas dan register ketika menawarkan saran berikut: "I make 800 yen an hour."  and "I cut my finger." "Aku membuat ¥ 800 jam dan." "Aku memotong jari saya." In this way the teacher can bring in more complex aspects of knowing a word in a personal and contextualized way. Dengan cara ini, guru dapat membawa aspek-aspek yang lebih kompleks untuk mengetahui kata dalam konteks dan cara pribadi.

Follow up activities in class Menindaklanjuti kegiatan di kelas

Peer Teaching: Rekan Pengajaran:

One of the first activities that I do and one which I do again and again is simply having students tell each other about the new words they learned. I usually put the following standard classroom questions on the board and have them talk to several different partners. Salah satu kegiatan pertama yang saya lakukan dan salah satu yang saya lakukan lagi dan lagi hanya memiliki siswa saling bercerita tentang kata-kata baru yang mereka pelajari. Saya biasanya meletakkan kelas pertanyaan standar berikut di papan tulis dan mereka berbicara dengan mitra yang berbeda. What new words did you learn? baru kata-kata Apa yang Anda pelajari? How do you spell that? Bagaimana mengejanya? What does that mean? Apa artinya? How do you pronounce that? Bagaimana Anda mengucapkan itu? What part of speech is that? Apa bagian dari pidato itu? In this way, the classroom questions are re-enforced and students review their own PVN as they teach them to others.  I have found that students feel their need to "learn more vocabulary" greatly satisfied by this simple activity. Dengan cara ini, pertanyaan-pertanyaan kelas yang diterapkan ulang dan siswa meninjau PVN mereka sendiri karena mereka mengajar mereka kepada orang lain. Aku telah menemukan bahwa siswa merasa perlu untuk "belajar lebih banyak kosa kata" sangat puas dengan kegiatan sederhana.

Peer Quizzing: Rekan menanyai:

Another simple activity is to have students exchange PVN and quiz each other.  This can be done by having the tester tell them PVN in Japanese or by reading their example sentence and blanking out the PVN.  For example, Kegiatan lain yang sederhana adalah memiliki siswa pertukaran PVN dan kuis satu sama lain misalnya. Hal ini dapat dilakukan oleh tester

memberitahu mereka memiliki PVN dalam bahasa Jepang atau dengan teladan mereka membaca kalimat dan blanking keluar PVN. Untuk, "I _______ _______ with some friends from high school last weekend." "Aku _______ _______ dengan beberapa teman dari sekolah tinggi akhir pekan lalu."

Circumlocution Lessons: Belit Pelajaran:

Teach student the circumlocution phrases like "This is a kind of..." Ajari mahasiswa belit frase seperti "ini adalah sejenis ..." and have them explain their PVN, to each other.  The students who are guessing can guess in English or in L1 in a monolingual class ( Do you mean...? ).  In the latter case, have students be insistent about the guesser getting the exact word.  For example, they would need to guess "outgoing" and not "friendly" (That is close, but...).  This forces students to work on conveying the nuances of different words. dan mereka menjelaskan mereka PVN, saling mendapatkan. Para murid yang bisa menebak kira dalam bahasa Inggris atau satu bahasa L1 dalam kelas (Maksud Anda ...?). Dalam kedua kasus, telah siswa harus terus-menerus tentang guesser kata yang tepat. Misalnya, mereka perlu menebak "keluar" dan bukan "ramah" (Itu dekat, tapi ...). ini memaksa siswa untuk bekerja pada menyampaikan nuansa kata-kata yang berbeda.

Peer presentations on specific topics:  Later, after student have gotten used to doing PVN you can actually assign topics for them to research and present to the class or small groups. Rekan presentasi tentang topik tertentu: Kemudian, setelah siswa sudah terbiasa melakukan PVN Anda benar-benar dapat menetapkan topik bagi mereka untuk penelitian dan hadir untuk kelas atau kelompok-kelompok kecil.

