THE COMPILATION OF APPROACHS IN METHOD OF TEACHING ENGLISH

1.GRAMMAR TRANSLATION METHOD , By Maylinda Sari

a.definition

The grammar translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language.

Grammar-translation classes are usually conducted in the students’ native language. Grammar rules are learned deductively; students learn grammar rules by rote, and then practice the rules by doing grammar drills and translating sentences to and from the target language. More attention is paid to the form of the sentences being translated than to their content. When students reach more advanced levels of achievement, they may translate entire texts from the target language. Tests often consist of the translation of classical texts.

b.principles

The principles of the GTM are these:

1. Grammar rules are presented and studies explicitly. Grammar is taught deductively and then practiced through translation exercises.
2. The primary skills to be developed are reading and writing.
3. Hardly any attention is paid to speaking and listening skills.
4. Teacher correction is the only way to make students produce the right forms of the foreign language.
5. The goal of foreign language learning is the ability to understand the texts written in the foreign language.
6. Mastering the grammar of the foreign language is essential in order for students to understand the written target language.
7. Vocabulary is learnt from bilingual word lists.
8. The mother tongue is used as the medium of instruction.
9. A paramount use of translation exercises is given.

c.the role of teacher and students  

·      The roles of teacher: the authority in the classroom.

·      The role of students    :  do as she says so they can learn what she knows.

          Students are taught to translate from one language to another.

d.advantages

1.      GTM focuses on the application of grammar and correct sentence structure. This is especially helpful in teaching students how to write and read in another language.

2.       The approach is also easily applied and can be less stressful on students; verbal teaching methods do not describe the application of grammar and sentence structure as effectively as GTM does.

3.       Word meanings are also easily and can be compared to the native language quickly.

4.      The method of comparing/translation of the learned language with a native language provides reference for students.

e.disadvantages:

1.       The GTM approach involves no learner participation and little teacher-student relationship.

2.       Students are required to learn from a textbook and use the same method throughout their learning.

3.      Lesson using GTM are not interactive and engaging for students, they become more likely to lose interest in their subject and less motivated to learn.

4.      This method does not require students to participate in any activities or communicate with each other, so they will not learn how to use the language in a real-life conversation or situation and will only know how to translate one language to another.

5.       Students are only taught how to read and write the language.

6.      No emphasis is given to spoken language.

2. DIRECT METHOD, By Ade Surya Putra

a.concept

These followings are the concepts of Direct Method:

1. Teachers who use the Direct Method intend that students learn how to communicate in the target language.

2. Students need to associate meaning and the target language directly.

3. The initiation of the interaction goes both ways, from teacher to students and from student to teacher, although the latter is often teacher-directed. Students converse with one another as well.

4. Language is primarily spoken, not written.

5. Vocabulary is emphasized over grammar.

6. The students’ native language should not be used in the classroom.

7. In the Direct Method, students are asked to the language, not to demonstrate their knowledge about the language.

8. The teacher, employing various techniques, tries to get student self-correct.

b.aspect

• SHOW…Point to Visual Aid or Gestures (for verbs), to ensure student clearly understands what is being taught.

• SAY…Teacher verbally introduces Element, with care and enunciation.

• TRY…Student makes various attempts to pronounce new Element.

• MOLD…Teacher corrects student if necessary, pointing to mouth to show proper shaping of lips, tongue and relationship to teeth.

• REPEAT…Student repeats each Element 5-20 times.

c.Language Focus

Oral teaching comes before any other kind of reading and writing activities. Both speech & listening comprehension are taught. Correct pronunciation & grammar are emphasized

It emphasizes on listening and speaking, the use of the target language for all class instructions, and the use of visuals and realia to illustrate meaning.

d.Teacher roles

The teacher directs the class activities. The teacher and the students are more like partners in the teaching/learning process. The teacher explains new vocabulary using realia, visual aids or demonstrations.

e.Procedure:

     1. Question & Answer:

The teacher asks questions of any nature and the students answer. In preparation for this activity the teacher models, extensively, the use of complete answers to questions. Once doing this activity the teacher expects full sentences as answers to each question. Students can also be given the opportunity to ask the questions. Objective: Experiment with words and sentence patterns to create interest and variety.

     2. Dictation:

The teacher chooses a grade appropriate passage from a book and reads the text aloud three times. The first time the passage is read the students only listen. The second time the passage is read it is read phrase by phrase, with the teacher pausing long enough for students to write down what they have heard. The third time the text is read, it is read at normal speed and the students check their work. Objective: Listen attentively, courteously, and purposefully to a range of texts from a variety of cultural traditions for pleasure and information.

3. Reading Aloud:

Students take turns reading sections of a passage, play, or dialog out loud. At the end of each student’s turn the teacher uses gestures, pictures, examples, or role play to help the students make meaning of the text. Objective: Orally and silently read a range of contemporary and classical grade appropriate texts for enjoyment and information.

    4.Getting Students to Self-Correct.

For example if the student says, “I have cree apples,” the teacher should say, “Do you have cree apples or three apples?” Objective: Reflect on speaking behaviors and strategies.

