The Use of Influence Snawball Drilling Methods for Vocabulary Mastery

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Ads by Google Training Materials Customizable training materials to teach soft skills workshops. CorporateTrainingMaterials.com Studi Bahasa Inggris Mengetahui tentang belajar bahasa Inggris di Australia Universitas UniversitasAustrali.com Google AdWords Subscribe today to turn Rp.150K into Rp.600K with Google AdWords! www.Google.com/AdWords Nature of learning has been widely suggested by education experts that basically include: (1) a change in behavior, (2) the nature of the changes are relatively permanent, and (3) any change caused by the interaction with the environment, not by a process of maturity or change- changes in the physical condition of the temporary nature. It all takes time, costs, and the professionalism of educators so as to realize the goals outlined are the intellectual life of the nation. Teachers as personnel who occupy strategic positions in order to develop human resources required to continue to follow the development of new concepts in the world kepengajaran. English is a tool to communicate both orally and in writing. Ministry of Education, who was preparing a standard of competence in the curriculum of 2004, determined that the ability to be owned by Indonesian students are to understand and express information, thoughts, feelings, and develop science, technology, and culture in the English language. Thus, the English language serves as a tool to communicate in order to access the information other than as a tool for interpersonal relationships, exchanging information as well as enjoying the aesthetic language in British culture. One of the goals to be achieved in learning English is to develop the ability to communicate in English, either verbally or written, which includes listening skills (listening), speaking (speaking), reading (reading) and writing (writing). One component of language learning is an understanding of the vocabulary of the English language itself, in addition to other components. Vocabulary (English: vocabulary) is the set of known words and their meaning can be used by someone in a language, a person's vocabulary is defined as the set of all words that are understood by the person or all the words that are likely to be used by that person to construct a sentence new. Ads by Google Coba Google Chrome Browser agar lebih sedikit mengetik & surfing Web cepat - Download. www.google.com/chrome

Learn English Study English as a Second Language English in New York @ Times Square www.sai2000.org The rapid developments in education in the 21st century is to bring people to consider a view of the ability of students who may be increased as much as possible with effective and efficient business. One of the factors that influence student success, is a talent, however, in the context of the 'model of school Leaning, the talent is not defined as the capacity to learn but as a learning opportunity or learning rate. This means that the highly talented students will be able to master the baihan / teaching materials rapidly whereas low gifted students will master the material slow learner. One method of approach to learning is Snawball Drilling. Drilling Method Drilling Snawball Snawball by Suprijono (2009:106) was developed to reinforce the knowledge students have gained from reading the reading materials. In applying the snowball method of drilling, the teacher's role is to provide multiple choice questions and a snow ball rolling by pointing Exercises / raffle to get a learner who will answer the number l, and so on until the matter is able to be answered correctly by students. And so on until all the questions that the teachers have dbuat like a snowball rolling, moving from one student to another student. Published: July 10, 2012 Source: http://www.shvoong.com/how-to/writing/2302102-influence-snawball-drilling-methodsvocabulary/#ixzz2Fdmal2f9

rills to Develop Speaking Skills

Drilling

Speaking is one aspect of the language that is considered hard to improve and teach. Most of the teachers of English do not teach speaking mostly because they are not good at speaking or they are 'ok' with teaching grammar, writing, and reading. I'm glad to see this is changing. While teaching speaking, we can use drills to improve students' accuracy and fluency at the same time. There are three basic drills that I'd like to write about: Mechanical Drills As the name suggests, these drills are performed mechanically and they depend on repetition. This is recommended in lower-leveled students and usually at the beginning of the lesson. There are three types of these drills; simple repetition drills (no creativity involved), substitution drill (substituting one or more items), transformation exercise (changing the structure). Meaningful Drills The exercises which are done meaningfully to teach the structure and rules of the language are called meaningful drills. The difference is that students are supposed to do these exercises by thinking and producing. Question-answer, making the interpretation of something could be given as examples.

Communicative Drills These are generally meaningful drills but they are performed after the structure and/or the rules are learnt. Some activities are dialogues, role-play, improvisation, story telling, discussion, games etc. I love the drills and believe that it contributes to the development of the student's skills more than we think. Which ones do you use while teaching speaking and how? I would like to hear what you think about these drills. By Solmaz21

Drilling speaking valves to promote phonation in tracheostomy-dependent children.

Buckland A, Jackson L, Ilich T, Lipscombe J, Jones G, Vijayasekaran S. Source

Department of Speech Pathology, Princess Margaret Hospital, Perth, Australia. ali.buckland@gmail.com

Abstract OBJECTIVES/HYPOTHESIS:

Placement of a Passy-Muir speaking valve is considered best practice for infants and children with a tracheostomy. The Passy-Muir valve enables phonation by redirecting exhaled air via the glottis. Poor tolerance of the Passy-Muir valve is associated with excessive transtracheal pressures on exhalation due to upper airway obstruction. Drilling a small hole in the side of the Passy-Muir valve creates a pressure relief port to allow partial exhalation through the tracheostomy tube while enabling phonation.
STUDY DESIGN:

A retrospective case series is presented of 10 aphonic pediatric patients with a tracheostomy trialed with a drilled Passy-Muir valve.
METHODS:

Valve tolerance was assessed clinically and objectively. Handheld manometry was used to determine transtracheal pressures on passive exhalation. All patients had a diagnosis of upper

airway obstruction and demonstrated excessive pressures wearing a standard Passy-Muir valve. Patients were assessed wearing a Passy-Muir valve with up to two 1.6-mm holes drilled in the side of the valve. Patients progressed to trials if clinically stable and if transtracheal pressure did not exceed 10 cm H(2) O when wearing the valve.
RESULTS:

