For My Mom..

PERAN IBU MASA KINI

      Ibu adalah orang yang paling mulia di dunia ini. Kemuliannya tidak akan pernah bisa dibandingkan dengan siapapun, sekalipun sekaliber Mr.President. Rasulullah aja bilang "ibumu,ibumu,ibumu baru bapakmu". Tiga berbanding satu. Kenapa lebih dimuliakan ibu daripada bapak ?(bukan berarti sebagai anak kita boleh melawan sama bapak..durhaka juga akibatnya). Hal ini tidak terlepas dari peran ibu dalam membesarkan dan mendidik anaknya. Secara prinsip, ada dua tugas utama dari seorang ibu. Pertama, membesarkan anaknya. Tugas ini sudah dimulai sejak anak masih ada dalam kandungan. Mulai dari bentuk saripati sebagai proses awal pembentukan anak sampai anak tersebut dilahirkan, akil baligh, bahkan sampai anak tersebut tua masih saja ada kontribusi ibu dalam kehidupan sang anak (bayangin ya yang calon ibu..kudu dipersiapkan matang-matang..baik fisik maupun mental). Kedua, mendidik anaknya. Tugas ini sebenarnya juga sudah dimulai sejak anak sudah ditiupkan ruh kedalam jasadnya. Tugas ini erat kaitanya dengan kesuksesan anak dalam hidup. 

     Peran ibu sebagai pendidik ini sangat dipengaruhi oleh era yang dihadapi pada saat itu. Tantangan Ibu zaman dulu dan sekarang sangat jauh berbeda. Perbedaan ini dipicu oleh perkembangan zaman yang membuat tantangan tiap zaman itu berbeda. Zaman dulu orang tua tidak dipusingkan dengan pengaruh kemajuan teknologi (PS, Game OnLine, etc). Tapi pada saat ini hal itu menjadi tantangan utama. Zaman dulu orang tua tidak dipusingkan dengan pengaruh Napza, tapi pada saat ini hal itu jadi perhatian utama. Kesimpulanya, Tantangan ibu masa kini lebih berat daripada ibu pada zaman dulu. Untuk itu perlu peran yang lebih bagi Ibu pada masa kini.

    Ibu pada masa kini harus punya pengetahuan tentang perkembangan anak sehingga dia bisa mengetahui setip proses dari perkembangan buah hatinya(bukan maksudnya Ibu zaman dulu ga butuh pengetahuan tentang anaknya, tapi sekarang harus lebih didalami). Penciptaan lingkungan yang baik perlu menjadi perhatian utama. Hal ini sesuai dengan Misi Pendidikan Nabi Ibrahim yang kala itu menitipkan anaknya Ismail di tempat yang Mulia yakni Baitullah. Hal ini mnggambarkan bahwa dalam proses mendidik anak, lingkungan berperan penting. Semoga kita sebagai anak, mempunyai ibu yang luar biasa, sebagai suami kita mempunyai istri yang luar biasa untuk anak kita, sebagai Adik, kita mempunyai kakak yang luar biasa untuk ponakan kita, dan sebagai kakak, kita mempunyai anak yang luar biasa untuk anak-anaknya. Amin ya rabbal 'alamin..(Seharusnya tulisan ini saya post kan tanggal 22 Desember 2012 bertepatan dengan hari Ibu..tapi karena kesibukan yang lain makanya baru hari ini..Begitu lah anak yang karena kesibukannya kadang lupa dengan Ibu nya..padahal Ibunya ga pernah lupa barang sedetik pun..I Love My Mom..the wonderful woman).

  

Source : http://www2.aasa.ac.jp/~dcdycus/LAC99/MAR99/david399.htm

Literacy Across Cultures March  1999 3/1

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Acquiring Communicative Competence in the Reading Classroom

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Maya Khemlani David
University of Malaya
Kuala Lumpur, Malaysia

Introduction

        The notion of social acceptability and the correct use of language depends on what we understand of the norms of behavior in the target language. If the goals of language teaching are to enable the learner to communicate with both native and non-native speakers in English, then it is important that the norms of language behavior of interlocutors from a range of different cultures are also taught in the English language classroom. This means that the learners must not only be linguistically competent but also communicatively competent, having "the knowledge of linguistic and related communicative conventions that speakers must have to create and sustain conversational cooperation" (Gumperz 1982, p. 209). The differences in accepted norms of behavior are generally reflected in speech acts. The analysis of speech acts by Searle (1969) is of great interest in this connection because explicit criteria for the functions of speech acts are proposed. In a speech act the relationship between grammatical form and communicative function is accounted for by saying that each utterance is associated with a certain illocutionary force indicating device or illocutionary act potential (Searle, 1969). However, speech acts are not comparable across cultures (Schmidt and Richards, 1980). Culture-specific speech acts necessitate a familiarity with value systems. Only then can the illocutionary force behind the speech act be understood. Learners of English must be made consciously aware of the differences in certain speech acts when used by a native speaker of English and by a second language learner of the language because the values and cultural norms underlying the English language which a non-native speaker uses are not necessarily the same as those of a native speaker.

          Kachru (1996, p.97) states that the new cultures in which English has been or is in the process of being nativised have their own necessities for politeness, apology, persuasive strategies, and so on. Consequently, there are many norms of speaking. Reading teachers must not only be aware of cultural and socio-linguistic differences underlying the communicative behavior of native and non-native users of English, but also transmit such awareness to their learners. This paper argues that a higher proficiency reader can be made aware of the values and cultural norms of a specific community through studying illustrations of speech acts in literary texts. It is further argued that the learner of English can make use of such texts to become aware of the way people speak in different cultures, even when the language used is the same, i.e. English. The reading teacher's role can and should include making language learners aware of such pragmatic differences in speech act realizations. To demonstrate how this can be done, examples of the speech act of giving and responding to compliments are given using excerpts from a literary text. A text about the experiences of an American traveling in Japan provides examples of differences in the way Japanese and Americans respond to compliments. These examples are analyzed to highlight the cultural differences that underlie them, and suggestions are given for raising students' awareness of these cultural differences to improve their communicative competence.

