Senin, 29 Juli 2013
Minggu, 28 Juli 2013
Comprehending Simple Instruction : A Lesson Plan for Vocational School - Culinary Department
LESSON PLAN
School :
SMK Negeri 2 Malang
Subject :
English
Department :
Culinary
Grade / Semester : XI / 4
Time : 2 x 45 minutes
A. Standard of Competency : Communicating English at Elementary Level
B. Basic Competency : Comprehending Simple Instructions
C. Indicators :
·
Students are able to identify instructions
in cooking process
·
Students are able to arrange a cooking process in order
·
Students are able to produce instructions
for cooking process
D. Learning Objectives:
By the end of the course, students will be able to:
·
Identify
connectors of sequence
·
Identify
verbs used in cooking process
·
Match
the instruction that they hear with the picture
·
Arrange pictures of cooking process in order based
on what they listen
·
Reproduce
instructions of cooking process orally
·
Describe
sequence of cooking process orally
E.
Teaching Materials:
a)
Vocabulary
·
Connector
of Sequence :- First, ...- Next, ...- Then...- Finally...
·
Verbs
used in cooking : mince, peel,
slice, add, pour, boil, fry, etc
b) Text Type : Authentic Cooking Instructions (Audio File)
LISTENING TRANSCRIPT :
How to Make Jambalaya
Instructor : Good Evening, everyone
Students : Good evening
Instructor : Last class,
we learnt how to make new England clamp chopper. This time we’re going to learn
to cook a dish from the southern part of US. Has anyone heard of jambalaya?
Student A : It’s a kind
of seafood dish, isn’t it?
Student B : Yeah, I ate
it when I was in New Orlean last year. It was pretty spicy.
Instructor : Did you
like it?
Student B : Yeah, it was
good. I’d like to learn to make it.
Instructor : Thats’s
we’re gonna make it tonight. Jambalaya is from Lousiana, it’s called Cajun food.
I think you’ll find it easy to make. It has alot of ingredient, but they are
all necessary for a good jambalaya. So here we go. Let’s see the first thing we
have to do is fry the meet, now, while the meat is frying, I’ll chop up the
vegetable. Uhm we need to chop up onion some celery, the green pepper and some
garlic. Okay, next we want to add the vegetable to the meat and fry them,
sautage them actually, in butter, for about five minutes. Are there any
questions while the vegetables are frying?
Student C : You just fry
vegetable and meat together?
Instructor : That’s
right. In the mean time, I’ll cut up the tomatoes. Now we add them to the
frying pan. Tomatoes don’t need much cooking. Hmm, ohh, it’s looking tasty.
Now, let’s see. Next, we have to stir in all those spices. Spices are the heart
of the jambalaya. There’s chilli powder, three different kind of pepper, and
tobasco sauce.
Student A : What kind of
pepper?
Instructor : Owh, white
pepper, black pepper adn cayenne pepper.. That makes it hot and spicy. Now,
while the spices are cooking, I’ll peel the shrimp. Everyone has peeled the
shrimp before, right?
Students :Yeaaah!!!!
Instructor : O good, Ok.
Now we put everything together in this large pot, the meat and vegetable, the
shrimp and two cups of chicken broth. Then give it a stir. Make sure you stir
really thouroughly, especially with all the spices and everything. ok that’s about it. Now we just cook the
mixture.
Student C : How long?
Instructor : Well, once,
it starts to boil we stir them with rice, then lower the heat put it in a
pot and then let it cook for about 35
minutes. While we’re letting it cooked, ...
c)
Grammar
Review :
·
Simple Present
For instructions or directions
e.g. Open the packet and pour the contents into hot water.
e.g. Open the packet and pour the contents into hot water.
·
Subordinating Conjunctions : while, when, as
e.g. While the meat is frying, I’ll chop up the vegetable.
F.
Methods of Instruction :
·
Contextual Teaching and Learning (CTL)
focusing on integrated Listening and Speaking Skills
·
Dictogloss Technique
G. Teaching Procedure :
a.