5. Map Drawing: Students are provided with a blank map of Canada. The teacher gives specific instructions to the students. Once they are finished, their map will be completely labeled. The teacher takes the same map on an overhead and the students give the teacher instructions on how to label the map.  Objectives: Listen purposefully to determine the main ideas and important details; use language appropriate to audience, purpose, and situation.

f. Student Roles

The student role is less passive than in The Grammar-Translation Method. The teacher and the students are more like partners in the teaching/learning process.

3. AUDIO LINGUAL METHOD-DRILLING, By: Noviani

a.definition

A method of teaching language that focuses on listening and speaking.

b.The Principle of ALM

This method of Language Learning is also called the Aural-Oral Method. This method is said to result in rapid acquisition of speaking and listening skills. The audio lingual method drills students in the use of grammatical sentence patterns. When this method was developed it was thought that the way to acquire the sentence patterns of the second language was through conditioning or helping learners to respond correctly to stimuli through shaping and reinforcement.

The Audio lingual Method is based on the following principles:

• Speaking and listening competence preceded reading and writing competence.
• Use of German is highly discouraged in the classroom.
• The development of language skills is a matter of habit formulation.
• Students practice particular patterns of language through structured dialogue and drill until response is automatic.
• Structured patterns in language are taught using repetitive drills.
• The emphasis is on having students produce error free utterances.
• This method of language learning supports kinesthetic learning styles.
• Only everyday vocabulary and sentences are taught. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught through association of ideas.
• The printed word must be kept away from the second language learner as long as possible.

c.The Techniques of ALM

Dialogues and pattern practice form the basis of audiolingual classroom practice. The use of them is a distinctive feature of the Audiolingual Method. The techniques used by the Audiolingual Method, are:

1.Repetition drill:

This drill is often used to teach the lines of the dialogue. Students are asked to repeat the teacher’s model as accurately and as quickly as possible,there are:

This is a book   →  This is a book.

Students do this without looking at their book. They have to produce the appropriate sounds           first.

2.Substitution drill：

The students repeat the line from the dialogue which the teacher has given them, substituting the cue into the line in its proper place,there are:

They drink wine. → beer    → They drink beer.

→ coffee → They drink coffee.

→    tea    → They drink tea.

The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence.

3.Question-and-answer drill：

The drill gives students practice with answering questions. The students should answer the teacher’s question very quickly. It is also possible for the teacher to cue the students to ask questions as well. This gives students practice with the question pattern. There are:

  1.   T: Are there any questions?                Ss: No, there aren’t any.

  2.   T: he read The Times                           Ss: What did he read?

4. Expansion drill：

This drill helps students to produce longer sentence bit by bit, gradually achieving fluency.  The main structure is repeated first, then students have to put cue phrase in its proper place, there are:

T: They go to the cinema.

     Ss: They go to the cinema.

     T: On Sundays

5.Clause combination drill:

Students learn to combine two simple sentences into a complex one, there are:

T: It may rain. He’ll stay at home.

Ss: If it may rain, he’ll stay at home.

 T: It may be sunny. We’ll go to the beach.

   Ss: If it may be sunny, we’ll go to the beach.

6.Background build-up drill:

This drill is used when a long line of dialogue is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. Then, following the teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the entire line. The teacher begins with the part at the end of the sentence (and works backward from there) to keep the intonation of the line as natural as possible. This also directs more student attention to the end of the sentence, where new information typically occurs, there are;

   T: the flowers

   Ss: the flowers

   T: watering the flowers

   Ss: watering the flowers

7.Chain drill：

A chain drill gets its name from the chain of conversation that forms around the classroom as students, one-by-one, ask and answer questions of each other. The teacher begins the chain by greeting a particular student, or asking him a question. That student responds, and then turns to the student sitting next to him.

8.Completion：

Students hear an utterance that is complete except for one word, and then repeat the utterance in completed form. e.g.

   T: I’ll go my way and you go_____

   Ss: I’ll go my way and you go yours.

9.Use of minimal pairs：

The teacher works with pair of words which differ in only one sound; students are first asked to find the difference between the two word and later to say the two words. e.g.

   ship—sheep  live—leave  leap—lip  bit—beat

d.procedure of ALM           

   In a typical audio lingual lesson the following procedures will be observed:

  1.Recognition:

  Students first hear a model dialogue (either read by the teacher or on the tape) containing the        key structures that are the focus of the lesson and try to understand the meaning of the dialogue with the help of the teacher’s gestures, mime, and context or situation established in advance.

2. Imitation and repetition:

The students repeat each line of the dialogue, individually and in      chorus. The students must    imitate the right pronunciation, intonation and fluency.

 3. Pattern drills:

   Certain key structures from the dialogue are selected and used as the basis for   pattern drills of   different kinds.

 4.Follow-up activities：

The students now are allowed to look at their textbooks. They are usually asked to do some follow-up reading, writing or vocabulary activities. This will guide their use of the language.

