METHODE OF TEACHING

METODE PEMBELAJARAN

Saya membuat metode pembelajaran ini sebagai contoh salah satu bentuk kerajinan tangan atau seni,dengan menggunakan media dari salah bentuk ABJAD atau huruf-huruf ALPHABET yang digunakan sebagai Contextual Teaching Learning. Dengan menggunakan bahan kayu bingkai,paku untuk menyatukan tulang-tulang dari bingkai sehingga membentuk seperti bingkai untuk ALPHABET tersebut dan menggunakan kertas warna dari double folio dengan menggunting membentuk seperti huruf-huruf ALPHABET  tersebut, serta plastik dan perekat untuk menyempurnakan bahan tersebut sehingga kelihatan rapi dan sempurna.

Tujuan dari metode ini ialah untuk meningkatkan motivasi belajar siswa ,artinya dari dengan menggunakan bahasa asing siswa terlatih untuk mengenal dan memahami serta bisa menemukan kerangka berfikir siswa secara langsung dengan menumbuhkan minat siswa  dalam belajar dan mengenal bahasa asing dengan menggunakan kemampuan-kemampuan analitic dan imajinatif.

Semoga bermamfaat bagi Anda semua, dan metode seperti ini dapat selalu diterapkan pada siswa.

GOOD  LUCK !!!!!!!!!!

Competency Based Language Teaching

Rabu, 26 Juni 2013

Competency Based Language Teaching

Competency-Based Language Teaching (CBLT) focuses on what “learners are expected to do with the language”.

 This approach emerged in the United States in the 1970s and can be described as “defining educational goals in terms of precise measurable descriptions of the knowledge, skills, and behaviors students should possess at the end of a course of study”. This movement presents a pattern that is focused on the outputs to learning. It defines the goals and objectives to be reached in such a way, that students´ knowledge, skills and behaviors, can be easily measured.

According to Richards & Rodgers “Competency-Based Language Teaching (CBLT) is an application of the principles of Competency-Based Education to language teaching”. In Competency-Based Education (CBE) the focus is on the “outcomes or outputs of learning”. By the end of the 1970s Competency-Based Language Teaching was mostly used in “work-related and survival-oriented language teaching programs for adults” . Since the 1990s, CBLT has been seen as “the state-of-the-art approach to adult ESL”, so that any refugee in the United States who wished to receive federal assistance had to attend a competency-based program in which they learned a set of language skills “that are necessary for individuals to function proficiently in the society in which they live.

v The Approaches in CBLT

There are several principals in CBLT:

1. Language is a vehicle for the expression of functional meaning (functional view)

2. Language is a vehicle for the realization of interpersonal relation and for the performance of social transactions between individuals. Language is a tool for the creation and maintenance of social relations. (interactional view)

3. CBLT is built around the notion of communicative competence and seeks to develop functional communication skills in learners.
4. CBLT shares with behaviorist views of learning, the notion that language form can be inferred from language function; that is, certain life encounters call for certain kinds of language.

v The Implementation of CBLT

1. A focus on successful functioning in society

2. A focus on life skills

3. Task -or performance- centered orientation

4. Modularized instructions

5. Outcomes that are made explicit a priory

6. Continuous and ongoing assessment

7. Demonstrated mastery of performance objectives

8. Individualized, student-centered instruction

v The Competencies Involved in CBLT

CBLT is built around the notion of communicative competence:

1. Grammatical competence

It refers to linguistic competence and the domain of grammatical and lexical capacity.

2. Sociolinguistic competence

It refers to an understanding of the social context in which communication takes place, including role relationship, the shared information of the participants, and the communicative purpose for their interaction.

3. Discourse competence

It refers to the interpretation of individual message elements in terms of their 

LEARNING STRATEGY TRAINING

Kamis, 27 Juni 2013

LEARNING STRATEGY TRAINING

 

ž  Is when research observed that language teachers time might be profitably spent in learning training. Such suggestion led to the idea of learning strategy training. Training students in the use of learning strategies in order to improve  their learning effectiveness.