Pre-Activity (15 minutes)
1)
Greeting
then checking student’s attendance
2)
Apperception
·
Teacher
puts some raw food/vegetable on the table, then review the vocabulary.
·
Students
are asked whether they have once cooked them, and mention the name of the
food/dish
3)
Orientation
·
Teacher
mentions some verbs of cooking process ( peel, cut, chop, slice, add, etc) and demonstrate it.
·
Students match pictures and the suitable verbs
4)
Motivation
·
Students
are asked to choose a vegetable and mention any possible verbs to process it
based on their experience
b.
Whilst
Activity:
1)
Exploration (25
minutes)
·
Students are asked to watch a cooking video clip
·
Students identify food processing verbs
·
Students identify the connectors of sequence
·
Students reproduce the
cooking process they watched orally
2)
Elaboration (40
minutes)
·
Students listen to a monologue on cooking process.
·
Students arrange the jumbled pictures into a good order according to what they listen.
·
Students jot down
important words showing process and the sequence
·
Students reproduce the cooking process
orally using the pictures.
·
Students are requested
to give alternative cooking process for the same dish based on their experience
3)
Confirmation (10
minutes)
·
Students are asked to
give comment to the alternative given
c.
Post Activity
·
Students are requested to find a typical cooking
process around the world for their
homework.
H. Resources Books
and Media
1.
Media : Realia ( potatoes, carrots, spinach, cabbage etc), Cooking Video Clip,
Audio File, Tape Recorder / Speakers.
2.
Handouts.
3.
Resourcess:
· Marc
Helgessen & Steven Brown , 1994. Active Listening Building.
Cambridge University Press, Melbourne
· ww.youtube.com/watch
I.
Evaluation
Type
: Listening Test
Form :
Cloze Test (audio 1) and Multiple Choice (Audio2)
Rubric :
Audio 1 : Cloze Test
|
Test No.
|
Criteria
|
||
|
Correct
Word & Spelling
|
Correct
Word but Misspelling
|
Incorrect
Word
|
|
|
1
|
1
|
0.5
|
0
|
|
2
|
1
|
0.5
|
0
|
|
3
|
1
|
0.5
|
0
|
|
4
|
1
|
0.5
|
0
|
|
5
|
1
|
0.5
|
0
|
|
Score on Cloze Test : Sum X
40%
|
|||
Audio 2 : Multiple Choice
|
Test No.
|
Criteria
|
|
|
Correct
|
Incorrect
|
|
|
6
|
1
|
0
|
|
7
|
1
|
0
|
|
8
|
1
|
0
|
|
9
|
1
|
0
|
|
10
|
1
|
0
|
|
Score on Multiple Choice: Sum of Correct No X
60%
|
||
Total Score = (Cloze
Test) + (Multiple Choice)
Instrument :
Audio
1 : Listening Transcript :
Listen to the following
instruction and fill in the gaps below.
It's easy to make your own caramel sauce
with these tips from Chef Todd Knaster of The Culinary Institute of America. He
begins by adding 2 ounces of water to a pan, along with 5 ounces of corn syrup
and 7 ounces of of sugar. (As it comes to a boil,___________1) constantly, then
stop stirring once the mixture is bubbling vigorously. At this point, it's a
good idea to ________2) the sugar crystals forming on the side of the pan with
a wet pastry brush. Once the sugar begins to pick up some color, watch it
closely, since sugar burns easily. You want to swirl the pan to make sure it
cooks evenly, then, ________3) the heat
when you've achieved a deep golden color. At this point, you___________4) the
13 ounces of heavy cream, but do it very slowly so the caramel doesn't seize.
Take the pan off the heat and add in the butter, a pinch of salt, and vanilla
extract. The sauce will still be very hot at this point, so if you need to cool
it quickly,____________5) it into a bowl and set that bowl over a larger bowl
of ice water.
Key Answer : 1)
stir 2) wash down 3) turn off 4) add
5) pour
Audio 2 :
Listen to the instruction, then, choose the
best answer A, B, C, or D that best answer the questions!
6.
What kind of salad is the chef making ?