B.DRILLING METHOD

a.definition

Drill is a method of teaching technique used for practicing sound or sentence partners concerned with the fixation of specific association for automatic recall. The final goal is a more or less effortless exchange of ideas in real – life conversation. The “Drill” is here refers to the “Response drill” in teaching grammar.

b.Types of Pattern Drill

1.Repetition Drills

            This drill is the simplest drill used in learning language patterns. It is used at the very beginning of language class. Language learners merely repeat what the teacher says or the tape recorder produces. This may be used for the presentation of new vocabulary and will be useful for pronunciations class.

Example:

Teacher : I study in the morning

Students : I study in the morning

2.Substitutions Drill

Language learners are required to replace one word with another. They may replace a word of the model sentence with a pronoun, number, or gander and make some the necessary change.

Example:

Teacher : John is cold

Teacher : Hungry

Students : John is hungry

3.Transformation Drill

Language learners are required to change sentences from negative to positive, from positive to interrogative, or from simple present tense to simple past tense, depending on the instructions from the teacher.

Example:

           Teacher :   The book is new

Students : Is the book new?

4.Replacement Drill

Language learners replace a noun with a pronoun. It is the same drill as substitution drill but it involves with a replacement.

   Example:

  Teacher :    I like the book

  Students   : I like it

5.Response Drill

Language learners respond to somebody’s sentence. In this drill this answers are patterned after  the questions. This drill may involve “wh” questions or “yes/no” questions.

  Example:

 Teacher :   Alice is at school.

 Teacher :   Where is Alice?

 Teacher :   at school

6. Integration Drill

    Language learners combine two separate statements.

    Example:

Teacher : which one do you think is true? The earth goes around the sun or the sun goes around

     Student :  I think the earth goes around the sun

     Teacher :  I know that lady. She is a wearing a blue shirt

     Student :  I know the lady wearing a blue shirt.

c.advantages:

·         Understanding the wider student through repetitive exercise

·         Students are ready to use his skills as already accustomed

d.disadvantages

·         Students learn mechanically inclined

·         pursue the talent and initiative of the students because the students were taken to adjust more and be directed to far from understanding

e.the characteristc

·         students acquire motorskills, such as review,memorize,make tools,use tools/machines,games,and athletics

·         students acquire the mental skills,such as multiplication,add,recognize the signs/symbols

·         associations are mede,such as the relationship of letter on spelling,use of symbols,reading maps

4.)DISSUGESTOPEDIA ,By Nurul Fajri

a.definition

Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively. It was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov (see right). The term 'Suggestopedia', derived from suggestion and pedagogy, is often used loosely to refer to similar accelerated learning approaches.

b.procedure

1.Dechipering: The teacher introduces the grammar and lexis of the content.

2.Concert session (active and passive): In the active session, the teacher reads the text at a normal speed, sometimes intoning some words, and the students follow.

3.Elaboration: The students finish off what they have learned with dramas, songs, and games.

Then it has developed into four phases as lots of experiments were done: introduction, concert session, elaboration, and production.

4.Introduction: The teacher teaches the material in “a playful manner” instead of analyzing lexis and grammar of the text in a directive manner.

5.Concert session (active and passive): In the active session, the teacher reads with intoning as selected music is played. Occasionally, the students read the text together with the teacher, and more calmly.

6.Elaboration: The students sing classical songs and play games while “the teacher acts more like a consultant”.

7.Production: The students spontaneously speak and interact in the target language without interruption or correction.

c.advantages

·         its specific rhythm will create the kind of relaxed states of mind for maximum retention of material,and music creates a level of relaxed concentration.

·          suggestopedia methods have different class setting which make the students relax during the learning process.

·         decorate the class with posters or something which can make students’ mind relax, such as by putting flowers or aquarium in the corner of the class. By using poster, the students will always learn even when they just look around the classroom.

d.disadvantages

·         using music during the learning process will create the relaxed mind and it is a optimum state of learning, and not effective at all because it will irritate and disturb them.

·         suggestopedia method will be difficult to be practiced in the development country such as Indonesia. As we know that in Indonesia there are at least 30 – 40 students who fill in the one class. The teacher will be difficult to control them one by one.

5).SILENT WAY, By Khairunisak

a.Definition

This method emphasize the autonomy of the learner; the teacher's role is to monitor the students' efforts, and the students are encouraged to have an active role in learning the language. Pronunciation is seen as fundamental; beginning students start their study with pronunciation, and much time is spent practising it each lesson.

The teacher uses silence for multiple purposes in the Silent Way. It is used to focus students' attention, to elicit student responses, and to encourage them to correct their own errors. Even though teachers are often silent, they are still active; they will commonly use techniques such as mouthing words and using hand gestures to help the students with their pronunciation.

b.Principles

Gattegno developed these ideas to solve general problems in learning, and he also applied them to his work in the teaching of mathematics and the mother tongue. Broadly, these principles are:

1.      Teachers should concentrate on how students learn, not on how to teach

2.      Imitation and drill are not the primary means by which students learn

3.      Learning consists of trial and error, deliberate experimentation, suspending judgement, and revising conclusions

4.      In learning, learners draw on everything that they already know, especially their native language

5.      The teacher must not interfere with the learning process

c.Teaching techniques

From the beginning levels, students do 90 percent or more of the talking. Being silent moves the focus of the classroom from the teacher to the students, and can encourage cooperation among them. It also frees the teacher to observe the class. Silence can be used to help students correct their own errors. Teachers can remain silent when a student makes a mistake to give them time to self-correct; they can also help students with their pronunciation by mouthing words without vocalizing, and by using certain hand gestures. When teachers do speak, they tend to say things only once so that students learn to focus their attention on them.

