GOOD COMMUNICATION

 

Name: Endah Setiawati

Npm: 1910631060163

Class: 3A – English Education Department

 

GOOD COMMUNICATION

         Communication is "a process when a person or several people, groups, organizations, and society create, and use information to connect with the environment and other people. As for the meaning of good communication, good communication is the exchange of information, ideas, feelings that result in a change in attitude. So that there is a good relationship between the message giver and the recipient of the message. According to Jalaluddin in his book Psychology of Communication, effective communication is characterized by understanding, can cause pleasure, influence attitudes, increase good social relations, and ultimately lead to action. It is very important for a self-concept (first), in which the self-concept is a view that can only be obtained through information given to oneself by other people. (Second) is important for self-existence, which is a self-actualization in communicating. And (third) which is important for survival, where by communication we can interact between humans which aims to cultivate a relationship and to obtain happiness in life. 

As for some things that will happen when you don't have good communication:

     1.  Creating disputes

Disputes due to ineffective communication processes can occur. Say someone is not able to convey information correctly and accurately, the recipient of the information will of course get problems in examining understanding. This will result in disputes due to incorrect delivery of information during the interaction.

2.     2.  Generates misunderstanding

Misunderstandings can also arise as a result of poor interpersonal communication. It is better to equalize perceptions before interacting so there will be no misunderstandings. However, interpersonal communication will of course generate many perceptions. Personal judgments can arise and if there is no understanding there it will actually trigger debate.

3.      3. Easy to do labeling

Labeling or giving judgments to others can also arise as a result of ineffective interpersonal communication. We must learn not to easily make judgments to others. Thus, labeling will not happen easily. When communication is not going well, it can be easy for someone to give an assessment from only one point of view.

4.      4. Give a negative impression

Negative impressions are also one of the impacts that are actually very influential. People will be reluctant to communicate with us again because they feel the message will not be received well. Ineffective communication can lead to this problem.

5.      5. Cause errors in conveying information

Misinformation can also arise when someone does not convey a message well. There are many ways to communicate well that can be learned so that the information to be conveyed can also be accepted by others. This misinformation can lead to other problems, especially if the interpersonal communication elements in it are also confused.

1.      6. Stretch out social relationships

As explained in the previous point, someone may be more reluctant to invite us to communicate when the communication process is often less effective. As a result, social relations have become more tenuous. Someone becomes more shunned by other people just because of poor communication.

2.      7. Triggering a prolonged conflict

The prolonged conflict due to stretched social relations is the most recent result that can arise only because of poor communication problems. Therefore, it is important for us to avoid the effects of ineffective interpersonal communication.

3.      8. Creating a communication gap

Communication gap is an impact that can arise as a result of ineffective communication processes. Information is not conveyed optimally and message reception is also hindered. It is better if someone learns about good interpersonal communication so that the effectiveness of interpersonal communication can be maintained.

The causes of bad communication include:

1.      1. Language barrier

Language is a unified message system that we use to communicate in general. Therefore, if we do not know the language system of the interlocutor, or vice versa, the interlocutor does not understand the language we use to communicate, then this will prevent us from communicating well. Language is one of the factors that influence communication quite a lot, especially if communication is done orally.

2.     2.  Perception

Perception of the speaker or listener can influence the results of the communication carried out. It could be that the results of communication are very different from what the speaker expects, because of the listeners' perceptions of the speaker. For example, a government that submits a tax increase is considered money by the people because of the perception that the government often pays attention to itself and ignores the interests of the people.

3.      3. Message not clear

For example, if we write a letter, but our writing cannot be read properly, then the person we are sending the letter to will have difficulty reading it. In addition, the structure of the messages we write can also affect the level of success of listeners with the messages we make. Therefore unclear messages are often a communication breakdown

4.    4.   Media is damaged or distorted

One of the factors that causes communication to be disrupted is when the media used to communicate is damaged, either minor or severe. Media that is damaged is still one of the obstacles to written communication that is difficult to overcome when conventional media is used such as paper and so on.

5.      5. Other sources of communication come up with a voice

The next communication disorder is the existence of another communication source emitting the same sound or message so that it interferes with the reception of the message made by the communicant. For example, at a party, we talk to our friends while loud music is playing, then the communication we do may have to be louder.

