LOVE AND SMILE TEACHING: An Approach to the Teaching of Indonesian as a Foreign Lang age

Presented at Korean Association of Foreign Language Education (KAFLE) International Conference on 15 September !1 in Sout" Korea

!rof" # rhan ddin Arafah$ M"H %"$ !h"D"

Facult# of Cultural Sciences$ %asanuddin &ni'ersit# (&(%AS) Indonesia )! *5 +el,-Fa./ (01 *11) 523 4$ E5mail/ bur"an5arafa"6un"as,ac,id

A#ST&ACT
+"e teac"ing of Indonesian as a foreign language is sometimes felt uninteresting and ineffecti'e due to a number of reasons, 7ne of t"e significant reasons is t"e strateg# or approac" applied b# teac"ers is not sop"isticated, As a result$ students are easil# bored 8it" t"e material presented b# teac"ers$ and teac"ers are usuall# frustrated 8it" students9 inabilit# to understand t"e teac"ing materials in t"eir classes, +"is paper presents an approac" called Love and Smile Teaching t"at is belie'ed to be accurate and efficient for teac"ers to sol'e t"e said problems, +"roug" LOVE (Lo#al$ Open5"earted$ Versed$ Educated'$ and SMILE (Super'isor$ Moti'ator$ Initiator$ Leader$ Entertainer)$ teac"ers are e.pected to be lo#al$ open5"earted$ and 'ersed educators in teac"ing$ and students are :indl# "oped to en;o# t"e teac"ing5learning process as t"e# s"ould regard t"eir teac"ers as e.cellent Super'isors$ Moti'ators$ Initiators$ Leaders$ and Entertainers, +"is paper also presents effecti'e strategies for t"e teac"ing Indonesian as a foreign language, (e) *ords/ lo'e and smile$ teac"ing$ strateg#$ effecti'e and efficient,

A" INT&OD+CTION
<asicall#$ teac"ing is commonl# understood as a profession t"at can produce somet"ing great 8"en t"e met"ods and ideas are correctl# and accuratel# presented and implemented in t"e classroom, +"e purpose of teac"ing generall# lies in getting students to trul# understand t"e concepts and met"ods being taug"t, +eac"ing is also :no8n as a series of acti'ities organi=ed to support t"e learning process, Learning$ according to some e.perts$ is ac>uiring ne8$ or modif#ing e.isting$ :no8ledge$ be"a'iors$ s:ills$ 'alues$ or preferences and ma# in'ol'e s#nt"esi=ing different t#pes of information, Learning is a process$ rat"er t"an a collection of factual and procedural :no8ledge,

+eac"ing is t"e main acti'it# of teac"ers$ and learning is an obligator# acti'it# of students, ?ean8"ile$ teac"ing material is a medium of teac"ing5learning process, +"ese t"ree components@teac"er$ student$ and material@are ma;or components of interactional education, Se'eral e.perts point out t"at teac"ing is a :no8ledge transfer process, +eac"er is t"e sub;ect$ 8"ereas$ t"e student is t"e ob;ect, +"is idea implies t"at t"e target of learning is t"at t"e students can get information or :no8ledge from t"eir learning acti'ities +"erefore$ in t"e teac"ing5learning process$ t"e teac"ers are mostl# acti'e and t"e students are usuall# passi'e, +"e teac"ers e.plain or describe t"e topic and t"e students are "oped to understand it, +"is is generall# :no8n as a Teacher Centered Learning (TCL) met"od, 7t"er e.perts belie'e t"at teac"ing is an organi=ing acti'it# in t"e learning process, +"e learning process "as to be organi=ed in order to be effecti'e in transferring :no8ledge, +"e target of learning is "o8 to ma:e a good classroom situation so t"at t"e students can en;o# t"eir learning acti'ities, +"e students "a'e to be acti'e$ and t"e teac"ers fill t"eir roles as good moti'ators and facilitators, +"is is commonl# called Student Centered Learning (SCL) met"od, In t"e learning5teac"ing process$ especiall# in teac"ing Indonesian as a foreign language$ bot" t"e +CL and SCL met"ods "a'e been regarded 'er# important met"ods in man# classroom acti'ities at "ig"er education le'el in Indonesia, +"e# al8a#s frame an# discussions of language teac"ing5learning acti'ities, +"e# are sometimes seen as in conflict$ and sometimes as complementar#, Eac" of t"ese ideas "as "ad its defenders in t"e course of Indonesian language learning and teac"ing acti'ities, +"e learning and teac"ing e.perts "a'e emp"asi=ed first one$ and t"en t"e ot"er$ as t"e most mar:ed teac"ing met"ods t"at arose in man# "ig"er institutions in Indonesia, %o8e'er$ based on t"e learning and teac"ing process conducted at <IPA (<a"asa Indonesia untu: Penutur Asing) or Indonesian as a Foreign Language Program at t"e Facult# of Cultural Sciences of &(%AS in Indonesia$ t"e t8o met"ods "a'e been found less effecti'e and inefficient to impro'e t"e understanding of Indonesian language learners (students) to8ard t"e materials taug"t in t"e classrooms,