A Silent Way classroom also makes extensive use of peer correction. Students are encouraged to help their classmates when they have trouble with any particular feature of the language. This help should be made in a cooperative fashion, not a competitive one. One of the teacher's tasks is to monitor these interactions, so that they are helpful and do not interfere with students' learning.

d.Teaching Materials

·         Sounds-color chart

·         Teacher’s silence

·         Peer correction

·         Rods

·         Self-correction gestures

·         Word chart

·         Fidel chart

e.Advantages and Disadvantages of Silent Way

Advantages:

1. Students interact not only with teachers but also with each other.
2. Students correct the errors themselves and teachers view these errors as the responses to the teaching and give students some hints and help.
3. Because Silent Way teachers speak so little, they are free to observe their students carefully and be available to them.      

Disadvantages :        

1. Teachers must know their teaching objectives clearly and make use of the teaching aids  effectively.
2. Students may be confused with the symbols of the colored wooden rods.
3. Students waste too much time struggling with a concept that would be easily clarified by the teachers’ direct guide.
4. It is difficult for teachers to evaluate students’ progress in their learning process.
5. It is criticized as being too focused on building structure, and misses out on cultural input through the language.
6. The silence of the teacher can prevent students from hearing many active models of correct usage that they may find useful.
7. In trying to create a less teacher-orientated classroom, many say that the Silent Way goes too far to the opposite extreme.

6.TOTAL PHYSICAL RESPONSE(TPR) AND SIMULATIONS, By: Noviani

a. Definition

Total physical response (TPR) is a language teaching method developed by James Asher, a professor emeritus of psychology at San José State University. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions.

b.Teacher and Learners Roles

1.      Learners: Listener and Performer

2.      Teacher: plays and active as instructor

c.Advantages and disadvantages of TPR

   Advantages:

• It is fun and easy
• It does not require a great deal of preparation on the part of the teacher.
• It is a good tool for learning vocabulary.
• Class size does not need to be a problem.
• There is no age barrier.

   Disadvantages:

• It is not a very creative method. Students are not given the opportunity to express their own views and thoughts in a creative way.
• It is easy to overuse TPR.
• It is limited, since everything cannot be explained with this method. It must be combined with other approaches.

d.Objectives

The general objectives of Total Physical Response are to teach oral proficiency at a beginning level. Comprehension is a means to an end, and the ultimate aim is to teach basic speaking skills. A TPR course aims to produce learners who are capable of an uninhibited commu­nication that is intelligible to a native speaker. We work using action-based drills in the imperative form.

SIMULATION METHOD

 

a.definition

.Simulation is one activity that can contribute to a successful and highly enjoyable experience. It engages students by placing them directly into the conflict of the real situation. It comes alive as students interact with one another. The aim of this paper is to explain what is simulated teaching and how it is applied in the teaching – learning process.

b.procedure of simulation method

The implementation of simulated teaching in the classroom can employ several steps which was recommended by Ned Flanders:

1.The teacher should assign all students to participate.

2. The teacher should prepare the simulated teaching material.

3.The teacher should determine the sequence of the group performance

4.The teacher should evaluate the student’s performance and give some comments for the students after the performance.

5.The teacher should manage the whole process of the student’s performance

6.The teacher should do a reflection to the learning activity which has done

c.teacher  role

As a traffic controller helping the flow of traffic and avoiding bottlenecks, but not telling individuals which way to go.

d.the  advantages  of  instructional  simulation

1.              Motivational Advantages Games are engaging and motivating approach to students. It gets them involved and holds their attention longer. Children usually learn and retain more knowledge using role play

2.      Removal of Student – teacher Polarization Students actually engage in the learning process rather than passive receiver of knowledge

3.      Simulation as a Universal Behavioral Mode Children learn the most from play when they have skilled teachers who are well-trained in understanding how play contributes to learning

4.      Gains Related to Relevance and Learning.

7.Natural Approach and Story Telling, by Yuliya

a.Definition

Natural Approach is a language teaching method which is based on the assumption that learning a foreign language must follow the same patterns as the learning process of the native language.

b.procedure

1.      Preproduction – the stage at which listening skills are being developed.

2.      Early Production – the stage during which students are challenged to use the language orally and are corrected only when the mistakes hinder the content of the message.

3.      Extending Production – the stage at which students develop their fluency through various activities.

8.COMMUNICATIVE LANGUAGE TEACHING AND ROLE PLAYING, By Siti Hanifah

1.definition

CLT is a theory of language teaching that starts from a communicative model of language and language use, and that seek to translate into a design for an instructional system,for materials, for teacher and learner,and for classroom activities.

2.the purposes of c.l.t

:: to make communicative competence

:: to develop produce of the four language skills and communication

3.strength and weakness of c.l.t

STRENGTH;

::  The ability to use the linguistic system effectively and appropriately

:: In CLT, meaning is paramount

:: The primary goal in CLT is fluency and acceptable.