6.      6. The message source is too weak

This can occur in direct communication or using voice as a medium to convey messages. A voice that is too weak will make it difficult for the audience to listen to the message conveyed by the communicator, resulting in a communication breakdown when this occurs. To make it clearer, you can imagine the process of interpersonal communication when one of the parties involved in communication feels interference with his vocal cords.

7.      7. Physical limitations of the speaker

For example in voice communication, if the listener is deaf, then of course the communicator cannot communicate well if the communication is made using voice messages. Conversely, communicators who are mute also will not be able to communicate well if they have to rely on voice.

8.      8. Understanding of diction

Incomplete understanding of diction can also cause interference with the communication process carried out by the communicator with the communicant. For example, if we talk to certain people using diction. A that they do not understand, then the message we convey will also be difficult to understand perfectly by those who do not understand the meaning of these diction.

9.     9.  Speech or language style

Speech or language style, can also be the cause of difficulty understanding messages, or messages are misunderstood, which is one of the causes of communication disorders that tend to occur frequently. For example, if people who often communicate with a speaking style are not to the point, then this will make it difficult for communicants who often speak to the point, aka directly on the main issue.

10.  10. Culture

Those who are born and live in the Surabaya culture, may have difficulty communicating with those who live and live in the Solo culture or maybe others. This cultural factor is closely related to the phenomenon of speech style or language style which can also be one of the causes of communication disorders. Therefore, it is better to learn what culture is around the parties involved in the communication because it could affect the perception of the diction used in communication. One example is the intercultural communication.

How to fix bad communication:

1.      Make it in writing

The first step to avoiding communication barriers is to take notes. Record every conversation and see if there are any mistakes in the communication process. In this way, each party can see the facts and clarity that occurs in the communication process.

2.      Listen to other people

Eliminate any perceptions, thoughts or feelings that you have created yourself. This will only lead to anger, disappointment and even stress. Try to listen more to what someone has to say. Pay attention to the words and goals the person is referring to. If you are not clear, ask the person to clarify it.

3.      Focus more on the goals, tasks or projects that are being worked on

The next step to removing communication barriers is to set clear goals for the team. Decide who will be responsible for what. This will provide a strong foundation for carrying out tasks, so that there will be no miscommunication or overlapping work. Make a plan that includes goals, steps to be carried out and the person responsible for the task. This keeps everyone focused and knowing who to meet if they need something.

4.      Establish proactive communication as a priority.

The next step to removing communication barriers is to build proactive communication and make it a priority. If there is a failure, then the cause is communication. If you build proactive communication, everyone will have the opportunity to convey the ideas or ideas they have. And when your team is faced with a problem, you and the team will be able to find a solution to solve it.

5.      Learn from past communication failures.

When you meet a failure, then you will know where the miscommunication is and how to solve it. These will serve as warning signs for you at a later date. Learn from past experiences and make these experiences a tool that can help you remove communication barriers in the future.

TRICKS IN DOING TOEFL READING PROBLEMS

Name: Endah Setiawati

Npm: 1910631060163

Class: 3A - English Education Department 

                                    USE AN EASY METHOD TOWARDS READING A TOEFL PROBLEM  

        TOEFL stands for Test of English as a Foreign Language. It is a proficiency test used to measure a person's English language skills without being directly related to the teaching and learning process. Thus the TOEFL differs from the achievement test, which is a test whose scope of the test is limited to the material that students have studied in one English class. TOEFL includes four aspects, namely Listening Comprehension, Structure and Written Expression, Reading Comprehension, and Test of Written English (TWE). There are three kinds of TOEFL tests, namely the International TOEFL test, Institutional TOEFL test, and TOEFL Like-Test. The difference is that there is a new International TOEFL question in each test execution. Meanwhile, the questions for the institutional test and the TOEFL Like-test are based on questions a few years earlier from the International TOEFL test. The validity period of the TOEFL test varies. For the International TOEFL test, the validity period is two years which can be accepted at all universities in the world. It can also be used to apply for scholarships abroad. For the Institutional TOEFL Test, the validity period is only six months, the cost is much lower, it cannot be used to apply to universities abroad but sometimes it can be used to apply for scholarships abroad. TOEFL Like-Test cannot be used to apply to foreign universities, only to meet the requirements of certain universities in Indonesia.