+"erefore$ t"is paper 8ould li:e to introduce an approac" called LOVE and SMILE TEACHING in teac"ing Indonesian as a foreign language, +"is approac" tries to combine t"e said t8o concepts 8"ere in t"e learning5teac"ing process bot" t"e teac"ers and t"e students are enticed or con'inced to be more acti'e in order t"at t"e teac"ing5learning process is interesting and effecti'e, #" DISC+SSION LOVE AND SMILE TEACHING +"e term Lo,e and S%i-e Teaching is actuall# an acron#m of t"e follo8ing 8ords/ L O V E S M I L E T E A C H I N G Lo#al and Lo'able 7pen5"earted and 7ptimistic Aersed and Aiable Educated and Eas#going Super'isor ?oti'ator Initiator Leader Entertainer +rain E'aluate Abbre'iate Concentrate %armoni=e Interest (egotiate Bain

+"e idea lies in t"e 8ord LOVE is t"at t"e teac"ers of Indonesian language "a'e to be Lo#al and Lo'able$ Open5"earted and 7ptimistic$ Versed and Aiable$ as 8ell as Educated and Eas#going 8"en teac"ing t"eir materials, +"e 8ord SMILE is :indl# meant t"at t"e teac"er s"ould be an e.cellent Super'isor$ Moti'ator$ Initiator$ Leader$ and Entertainer in performing "is or "er dail# obligation >ualified teac"er, C"ereas t"e 8ord TEACHING implies t"at in conducting "is or "er dut#$ t"e teac"er "as to posses sop"isticated be"a'iors and capabilities 8"ic" enabled t"em to Train$ E'aluate$ Acti'ate$ Concentrate$ Harmoni=e$ Initiate$ Negotiate$ and Gain t"e learning5teac"ing process

+"erefore$ Lo,e and S%i-e Teaching is basicall# meant to pro'ide t"e students 8it" 8onderful teac"er and at t"e same time t"e students are :indl# "oped to en;o# t"e learning5 teac"ing process as t"e# 8ill "a'e lo'eable and smiling teac"er e'er# time t"e# attend t"eir courses, In t"is case$ t"e teac"ers and t"e students 8ill establis" good partners"ip in t"eir teac"ing5learning process as t"eir teac"ers -o,e teac"ing and students are con'inced to s%i-e 8"ene'er t"e# attend t"eir lessons, TEACHING STE!S As mentioned in t"e pre'ious part of t"is 8riting t"at t"e ob;ecti'e of t"is Love & Smile Teaching is to present interesting and en;o#able teac"ing5learning process, +o accomplis" t"is$ t"e teac"ers and students "a'e to follo8 a series of steps as follo8s/ First / The teachers and students need to be well-prepared: 5 5 5 +"e teac"ers s"ould "a'e good teac"ing s:ills$ and students s"ould be s:illful in learning, +"e# bot" s"ould "a'e good attitudes$ and +"e# s"ould be punctual an# time to attend t"e class, good as possible$ and the students should not hesitate to give comments and ask questions about the materials i it is necessar!: 5 +"e topic of t"eir materials s"ould be adapted to t"e allotted time, +eac"ers can modif# t"em/ 8"at and 8"ic" topics appropriate to be taug"t in t"e morning$ at noon$ in t"e afternoon$ or in t"e e'eningD 5 +"e topics s"ould be adapted to ages of students, +"e teac"ing materials for c"ildren and adult learners of Indonesian are not t"e same$ e'en t"oug" t"eir abilities ma# be similar, +"e age differences are sometimes recogni=ed for t"e periods from infanc# to t"e age of t"ree$ from t"ree to fi'e or si.$ from fi'e or si. to ten$ and from ele'en to t"irteen (Piaget in Lado$ 1))2), 5 +"e topics s"ould be adapted to t"e abilit# of t"e students or learners, Benerall#$ t"e classification of abilit# is (Pre5<asic)$ <asic$ (Pre5

