Website bermanfaat untuk belajar bahasa Inggris

Mengingat banyak pembelajar bahasa Inggris yang berkunjung ke blog ini, saya berpikir akan sangat berguna jika daftar website yang bermanfaat di bawah ini bisa dibagi juga di sini. Beberapa website yang disebut merupakan saduran dari blogpost @EnglishTips4U#EngTalk #EngTips: list of useful English learning websites.

General English






Kamus bahasa Inggris




Soal-soal latihan


Social media belajar bahasa Inggris








Daftar ini akan terus disunting dan ditambah. Punya daftar yang lain? Silakan bagi di kolom komentar ya. Jangan lupa juga, like dan share. 🙂

Practicing making questions with Past, Present, Future Simple using biographies of famous people

This is a simple activity if you want your students to practice making questions (or other activities that use the same tenses) in Past, Present, and Future tenses. There are 2 notions behind this activity:

  1. Tenses are usually taught separately and in isolation from each other. Inspired by Bloom’s Taxonomy, I was trying to apply an activity where students could make comparison between tenses. In this case because they have learned Present Simple, Past Simple, and Future Simple, thus this activity was created.
  2. After reading about Whole Language approach in language teaching and the importance of using authentic instead of artificial (read: textbook like) materials, I was intrigued to use more authentic materials in my class. The biography used here is an example.

Few notes before you do this activity:

  1. Make sure students have already learned about the 3 tenses and done some other necessary activities to practice them.
  2. Choose biography of a famous person who is still alive, because you need your students to also make predictions about the biographee’s life in the future to practice Future Simple Tense.
  3. You can choose to use biography in form of text, video, or the combination of the 2 where different types of skills are in practice.

Here’s how I did it:

  1. I used Bill Gates’ (mini) biography from’s YouTube channel.
  2. Before viewing the video, students were divided into pairs.
  3. Students watched the biography, twice (more if you like).
  4. Each pair was instructed to make 3 questions using Past Simple, basically making questions about Bill Gates’ past.
  5. Before the next task, members of the group were swapped.
  6. Each pair was then instructed to make another 3 questions, this time using Present Simple, asking about Bill Gates’ current life.
  7. Members of the group were again swapped.
  8. Each pair for the last time was instructed to make 3 questions using Future Simple, making predictions about Bill Gates’ future.

At the end of the question making, you can ask students to either correct other groups’ questions or answer them. Here are some questions my students made, with few additions from me:

Past Simple Tense:

  1. Where was Bill Gates born?
  2. When did he found Microsoft?
  3. Did he drop out of school?

Present Simple Tense

  1. What does he do now?
  2. What is the name of his foundation?
  3. Is he a creative person?

Future Simple Tense

  1. What will Bill Gates do in 2014?
  2. Who will replace his position?
  3. Will he go bankrupt?

I hope this is useful for you. Don’t forget: like, share, comment. 🙂

Practicing Past Simple Tense with Ladder Race (Game) and Story Writing

Just like my other blogposts under the tag teaching ideas, in this blogpost I am sharing activities that I used in my class for other English teachers to use and be inspired from. If you are reading this and interested in applying the activities described here, you are free to do so with customization and other changes based on your own needs.

There are two activities that I did described in this blogpost to practice Past Simple Tense. Please note that material presentation for Past Simple Tense had already been done before conducting these activities.

1. Ladder Race (game)

Perhaps you’ve heard about this game before, perhaps you haven’t. I tried to find a blog or website that gives description about the game but there was none. So let me explain it in case you don’t know.

Illustration of Ladder Race (game)

Illustration of Ladder Race (game)

  1. What you need: a board (white or black).
  2. Divide the class into 2 groups, let’s say Group A and Group B.
  3. Draw a ladder-like table like shown in the image above, together with numbers, 1 to 10, from bottom to top. The numbers represent the words each group has to race to write on the board.
  4. Start the game by writing the first word based on the category you play. In this case our focus was practicing Past Simple Tense, so the category was Verb 2 or Past Simple of the verb.
  5. Members from each group have to continue writing the second, third, fourth, etc. word by using the last letter from the previous word. For example, the first word is MET, so the next team member has to write a word that begins with the letter “T”. In the image, Group A wrote TOOK, Group B wrote TOLD.
  6. Both groups can’t use the same words. Group discussion is allowed. The first group to finish completing the ladder (1-10) wins.

