Curriculum Vitae Aas Handayani

 

PREFACE

 

PREFACE

Thank to the Almighty God for His bless and grace to the writer for accomplishing the Final Project of Computer Assisted Language Learning with the tittle  “How To Improve English Speaking”.

The writer also wants to deliver her sincere thanks to all the people who has given their hands to help her completing this project. It is written to complete the final task of Computer Assisted Language Learning subject. It is the project to discuss that there are several thing that we can do for improving the speaking skill while from the basic.

The writer realize that it is still imperfect but she has a high expectation that his work may help the reader to learn about the speaking skill.

 

 

Makassar, June 22^nd 2021

 

 

Aas Handayani

Lesson 1: The Science Behind Improving English Speaking

 

          English language is a universal language and one of the simplest and  easiest languages in the world. It is the official language in a large number of countries, it is estimated that the number of people in the world that use English to communicate on a regular basis is two billion. English language is the dominant business language, and it has become almost necessity for people to spoken English, because there are many motivations to learn this language, such as: the modern world language of media, international economic, tourism, technology and scientific articles, and the Internet that demands a good knowledge of English especially of spoken English. English language is considered as foreign language of a lot of Arab countries, like Jordan, Iraq, Palestine, Arab Gulf, and others. Jordan uses it in the government, some formal situations, in addition, of the Jordanian universities; they use it as a first language in lectures and debates. While reading and listening are considered to be the two receptive skills in language learning , and writing and speaking are the  order two productive skills necessary to be integrated  in the development of effective communication. Of  all the four macro English skills, speaking seems to be the most important skill required for communication. Zaremba, (2006).

However, speaking  for  special  communication  usually  occurs  in  contexts  where  speaking performance is conducted for an audience in differing circumstances. The principles of public speaking  are also  intertwined  with the  development  of speaking  for  special communication. When  a  speech  involving  an  audience  is  taken  into  consideration,  the  act  of  speaking  is considered to be more complicated than general everyday conversation and a number of other skills are therefore included in the speaking delivery process, e.g. choosing topics, organizing thoughts, tailoring the message, and adapting to listener feedback (Lucas, 2001).

Finally, speaking English language skill is one of the important of four  language skills to be developed as a means  of effective communication in  both first  and second  language learning context  in  Jordan  Universities,  particularly  at  Ajloun  National  University.  Effective communication by mean of speaking usually creates a number of benefits for both speakers and business  organizations  for  example  effective  speaking  skill  results  in  achievements  during ceremonial speaking activities, job training, activities, job interview, and other business purposes (Osborn, et al 2008).

Cotter (2007) argues that as students learn to use English in the classroom setting, they should also  be  involved in  learning about  how language works. They should  be asked to  reflect on various aspects of language, to develop a common language for talking about language, and to use this knowledge to evaluate texts critically in terms of effectiveness, meaning and accuracy. Someone who speaks well would similarly understand when to use different grammar points.

Lesson 2: Practice With Native Speakers As Often As Possible

 

Practice makes perfect, so do speak English in plenty. Some people think that they do not have the opportunity to practice speaking because they do not live in the US or another English-speaking country. They might also be discouraged because English is not used at their workplace, or they do not know any native speakers.

There is some validity in those excuses, but do not let them hinder your learning. Thanks to the growth of globalization and technology, you have more chances than ever to practice speaking English. It is impossible to be really fluent in English without practicing with native speakers. You can memorize thousands of words and you can know all the grammar rules by heart, but if you don’t practice speaking with native speakers you will never become truly fluent. Lot of ESL students expect to learn grammar and simply be able to speak fluently. While comprehending grammar may be simple, understanding how to use it and how to use it appropriately and quickly in real conversations is the most difficult challenge for many English learners. How do we get over this challenge? Practice as often as possible preferably with native English speakers. Immersion is the best way to learn English and if you can practice more with native speakers you will become fluent faster.

Practicing speaking in English with anyone is a good practice however for best results you need to have most conversations with native English speakers. Speaking English is extremely habitual, and if you have most of your English conversations with non-native English speakers who themselves are not fluent or do not have the right pronunciation, you are most likely to form the same flawed language patterns. We have found that this is the most effective way for English language learners to get better. Of course practicing English with non-native English speakers is better than not having any English conversations at all but comes with risks such as bad habit forming.

Link youtube: https://youtu.be/2pmBDZM6tp0

Lesson 3: You Can’t Learn to Speak English The Same Way You Learn History or Biology

 

Learning to speak English (or any language for that matter) is about understanding the flow of the language. There are a lot of elements in the English language that makes it function but also make it difficult to learn. English speakers need to get an intuitive feel how these components sync with each other. Things such as prepositions, figures of speech, and slang, are impossible to master by just memorizing theory. This is where learning to speak English becomes different from learning Biology or History. Theory becomes useless unless you have an intuitive understanding of the application. Practice is the key to improving Spoken English.

