1. Content Based Learning
Content Based Instruction (CBI), which has become popular since
1990s, is a method that aims to teach the language through subject matter in
other words the main focus is not on the langue but on the content.In
content-based approaches the interaction of the subject matter and language
give ways to better learning environment and the main focus of teaching is more on content
topics than grammar rules, vocabulary
teaching, or contextual
situations. This study aimed
to determine whether students’
content responsibility in CBI would enhance their active participation in
English lessons or not. The participants of the current study were 40 advanced
level senior male students 20 of who were involved in the control group in one
class, and the other 20 were involved in the experimental group. The experimental
group carried out presentations related to the topics in the course book
through which the students demonstrated their content responsibility.
A. Steps of Content Based Learning
On the other hand,
for CBI to be effectively implemented in class, particular features of the
teacher’s component are required. Some characteristics of teachers in
content-based instruction are presented by Tedick, Jorgensen and Geffert
(2001). They concur that the English teacher who incorporates content-based
instruction in his/her teaching activity should do the following:
• Use the target language
consistently;
• Consider students as
active participants in the teaching and learning processes;
• Plan the tasks so students
are actively participating during the class time;
• Make emphasis on
comprehension starting at beginning stages;
• Provide the opportunity for
students to use meaningful language in communicative and significant contexts
that involve the development of interesting content tasks;
• Develop continuous
assessment processes so he/she knows how each
individual student is progressing in language knowledge;
• Establish a very
comfortable atmosphere for classes;
• Take into account the affective aspects so students feel
sufficiently motivated and relaxed to participate actively in class
B. Advantage and disadvantage content based learning
Advantage:
The advantage of this approach is that it can motivate students.
With this approach students can develop their knowledge. This approach is able
to stimulate their thinking by prioritizing social values.
Disadvantage:
Meanwhile this approach also has disadvantage, that is, this
approach can make students feel confused and depressed because there are too
many uses of native language that indirectly and make them a problem.
2. SILENT WAY
Cognitive psychologists and generative transformation languages
assume that language learning is not necessary through repetition. They
believe that students can create expressions that have never been heard.
Furthermore, they argue that language learning is not only imitating, but
language rules can help them use the language learned.
In the learning process, the teacher only points to a chart that
contains vowel consonants. The teacher pointed several times in silence. After
a while the teacher just gives an example of how to pronounce it. Then
designate students to pronounce right. In the learning process the teacher is
silent, he just directs / points to the learning material.
A. Steps to use silent way
Steps that can be taken by the teacher in using this method in
outline, among others;
a. Preliminary. The teacher provides teaching aids in the form of;
(a) fidel chart. This board contains a spelling of all syllables in a foreign
language that was studied. (b) cuisenenaire rods. Tonkats that usually number
ten with different colors that will later be used as props in forming complete
sentences.
b. The teacher presents one language that is understood, the
presentation is only one time. Thus he forced the students to listen well. At
the beginning, the teacher said nothing, but only showed the symbols on the
display board. Students say the symbol that the teacher refers to by
pronouncing it loudly, first simultaneously. Then on the instructions of the
teacher, one by one the students recited it. This step is the beginning.
c. After the student is able to pronounce the sounds in the foreign
language being learned, the teacher presents the second display board
containing the selected vocabulary, this vocabulary is taken from the sentences
that are most often used in daily communication. This vocabulary is very useful
for students in arranging a sentence independently, this step is also still the
beginning.
d. The teacher uses colorful sticks that have been provided to lure
students speaking foreign languages that are being studied, at this time the
teacher raises the stick and says
After that the teacher raises another stick with a different color
Thus students will be aroused to make complete sentences verbally
with the words they have mastered before. In this case the use of the most
correct cues is quite important in lieu of verbal explanations.
e. In closing, the teacher can test the success of students in vocabulary
mastery that has been taught by using commands that are not verbally as
possible as in point number 4 above. In this test, of course, you must pay
attention to the time available, it is not possible with the time limit testing
can be given to all students.
B. The advantages and disadvantages of silent way
As with other methods silent way also has advantages and
disadvantages.
