Vocabulary Difficulty and Textbook Selection by Carl L. Johnson

Article                         : Vocabulary Difficulty and Textbook Selection

Writer                          : Carl L. Johnson

Journal                         : The Modern Language Journal

Date Published            : 20/05/2008   

The author attempts to supply information useful in selecting French reading texts. He grades reading texts by determining the relative degree of difficulty of their vocabularies. He offers to use standardized checking lists in order to avoid haphazard and unscientific methods of selection. First, he calculates running word count and the number of sources to which a word is common. He has examined and combined the vocabulary indices of twenty high school reading texts selected with regard to the following factors: (1) author, (2) time written, (3) setting, (4) type, i.e. drama, novel, poetry, etc., (5) popularity4 in schools at present. After that, he makes the list of the common words based on the calculation. However, in this case, he prefers to use the list of 3600 common word of Dr. Henmon. Then, someone who wants to select reading texts can use this list to grading the difficulty of the vocabulary using in the text. First, the person should calculate how many words using in the selecting text and each word frequency. After that, the person should match each word frequency in the selecting text with the author list of 3600 common words. If all words in the selecting text score less than 0.6, we give it a checklist as less frequent. It means that the text is difficult. He concludes this article by recommending using this technique because it is objective, easily and quickly applied; measures relative difficulty; is applicable to all types of French reading texts; and is valid in that it measures what it attempts to measure.

            The article emerged as a respond to a recent issue of the MODERN LANGUAGE JOURNAL; in which Dr. A. Green expresses the need of standardized checking lists. The role of the author in this article is to introduce his standardized checking list which uses the list of common words of Dr. Hommon, A French Word Book.

            I agree with this concept that to select reading text must consider the grade of the text. A text can be graded by the difficulty of vocabularies used in the text. I think it is true because sometimes I feel reading certain book is difficult because the book uses unfamiliar vocabularies. So, I think the grade of the book isn’t appropriate to my capacities.

            I have read a topic related to selecting vocabularies. Selecting vocabulary can be from concrete to abstract; simple to complex; or frequent to less frequent. Selecting vocabulary based on its frequency is like what this article explains. We must count some textbook words and calculate what words are more frequent, called common words. Commonly, experts use computers to calculate them effectively.

Direct Approaches in L2 Instruction: A Turning Point in Communicative Language Teaching?

Direct Approaches in L2 Instruction: A Turning Point in

Communicative Language Teaching?

Writer                          : Marianne Celce-Murcia; Zoltán Dörnyei; Sarah Thurrell

Journal                         : TESOL Quarterly

Date Published            : 05/03/2007             

This article provides two main issues of CLT. The first is the linguistic content base of CLT.  The primary focus in CLT was the elaboration and implementation of notional-functional syllabus in which language functions were introduced in a range of context, with some coverage of degrees of formality and politeness as well as of cross-cultural issues. However the lack of its firm linguistic guidelines led to a diversity of communicative approach then caused problem on testing the learning outcomes. Fortunately, researches could give a clear specification for communicative competences. It is oriented on linguistic competences which are then made as content base of CLT. The second issue is the pedagogical treatment of linguistic forms in CLT. In practice, linguistic content base of CLT merely made learning as conscious presentation of grammatical forms or lexical items which did not adequately prepare learners for the effective and appropriate use of language in natural communication. Therefore, many CLT proponents neglected linguistic competence and accepted the premise that linguistic form emerges on its own as a result of learners' engaging in communicative activities. However, in practice, instead make learning efficient, communicative activities make learner pay attention to and practice the objective; learning is merely an automatic process. In addition, it takes a longer time than learning based on linguistic competence which is then believed can greatly increase the rate of language attainment by making learners aware of structural regularities and formal properties of the target language. Finally, linguists argued that communicative competence is a matter of knowing a stock of partially pre-assembled patterns, formulaic frameworks, and a kit of rules, so to speak, and being able to apply the rules to make whatever adjustments are necessary according to contextual standards. In sum, a turning point of CLT is explicit, direct elements which are gaining significance in teaching communicative abilities and skills.

