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Tips for Teachers and Students The suggestions below represent a combination of general principles from the authors and tips from teachers and students who have used these materials. We hope that these suggestions are valuable to users of the book, whether they are teachers or students. The classroom language for Let’s Speak Indonesian is Indonesian, and English in class is to be avoided or kept to a bare minimum. Indonesian language usage provides students with a maximum amount of target language exposure , which aids language acquisition because it forces students to develop language-learning strategies. For example, students learn how to deal with ambiguity and how to make educated guesses using contextual clues; these learning strategies allow the students to become independent learners. Students learn how to be creative, resourceful, and critical in learning on their own and searching for meaning in the contexts, rather than being totally dependent on a teacher or a dictionary. While maximizing the use of Indonesian in the classroom, the teacher must tailor his or her speech to the students’ vocabulary level. The teacher must carefully plan the lesson, selecting appropriate words and sentence structures to contextualize the lesson based on students’ prior knowledge. In addition, the resourceful teacher uses pictures, props, gestures, facial expressions, and acting to aid comprehension. 1. Overview This segment of the lesson orients students, telling them what the lesson is about, giving them a road map. With this information, they know where they are going and what they can expect to learn from the lesson. At the beginning of the lesson, the teacher directs student attention to the list of language functions provided at the beginning of each lesson. The language functions are written in English; however, the teacher can verbally state the Indonesian expressions to familiarize the students with the pronunciation of those expressions . Alternatively, students can be asked to read the language functions and listen to the audio recording of the dialogue before coming to class. The students also should have read the introductory paragraph found at the beginning of each unit and the cultural notes at the end of each lesson. 2. Presentation In this preparatory stage, the teacher helps students comprehend the new language items before requiring them to produce them. The teacher pre-teaches the meaning of key vocabulary items and expressions in the lesson with the aid of pictures, props, gestures, enactments, and facial expressions rather than xix by giving the English translation. This manner of introducing new language expressions will help students develop strategies for guessing that will help them become independent learners. The presentation may be followed by chorus drills or repetition so that the students become accustomed to the pronunciation of the expressions. After presenting the key terms and expressions, the teacher acts out the dialogue using clear intonation, gestures, pictures, etc., in order to emphasize the meaning. The objective, at this point, is student comprehension. (The teacher should not hesitate to move around the room and exaggerate his or her gestures .) The comprehension questions are then discussed with the whole class. Finally, the teacher calls on students to perform the dialogue in pairs, while the teacher moves around to check on pronunciation and comprehension. In the later chapters, the dialogues increasingly contain longer and more complex sentences. The longer dialogues are not meant to be memorized; rather, they serve as rich input, pushing students to higher proficiency levels. Teachers , at their discretion, may decide which vocabulary items are important and should be rehearsed for production and memorized, and which vocabulary items are for comprehension only. 3. Drills The section ayo berlatih offers the students an opportunity to use the language presented in the dialogue. After the students comprehend the dialogue, they are asked to produce the language. At this stage of production, students are provided guided, focused exercises, allowing them to practice producing one new language function at a time in a specific context. It is important for the teacher to give clear instructions for each task; he or she may provide examples or perform a demonstration exercise beforehand if necessary. While students perform the tasks, the teacher moves around the classroom to provide help as needed. These controlled exercises precede the more open-ended tasks given in the next section, ayo berkomunikasi. 4. Interactive practice The ayo berkomunikasi section asks students to use the new language functions and the new vocabulary in authentic situations. The teacher may direct student attention to the list of functions as a reminder...

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