Reading strategies

ž  Skimming is read quickly only to find out what the main idea of the text.

We uses the think-aloud    technique in this concept :

ž  To do first is read title.

ž  Read the first paragraph. But we don’t read every word. Let our eyes skim it very quickly, just picking out what we think are the main ideas.

ž  When we read through the first paragraph quickly and don’t read every word, skip those if we don’t know the meaning of. See what we can learn about the main idea of the reading in this way.

ž  Don’t use dictionary.

The benefits of this concept :

ž  The benefit of learning strategy training is that it can help learners to continue to learn after they have completed their formal study to be more effective in learning the target language

Content Based Insrtuction

Kamis, 13 Juni 2013

Content Based Insrtuction

          Crandall and Tucker (1990) define 

                   Content Based Instruction 

 Crandall and Tucker (1990) define as an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language”

   There are three principles of communication that define Communicative Language Teaching but which may also be applied to the Content-Based approach.

1.      The communication principle which puts forward that activities involving real communication promote language learning.

2.      The task principle which refers to the concept that activities in which language is used for carrying out meaningful tasks promote language learning.

3.      The meaningfulness principle that implies that language that appears to be meaningful to the learner will support the language learning process

    The advantages of content-based instruction

-          It can make learning a language more interesting and motivating. Students can use the language to fulfill a real purpose, which can make students both more independent and confident.

-          Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs.

     Learner Role

Students are actively involved in a Content-Based classroom setting. On the one hand, they are in charge of their own learning process and their support of others and, on the other hand, they may partly choose content and activities. Being actively involved and taking responsibility in a classroom environment appears to be motivating for some though rather overwhelming to others. There are quite a few students who might feel that they cannot keep up with the work-load and quantity of new information.

    The Teacher Role and Choice Material

Teaching the Content-Based approach necessitates a large amount of work and energy. The teacher has to fulfill several roles, such as being a good language teacher and in addition having an appropriate knowledge of the subject matter. In addition, the teacher has to choose material. If the material is not suitable enough, he has to adapt it to the learners' language level. There is, however, quite a variety of material available for teachers to use for Content-Based lessons. First of all, teachers can and should use authentic materials such as newspaper articles and advertisements. These are texts native speakers of the language would read themselves. Authentic material intrinsically interests students and this promotes language learning.

Direct Method

Rabu, 26 Juni 2013

Direct Method

The direct method of teaching, sometimes called the natural method. Not limited to but often used in teaching foreign languages, the method refrains from using the learners' native language and uses only the target language. It was established in Germany and France around 1900. Characteristic features of the direct method are:

-         Teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials

-         Teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)

-         Centrality of spoken language (including a native-like pronunciation)

-         Focus on question-answer patterns.

v Principle of Direct Method

1. Instruction classes are conducted exclusively in the target language.

2. Only everyday vocabulary and sentences are taught.

3. Oral communication skills are built within carefully assessed progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.
4. Grammar is taught inductively.

5. New teaching points were introduced orally.

6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas.

7. Both speaking and listening comprehension were taught.

8. Correct pronunciation and grammar are emphasized.

Project Based Learning

Rabu, 26 Juni 2013

Project Based Learning

v Definition

Project-based learning 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.

According to the Buck Institute for Education (BIE), project-based learning has its roots in experiential education and the philosophy of John Dewey. The method of project-based learningemerged due to developments in learning theory in the past 25 years.

v The core idea of project-based learning is that real-world problems capture students' interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context

v Role of Student

Students must organize their own work and manage their own time in a project-based class.

v Role of Teacher

The teacher plays the role of facilitator, working with students to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience.