The authors put themselves in this article as initiators for further discussion towards CLT. They discuss the two main issue of CLT: the linguistic content base of CLT and the pedagogical treatment of linguistic forms in CLT, to explain clearer information about the turning point of CLT.

I agree that CLT using indirect approach which is engaging students to do conversation and excluding to teach grammar will make students merely do an automatic process of communication.  They cannot produce a new utterance because they aren’t given the pattern of the language.

I’ve ever read a book of CLT. The book provides the same information as in this article that the term of ‘communicative’ had been shared widely with different meaning which comes up to general meaning that communicative is to engage students in conversation. For example, teachers have already been said using CLT if they make students communicate. There are no firm linguistic guidelines of CLT.

The Teaching of Grammar by Otto Jeppersen

Article                         : The Teaching of Grammar by Otto Jeppersen

Date Published            : 20/12/2008, The English Journal          

  

The purpose of this article is to attain how to approach the ideal of teaching grammar. The author asserts that teaching grammar should be made as interesting and stimulating as possible, as easy and simple as possible, concrete instead of abstract, useful and at the same time scientifically sound. It is in contrast to teaching pure grammar which is abstract, lifeless and has no practical value at all. Pure grammar concerns with the essential modes of thought of all peoples; whatever languages they may speak and although the languages have changed, the structure of their thought remains the same. In other word, pure grammar treats all languages alike, hiding away the differences between them. Realizing that the grammatical forms vary from language to language; pure grammar is then identified with a grammar of function which seems universally same. Consequently, teaching pure grammar pays too much attention to definitions which are neither exhaustive nor true. The author argues that if grammar is to be real grammar, it must face the realities of life; teaching grammar is to teach the way in which native speaker express their thoughts and build up their sentences. In order to do that learner must take into account all three elements: not only its functions but also its forms and inner meanings which are inseparable.So, the best way of teaching English grammar is teaching concrete English grammar, not abstract grammar in the clouds. It should deal with the children's own language and show them how that is constructed, and how it serves to express thoughts which the children can understand. They should be made unconsciously see the rules they have already learned and follow unconsciously; and these rules should not be given to them as something to be learned by rote, but as far as possible they must be discovered by the pupils themselves under the guidance of the teacher. In sum, teaching grammar is absolutely to be preferred to the deductive method.

The author put himself in contrast to theory of teaching pure grammar which treats all languages alike; hiding away the differences between them. Consequently teaching pure grammar is abstract, lifeless, and has no practical value at all. He then purposes his opinion that teaching grammar should be real; teaching grammar is to teach the way in which native speaker express their thoughts and build up their sentences.

I think that teaching real grammar is only useful for native speaker because real teaching grammar deals with the children's own language as a base on teaching grammar by showing them how the language is constructed, and how it serves to express thoughts which the children can understand. Yet, for second and foreign language learners, teaching pure grammar will have great benefit to increase the rate of language attainment by making them aware of structural regularities and formal properties of the target language which have been standardized by pure grammar.

        

    Mostly, in Indonesia, teachers teach pure grammar. They teach students the standard of English. It’s true that, in practice, teaching pure grammar is abstract, lifeless and has no practical value at all. However, it is useful to give students a base pattern for producing and understanding utterances.

What is Academic Vocabulary? by James F. Baumann and Michael F. Graves

What is Academic Vocabulary?