Other Vocabulary Games/Training: Permainan Kosakata lain / Pelatihan:

Once students have a set of words to work with their are any number of games and exercises you can do with them.  Many such activities are outlined in resource books like Vocabulary (Rinvolucri, OUP), and A Way With Words (Gairns and Redman, CUP).  To offer a couple of examples, I have had students organize their words in word stress patterns. I have also done speaking activities in which students must make short stories using two or more PVN.  Another speaking activity is to have student slip a PVN item secretly in a conversation without the other person noticing. Setelah siswa memiliki satu set kata-kata untuk bekerja dengan mereka sejumlah permainan dan latihan yang dapat Anda lakukan dengan mereka Redman. Banyak kegiatan seperti diuraikan dalam buku-buku sumber daya seperti Kosakata (Rinvolucri, OUP), A dan Way Dengan Kata (Gairns dan, CUP). Untuk menawarkan beberapa contoh, saya telah siswa mengatur kata-kata mereka dalam pola kata stres.. Saya juga berbicara melakukan kegiatan di mana siswa harus membuat cerita pendek dengan menggunakan dua atau lebih PVN kegiatan lain berbicara adalah memiliki mahasiswa menyelipkan PVN item diam-diam dalam percakapan tanpa memperhatikan orang lain.

Concluding Points about PVN Penutup Hal-hal tentang PVN

Motivation: Motivasi:

Students are usually much more motivated to remember their PVN than they are a set of vocabulary items they have received from a textbook or teacher. Siswa biasanya jauh lebih termotivasi untuk mengingat PVN mereka daripada mereka adalah seperangkat item kosakata mereka terima dari sebuah buku atau guru.

Class Atmosphere: Kelas Atmosfer:

PVN provides that safety valve which helps establish an "English only" atmosphere. PVN menyatakan bahwa katup pengaman yang membantu mendirikan "hanya dalam bahasa Inggris" atmosfer.

Student Need: Siswa Perlu:

PVN addresses individual student needs by encouraging students to find the vocabulary they need to communicate and talk about their experiences. Alamat PVN kebutuhan individu siswa dengan mendorong siswa untuk menemukan kosakata yang mereka butuhkan untuk berkomunikasi dan berbicara tentang pengalaman mereka.

Contextualized Vocabulary Learning: Kosakata konteks Belajar:

The teacher is able to address a great deal of complexity and richness without having to invent a context as the context is already created by the student. Guru dapat mengatasi banyak kompleksitas dan kekayaan tanpa harus menciptakan konteks sebagai konteks tersebut sudah diciptakan oleh mahasiswa.

Individualized Attention: Individual Perhatian:

Especially, in large multilevel classes PVN provides the teacher with a time-efficient way of giving attention and feedback on language to individual students. Terutama, di kelas bertingkat besar PVN memberikan guru-efisien dengan waktu cara memberikan perhatian dan umpan balik kepada siswa masing-masing bahasa.

Vocabulary Awareness: Kesadaran Kosakata:

PVN gives students a much deeper sense of what it is to learn vocabulary and know a word as they get contextualized feedback on words they are using. PVN memberikan siswa rasa lebih banyak dari apa itu belajar kosakata dan tahu kata karena mereka mendapatkan umpan balik dalam konteks kata-kata yang mereka gunakan.

Dictionary Skills: Kamus Keterampilan:

PVN provides a motivating context for teaching dictionary skills again because students are researching their own words. PVN menyediakan konteks memotivasi untuk mengajarkan keterampilan kamus lagi karena siswa meneliti kata-kata sendiri.

Material for a Variety of Other Skills/Activities: Bahan untuk Berbagai Keterampilan Lainnya / Kegiatan:

Once students have a set of PVN the teacher can use their vocabulary to teach many other points such as circumlocution skills, pronunciation (ex. word stress), grammar (ex. parts of speech) Setelah para siswa memiliki satu set PVN guru dapat menggunakan kosakata mereka untuk mengajarkan banyak hal lainnya seperti keterampilan belit, pengucapan (ex. stres kata), tata bahasa (ex. bagian pidato)

Learner Training: Learner Pelatihan:

PVN engages students in the cycle of noticing their own needs, researching language, trying it out, and learning from their mistakes. PVN melibatkan para siswa dalam siklus memperhatikan kebutuhan mereka sendiri, penelitian bahasa, mencoba keluar, dan belajar dari kesalahan mereka.

I have shared this technique with many colleagues over the years and it has been received well by both teachers and most importantly students. I particularly would like to thank Brian Long, Mary Scholl, and Robert Pfeil for their feedback and ideas over the years in developing PVN. Saya telah berbagi dengan rekan-rekan teknik ini selama bertahun-tahun dan sudah diterima dengan baik oleh para guru dan siswa yang paling penting Scholl. Saya sangat ingin berterima kasih kepada Brian Long, Mary, dan Robert Pfeil untuk umpan balik dan ide mereka selama bertahun-tahun dalam pengembangan PVN.