        Tips for doing questions in the Reading section of the TOEFL test:

• Do not rush to read the text. Granted, you are limited in the amount of time you have available, but if you are not careful, you may misread information or miss something important.

• Use annotations such as underscores, circles, or whatever else you want to mark important words and sentences. This will speed up the information filtering process and make finding relevant information even easier.

• If you have time left over, use that time to review the answers you have filled in. It doesn't hurt to make sure that you are sure of all the answers on your TOEFL test.

• Fill in all the available questions. Even if you don't know the right answer to a question, still fill in all the questions by guessing the answer. TOEFL will not reduce your score if you fill in the wrong answer, so take the 25% chance you have to get a score.

• Reading strategically. It's a good idea to read the text briefly first, read all the questions, then go back to reading the text in more detail. The point is, you can save the questions you have read in your brain while reading the text carefully. This will make it easier for you to find relevant information needed to fill in the answers and you will know where to focus your mind on what part of the text.

• Exercise by reading many previous books and articles. Get used to your eyes and brain to read English text, because this will speed up and smoothen your reading process during the TOEFL test. It will also expand your English vocabulary, and help you with the problems.

• Practice by working on sample questions from online websites, TOEFL test preparation books, taking TOEFL preparation lessons, and so on. There are many sources of sample questions that you can access for free to prepare you before taking the actual test.

       At first glance from the explanation above, you can imagine the benefits of the TOEFL test. Summarizing from several sources, here are 10 (ten) benefits of the TOEFL:

1. Used for registration of short course programs and non-degree programs in English speaking countries;

2. Used for registration to undergraduate (S1) and master's programs in countries that do not use English as a mother tongue;

3. Used for registration and placement in international collaborative programs that use English as the medium of instruction;

4. To apply for scholarship programs to various countries - as an initial selection;

5. For entry tests for English language programs that require proof of academic English proficiency at the bachelor's level (S1) or diploma level;

6. To monitor the development of English language skills, especially those requiring proficiency / expertise in academic English;

7. To get around the LPDP scholarship. If the university where we are going to study abroad asks for a lower English score (for example IELTS 6, or even 5.5) LPDP still asks for a TOEFL score of 550;

8. TOEFL is usually used as a pre-requirement (admission requirements) for applying to high schools and universities at home and abroad, as well as for obtaining scholarships;

9. TOEFL for job applicants and promotion / promotion;

10. Requirements for the CPNS TOEFL test score for the Ministry / Central Agency.

RESUME TEYL INTERNATIONAL SEMINAR

 

                                                                   RESUME

                                            TEYL INTERNATIONAL SEMINAR

                                                   

                                           

 

 

 

                                                                 LECTURES:

                                                 Yuna Tresna Wahyuna, S.S, M.Hum

                                                               CREATED BY:

                                                  Endah Setiawati (1910631060163)

                                                                      CLASS:

                                                                          3A

 

 

 

                                           ENGLISH EDUCATION DEPARTMENT

                              FACULTY OF TEACHER TRAINING AND EDUCATION

                         UNIVERSITY OF SINGAPERBANGSA KARAWANG 2019/2020

                                                                       BAB l

              ESSENTIALS IN TEYL FOR INDONESIAN ELEMENTARY SCHOOLS

                                                                                                                       

A . Contextual Conditions

       1 . English as a local curricular content in Indonesian elementary schools

          Basically, English is a foreign language that must be studied starting from elementary school level. Besides English being important to support their language, English is also a subject that must be followed in school because English is a foreign language that has an assessment at the end of school (national exam). This policy is implemented in accordance with the mandate contained in the 1994 primary school curriculum, this curriculum includes local content lessons that are in accordance with the circumstances and needs of the regional environment. Since the 2013 curriculum was implemented, learning English in schools, especially in elementary schools, has reduced learning hours, and has been replaced with extracurricular English clubs. So elementary school students improve their English language skills only in these organizations or in other institutions such as tutoring, at home, etc.

