The following assignment will be prolonged of its deadline until Friday midnight 2 May 2014.
***
Assignment 1: send the summary of your group paper no longer than 1 page. Include all the group names. Deadline: Thursday: 1 May 2014, midnight.
Community Language Learning is developed by Charles Curran, and Paul La Forge, in the early seventies which at that time known as “Counseling Learning”. It was based on Carl Rogers’s Humanistic Psychology that learner were considered as a group, and not as a class. Curran then viewed that learner should be seen as “clients”, and the teacher as “counselor”.
Community Language Learning’s Objective: • Encourage the teachers to see the learners as “whole” persons. • To teach students how to communicatively using another language, • To encourage learners to take more responsibility for their own learning,
While the common technique of CLL are: Translation, group work, recording, transcription, analysis, reflection and observation, listening, and last free conversation. And the method of CLL are divided into two parts both are nature approach and online approach. For nature approach have five stages are: Birth, Self, Separate Existence, Adolescence, and Independence. While online approach Through Internet growths and social networking technologies.
This method also have the weaknesses and the strengthens. The weaknesses are: • Assumed as for the learners who want to learn new language. • Teacher must be fluent in both target language and student’s native language. • It is difficult to apply this method in a large classroom. The strength both are: • The counselor allow the learners to determine type of conversation and to analyze the language inductively, • Stress is on group learning, growing solidarity in the class and so increasing students’ enthusiasm within their selves, and motivate students to be more creative.
Group 4 : *endang :A1d211098 Magdalena Hutabarat,imade rian,sartika lismawati,ahmed dirman.
Materi :TPR (Total Physical Response)
Developed by james AsherTotal Physical Response is a language teaching method built around the cordination of speech and action ; it attempts to teach language through physical (motor) activity.
*Theory of Language
Asher does not directly discuss the nature of language or how languages are organized.However,the labeling and ordering of TPR classroom drills seem to be built on assumptions that owe much to structuralist or grammar based views of language.
*Theory of learning Asher's language learning theories are reminiscent of the views of other behavioral psychologist.
*Learner roles Learners in Total Physical Response have the primary roles of listener and performer.they listen attentively and respond physically to commands given by the teacher.Learners are required to respond both individually and collectively.Learners have little influence over the content of learning,since the conten is determined by the theacher,who must follow the imperative -based format for lessons.
*Teacher roles The teacher plays an active and ditect role in Total Physicall Response."The instructor is the director of a stage play in which the students are the actors".it is the teacher who decides what to each,who models and presents the new materials,and who sellects supoporting materials from classroom use.
*The role of instructional materials There is generally no basic text in a Total physical response course.Materials and realia play an increasing role,however,in later learning stages.for absolute beginners,lessons may not require the use of materials,since the teacher's voice,actions,and gestures may be a succifient basis for classroom activities.
*Procedure Serves as a source of information on the procedures used in the TPR classroom.
*Conclusion Total Physical Response is in a sense a revival and extension of Palmer and palmer's English Through Actions,updated with references to more recent psychological theories.it has enjoyed some popularity because of it support by those who emphasize the role of comprehension in second language acquisition.
COOPERATIVE LEARNING 1. Muh. Kurniawan (A1D212041) 2. Muslimin (A1D212039) 3. Fitri Anisyah (A1D212035) 4. Herlina (A1D212037) 5. Fitrian Chermilawati (A1D212033) 1. Cooperative Learning refers to a set of instructional methods in which students work in small, mixed-ability learning teams. 2. The 3 instructional goals of cooperative learning are: Academic achievement, Tolerance and acceptance of diversity, and Development of social skills. 3. Five Basic Elements of Cooperative Learning Positive Interdependence (Team members are obliged to rely on one another to achieve the goal. If any team members fail to do their part, everyone suffers consequences.). Face-to-face promotive interaction (helping each other learn, applauding success and efforts). Individual and group accountability (All students in a group are held accountable for doing their share of the work and for mastery of all of the material to be learned.) Interpersonal and small group skills (Students are encouraged and helped to develop and practice trust-building, leadership, decision-making, communication, and conflict management skills.) Group processing (reflecting on how well the team is functioning and how to function even better). 4. Cooperative Learning Techniques and Methods: Think-Pair-Share, Three-Step Interview, Note-Taking Pairs, Jigsaw. Etc. 5. Teacher Role in Cooperative Learning Activities: Structure groups properly-assess what will be best for student learning, Quiet Signal-Brings groups back together, Clear expectations of work- verbal & visual, Discuss what makes good group work?, Model/show good group work, checks/consults for understanding/participation, Provide positive feedback on group progress, Individual assessment is key! Maybe a self-assessment and teacher assessment combination (explain to students upfront) (Kagan 7:2-7:10)-1992) 6. Roles of Students Within Cooperative Learning Groups: Taskmaster: makes sure group on task, Checker/Mediator: checks to be sure everyone agrees, Gatekeeper: monitors if everyone contributed equally, Praiser: encourages the sharing of ideas, Recorder: note-taker for group, , Researcher: gathers important information
*Definition Task based approach is a language teaching method which focuses on the use of authentic language through meaningful tasks. This method encourages meaningful communication and is student-centered.
*Characteristics of Task-Based Approach 1. Students-centeredness: Encourage students’ involvement in the task activities. 2. Meaning-focused: students use certain language forms to communicate meaningfully 3. Authenticity: should be clear and authentic to the life reality 4. Teamwork: Student should help other, rely on others and learn from each other. 5. Feedback and evaluation: Teacher should pay much attention to the process of feedback. 6. Inside and outside class: Often and in class task can lead to post class tasks.