James F. Baumann and Michael F. Graves

Journal of Adolescent & Adult Literacy

The purpose of this article is to define academic vocabulary. First, the authors attempted to bring some clarity to literary vocabulary and academic language which were then placed within academic domain knowledge. Second, they compared and contrasted definitions of specific and general academic vocabulary. Third, they reviewed typologies that Fisher and Frey; Harmon, Wood, and Hedrick; as well as Hiebert and Lubliner have proposed to organize academic vocabulary. Finally, they considered some of the procedures Graves, Fisher and Frey, as well as Marzano and Pickering which have recommended for identifying academic vocabulary for instruction. The result is a scheme for classifying and selecting academic vocabulary for instruction. The classification of academic vocabulary is fallen into five types. The first type is domain-specific academic vocabulary. It is the relatively low-frequency, content-specific words and phrases that appear in content area textbooks and other technical writing materials. The second type is general academic vocabulary. It is words that appear reason ably frequently within and across academic domains. The third type is literary vocabulary. It is words that authors of literature use to describe characters, settings, and characters' problems and actions. The fourth type is Meta language. It is terms used to describe the language of literacy and literacy instruction and words used to describe processes, structures, or concepts commonly included in content area texts. The last type is symbols. It is icons, emoticons, graphics, mathematical notations, electronic symbols, and so forth that are not conventional words. In sum, academic vocabulary is vocabulary that includes in the five types of the authors’ scheme.

The authors put themselves as informants in this article. They give their scheme for classifying and selecting academic vocabulary for instruction. They give their pattern of thought how they produce the scheme. They collect all information about definitions of academic vocabulary, typologies, and procedure for identifying academic vocabulary, after that they analyze them.

At first, this classification seems perfect. Yet, after I reread again, I found that Meta language can be included into domain-specific academic vocabulary or literary vocabulary; because based on the definition of meta language, vocabulary of meta language can be found in literary textbook and the vocabulary used to describe the language of literacy and literacy instruction. It means that the function of Meta language is almost the same as literary vocabulary. In addition, Meta language used to describe processes, structures, or concepts commonly included in content area. This function is almost the same as domain-specific vocabulary which refers to relatively low-frequency, content-specific words and phrases that appear in content area textbooks and other technical writing materials.

I always do the same step for defining something as what this article did. I collect all information about the definition of the thing I want to define. Then I analyze them and finally make my own definition.

Trace by Patricia Cornwell

Book Title : TRACE 

Author : Patricia Cornwell 

Publisher : Barkley 

Date Published : 2004 

Number of Pages : 401 

Genre : Crime 

 Book Code : NV/0842 

          The main characters of this novel are Kay Scarpetta-Chief Medical Examiner for the city of Richmond; Pete Marino, Kay’s partner who is a Detective with the Richmond PD; and Lucy Farinelli, Kay’s niece who is more like her daughter and a school kid. Kay was asked to investigate a corpse of 14 year old girl. After that she found that the girl was murdered then she tried to investigate the murder. Lucy Farinelli, who has grown from chubby schoolgirl to FBI Agent, then runs a private investigative service called The Last Precinct, where Pete Marino is now working for her; tried to investigate a person who tried to kill her lover. Unexpectedly, the murder was the same person of whom Kay was seeking. 

            I like the part when the murderer can be known because it makes my curiosity release from my mind. Actually the murderer is one of Kay’s former staff members. He sought revenge against Dr. Kay and her niece called Lucy for causing his disability such as a lung condition which makes him difficult to breathe. 

               I still feel confused why the mother of the murdered girl, Susan did a strange behavior, such as after she had done a sexual role play with Pete Marino based on her willing and there’s no force to her, Susan instead lied and accused Pete having raped her. This strange behavior from the bereaved mother drew her into the investigation as a suspect or accessory to the crime. I think she’s mentally ill. 

             I don’t like the part when Pete Marino was not consistent on his main purpose coming to Susan’s home. He did a sexual role play with her instead of just investigating her about her daughter’s death. In short, instead of solving the problem, Pete added a new problem by doing that. He was accused of having raped her. 

          I have heard some experiences related revenge but in another case, such as: being hurt by his employer, an employee killed his boss. 