Advantages;
a. Tasks and activities in this method serve to encourage and shape
student responses. So in this case the class becomes active.
b. Educating to concentrate on the subject matter as well as
students is required to always try themselves in learning.
c. Because there is no correction if there is an error made by the
student, and there is no explanation, the student is encouraged to make his own
analogies by making conclusions and formulating the rules themselves. This
trains them in making conclusions and decisions quickly.
Disadvantage;
a. Silent way gives students the freedom to make choices in
situations that are presented. This method impresses that students can master
the learning situation, but in reality the teacher still plays an active role
in the teaching-learning process (teacher-centered).
b. If examined carefully, the silent way is used for beginner level
students who are only given syllable pronunciation materials and make simple
construction of sentences. While reading and composing seems to be difficult to
teach with this method.
c. As explained in the sailent way concept aimed at guiding
students to achieve fluency that is almost the same as native speakers, then
they are required to master the correct pronunciation, intonation, rhythm, and
pauses in speaking with foreign languages learned, the learning process that
outlined by this method it seems that there is no guarantee of achieving that
goal.
d. Basically, sailent way in the end, Cenerung has many
similarities with audiolinguals, because after all, students who are given
one-time material will really need repetition, especially those who are new to
the foreign language being studied.
3. SUGGESTOPEDIA
Georgi Losanov believes that in the learning process there are
psychological constraints. Suggestopedia is an application for suggestions in
pedagogy where students' feelings of failure can be eliminated. In the
suggestopedia learning model, student psychological constraints can be overcome
...
In applying this learning model, classrooms are arranged in such a
way that they are different from ordinary classes. Students sit on the sofa in
a semicircle with dim lighting. Some posters related to learning materials were
installed on the wall. Teachers greet in mother tongue then convince students /
students if they don't need to try to learn but learning will take place
naturally. The teacher playing classical music then directs students to relax
by taking a deep breath. Next the teacher invites students to imagine the
material being studied. When they open their eyes, they play roles. After that,
the teacher reads while playing music. The teacher does not give homework.
A. teaching
steps using the suggestopedia method:
1)
In applying this learning model, classrooms are arranged in such a way that
they are different from ordinary classes (using dim lights). Students sit in a
seat formed in a semicircle. Some posters related to learning material are
mounted on a wall or blackboard.
2)
Teachers greet by using the mother tongue (mother tongue or first language or
first language, for example in South Kalimantan using Banjar Language)
3)
Then convince students that they don't need to try to learn but learning will
take place naturally.
4)
The teacher plays classical music then directs students to relax by taking a
deep breath.
5)
Next the teacher invites students to imagine the material being studied. When
they open their eyes, they play roles.
6)
After that, the teacher reads while playing music.
7) The teacher does not give homework.
B. The
advantages of the Sugestopedia method:
a.
Giving
tranquility and relaxation;
b.
Fun
or exciting;
c.
Speed
up the learning process;
d.
Emphasizes
the development of language skills
The
disadvantages of the sugestopedia method:
a.
Can
only be used for small groups;
b.
It's
annoying and disturbing for people who don't like Hayden and other classical
composers;
c.
Costs
that are too expensive;
d.
There
are no provisions and preparations for the middle and advanced levels;
e.
The
input material is pedagogically prepared too exclusively
4. TOTAL PHYSICAL RESPONSE METHOD
This method is also called the comprehension approach which draws
closer to the importance of 'listening comprehension'.
In the early stages of foreign language learning focused on
listening comprehension. This is based on observations of how children learn
mother tongue. A baby listens to the sounds around him for months before he can
say a word. No one told the baby to talk. A child speaks when he is ready to do
it.
In the Natural Approach (which was developed by Krashen &
Terrel), students listen to teachers who communicate using foreign languages
starting at the beginning of the learning process. The teacher can help
students understand the material using images and several words in the mother
tongue. Natural Approach is almost the same as Direct Method. In Total Physical
Response
(TPR), students listen and respond to the teacher's verbal
instructions. The forms of instruction given are 'Turn around', 'Sit down',
'Walk', 'Stop', 'Jump', etc.
A. Steps
in TPR (Basic steps in TPR)
1.
Select the command phrases (and Kosta words) to be taught.
2.