The theory of public speaking developed by scientists has certain advantages and disadvantages that will continue to be refined along with the development of knowledge, evaluation, and so on that scientists can do freely. Some of the advantages of existing public speaking theory include being able to describe the elements in public communication completely, being able to show things that need to be considered in order to carry out public communication, and so on. It's just that public speaking theory in general doesn't talk about how to do public speaking calmly, overcome nervousness, and so on and therefore a lot of research and observation can be done about how someone makes public communication interestingly, looks calm or mastery, and so on.

Lesson 4: Don’t Start With Grammar

 

Most English educators still try to dump tens and thousands of grammar rules in to their students’ heads only to create a huge barrier in the students mind. As shown in many studies conducted across the world and across multiple languages, most students who try to master grammar before getting an intuitive feel of how the language flows fail miserably or give up, out of lack of confidence. Think about how you started speaking your native language. Did you start by learning all the grammar in the world or did you just speak? The same approach applies when you start your English study. Once you get in to the habit of having conversations in English, you start speaking freely and the grammar rules you have learned so far start making more sense to you. This is why Spoken English Practice follows an approach where emphasis is placed getting students to have conversations in English rather than to waste time learning millions of grammar rules. At Spoken English Practice, our sessions are 100% real life conversations students have with native English speakers. Our English study method is practice based rather than theory based.

Just like when we learn Indonesian from a young age, at first we don't really care about the grammar rules. Until finally we get used to the Indonesian language itself and catch subconsciously how the grammar is used. From here we can finally imitate and use grammar in speech and writing as we have heard and seen. This process is referred to as 'language acquisition' or 'language acquisition'. This process often occurs unconsciously.

So, if you want to be successful in mastering English, we should use the same method when we first learned Indonesian. How to? We can start by getting used to English; for examples by watching movies, listening to music, chatting, listening and paying attention to people talking, and reading. All activities are conducted in English.

When we are used to listening, reading, speaking, and writing in English, we will unconsciously get used to the correct form of grammar or grammar. Not everyone who is proficient in English is a graduate of English Literature, which means that not everyone learns grammar in detail during college. This is because English is not only about grammar.

You can watch of the link below:

https://youtu.be/WxfsZSyMvQ0

Lesson 5: Pronunciation is About Practice

 

 

Pronunciation is the way in which a word or a language is spoken. This may refer to generally agreed-upon sequences of sounds used in speaking a given word or language in a specific dialect (correct pronunciation) or simply the way a particular individual speaks a word or language. Practice makes perfect, so do speak English in plenty. Some people think that they do not have the opportunity to practice speaking because they do not live in the US or another English-speaking country. They might also be discouraged because English is not used at their workplace, or they do not know any native speakers. There is some validity in those excuses, but do not let them hinder your learning. Thanks to the growth of globalization and technology, you have more chances than ever to practice speaking English.

 Recording yourself gives you the chance to listen to and critique your English speaking skills. You can take note of things like sentence structure, word choice, pronunciation and fluency. This can give you a better idea of what your strengths are and which areas need more work. Activities that can do to strengthen speaking skills.

·   Retelling a story

The first activity involves narrative story telling. William Stout teaches at Georgetown University in Washington, D.C. His specialty is teaching English as a foreign language. He says some speaking activities do not give an accurate picture of your true language skills. But narrative storytelling does. Narrative storytelling is the retelling of a story. It can be a short piece of fiction, such as a program from the VOA Learning English series American Stories, or it can be the retelling of a news event. Or you can talk about something that happened in your own life.

Stout explains that narrative story telling frees your mind from forming complex ideas, which lets you speak more easily in English. On the other hand, he notes, an activity requiring your opinion can slow you down. That is because it forces you to think about your ideas as you say them. For the narrative storytelling activity, Stout says try to provide as many details as possible and aim for a recording of three minutes or fewer.

“Don’t just say, ‘I studied at the library.’ Say, ‘I walked into the library and I thought about where I should sit. And most of the seats were taken, so I looked around and I finally found a spot, but it was near the window. But it was chilly, so I had to keep my coat on.’ Something like that." The goal in giving such detail is not to fill the time, but to speak at a faster speed because you do not have to stop and think of each idea separately.

·   Giving, getting directions

The second activity involves giving and getting directions. Wynter Oshiberu teaches English in the Washington, D.C. area. She works for the International Center for Language Studies and Montgomery Community College. She is also a volunteer English teacher for a nonprofit group called Paper Airplanes. Oshiberu says giving directions is a real-world skill and one you can use almost anywhere. And you can train by yourself if you do not have people to speak English with.

