Assignment - Academic Writing (nur Fitrahana).docx

Essay Writing. 1.0 Introduction. According to Oxford Advanced Learner’s Dictionary, Language is defined as the system of communication in speech and writing that is used by people of a particular country or area (Oxford University Press, 2010). Meanwhile, Shafer, 2010 stated “art” is a way of communicating an idea, whether it is done through music, paint, sculpture, or dance. Therefore, language arts can be expressed as the ability to utilize the language proficiently in order to communicate an idea. In Malaysia, Language Arts is one of the modules in the English Language Curriculum for Primary School. The module is intended to steer the continuous growth and development of pupil’s thinking, language abilities and allowing all pupils to engage and enjoy stories, poems, songs, rhymes and plays written in English (Kurikulum Standard Sekolah Rendah, 2012). 2.0 Language arts in song and visual. Language arts create ample opportunities for pupils to master language abilities in a very relaxed atmosphere. According to the National Council of Teachers of English (NCTE) and the International Reading Association (IRA) (Standards for the English Language Arts, 1996) as cited by Roe and Ross, 2006, the skills of listening, speaking, reading, and writing are also part of the language arts. Therefore those four skills can be integrated into language arts in order to encourage enjoyment in learning. Among of the strategies that can be used to teach the language arts are song and visual which are identified to be appropriated because Level 1 students are in the phase of growth development.

2.1 Language arts in song. As English Second Language Learner, level 1 pupils are easily fascinated by songs. Songs is defined as a short piece of music with words which are sung (Cambridge, Advanced Learner’s Dictionary, 2010). Songs play important role in the development of second language in young children. It may provide an enjoyable learning of the second language, increase the pronunciation and polish the listening skills (Millington, 2011). Hence, teacher can use song to teach listening and reading.

“A 2016 study at the University of Southern California’s Brain and Creativity Institute found that musical experiences in childhood can actually accelerate brain development, particularly in the areas of language acquisition and reading skills (Bright Horizon, 2017).” 2.1.1. Choice of song and the relationship with biblioteraphy and multicultural elements. Using songs during teaching and learning session requires the teacher to be aware of certain aspect in order to make sure the lesson’s objective is achieved. Thus, teacher has to pick the right song and introduce it slowly if it is a new song. There are also few types of songs that are suitable for the young learner like nursery rhyme song, lullabies, sing-along and stories (Music Genre List, 2015). Teacher may choose one type of song for each teaching learning session. One example of the song is “Hello to All The Children of The World” which started being popular during May 2007 (Fandom, 2010). This song is about hello in 9 different languages. Among of the country in the songs are America, France, Mexico, Australia, Jerman, Japan, Itali, Rusia and Israel. It is a good song to be taught to the children as they can learn other languages and also other cultures which is never been exposed to them. “Shen 2009 state, songs reflect culture language and music are interwoven in songs to communicate cultural reality in a very unique way (Millington, 2011)”.

Although this is probably more applicable to songs for older learners, young learners can be given the opportunity to learn about seasonal or historical events in the target language through songs. Teacher can introduce the song by using picture of other country which can be obtained from books of culture. The book that teacher’s provide must display the picture that represent the culture of the country like their flag, clothes, food and buildings. It may help the students to apprehend the meaning of the lyrics by looking at the picture from the book. It is also to familiarize the students with books and to build the reading habit in their life.

Furthermore, by using book, all students can see and touch the picture easily as they can have direct contact to the pictures’ illustration which may attract their attention and interest. Teacher can also drill the students with the vocabulary and the pronunciation before start to sing the song. Therefore, the students will not face any problems in understanding the song which at the same time they learn new knowledge of other cultures.

2.1.2 The assessment of song On the other hand, teacher may organize singing competition for the students’ assessment. Teacher should assess the students individually to identify their ability. “An Individual Assessment is the ideal instrument for evaluating potential, for assessing current status or selecting employees for specialist or management positions” (Mensch psychology wirtschaft, 2016).

By using the same song, students are free to manipulate their creativity and imagination in order to win the competition. The aspect of assessment should include the harmony of the song, tempo, costume and song’s lyric. The Individual assessment is to encourage student involvement and responsibility as well as the development of student’s judgment skills.

2.2 Language arts in visual. The second strategy in teaching language arts is visual. Visual is described as something connected with seeing or sight (Oxford Advanced Learner’s Dictionary, 2010). It also means pictures, piece of films, or display used to illustrate or accompany something (Cambridge, Advanced Learner’s Dictionary, 2010). In the concept of teaching and learning, visual can be meant as visual literature which is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, extending the meaning of literacy, which commonly signifies interpretation of a written or printed text (Erin, n.d.). However, in class teacher use visual as teaching aids in assisting the effectiveness of a speech. Students are capable of retaining more information through visual learning when teacher use the video, graphs, images and charts during the teaching and learning lesson (Zane, 2017). It also builds students’ interest and engagement for that lesson. Using visual in the classroom may improve students understanding and memory. It also can serve as notes and provide clearer organization of the idea for the students. The visual aids on the other hand, may boost students reading skills and speaking skills.

2.2.1 Ways to teach visual. There are few ways to teach the students using visual. First, teacher may introduce visual aid before talking about the information contained in it. Teacher also needs to make sure the visual aid supports the message. Avoid distributing materials before the speech begin to make students enthusiastic and ready for a lesson. Through visual, teacher can manipulate it to teach writing, reading, and speaking. 2.2.2 Choice of visual and the relationship with biblioteraphy and multicultural elements. The teaching and learning activity in class can be held through visual literacy with picture book. The picture book is one example of teaching aid which gives a great way to encourage visual literacy in your young language learners. Teacher can use the picture book like The Very Hungry Caterpillar which provides many opportunities to engage the students. Teacher can ask questions about the images, colours, setting and allow them to share their ideas about what is happening in the story. Open-ended questions can extend the discussion on how the images, characters, and story might relate to things in their own lives further building an understanding of the meaning behind the pictures and text. Teacher can ask the students if they encounter the same event or have they saw such caterpillar in their life. Apart from that, students also may crawl, walk and pretend to be like the caterpillar. These questions and conversations promote critical thinking, help boost self-confidence and polish the speaking skill. By using such interesting picture book, students will be happy to engage in the learning process. 2.2.3 The assessment of visual. For the assessment of the visual literacy above, teacher can have flowchart assessment activity to examine the students’ comprehension upon the activity held. Flowchart is a diagram of the sequence of movements or actions of people or things involved in a complex system or activity (oxford Advanced Learner’s Dictionary, 2010). Conducting the flowchart assessment requires the learner to synthesize new knowledge and understanding. Students have to

explain what is happening from the picture or when decisions need to made. For instance, teacher give the sequence pictures of The Very Hungry Caterpillar story to the pupils and ask them to rearrange the picture and them write the story accordingly. Therefore, teacher can evaluate the students’ understanding from the sequence and the storyline in order to identify their ability level.

3.0 Conclusion. As a conclusion, songs and visuals are the strategies that can be used in enhancing the Language Arts learning. The song, Hello to All The Children of The World is the song that comprise the multicultural element where, the lyric contain languages other than English which can be taught through book of culture. It is also being assess through singing competition. On the other hand, visual strategy that use the picture book of The Very Hungry Caterpillar display the multicultural element when the students relate the content of the story with their life. It is also assess by using flowchart assessment activity and the flash card activity. Both strategies use book in the teaching and learning process in order to motivate the students to love reading. The strategies chosen are able to nurture the learning of language arts through books with the integration of the multicultural elements that can be assessed separately.

APPENDICES

Hello to All The Children of The World Song.

Hello, Bonjour, Buenos dias! G'day, Guten-Tag, Konichiwa... Ciao, Shalom, Do-Brey dien, Hello to all the children of the world! We live in different places from all around the world. We speak in many different ways! Though some things may be different, We're children just the same- And we all like to sing and play!

Hello, Bonjour, Buenos dias! G'day, Guten-Tag, Konichiwa... Ciao, Shalom, Do-Brey dien, Hello to all the children of the world! There are children in the deserts, And children in the towns, And children who live down by the sea! If we could meet each other, To run and sing and playThen what good friends we all could be!

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