Professional Documents
Culture Documents
Compiled by:
Savira Sofiana
NIM 115110500111042
CHAPTER 1
GETTING STARTED
Before teaching the classroom, teacher should prepare it first. The preparation can
done through:
1. Classroom Observation to the students. The teacher should fit the lesson
with the students’ level.
2. Analyzing Lesson. The teacher should analyze the lesson plan (the pre-
activity, main activity and the post-activity). The teacher should find the
way to teach the lesson.
CHAPTER 2
This method using more deductive rule in learning. This method unify
the Audiolingual Method (ALM) and Grammar Translation Method
(GTM), the learning activity contained the drilling typical of the ALM but
added with the rule explanations and reliance on grammatical sequencing
of material.
2. Suggestopedia
- Strengths:
The materials carried in soft , comfortable seats in relaxed states of
consciousness.
Relax state has benefit in classroom.
The students sit back and relax.
- Weaknesses: It just a kind of technique of memorization. It doesn’t
devoted to the far more comprehensive enterprise of language acquistion.
Teacher was the source of the learners’ input and the creator of an
interesting and stimulating variety of classroom activity- commands,
games, skits, adn small-group work, while the learners were silent in the
whole activity in a meeting.
• Stages:
The preproduction stage The early production stage The last stage
- Strengths : learners speak right away, and so we can take from the natural
approach of the students. Their silence is beneficial.
- Weaknesses: The teacher management is difficult to cope when there are
so many learners experience silent perod.
CHAPTER 3
4. Cooperative Learning
A classroom that is cooperative –and there for not competitive-
usually involves the learner-centered characteristics.
Some of the challenges of cooperative learning: accounting for varied
cultural expectation, individual learning styles, personality
differences.Sometimes thought to be synonymous with collaborative
learning.
5. Interactive Learning
Interactive learning is a product of negotiation, of give and take, as
interlocutors attempt to communicate. Usually, it is about nature
communication.
Interactive classes will most likely be found:
- Receiving authentic language input in real-world contexts.
- Producing authentic language for meaningful communication.
- Performing classroom tasks that make them can use language in real
life.
- Practicing oral communication through actual communication.
6. Whole Language Education
Whole language is a name that has been used to describe: cooperative
learning, participatory learning. It focuses on the social nature of language,
integration of the “four skills”, etc.
Edelsky (1993) explained that this technique is not an activity, but
it is about an educational way of life.
7. Content-Based Instruction
CHAPTER 4
TEACHING BY PRINCIPLES
1. Cognitive Principles
a. Principle 1: Automaticity
The automaticity is related to subconscious process. The basic concept
of automaticity encompasses through subconscious absorption of language,
efficient and rapid movement on form focus of language, and the resistance
when facing the temptation of language.
The most powerful rewards are those that are intrinsically motivated
within the learner. The behave can be obvious when the learner has needs,
wants, or desire within themselves. The behavior itself is self-rewarding.
So, no need to give reward.
f. Principle 6: Autonomy
2. Socio-affective Principles
These principles consider to emotional involvement of the students that is
related to their social environment.
3. Linguistic Principles
CHAPTER 5
Defining Motivation
Motivation is the range that you have to make choices about (1) goals to reach and
(2) the effort to pursue the goals.
1. A behavioral definition
2. Cognitive definition
3. A construction definition
There are three phases to get competence from extrinsic to intrinsic motivation
in educational institutions.
2) Intrinsic Innovations. This is the process where the learners are experience
the process and make the result by experiencing the pressure.
3) Motivational result. This is result after complete the process. The examples
of this result are comfortable/self-esteem, self-actualization, acceptance,
respect, etc.
CHAPTER 6
A. Teaching Children
There are some qualifications about children :
Children exercise both cognitive and affective effort to internalize
both native and second languages.
Adults are not necessarily less successful in their efforts.
The popular claim fails to differentiate very young children from
pubescent children and the whole range of ages in between
From now on, we have some approach to teach children. They are:
1. Intellectual development: children are focused on the here and now. They just
foccused on the functional purposes of the language, not the metalanguage and
linguistic concepts.
2. Attention span: Attention span is the interval to stay to pay attention. The
children usually bored easily when facing material. It can be say that they have
short attention spans. So, make it interesting when teaching children.
3. Sensory input: The teacher should give some activities that is stimulating the
five senses of the children (such as visual and auditory).
4. Affective factors: The children are often innovative in language forms but still
have a great many inhibitions, such as ego, sensitive, etc.
5. Authentic, meaningful language: The children are focused on new language that
can be used for here and now. The language use should be practice by using the
real and concrete referents.