;;  Teachers help learners in anyway that motivates them to work with the language.

WEAKNESS:

::  The teacher cannot know exactly what language the students will use.

:: Accuravy is not  a primary goal.

:: Language learning is learning to communicate only.

2.Learner roles

   The role of learner as negotiator, between the self,the learning process,and the object of learning, emerges from and interact  with the role of jount negotiator with group and classroom procedure and activities in the group.

3.Teacher roles

The teacher has two main roles, there are:

:: The first role is facilitate the communication process between all learners in the classroom,and  the various activities and texts.

:: The second role is to act with the learning and teaching group.

4.procedure of c.l.t

    Savignon(1983) discusses techniques and classroom management procedures associated with a number of CLT classroom activities, there are group activities, language games, and role plays.

The procedures of CLT  are:

1.Presenting of a brief dialogs or several mini dialogs and discussion of the function and situation.

2.Oral practice of each utterance of the dialog segmrnt to be presented that day.

3.Question and answer based on the dialog topic and situation itself.

4.Question and answer related to the students’ experiences,but centered around the dialog theme.

5.Using picture,simple real object,or dramatization

6.Learner of rules the functional expression or structure.

7.Oral recognition

8.Copying the dialogue or modules if they are not in the class text

9.Sampling of the written homework assignment

10.Evaluation of learning

(Finocchiaro and Brumfit 1983:107-108)

                                                            ROLE PLAYING

1.definition

    The role playing model is applicable to Communicative language teaching. With role playing student can increase their abilities communication. Among classroom activities, Role Play and simulation rate highly as suitable vehicles to use in a communicative approach to language teaching. The terms role play and simulation have been interpreted in many different ways by teachers and textbook writers, and as simulations involve role play.

Example: “What are they going to do when holiday?”

    In this simulation a group have the task of finding careers for holliday. They have to match this information with what they know of the boys and girls from holliday reports and references. The information they receive is practise both reading and listening skills as they collect the information.

2.ways

   Drama can be said to cover all those activities in which students to play themselves in an imaginary situation. From it, can stimulates the imagination and motivate the student to use language he has already learned.

WAYS OF USING DRAMA

  Example:

“To illustrate the effect of feeling on an interaction activity, the students work in pairs. They are both watching a television programme. One student  turns it off. The first time the exercise is done,this reaction should be nonverbal; once the underlying emotion and the means of communication have been established, appropriate words should be added.”

   At this point , they are playing themselves  and interacting in an imaginary situation which they obviously show their feelings. It would seemmuch more valuable for students to begin from  their own emotions and the ways of expressing them, until they have had extensive practice.

9.CONTEXTUAL TEACHING AND LEARNING,By M.Rizki Faiturrahman

a.definition

Contextual teaching and learning (CTL) is a concept that helps teachers relate school learning to real-world situations. CTL motivates learners to take charge of their own learning and to make connections between knowledge and its application.

b.principles

1. Self-appraisal leads to a deeper understanding of learning.

2. Self-management of thinking, effort, and affect promotes flexible approaches to problem-solving that are adaptive, persistent, self-controlled, strategic, and goal-oriented.

3. Self-regulation can be taught in diverse ways.

4. Self-regulation is woven into the narrative experiences and the identity of each individual.

c.advantages

1. Contextual Teaching and Learning approach making that hold meaning

2. Learning becomes more meaningful and real. This means that students are required to grasp the relationship between learning experiences in school to real life.

d.disadvantage

Contextual Teaching and Learning approach was teacher must look at each child in the classroom expressly to understand that child’s emotional state, learning style, English speaking skills, cultural andracial context, and financial circumstance.

10.The Portfolios and Coursebook, By Eka Sri Mahyuni

a.definition

Portfolio is a puposeful collection of student work that demonstrate to student and other their efforts,progress,and achievement in given areas.

b.principles

1.      Students active learning

2.      Cooperative learning

3.      Learning by doing

4.      Reactive teaching

5.      Joyful learning

c.process

1.      Decide on a purpose or theme

2.      Considers what samples

3.      Determine how samples will be selected

4.      Engage the learner in a discussion of the product

THE COURSEBOOK/TEXTBOOK

a.definition

   A collection of the knowledge,concept,and principles of a selected topic or course.

b.advantages

-Provide structure and syllabus for a program

-Helping standardize instruction

-Mantain quality

-Efficient

c.disadvantages

-May not reflect students’ need

-Expensive

-Can deskill teacher

11.WHOLE LANGUAGE, By Novita Cahya Sari

a.definition

   It is learning to read and write naturally with a focus on real communication and reading and writing for pleasure.

b.teacher role

-As facilitator and active participant

c.learner role

-As a collaborator, collaborating with fellow students,with the teacher,and with writers of texts.

c.activities

1.Individusl snd small group reading and writing

2.Writing portfolios and writing conferences

3.Story writing

12. MULTIPLE INTELLEGENT, By Yusmiati

a.definition

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

• Linguistic intelligence ("word smart")
• Logical-mathematical intelligence ("number/reasoning smart")
• Spatial intelligence ("picture smart")
• Bodily-Kinesthetic intelligence ("body smart")
• Musical intelligence ("music smart")
• Interpersonal intelligence ("people smart")
• Intrapersonal intelligence ("self smart")
• Naturalist intelligence ("nature smart")

b.ways

Whatever we are teaching or learning, see how we might connect it with:

• words (linguistic intelligence)
• numbers or logic (logical-mathematical intelligence)
• pictures (spatial intelligence)
• music (musical intelligence)
• self-reflection (intrapersonal intelligence)
• a physical experience (bodily-kinesthetic intelligence)
• a social experience (interpersonal intelligence), and/or
• an experience in the natural world. (naturalist intelligence)

13.NEURO-LINGUISTIC PROGRAMMING, By Siti Mauliza

a.definition

Neuro-linguistic programming (NLP) is an approach to communication, personal development and psychotherapy created by Richard Bandler and John Grinder in California, United States in the 1970s. Its creators claim a connection between the neurological processes ("neuro"), language ("linguistic") and behavioral patterns learned through experience ("programming") and that these can be changed to achieve specific goals in life.

b.main components and core concepts

• Subjectivity. According to Bandler and Grinder:
• We experience the world subjectively thus we create subjective representations of our experience. These subjective representation of experience are constituted in terms of five senses and language.
• Behavior can be described and understood in terms of these sense-based subjective representations. Behavior is broadly conceived to include verbal and non-verbal communication, incompetent, maladaptive or "pathological" behavior as well as effective or skillfull behavior.
• Behavior (in self and others) can be modified by manipulating these sense-based subjective representations.
• Consciousness. NLP is predicated on the notion that consciousness is bifurcated into a conscious component and a unconscious component. Those subjective representations that occur outside of an individual's awareness comprise what is referred to as the "unconscious mind".
•  Learning. NLP utilizes an imitative method of learning—termed modeling—that is claimed to be able to codify and reproduce an exemplar's expertise in any domain of activity. An important part of the codification process is a description of the sequence of the sensory/linguistic representations of the subjective experience of the exemplar during execution of the expertise.

c.benefit

• Replace negative behaviors and habits with positive ones.
• Transform the way you go about everyday tasks.
• Be more aware of your impact on others and how to manage your behaviour for optimal results.
• Better understand your own motivations, needs and behaviors and use these positively to have the greatest impact.
• Better understand your staff’s and customer’s needs, motivations and behaviors.
• Improve and enhance your interpersonal communication at the office and at home.

14.COMPETENCY BASED LANGUAGE TEACHING, By Nuria Hasmita

1.definition

• the state or quality of being capable

• an ability or skill possessed by an individual.

2. Back ground

• Competency Based Instruction

• 1970s USA

• Basis for vocational education and industrial training programs .

3.  Principles

• Systematic

• Focuses on the outcomes and outputs

• Spell out exactly what it is that trainees should learn

• Help students learn one thing well before going on to the next

4.  Learning Activities

• Systematically designed activities

• Real-world task – activity linked to the field of work and to social survival

• Work Schedules

• Job application

• Job interview

5. Role of Teacher

• Corrects the students immediately

• Gives positive feedback

• A ware of the learner needs

• Adjust s the activities and the syllabus according to learner needs .

6.Role of Learners

• Judge the relevancy and usefulness of the activities

• Should demonstrate the learnt behavior

15. COOPERATIVE LEARNING, By Siti Aisyah

a.Definition

   Cooperative learning is an approach to teaching that  makes maximum use of cooperative activities involving pairs and small groups of learner in the classroom.

b.Types

1.Formal cooperative learning

   Teacher as a facilitator and giving material according variation lesson

2.Informal cooperative learning

    It is combine one group, and teacher giving a book, one material is one topic,and the group can change in every lesson.

3.Base group learning

   Group not change, and giving two students material to increase careness,and accountable to other students

c.Techniques

1.students just given the  material, and every students must be understand the material that given by students

2.tecnique jigsaw

3.every students in a group must be active to response the question

d.Role

1.Learner role

   The learner should be able to working in group,doing the task,should have capability to working in group,learning together,and able to sharing the material to other learner.

2.Teacher role

    The teacher as a facilitator, one of them is giving material to the learner

e.Disadvantage

Ø  The teacher must prepare lesson carefully,that it is more energy,thought,and time

Ø  The learning process goes smoothly

Ø  When the group discussion held, there is a tendency of issues being discussed widely

Ø  It sometimes dominated by someone, this resulted in other students become passive

16.CONTENT BASED INSTRUCTION, By Nurul Aini

a.definition

Content-Based Instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, 1989). CBI is designed to provide second-language learners instruction in content and language.