.Self-Directed Learning

Rabu, 26 Juni 2013

Self-Directed Learning

In self-directed learning (SDL), the individual takes the initiative and the responsibility for what occurs. Individuals select, manage, and assess their own learning activities, which can be pursued at any time, in any place, through any means, at any age. In schools, teachers can work toward SDL a stage at a time. Teaching emphasizes SDL skills, processes, and systems rather than content coverage and tests. For the individual, SDL involves initiating personal challenge activities and developing the personal qualities to pursue them successfully.

Nine Tips for Effective Self-Direct Learning

   1.   Focus: Get Over Multitasking Paralysis

   2.  Define and Give It a Name

   3.  Assign Little Steps

   4.  Latch Onto Pre-Existing Systems   

   5.  Test The Tactics

   6.  Up the Stakes

   7.  Talk About What You’re Doing—But Not What You’re Going to Do  

   8.   Get Help From Your Peers

   9.   Measure Your Results

v Extention Of Learning

In this learning process, where a learner has total control about the choice of what the learn,how to learn,and how to evaluate learning.

Possible behavioral indicators of the salient ascpect of sdl

Ø       Salient aspect of sdl

¢            Management and monitoring of own learning

Ø  Some possible behavioral indicators

1.Students formulate a question and generate relevant inquiries

2.Students explore a range of possibilities and make sound desicions

3.Students self-plan and self-manage their time

4.Students critically reflect on their learning and initiate gathering of feedback from theachers and peers to archieve their learning goal.

silent way

Senin, 10 Juni 2013

 silent way

Silent way

  The Silent Way is a language-teaching method created by Caleb Gattegno in 1963 that makes extensive use of silence as a teaching technique. It is not usually considered a mainstream method in language education.

The method emphasises 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. Translation and rote repetition are avoided and the language is usually practiced in meaningful contexts.

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. Teachers will also encourage students to help their peers.

Silent Way teachers use specialized teaching materials. One of the hallmarks of the method is the use of Cuisenaire rods, which can be used for anything from introducing simple commands to representing abstract objects such as clocks and floor plans.

The  principles are 

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

      2. the teacher work on the students while the students work on the languag 

 3.  instead of learning rulers, students formulate their own rules from experience. Student learn the language instead of learning about language. 

4. the teacher uses what the student already knows. 

5.student learn from one another. 

6.the teacher does not model the language, but helps students develop’inner criteria’for correctness

These principles situate the Silent Way in the tradition of discovery learning, that sees learning as a creative problem-solving activity.

Design and goals

The general goal of the Silent Way is to help beginning-level students gain basic fluency in the target language, with the ultimate aim being near-nativelanguage proficiency and good pronunciation. An important part of this ability is being able to use the language for self-expression; students should be able to express their thoughts, feelings, and needs in the target language. In order to help them achieve this, teachers emphasize self-reliance.

The role of the teacher is that of technician or engineer. The teacher's task is to focus the students' attention, and provide exercises to help them develop language facility; however, to ensure their self-reliance, the teacher should only help the students as much as is strictly necessary.  As Gattegno says, "The teacher works with the student; the student works on the language." For example, teachers will often give students time to correct their own mistakes before giving them the answer to a question. Teachers also avoid praise or criticism, as it can discourage students from developing self-reliance.

Teachers may never give a formal test, but they constantly assess students by observing their actions. This allows them to respond straight away to any problems the students might have.Teachers also gain feedback through observing students' errors; errors are seen as natural and necessary for learning, and can be a useful guide as to what structures need more practice. Furthermore, teachers may gain feedback by asking the students at the end of the lesson. When evaluating the students, teachers expect them to learn at different rates, and students are not penalized for learning more slowly than their classmates. Teachers look for steady progress in the language, not perfection.

Process

Teaching techniques

Just as the name implies, silence is a key tool of the teacher in the Silent Way. 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. 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.

Grammar-translation method

Selasa, 11 Juni 2013

Grammar-translation method

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 their native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the target language, and to further students’ general intellectual development.