A.
green salad C.
vegetable salad
B.
dessert salad D.
fruit salad
7.
After preparing the ingredients, what is the next step?
A.
Chop the fruit C.
Slice the apple
B.
Chop the celery D.
Toss the dreesing
8.
What must be done before the celery is sliced ?
A.
Toss it C.
Slice it
B.
Wash it D.
chop it
9.
What is the best time for tossing the salad dressing?
A.
When everything is ready
B.
After chopping the fruits
C.
A couple hours before serving
D.
At the time of serving
10.
What is the last thing to do before serving?
A.
Tossing the salad
B.
Putting some toppings
C.
Adding everything in a bowl
D.
Adding slices of celery.
Key Answer : 6) D 7) C 8)B
9)C 10)B
Kamis, 14 Februari 2013
ON THE ARBITRARINESS
OF LANGUAGE
INTRODUCTION
Language, according to Ferdinand de Saussure is a system of signs, and each sign is a
combination of a form (which is the “signifier”) and a particular meaning
(which is the “signified”). The signifier is the sound and the signified is the
idea. Idea and sound are like the front and back of a piece of paper ( the
paper is the linguistic sign); the head and tail of a coin (the coin is the
linguistic sign) or the chestboard and chess pieces (the chess is the
linguistic sign). We can distinguish between the two, but we can't separate
them. Signs are both material/physical (sounds) and intellectual (ideas). This
is important because language is not a thing, a substance, but a form, a
structure, a system.
SIGN, SIGNIFICATION AND VALUE
Saussure referred the individual relationship
established between a signifier and a signified as SIGNIFICATION, which we
commonly think of as ‘meaning’. VALUE, on the other hand, is the relation
between various signs within the signifying system. In other words, value is the
collective meaning assigned to signs, to the connections between signifiers and
signified. The value of a sign is determined, however, not by what signifiers
get linked to what particular signifieds, but rather by the whole system of
signs used within a community. It is actually the product of a system or
structure, not the result of individual relations of signifiers and signifieds
(signification). The arbitrarily chosen ‘signifier’ has no value, and the idea
or ‘the signified’ does not have true value by itself because it exists
within a language system. Instead, the linguistic value of a sign is determined
by other factors within its environment, by the other linguistic signs.
Saussure
pointed out that the value of signs is culture-specific. The French ‘mouton’
may have the same meaning as the English ‘sheep’, but it does not have the same value, because English has the terms
mutton and sheep, a distinction which is not available in French. The following
examples shows that it is also true in Indonesian.
|
SIGNIFICATION
|
VALUE
|
|
|
The starchy seeds of an annual southeast
Asian cereal grass (Oryza sativa) used for staple food;
|
English :
rice
|
Any of the kind
|
|
Indonesian :
1)
Beras
2)
Nasi
|
Uncooked grain
Cooked & ready to be served
|
|
|
That one who is neither the speaker nor the
hearer (3rd singular)
|
English :
1)
She
2)
He
|
Female
Male
|
|
Indonesian
1)
Dia
2)
Beliau
|
Either female or male
Highly respected female or male
|
|
|
To move on a course or be away from a place
|
English :
1) go
2) went
3) has gone
4) going
|
at certain time
In the past
completed
now
|
|
Indonesian
pergi
|
Any location in time
|
|
VALUE
is always composed of two kinds of comparisons among elements in a system. The
first is that dissimilar things can be compared and exchanged. A word can be exchanged for something
dissimilar,an idea; the second, is that
similar things can be compared and exchanged.
A word can be compared with
something of the same nature, another word. Its value is not fued so long as
one simply states that it can be "exchanged" for a given concept,
i.e. that it has this or that signification: one must also compare it with
similar values, with other words that stand in opposition to it. Its content is
really fued only by the concurrence of everything that exists outside it.