Second/ The teachers have to prepare and manage their materials as

Intermediate)$ Intermediate$ (Pre5Ad'anced)$ and Ad'anced, <efore teac"ing$ teac"ers s"ould :no8 t"eir students9 abilit# or compre"ension le'el$ so t"e# can c"oose t"e appropriate topics for t"em, 5 +"e topics s"ould be adapted to students9 cultural and linguistic bac:grounds, +"e teac"ers cannot ignore t"e influence of cultural bac:ground of t"eir students, +"e culturall# ac>uired attitudes and information of t"e learners affect t"eir learning of a second language, ?ost of t"e Indonesian people "a'e difficulties in learning Englis"$ because of t"e different forms or patterns of bot" languages, EPost officeF$ in Indonesian$ for e.ample$ s"ould be E:antor posF (not pos kantor)$ (post G posH office G :antor), In Sout" Sula8esi$ some people pronounce t"e 8ord E'er#F 8it" Eperi,F 5 S"ould t"e students "a'e an# comments or >uestions 8it" regard to t"e materials$ t"e# s"ould not be reluctant to point t"em out during t"e teac"ing5learning process, Third / The teachers need to alert their students" and the students should 5 5 5 5 stud# before t"e# are :indl# taug"t, +"e teac"ers s"ould moti'ate t"eir students and impro'e t"eir 8a#s of learning$ as 8ell as entice t"em to "appil# :eep stud#ing, +"e teac"ers s"ould create friendl# and casual classroom conditions in order t"at t"e students ma# feel stud#ing at "ome, +"e students s"ould al8a#s be read# and get in'ol'e to participate on t"e learning5teac"ing process, TEACHING AND LEA&NING !&OCESS T&AIN It is essential for good language teac"ing to pro'ide ample participation of t"e students in meaningful language use, +"e teac"ers let t"e students to be acti'e in learning, +"e teac"ers do not onl# e.plain or describe t"e language and let t"e students listen to it$ but t"e# s"ould persuade or let t"e students describe or e.plain it t"emsel'es, For e.ample$ 8"en alerted# +"e teac"ers s"ould ad'ise t"e students to be read# and a'ailable to

t"e students are learning reported speech$ t"e teac"ers s"ould gi'e t"em tas:s of being reporter or inter'ie8er, Let t"em demonstrate t"e tas: eac" ot"er 8"ere one of t"em s"ould be a spea:er$ and t"e ot"er acts as reporters$ and 'ice 'ersa, It is essential in t"e training t"at t"e students are not t"e ob;ect onl#$ but t"e# are sub;ect as 8ell, +"e# s"ould not be passi'e learners, +"e# s"ould demonstrate t"eir good abilities, So$ in teac"ing Indonesian$ for e.ample$ t"e teac"ers pro'ide Eproblem sol'ingF to stimulate t"e students9 acti'ities, +"is met"od is called learning b! doing, EVAL+ATE In teac"ing$ e'aluation is a positi'e reinforcement to moti'ate students, +"e students 8ill usuall# stud# "ard 8"en t"e# :no8 t"at t"eir teac"ers 8ill gi'e t"em e'aluation or a test, In t"is case$ t"e teac"ers s"ould be a8are t"at e'en t"oug" t"e test s"ould not be gi'en to t"e students in e'er# meeting$ but it s"ould be implicitl# implemented in e'er# session of t"e teac"ing process, +"e teac"ers s"ould let t"e students :no8 t"eir 8or:s or mar:s, <# :no8ing t"em$ t"e# 8ill "a'e "ig" moti'ation to stud# "ard, C"en t"e# find t"at t"eir grades are good$ t"e# 8ill :eep tr#ing to be more confident, C"ereas$ t"e students 8"ose mar:s are bad$ t"e# s"ould t"en tr# to impro'e t"em, In s"ort$ t"e teac"ers s"ould "a'e abilities to moti'ate t"eir students, A##&EVIATE C"en t"e teac"ers e.plain or describe t"eir teac"ing topics$ t"e# s"ould spea: clearl# and present simple but good e.planation to t"e students, +"e# s"ould abbreviate t"eir language or e.planation, A long e.planation is usuall# found ineffecti'e to t"e students9 compre"ensions, If t"e teac"ers9 e.planations are not s#stematic$ t"e students 8ill be confused and t"e# are unable to understand t"e lesson 8ell, In order to ma:e s#stematic and simple e.planations$ t"e teac"ers s"ould prepare t"e sc"eme of lessons, CONCENT&ATE +"e teac"ers s"ould concentrate to t"eir teac"ing topics, It is 'er# often to find students as: somet"ing t"at is irrele'ant to t"e topic 8"en t"e teac"ers e.plain a topic, If t"is