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Personal Vocabulary NotesJoshua Kurzweil

Kansai University (Osaka, Japan)kjosheka [at] yahoo.com

Personal Vocabulary Notes (PVN) is a way of developing student vocabulary in a personalized way while encouraging them to become autonomous learners.

Overview

The basic activity is very straightforward. In and out of class encourage students to write words in their native language when they do not know how to say the English word.

Step 1.  Give students a daily journal or PVN note paper to record vocabulary items.  In my monolingual Japanese classes I write the following instructions:

o PVN:  Personal Vocabulary Noteso If you donít know an English word, write the Japanese, show your partner,

communicate, and then check the English later. Step 2.  Tell students that the class will be "English only" Step 3.  Engage students in some kind of fluency activity and encourage them to write

words in L1 that they do not know how to say in English. Step 4.  As homework have the students look up their PVN and find the English

translations.  They then should write sentences using their PVN.  (To make a manageable workload teachers can ask students to choose just two or three PVN to make into sentences.)

Step 5.  The teacher collects the PVN, checks it, and hands it back the following class. Step 6.  Students keep a section in their notebook for PVN and do follow up activities

with it such as peer teaching and review activities.

In monolingual classes, students can simply show their PVN to communicate, but even in multilingual classes reading the word can be easier to understand than hearing it.   PVN can preserve the "all English" atmosphere in the classroom by acting as a "safety valve" to lower student frustration when they have difficulty expressing themselves.

Creating the Need

To effectively set up PVN in a class, the students must first feel the need to learn vocabulary.  A basic way to focus students and introduce PVN is to give them a fluency task which will require vocabulary that they do not have.  This activity needs to be adjusted to the student level.  For example, for a lower level class you might just have students describe their neighborhoods or what they did over the weekend.  For upper level classes you might have them explain a movie or a current event.  Many students have often developed the laudable habit of using only "easy English" to express their ideas, so it is important to encourage them to write PVN while they

speak, assuring them that they both can use "easy English" and improve their vocabulary.  I often tell students that each lesson they must get at least five PVN per class.  If they do not manage to get five in class, I explain that they need to think of words they want to know outside of class.

Establishing a Routine

It is important to make PVN a habit in class which is easy and natural for students to do.  I have found that a daily journal with a section for PVN (along with class notes, homework, etc.) to be effective.  In this way, students are not searching for scraps of paper to write notes but will have an organized system for recording their PVN.  Whenever they are speaking in class I ask them to keep their journals out on the desks and can easily check if they are writing PVN.

It is also important to discourage dictionary use in class or at least during the communication activity as it disrupts the communicative task.  Students will often pull out their dictionaries or ask me how to say something in English.  In such situations, I just remind them that they can check later and that I do not want them to stop their conversations.  It can also be worth mentioning how many people look up a word, say it, then promptly forget it.

In addition to having students look words up, you can devote class time in which students ask you and their classmates how to say things in English.  Regardless of whether the teacher speaks the L1 or not, this activity can be tremendous in raising student awareness simply in showing how critical the context is in choosing the best vocabulary item.

It is important to clearly model how to look up words using bilingual and learner dictionaries.  You can also encourage students to ask each other for translations.  The important thing is to stress context, as students often just look up words and pick the first translation offered in their bilingual dictionaries.  Teachers should also model how to write example sentences.  Admonish students not to copy dictionary sentences and to make their sentences long enough to show the context.  I usually do this by stressing that they will not receive credit unless they use their PVN to express their own ideas.

Finally, I would note how the PVN routine also engages students in a kind of learner training.  Students learn how to be active and autonomous as they seek out language they want.  The PVN system then asks students to experiment with language, notice their mistakes, and then use it again in conversation.  As learner training it tends to be effective by creating pro-active habits instead of just "talking about" how to be an active learner.

Teacher Response/Feedback

The most important point to keep in mind when correcting PVN is to focus on what the students are trying to say.  Often there is a temptation to "teach" them additional information related to the words they have written.  Keep it simple.  Just check that the sentences they have written are grammatically correct and naturally express the student ideas.  For example a student might write the following sentence: "I went to an alumni association last weekend."