Compliments

          Compliments are primarily aimed at "maintaining, enhancing, or supporting the addressee's face" (Goffman, 1967). Compliment-giving and responding behaviour are used to negotiate social identities and relations. Consequently, inappropriate choice of responses can lead to a loss of face. Manes and Wolfson (1981) research the infinite number of indirect realizations of a compliment and Chick (1991) investigates the many realizations of the responses to compliments. Chick's (1996) study shows significant differences in the frequency and use of response strategies by different ethnic groups in the University of Natal, Durban campus. For instance, the Indian sample tended to give priority to the principle "avoid self-praise" over the principle of "agreeing with the speaker." In another study, Olshtain and Weinbach (1988) looked at 330 Israeli and 330 American responses to compliments and concluded that Israelis accepted a compliment with greater difficulty than Americans. The American subjects were likely to say "thank you" while the Israelis tended to apologise or to be surprised. Thus it can be seen that in some cultures an acceptance of the compliment is the norm, while in other cultures an acceptance would signify some derogatory connotations about the interlocutor who accepts the compliment.

            Specifically regarding the Japanese, there is prototypical agreement among researchers that common responses to compliments are denial and avoidance. Saito and Beecan's (1977) study shows Japanese normative response to compliments is a mixture of mainly negative ways manifested by denial and avoidance, but may also at times use positive responses manifested by gratitude.

         There has been much interest in the teaching of pragmatic transfer of speech acts across cultures. Olshtain and Cohen's (1991) article on the teaching of speech behaviour to non-native speakers of English defines a compliment as a speech act to express solidarity between speaker and hearer and to maintain social harmony. This goal will not be achieved if speakers/learners are not aware or made aware of the variations in response patterns across cultures. For example, Saito and Beecan's (1977) study showed that when responding to compliments, American learners of Japanese did not use avoidance as much as native speakers of Japanese. This minimal use of the avoidance strategy as compared to the common use of it by native speakers of Japanese could lead to misunderstanding, undermining the intended goal of maintaining social harmony. Findings like these demonstrate the need for teaching target language learners to recognize culturally-based differences in complimenting behavior.

Materials and Methods

         Dunham (1992) describes a series of techniques for teaching complimenting behaviour, comparing how it is done in different cultures. The techniques include phrase lists and role play. However, one unmentioned technique is using selected target-language reading texts which contain extensive dialogue between members of different speech communities as a source for consciousness-raising of the many manifestations of the response patterns to compliments. Teachers can compile extracts of such dialogues for comparison and discussion.

         This discussion shows how excerpts from a literary text, Bicycle Days by John Burnham Schwartz, were used in the classroom with the aim of showing different speech realizations for responses to compliments by English and Japanese speakers. Of course, different books can be used according to content and teaching goals. Regardless of which book is used, the role of the teacher is to alert and sensitize students to the differences in the communication styles and expectations of interlocutors from different cultures. As shown below, the selections from the text can be used as a springboard for further discussion and analysis. Links between such realizations and cultural norms can be made explicitly by the teacher or through awareness-raising activities by students. Analysis can help learners learn to adapt their responses to a compliment in such a way that it aligns with the value systems of the interlocutor.

Analysis of Text

Examples (presented below) from Bicycle Days, a record of a young American's sojourn in the social and business worlds of Japan, show many responses to compliments both by Japanese and American interlocutors which demonstrate cultural differences in responding to compliments.

Example 1
Alec (the American) to Mrs. Hasegawa (his Japanese hostess) (p. 42)
Alec: The sukiyaki is delicious
Mrs. Hasegawa: No, it is terrible.

Example 2
Alec to a Japanese woman (p. 166)
Alec: Your blouse is beautiful.
Japanese woman: No, it is nothing.

In examples 1 and 2 the Japanese disagrees with and denies the compliment. Humility and modesty, part of Japanese cultural norms, are reflected in such a denial. Negating a compliment is a deferential act aligned with cultural norms and value systems (Saito and Beecken, 1997). The reading teacher can then use these examples as a trigger to ask the following questions: "How would you react to such a compliment in L1? In L2?" and "Is the Japanese hostess rude in not responding to the response in example 3?".

Example 3
Alec to Mrs. Hasegawa (p. 248)
Alec: Your dress is very pretty, mother.
Mrs. Hasegawa: Eat.
Alec: The shrimp is delicious.
Mrs. Hasegawa: Eat the rice, too.

Example 4
Alec to a Japanese girl (p. 51)
Alec: Nice to meet you. Your English is terrific.
Japanese girl: Not true, but thanks anyway.

Example 5
Alec to a Japanese girl (p. 98)
Alec: You have a good voice.
Japanese: Thank you but I do not practice enough

Example 4 shows that with the young Japanese interlocutor Alec receives a negation of the compliment followed quickly by thanks, whereas in example 5, although the Japanese speaker initially begins by thanking, this response is quickly followed in the same turn by a demeaning of self ("I do not practice enough"). The compliment is downgraded in the response. However, in sharp contrast, Alec's American friend immediately responds to a compliment by thanking Alec in Example 6 (below).

Example 6
Alec to American friend (p. 176)
Alec: You look good, too.
American friend: Thanks.

Instead of doing the analysis for the students, the teacher could ask leading questions or a broader question like, "Is there any difference you see in the way the Japanese and the American respond to compliments? Compare examples 3-6."

Example 7
Alec with Japanese grandparents of his hostess (p. 152)
Grandfather: Grandmother makes the best nabe in Japan. The best.
Grandmother: It is not true Alec. My husband is only teasing me. Besides, Alec is helping me. He is a very good cook
Alec: (silent)

In example 7, the Japanese grandmother not only rejects her husband's compliment but in turn uses this as an opportunity to pay a compliment to Eric. Eric, the American, who would normally accept a compliment by thanking the speaker, ignores this compliment and does not respond to it. Perhaps he does not perceive it as a compliment but as a means used by the Japanese grandmother to reduce the compliment by deflecting the compliment to Alec.

The teacher could at this juncture also use this opportunity to discuss the different functions of compliments. What appears to be on the surface a compliment could be meant as a sarcastic comment, or a joke, or in this case perhaps a saving of Alec's face, if this was the intent of the Japanese host. The teacher could also use such dialogues to discuss the realisations of not only the responses but also the form and nature of the compliments themselves: the number of times people compliment, the kinds of things people compliment, the words used and how they differ from culture to culture.

