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.