Before the learning session, make a complete list of command phrases that we
plan to teach them. (The list presents records of what we teach, and will help
you plan review activities for subsequent learning. The list is also important
when working with advanced students who will learn longer and more complex
command expressions. The list will allow us to repeat the exact instruction in
the case of students asking us to do it).
3.
Gather all the tools, or drawings needed to set the context or illustration in
describing the meaning of command expressions
4.
If we work with a group, choose two or three students for the demonstration.
5.
Teach with command expressions:
a. Our model of action when giving the
first command. When we
do this, use gestures and facial expressions to help students understand what we want them to do.
b. Perform physical activity with
students several times, and give
orders every time we take action.
c. Give orders without carrying out
activities.
d. Do it again when students
experience difficulties.
e. Repeat steps a-d for each of our
commands when planning to teach.
Before introducing each new commandment, it is necessary
to review the command we have taught. Review them in the same order when we teach them.
f. Finally review all orders randomly.
6.
Options for advanced students:
Teach
students to read the commands they have just learned. Use the following steps:
a. Write each command on a separate
card.
b. display and read the first command
aloud as our model of action.
c. Show and read commands that are as
loud as we do during activities
with students.
d. Show cards without reading or.
Students only do it with gesture (They
don't have to read the loud card).
e. Repeat this step with each card.
Before introducing each new card,
review the written commands we have been taught. Review them in the same order when we teach them.
f. Finally, mix
cards and review commands in random order
B. Advantage and Disadvantage
The
advantages of total physical response:
a. It is a lot of fun. Students will feel happy, and this method
can be a real driver in the class. TPR will be a lift and mood.
b. It is very memorable (very impressive). Because TPR helps
students to recognize phrases and words.
c. It is good for kinaesthetic learners who are required to be
active in the class (both for kinesthetic students who are needed to be active
in the classroom).
d. (Can be used either in large or small classes). In this case, it
doesn't matter how many students we have as long as we prepare to be leaders,
students will follow.
e. It works well with mixed ability classes, (TPR works well with
mixed ability classes), with physical activity will get comprehensive meaning
effectively so that all students are able to understand and apply the target
language.
f. This is no need for preparation or materials using the TPR (It
doesn't require much preparation or material to use TPR). In this case, as long
as we are able to master what will be practiced) practice first), it will not
take much time to start.
g. It is very effective with teenagers and young learners (very
effective for teenagers and children).
h. It involves both left and right learning (involving right and
left brain learning)
The disadvantage
of total physical response:
a. Students who are unfamiliar, for example because of their
cultural background, take certain actions (which are expressed by learned
verbs) will feel embarrassed to do so. Such things tend to be found in adult
students
b. TPR is only really suitable for beginner level. Meanwhile, it is
clear that this is far more useful at the lower level because the target
language is suitable for activities, although it can also be successfully
applied at the intermediate and advanced levels. In this case what is important
is the adaptation of the appropriate language. For example, when teaching 'ways
of walking' (stumble / stumble, stagger / stagger, and tiptoe / tiptoe) for
advanced classes and cooking verbs for the middle class (whisk / shuffle,
steering / stirring, and grate / grate).
c. TPR is not flexible to teach everything and if it is widely used
it will become repetitive. This method is a fun way to change the dynamics and
speed of the lessons used in relation to methods and techniques. In short, TPR
must be combined with others because it requires a lot of energy so students
don't feel tired of learning languages;
d. When a teacher uses TPR in their studies, they will have
difficulty teaching abstract vocabulary or expression. As a solution, the
teacher can write a word on the card with an image if there is one. Another
disadvantage is that TPR can be ineffective if the teacher uses it for a long
period of time without switching to other activities that help teach the target
language. Because TPR consists of command words, it tends to ignore narratives,
descriptions, and forms of language conversation
5. COMMUNITY LANGUAGE LEARNING
This method believes in the principle of 'whole persons', which
means that the teacher not only pays attention to the feelings and intelligence
of students but also relationships with fellow students. According to Curran
(1986: 89) students feel uncomfortable in the new situation. By understanding
the feelings of fear and sensitivity, teacher students can eliminate students'
negative feelings into positive energy for learning.