*Components of Task Based Approach 1. Goals refer to the general intentions for the learning task. 2. Input is the data that forms the point of departure for the task. 3. Activities specify what learners will actually perform with the input. 4. Roles refer to the social and interpersonal relationship between learners and teachers in a task. 5. Settings refer to the classroom arrangement, such as pair work or group work.
*Types of Task based Approach 1. Listing (outcome: completed list or draft mind map). 2. Ordering and sorting (outcome : set of information ordered and sorted according to specified criteria). 3. Comparing (outcome : could be items appropriately matched or assembled, or the identification of similarities and /or differences). 4. Problem solving (outcome : solutions to the problem, which can then be evaluated). 5. Sharing personal experiences (outcome: largely social).
*Framework in Task-Based Approach 1. task : Teacher explores the topic and helps learners understand task instructions 2. Task Cycle: Working with and using the target language like pair work, group work 3. Language focus: Students examine and then discuss specific features of the text and teacher conducts practice of new words
*Roles in task based Approach Teacher Roles 1) Selector and sequencer of tasks: The teacher selects, adapts, and creates the tasks 2) Preparing learners for tasks: including introduction, clarifying task instruction, helping students learn or recall useful words. 3) Consciousness-raising: including attention-focusing pre-task activities, text exploration, guided exposure Student Roles 1) Group participant: Students do some task in pairs or small group. 2) Monitor: Tasks are not employed for their own sake but as means of facilitating learning. 3) Risk taker and innovator: Students need many tasks to create and interpret message
Bloom’s Taxonomy concerns classification of learning objective within education. It can be used to stimulate a more comprehensive approach to education considering the learner from all aspects and showing the relationships between learning process in different domains. At the same time, it offers the learning process in meaningful and useful steps. A goal of Bloom's taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.
The word taxonomy comes from the Greek’s words, taxis, translated as arrangement, and nomos, can be translated as science. Thus, taxonomy means the science of arrangement. The taxonomy refers to the classification of learning objectives or skills that the learner should acquire.
Skills are divided into three domains; cognitive, affective, and psychomotor. Cognitive consists of skills typically associated with knowledge and the head. Affective includes skills associated with the feeling or the heart. Psychomotor covers skills associated with the doing or the hands. These three domains are not separated. The level of skills in one domain may depend on the level of skills in other domains. However, it is important to consider and study them separately. Within each domain, skills are represented by arranging the lowest to the highest order process. Lower order process cover more basic function with a lower level of complexity, whereas higher order processes corresponds to more evolved and more complex function.
Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking on a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives. There are six levels in the taxonomy, moving through the lowest order process to the highest, namely: knowledge, comprehension, application, analysis, synthesis, and evaluation.
Skills in the affective domain describe the way people react emotionally and their ability to feel other livings' pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings. There are five levels in the affective domain moving through the lowest order process to the highest, namely: receiving, responding, valuing, organizing, and characterizing.
Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills. Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies. Simpson (1972) proposed the following levels: perception, set, guided response, mechanism, complex overt response, adaptation, and originality.
1. Sabrina Ika Armin (A1D212055) 2. Ulfa Utari (A1D212059) 3. Eta Fajrani Adam (A1D212061) 4. Ld. Alikzan (A1D212063) 5. Lisa Indrajaya (A1D212065)
BARRET TAXONOMY
Barret taxonomy is reading comprehension level or reading skill that published around 1968 by Clymer. This teaching methodology is designed originally to assist classroom teachers in developing comprehension questions and / or test questions for reading. This teaching methodology are divided into five level first is, Literal Comprehension, second is Reorganization, third is Inferential comprehension, fourth is Evaluation, and the last is Appreciation.
First levels are Literal Comprehension. This level requires the student to focus on ideas and information explicitly stated in text. Purposes for reading and teacher’s questions designed to elicit responses at this level may range from simple to complex. Tasks in this level may be related to an exercise which may itself be considered as a reading selection. Second level is Reorganization, this level are requires the students to analyze, synthesize, and/ or organize ideas or information explicitly stated in the selection. To produce the desired thought product, the reader may utilize the statements of the author verbatim or he or she may paraphrase or translate the author’s statements. Third level is Inferential comprehension, this level requires students to use information explicitly stated in the text along with personal experience and knowledge in order to conjecture and to form hypotheses. Fourth level is Evaluation, this level are requires the student to compare information and ideas in a text with material presented by the instructor or other authorities and with the student's own knowledge and experience in order to form judgments of various kinds. And last is Appreciation, this level involves all the previously cited cognitive dimensions of reading, for it deals with the psychological and aesthetic impact of the selection on the reader.
AUDIO LINGUAL METHOD Agung Dana A1D211020 Hartini A1D211027 Ida Yani A1D211028 Halfia A1D211033 Sinta Sridewi A1D211037 The audio-lingual method, Army Method, or New Key is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. In the classroom, lessons were often organized by grammatical structure and presented through short dialogs. Often, students listened repeatedly to recordings of conversations (for example, in the language lab) and focused on accurately mimicking the pronunciation and grammatical structures in these dialogs. In a typical audio lingual lesson, the following procedures would be observed: 1. Students first hear a model dialogue (can read by teacher or on tape) containing the key structures that are the focus of the lesson. They repeat each line of the dialogue, individually and in chorus. The teacher pay attention to pronunciation, intonation, and fluency 2. The dialogue is adapted to the students; interest or situation, through changing certain key words or phrases. This is acted out by the students. 3. Certain key structures from the dialogue are selected and used as the basis for pattern drill of different kinds. These are first practiced in chorus and then individually. Some grammatical explanation may be offered at this point, but this is kept to an absolute minimum. 4. The students may refer to their textbook, and follow-up reading, writing, or vocabulary activities based on the dialogue may be introduced. At the beginning level, writing is purely imitative and consists of little more than copying out sentences that have practiced. As proficiency increases, students may write out variations of structural items they have practiced or write short composition on given topics with the help of framing question, which will guide their use of the language. 5. Follow-up activities may take place in the language laboratory, where further dialogue and drill work is carried out.
GRAMMAR TRANSLATION METHOD MUH. SAWAL S. : A1D2 10 BAMBANG SUDARSONO : A1D2 11 003 HASMA YANA : A1D2 11 006 WAODE SRI ASTUTI W. : A1D2 11 016 SYAMSAR OBE : A1D2 11 019 GTM is not a new thing in language learning, which is only slightly different. The name that has been used by language teachers for a few years ago. In ancient times this method is called the "classical method" of the time used in the classical language learning, such as Latin and Greek. At the beginning of this century, this method is used to assist students in reading and understanding a foreign language literature. But it is also expected that it is in studying or understanding the grammar of the desired target language, students will become more familiar with the language rules in accordance with the source language and a deeper understanding of this will further help them in reading and writing according to the source language to be better. The grammar-translation method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth century’s. It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek A. Caracteristic The grammar translation method has eihgt caracteristic 1. Classes are taught in the mother tongue, with little active use of the target language. 2. Much vocabulary is taught in the form of lists of isolated words. 3. Long elaborate explanations of the intricacies of grammar are given. 4. Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words. 5. Reading of difficult classical texts is begun early. 6. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. 7. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue. 8. Little or no attention is given to pronunciation. B. Techniques The grammar translation method has nine Techniques : 1. Translation of a Literary Passage (Translating target language to native language) 2. Reading Comprehension Questions (Finding information in a passage, making inferences and relating to personal experience) 3. Antonyms/Synonyms (Finding antonyms and synonyms for words or sets of words). 4. Cognates (Learning spelling/sound patterns that correspond between L1 and the target language) 5. Deductive Application of Rule (Understanding grammar rules and their exceptions, then applying them to new examples) 6. Fill-in-the-blanks (Filling in gaps in sentences with new words or items of a particular grammar type). 7. Memorization (Memorizing vocabulary lists, grammatical rules and grammatical paradigms) 8. Use Words in Sentences (Students create sentences to illustrate they know the meaning and use of new words) 9. Composition (Students write about a topic using the target language). C. Advantages a. The phraseology of the target language is quickly explained. b. Teacher’s labour is saved. D. Disadvantages a. It is an unnatural method. The natural order of learning a language is listening, speaking, reading and writing. b. Speech is neglected. The Grammar Translation Method lays emphasis on reading and writing. It neglects speech. c. Exact translation is not possible. Translation is, indeed, a difficult task and exact translation from one language to another is not always possible.
Communicative Language Teaching (Classroom Activities)
Why we need to learn English? Now a day millions of people want to improve their English language skill. - For better life - Study abroad - Travel, ect...
How we learn English ? • There are two methods to learn English: 1. Grammatical competence- here students learn the rules of sentence formation in a language. 2. Communicative competence– here student can learn language through activities at the same time they can learn sentence formation and its use.
Accuracy Vs Fluency
• One of the goals of CLT is to develop fluency as well as accuracy in language use. a. Accuracy: How much correctly language is being delivered? It focuses on grammatical competence. b. Fluency: How much quickly communication is made? • Example: Here teachers will observe students performance on a fluency task and assign accuracy work to deal with grammatical or pronunciation problems.
Mechanical, Meaningful, and Communicative Practice. • Mechanical Practice This kind of activity would be repetition drill designed to particular grammatical or other items. • Meaningful Practice Here with language control practice students are required to make meaningful choices. Like- with the help of some grammatical clue (which will be more & they have to chose the correct one) students will complete the given task. • Communicative Practice Here practice in using language within a real communicative context is the focus, where real information is exchanged and where the language used is not totally predictable.
Techniques and materials:
1. Authentic materials & authentic use of materials (real world) 2. Scrambled sentences (cohesion and coherence) 3. Language games (information gap, choice and feedback) 4. Picture strip story (information gap, team work, problem solving and negotiating meaning)
Types of learning and teaching activities: – Anything that has to do with daily life – Real use (authentic use) – Communicative activities – Negoitiation of meaning – Interaction Classroom activities
Group 7 Name: - Gusrianda Bin Rajab ( A1D212003 ) - EkaArindaPurnamasari ( A1D212007 ) - Zumratil ( A1D212015 ) - Apridawati ( A1D212005) - VivinAngreni L. ( A1D212011)
THE SILENT WAY (SW) (Caleb Gattegno) 1. Learning Theory: Cognitive Psychology is the basis. Language learning is not habit formation. It is rule formation. Language learning has a sequence from the known to the unknown. Students induce the rules from examples and the languages they are exposed to, therefore learning is inductive. 2. Language Theory: Languages of the world share a number of features (e.g. every language uses subject, object; every language has adjective, adverb, verb ...etc.) However each language is unique. Language is for self expression (to express thoughts, perceptions, ideas and feelings). "Cognitive Coding" helps learners learn the language. "Colour rods" and "Fidel Chart" are used for cognitive coding. 3. Teachers' Role: The teacher is a technician or an engineer who facilitates learning. Only the learner can do learning. The teacher is aware of what the students already know and he/she can decide the next step. The teacher is silent. Silence is a tool because teacher's silence gives the responsibility to the student. Besides teacher's silence helps students monitor themselves and improve their own inner criteria. 4. Students' Role: Students should make use of what they already know. They are responsible for their own learning. They actively take part in exploring the language. The teacher works with the students and the students work on the language. St-st interaction is important. Sts can learn from each other. 5. Interactions: The teacher is silent in "T-st” interactions. St-st interactions are also possible because students can learn from each other. 6. Vocabulary Teaching: Vocabulary is taught by means of visual aids and word-charts. Vocabulary is always recycled by means of word-charts. Vocabulary is restricted at the beginning. 7. Grammar Teaching: There is a focus on the structures of the language although explicit grammar rules are never given. 8. Materials: Sound Colour Charts (For teaching pronunciation; one colour represents one sound), Colour Rods (for cognitive coding of grammatical patterns), 8 Fidel Charts (used for sound spelling association. 9. Syllabus: There is no linear structural syllabus. The teacher starts with what students already know, and builds from one structure to the next. The syllabus develops according to the students' learning needs. 10. Role of L1: L1 can be used to give instructions when necessary. Meaning is made clear by focusing the student's perceptions, not by translation. During feedback sessions L1 be used at beginning levels. L1 can be exploited. For example, similar sounds in L1 and L2 can be used to make students aware of phonological similarities. 11. Evaluation: The teacher may never give a formal test. He/she assesses students' learning all the time. Continuous monitoring by the teacher is essential. 12. Techniques: 1. Teaching pronunciation with "sound colour charts" 2. Cognitive coding with colour rods. 3. Peer correction to improve co-operative manner. 4. Self correction gestures 5. Teacher's Silence 6. Structured feedback: Students are invited to talk about the day's instruction (what they have learnt that day during classes). Students learn to take responsibility for their own learning by becoming aware of themselves, and by controlling and applying their own learning strategies. 7. Fidel Charts: Used to teach sound spelling association. 8. Word Charts: Used to teach and recycle vocabulary. The words are written in different colours so that students can learn basic pronunciation patterns. 17. Skills: Pronunciation is emphasised at the very beginning. It is important that students acquire the melody of the language. All four skills (reading, writing, speaking, and listening) are worked on from the beginning.
Name Of Members 13 Groups :1. Hajaria 4. Sinar Eva Wisman 2. Ahmat Fathin 5. Wa Ode Aisa 3. Sutra Mustika 6. Amrin Assignment : Summary of the Natural Approach The Natural Approach The Natural Approach (NA) is a method of foreign language teaching which aim to apply the principles of natural language acquisition into class. The tenets of the Natural Approach: • Language acquisition (The acquisition/learning hypothesis). • Conscious learning (The monitor hypothesis). • Grammatical Structures (The natural order hypothesis). • People acquire language (The input hypothesis). • The learner’s emotional (The effective filter hypothesis). The Objective of the Natural Approach: • It is design to help beginner become intermediates. • It is design to depend on learner needs. Three types of classroom activities dominate the lesson in the Natural Approach: • Comprehension (preproduction) activities consist of listening comprehension practice with no requirement for the students to speak in the target language. • Early speech production occurs once students have a recognition vocabulary of about 500 words. • Speech emergence occurs after the early speech production phase and can be encouraged through the use of learning activities (games), humanistic-effective activities and information or problem-solving activities.
Ima Asmita Wa Ode Fitri Yulianty Siska Nugrawati Riks Asis Ode Yesti Ferlina SUGGESTOPEDIA Suggestopedia is a teaching method, which focuses on how to deal with the relationship between mental potential and learning efficacy and it is very appropriate to use in teaching speaking for young language learners. Suggestopedia is an effective comprehensible input based method with a combination of desuggestion and suggestion to achieve super learning. The most important objective of Suggestopedia is to motivate more of students’ mental potential to learn and which obtained by suggestion. Desuggestion means unloading the memory banks, or reserves, of unwanted or blocking memories. Suggestion then means loading the memory banks with desired and facilitating memories. Key features of suggestopedia o Comfortable environment. In this kind of teaching method, the classroom is very different from common classrooms. In the classroom, the chairs are arranged semicircle and faced the black or white board in order to make the students pay more attention and get more relaxed. o The using of music One of the most uniqueness of this method is the use of Baroque music during the learning process. Baroque music helps the suggestopedic student to reach a certain state of relaxation, in which the receptivity is, increased o Peripheral learning The students acquire English not only from direct instruction but also from indirect instruction. It is encouraged through the presence in the learning environment of posters and decoration featuring the target language and various grammatical information o Free errors In the teaching learning process of speaking, YLLs who make mistakes are tolerated. The emphasis is on the content not the structure. Grammar and vocabularies are presented and given treatment from the teachers, but not dwelt on. o Homework is limited YLLs reread materials given in the classroom once before they go to sleep at night and once in the morning before they get up. Suggestopedia in the class Teaching speaking for YLLs using suggestopedia, the teacher should take three steps (Lazanov, 1982) cited in Xue (2005): o Presentation o Concert o Practice Advantage and disadvantage of this method 1. Advantage o A comprehesible input based on dessugestion and suggestion principle o Authority concept o Double-planedness theory o Peripheral learning 2. Disadvantage o Environment limitation o The use of hypnosis o Infantilization learning
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BalasHapusGroup 3: Nurul Hidayah (A1D2 11 049)
BalasHapusFauziah Risqi Ayu Fratiwi (A1D2 11 067)
Elviana (A1D2 11 045)
Fatmawati (A1D2 11 035)
Zulfikar Riksa (A1D2 11 069)
CLL (Community Language Learning)
Community Language Learning is developed by Charles Curran, and Paul La Forge, in the early seventies which at that time known as “Counseling Learning”. It was based on Carl Rogers’s Humanistic Psychology that learner were considered as a group, and not as a class. Curran then viewed that learner should be seen as “clients”, and the teacher as “counselor”.
Community Language Learning’s Objective:
• Encourage the teachers to see the learners as “whole” persons.
• To teach students how to communicatively using another language,
• To encourage learners to take more responsibility for their own learning,
While the common technique of CLL are:
Translation, group work, recording, transcription, analysis, reflection and observation, listening, and last free conversation.
And the method of CLL are divided into two parts both are nature approach and online approach. For nature approach have five stages are: Birth, Self, Separate Existence, Adolescence, and Independence. While online approach Through Internet growths and social networking technologies.
This method also have the weaknesses and the strengthens. The weaknesses are:
• Assumed as for the learners who want to learn new language.
• Teacher must be fluent in both target language and student’s native language.
• It is difficult to apply this method in a large classroom.
The strength both are:
• The counselor allow the learners to determine type of conversation and to analyze the language inductively,
• Stress is on group learning, growing solidarity in the class and so increasing students’ enthusiasm within their selves, and motivate students to be more creative.
Assalamualaikum wr wb
HapusSorry Mam I just want to clarify my official number, it should be (FATMAWATI - A1D2 11 039)
-Thank You-
Group 4 : *endang :A1d211098
BalasHapusMagdalena Hutabarat,imade rian,sartika lismawati,ahmed dirman.
Materi :TPR (Total Physical Response)
Developed by james AsherTotal Physical Response is a language teaching method built around the cordination of speech and action ; it attempts to teach language through physical (motor) activity.
*Theory of Language
Asher does not directly discuss the nature of language or how languages are organized.However,the labeling and ordering of TPR classroom drills seem to be built on assumptions that owe much to structuralist or grammar based views of language.
*Theory of learning
Asher's language learning theories are reminiscent of the views of other behavioral psychologist.
*Learner roles
Learners in Total Physical Response have the primary roles of listener and performer.they listen attentively and respond physically to commands given by the teacher.Learners are required to respond both individually and collectively.Learners have little influence over the content of learning,since the conten is determined by the theacher,who must follow the imperative -based format for lessons.
*Teacher roles
The teacher plays an active and ditect role in Total Physicall Response."The instructor is the director of a stage play in which the students are the actors".it is the teacher who decides what to each,who models and presents the new materials,and who sellects supoporting materials from classroom use.
*The role of instructional materials
There is generally no basic text in a Total physical response course.Materials and realia play an increasing role,however,in later learning stages.for absolute beginners,lessons may not require the use of materials,since the teacher's voice,actions,and gestures may be a succifient basis for classroom activities.
*Procedure
Serves as a source of information on the procedures used in the TPR classroom.
*Conclusion
Total Physical Response is in a sense a revival and extension of Palmer and palmer's English Through Actions,updated with references to more recent psychological theories.it has enjoyed some popularity because of it support by those who emphasize the role of comprehension in second language acquisition.
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BalasHapusCOOPERATIVE LEARNING
BalasHapus1. Muh. Kurniawan (A1D212041) 2. Muslimin (A1D212039) 3. Fitri Anisyah (A1D212035)
4. Herlina (A1D212037) 5. Fitrian Chermilawati (A1D212033)
1. Cooperative Learning refers to a set of instructional methods in which students work in small, mixed-ability learning teams.
2. The 3 instructional goals of cooperative learning are: Academic achievement, Tolerance and acceptance of diversity, and Development of social skills.
3. Five Basic Elements of Cooperative Learning
Positive Interdependence (Team members are obliged to rely on one another to achieve the goal.
If any team members fail to do their part, everyone suffers consequences.).
Face-to-face promotive interaction (helping each other learn, applauding success and efforts).
Individual and group accountability (All students in a group are held accountable for doing their share of the work and for mastery of all of the material to be learned.)
Interpersonal and small group skills (Students are encouraged and helped to develop and practice trust-building, leadership, decision-making, communication, and conflict management skills.)
Group processing (reflecting on how well the team is functioning and how to function even better).
4. Cooperative Learning Techniques and Methods: Think-Pair-Share, Three-Step Interview, Note-Taking Pairs, Jigsaw. Etc.
5. Teacher Role in Cooperative Learning Activities: Structure groups properly-assess what will be best for student learning, Quiet Signal-Brings groups back together, Clear expectations of work- verbal & visual, Discuss what makes good group work?, Model/show good group work, checks/consults for understanding/participation, Provide positive feedback on group progress, Individual assessment is key! Maybe a self-assessment and teacher assessment combination (explain to students upfront) (Kagan 7:2-7:10)-1992)
6. Roles of Students Within Cooperative Learning Groups: Taskmaster: makes sure group on task, Checker/Mediator: checks to be sure everyone agrees, Gatekeeper: monitors if everyone contributed equally, Praiser: encourages the sharing of ideas, Recorder: note-taker for group, , Researcher: gathers important information
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BalasHapus*Task Based Approach*
BalasHapusZahara Zaskia(A1D2 019)
Nely(A1D2 12 027),
Nirwana Niswar (A1D2 12 025)
Wa Ode masriani (A1D2 12 021)
Dewi Sartika( A1D2 12 029)
*Definition
Task based approach is a language teaching method which focuses on the use of authentic language through meaningful tasks. This method encourages meaningful communication and is student-centered.
*Characteristics of Task-Based Approach
1. Students-centeredness: Encourage students’ involvement in the task activities.
2. Meaning-focused: students use certain language forms to communicate meaningfully
3. Authenticity: should be clear and authentic to the life reality
4. Teamwork: Student should help other, rely on others and learn from each other.
5. Feedback and evaluation: Teacher should pay much attention to the process of feedback.
6. Inside and outside class: Often and in class task can lead to post class tasks.
*Components of Task Based Approach
1. Goals refer to the general intentions for the learning task.
2. Input is the data that forms the point of departure for the task.
3. Activities specify what learners will actually perform with the input.
4. Roles refer to the social and interpersonal relationship between learners and teachers in a task.
5. Settings refer to the classroom arrangement, such as pair work or group work.
*Types of Task based Approach
1. Listing (outcome: completed list or draft mind map).
2. Ordering and sorting (outcome : set of information ordered and sorted according to specified criteria).
3. Comparing (outcome : could be items appropriately matched or assembled, or the identification of similarities and /or differences).
4. Problem solving (outcome : solutions to the problem, which can then be evaluated).
5. Sharing personal experiences (outcome: largely social).
*Framework in Task-Based Approach
1. task : Teacher explores the topic and helps learners understand task instructions
2. Task Cycle: Working with and using the target language like pair work, group work
3. Language focus: Students examine and then discuss specific features of the text and teacher conducts practice of new words
*Roles in task based Approach
Teacher Roles
1) Selector and sequencer of tasks: The teacher selects, adapts, and creates the tasks
2) Preparing learners for tasks: including introduction, clarifying task instruction, helping students learn or recall useful words.
3) Consciousness-raising: including attention-focusing pre-task activities, text exploration, guided exposure
Student Roles
1) Group participant: Students do some task in pairs or small group.
2) Monitor: Tasks are not employed for their own sake but as means of facilitating learning.
3) Risk taker and innovator: Students need many tasks to create and interpret message
Bloom Taxonomy
BalasHapusBloom’s Taxonomy concerns classification of learning objective within education. It can be used to stimulate a more comprehensive approach to education considering the learner from all aspects and showing the relationships between learning process in different domains. At the same time, it offers the learning process in meaningful and useful steps. A goal of Bloom's taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.
The word taxonomy comes from the Greek’s words, taxis, translated as arrangement, and nomos, can be translated as science. Thus, taxonomy means the science of arrangement. The taxonomy refers to the classification of learning objectives or skills that the learner should acquire.
Skills are divided into three domains; cognitive, affective, and psychomotor. Cognitive consists of skills typically associated with knowledge and the head. Affective includes skills associated with the feeling or the heart. Psychomotor covers skills associated with the doing or the hands. These three domains are not separated. The level of skills in one domain may depend on the level of skills in other domains. However, it is important to consider and study them separately. Within each domain, skills are represented by arranging the lowest to the highest order process. Lower order process cover more basic function with a lower level of complexity, whereas higher order processes corresponds to more evolved and more complex function.
Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking on a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives. There are six levels in the taxonomy, moving through the lowest order process to the highest, namely: knowledge, comprehension, application, analysis, synthesis, and evaluation.
Skills in the affective domain describe the way people react emotionally and their ability to feel other livings' pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings. There are five levels in the affective domain moving through the lowest order process to the highest, namely: receiving, responding, valuing, organizing, and characterizing.
Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills. Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies. Simpson (1972) proposed the following levels: perception, set, guided response, mechanism, complex overt response, adaptation, and originality.
Group 10:
Ayu Saputri (A1D212043)
Naskun Ahmad W. (A1D212045)
Nur Ayuni Sari Dewi (A1D212047)
Ade Rizki Amalia (A1D212049)
Erin Anastasia Ombi (A1D212051)
1. Sabrina Ika Armin (A1D212055)
BalasHapus2. Ulfa Utari (A1D212059)
3. Eta Fajrani Adam (A1D212061)
4. Ld. Alikzan (A1D212063)
5. Lisa Indrajaya (A1D212065)
BARRET TAXONOMY
Barret taxonomy is reading comprehension level or reading skill that published around 1968 by Clymer. This teaching methodology is designed originally to assist classroom teachers in developing comprehension questions and / or test questions for reading. This teaching methodology are divided into five level first is, Literal Comprehension, second is Reorganization, third is Inferential comprehension, fourth is Evaluation, and the last is Appreciation.
First levels are Literal Comprehension. This level requires the student to focus on ideas and information explicitly stated in text. Purposes for reading and teacher’s questions designed to elicit responses at this level may range from simple to complex. Tasks in this level may be related to an exercise which may itself be considered as a reading selection. Second level is Reorganization, this level are requires the students to analyze, synthesize, and/ or organize ideas or information explicitly stated in the selection. To produce the desired thought product, the reader may utilize the statements of the author verbatim or he or she may paraphrase or translate the author’s statements. Third level is Inferential comprehension, this level requires students to use information explicitly stated in the text along with personal experience and knowledge in order to conjecture and to form hypotheses. Fourth level is Evaluation, this level are requires the student to compare information and ideas in a text with material presented by the instructor or other authorities and with the student's own knowledge and experience in order to form judgments of various kinds. And last is Appreciation, this level involves all the previously cited cognitive dimensions of reading, for it deals with the psychological and aesthetic impact of the selection on the reader.
AUDIO LINGUAL METHOD
BalasHapusAgung Dana A1D211020
Hartini A1D211027
Ida Yani A1D211028
Halfia A1D211033
Sinta Sridewi A1D211037
The audio-lingual method, Army Method, or New Key is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. In the classroom, lessons were often organized by grammatical structure and presented through short dialogs. Often, students listened repeatedly to recordings of conversations (for example, in the language lab) and focused on accurately mimicking the pronunciation and grammatical structures in these dialogs.
In a typical audio lingual lesson, the following procedures would be observed:
1. Students first hear a model dialogue (can read by teacher or on tape) containing the key structures that are the focus of the lesson. They repeat each line of the dialogue, individually and in chorus. The teacher pay attention to pronunciation, intonation, and fluency
2. The dialogue is adapted to the students; interest or situation, through changing certain key words or phrases. This is acted out by the students.