Eight patients progressed to trial, with five of eight patients able to phonate within 1 week and six of eight able to tolerate wearing the valve for 2-hour periods within 2 weeks of introduction. All eight patients were able to phonate within 6 months of valve introduction.
CONCLUSIONS:

These findings support drilling Passy-Muir speaking valves as a promising option to facilitate phonation in pediatric patients with a tracheostomy for upper airway obstruction. Copyright 2012 The American Laryngological, Rhinological, and Otological Society, Inc.
PMID: 22777746 [PubMed - indexed for MEDLINE] www.ncbi.nlm.nih.gov/pubmed/22777746

rilling 1 Submitted by TE Editor on 18 October, 2004 - 12:00 Drilling is a technique that has been used in foreign language classrooms for many years. It was a key feature of audio lingual approaches to language teaching which placed emphasis on repeating structural patterns through oral practice.

Based on the Behaviourist view that learning to speak a foreign language - like other skills - was simply a question of correct habit formation, it was thought that repeating phrases correctly lots of times would lead to mastery of the language. Nowadays we know that language learning is not like this - it is a far more complex and creative process - and language is a lot more than just a list of structures to be memorised.

An approach based mainly or only on language drills is unlikely to find many adherents today. However, drilling remains a useful technique in the classroom if it is used appropriately.

What drilling is What drills can be useful for What we should drill When we should drill

What drilling is At its simplest, drilling means listening to a model, provided by the teacher, or a tape or another student, and repeating what is heard. This is a repetition drill, a technique that is still used by many teachers when introducing new language items to their students. The teacher says (models) the word or phrase and the students repeat it.

Other types of drill include substitution drills, or question and answer drills. Substitution drills can be used to practise different structures or vocabulary items (i.e. one or more words change during the drill). o Example: Prompt: 'I go to work. He?'~ Response: 'He goes to work.' In question and answer drills the prompt is a question and the response the answer. This is used for practising common adjacency pairs such as 'What's the matter?', 'I've got a (headache') or 'Can I have a (pen) please?', 'Yes here you are.' The words in brackets here can be substituted during the drill.

In all drills learners have no or very little choice over what is said so drills are a form of very controlled practice. There is one correct answer and the main focus is on 'getting it right' i.e. on accuracy. Drills are usually conducted chorally (i.e. the whole class repeats) then individually. There is also the possibility of groups or pairs of students doing language drills together. What drills can be useful for For the learners, drills can:

Provide for a focus on accuracy. Increased accuracy (along with increased fluency and complexity) is one of the ways in which a learner's language improves so there is a need to focus on accuracy at certain stages of the lesson or during certain task types. Provide learners with intensive practice in hearing and saying particular words or phrases. They can help learners get their tongues around difficult sounds or help them imitate intonation that may be rather different from that of their first language. Provide a safe environment for learners to experiment with producing the language. This may help build confidence particularly among learners who are not risk-takers. Help students notice the correct form or pronunciation of a word or phrase. Noticing or consciousness raising of language is an important stage in developing language competence. Provide an opportunity for learners to get immediate feedback on their accuracy in terms of teacher or peer correction. Many learners want to be corrected. Help memorisation and automisation of common language patterns and language chunks. This may be particularly true for aural learners. Meet student expectations i.e. They may think drilling is an essential feature of language classrooms.

For the teacher, drills can:

Help in terms of classroom management, enabling us to vary the pace of the lesson or to get all learners involved. Help us recognise if new language is causing problems in terms of form or pronunciation.

What we should drill At all levels we should drill vocabulary or chunks of language that cause pronunciation problems.

At low levels students are still getting used to the sounds of English and need plenty of opportunity to get their tongues around them so it is likely that drilling will be used more. o Sounds that either do not exist in their L1 or occur differently. o Consonant clusters and weak forms may also cause difficulty - for example in words like vegetable, comfortable. At the phrase level intonation, stress, and weak forms often cause learner difficulties and at higher levels there may still be problems with these aspects of pronunciation. Phrases such as, 'If I'd known you were coming I'd have stayed at home' are difficult to say. Intonation patterns that are crucial to meaning may also be usefully practised through drilling, for example tag questions (which ask for confirmation or which are genuine questions) or expressions like You could have told me it was his birthday! (as a rebuke)

If we believe that drilling helps our learners memorise language, we should also drill useful and common language chunks to help them internalise them. This would include many common phrases such as,

'Hello, how are you? 'Can I have a ..?' 'Have you got a ' ' If I were you I'd.. ' etc.

Drilling of structures per se seems much less likely to be useful because of the mental processing that is required to apply grammar rules accurately, particularly if it is a new piece of language for the learners.

When we should drill For drills to be meaningful, learners need to understand what they are being asked to say. Monotonous chanting of decontextualised language is not useful to anyone.

This means that work on the meaning of the language must come before drilling.

Drilling can be comfortably and effectively incorporated into many types of lessons whether you use a PPP model or a task-based approach, for example. Drilling may follow a language focus stage particularly if you are dealing with spoken language. It may be too much, however, to expect learners to get it right immediately so you may want to introduce drilling later for remedial purposes. Or you may do it after a fluency task as a correction strategy.

It shouldn't be used too much however; if boredom sets in it is unlikely to be useful at all. In Drilling 2 We'll look at some ways of making drilling more creative, productive and fun for students. Julie Tice, Teacher, Twww.teachingenglish.org.uk rainer, Writer, British Counci