             If I had a right to change this novel, especially the fate of the employee, I would make the employee have a brave not for revenge instead of for talking and demanding money as an expense for having made him be a disable person. Moreover, I would make Kay’s more opened eyes toward her employees by taking her care of them. Therefore, this criminality would not happen. 

            The issue raised in this novel is about an employee’s revenge toward his employer who had made him be a disable person. The employee sought revenge against Dr. Scarpetta and her niece, Lucy. He made some attempt to satisfying his revenge such as by mostly killing Lucy’s lover called henry; and having burnt Gilly’s house. 

            The moral value of this novel is that do revenge is a worthless effort. It adds worse thing rather than satisfying the person. For example, the employee made himself in a dangerous position by killing another person. Maybe at first, he felt satisfied but at the end he will be disappointed because of what he had done. For example, at the end, the murder could be known. He are then put in jail. That’s a bad ending for him.

Descent from Xanadu by Harrold Robbins

Book Title : Descent From Xanadu

Author : Harrold Robbins 

Publisher : New English Library 

Date Published : 1984 

 Number of Pages : 332 

Genre : Science Fiction 

Book Code : NV/0803 

DESCENT FROM XANADU BY HARROLD ROBBINS

           The main character of this novel is Judd Crane, a man who had power, wealth and women. He dominated the world-wide web of his business empire, even governments bowed before his financial. There was nothing he could not control, except his life. To get his immortality, Judd asked a help from another character called Dr. Zabiski, the world’s expert on rejuvenation therapy. Being offered five millions dollars, Dr. Zabiski then did an experiment to overcome the unstopped descent into old age. She had done all her effort toward medical and technological aspects. However, they were negated by Judd’s life style. She then suggested another way before dying that was control total environment. With all knowledge that he got from Dr. Zabiski he then made a new city. Being helped by another character called Sofia, a woman he loved and had great knowledge to achieve his purpose; he could produce what was called Xanadu, a machine that could make someone live forever. 

            I like the author’s idea in this novel because it really draws the image of human being that is never satisfied. It leads me to my imagination and it is so logic that if all the things human needs are already completed and make them happy to live in the world. Then, they will not want to leave their world such as what Judd’s will, he wanted to live forever. However, how could human avoid their fate of death and make them live forever? This question for the author’s idea really increases my will to read more. 

           I was confused how they made a thing called Xanadu could make human live forever. This tool is really confusing me. They said that it was made from DNA genetic engineering process which can create an artificial human cell clone. Whatever that, I really don’t understand. Moreover, at the end, Judd Crane didn’t use Xanadu instead he erased all information tapes of Xanadu because he preferred to live with Sofia instead of living alone by using Xanadu. So, it means that all the efforts he did are not used. It’s wasting time I think. 

           I don’t like all the part that told about sex in this novel because it so vulgar such as the character called Judd, a man who was sexually magnetic, often did a sex that was exposed in this novel. 

            As a human I feel the same feeling as what Judd Crane feels-that is human being is never satisfied. For example, when I have one thousand rupiahs, I want to get more; I want to get a hundred thousand rupiahs. Then, when I already get a hundred thousand rupiah, I want to get five hundred thousand rupiahs and so on. 

           If I had a chance to change this novel I would change the end of this novel. Maybe, I would make Judd Crane use Xanadu therefore he could live forever. After that I would make him to be bad person and there would be a person that would help the country. Then for further story would be made to the next chapter or another novel. I think it would make all his efforts useful for him and make this novel more interesting. 

            The larger issue in this novel is an attempt to formulate things that can make human immortal. At first, it seems impossible to make human immortal. The first experiment was considered on chemical and technological aspect, however it is failed. After that, the doctor told Judd to control his total environment. With all knowledge he had, Judd made his new country and also a thing that called Xanadu, DNA genetic engineering process to create an artificial human cell clone in order to make human live forever together with Sofia. In short, this novel mainly considers that human can make a tool that makes human live forever. 