2. Story Writing

The story writing is still done in groups. Each group, within a limited time frame, has to create a short story with all the 10 words that they have gathered in the first activity, the Ladder Race game. The story has to make sense and each group can decide the theme and topic to whatever they feel suitable with the vocabulary they have.

However, words that have been written by the groups are swapped before they begin the story writing. For example, words that are written by Group A will be given to Group B, vice versa. So each group must use words from the opponent team. Here’s a short story made by my students (Group B) using words from Group A. I found the story quite interesting and funny. They have surely done a good job.

Students' work in story writing using the Past Simple

Students’ work in story writing using the Past Simple

I hope this blogpost is useful. Leave your comment, like, or share. 🙂

Teaching “Will vs. Going to” with YouTube videos

It was only recently that I started making ‘contact’ with YouTube in terms of English Language Teaching (ELT). You can read my first experience in using YouTube here. Drawn by the successful attempt, I decided to give YouTube another try. This time with other grammar points: Will vs. Going to (Future Simple Tense). The activity consisted of 2 parts and used 4 videos: the first 3 videos were used as the explanatory videos for “Will vs. Going to” and the last video for writing (productive skill) practice using the 2 grammar points.

The steps are as below:

1. Students watch the first video about the use of ‘will’. The video contains some funny scenes so my students were quite entertained. You can choose to pause and play as the video contains several conversations and scenes. The video can also be used for other types of activities (listening, fill in the gaps, summary writing, etc.).

2. Worksheet is given to students and teacher explains a little bit about the use of ‘will’. Students are given time to do the worksheet while teacher guides, but only the ‘will’ part (the left-hand side). Download the worksheet that I made and used here Will vs. Going to Worksheet.

3. Students continue watching the second video about the use of ‘going to’. The form of this video is almost the same with the first one: it contains several conversations and scenes. It’s funny too.

4. After watching the second video, teacher explains about the use of ‘going to’ a little bit and students are asked to continue doing the second part of the worksheet (the ‘going to’ part). Again, teacher’s guide and assistance in students’ completing the worksheet is essential.

5. After finishing with ‘will’ and ‘going to’ in the worksheet, teacher prompts the question: “So what’s the difference between will and going to?” Students try to answer the question and teacher confirms it (explanation can be found in the worksheet). Third video is played.

6. After gaining understanding about the difference of ‘will’ and ‘going to’, students are asked to practice using the grammar units — again, with a YouTube video. I was trying to find a short video or movie about how the future will look like, but ended up with this video “What Will Clothes Look Like in the Future?” about the future of clothes. It is quite interesting and my students also found it quite amusing (so did I!).

7. So what’s the instruction for the practice? Students watch the very short documentary twice (or as many as you like depending on students’ level), then in pairs they have to write a summary about the documentary using ‘will’ and going to’. The aim of this practice is so students can make predictions about the future using ‘will’ and ‘going to’. Sentences should start with ‘will’ and ‘going to’ like these:

  1. There will …
  2. There is going to …
  3. The clothes will …
  4. The clothes are going to …

Here’s an example made by a group.

Students' work: Will vs. Going to

Students’ work: Will vs. Going to

Well, that’s all. I hope you find this blogpost useful. If you have comments or suggestions, or perhaps other brilliant ideas to teach grammar, feel free to drop me a comment. Thank you. 🙂

Practicing the imperative and modal auxiliaries with The White Stripes’ We’re Going to be Friends

Do you know this song?

I didn’t know this song until after I desperately asked for some suggestions on songs I could use to teach on my Twitter and a friend suggested me this. At the same time I was teaching the imperative and modal auxiliaries to my business English students. After watching the suggested video (the real music video from the band looks far more depressing than this one here) and reading the lyrics, I found the two grammar points were used a number of times.

Since the activity uses song as its media, the practice eventually incorporates listening as part of the grammar practice. Listening, just like reading, is considered to be an important input in the process of second language learning. Besides that, my other aim of using the song is to also show my students that grammar is not a separable unit or entity in a language. We can find it in speech and utterance, even songs. Hopefully this can motivate them to pay more attention to grammar.

The procedure of the practice involves listening, fill in the gaps activity, and followed by grammar and short writing practice. All of these activities are done individually but at the end of the listening activity they are allowed to discuss their findings. Because the topic of this song is about school, I believe school teachers can definitely use this song too. Here’s how I did the practice and other aspects about it.

Steps I applied during the practice

  1. Students watch the music video. This is done to entice students and let them grasp the context of the song.
  2. Worksheets are given to students. You can download the worksheet I made and used here We’re Going to be Friends Lyrics Worksheet.
  3. The music video is played 3 times while students are listening to the song and filling the gaps in the worksheet.
  4. Time to check students’ work! Students discuss and read (or sing) the lyrics aloud. There are many ways we can do to check students’ work. We can ask different students to read or sing the lyrics aloud one verse at a time, they read aloud or sing together, etc.
  5. By the fourth time they listened to the song, they could sing it. So we decided to sing together as the closing activity before we went to the next tasks: grammar and writing.
  6. Students do the grammar task in group or individually, then complete the activity by doing the writing task individually.

Why this activity is good

  1. According to Dr. Krashen, lowering stress means achieving more learning. Listening to songs can certainly make students feel more relaxed in classroom and help them enjoy the learning process.
  2. Choosing songs with the right tempo is also important. As their first listening activity, this song really suited my students well.
  3. Students can practice grammar from things that are familiar to them and their world — songs. It is hoped that they will be able to apply the practice on their own time.

Tips on using songs for grammar practice

  1. Choose songs that are appropriate to your students’ level, the tempo and difficulty level of the lyrics.
  2. Find songs in which the lyrics contain grammar points you are going to practice. It takes time but it’s worth it.
  3. Beware of lyrics and music videos that contain explicit content. Same concern I mentioned some time ago in my previous post.

So, what do you think about using songs to practice grammar? Are you interested in applying the same or similar activity in your class? Or do you have other ideas? Let me know by leaving your comments. 🙂

Pages you can use as additional handouts for pre-activity:

The imperative

Modal Verbs

Dear students, this is what your homework really means to you

I was so embarrassed… To have given a speech in front of my class. But it was a speech I had to give.

Last week, a student from my business English class complained about me giving too much homework. I have to say this is a typical issue in adult classes. I understand they have lots on their plates: work, family, spouse (husband/ wife), kids, other stuff in other places, etc. In the past, what I usually did was let them get away with it. I would usually just give in to the idea that they should not be given any homework. But not today. Not again. So, what was the homework actually about?

I asked them to do pair work to present a topic on English tenses. Each group was assigned to prepare and present one tense based on the number they got. I mentioned about this assignment on this blog a little bit here. The presentation did not have to be perfect (probably only according to my point of view). I let them find their own materials and make the presentation outside class, and they did not have to prepare any handout. The supervision was done at the presentation.

When you teach at school, it’s easier to give your students homework. However, when you teach a group of adults, they will have all the reasons not to do it. Usually the higher their position is in the company, the more reasons they have to avoid doing it. To some extent, some adult students also think (probably because they are used to other people do the work for them?), that the success of their learning relies solely on what their teacher can make of them.

For all we know, as an English teacher, this kind of mindset is a bit… misleading. I believe, just like the Chinese proverb, teachers open door but students must enter by themselves. They have to be actively involved in and responsible for their own learning. And so with a smile and a bit of wrinkles on my forehead, I replied:

“English is not a content subject where you can read a book one night and suddenly speak English the next day. One needs to constantly keep in contact with the language. We only have two times 90 minutes a week. Do you really think that your English will improve in just 3 hours a week? I personally think as an English teacher, no, it won’t. That’s why I’m giving you homework. The homework functions as a bridge. The bridge to connect the time you learn in class and outside class. So you will not forget that you are learning English when you’re not here.

This is not the first time I teach adult class, and I’ve seen many classes I taught did not give significant change in my students’ English. And I don’t want that to happen. Again. Especially to this class. I learned my lesson. Do you want this class to be effective? Do you want your learning to be successful? Well, I’m sorry that I have to break the truth: there’s no shortcut to success. You have to do the hard work. If you have a particular goal, I’m pretty certain you will somehow do anything possible to reach that goal. And I hope that’s what you do in this English class.

And so about the homework? That’s all for you, not for me.”

Do you think I am doing the right thing? Do you think that some tough love is necessary in teaching? Let me hear your thoughts. 🙂

“Imagine tourist destination”: applying semi project-based activity in a business English class

After the success of using text message as homework in one of my ESP classes, I was tempted to try on a new project in a business English class that I taught last month. The business English class was set in a tour and travel company in Denpasar, Bali. It was a short course that lasted for only a month focusing on business (email) writing, communication and presentation skills. At first I planned to have the participants – who are mostly accounting staff – to present a tourist destination in Bali. However, after thinking that this might be too easy for them (as their level of English is somewhat above elementary to pre-intermediate), I changed my mind.

Just like the previous post, in this blogpost I will share about the activity – how I did it and what I achieved – and hopefully it will be useful for all of us.

The aims of the activity:

  1. To meet the objectives of the short course.
  2. To increase students’ engagement and participation.
  3. To promote creativity and active learning.

What activities were there:

There were 4 main sub-activities involved in this ‘Imagine tourist destination’ activity. They were:

  1. Students made their own original promotional brochures of an imaginary tourist destination of their choice.
  2. Students presented their imaginary tourist destinations in front of the class (their ‘audience’ – including me).
  3. Students wrote an inquiry and/ or reservation email playing a role to be an interested tourist to a selected presenter (or ‘the tourist destination’s management or reservation agent’).
  4. Students – acting as the company management – replied to an email from the interested tourist for a follow-up.

Skills practiced through the activity:

  1. Business (brochure and email) writing,
  2. Communication and presentation.

For how long it was done:

It took me at least a total of 5 meetings to complete the whole activity (note: a meeting lasted for an hour/ 60 minutes). 1 meeting for introductory activities and introduction to the activity, 2 meetings for presentations (there were a total of 10 students in the class), and 2 meetings for discussing email writing and giving feedback.

What the results were:

Promotional brochures

Some of the promotional brochures the students made

Some of the promotional brochures the students made

Most of the students came up with what I thought amazing ideas on imaginary tourist destinations. Here are some of them:

  1. The Moon Holiday by Spectacular Planets Attract Cosmic Explorer (SPACE)
  2. Magic Mountain Home Stay (on the foot of Mount Everest)
  3. East Bali National Park – Best Safari Journey Experience by Putra East Bali Safari Tour and Travel
  4. The Resto Plane (a dining experience on a plane around Bali)
  5. Waterfall Restaurant – Best Balinese Restaurant (a dining experience at the bottom of a waterfall in Bali)

All brochures were made and prepared well with shapes, images, and information that are enticing. Since the tourist destinations are imaginary, most of the titles successfully raised curiosity.


A student presenting while the audience read the information from the brochure

A student presenting while the audience read the information from the brochure

I enjoyed the presentations mostly because both presenters and audience seemed to enjoy their roles. Although there were times code-switching happened, for example when a presenter suddenly switched to Indonesian when she could not think the English for some Indonesian words, the flow was smooth and communication was done right on target. Both presenters and audience were active, adding to the Q & A sessions’ dynamic. Some answers could be funny too. In short, it was fun and engaging.

Email writing

An email written by a 'travel agent' (of 'Food and Flower Centre')

An email written by a ‘reservation agent’ (of ‘Fruit and Flower Centre’)

Each student had to write 2 emails: one they wrote as a tourist and one as a reservation agent, replying to a tourist’s inquiry and/ or reservation. This is where the challenge lay. As accounting staff, their company might not ask them to make brochures. However, email writing is pretty much their everyday task. As the example above shows, minor mistakes in grammar were seen in most of the emails they wrote. I had only 2 meetings to discuss these mistakes when in fact I think the explanation and practice on email writing needs more time than that. It will be discussed in my conclusion below.

What I learned from this activity:

What made it work

  1. The activity promoted creativity, active learning, and critical thinking.
  2. It increased students’ engagement and participation.
  3. Students learned English using topics that are familiar to them and their work. This is important, especially in adult English classes.
  4. It helped build students’ confidence and fluency especially in communicating and presenting.

Why it did not work

These are the things I should fix if I wish to use this activity for future classes.

  1. Students needed more time to have grammar lesson, application, and practice. The best option would be discussing only grammar points that are specifically related to (their) email writing or exploring only parts where the mistakes were found the most. I did give introduction to email writing for 1-2 meetings before starting the activity, but it was not enough.
  2. A student felt (through the class questionnaire) that the activity did not have a ‘clear goal’. This was probably because she did not feel like ‘learning’. I need to check on my method in delivering the aims of the activity.
Some students posing with their works after the first presentation session

Some students posing with their works after the first presentation session

As usual, I am open to any input or suggestion. Or if you want to try applying something like this in your class (or something that is even better!), let me know. Until then, see you in another post. 🙂


Doehla, Don. (2011, April 21). Using Project-Based Learning to Teach World Languages. Retrieved from

Kamus dan pentingnya belajar mandiri

I often say to my students: “I am not a 70 kg walking dictionary. Go get yourself a dictionary! Download one on your cellphone!” – @me_nulis, seorang guru sebuah SMA di Surabaya

Belakangan ini ada satu hal lucu yang cukup menggelitik benak saya. Sewaktu saya SMA, teman-teman sekolah menyadari saya memiliki kemampuan bahasa Inggris yang “agak sedikit” lebih dibanding anak-anak di sekeliling saya. Pada saat itu, melihat kenyataan ini banyak dari mereka memanfaatkan saya sebagai “kamus berjalan”. Tentu Anda tahu kan apa yang dimaksud dengan “kamus berjalan”? Tidak lain tidak bukan adalah seseorang (yang mungkin teman Anda sendiri) yang memiliki vocabulary (perbendaharaan) yang lebih baik dari Anda, yang maka dari itu bisa Anda tanya-tanya kapan saja di mana saja (selagi Anda bisa menghubunginya). Dulu saya menikmati saja dijadikan “kamus berjalan” karena perasaan bangga, tapi sekarang? Sebagai seorang guru bahasa Inggris full time, hal terakhir yang saya inginkan dari orang lain adalah bertanya tentang arti suatu kata. Saya selalu berusaha menghindarinya. Apakah saya sombong?

Bisakah Anda bayangkan jika saya secara terbuka mengumumkan bahwa Anda bisa bertanya tentang arti kata kapan saja di mana saja Anda mau? Mungkin saya akan melayani beribu pertanyaan tiap harinya (well, mungkin angka tadi agak sedikit berlebihan). Bagaimana nasib kamus, thesaurus, Google, dan internet pada umumnya? Belakangan ini saya mendapat pertanyaan tentang arti kata bukan dari murid-murid saya saja, tapi juga dari orang-orang yang kebetulan mengetahui saya adalah seorang guru bahasa Inggris. Kebanyakan via SMS, BBM, bahkan telepon. Beberapa di antara pertanyaan mereka adalah kata-kata yang “sederhana” yang dapat dengan mudah ditemukan di dalam kamus. Beberapa kali saya mencoba menyarankan untuk mencarinya di kamus terlebih dahulu, namun sepertinya mereka tidak paham pesan yang ingin saya sampaikan: saya memilih memberikan mereka kail terlebih dahulu, bukan ikannya.

Kenapa banyak dari kita memilih “kamus berjalan” daripada kamus aslinya? Karena kita ingin segala sesuatu yang praktis, mudah, instan. Sayangnya hingga saat ini saya belum menemukan kamus yang dapat diajak “bicara” di mana kita bisa menanyakan arti sebuah kata hanya dengan mengatakannya (seperti halnya atasan tempat saya dulu bekerja yang biasanya meneriakkan pertanyaannya pada saya dari ruangannya di sebelah meja, “Retno, arti kata ini apa ya?!”). Bisa jadi sebuah robot pemandu bahasa Inggris atau English assistant akan diciptakan beberapa tahun dari sekarang, tapi untuk saat ini kemandirian kita dalam mengoptimalkan fungsi kamus, teknologi, dan internet yang akan menolong kita di saat kita “kepepet”, tidak ada “kamus berjalan” atau seorang pun yang bisa dimintai tolong. Topik kamus dan kemandirian ini yang juga menjadi bahasan di akun Twitter @ActiveEnglish_ yang saya administrasi kemarin.

Saya tidak terlalu setuju dikatakan “guru idealis” karena panggilan itu saya anggap kuno. Idealis atau tidak, a teacher must do what she/ he must do. Susah membayangkan guru yang seperti apa itu? Saya juga pecinta popular culture dan seorang Gleek (pecinta serial Glee). Guru yang menjalankan tugas sebagaimana dia seharusnya bisa dilihat dari guru-guru karakter protagonis dalam Glee, seperti William “Will” Schuester dan Emma Pillsbury. Entah darimana datangnya, mereka selalu terdorong untuk menjadi “the good educator” dengan memberi contoh yang baik dan mendukung murid-murid mereka dalam melakukan hal-hal baik. Dalam hal ini, jika saya terus-menerus memberikan jawaban dari apa yang mereka tanyakan, mereka akan terus bergantung pada saya dan bukan ini tujuan dari pembelajaran dan pendidikan. Pendidikan harusnya mengajarkan seseorang menjadi mandiri, walaupun ada proses pembimbingan terlebih dahulu.