Teaching Adult
Do’s Don’ts
Remember that they are intelligent Treat adults in your class like children.
grown-ups with mature cognition & fully
developed emotion.
Give as many as opportunities to make Discipline adults in the same way you
choice whether in or out of the would children.
classroom.
Teaching Teens
Teens here mean high school-age children whose ages range between 12 and
18 or so.
- Varieties of sensory input are still important. Stumulating all five senses is
important.
- Factors such as ego, self-image, and self-esteem are their peak. They are in
the stage of labil.
- They will increasingly adult like but care must be taken in order not to
insult them with artificially formal of language or bore them with
overanalysis.
CHAPTER 7
In proficiency test, there are 11 levels that can judged the proficiency of the
learners. Level means the score of quality (from 0, 0+, 1, until 5).
Teaching Levels
There are three proficiency level of the learners. They are beginning,
intermediate, and advanced levels. Each of them should pass the 10 factors that
can lead to the effective teaching.
3 Teacher talk Teachers’ input in Teacher talk should natural language and
the class is crucial. not occupy the natural speed is a must
Teachers should major proportion of at this level. Make the
slow their speech in a class hour. students are
order to make the Teachers should be challenged by the
student understand using less of the teacher choice of
easily. native language of vocabulary, structures,
the learners. idiom, and other
language feature, but
remember that the
students have not yet
turned into native
speaker.
4 Authenticity of The language that students sometimes Everything from
language you use should be become overly academic prose to
authentic. concerned about literature to idiomatic
grammatical conversation becomes
correctness and a legitimate resource
may want to for the classroom.
wander into
esoteric discussions
of grammatical
details. This
tendency might get
them too far away
from authentic.
5 Fluency and Fluency - only Teacher should not The students are fluent
accuracy within limited always do and no longer thinking
utterance lengths. correction when the about every word or
Accuracy should students make a structure they are
center on the mistake when they producing or
particular talk. comprehending.
grammatical, correction from the
phonological, or teacher or peers may
discourse elements be quite helpful.
that are being
practiced.
6 Student At the beginning The fact that some student performance
creativity level, student can be of this new are able to apply
creative only in language is now classroom material to
repertoire of under control gives real context. The
language. rise to more students should reach
opportunities for that goal.
the student to be
creative. E.g : in
application of a
system within the
learner’s mind.
CHAPTER 8
Cultural Context
Culture is way of life. This is the context which we exist, think, feel, and relate to
others. It is a thing that connect a group of people together and guide our behavior
community. A language is part of culture and a culture is a part of language.
The Type of Students based on the Cultural Context
- ESL ( in an inner circle), , the students are usually come to the country
where english is the dominant language. They are learning both a new language
and new culture simultaneously.
- EFL (in expanding and outer circle country), the students are in their
home culture attempting to learn a language affected with foreign cultural
connotation.
Guidelines For Cultural Issues in the Classroom
1. Student’s cultural identity is often a deeply bundle of emotions. Practice
empathy as you relate to your students in cultural matters.
2. Recognize the cultural connotation and varied English and the first
language of the students.
3. Use your classroom as an opportunity to educate the students to see that no
one culture is “better” than another.
Help the students to appreciate and celebrate diversity. The teacher should
make the classroom in the model of openness, tolerance, and respect.
Second and Foreign Language Contexts
SECOND LANGUAGE
Second language learning contexts - the classroom language is readily
available out there. For example, teaching English in United States or
Australia.
FOREIGN LANGUAGE
Foreign language context -students do not have ready-made context for
communication beyond their classroom. For example, teaching English in
Japan, Indonesia and the like.
English as an International Language
Standard of grammaticalness and of pronunciation may well need to be
viewed in terms of practice of native who are educated, proficient English
Speaker.
The goal that teacher set for the student should be clear.
Nonnative English-Speaking Teachers
The inportance of being native speaker of the language. Consider the
proficiency level of a user of a language.
Language Policy Issues
• United states has experienced a language policy debate:
1) English only movement – English uses for educational and political.
2) English plus – home language and cultures are valued by schools and
other institution.
• Two commonly used terms characterize the status of one's native language
in a society where a second language is learned:
1) Subtractive – if it is consider as harmful in learning the language.
2) Additive bilingualism – where the native language is hels inprestige in
society or community.
The big user of English is nonnative, because they tend to try to enhance their
English for international.
Institutional Contexts
VESL (Vocational ESL) targets those who are learning trades, arts, and other
occupations not commonly included in university programs.
There are three broad types of curricula that are designed to fit varying
student goals: