ISG EFL 3

Surabaya, 30 September
2015

ISG hari ini

Update siswa monitoring
Review stage 3 & 4

Update Kemajuan Siswa

NO
1

Nama Kelas
Mutiara Jember

Manyar Kertoadi

Sumatra

Danau Kerinci Raya

Puri Indah

Dr. Soetomo
Bojonegoro

Nama Siswa

Tingkatan
Kelas

Kemajuan
Awal

Update
Agustus

Raymond Laine

6A 200

5A200

Aurelina Putri

5A 110

Felicia

B180

D140

Shanti

D20

E160

Adinda Keyza

5A120

3A180

Safarel Moefti

4A120

3A160

Muhammad A.

2A30

B30

Fauzan Dzaky

2A200

B20

Felicia

3A40

C190

Nanda

4A20

B10

Kwang

TK B

6A40

5A90

Keefe

2A160

D90

1. Why
student
do that?

Student
studying in
Stage III

2. Why
Instructor/
Assistant do
that?
3. Points to
concern in
Lets
this stage?
learn
together

Video III
a
Video III
b

Vide
o

Points to concern in Stage III

Vocabulary
Letters
Connecting Sounds & Images
7A 6A 5A 4A 3A 2A
3A A B C
Stage I
Stage III
Stage II

D E F
Stage IV

G H I
Stage V

J K L
Stage VI

M N O
Stage VII

EFL

Aims

Have students :
master basic English-language expressions used in everyday
life.
become accustoms to basic vocabularies such as personal
pronouns and articles that are essential to produce sentences.

Stage III
Muhammad
Dzaky
Feli

Points to concern in Stage III

CD Listening
Have student to
repeat after each
dialog
Have student to
pay attention to the
picture-gesture and
the dialog flow

Doing Worksheet
Make sure students

understand the
instruction
Have students read
aloud every word or
sentence in the
worksheet
Observe whether
students doing the side
b of the worksheet
without looking at the
side a
See whether students
can do the worksheet
without looking at the
hint boxes
Practise the habit of
looking at the picture for
meaning

Oral Reading
Check
Focused on the
learning focus
they have studied
ORC as a
moment to praise
student
Practice the dialog
learned from the
worksheets with
students during
Oral checking

Notes Stage III

Pastikan siswa memahami apa yang harus dilakukannya. Pembimbing

harus memastikan pemahamannya pada saat pengerjaan yang ke 2-3
kali ketika memulai set baru lembar kerjanya.
Latihlah kebiasaan untuk melihat gambar untuk memahami artinya.

Perhatikan perintah Soal di

stage 3
Trace and read aloud.

Tebalkan hurufnya dan membaca

bersuara

Read aloud and write.

Bacalah dengan bersuara dan

tulislah.

Write the sentence, then read

aloud.

Tulislah kalimatnya kemudian bacalah

dengan bersuara.

Complete the dialogs, then read

Lengkapi dialognya, kemudian

Things to do in Stage III

Always motivate student to do CD listening at
home
Smile, Praise, Encourage for every little
changes
Parents
Make sure they still follow study flow
Advice students to read CD textbook before listening to CD (it
is the first step to nurture student self learning)
Advice students to look closely at the picture in order to
understand the situations before writing the answer.
Its not necessary to do the worksheet in a very short times.
Instead, advise students to:
- read and study carefully the worksheets (not just completing)

Student

Instructor/
Assistant

Listen to skit/story and learning focus

Repeat after each dialog/monolog
Pay attention to the instruction and picture
Read and study carefully the worksheets (not just
completing)
Pay attention to the translation in CD textbook

1. Why
student
do that?

Student
studying in
Stage IV

2. Why
Instructor/
Assistant do
that?
3. Points to
concern in
Lets
this stage?
learn
together

Video IVa
Video IVa

Vide
o

Points to concern in Stage IV

Grammar
Vocabulary
Letters
Connecting Sounds & Images
7A 6A 5A 4A 3A 2A
3A A B C
Stage I
Stage III
Stage II

D E F
Stage IV

G H I
Stage V

J K L
Stage VI

M N O
Stage VII

EFL
Aims :
Enable students to
understand and
produce simple
sentences
Enable students to
read and understand
150 to 250 word short
stories

Looking closely at different

situations illustrated in the
worksheets, students
practice various sentences
and acquire the ability to
identify and correct their
mistakes. As a result, they
understand simple sentence
structures, and are able to
write new sentences (up to
Level F)

Points to concern in
Stage IV
CD Listening
Follow the CD
textbook
- For vocabulary:
listen and repeat
each words after the
CD
- For dialog/monolog:
listen to each scene
(1 or 2 sentence) and
then repeat after
When study story
set: listen and repeat
along with the CD
textbook
Focus on the image,
words, and translation
on CD textbook while

Doing Worksheet

Oral Reading Check

Follow the

Focused on the
learning focus they
have studied
ORC as a moment to
praise student

instruction
Have student
to pay attention
to the hint box
Read and
study carefully
the worksheets
(not just
completing)

Points to concern in Stage IV

Have student to do the right class-flow
Smile, Praise, Encourage for every little
changes
Parents
Have student to read the instruction
If necessary, advice students how to understand the situation
presented in the pictures (hand gesture for pronouns, X for
negative sentence)
When correcting mistakes, advice students to read/look at
picture again or, if necessary, refer to the example, and erase
only the wrong part

Instructor/
Assistant

Concentration:
- Pay attention to the instruction and picture
- Read and study carefully the worksheets (not
just completing)
Pay attention to the translation in CD textbook
Student

What is the important of

reading aloud for student?

Reading
aloud

Activating brain
function: thinking,
learning, and
recognising the
word

What happen
Continu
e

The brain that

works to
recognized the
word increasingly
widespread

The ability to
express (writings,
spoken, etc)
Writing ability
increased

Trial and error

in writings

in the brain
when you
read or hear?

What is the important of

reading aloud for student?

Reading a passage aloud helps students to understand it

better. When excellent students at Kumon

read aloud, they typically read each word

accurately, read at the target speed, and
pause where appropriate. Kumon aims for
all children to be able to read aloud in this
way.

As students increase their oral reading ability through

worksheet study, their comprehension of the passages
increases. With this, the need to read aloud gradually
decreases, and students move toward the much faster
method of silent reading. In this way students become
capable of reading larger amounts of text. Once students
are able to read silently, with the exception of oral reading
sections, it is no longer necessary to have them read the

 Mr Toru Kumon juga menyampaikan di majalah Yamabiko bahwa

Membaca Dapat Meningkatkan Kemampuan Intelektual Anak.

Ketika saya mengamati anak-anak prasekolah belajar

persamaan, saya menemukan bahwa semua anak (tanpa
kecuali), mereka suka membaca buku. Saya berpikir bahwa
mendorong kecintaan membaca pada anak-anak sama
pentingnya dengan memastikan bahwa mereka menikmati
belajar. Buku bacaan tidak hanya memupuk rasa akan
keindahan pada anak-anak, tetapi juga meningkatkan
kemampuan intelektual mereka.
(Yamabiko 76, 1982)

Terima Kasih