Sangat disayangkan ketika saya bekerja di sebuah lembaga kursus bahasa Inggris beberapa tahun lalu, banyak anak-anak muda (baca: ABG) tidak mengenal dan tidak mengetahui cara menggunakan kamus (dalam bentuk buku). Murid-murid saya yang lebih tua, dengan modus operandi yang agak sedikit berbeda (namun secara umum perilaku yang sama), sedikit banyak juga menganggap tidak penting bagi mereka untuk memiliki kamus. Sekali lagi saya tekankan, ini adalah cara belajar yang tidak benar, dan saya tidak merekomendasikan Anda untuk melakukannya. Jika memang Anda “malas” membawa kamus dalam bentuk buku ke sana ke mari karena ukuran dan beratnya, masih banyak sumber lain yang tidak kalah bagusnya, seperti kamus elektronik, aplikasi kamus di smartphone dan laptop, Google, dan kamus online. Untuk tips menggunakan kamus bahasa Inggris, bisa Anda baca di halaman ini: Tips menggunakan kamus bahasa Inggris.

Biasanya ketika saya mengajar, hal pertama yang saya rekomendasikan pada murid saya di pertemuan pertama adalah membeli kamus dalam bentuk buku, jika mereka mampu. Kebanyakan dari mereka adalah pengguna smartphone. Jadi kalaupun mereka “tidak mampu” membeli kamus, saya langsung sarankan untuk mengunduh aplikasi kamus bahasa Inggris di smartphone mereka. Karena tentu saya tidak akan ada di samping mereka untuk mereka tanya-tanya sepanjang hari kan? Dalam membiasakan diri menggunakan kamus, saya tidak membedakan umur. Murid saya yang termuda yang sudah menggunakan kamus adalah kelas 4 SD. Jika menurut Anda kamus “biasa” terlalu “berat” untuk anak-anak, saya rekomendasikan (jika Anda kebetulan adalah orangtua) untuk menyediakan (beli atau pinjam) kamus untuk anak-anak yang bergambar. Sudah ada banyak kamus semacam ini di pasaran dan toko buku. Seharusnya tidak terlalu sulit untuk dicari.

Kunci sukses adalah semua hal yang berkebalikan dengan “malas” dan “kemalasan”. Jika hingga saat ini Anda masih sepenuhnya memanfaatkan “kamus berjalan” alih-alih kamus asli, berarti Anda masih membiarkan kemalasan menguasai Anda. Artinya? Anda masih jauh dari kesuksesan menguasai bahasa Inggris. Ini beberapa tahapan yang bisa Anda lakukan ketika terjebak dalam kata sulit dalam bahasa Inggris. Pertama, carilah di kamus yang Anda punya. Ke dua, jika tidak menemukannya di kamus, carilah di Google. Jika penjelasan di Google dalam bahasa Inggris juga, terjemahkanlah dengan Google Terjemahan. Masih stuck? Coba cari sinonim katanya di Penjelasan masih dalam bahasa Inggris? Ulangi tahap ke dua. Masih tidak ada penjelasan? Mungkin itu slang. Jika demikian carilah artinya di Urban Dictionary. Pilih arti dengan vote paling banyak. “Banyak jalan menuju Roma.” Jika sudah benar-benar mentok, barulah tanyakan pada ahlinya.

Percayalah, proses pencarian arti dengan keringat dan darah sendiri itu “worth it“. At the end of the day, Anda pasti akan merasa puas dengan diri Anda sendiri. Pengetahuan Anda meningkat, dan alih-alih menjadi murid, seiring dengan waktu Anda bisa menjadi guru bagi orang lain, karena sekarang Anda tahu dari mana para guru mendapatkan jawaban dari pertanyaan yang biasanya sering ditanyakan ke mereka. Intinya adalah berusaha mencari tahu (memancing) dulu sebelum benar-benar mendapatkan jawabannya (ikannya). Kebiasaan mencari atau meneliti (research) ini pun bisa diterapkan di bidang lain, bukan hanya pada saat Anda melatih vocabulary saja. Tak kalah penting, di mana pun Anda berada, praktek ini bisa dilakukan berulang-ulang. Jadi Anda tidak perlu melulu bergantung pada “kamus berjalan” kan? Sudah siap jadi pembelajar mandiri? Ayo dimulai dari sekarang!