Thus, it can be seen that in such an analysis, the teacher can use the text to make the language learner not only aware of cross-cultural differences in responses to compliments but also of the nature of a given compliment itself.

Conclusion

            This paper advocates an additional dimension to the role of the reading teacher. The teacher has to make advanced language learners aware of cross-cultural differences in communication. Responses to compliments and other speech acts vary across cultures. Responses to compliments include acceptance of the compliment, deflecting and even ignoring it. The language teacher in the reading classroom can make use of appropriate reading texts as a starting point to such cultural awareness. While this paper provides examples of the responses to only one speech act, compliments, literary texts can be used to sensitize the more proficient language learner to socio-cultural ramifications of a range of speech acts.

References

Chick, J. K. (1991). An ethnography of a desegregating institution: Research in progress. Language in Society, 14 (3), 299-326.

Chick, J. K. (1996). Intercultural Communication. In S. L. McKay and N. H. Hornberger (Eds.), Sociolinguistics and Language Teaching (pp. 329-348). Cambridge: Cambridge University Press.

Dunham, P. (1992). Using compliments in the ESL classroom: An analysis of culture and gender. MinneTESOL Journal, 10, 75-85.

Goffman, E. (1967). Interaction rituals: Essays on face to face behavior. Garden City, New York. Doubleday.

Gumperz, J. (1982). Language and social identity. Cambridge: Cambridge University Press.

Kachru, B B. , and C. L. Nelson. (1996). World Englishes. In S. L. McKay and N. H. Hornberger (Eds.), Sociolinguistics and language teaching (pp.71-102). Cambridge: Cambridge University Press.

Manes, J. and N. Wolfson. (1981). The compliment formula. In F. Coulmas (Ed.), Conversational routine: Explorations in standardized communication situations and prepatterned speech (pp. 115-32). The Hague: Mouton.

Olshtain, E. and Cohen, A. D. (1991). Teaching speech behavior to non-native speakers. In M. Celia-Murcia (Ed.), Teaching English as a Second Language or Foreign Language (pp. 154-169). New York: Newbury House/Harper Collins.

Olshtain, E. and Weinbach, L. (1993). Giving and responding to compliments: Characterising compliments in Israeli society. Hed Haulpan, 53, 35-39.

Richards, J. C. and R. W. Schmidt. (1983). Conversational analysis. In J.C. Richards and R.W. Schmidt (Eds.), Language and Communication (pp. 117-54). London: Longman.

Saito, H. and Beecken, M. (1997). An approach to instruction of pragmatic aspects: Implications of pragmatic transfer by American learners of Japanese. The Modern Language Journal, 81 (3),363-377.

Schmidt, J. B. (1986). Bicycle Days. Penguin: London.

Searle, J. (1969). Speech Acts. Cambridge: Cambridge University Press.

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Maya Khemlani David can be contacted at: Faculty of Languages and Linguistics, University of Malaya, Kuala Lumpur, MALAYSIA; e-mail <mayadavid@ geocities.com>.

Source: http://thtandlcab-football.com/2012/04/29/lionel-messi-a-phenomenon/

Lionel Messi – A Phenomenon

            So it happened , Lionel Messi has now become Barcelona’s all time top goalscorer with 236  goals at the age of 23. Another hat trick last week saw Messi overtake previous record holder Cesar Rodriguez and grab headlines all around the world in doing so . He has since extended that record with another two goals and who knows how many he will end up with if he continues to produce such amazingly high standards. Leo Messi has now rightly been elevated to Legend status at Barcelona (in truth he already was before he had broken the record) and he really is a truly fabulous footballer playing in a truly fabulous football team, but it all could have been so different from where he began his journey.

          Born in Rosario, Santa Fe, Argentina, Lionel Messi began playing football from a young age and developed his skills at around at the age of 5 years old playing street football before joining Grandoli (a local team), for whom Lionel’s father was a coach. A few years later Messi moved to Newell’s Old Boys who were based in his home city of Rosario. Lionel continued his development at Newells but at the age of 11, he was diagnosed with a growth hormone deficiency. By now Lionel’s potential had ensured that other clubs were taking notice and Argentinian giants River Plate were keen to take Messi , but did not have enough money to fund the treatment for Lionel’s condition, which cost around $900 a month.

          Lionel’s family were keen to find a club who could fund his treatment therefore some relatives of Messi’s family who lived in Catalonia, contacted Barcelona and highlighted not only Messi’s ability but the predicament he was in back in Argentina. The family spoke to Carles Rexach, the sporting director of FC Barcelona, and he arranged a trial for Messi which changed his life forever.  When Lionel and his father arrived in Catalonia for his trial, Barca scouts and coaches were very sceptical about his size and whether he had any future as a footballer ! After the trial they were still unsure, they were in no doubt he had the quality, but he didn’t have the size to match it. In fact, Barcelona almost sent Messi away without signing him as some of the directors were not convinced as it would be quite a commitment to rehouse his family and pay for the growth hormone injections, for someone who was just a very promising youngster and not a ready-made first team player. Messi won some admirers though including Carles Rexach as they had enough belief in his ability to offer him a contract at the club.  In fact  it has been reported that Rexach was so keen to sign him  that, with no other paper at hand, he offered Messi a contract written on a paper napkin ! The contract offer stated that Barcelona would pay for Messi’s medical bills if he was willing to move to Spain. Messi and his father moved to Barcelona where Messi enrolled in the club’s youth academy.

Lionel Messi left Newell’s youth team  in 2000 and moved with his family to begin his new life in Europe and to undergo treatment for his growth condition. Messi played in Barcelona’s junior  teams from 2000 to 2003 (scoring 37 goals in 30 matches in Cadete A). That was just the start for Lionel who then played for Barcelona’s various youth and reserve teams and the goals continued to flow as the treatment helped him develop his speed and strength to go with his already undoubted ability.

Lionel Messi’s first appearance in the Barca first team came in a Friendly against FC Porto aged just 16 years 145 days. However, less than a year after that start, then Barcelona manager Frank Rijkaard gave him his league debut against RCD Espanyol on 16 October 2004 aged 17 years and 114 days. In making that debut Messi became the third-youngest player ever to play for Barcelona and youngest club player who played in La Liga in the process. Messi also went onto become the youngest player ever to score for Barcelona in La Liga when he scored against Albacete at the Nou Camp on the 1st of May 2005,  but Bojan Kricic later broke both of those records.