Although it is correct I would have a strong suspicion that what the student wanted to say was that: "I went to a class reunion last weekend."  or "I got together with some friends from high school last weekend."I will usually write these down and ask if this is what the student meant.  In this way, the teacher engages the students in a dialogue about their intended message.  I would avoid explaining exactly what an alumni association is, if the meaning the student is trying to express is simply getting together with friends.  Teachers teach specifically to student needs.  Of course, if a student later asks about the differences between an alumni association and a class reunion the teacher can address that interest.

There are also a great deal of oddities caused by direct translation. For example:

"My hourly wage is 800 an hour."  or "I lacerated my finger."

My goal is to teach students the most natural English for their particular conversational situation (i.e. in class, chatting with friends). It is important in situations like the above to give students feedback on formality and register when offering the following suggestions: "I make 800 yen an hour."  and "I cut my finger."In this way the teacher can bring in more complex aspects of knowing a word in a personal and contextualized way.

Follow up activities in class

Peer Teaching:

One of the first activities that I do and one which I do again and again is simply having students tell each other about the new words they learned.  I usually put the following standard classroom questions on the board and have them talk to several different partners. What new words did you learn?How do you spell that?What does that mean?How do you pronounce that?What part of speech is that?In this way, the classroom questions are re-enforced and students review their own PVN as they teach them to others.  I have found that students feel their need to "learn more vocabulary" greatly satisfied by this simple activity. 

Peer Quizzing:

Another simple activity is to have students exchange PVN and quiz each other.  This can be done by having the tester tell them PVN in Japanese or by reading their example sentence and blanking out the PVN.  For example,  "I _______ _______ with some friends from high school last weekend."

Circumlocution Lessons:

Teach student the circumlocution phrases like "This is a kind of..." and have them explain their PVN, to each other.  The students who are guessing can guess in English or in L1 in a monolingual class (Do you mean...?).  In the latter case, have students be insistent about the guesser getting the exact word.  For example, they would need to guess "outgoing" and not "friendly" (That is close, but...).  This forces students to work on conveying the nuances of different words.

Peer presentations on specific topics:  Later, after student have gotten used to doing PVN you can actually assign topics for them to research and present to the class or small groups.

Other Vocabulary Games/Training:

Once students have a set of words to work with their are any number of games and exercises you can do with them.  Many such activities are outlined in resource books like Vocabulary (Rinvolucri, OUP), and A Way With Words (Gairns and Redman, CUP).  To offer a couple of examples, I have had students organize their words in word stress patterns.  I have also done speaking activities in which students must make short stories using two or more PVN.  Another speaking activity is to have student slip a PVN item secretly in a conversation without the other person noticing.

Concluding Points about PVN

Motivation:

Students are usually much more motivated to remember their PVN than they are a set of vocabulary items they have received from a textbook or teacher.

Class Atmosphere:

PVN provides that safety valve which helps establish an "English only" atmosphere.

Student Need:

PVN addresses individual student needs by encouraging students to find the vocabulary they need to communicate and talk about their experiences.

Contextualized Vocabulary Learning:

The teacher is able to address a great deal of complexity and richness without having to invent a context as the context is already created by the student.

Individualized Attention:

Especially, in large multilevel classes PVN provides the teacher with a time-efficient way of giving attention and feedback on language to individual students.

Vocabulary Awareness:

PVN gives students a much deeper sense of what it is to learn vocabulary and know a word as they get contextualized feedback on words they are using.

Dictionary Skills:

PVN provides a motivating context for teaching dictionary skills again because students are researching their own words.

Material for a Variety of Other Skills/Activities:

Once students have a set of PVN the teacher can use their vocabulary to teach many other points such as circumlocution skills, pronunciation (ex. word stress), grammar (ex. parts of speech)

Learner Training:

PVN engages students in the cycle of noticing their own needs, researching language, trying it out, and learning from their mistakes.

I have shared this technique with many colleagues over the years and it has been received well by both teachers and most importantly students.  I particularly would like to thank Brian Long, Mary Scholl, and Robert Pfeil for their feedback and ideas over the years in developing PVN.

The Internet TESL Journal, Vol. VIII, No. 6, June 2002http://iteslj.org/

http://iteslj.org/Techniques/Kurzweil-PVN.html

Kumpulan Judul Skripsi Pendidikan Bahasa   Inggris

25 12 2009

Berikut ini adalah kumpulan judul skripsi mahasiswa jurusan Pendidikan Bahasa Inggris UIN Alauddin Makassar Angk. 2003 s/d 2005. Semuanya saya dapatkan dari Buku Alumni Wisuda ke-53 Tahun Akademik 2007 – 2008 di UIN Alauddin Makassar, kampus tercinta saya.