The chair is arranged in a circle with a table in the middle. There
is a tape recorder on the table. The teacher explains the learning objectives.
The teacher tells students to make dialogue in English. If students do not know
the teacher helps. Student conversations are recorded. Then, the recordings are
written in the form of transcripts in English and mother tongue. After that the
rules of language are discussed.
A.
Steps of community language learning
a. One class consists of 6-12 students sitting in a circle.
b. The teacher gives greetings, introduces himself and lets students
get to know each other.
c. The teacher tells students what to do, explains the procedure
and sets the time limit.
d. The teacher stands outside the circle of students located.
e. Tape recorders are prepared to record the words of students
(which are recorded only the words of the target language being studied which
will later be transcribed).
f. Students have a conversation. g. A student pronounces a message
using the first language. h. The teacher stands behind the student. The teacher
gives a message in the target language.
i. Students repeat the message in a loud voice for friends using a
second language.
j. This process is carried out repeatedly and recorded. In this
process, the teacher also tells the rest of the time for the conversation.
k. After students are invited to talk about their feelings during
the conversation, the teacher understands and accepts everything that students
express.
l. These sayings are played again, translated into the first
language.
m. Students are told to make a half circle facing the board and the
recorded words are transcribed.
n. In Human ComputerTM activities, students choose which phrase
they want to practice pronunciation.
o. The teacher follows what students want, repeats the phrase until
students feel satisfied and stop.
p. At other meetings, students can also work in small groups (three
people).
q. If there is an error, the teacher gives a correction by
repeating correctly the sentence the student has made.
B. Advantage
and disadvantage of these methods
The
advantage of community language learning:
a. Noting the humanity side of students. Because those sides are
dominant in language learners and the needs of groups of students will be a
concern for this aspect of humanity.
b. Paying attention to students and their native language and
background and culture, it can help shape the positive side of students to
understand the language of the objectives and insights of native speakers.
c. This method is colored by several methods that we have learned
so far. Paying attention to students' problems, their needs and their goals.
What some experts believe is that it can help build language skills from the
initial stage.
d. The close relationship between the supervising teacher and his
students, the relationship requires native speakers especially in the early
stages of learning, so that the teacher becomes the only main center for
getting to know groups, socialization techniques with native speakers using the
language of purpose.
e. The kebasan given this method to students to choose the title
that starts the dialogue also participates in it. Teachers may not interfere in
it, the teacher only helps reduce their nervousness and mistakes, so students
like to participate in the dialogue
f. Introducing language fluency in accordance with the rules.
Correct student mistakes. The teacher motivates students to increase the use of
the destination language
g. Paying attention to cooperative learning, fostering a social
spirit in the classroom so as to increase students' self-reliance, and motivate
students to relate well to the teacher and motivate students to be more
creative
h. The teacher helps students achieve language understanding with
each individual through their speech and activities. Not by dropping. The
teacher also helps with the use of vocabulary, expressions and arrangement of
destination languages so that they are easy to understand
i. Language learning in this method minimizes the burden of teacher
activities if not needed such as preparation of guideline curriculum and
compiling school books. That requires extra time, effort and money
The disadvantage of community language learning:
a. This method does not rely on the curriculum and manual. This
method relies on students' desires and aspects of the language of purpose and
culture where students lack mastery
b. This method does not pay attention to individual differences
among students, because this method pays attention to the human side in
speaking skills and relies on academic aspects and writing skills.
c. This method is tied to counseling with a non-structured
curriculum that is owned by foreign-language learners. Sometimes the teacher
finds difficulties in understanding his assignments to groups of students
d. Linguistic studies on this method require teachers who have
special abilities in interacting with students, having a background in
counseling
e. Many experts doubt the success of the philosophy of guidance and
counseling in foreign language learning because many reasons include the
absence of curriculum and the difficulty in practicing it.
f. The linguistic study on this method is a lack of learning.
Students who have finished this activity by understanding the language and
culture that they already have also some of the composition of the language
that they use in oral communication with the destination language is indeed
better. But understanding such things is not enough because they are still weak
in reading and writing.
g. At first this method relied on the techniques of Christianity.
There are very few benefits from learning Arabic
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