            Who would have guessed when that goal went in that it was just the beginning for Lionel, as he was about to embark on an incredible journey that would take him to be their top scorer in just a few short seasons. After that goal , Leo Messi was really just a bit part player for a couple of seasons and it was not until the 2006/7 season that he really established himself in the Barcelona first team by scoring 14 goals in 26 games including a hat trick in the ‘Classico’ . SInce then the goals have flowed  and flowed as well as the general performance level of Messi. His goal ratio has increased season by season since then as can be seen by these stats below :

2006/7  Season  14 Goals
2007/8 Season   16 Goals
2008/9 Season  38 Goals
2009/10  Season  47 Goals
2010/11  Season  53 Goals

And so far this season he has scored 56 Goals including 36 goals in La Liga ! Quite simply an amazing set of statistics for a boy that Barcelona almost turned their noses up at when he  arrived for the trial as he was so small. He still is one of the smallest players around but now he’s also one of the hardest players to knock off the ball and his dribbling ability is second to none and Barcelona have played an integral role in his development into the ‘World Class’ player we see before us today.
As well as the numerous goals that Messi has scored for Barcelona he has won a whole host of trophies and personal awards.
          Already in his short career Messi has won five La Liga titles, three Champions Leagues (scoring in two of those finals, against Manchester United in both 2009 and 2011. He did not play when Barcelona defeated Arsenal in 2006, but received a winners’ medal).
Messi became the first player to win the Champions League top scorer title for three consecutive years.
          Messi is the fourth football player to win three Ballons d’Or, after Johan Cruyff, Michel Platini and Marco van Basten. As well as this he is only the second player to win three consecutive Ballons d’Or, after Michel Platini.
        In 2012, Messi made UEFA Champions League history by becoming the first player to score five goals in one match, in a 7–1 win against Bayer Leverkusen.
Messi also won the 2010–11 UEFA Best Player in Europe Award.
Gold Medal for Argentina at the 2008 Beijing Olympics.
Messi also holds the record for most consecutive games scored in with 9.

Messi has made such an impact on football fans during his time at Barcelona through his performances and he has also received some glowing references from ex-players and World Football Icons.

        After winning the 2009 UEFA Super Cup, Barcelona manager Josep Guardiola asserted that Messi was probably the best player he had ever seen !
Diego Marardona declared Messi tb be his ‘Successor’ and deliver success to Argentina after comparisons were made between their style of play.
Arsène Wenger likened Leo Messi to a computer game player after Barcelona’s  4–1 Champions League victory against Arsenal at the Nou Camp in 2011 stating that ;
“Once he’s on the run, Messi is unstoppable. He’s the only player who can change direction at such a pace.”
“He is the best player in the world by some distance. He’s (like) a PlayStation. He can take advantage of every mistake we make.”

Lionel Messi has gained respect and admiration throughout the World of football through his performances and the way he handles himself. He is a player who oozes class and his dribbling skills are amazing. He also has an unerving calmness when presented with a goal scoring chance. Just look through some of his goals on YouTUBE and you will see how easy he makes scoring goals look. The amount of times he runs through defences and chips the goalkeeper is incredible. A couple of weeks ago Pep Guardiola had this to say about Messi :

“We are witnessing the best [player] in every sense. He does everything, and he does it every three days. I’m sorry for those that want to sit on his throne, but this lad is the best. Hopefully we can enjoy his football for many more years.”  –  Pep Guardiola.

High praise indeed from Guardiola but it is hard to argue with his assessment of the Barcelona frontman. The fact that Messi has become Barcelona’s highest ever scorer is an unbelievable feat. Not just to become the leading all-time goalscorer of one of the biggest clubs in the world, but to do it at the age of 24.  The amount of goals he has scored is incredible and those figures look set to continue to levels probably never seen before and maybe never again,  should the superstar remain at Barca for the majority of his career, which he’s expected to do so.

          Lionel Messi’s journey to the top has been a long and painful one due to his hormone deficiency and was a condition that would have major implications for someone who wanted to pursue a career in football. The treatment that Messi had to undego ran into thousands of pounds, and this was funded by Messi’s family until Barcelona took over those costs. It was a tough time for a young boy as he had to self administer injections into both legs each night in order to try and keep his dream of playing professional football alive. But the treatment that Lionel received has helped him develop into physically strong player who is now able to compete at the top level which he does with consumate ease.
            Comparisons are often made between Messi and another top player Christiano Ronaldo who also has a tremendous scoring record in Spain. They are similar but very different at the same time if that makes sense ? Both can play anywhere across the front and both can be devastatingly quick. The main differences as I see it is that Messi is a better dribbler than Ronaldo but the latter is better in the air. One thing they do have in common is that they score goals for fun. At the time of writing this Messi has 56 goals this season and Ronaldo has 48 although at the moment Ronaldo has 37 La Liga goals compared with Messi’s 36 La Liga goals. One thing is for certain both players are wonderful talents but I would favour Messi over Ronaldo due to his dribbling ability and the fact that there are no theatricals with Messi.

         Messi can do the lot such is his natural ability. He can play deep, play wide get involved in playing 1-2s all over the pitch then finish comfortably. As stated Messi is just so calm in front of goal and the problem for defenders and goalkeepers is that he can finish in numerous ways and it all looks so effortless.

        Whereas Christiano Ronaldo has played in England I do not expect Messi to land on these shores anytime soon. Barcelona seem to be a perfect fit for Messi so why would he give that up. He is currently under contract until 2016, and has a ‘buy out’ clause in his contract for £250 million which I think even Manchester City would baulk at !

          One argument I do not buy into is whether or not he could perform in England. In my opinion Messi would be able to fit in and score lots of goals in The Premier League as he has the pace and ability to do so. The ‘Could he do at Stoke on a wet Wednesday Night’ question comes out from time to time but I think he would have no problem whatsoever. I have watched some Barcelona matches where he has been kicked off the park but has got back up and gone again. You never see him complain even when he is kicked and that is a tremendous quality to have.

