Inside Outside Circle

Description
Inside Outside Circle is a kinesthetic activity that involves all students in the class and that facilitates
short exchanges between students.
Method
The teacher:
• forms two concentric circles containing the same number of students. Students in the inside circle
face a partner standing in the outside circle.
• asks students from the inside circle to share something with their partner in timed activity.
• has students reverse roles. The students on the outside circle share with their partner,
• controls the timing, e.g., “Outside circle, it’s your turn to share for one minute.”
• has the inside circle rotate and the students turn to face their new partner. Repeat steps 2 and 3.
Considerations
Inside Outside Circle:
• engages all students simultaneously;
• pairs students briefly with classmates with whom they may rarely work;
• allows the teacher to spontaneously increase or decrease the number of different student pairings that
occur.

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SUGGESTOPEDIA

SUGGESTOPEDIA

LEARNING PRINCIPLES

·         Attempts to maximise the brain power of learners

-      As we get older we adjust our personalities to social norms Our learning ability is inhibited

-      Using suggestion we can re-integrate those capabilities

-      The learner is encouraged to be like a child: Infantilization

·         The use of classical music creates a “relaxed concentration” which leads to “superlearning”:

-      Learners follow the rhythm of music and relax

-      Learners are able to memorise huge amounts of information

·         Everything is aimed at promoting the learning hypothesis (LH

SUGGESTOPEDIA

TEACHING PROCEDURES (I)

·         Two key factors in suggestopedic teaching:

a)    Memorizing

b)   Integrating

A.   Memorizing:

1.     The text is read with acompanying classical music

2.    Teacher’s voice harmonizes with the rhythm of music

3.    SS given a translation of the text. Later it is taken away

4.    Passive session: SS close their eyes and listen Teacher is an authoritative figure: tells the students that the session will result in memorization (placebo effect)

SUGGESTOPEDIA

TEACHING PROCEDURES (II)

B.     Integrating:

·         Teacher communicates the LH verbally and nonverbally: I can use the language. I’m learning the language

·         Language is reinforced with music &/ teacher actions

·         Language is integrated into the SS’ personality using different activities (Repetition is avoided):

–      Acting out portions of the text

–      Singing songs/ playing games

–      Telling stories

–      Carrying out short conversations/ emotional role-plays

·         SS don’t do homework. They read the text before going to bed

SUGGESTOPEDIA

EVALUATION

·         Like other humanistic methods emphasis is placed on creating a relaxed environment and eliminating anxiety so as to facilitate learning

·         The amazing results reported in Lozanov’s data (1000 words x hour) have been shown to be questionabl

·          Its practical implementation is difficult (small groups, confortable armchairs)

·         Ismemorization important in Language Learning

·          Mechanical repetition is avoided (varied activities)

·         Its influence upon modern L2 teaching methodology is very limited

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Picture Series Technique

Skill                             : Writing (Narrative Paragraph)

Component                : Vocabulary and Grammar.

Description    

This technique uses the series of picture to elicit a story from the student. In addition, the teacher present the ordered picture series to the student and ask the student to tell about the pictures being presented, each picture will tell about the different events, characters and situation which indirectly guide the student to build a simple story. This technique is expected to increase students’ ability in composing a short narrative paragraph and also to add some new vocabularies.

Aim     : to draw on children’s language resources to tell a story. Develop students’ creativity

Preparation :

1.      Find a story and adapt it where necessary to suit your students

2.      Make the flash cards which divide the story into some parts.

3.      Prepare the possible pre- teach vocabularies that may be used in applying the technique.

Steps

1.      Pre-teach the necessary vocabularies, example, if you use the “Three Little Pig” story, the vocabularies could be wolf, blow, run, straw, wood and bricks. Make sure the students understand about the vocabularies that are given. If the story is in the past form, make sure the student recognize the past form of those vocabularies, the teacher could give “simple past tense” at first.

2.      Explain to the students that you are going to tell them a story, but in this case, you can’t speak because of certain thing (e.g. You have sore throat). You only can use the pictures and mime; therefore, they must try and guess what you are trying to say. Don’t forget to give them the title of the story.

3.      Show the pictures to the students and elicit some sentences from the students. Use gestures such as nodding, shaking your head to correct them until you have got more or less what you want. Get one or two children to repeat the sentence.

4.      Compose all the student’s opinions and make a full story. Moreover, read the story for your students.

Advantages                : the advantage of this technique can be formulated as follow:

1.      The students easily compose the story because there are pictures that will guide them step by step to make a full story.

2.      The students will feel relax in composing the story as they feel that they are playing with the cards (pictures).