         Since the 2013 curriculum was implemented, English has become a local content lesson, where these lessons are not compulsory to follow. Because according to the Deputy Minister of Education and Culture, the workforce for English is still difficult to find in remote areas, therefore English language lessons are made local content at the elementary, junior high and high school levels. According to him, looking for workers to learn Indonesian is difficult to place in remote areas, let alone English. He was worried that the teacher's teaching techniques were wrong to his students, so that he did not want to learn this further.

          So, the English subject for elementary schools was not actually removed, but moved into local content subjects. In fact, English has long been used as a local content, in which the position may be taught to students or not. If it is possible to teach silken, if it is not possible to teach it, it is not necessary to hold it from the beginning. Schools that make English a compulsory subject are usually international standard schools and private schools. The school has its own program to improve the skills of its students, therefore not all elementary schools in Indonesia make English a compulsory subject to study.

     2 . Elementary School Children as Learners of a Foreign Language

         For most of the students in elementary school, practicing English that has been taught is a little difficult because they are not used to it and they never use the language outside the school environment, so it seems difficult for them. When there are children who try to practice English, there are many friends who isolate them, because they are often called "arrogant, many styles" and other terms. So it is increasingly difficult to develop English skills outside the school environment. The majority of school children who are gradually able to pronounce English only speak to their English teachers, this can slow down the possibility of schools to improve foreign languages ​​in their schools, and many of the schools have the same case so most schools in Indonesia do not require their schools to learn more in English science.

        If English learning wants to remain compulsory learning like before, the teacher acts as the teacher to understand its characteristics. This is done so that the teacher can determine what methods can be applied to these students. For example, like students like to learn something by playing, the teacher must know what games are suitable for given to the student but contains elements of English in it. The second example is that they prefer a short storytelling learning system in front of the class, so the teacher must have a theme for the story to be told, then if there are some students who have more proficiency in English then get the highest score, the teacher should give a small award as a souvenir. Which will be remembered someday. 

In essence, if we want to provide good quality teaching and material to students, we as English teachers must be fun and always look cheerful when meeting students, so that students don't feel bored with the lesson and don't feel afraid to practice the language. As teachers who teach elementary school children, we are required to be friends as well as teachers for them. If this has happened, the learning system that will be implemented will run smoothly, and students will practice what has been taught anywhere and with anyone without feeling fear of wrong or other doubts.

  3 .  Take it for Leave it: the Inas’s Government Stance to TEYL

       The practical rationale for Teaching English for Young Learners is an integral and inexpensive part of the educational process at the undergraduate level of education which is intended to provide learning experiences to students in real situations in the field to strengthen pedagogic, personal, professional competence and in order to improve or improve the quality of learning in class. This program aims to improve the teaching ability of students to teach students at a certain level, if this is not applied to a campus, what will happen is that students will be surprised to face the world of learning directly and students will be confused about what methods they apply to students. In addition, the effect of not holding TEYL is that students will be confused in facing various kinds of student characters and cannot handle them directly.

        In this program students are required to master the basic material that has been submitted by the previous lecturer. If a student understands the basic material, he will have a good work system and pass this program, as teacher students we must understand from a pedagogical basis so that our learning methods are not used wrongly. We also need to often go directly to teach students of a certain level so that we are not rigid to teach them in the future. Doubt is often experienced by teachers who do not express their opinion when teaching students for the first time, and many teachers who cannot speak in front of the class because the teacher does not understand the basis of pedagogics.

 

B . Challenges in Teaching English as a Foreign Language (EFL) to Young Learners in Indonesia

  1 . English in Indonesia has the Official Status of a Foreign Language (EFL)

       English in our country is designated as a foreign language but has a very important influence on school students, university students and job seekers. "English is an international language used to communicate globally". This sentence is often found in the background of a thesis, majoring in English education and English literature, and several other sentences such as "whatever the work is like, we must master English because Indonesia is one of the countries visited by foreign tourists from various countries". Many think that English is creepy, some argue that English is complicated because it is filled with long-winded formulas, some argue that speaking English is really difficult because if we want to communicate with various people who are older or younger from us, the language used is different (if you want to communicate with older people, use formal language, if you want to communicate with people who are better off than us, use everyday language).