Away from the pitch Lionel Messi does a lot of work for Charity. In 2007, Messi established the Leo Messi Foundation, a charity supporting access to education and health care for vulnerable children. In response to Messi’s own childhood medical difficulties, the Leo Messi Foundation has offered Argentine children diagnosed with illnesses treatment in Spain and funds covering the transport, hospital and recuperation costs.
       Messi has also become a ‘Goodwill Ambassador’ for Unicef. Messi’s role as a UNICEF ambassador is aimed at supporting children’s rights. Messi is supported in this role by Barcelona, who also have a strong association with UNICEF.

          On April 2011, Messi was named in the 2011 Time 100, the magazine’s annual list of the most influential people in the world not bad for a little boy from Rosario, Argentina with a hormonal growth deficiency ! All in all Lionel Messi has come a long way in a relatively small period of time and has developed into the best player in the world today in my opinion. I would have to go one better than that personally and say that he is THE best I have ever seen as he can simply do the lot. I have heard the argument that until he performs at a World Cup or wins something for Argentina he cannot be classed as the best but that is not necessarily something I buy into personally.

Lionel Messi is a truly phenomenal footballer and I have to say that I am priveleged and grateful to be able witness him perform week in and week out albeit from my television screen set, I just hope the Barcelona fans fully appreciate this little magician at work as they are truly the priveleged ones to be able to see him every week perform for their team.

 

Source: http://iteslj.org/Techniques/Kelly-Authentic.html

Effective Ways to Use Authentic Materials with ESL/EFL Students

Charles Kelly, Lawrence Kelly, Mark Offner and Bruce Vorland
http://aitech.ac.jp/~ckelly/ | http://aitech.ac.jp/~lkelly/
http://aitech.ac.jp/~offner/ | http://aitech.ac.jp/~vorland/
Aichi Institute of Technology (Toyota, Japan)

This paper explains how authentic materials can be effectively used in the ESL classroom. Each pair of students is given a copy of the authentic material accompanied by a set of questions about the contents of the handout. Students work together with a partner to extract pertinent information that is necessary to answer the questions.

The Authentic Materials

Background

We have been using authentic materials for over 10 years and have found that they complement English classes by enlivening the class and creating a more positive attitude toward learning. We now have an extensive collection of materials that include menus, maps, newspaper inserts, store advertisements, travel brochures, catalogs, phone books, real estate pamphlets, and various pamphlets of sightseeing and tourist information. We have found that using sets of materials are particularly appealing. A set could include a map, a travel guide, a menu, and a store advertisement from the same town -- all of which are interwoven, immersing the student in a multidimensional English experience.

Choosing Authentic Materials

There are several important points to consider when choosing authentic materials. You should make sure that you have enough copies of the materials to be used so that each student or pair of students can have a copy to use. It is best not to use material with too many pages, unless the pages are clearly numbered for easy reference. If you plan to use the same materials in more than one class, it is important that they be hardy enough to withstand a lot of handling and they should be easily refolded and put back together. Materials with multiple pieces or pages that fall out or come apart should be avoided. Also, keep in mind that some materials are more easily dated than others. For example, last season's catalog does not have the same impact as a current one which is filled with items which the student could actually order. A menu, on the other hand, can be used as long as the prices remain contemporary. Students are generally uninterested in special events, for example an Expo, that have already past. Remember to choose material that is appropriate for the students' level. However, a certain amount of adjustment can be made depending on the type and level of questions used in the accompanying question handout.

Using Authentic Materials

When we first began using authentic materials, we handed out materials to each student and had them work individually. However, experience has shown that having students work in pairs is a better approach because they tend to be more enthusiastic and work harder. We give each pair the authentic material and a question handout. Interestingly, the student with the stronger command of English is not necessarily the one who is able to extract the most information from the material. Students of different abilities tend to complement one another and, as a result, do not get bogged down easily. Students tend to contribute individual strengths to the completion of the task. We usually tell students that question handouts will be collected since this keeps them more focused on the completion of the exercise. The teacher's personal anecdotes and other background information should be shared before the students begin concentrating on the material.After the authentic material has been distributed, we give a brief explanation and point out, for example, the importance of the table of contents in a pamphlet or the legend in a map. We point out small print and other parts of the material that are easily missed. We have found that pointing out Japanese words and products raises the level of interest in the material. This is a good time for the teacher to explain measures, abbreviations, and difficult words and expressions.
While the students are working on the assignment, we help them by answering questions and commenting on their work. This is also a good chance to give hints to those who are stuck on a particular question.
Once the allotted time is up, we collect the material along with the question handout and go over the difficult questions with the class. If the handouts are to be factored into the students' grades, it is a good idea to make sure they have a chance to work with various partners over the course of the semester.

Putting the Question Handout Together

For the authentic materials to be effective, the questions must be well constructed to (a) give the students the opportunity to practice English, (b) help the students gain confidence in their English ability, (c) expose the students to cultural differences and customs, and (d) help the students develop their ability to find pertinent information quickly.

Tour Questions

The first part of the question handout should contain easy multiple choice or fill-in factual questions. These questions give the students a 'tour' of the material and exposes them to a variety of question types. The students gain an overview of the material as they answer these initial easy questions and this makes them feel confident enough to tackle more difficult questions later.

Cultural and Personal Choice Questions

The second part of the handout should contain questions that can be used to bring attention to cultural differences in packaging, sizes, and pricing. Authentic materials often contain references to cultural events such as holidays, and questions can be used to bring these to the students' attention. Questions which require one word or written answers could be used at this stage. Furthermore, students are familiar enough with the material at this point to answer personal choice questions. These questions usually require the students to choose items from the material or a course of action based on personal preference. These often lead to lively discussion because students must agree on what answer to write.

Challenging Questions

The third part should have questions that are more challenging and time consuming. Because of the differences in abilities (and sometimes luck), the time it takes students to complete a question handout can vary considerably. The more challenging questions at the end of the handout tend to work as 'equalizers' and slow down faster students so slower students can catch up. Questions can involve reading the small print, be especially detailed, or involve deductive reasoning. When students are working on the challenging questions they often begin to compare their progress to that of their neighbors'. Deliberately misleading 'red herring' questions add to the competitiveness while developing the students' critical thinking.