The focus of a CBI lesson is on the topic or subject matter. During the lesson students are focused on learning about something. This could be anything that interests them from a serious science subject to their favourite pop star or even a topical news story or film.

b.advantages

1) The most important feature of activity based instruction is learning by doing. So this method of instruction can fulfil the natural urge of a growing child on one hand also can help them learn their lesson.
2) The method also promotes better understanding of a lesson among students as they learn the lesson by practicing the task themselves.
3) It inspires the students to apply their creative ideas, knowledge and minds in solving problems as well as promoting competitive spirit among them.
4) It also helps learner psychologically as they can express their emotions through active participation in something useful.
5) The method also helps in developing their personalities, social traits and inter-personal management skills.
c.disadvantages
1) The activity based instruction method requires long-term planning with minute details of the whole process because before engaging the learners, the teacher has to make sure that all students have sufficient knowledge and skills regarding the task they are going to perform. So this method can not be used on a regular and daily basis as it involves a lengthy procedure.
2) The objectives of the method can only be fulfilled if the planning of the lesson is flawless. If there is slightest flaw in the planning, this method would do more harm than good.
3) Learners have varied levels of merit and understanding. So less meritorious students might not prepare for a task as other which might lead to failure of objectives of the whole process.
4) Many renowned educationists also are of the opinion that the activity based method is more suitable for branches of experimental sciences and less useful for subjects of social sciences.

17.TASK BASED LEARNING, By Yuliana

a.Definition

   is a work created in such a way by the teacher to be done by the student, and the students must be complete  the task using resources language to communicate.

b.Principle

   The class activities have a perceived purpose and a clear outcomes.

c.Advantages

1.      Able to create opportunities for students to perform natural communication in the classroom.

2.      More emphasize on a meaning rather than linguistic form.

3.      Better able to foster motivation for student-centered learning

18.SITUATIONAL LANGUAGE TEACHING, By Ella Rahayu

a.definition

That is being taught is realistic, all the words and sentences must grow out of some real situation or imagined real situation.

b.the characteristics

1- Language teaching begins with the spoken language.

2- The target language is the language of the classroom.

3- New language points are introduced and practiced situationally.

4- Vocabulary selection procedures are followed to ensure that the essential general service vocabulary is covered.

c.the syllabus

         Basic to the teaching of English in Situational Language Teaching is a structural syllabus and a word list. A structural syllabus is a list of the basic structures and sentence pattern of English, arranged according to their order of presentation. In Situational Language Teaching, structures are always taught within sentences, and vocabulary is chosen according how to well it enables sentence pattern to be taught.

d.types of learning techniques and activities

a.       A situational presentation of new sentence patterns

b.      Drills to practice the patterns

e.learner roles

In the initial stages:

ž  Listening and repeating what the teacher says

ž  Responding to questions and commands

ž  No control over the content of learning

f.teacher roles

♦ A model

(modeling the new structure for students to repeat)

♦ A skillful manipulator

(using questions, commands, etc to make the learner produce correct sentences)

♦ A review organizer

(timing, oral practice, revision, testing and developing language activities

g.advantages

v  Suitable for introduction to the language

v   Values practical grammar and vocabulary

v   An accessible method for teachers if they have    good curriculum

v   Inexpensive to use

h.disadvantages

•      Teacher-controlled

•      Ineffective and boring

19.PARTICIPARY APPROACH, By Rahmat Rinaldy

a.Definition

   is a teaching strategy that incorporates theme or content areas that are of interest to the learners.

b.Goal

Ø  To use the language learning as a tool to provide the solution to social problems

Ø  To help the students to understand the social,historical,or cultureal forces that effect their live

Ø  To help the empower students to take acction and make decision in order to gain over their live

c.Principles

Ø  Education is most effective when it is relates to the students real needs

Ø  Students can create their own material

Ø  What happen in the classroom, it should be connected with the happens outside that has relevance to the students

20.LEXICAL APPROACH, By Finayani

a.Definition

   is the approach that focuses ondeveloping leraner proficiency with lexis,word combination and particularly formulaic sequence.

b.characteristic

  Successful language is a wider concept than accurate language. Emphasis is on successful communication not grammatical mastery.

  Language is not learnt by learning individual sounds and structures and then combining them, but by an increasing ability to break down wholes into parts. We can also use whole phrases without understanding their constituent parts.

  Noticing and recording language patterns and collocations.

  Grammar exploration instead of grammar explanation.

  Intensive and extensive listening and reading in the target language.

21.LEARNING STRATEGY TRAINING, And SMALL AND LARGE GROUP, By Chairunnisa

a.Definition

   Learning strategy is the specific action to make the students better in learning a second language.

b.principle

·         The students prior knowledge and learning experiences should be valued and built upon

·         Studying certainlearning strategieswill contribute to academic success

·         The teacher’s job is not only to teach language, but to teach learning

SMALL GROUP DISCUSSION

1.definition

It is two or more people who interact with each other to accomplish certain goals or meet certain needs.