case "appens$ t"e teac"ers s"ould "a'e abilities to modif# t"eir teac"ing met"od to return to t"e discussing topic, It is usual t"at se'eral teac"ers s"ould ans8er all t"e students9 >uestions as t"e# 8is", +"e# do not care t"at t"e >uestions are rele'ant or irrele'ant to t"e discussing topic, +"e# t"in: t"at t"e# 8ill be a good teac"er 8"en t"e# can ans8er all t"eir students9 >uestions, In fact$ t"e# are not good teac"ers, HA&MONI.E A good teac"er is t"e one 8"o is able to "armoni=e t"e classroom situation, +"e teac"ers and students s"ould "a'e "armonious interaction or relations"ip in t"e teac"ing5 learning process), +"e teac"ers s"ould en;o# t"eir teac"ing and t"e students en;o# t"eir learning, +"is is called educative interaction# In learning language$ t"e teac"ers s"ould let t"e students to be rela.ed$ so t"e# 8ill "a'e bra'er# to e.press t"eir opinions if t"e# 8is", Let t"e students "a'e t"eir o8n creati'ities, +"e aut"oritarian teac"ers are not so good$ because t"e# 8ill ma:e t"eir students to be afraid to e.press t"eir opinions, +"e aut"oritarian teac"ers 8ill probabl# ma:e t"e classroom situation calm$ but it is not effecti'e, +"e permissi'e teac"ers in t"e teac"ing5 learning process$ in contrar#$ are not so good as 8ell because t"e# 8ill lead t"e classroom in unmanageable situation, +"erefore$ t"e good teac"ers 8ill be t"ose 8"o can manage t"e classroom situation 'er# 8ell, +"e# s"ould :no8 when t"e# 8ill be aut"oritarian or permissi'e teac"ers, INTE&EST +"e teac"ers s"ould "a'e abilities to please t"e students recei'e a ne8 topic 8it" sop"isticated interests, Sometimes t"e students are not interested in finding a ne8 topic or lesson on t"eir learning process due to t"eir inabilit# to forget t"eir pre'ious topics or lessons, C"anging t"e topics to t"e interested ones in suc" situation is 'er# good$ "o8e'er$ it sometimes does not eas#, +"e teac"ers$ t"en$ "a'e to be s:ilful at combining ne8 topics of teac"ing5learning materials 8it" t"e students past e.perience or remembrances, +"e teac"ers s"ould :eep con'incing t"em to t"e ne8 topics$ but still rele'ant to t"e lesson plans$ in order to ma:e t"em interested, 7'erall$ t"e teac"ers s"ould prepare 8ell t"eir lesson plans and ot"er components of education interaction$ suc" as teac"ing medium or facilities,

NEGOTIATE In t"e teac"ing process$ teac"ers and students are t8o basic components, +"ere is no teac"ing 8it"out learning process, It means t"at no teac"ing 8it"out student$ no teac"ing 8it"out interaction, So$ as a teac"er$ "e or s"e s"ould be a director or manager in t"e classroom, %e s"ould be able to manage all of t"e components in t"e classroom to support t"eir teac"ing process, <# t"is$ it is "oped t"at educati'e interaction 8ill be running 8ell, +"e teac"ers are not aut"oritarian ones$ but t"e# s"ould be able to negotiate 8it" t"e students about t"e lesson sc"edules$ materials$ and so on if t"e# 8is", G A I N +"e teac"ing5learning process is good 8"en it can pro'ide effecti'e and efficient learning acti'ities, +o determine t"at t"e teac"ing5learning process is successful$ t"e met"od or procedure used s"ould not been seen as t"e onl# parameter, +"e most 8anted parameter is t"e Eoutcomes,F %o8e'er$ it cannot be denied as 8ell t"at met"ods and procedures are important elements to ac"ie'e Et"e goalF, If t"e met"od and procedures are not good (ineffecti'e)$ of course Et"e goalF or Et"e outcomesF 8ill not be good eit"er, In Love & Smile Teaching met"od$ all t"e processes include met"ods and procedures to ac"ie'e Et"e goal,F Boal is BAI( (Success), +"e follo8ing are c"aracteristics of BAI(/ 5 E+"e resultF is not temporal, +"e students can use t"e :no8ledge to interact 8it" ot"ers, In learning language$ it is "oped t"at t"e students can use or utter t"e language itself, Sometimes some students can spea: 8"en t"e# are learning$ but t"e# 8ill forget it after learning, 5 E+"e resultF is not onl# trans er o knowledge but also trans er o values,

CONCL+SION
From t"e 8"ole discussion abo'e$ it can be concluded t"at teac"ing and learning are reciprocal process t"at cannot be separated from eac" ot"er, +"erefore$ t"e assessment point deals 8it" "o8 8ell t"e students are learning and "o8 sop"isticated a teac"er is teac"ing, In ot"er 8ords$ t"e teac"ers lo'e teac"ing and t"e students smilingl# en;o# stud#ing,

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