Types of Questions and Sample Questions

Multiple Choice:

1. How many Navel Oranges can you buy for a dollar? a) 3 b) 4 c) 5
2. Which is the cheapest? a) orange juice b) grapefruit juice c) tomato juice

One Word Answer:

1. What country are the seedless grapes from? __________
2. On the back page it says Chilean Asian Pears for $1.00 each. What do you think "Asian pears" are called in Japanese? _________

Written Answer:

1. Why are the strawberries on the back page called California Strawberries?
2. How do you order coupons on the Internet for this store?

Lists:

1. You want to make sandwiches for your family. What would you buy?
1. Stone Ground Wheat Bread - 2 loaves - $4.00
2. _________________ - _______________ - $ ______
3. _________________ - _______________ - $ ______
4. _________________ - _______________ - $ ______
5. _________________ - _______________ - $ ______
2. You are having a party for five friends at your house. You can spend only 50 dollars. What would you buy for the party?
1. Cape Cod Potato Chips - 4 six ounce bags - $6.00
2. _________________ - _______________ - $ ______
3. _________________ - _______________ - $ ______
4. _________________ - _______________ - $ ______
5. _________________ - _______________ - $ ______

Factual:

1. How many large brown eggs can you buy for $1? _________
2. How much are two jars of Mayonnaise on page 7? $ _____

Analytical (multi-step):

1. How much do 10 ears of Florida Super Sweet Corn and 2 pounds (lb.) of Fresh Ground Round cost? $ ______
2. Which costs more, one lb. of Fresh Boneless Shark Steaks or one lb. of Whiting Fillets? ________

Personal Preference:

1. Look at the back page. What fruit would you like to eat? __________
2. What flowers do you want to give to your mother on Mother's Day?

________________________________ $ ______

Conversion:

1. How many ounces are there in a two liter bottle of Pepsi One? ____
2. How many grams of Florida Red Potatoes can you buy for five dollars? One pound is about 453 grams. _________

Red Herring:

1. One Florida Juice Orange costs $2.00.  True or False  (NOTE TO TEACHERS: The advertisement says one bag is $2.00.)
2. Which is cheaper, one lb. of Whiting Fillets or one lb. of Crunchy Clam Strip? ________

Obvious:

1. What is the name of this store? _____________________
2. What month is the Mother's Day Sale? ______________

Challenging:

1. Find something that is cheaper in Japan than in the USA. ________.
2. What can you buy in a glass jar that is usually sold in a plastic bottle in Japan? _________

Activities

There are other methods of using authentic materials. Some of these can be used as a supplement to the question handout, or on their own, for variety. Here are four examples of effective activities with brief explanations.

Word Search

The students search for parts of speech such as adjectives on a given page or search for certain categories of things. An advantage of this activity is that students do not need identical copies of the authentic material.

Crosswords

The teacher prepares a crossword puzzle using words from the handout. The questions for the handout can also be presented as crossword clues. Crossword generating programs found on the Internet make this easy.

Personalizing

The students write a list of purchases for an imaginary party using a supermarket handout, plan a trip using a travel brochure or plan a meal with a menu. The students could also be asked to fill out a mail order form with an imaginary order of purchases for family members, boyfriends, girlfriends, and themselves.

Pair Practice

The students ask and answer the printed questions on the handout and are encouraged to ask their own questions. The students can role play the parts of customer and clerk either following a sample conversation provided by the teacher or making up their own.

Internet

The Internet can be used to provide authentic material as well. The teacher can search for sites that focus on a specific topic, make questions, and post them online. These online lessons can be completed by the students on their own. Although the Internet has many advantages, it cannot replace the hands-on, three dimensional quality of real materials brought into the classroom by the teacher.See the following URLs for examples of online lessons:

• Web Site Guides for ESL Students

http://iteslj.org/guides/
• Internet Treasure Hunts for ESL Students

http://iteslj.org/th/
• EFL/ESL Lessons Using Web Sites

http://iteslj.org/t/ws/
• Travel Plans for Conversation Practice

http://aitech.ac.jp/~offner/travelesson/

Conclusion

When used effectively, authentic materials help bring the real world into the classroom and significantly enliven the ESL class. Exposing the students to cultural features generates a deeper understanding of and interest in the topic. On one hand, the students develop their ability to zero in on relevant information, and on the other, they learn how to disregard what is not relevant. As students pool their individual strengths they gain confidence in being able to function in an English-speaking society.

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The Internet TESL Journal, Vol. VIII, No. 11, November 2002
http://iteslj.org/

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http://iteslj.org/Techniques/Kelly-Authentic.html

Try Out National Examination

 

UJI COBA DAYA SERAP

TAHUN PELAJARAN 2012/2013

Mata Pelajaran          : Bahasa Inggris       

Waktu                         : 120 menit

Petunjuk Umum        : Tulislah identitas terlebih dahulu pada LJK dengan benar!

Petunjuk Khusus      : Pilihlah salah satu jawaban yang paling tepat dengan cara menghitamkan huruf a, b,

c, dan d pada LJK     

 

Listening Section

In this section of the test, you will have the chance to show how well you understand spoken English. There are four parts to this section with special directions for each other.

Part I. Pictures

Questions: 1 to 4

Direction:

For each item, there is a picture in your test book and four short statements about it on the tape. They are spoken TWICE, and are not written out on your test book, so you must listen carefully. You must choose one statement – (A), (B), (C), or (D)- that best describes the picture. Then, on your answer sheet, mark your choice.

Example:                                                                     Sample answer

Look at the following picture.

                                                                                      A    B               C    D

A.    There are many houses near the river

B.     The man is fishing in the lake

C.     The men are sitting on the beach

D.    There are boats in the sea

Choice (C)- “ The men are sitting on the beach” – best describes what is seen in the picture. Therefore, you should mark (C) on your answer sheet.

Now let’s begin with picture number 1.

1.

 

2.

3.

4.

 

Part II. Questions – Responses

Questions: 5 to 7

Direction:

In this part of the test, you will hear several questions spoken in English, followed by three responses, also spoken in English. The questions and responses will be spoken TWICE. They will not be printed in your test book, so you must listen carefully to understand what the speakers say. You have to choose the best response to each question.

Now listen to a sample question:

You will hear              : Woman          : Would you like to join us for lunch?