Principles and goals There are two main goals to grammar-translation classes. One is to develop students’ reading ability to a level where they can read literature in the target language.  The other is to develop students’ general mental discipline. The users of foreign language wanted simply to note things of their interest in the literature of foreign languages. Therefore, this method focuses on reading and writing and has developed techniques which facilitate more or less the learning of reading and writing only. As a result, speaking and listening are overlooked.
Method 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.
There is not usually any listening or speaking practice, and very little attention is placed on pronunciation or any communicative aspects of the language. The skill exercised is reading, and then only in the context of translation.
Materials The mainstay of classroom materials for the grammar-translation method is the textbook. Textbooks in the 19th century attempted to codify the grammar of the target language into discrete rules for students to learn and memorize. A chapter in a typical grammar-translation textbook would begin with a bilingual vocabulary list, after which there would be grammar rules for students to study and sentences for them to translate. Some typical sentences from 19th-century textbooks are as follows:
The philosopher pulled the lower jaw of the hen.
My sons have bought the mirrors of the Duke.
The cat of my aunt is more treacherous than the dog of your uncle.

Reception The method by definition has a very limited scope. Because speaking or any kind of spontaneous creative output was missing from the curriculum, students would often fail at speaking or even letter writing in the target language. A noteworthy quote describing the effect of this method comes from Bahlsen, who was a student of Plötz, a major proponent of this method in the 19th century. In commenting about writing letters or speaking he said he would be overcome with "a veritable forest of paragraphs, and an impenetrable thicket of grammatical rules.
According to Richards and Rodgers, the grammar-translation has been rejected as a legitimate language teaching method by modern scholars:
[T]hough it may be true to say that the Grammar-Translation Method is still widely practiced, it has no advocates. It is a method for which there is no theory. There is no literature that offers a rationale or justification for it or that attempts to relate it to issues in linguistics, psychology, or educational theory.

Whole Language

Selasa, 11 Juni 2013

Whole Language

  The Meaning of Whole Language
Whole  language is a method of teaching reading in which reading in combined with listening, speaking and writing practice.
Background
*   The Whole Language was found by BERGERON (1990).
*  The Whole Language movement argues that language should be taught as a “whole”.
*   The Whole Language was created in the 1980’s by a group of U.S. Educators.

The Theoretical Basis and Principles of the Whole Language

Theoretical Basis
~ The teacher should guide the students to study every part of the passage and the relationships among the parts.
The Basis Principles
~ Language teaching should begin with dealing with the whole and then transit to the parts gradually.
~ The students communicate with each other and exchange ideas in the language they learn.
~ The teacher should direct the students to use the language with positive aims.

The Application of the Whole Language Theory to the Teaching of English Reading.

1. Teaching the Language as a Whole
            The teaching emphasis lies on the meaningful whole language activities.
2. Student-Centeredness
            The teacher can ask the students to discuss the text in groups.
3. Teaching Language in Context
            The teacher can ask the students to create and design the situational context and do some writing.
4. Literature-basedness
            Teaching the broad-sense of “literature” regarded as inappropriate.
5. Focus on Talk
Teaching emphasizes the ability of oral expression, the ability of communication, the ability of thinking and the ability of analysis.
6. Integration with Writing
The teacher encourages the students to write frequently on  the text they learn.
7. Informal Assessment
They observe the behavior of the students in class.  

The Characteristics of Whole Language Classroom

~ Classroom are not silent
~ Classroom feature learning centers for reading, writing, art, music, science and social studies.
~ Books, magazines, newspapers, maps, pamphlets, etc,  abound.
~ Listening stations with tape recorders and audio materials are prominent.
~ Children’s writing, art and other projects receive center stages.
~ Lessons are active and varied.

The Advantages and Disadvantages Theory of Whole Language

The  Advantages
~ Easier and more possible for the students to understand the whole text.
~ It blends the practices of listening, speaking, reading and writing into an organic unity.
It adopts informal assessment
The Disadvantages
~ The teaching of grammatical rules lack systematization.
~ The word spelling and pronunciation rules are important links in the reading ability, but the whole language theory pays little attention to them.