3. Certain key structures from the dialogue are selected and used as the basis for pattern drill of different kinds. These are first practiced in chorus and then individually. Some grammatical explanation may be offered at this point, but this is kept to an absolute minimum.
4. The students may refer to their textbook, and follow-up reading, writing, or vocabulary activities based on the dialogue may be introduced. At the beginning level, writing is purely imitative and consists of little more than copying out sentences that have practiced. As proficiency increases, students may write out variations of structural items they have practiced or write short composition on given topics with the help of framing question, which will guide their use of the language.
5. Follow-up activities may take place in the language laboratory, where further dialogue and drill work is carried out.
GRAMMAR TRANSLATION METHOD
BalasHapusMUH. SAWAL S. : A1D2 10
BAMBANG SUDARSONO : A1D2 11 003
HASMA YANA : A1D2 11 006
WAODE SRI ASTUTI W. : A1D2 11 016
SYAMSAR OBE : A1D2 11 019
GTM is not a new thing in language learning, which is only slightly different. The name that has been used by language teachers for a few years ago. In ancient times this method is called the "classical method" of the time used in the classical language learning, such as Latin and Greek. At the beginning of this century, this method is used to assist students in reading and understanding a foreign language literature. But it is also expected that it is in studying or understanding the grammar of the desired target language, students will become more familiar with the language rules in accordance with the source language and a deeper understanding of this will further help them in reading and writing according to the source language to be better.
The grammar-translation method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth century’s. It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek
A. Caracteristic
The grammar translation method has eihgt caracteristic
1. Classes are taught in the mother tongue, with little active use of the target language.
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long elaborate explanations of the intricacies of grammar are given.
4. Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.
5. Reading of difficult classical texts is begun early.
6. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.
7. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.
8. Little or no attention is given to pronunciation.
B. Techniques
The grammar translation method has nine Techniques :
1. Translation of a Literary Passage (Translating target language to native language)
2. Reading Comprehension Questions (Finding information in a passage, making inferences and relating to personal experience)
3. Antonyms/Synonyms (Finding antonyms and synonyms for words or sets of words).
4. Cognates (Learning spelling/sound patterns that correspond between L1 and the target language)
5. Deductive Application of Rule (Understanding grammar rules and their exceptions, then applying them to new examples)
6. Fill-in-the-blanks (Filling in gaps in sentences with new words or items of a particular grammar type).
7. Memorization (Memorizing vocabulary lists, grammatical rules and grammatical paradigms)
8. Use Words in Sentences (Students create sentences to illustrate they know the meaning and use of new words)
9. Composition (Students write about a topic using the target language).
C. Advantages
a. The phraseology of the target language is quickly explained.
b. Teacher’s labour is saved.
D. Disadvantages
a. It is an unnatural method. The natural order of learning a language is listening, speaking, reading and writing.
b. Speech is neglected. The Grammar Translation Method lays emphasis on reading and writing. It neglects speech.
c. Exact translation is not possible. Translation is, indeed, a difficult task and exact translation from one language to another is not always possible.
Jamaludin (A1D2 11 082)
BalasHapusMuh. Syawal Ramadhan (A1D2 11 078)
Iksan Nufi Hernawati
Wa Ode Marsinah
Elyn Fitasari
Communicative Language Teaching
(Classroom Activities)
Why we need to learn English?
Now a day millions of people want to improve their English language skill.
- For better life
- Study abroad
- Travel, ect...
How we learn English ?
• There are two methods to learn English:
1. Grammatical competence- here students learn the rules of sentence formation in a language.
2. Communicative competence– here student can learn language through activities at the same time they can learn sentence formation and its use.
Accuracy Vs Fluency
• One of the goals of CLT is to develop fluency as well as accuracy in language use.
a. Accuracy:
How much correctly language is being delivered? It focuses on grammatical competence.
b. Fluency:
How much quickly communication is made?
• Example: Here teachers will observe students performance on a fluency task and assign accuracy work to deal with grammatical or pronunciation problems.
Mechanical, Meaningful, and Communicative Practice.
• Mechanical Practice
This kind of activity would be repetition drill designed to particular grammatical or other items.
• Meaningful Practice
Here with language control practice students are required to make meaningful choices. Like- with the help of some grammatical clue (which will be more & they have to chose the correct one) students will complete the given task.
• Communicative Practice
Here practice in using language within a real communicative context is the focus, where real information is exchanged and where the language used is not totally predictable.
Techniques and materials:
1. Authentic materials & authentic use of materials (real world)
2. Scrambled sentences (cohesion and coherence)
3. Language games (information gap, choice and feedback)
4. Picture strip story (information gap, team work, problem solving and negotiating meaning)
Types of learning and teaching activities:
– Anything that has to do with daily life
– Real use (authentic use)
– Communicative activities
– Negoitiation of meaning
– Interaction Classroom activities
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BalasHapusGroup 7
BalasHapusName:
- Gusrianda Bin Rajab ( A1D212003 )
- EkaArindaPurnamasari ( A1D212007 )
- Zumratil ( A1D212015 )
- Apridawati ( A1D212005)
- VivinAngreni L. ( A1D212011)
THE SILENT WAY (SW) (Caleb Gattegno)
1. Learning Theory: Cognitive Psychology is the basis. Language learning is not habit formation. It is rule formation. Language learning has a sequence from the known to the unknown. Students induce the rules from examples and the languages they are exposed to, therefore learning is inductive.
2. Language Theory: Languages of the world share a number of features (e.g. every language uses subject, object; every language has adjective, adverb, verb ...etc.) However each language is unique. Language is for self expression (to express thoughts, perceptions, ideas and feelings). "Cognitive Coding" helps learners learn the language. "Colour rods" and "Fidel Chart" are used for cognitive coding.