2.advantages

·         Allows students to take an active role in their own education

·         Offers the opportunity to set expectation

·         Offers students opportunities to problem solve

·         Increased interaction among students and faculty

·         Provides an opportunity for students to offer feedback

LARGE GROUP DISCUSSION

It is one of the commonestmethod use atcollege or university.

advantages

·         Carefull

·         Participant see professional mind at work

·         Effectively conveys low-level information and skills

22.PROBLEM BASED LEARNING, By Hilda Nazlia

a.Definition

    Is an instructional method which focuses on the investigation and resolution of messy “real world” problems as a context for students to learn critical thinking and problem solving skills.

b.features

1.      Driving question or problem

2.      Interdiciplinary focus

3.      Authentic investigation

4.      Production of artifacts and exhibits

5.      Collaboration

c.Assessment

·         Assessing understanding

·         Using checklist and rating scales

·         Assessing adult roles and situations

·         Assessing learning potential

·         Assessing group effort

d.strength

·         Focus on team work,problem solving and independent thinking

·         Self-motivated approach to learning

·         Makes learning relevant to the real world

·         Building of new knowledge

e.weakness

·         Too much time is spent gather information

·         The limitation of information and facilitation

·         There may be conflicting or confusing information at times

23.PROJECT BASED LEARNING, By Siti Rahmayanti

1.definition

Project-based learning (PBL) is considered an alternative to paper-based, rote memorization, teacher-led classrooms. Proponents of project-based learning cite numerous benefits to the implementation of these strategies in the classroom including a greater depth of understanding of concepts, broader knowledge base, improved communication and interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing skills.

b.procedure

As the above example shows, most activity-based, constructive and collaborative pedagogies do not necessarily need any special tools, but work can be made more efficient (after some adaptation period) and certainly more powerful by adopting some support technologyWhat kinds of productions could typically happen in such a workflow approach?

1. Gathering and distribution of information : teachers and learners share resources and the activities are designed to help them gather information and make it available to all.
2. Creation of collaborative documents : here the students can write definitions, analyze cases, solve problems, write documents and create illustrated documents together around specific themes.
3. Discussion and comments about the productions : learners identify together facts, principles and concepts and clarify complex ideas. They formulate hypotheses and plan solutions, make links between ideas, compare different points of view, argue, evaluate... ?
4. Project management related activities : learners can decide work plans, share tasks and form groups, decide a schedule and so forth. Teachers can distribute and regulate tasks.

24.COLLABORATIVE LEARNING, By Siti Rahmah

a.definition

Collaborative learning is an educational method where two or more students work together to learn something. It's based on the general premise that groups of students can learn more from each other through sharing and social interaction than they would if they learned on their own.

b.theory

The collaborative learning concept is based on the idea that diversity of knowledge and experience positively impacts learning outcomes. The collaborative learning method is based in part on Jean Piaget's theory that children learn when they're '…cognitively ready' (Woolfolk, p. 49), and on Lev Vygotsky's Zone Proximal Development theory. This 'zone' describes a student's readiness to advance to higher levels of understanding while also needing additional help to get there. Collaborative learning combines these two concepts by grouping students together, where they can support and learn from each other.

c.benefits

Collaborative learning has been shown to increase the level of learning for all members of the group. Students build critical thinking skills as they're encouraged to challenge each others' thinking, mediate and come to a group conclusion. When they're grouped with students of diverse backgrounds, they learn how to focus on common goals.

d. teacher's role

Research on the teacher's role in collaborative learning provides mixed recommendations. Most agree that the teacher needs to be attentively listening to the students and evaluating the quality of the interactions.

25.BLENDED LEARNING, By Rukhaiah Lubis

a.definition
Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control overtime, place, path or pace.While still attending a “brick-and-mortar” school structure, face-to-face classroom

b.learner perspective

They are the ability to choose among all available facilities, technology, media and materials matching those that apply to my prior knowledge and style of learning as I deem appropriate to achieve an instructional goal.

c.designer/teacher Perspective

They are  the organization and distribution of all available facilities, technology, media and materials to achieve an instructional goal even when many of these things may overlap.

d.administrator perspective

They are the organization and distribution of as many cost effective facilities, technology, media and materials as economically viable to achieve an instructional goal even when many of these things may overlap.

Some of the various facilities, technology, media and materials include books, computers, groups, teachers, classrooms, virtual classrooms, non-traditional classrooms, tutorials, etc.

e.advantages

The use of information and communication technologies have been found to improve access to as well as student attitudes towards learning. By incorporating information technology into class projects, communication between lecturers and part-time students was improved, and students were able to better evaluate their understanding of course material via the use of "computer-based qualitative and quantitative assessment modules" in a study by Alexander and McKenzie (1998).

f.disadvantages

Blended learning has a strong dependence on the technical resources with which the blended learning experience is delivered---these tools need to be reliable, easy to use, and up to date in order for the use of the Internet to have a meaningful impact on the learning experience.
IT literacy can serve as a significant barrier for students attempting to get access to the course materials, making the availability of high quality technical support paramount.

26.CLASSROOM MANAGEMENT, And GROUP DYNAMIC, By Ismi Syafira

1.definition

It is the set of activities for students develop and desired behaviour,as well as creating an effective classroom organization and productive.

2.purposes

1.realize the situation  and condition of the class as a learning  environment that allows students to develop their abilities as much as possible

2.provide and arrange facilities and instructional media in the classroom.

3.elliminate barrier thet can almost the learning interaction.

 GROUP DYNAMIC

1.definition

it is the study of group,and also a general term for group process face to face.

2.features

·         Concerned with group

·         Changes

·         Rigidity and flexibelity

·         Group organization

·         Continous process of restructuring.

3.five stages of group development

1.      Forming

2.      Storming

3.      Norming

4.      Performing

5.      Adjourning