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 HALLO THERE...................

Are you confused about how to make a Curriculum Vitae (CV)????
Here's the short simple example of it. Check it out!!!

Curriculum Vitae

OBJECTIVE

To become an English teacher for young learner in G/L/F Ganesha Learning Foundation

IDENTITY               

Name                           : Ni Putu Hernita Kurniawati

Place and date of birth: Denpasar, March 2^nd 2000

Sex                              : Female

Marital status              : Single

Address                       : Jl. Brigjen Ngurah Rai No. 2

Phone Number            : +62 85 738 248 555

FORMAL EDUCATION

Elementary School      : SDN 2 Bakbakan (1999 - 2004)

Junior High School     : SMPN 3 Gianyar (2004-2007)

Senior High School     : SMAN 1 Bangli (2007-2010)

University                   : Mahasaraswati Denpasar University (2010 – now)

PROFILE     

I can use English both for speaking and writing as well and my study is focus on teaching for both young learner and adult. I am a fast learner and love to learn new things. Moreover, I am a motivated and flexible teacher. I also can use Ms. Word and Ms. Power Point well. 

WORK EXPERIENCES

1.      Pre-school teacher at PAUD Tunas Pelita Hati (2010 – now)

2.      Private teacher for Elementary School (2013)

 Do you like drama???
I like it as I like ice cream! hehehe
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Hi guys! Wanna know more about PPP and his friends??? Let's check this Link and you will find them in a power point.

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What is PPP????? Check it out!!!

1.      Technique Definition

PPP is one of the most popular techniques in ESL classroom. PPP stands for presentation, practice, and production. In ESL classroom, PPP technique is a very effective teaching technique.

Each stage of the Presentation, Practice and Production lesson must be planned well to be effective. However, PPP is a highly flexible approach to teaching and there are many different activities a teacher can employ for each stage. Moreover, teacher can integrate skills and components easily by using this technique.

Here are the tree principles of PPP technique in ESL classroom:

1. Presentation

Presentation involves the building of a situation requiring natural and logical use of the new language.  When the "situation" is recognized and understood by the students, they will then start instinctively building a conceptual understanding of the meaning behind the new language, and why it will be relevant and useful to them.  When the situation surrounding the new language and the conceptual meaning of it has been achieved, the new language should be introduced by means of a linguistic "model".  It is this model that the students will go on to practice and hopefully achieve naturally without help during a productive activity. 

2. Practice

It is important that practice activities are appropriate to the language being learned and the level and competence of the students.  Essentially Practice is the testing procedure for accuracy, and the frequency procedure for familiarity with the language.  It is also a remedial stage.  A good way to summarize effective Practice is to see it as repetition leading to competence and accuracy in terms of Phonology and Syntax.

3. Production

Generally Production involves creating a situation requiring the language that was introduced in the Presentation Stage.  That situation should result in the students "producing" more personalized language.  Production is highly dependent on the Practice Stage, because if students do not have confidence in the language then they will naturally be hesitant to independently "use" it. 

Suitable activities for PPP technique:

1. Presentation: miming, drawing, using flashcards, watching videos, slide shows, showing pictures, listening audio, touching the items, bringing materials into classrooms, and observing indoor or outdoor.

2. Practice: Memory games, Word hunt, Crossword puzzles, Shopping lists, writing drilling exercises, Questions and answers, playing games, dialogue practice, ticking items, summarizing, answering true or false questions, filling in gaps, filling in charts, finding the mistakes, and matching words and pictures.

3.Production: Dialogues, Drama, Role- play, Making summary, Gap filling exercises, Using synonyms and antonyms, Taking surveys, Discussion, Debates, Storytelling, Questions and answer games, Writing descriptions, Writing letters,  Writing diary, Writing essay, Writing short stories, and Writing short biography of a family members or famous people

2.      Skill or Component

Skills or components that can be taught through this technique are writing, listening, and vocabulary.

3.      The Procedure

If we want to teach writing, for example teaching descriptive text about place, teacher can do these steps:

·         Asking the students about places they like to visit and then asking them to describe it a little more.

·         Activating the students’ prior knowledge by asking what they have already known about descriptive text.

·         Showing them a picture of a famous place. (Presentation)

·         Asking the students to write some descriptions based on the picture and teacher can help them in this stage. (Practice)

·         Discussing their work whether they have question or not.

·         Presenting new picture

·         They make a new paragraph by themselves without teacher’s help. (Production)

If we want to teach listening, for example teaching expressions of love trough dialogue, teacher can do these steps:

·         Activating their prior knowledge about how to show or express love to someone or something

·         Inviting them to listen a dialogue about expressing love from native speaker. (Presentation)

·         Providing blank dialogue to the students.

·         Students listen to the dialogue from the tape while filling the blank part on the dialogue. (Practice)

·         Teacher gives another blank dialogue to the students.

·         While the students listen to the dialogue, they write the blank part on their paper or they can write the whole part of the dialogue. (Production)

If we want to teach vocabulary, for example teaching verb, teacher can do these steps:

• Presenting the new verb and explains the form of the language in a meaningful context. (Presentation)
• The students practice this new vocabulary through controlled activities such as worksheets, games or question and answer activities.(Practice)
• The students use or produce what they have learned in a communicative activity such as a role-play, communication game, making sentences or question and answer session. (Production)

4.      The Strength and The Weaknesses

The Strengths of this technique:

• Offers teachers and learners a logical sequence;
• Particularly useful to newly-qualified Ts (framework/template);
• Many learners are comfortable with and expect teacher-led presentation-driven lessons;
•  PPP makes teaching measurable (teaching performance can be rated on how many learners get it.)
•  Easily integrated into course books.

The Weaknesses of this technique:

• It is repetitive (therefore tedious);
• Students generally fail to use TL beyond the classroom;
• Teacher-centered;
• Too much time spent on presentation;
• PPP misleads teachers about what makes a good lesson.

5.      Conclusion

PPP is a technique that is used mostly in ESL classroom. PPP stands for presentation, practice, and production, and it is usually used for teaching speaking and listening. However, if we make some modifications in its activities, we can use it to teach every skills and language components in integrated way.