The first step in the activity is to choose a starting point and a destination. For the starting point, she says, choose a place that you know well, like your home or a nearby bus or train station. For the destination, choose a place you need to travel to more often, such as the supermarket, train station, your work place or favorite eating place. Then, record yourself giving the directions. The recording should not be longer than one minute.

Lesson 6: Make Learning English a Habit

 

   Habits are regular ways of dealing with your environment. You generally do not pay attention to them. In the book Good Habits, Bad Habits, Dr. Wendy Wood notes that “A habit turns the world around you—your context—into a trigger to act.” Habits take many forms – eating, exercising, even studying. You may not realize it, but habits make up many of the actions that you do every day. In the book Atomic Habits, James Clear describes a four-step process by which habits are made. These steps are cue, craving, response, and reward.

The cue tells your brain to begin a behavior. The craving is what makes you want to do something. The response is the actual habit that you perform. The response, in turn, gives you a reward. “Rewards are the end goal of every habit,” Clear writes. Consider this example. Maybe you have the habit of often checking social media. The cue might be a feeling of boredom while you are near your computer or phone. The craving could be a desire to stop that feeling. The response is checking social media, and the reward is seeing something interesting. When that process is repeated many times, it becomes a habit. Clear believes that to create a good habit, you need to follow several steps. You need to make your new habit obvious, or easy to see or understand. The habit should also be attractive, simple and satisfying. Let’s think about how you might develop an English study habit.

How to make learning English a habit:

·      Create a specific goal

Example: Break up the four main skills (listening, speaking, reading, writing) and plan to do one hour of practice in each area at the same time every day.

·      Find a learning or motivation partner

Choose a friend to keep you on target. Your friend doesn’t need to be a language learner. She can be someone who wants to start exercising. He can be someone who wants to write a novel. It is best if you both have a goal.

·      Write out how your life will change when you achieve your goal

-     If I improve my English, I will be able to get a better job.

-     If I take the TOEFL test, I will be able to get into university.

-     If I improve my pronunciation, my customers will understand me.

·      Keep track of your progress

Keep track of your effort in a notebook or online list. Share your progress list with your partner.

 

https://youtu.be/HhS99oJnlMA

Lesson 7: Idioms Make You Sound Like a Native Speaker

 

An idiom is a phrase, saying, or a group of words with a metaphorical (not literal) meaning, which has become accepted in common usage. An idiom’s symbolic sense is quite different from the literal meaning or definition of the words of which it is made. There are a large number of Idioms, and they are used very commonly in all languages. There are estimated to be at least 25,000 idiomatic expressions in the English language. Idioms evolve the language; they are the building blocks of a language and civilization. They also have great intensity to make a language exciting and dynamic. Idiomatic expressions bring a spectacular illustration to everyday speech and provide compelling insights into the use of words, languages, and their speakers’ thought processes. Idioms have a sense of mystery and fun about them.

So what makes idioms difficult? The answer is their meanings. Idioms are not easy to understand – especially for non-native speakers, because their intentions are usually symbolic. This characteristic makes them strange and difficult to understand for English learners.

·      Barking on the wrong tree

Ketika teman kamu mencari sesuatu di tempat yang salah atau menyalahkan sesuatu kepada orang yang tidak tepat, kamu dapat mengatakan ungkapan ini .

·      Can’t judge a book by its cover

Arti dari kata ungkapan ini adalah kamu tidak bisa menilai seseorang hanya dari penampilan luarnya saja.

·      Cry over spilt milk

Mengeluh mengenai kesalahan/kehilangan yang telah terjadi di masa lalu.

·         Every cloud has a silver lining

Percayalah kepada diri sendiri, karena setiap kesulitan pasti akan berujung kepada hari yang lebih baik.

·      Make a long story short

Berbicara langsung kepada intinya, jangan bertele-tele.

·      Once in a blue moon

Untuk mengungkapkan kejadian yang sangat langka atau sangat jarang terjadi, gunakan ini.

Lesson 8: Essential Slang

 

Slang, unconventional words or phrases that express either something new or something old in a new way. It is flippant, irreverent, indecorous; it may be indecent or obscene. Its colourful metaphors are generally directed at respectability, and it is this succinct, sometimes witty, frequently impertinent social criticism that gives slang its characteristic flavour.

A new slang term is usually widely used in a subculture before it appears in the dominant culture. Thus slang—e.g., “sucker,” “honkey,” “shave-tail,” “jerk”—expresses the attitudes, not always derogatory, of one group or class toward the values of another. Slang sometimes stems from within the group, satirizing or burlesquing its own values, behaviour, and attitudes; e.g., “shotgun wedding,” “cake eater,” “greasy spoon.” Slang, then, is produced largely by social forces rather than by an individual speaker or writer who, single-handed (like Horace Walpole, who coined “serendipity” more than 200 years ago), creates and establishes a word in the language. This is one reason why it is difficult to determine the origin of slang terms.