         On the other hand, some people are interested in the challenges that exist in English because they think these challenges have extraordinary advantages. For some oprang the principle is that "it's okay to try to practice it even if it's wrong, the important thing is we know where the error is and don't repeat the same mistake the next time". As for people who challenge themselves to deepen the extent to which they master English by having their own benchmarks and this becomes a reference to where they can survive with English, as for people who are challenged to learn English because what they aspire to is related to English. It gives its own impression for those who want to study it further.

        Life is only once, if our lives are not filled with various challenges, life will feel empty, therefore we as people who learn English more deeply must have these challenges and make these challenges become benchmarks in the future so that we have good English skills.

 

   2. Issues of Teacher’s Confidence and Capabilities in Teaching EFL to Young Learners

       The problem of teacher belief and ability is that many teachers do not know how important it is to teach English to their students, this can be an obstacle for some English teachers in Indonesia, because every English teacher's opinion is very different from one another, causing confusion. Continuity in learning. For example, teacher A teaches students English with a variety of learning methods that are attractive to students, but after the student moves to a higher level taught by a different English teacher where the teachers does not have an attractive learning method, causing feelings of laziness. Which arises for these students, the impact is to decrease the quality of the English they had before.

      Other belief problems such as the random learning system, such as the meeting of the two English teachers not attending the class until the following week, then in the fourth week the teacher attended class but suddenly the teacher held daily tests which incidentally did not inform the class in advance. will be carried out the replication. This can be a new problem for some English teachers but this mistake is not realized by most English teachers in Indonesia.

     3 . Issues of Sponsorship

      English has been integrated into secondary schools for a long time. English is exerting an even stronger influence in the modern world and has become an international language. Also has the advantages of introducing English to young students, among others, to increase knowledge of foreign languages, to tell which English is formal and which is informal from an early age, and many other advantages. By Karenna, the Indonesian government made a policy to introduce English starting from elementary school, junior high school to senior high school. Various curricula and methods have been developed to improve students' ability in English even though the results they feel are not as optimal as they imagined, at least students can communicate fluently using English with their classmates.

        One of the obstacles faced is the unavailability of a special syllabus for English subjects, even though these subjects are subjects that are not compulsory to study, at least they must have a syllabus. So that one day there are teachers who are ready and understand the science of learning English who are ready to teach, so if they already have a syllabus for that field, the teacher will not be bothered to decide what material to convey to students. The Ministry of National Education does not provide a syllabus for English subjects, but the task is entirely left to each province to make a separate syllabus according to the situation and conditions in that area.

          The problem of not having a syllabus can be handled by the existence of various dancing learning methods, this method can cover up the lack of unavailability of the syllabus. Because teachers who are intelligent and creative can make the classroom atmosphere comfortable and conducive even though they do not have a directed learning system from the government. The government should have followed up on this because to become a local content lesson, English language learning does not have a syllabus, let alone be used as compulsory learning. Therefore, perhaps the majority of schools in Indonesia have stopped learning English because they are unsure of the quality of the teachers.

 

C .  Learning from Excellent TEYL Programs and Responding to the Challenges

     1 . TEYL Comes in Different Forms and Intensity of Practice

        As for implementing English learning, there are different ways to practice it, one example is the direct teaching system. Giving models or examples to students on how to do something, while giving time to practice skills is an applicable activity. This means that students are not only required to know but also be able to apply that knowledge into the form of real action (real context). A learning system like this the teacher is more free to explain the material explained without thinking of any obstacles. One of the direct learning methods is learning material that is given word for word so that students understand what we are conveying, then the grammar is taught where students are required to memorize the grammar formula but more importantly students are required to pronounce and understand the language being taught well.

        According to linguistic theory, the new perspective of implementing teaching methods is directly relevant to the concept that the main function of language is as a means of communication. Therefore, it must be taught in a communicative context by using the language directly. The grammatical rules of the language can be ignored because the most important thing is the occurrence of mutual understanding in the context of communication. In terms of learning, this direct method assumes that a person can master a language through direct explanation using the target language (target language).

     2 . Effective Teachers of English can Fluently use English for functional Communicative Purpose, Including for Instructional Purposes.