You will also hear       : Man               : (A) Yes, that will be nice.

                                                              (B) I don’t join the program

                                                              (C) I have to prepare my lunch

Choice (A)- “Yes, that will be nice.”- is the best response to the question “Would you like to join us for lunch?” Therefore, you should mark (A) on your answer sheet.

5.    Mark your answer sheet on your answer sheet.

6.    Mark your answer sheet on your answer sheet.

7.    Mark your answer sheet on your answer sheet.

Part III. Short Conversations

Questions : 8 to 11.             

Directions:

In this part of the test, you will hear several short conversations. The conversations will not be printed in your test book. You will hear the conversations twice, so you must listen carefully to understand what the speakers say.

In your test book, you will read a question about each conversation. The question will be followed by four answers. You have to choose the best answer to each question and mark it on your answer sheet.

Example:

You will hear:             Man           : The driver will meet you at the gate.

                                    Woman      : What kind of car

                                    Man           : He’ll be driving a large, black limousine.

You will read:             What will the woman do?

A.    Look for a specific automobile.                Sample Answer

B.     Wait at the door.              

C.     Drive a car.

D.    Call a taxi.                                                           A      B      C       D

Choice (A) – “Look for a specific automobile” – is the best answer to the question, “What will the woman do?” Therefore, you should mark (A) on your answer sheet.

8.      What does the woman doing?

A.    Sweeping

B.     Eating

C.     Cooking

D.    Washing

9.      What is being ordered by Mr. Chandra?

A.    New books

B.     Correspondence books

C.     Curriculum books

D.    Delivery books

10.  Where will the speakers meet?

A.    at the woman’s office

B.     at the dentist

C.     at the man’s office

D.    at the movie

11.  How long did the man live in Bandung?

A.    5 years

B.     9 years

C.     15 years

D.    20 years

Part IV. Short Talks

Questions :12 to 15.

Directions :

In this part of the test, you will hear several short talks. Each will be spoken twice. They will not be printed in your test book, so you must listen carefully to understand and remember what is said.

In your test book, you will read two or more question about each short talk. Each question will be followed by four answers. You have to choose the best answer to each question and mark it on your answer sheet.

12.    What is the text about?

A.    Inserting the letters into the drive.

B.     Installating additional software from a CD or DVD

C.     Following the company’s order

D.    Restarting the computer monitor.

13.    When do we start following the on- screen instructions?

A.    When the dics is inserted into the drive.

B.     When we turn on the computer.

C.     When the installation wizard opens.

D.    When we turn off the computer

14.    What is being advertised?

A.    Food.

B.     Clothing.

C.     Beverage

D.    Furniture.

15.    Where should buyers go to get the products?

A.    Korea

B.     Market

C.     Supermarket

D.    Anggun Department Store

This is the end of the listening section.

Reading Section

Questions 16 – 20 is error recognition, choose the inappropriate structure in the sentences below.

16.  Jenny     : We need a biggest room than this one. It is too small for us.                                                                               A                                                   B

Lisa        : I think so. It is smaller than before. We should find better than that one.

                                         C                       D

17.  Olive      : Which one do you like? The modern yellow bike or a big black one?

                    A                                         B

Sammy  : I want that one at the corner. It is a uniquely brown bike.

                     C                                                  D

18.  Benny    : Excuse me. Where can I see Ms. Jane?

                             A

Vicky     : There are two Janes here. What does she look like?

                                                                             B

Benny    : She is wearing blue jacket and has hair blonde.

                             C                                 D

19.  Widya    : Do you think we can see the President in the opening of Wayang exhibition?

                             A                                             B

Fitri        : Yes, sure.  If we came earlier, we can see him there.

                                              C                D

20.  Teacher  : How did you feel after watching the “Kungfu Panda” on TV last night?

                             A

Charlie   : It was very interesting and made me exciting.

                                         B                C             D

READING COMPREHENSION

Questions 21 - 23 refer to the following letter

Dear George,

I am afraid I can’t meet you on April 23rd. I have an appointment that I can’t change. I’m sending my assisstant manager, Sandy Huang. She will meet you and take you to the hotel. We have booked a room for you in the Double Tree Hotel, as requested. She will bring you to our office on Dover Street.

Could you please confirm  the arrangements are satisfactory?

Looking forward to seeing you again.

Regards,

Tom Barkley

Production Manager

21.  Why can’t Tom Barkley meet George?

A.    He has an appointment that he can’t change.

B.     He has booked the Double Tree Hotel.

C.     He has changed the ticket.

D.    He has returned the ticket.

22.  Why did Tom Barkley book in the Double Tree Hotel? Because ...

A.    He has an appointment.

B.     He has a meeting on April 23rd.

C.     Sandy Huang will meet Mr. George.

D.    Mr. George  asked them to book a room.

23.  Could you please confirm  the arrangements are satisfactory?

The underlined word means ….

A.    plannings

B.     findings

C.     bookings

D.    appointments

Questions 24 - 26 refer to the following text

A factory is a very big building where things are produced. In a factory, machines are used. There for, many things can be done more rapidly. In every industrial town, we always find factories. Factories give job for many people. Those who work in factories will get money for their wages. Nowadays, almost everything we wear and use has been produced in a factory. Of course, something is still made by hand. Factory products are usually cheaper than those handmades .

 

24.  What is the text about?

A.    People in a factory.

B.     Handmade products.

C.     Machines in a factory.

D.    The factories.

25.  What does a factory give to the people?

            A. Modern products.

            B. Working opportunities.

            C. Cheaper products.

            D. Handmade things.

26.  “Those who work in factories will get money for their wages.”

  The underline word refers to . . . .

A.    Wages

B.     Things

C.     People

D.    factories

Questions 27 - 30 refer to the following text

 

27.  When did Joe Dogeness take a job with a large company?

A. After graduating from Vocational School.

B. After graduating from University.

C. Before his career got off .

D. Before his salary was satisfactory.

28.  How long was Joe Dogeness as a staff job at home office?

A. One year.

B. Two years.

C. Five years.

D. Six years.

29.  What does the main idea of the second paragraph ?

        A. He was not happy with his carrier.

        B. He felt that he would like a change.

        C. He requested a transfer to a line marketing job.

        D. He was not satisfy with his salary.

30.  Why wasn’t he promoted to a higher position?

Because ….