3. Teachers' Role: The teacher is a technician or an engineer who facilitates learning. Only the learner can do learning. The teacher is aware of what the students already know and he/she can decide the next step. The teacher is silent. Silence is a tool because teacher's silence gives the responsibility to the student. Besides teacher's silence helps students monitor themselves and improve their own inner criteria.
4. Students' Role: Students should make use of what they already know. They are responsible for their own learning. They actively take part in exploring the language. The teacher works with the students and the students work on the language. St-st interaction is important. Sts can learn from each other.
5. Interactions: The teacher is silent in "T-st” interactions. St-st interactions are also possible because students can learn from each other.
6. Vocabulary Teaching: Vocabulary is taught by means of visual aids and word-charts. Vocabulary is always recycled by means of word-charts. Vocabulary is restricted at the beginning.
7. Grammar Teaching: There is a focus on the structures of the language although explicit grammar rules are never given.
8. Materials: Sound Colour Charts (For teaching pronunciation; one colour represents one sound), Colour Rods (for cognitive coding of grammatical patterns), 8 Fidel Charts (used for sound spelling association.
9. Syllabus: There is no linear structural syllabus. The teacher starts with what students already know, and builds from one structure to the next. The syllabus develops according to the students' learning needs.
10. Role of L1: L1 can be used to give instructions when necessary. Meaning is made clear by focusing the student's perceptions, not by translation. During feedback sessions L1 be used at beginning levels. L1 can be exploited. For example, similar sounds in L1 and L2 can be used to make students aware of phonological similarities.
11. Evaluation: The teacher may never give a formal test. He/she assesses students' learning all the time. Continuous monitoring by the teacher is essential.
12. Techniques:
1. Teaching pronunciation with "sound colour charts"
2. Cognitive coding with colour rods.
3. Peer correction to improve co-operative manner.
4. Self correction gestures
5. Teacher's Silence
6. Structured feedback: Students are invited to talk about the day's instruction (what they have
learnt that day during classes). Students learn to take responsibility for their own learning by becoming aware of themselves, and by controlling and applying their own learning strategies.
7. Fidel Charts: Used to teach sound spelling association.
8. Word Charts: Used to teach and recycle vocabulary. The words are written in different
colours so that students can learn basic pronunciation patterns.
17. Skills: Pronunciation is emphasised at the very beginning. It is important that students
acquire the melody of the language. All four skills (reading, writing, speaking, and listening)
are worked on from the beginning.
Name Of Members 13 Groups :1. Hajaria 4. Sinar Eva Wisman
BalasHapus2. Ahmat Fathin 5. Wa Ode Aisa
3. Sutra Mustika 6. Amrin
Assignment : Summary of the Natural Approach
The Natural Approach
The Natural Approach (NA) is a method of foreign language teaching which aim to apply the principles of natural language acquisition into class.
The tenets of the Natural Approach:
• Language acquisition (The acquisition/learning hypothesis).
• Conscious learning (The monitor hypothesis).
• Grammatical Structures (The natural order hypothesis).
• People acquire language (The input hypothesis).
• The learner’s emotional (The effective filter hypothesis).
The Objective of the Natural Approach:
• It is design to help beginner become intermediates.
• It is design to depend on learner needs.
Three types of classroom activities dominate the lesson in the Natural Approach:
• Comprehension (preproduction) activities consist of listening comprehension practice with no requirement for the students to speak in the target language.
• Early speech production occurs once students have a recognition vocabulary of about 500 words.
• Speech emergence occurs after the early speech production phase and can be encouraged through the use of learning activities (games), humanistic-effective activities and information or problem-solving activities.
Ima Asmita
BalasHapusWa Ode Fitri Yulianty
Siska Nugrawati
Riks Asis Ode
Yesti Ferlina
SUGGESTOPEDIA
Suggestopedia is a teaching method, which focuses on how to deal with the relationship between mental potential and learning efficacy and it is very appropriate to use in teaching speaking for young language learners.
Suggestopedia is an effective comprehensible input based method with a combination of desuggestion and suggestion to achieve super learning. The most important objective of Suggestopedia is to motivate more of students’ mental potential to learn and which obtained by suggestion. Desuggestion means unloading the memory banks, or reserves, of unwanted or blocking memories. Suggestion then means loading the memory banks with desired and facilitating memories.
Key features of suggestopedia
o Comfortable environment.
In this kind of teaching method, the classroom is very different from common classrooms. In the classroom, the chairs are arranged semicircle and faced the black or white board in order to make the students pay more attention and get more relaxed.
o The using of music
One of the most uniqueness of this method is the use of Baroque music during the learning process. Baroque music helps the suggestopedic student to reach a certain state of relaxation, in which the receptivity is, increased
o Peripheral learning
The students acquire English not only from direct instruction but also from indirect instruction. It is encouraged through the presence in the learning environment of posters and decoration featuring the target language and various grammatical information
o Free errors
In the teaching learning process of speaking, YLLs who make mistakes are tolerated. The emphasis is on the content not the structure. Grammar and vocabularies are presented and given treatment from the teachers, but not dwelt on.
o Homework is limited
YLLs reread materials given in the classroom once before they go to sleep at night and once in the morning before they get up.
Suggestopedia in the class
Teaching speaking for YLLs using suggestopedia, the teacher should take three steps (Lazanov, 1982) cited in Xue (2005):
o Presentation
o Concert
o Practice
Advantage and disadvantage of this method
1. Advantage
o A comprehesible input based on dessugestion and suggestion principle
o Authority concept
o Double-planedness theory
o Peripheral learning
2. Disadvantage
o Environment limitation
o The use of hypnosis
o Infantilization learning