3.      They are not being forced to build a story and their confidence is gradually increased.

4.      There is habit formation in this technique ( building knowledge, modeling, construction and self-construction)

Disadvantages            : as nothing perfect in the world, so does the technique. This technique has its own weaknesses namely:   

1.      Students which have lack of vocabulary will find difficulty to compose the story

2.      The teacher will difficult to consider the time to show each picture, it depend on the students’ ability.

3.      The class will be noise if the teacher can’t manage the class well.

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INSIDE / OUTSIDE CIRCLE TECHNIQUE

Contoh tugaz SEMINAR ON TELF Unmas Denpasar

SEMINAR ON TELF

BY

Made Agus Sawindra

N.P.M : 09-3344

Class : VI I

ENGLISH DEPARTMENT

THE FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI UNIVERSITY

DENPASAR

2012

INSIDE / OUTSIDE CIRCLE TECHNIQUE

Skill : Listening and Speaking (Public Place)

Component : Vocabulary

Definition of techique : 
A method of learning in which students share information at the same time, with a different partner with a brief and orderly. A tactic that involves placing students in two circles – one – circle within the other – so that they face each other. This structure facilitates dialogue between and encourages community building.

Aim : to review vocabulary terms and getting information about the subject (Public Place).

Preparation :

1.      Find a subject (Public Place) and adapt it where necessary to suit your students

2.      Prepare the possible pre- teach vocabularies that may be used in applying the technique.

Step to teach :

1.      The teacher explains the learning objective (Public Place)

2.      Divide students into 2 equal groups.

3.      One group forms an inside circle and the other group will the form another circle around the outside of the first.

4.      The inside circle turns and faces the outside circle forming pairs.

5.      The teacher provided a question to be discussed and assigns either the inside our the outside circle to shared their thoughts their patner first. When the person finishes, the other person shares their thoughts.

6.      To increase accountability the teacher will ask individuals to shared what their partner said.

7.      After discussion with patner, student (inside / outside circle) will be cued to rotate (clockwise or counter clockwise) and face a new patner.

8.      Now turn on the outside circle of students who gave the information. so forth

Advantages:        

The advantage of this technique can be formulated as follow :

1.      This technique can make the students get different information at the same time on the material being taught (Public Place).

2.      These techniques can make students more easy and fun in learning English.

3.      This technique can make the students improve vocabulary and also to review the vocabulary terms.

Disadvantages :

As nothing perfect in the world, so does the technique. This technique has its own weaknesses namely :

1.      This technique (inside / outside circle) requires a large classroom so that teachers difficult to apply this technique if the classrooms are too small.

2.      This technique is too long to do so that students are not misused for concentration and abused for joking or teacher difficulty in manage classroom activities.

3.      This technique is complicated to do.

REFERENCES

Anonim, 2010. Inside-Outside Circle.

Available at:

 http://wvde.state.wv.us/strategybank/Inside-OutsideCircle.html/

Opened: 10.10.2010

Widodo, 2009. Technique Inside Outside Circle.E

Available at:

http://wyw1d.wordpress.com/2009/11/10/model-pembelajaran-24-inside-outside-circle-spencer-kagan/

Opened: 09.11.2009

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Descriptive paragraph

 

1. Definition of Descriptive Paragraph

Descriptive paragraph is paragraph which expresses or describes place, thing and person in such vivid detail that the readers can easily visualize the described place, thing and person, or can feel that they involve in the experience.

2.     Generic Structure

      Descriptive paragraph is intended to describe place, person, and thing so that the reader will be able to visualize the descriptions. Writing descriptive paragraph, generally, you have to regard as the following generic structure of descriptive paragraph:  

a.      Identification

Identification is a part in which you identify or write the recognition; moreover, it can be a general statement about place, person, or thing that you want to describe.

b.      Descriptions

Descriptions are vivid detail of place, person, or thing that you want to describe so that the reader can easily imagine or picture the descriptions, or they can feel that they involve in the experience. 

c.      Conclusion

The last part of descriptive paragraph is optional (i.e. it may be included or not). In this part, you conclude the paragraph or restate the identification or general statement.

 

3.  Characteristics of a Good Descriptive Paragraph

Instead of having characteristics a good paragraph as what has been previously stated in module 1 (i.e. topic sentence, supporting sentences, unity and coherence), www.kangguru.org writes a good descriptive paragraph should also possess the following characteristics:

•  Using imaginative language, interesting comparisons and images that appeal to the reader’s senses 
• Using specific and concrete vocabulary to describe details.
• Involving the reader enough so he/she can actually visualize or picture the things, person or people being described.
• Using appropriate transitional phrases so that the paragraph will be well organized and structured.    
•  Considering the purpose and audience of the paragraph.

 

Examples:

Slash

Slash is one of my favourite guitar players. Even though his skill is not good enough, his style in playing guitar amazes me. He is tall; moreover, he has white skin with a hairy skull and his name tattooed on his right upper arm. Besides, he has special characteristic that differentiates him with other guitarists. For example, his long black curly hair covered by magician hat and tight skin pants always accompany him when he rocks his fans with ‘Les Paul Gibson’. Instead of these, he also uses some accessories such as rings, silver bangles, skull necklace, and a gold ‘nose ring’ jabbed on the right nostril. To summarize, Slash is very stylish rock guitarist in his period.

Sumber : Subject Writing 2, Smster/Class 3 I, Mahasaraswati University Denpasar (Unmas) lecture : Mr. Budi.

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