Slang is used for many purposes, but generally it expresses a certain emotional attitude; the same term may express diametrically opposed attitudes when used by different people. Many slang terms are primarily derogatory, though they may also be ambivalent when used in intimacy or affection. Some crystallize or bolster the self-image or promote identification with a class or in-group.

1.	2day	Today (hari ini)	I’ve done my job 2day. (aku sudah menyelesaikan tugasku hari ini)
2.	24/7	24 hours a day/ 7 days a week (setiap waktu)	I’ll be there for you 24/7 (aku akan selalu ada untukmu di setiap waktu)
3.	AFAIK	As far as i know (sejauh yang kutahu)	AFAIK, you got A+ in chemistry class. (sejauh yang kutahu, kamu mendapat nilai A+ pada kelas kimia)
4.	AKA	Also known as (juga dikenal sebagai/alias)	Bambang Pamungkas AKA BP, will join National football team. (Bambang Pamungkas juga dikenal sebagai BP, akan bergabung dengan Timnas sepak bola)
5.	ASAP	As soon as possible (secepat mungkin)	I need you to drive ASAP. (aku membutuhkanmu menyetir secepat mungkin)
6.	BBF	Best friend forever (sahabat baik)	She is my BFF. (dia adalah sahabat terbaikku)

 

 

 

 

 

 

 

 

 

 

Lesson 9: Improve Pronunciation with Tongue Twister

          Tongue twisters are a collection of words or phrases that are difficult to say correctly. They are also a great tool for language learners to use to practise their English pronunciation. These fun phrases can be difficult for even native speakers, with confusing alliteration and combinations of similar words. Practising these challenging sentences out loud will help you to get the hang of various sounds and get your pronunciation just right. You should start by saying the tongue twister slowly, repeating it and then building up speed. Try to say the tongue twister a few times in a row, as fast as you can, for a bigger challenge. Practice the following tongue twisters several times a day and see if you notice any improvement in your pronunciation.

Using tongue twisters in pronunciation class gives advantages to the students of English Department. Firstly, tongue twisters improve their motivation as a result of various activities conducted during the course like whispering game, watching videos, and peer teaching. They become more self confident as they are actively involved in the learning process. Their awarness of using accurate pronunciation also improves. It was indicated when one of the students, spontanously, told us that so far he made mistake when pronouncing the word ‘sweater’. He used to pronounce /swi:te(r)/ ‘sweeter’ instead of pronouncing the correct one /swetə/. Secondly, the class condition also improves. The students learnt in more exciting and relax atmosphere. They were willing to actively response to the lecturer’s questions and instruction. They also enjoyed the pleasant sounds the tongue twisters made. It made the class more alive. Whispering game was one of valuable techniques to improve class condition. Finally, their pronunciation improves. Since they got models from native speakers by watching youtube videos specifically concerning tongue twisters and routine drills using tongue twister before starting the class, they could minimize mistakes. The improvement was observed during course and the result of the test. Moreover, their muscles became relax when pronouncing words.

Some difficult tongue twisters to try:

-        The sixth sick sheikh’s sixth sheep’s sick

-      Can you can a canned can into an un-canned can like a canner can can a canned can into an un-canned can?

-    When a doctor doctors a doctor, does the doctor doing the doctoring doctor as the doctor being doctored wants to be doctored or does the doctor doing the doctoring doctor as he wants to doctor?

Lesson 10: Speak More Naturally Using Phrasal Verbs

              

Phrasal verbs are phrases that indicate actions. They are generally used in spoken English and informal texts. Examples of such verbs include: turn down, come across and run into. Phrasal verbs consist of a verb and a preposition or an adverb:

Verb	Preposition/adverb
Get	Up
Go	Through
Write	Down
Take	After

Sometimes phrasal verbs consist of three elements:

Verb	Preposition / adverb 1	Preposition / adverb 2
look	forward	to
put	up	with
sit	in	for

 

When added to the verb the preposition or adverb may change completely the meaning of the verb. Here are some examples:

Phrasal verb	Meaning	Example
look for	search/seek	He is looking for his keys
look up to	have a great deal of respect for a person	His father is his model. He is the person he looks up to.
look forward to	await eagerly/anticipate with pleasure	She is looking forward to visiting Paris.
look up	to try to find a piece of information by looking in a book or on a computer:	She didn't understand the word. So she looked it up in her dictionary

 

The meaning of phrasal verbs, sometimes,it is difficult to understand the meaning of phrasal verbs. Before looking them up in a dictionary, it would be helpful to use the context to understand them. So, when you speaking used phrasal verb, it listened more interesting.