ARBITRARY NATURE OF THE SIGNS
Essentially, language is a symbol system. The
choice of symbols used by a language is arbitrary. This is because there is no
direct relationship between signifier and signified, between form and meaning;
there is no intrinsic connection, in other word, it is unmotivated. This is understandable
since language is not a nomenclature. If
this were so, translation would be easy. In fact, each language articulates its
conceptual universe differently. ‘Bold and beautiful’, in Indonesian; ‘cantik
dan berani’, do not simply name existing categories but articulate their own. Ideas
evolve just as much as signifiers do. If language were a set of names applied
to independently existing concepts, then in the historical evolution of a
language, the concepts should remain stable, even if signifiers evolved. However,
this isn't so. Different signifiers can be used to symbolize the same
signification; different significations can be symbolized by the same signal. There are so many different words with
little or no similarity of form in different languages meaning the same thing.
“Book": in French is ‘livre’, in Spanish:
‘libro’, in Japanese: ‘hon’, in Indonesian: ‘buku’, Turkish ‘kitap’. Even
within the same language, the form of words changes over time. In Javanese,
people used to call their mother ‘biyung’, this word has been changing overtime
: ‘emak’ – ‘ibu’ – ‘bunda’ – ‘mama’. We would not expect this if there was a
direct link between a word's meaning and its form, since the constancy of the
meaning should prevent the form from changing. Conversely, we have words which
change meanings over time, so that the same form comes to be associated with a
different meaning. The word ‘teras’ in Indonesian formerly means ‘wood’, then:
‘the front part of the house’, now, it means ‘an important governmental position’.
This is, again, making the existence of
a link between the two highly unlikely. The followings are other examples :
English
Indonesian Javanese
Rice beras
beras
Rice nasi sego
She dia dekne
She beliau piyambakipun
He dia dekne
He
beliau piyambakipun
Shortly, signs is not in any way predictable
from the form, nor is the form dictated by the meaning. In the opposite case,
if a symbol is nonarbitrary, then we should be able to deduce its meaning from
the form of the symbol, like iconicity which describes the most extreme
examples of nonarbitrary form-meaning connections, where the form is directly
representational of the meaning. One
such example might be a "no-smoking" sign. The sign effectively
"contains" its meaning in its form. There is a direct link between
the sign and its meaning, that link being the shape of a cigarette. If
cigarettes looked different, the sign would then also have to look different.
Another similar example is a blind-crossing sign, which is directly linked to
the figure of a blind with a white cane.
Moreover, human language is completely
arbitrary with very few exceptions. The exceptions
to the claim that human language is arbitrary fall under two restricted categories:
onomatopoeia and sound symbolism. Onomatopoetic words have a definite
relationship to what they represent, thus they are not entirely arbitrary.
However, different languages represent the same natural sounds in slightly different
ways, meaning that they are not completely nonarbitrary either. The following are
examples of onomatopoetic words in English and Indonesian.
English Indonesian
hiss mendesis
bark menggonggong
buss berdengung
mew mengeong
moo melenguh
The above examples, again, shows that language
is not completely nonarbitrary. If so, every language would have to have
precisely the same word to represent the same natural sound. This is also true in sound symbolism, one of which
is called interjection: spontaneous expressions of reality dictated by natural
forces. Let’s see the examples below.
English Indonesian
Ouch! Aduh! : expressing pain
Er....! / uhmm..! ehm...! : expressing hesitation
Alas! Ya Tuhan ! : exprssing grief/pity
Oops! Yah! : expressing mild apology
Yuck Hiii..! : expressing disgust.
We can clearly
see in the above examples that there is no fixed bond between the signified and
their signifier. We need only compare two languages to see how much such
expression differ from one another.
Although onomatopoetic and sound symbols are
of secondary importance, the idea of arbritrariness is a plus because it frees
a communication system to use the most convenient means available to
communicate by removing the constraint that the form of signals must bear a relationship
to their meanings. It also makes it much easier for a communication system to
refer to abstract entities, since it is hard in any case to make a link between
a symbol and an abstract meaning.
REFERENCES
de Saussure, F. (1983). Course in General Linguistics.
G. Duckworth, London.
Dardjowidjojo, Soenjono. (2003).
Psikolinguistik:Pengantar Pemahaman Bahasa Manusia. Yayasan Obor
Indonesia. Jakarta
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