The moral value of this novel is that human being doesn’t ever feel satisfied. For example, Judd Crane is a man which is full up with power, wealth and women. I think if he felt satisfied of what he had, he would never think to make himself live forever. However, he asked Dr. Zabiski to make a thing that makes human live forever.

Governance Implementation of curriculum KTSP Vs. 2013 in Indonesia

             Curriculum is a form of respond to social problems. Therefore curriculum is often changed to solve the social problems that vary in every changed time. Especially in Indonesia, curriculum has been changed for eleven times. The latest changed curriculum is from curriculum KTSP to curriculum 2013. It is because national curriculum of KTSP is considered being not able to solve the recent social problems any more, such as those related to globalization and free market, environmental issues, rapid technological advances, etc. To address these challenges, curriculum must then provide young people with a range of competencies i.e. knowledge, creativities and skills related to particular cognitive, affective and psychomotor behaviors, which are needed by global work. Actually, orientation of curriculum KTSP is based oriented-competency yet in practice, it is found some deficiencies which need to be improved through curriculum 2013. The improvement of curriculum can be seen through their differences in each governance implementation. There are four elements of governance implementation of the curriculum KTSP and 2013, which can be compared.

          The first element is teacher. In curriculum KTSP, the authority of teachers is almost absolute, especially on making a lesson plan. Teachers are given freedom to make their own syllabus. Their authorities on making syllabus are only limited by SK and KD that are determined by government. However, in curriculum 2013, it is government who makes the entire syllabus. Government absolutely owns the authority to make lesson plan whereas teachers are only supposed to improve the syllabus that has been prepared by government. Consequently, the effectiveness of time for learning activity is high because teachers will not waste their time on preparing their own syllabus instead they can improve their skill on teaching only. However, it means that teachers’ demanded competence is decreased, especially in teachers’ creativity on making their own syllabus. Teachers are demanded to follow the syllabus that have been determined by government. If so, all teachers are supposed to be able to teach even a low-competent teacher. In short, in curriculum 2013, the authority of teachers is more limited, the effectiveness of time for learning activity is higher, and the demanded competencies of teachers are lower than curriculum KTSP. 

          The second element is book. In curriculum 2013 not like KTSP, books for learning activity are provided by government. It is because of the experience on using KTSP in which teachers are given freedom to make their own syllabus, then automatically choose or create their own textbook that might not appropriately reflect learning objectives that must be achieved and also can make so many varieties on teaching material that consequently make difficulty to test students nationally. By providing certain educational book for national, government can make sure that all students are taught with the same book which reflect the same learning objectives, and expected to result the same outcomes which are then easily tested nationally. Consequently, the role of publishers, the material and process variation and the variance price of book which are large and high in KTSP are now small and low in curriculum 2013. 

          The third element is students. In curriculum KTSP students must achieve learning outcomes that are entirely determined by teachers in a form of RPP which the teachers make by themselves. Whereas, in curriculum 2013, learning outcomes that students must achieved are not totally dependent on the teacher, but also the books that are provided by government. 

         The last element is monitoring. In curriculum KTSP, it is difficult to do supervising, even almost impossible. It is because the variety of teaching learning activity that teachers use in curriculum 2013. Therefore, there are many deviation happened in curriculum KTSP. Whereas, in curriculum 2013, all teachers are supposed to follow the entire lesson plan and use textbook that are determined by government. Therefore there is a same guideline of teaching learning activity in curriculum 2013. Consequently, it is easy to supervise classroom activity in curriculum 2013. 

          In conclusion, curriculum 2013 is a result of improvement of curriculum KTSP. Its improvement can be seen by observing four elements i.e. teacher, book, student and monitoring. Actually, these elements are influenced and improved because of the government decision to control teaching learning activity by providing the same guidelines for teacher i.e. lesson planning, and textbook. In short, in curriculum 2013, teaching learning is not varied like KTSP and more controlled than KTSP.