Bagi teman-teman yang ingin melanjutkan penelitian atau berniat membahas materi ini, semoga Allah menunjukkan kemudahan dalam pelaksanaannya.

1. The Application of Grammar Practice Activities in Communicative Language Teaching (CLT) Method to Improve The Grammar Ability of The First Year Student at SMU Negeri 3 Makassar (Ulfiati Arsyad)

2. The Influence of Peer Response in Writing Process to Improve Students Writing Ability : A Case Study at The Tenth Grade of United English Forum (UEF) Makassar (Marzuki)

3. Using Parallel Writing Technique Through Song to Improve The Writing Ability of The Second Semester Student of English Language and Literature Department of Adab Faculty of Alauddin Makassar (Ibrahim Manda)

4. The Application of Dictoyloss Teaching Strategy in Improving The Students English Achievement of The Second Year Students of SMA 3 Makassar (Mustakim)

5. Improving the Reading Comprehension of The Second Semester Students of PIKIH Program of UIN Alauddin Makassar (Wahyuni Arif)

6. The Application of Graphic Organizer Method in Improving Reading Comprehension of SMA Negeri 3 Makassar (Nirwana)

7. The Use of First Language Acquesition Approach to Teach in Speaking in Improving The Students Proficiency of PIKIH Program UIN Makassar (Hasanuddin)

8. The Effectiveness of Self Assessment Techniques in Improving Students English Speaking Proficiency at PIKIH Program of UIN Alauddin Makassar (Ahmad Hidayat)

9. The Effectiveness of English Comp. Program in Increasing The Second Year Student Interest in Learning English of Madrasah Tsanawiyah Negeri Reok in Nusa Tenggara Timur (Ema Ulfa Jihadah)

10. The Effectiveness of Imaginative Reading Materials in Improving Reading Comprehension of The Second Year Students of SMP 2 Arungkeke Jeneponto (Al-Sumarni)

11. Using Schema Activation Strategy to Increase the Second Year Students Reading Comprehension at SMP Muhammadiyah 1 Makassar (Asirah)

12. Developing the Students Ability in Writing Paragraph Through Quick writing at The Third Year Students of Madrasah Aliyah Syekh Yusuf Sungguminasa (Supriadi L.)

13. The effectiveness of The Aesthetic Realism Method in Improving Reading Skill at The Fourth Class at the Elementary School 141 Tuppu Kec. Lembang Kab. Pinrang (Nursia Umar)

14. Improving The Student Ability in Mastering Vocabulary Trough Word wish Game at The Fourth Year Student of Romang Polong Gowa (Islamiyah)

15. Improving Students Reading Comprehension Through Reading, Encoding, Annotiating, Pondering (REAP Technique) (A study at The Second Year Students of MA Madani Pao-Pao (Zevilia Rosita)

16. The Effectiveness of Word Analogies in Improving the English Vocabulary Mastery of The Second Year Students of SMA 1 Bontomarannu (Said Mulyadi)

17. Teaching Vocabulary Through Riddles to The Second Year Students of MAN Suli Kab. Luwu (Nurhaerah)

18. The Application of Personal Vocabulary Notes (PVN) Technique to Develop Students Vocabulary at The Second Year Students of SMA Muhammadiyah Kalosi Enrekang (Hariani)

19. Developing The Sixth Student Vocabulary Through Human Learning System of Private Primary School of Kampung Baru of Polman Regency (Sudarlam)

20. The Effectiveness of Based Problem Learning Strategy in Improving Students Speaking Skill at The Third Year Students of MA Bukit Hidayah Islamic Boarding School of Malino (Syafruddin Ishak)

21. Application of Exposition Strategy in Improving The Reading Comprehension of The Second Year Students of SMU Muhammadiyah Sungguminasa Gowa (Sunarti Pridayani)

22. Improving The Students Ability To Translate Texts Book Through Sentence Component Identivication (Muh. Ikhsan)

23. Using Skills Circuits to Improve The English Vocabulary Achievement of The Second Year Student at The MTs. Muallimin Muhammadiyah Makassar (Nurfaridah Budiman