A.    He was slightly irresponsible.

B.     He got off to a good position.

C.     He did not have enough experience.

D.    He was needed in his present position.

Questions 31 - 35 refer to the following manual

HOW TO FIND UNUSUAL GIFTS Giving gifts is a well-known way to show our attention toward somebody else. Moreover, giving gifts may be important for certain special moments. Unusual or even weird gifts would leave a sweet memory for us and the recipient. So, try these tips to find something unusual as your gifts: 1.       Looking for gifts wherever you find yourself, especially when you were on a trip. From a bazaar in Bandung to a tag sale in Berlin. 2.       Use the internet. Follow links until you find what you want. Track down items such as rare prints, out of print books or antiques in the auction. 3.       Give a welcome service. A massage, costume makeovers, a day at the spa, or romantic dinner will be a nice welcome gift. 4.       Combine one or two things for a spectacular effect. The picture frame that you bought in Bali might provide the perfect background for showing off the portrait of the recipient. 5.       Come to a handicrafts store and talk to the people that make unique pieces. 6.       Visit art supply stores, craft shops, art galleries and factory stores for ideas.

 

31.  Where may we look for unusual gifts?

A.    Anywhere.

B.     In auction.

C.     In the internet

D.    In the craft shop

32.  Before give an unusual gifts, it is suggested that we give ... first.

A.    a rare print

B.     a photo frame

C.     a unique furniture

D.    a welcome service

33.  Giving gifts may be important to ...

A.    Make us unusual

B.     Complete our collections

C.     Get the recipient attention

D.    Celebrate special moments.

34.  The word well-known in the first paragraph means....

A.    Great

B.     Weird

C.     Special

D.    Famous

35.  “not too many” in the text has a similar meaning with …

A.    rare

B.     sweet

C.     unique

D.    important

Questions 36 – 45 are incomplete dialogues.

Four choices marked A, B, C, and D are given beneath each dialogue. You have to choose the one that best completes the dialogues.

36.    Sonny       : Smith, I want to smooth the surface of this wooden chair by myself.

      Do you know the easiest way to do it?

Smith        : . . . 

Sonny       : That is a good idea.

A.    I suggest you to use sandpaper.

B.     I think you could call the technician to help you.

C.     I suggest you bring it to the carpenter.

D.    What about asking the carpenter to do it?

37.  Mom         : It’s already lunch time.

     ….

Dessy       : I would like some soup, Mom.

Thank you.

A.    Would you like some refreshments?

B.     What do you want to eat?

C.     What about having lunch together?

D.    Would  you like me to help you?

38.  Novita      : My wallet was stolen in the market. What should I do ?

Ferdi         : I’m sorry to hear that. …

Novita      : Thanks. That’s a good idea.

A.    You had better go to the post office.

B.     I suggest you to meet the doctor.

C.     Why don’t you report to the police?

D.    You should ask the shopkeeper.

39.  Lia            : What’s the matter?

Rina          : I have a cough.

Lia            : I think you smoke too much.

You should stop . . . .

A.    smoke

B.     smoked

C.     to smoke

D.    smoking

40.  Receptionist         : Can I help you?

Tomi                     : Yes, ….

                         Is that possible to get two double rooms for next month?

Receptionist         : Of course. May I know your name and address, please?

A.    I’d like to make a reservation

B.     I want you to check my rooms

C.     I’d like to confirm my reservation

D.    I want information about your name

41.  Teacher     : Sorry …, your voice is so loud.

My students are having a test now.

 Sony        : I am Sorry  Mom.  

A.    Will you open the book, please?

B.     Could you close the door, please?

C.     Speak a little slowly, please!

D.    Speak loudly, please!

42.  Agung : What is your opinion about football match last night?

Anto    : …, they would have gotten a ticket to final

A.    If our team have won the match

B.     If our team had won the match

C.     If our team won the match

D.    If our team win the match

43.  Aulia        : What is your plan for the next holiday?

Ratih        : We’re going to visit Borobudur Temple. How about you?

Aulia        : …

A.    I will go to my grandmother’s house in Bandung.

B.     I’m going to Prambanan temple.

C.     I have gone to Jakarta.

D.    I went to Kuta beach.

44.  Andi  : Where were you last holiday ?

Rudi  : . . .

Andi  : Really! I visited that city too. That city is interesting.

A.    I spend my holiday in Bandung.

B.     I spent my holiday in Bandung.

C.     I am spending my holiday in Bandung.

D.    I was spending my holiday in Bandung.

45.  Mr. zae     : I don’t see Benny. Where is he now?

Ratih        : …

Mr. Zae    : That’s good for his health.

A.    He is listening to music in his private room.

B.     He is reading novel in the library.

C.     He is writing a letter in the living room.

D.    He is playing football in the yard.

Questions number 46 - 48 is cloze test.

Choose the best vocabulary to complete the following letter.

Dear Mr. Gilhooley, I am writing to (46) … for the programmer position advertised in the Times Union. As requested, I am enclosing a completed job application, my certification, my resume and three references. The opportunity presented in this listing is very interesting, and I believe that my strong technical experience and education will make me a very (47)… candidate for this position. The key strengths that I possess for success in this position include: ·           I have successfully designed, developed, and supported live use applications ·            I strive for continued excellence ·            I provide exceptional contributions to customer service for all customers With a BS degree in Computer Programming, I have a full understanding of the full life cycle of a software development project. I also have experience in learning and excelling at new technologies as needed. Please see my resume (48)… additional information on my experience. Thank you for your time and consideration. I look forward to speaking with you about this employment opportunity. Sincerely, John Donaldson

 

46.    A. write

B.  apply

C.  send

D.  make

47.    A. competitive

B.   competition

C. competitions

D. competitor

48.  A. for

B. of

C. from

D. on

Question numbers 49 - 50 is cloze test.

Choose the best vocabulary to complete the following announcement

Attention Shoppers! Someone has just turned in (49)… documents. It was found (50)… the floor of the women’s section. If these documents are yours, please come to the customer service.

 

49.  A. import

B.  important

C.  importance

D.  importance’s

50.  A. in

B.  on

C.  at

D.  to

!!!!! GOOD LUCK !!!!!