        In this section, it would be better if an English teacher wants to teach English in class, use English so that the student learns in his field. Many English teachers when teaching in class using Indonesian, it creates a feeling of disinterest for the students. Even though the teacher uses English incompletely, at least when teaching in class use English so that students feel that what they are learning is fun. Then the teacher must be disciplined with his English, what is meant by discipline in English is that the teacher is obliged to practice speaking English while teaching.

    3 . Excellent Teachers of English Know Who Children are and how these Children Learn.

·         Children Learn from Direct Experiences

          Students learn many lessons from their experiences, therefore as a teacher we must be able to understand what the students have experienced.

·         Children learn from hands-on physical activities  

A learning system suitable for elementary school children is to communicate directly with these students.

·         Children have a short memory span

·         Children’s thinking is embedded in here and now context of situation

·         Children learn hollistically from whole two parts using scripts

     4 . Excellent English Teachers to Young Learners Know How Children Acquire a Language

          There  are three components represent a recruitment  for learning to happened:

·         Exposure to English

·         Engagement

·         Consistent support

     5 . Excellent English Teachers Take a Responsibility to Ensure Children’s English Learning

·         Use English to provide exposure to functional language

·         Provide print rich environment in English

·         Focus on functional English for vocabulary development and immediate communicative needs fulfillment

·         Establish useful

                                                                     BAB II

 

1 . THE Dawn of the Pandemic

·         COVID-19 the current pandemic, caused disruption of many engagement across the globe and the academe was greatly affected by this

During a pandemic like this there are many delays in programs carried out, including the delay in learning programs in Indonesia.

·         Most institutions had to cancel the submission of the remaining requirements for the term

Not only in the field of education, can other parties also experience other things, especially those from employees who were mostly fired during the pandemic.

·         Considerations of the teachers’ and learners technical, financial and physical capacities and limitations must always be weighed

The limitations of face-to-face learning systems are a problem for teachers today.

 2 . How do we manage instructions in the midst of the pandemic

·         We need to ensure that we are still able to deliver quality instructions with the help of technology

Teachers can provide material using today's technology

·         The survey may also be used for knowing the learners’ preferred online activities in learning English 

Teachers should research together what surveys are suitable for learning English, so that students still feel comfortable when learning them

·         Run a quick survey or conduct an informal interview (online) to have an audit of the students’ capacity to connect online

Suggestions for teachers, do online communication with students so that these students can adapt to the new English learning system

 

  3 . The tree main types of listening

·         Informational listening (Listening to Learn)

The meaning of informational listening here is to encourage students so that students can think they can learn anywhere and anytime.

·         Critical listening (Listening to evaluate and analyses)

The teacher can find out the extent to which students can understand learning using the way of listening, in this way the teacher can signal which students are superior in English which students have delays in speaking English

·         Therapeutic or empathetic listening (listening to understand feeling and emotion)

4. Speaking skills

·         Speaking skills are the skills that give us the ability to communicate affectively.

·         These skills allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner. Speaking skills also help to assure that one won’t be misunderstood by those who are listening.

                                                                         BAB III

 

1 . MONTESSORI CLASSROOM                     

      Maria Montessori, she was a true pioneer of child centered education from Italy. She opened the first Montessori Schools-the Casa dei Bambini, or children’s’ house-in Rome on January 6, 1907. The Mentossori method is founded on Maria Mentosories’ educational philosophy.

2 . PRINCIPLE OF MENTOSSORI

·         Follow the child

·         Through work in the Montessori environment, children learn to develop concentration, self decipline, and a love a learning

3 . THE PURPOSE OF THREE PERIOD LESSONS

1.      Naming: in this section the teacher gives one of the items and then tells the name of the item, what the teacher says is repeated by the student. the sentence that the teacher usually uses at this stage is "this is ...."

2.      Recognation: students are given time to memorize what the teacher is holding, how the teacher holds an object then the student simultaneously mentions what the name of the item is. the sentence usually used in the second stage is "show me ...."

3.      Recall: at this stage one of the students is appointed to state what item the teacher is holding and answer it without any doubt. the sentence that is usually used in the last stage is "what is this ...."

NOTE: Here I attach a screenshot of mine while attending your seminar Mrs