24. Using Directed Reading Activity Strategy to Improve The Reading Comprehension of The Second Year Students of SMP Aisyiah Sungguminasa (Sukmawati)

25. The Roles of Args Model in Improving Students Motivation in Learning English Study at The Second Year Students of MTs. Pesantren Istiqomah Salumakarra Kec. Bupon Kab. Luwu (Nurwati)

26. Improving The Second Year Students Vocabulary of Madrasah Aliyah (MA) Madani Pao-Pao by Using Preview in Context (Rini Apri Susanti)

27. The Use of Guided Writing Procedures in Improving The English Writing Proficiency of The Second Year Student of SMA 1 Campalagian Polman Regency (Nasruddin)

28. Improving The Students Writing Ability Through The Circle Game at Muhammadiyah Sinjai (Yasni Siswani Syam)

29. The Effectiveness of English Technique As a Local Content at Elementary School (Study in Kec. Pitu Riawa Kab. Sidrap Academic Year 2007/ 2008 ) (Satrina)

30. The Casual Factors of The Third Year Students Difficulty in Learning Speaking at MTsN. 1 Wawotobi (Nirsan Yaningsih)

31. The Application of Directed Activities Redacted To Text (DADT) Method in Improving The Reading Comprehensions Ability of The Third Year Students of SMP 3 Ulilalau Soppeng Regency (Alimin)

32. The Effectiveness of Using English Song in Improving The Students Ability in Writing An Essay At The Second Year of SMAN 1 Bupon Kab. Luwu (Risqa)

33. The Use of Dictoglass To Increase The Students Speaking Achievement At The Third Year Students of SMP Negeri 1 Mattiro Sompe Kab. Pinrang (Anwar Arifin)

34. Study of The Effectiveness of Martessari Method in Kindergarten in Developing Students Skill (Besse Winda)

35. Sing Incidental Vocabulary Acquisition Method to Improve Students Vocabulary Mastery at The Second Year Students of SLTP Negeri 2 Pinrang (Rahmiati)

36. The Correlation Between The Students Learning Styles And Paragraph Organization Style at The English Education Department of UIN (Ahmad)

37. Motivating the Students With Disruptine Behavior in Learning English Through Brain Based Learning Method in Grade XI of SMA 14 Makassar (Resty Amaliah Sayuti)

38. Analyzing the Item Feasibility of English Test Used At SMA Negeri 9 Makassar (Khadijah Saenong)

39. Improving The First Year Students Achievement Through Recitation Techniques At MTs. DDI Majene (Mardiah)

40. Reducing Students Anxiety to Speak English Through Tense – Free Class Environment (A Study of The Third Year Students of MAN 1 Sinjai Utara, Sinjai) (Sudarmi)

41. Improving the Second Year Student English Speaking Ability Through Self Talk Strategy at MA Perguruan Islam Syekh Yusuf Sungguminasa Gowa (Muhammad)

42. The Implementation of Porto Polio Assessment in English Learning of SMUN 1 Pare-Pare (Zulkarnaen Sultan)

43. The Use of Start Simple Stories (SSS) Extensive Reading Method to Make The English Reading Learning Effective at The Second Year Students of MAN Model Makassar (Sutrismi)

44. Applying Top Down Processing Strategy in Improving Students Listening Comprehension at The Second Year of MA Islamic Boarding School Bone Regency (Muh. Fadli Mangenre)

45. Improving Students Reading Comprehension of The Second Year Students of MAN 2 Pare-Pare Through PSQSR (Tina Hastuti)

46. Improving The Students English Achievement Through Four by Four Thematic System at Grade XII of SMA Negeri 1 Bantaeng (A. Nunung Bakhtiar)

47. Improving The Second Year Students Listening Comprehension Skill Through The Application of JIGSAW Techniques at MAN 1 Makassar (Kartikawati)

48. The Effect of Cooperative Learning on Students Vocabulary Achievement Through The Application of Number Head Together to The Second Year Students at SMP 1 Bontotiro Bulukumba (Sri Andayani Lestari)

49. The Correlation Between The Students Prior Knowledge and Their Writing Achievement of The Third Year Student of MA Madani Alauddin Pao-Pao (Mardiana)

50. The Responses of Students and Readmes if Teachers For Developing of English Teaching System in KTSP Curriculum DDI Baruga (Rahmat)

Saya, Abied, dari sebuah tempat paling indah di dunia.

Salam …

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Tanggal : 25 Desember 2009