COMMUNITY LANGUAGE TEACHING
Teachers who use this method want their students to learn how to see the target language communicatively. Building a relationship with and among students is very important.any new learning experience can be threatening. Language is for communication and students have to make some conversation. The superior knowledge and power of the teacher can be threatening. The teacher should be sensitive to student’level of confidence and give them just what they need to be successful. Students feel more secure when they know the limits of an activity.
Students are invited to talk about how they felt during the conversation. Teacher and students are whole persons. Sharing about their experience allows learners to get to know one another and to build community. The teacher accepts what each student says. The teacher ‘counsel’ the students. The students listen to the tape and give the Indonesian translation. The teacher should take the responsibility for clearly structuring activities in the most appropriate way possible for successful completion of an activity. Learning at the beginning stages to facilitated if students attend to one task at a time. The teacher encourages students initiative and independence, but does not let students flounder in uncomfortable silences.
Students need quiet reflection time in order to learn. Students learn best when they have a choice in what they practice. Students need to learn to discriminate, for example, in perceiving the similarities and differences among the target language forms. Students work together in a group/ the teacher corrects by repeating correctly the sentence the students have created. Developing a community among the class members builds trust and can help to reduce the threat of the new learning situation.learning tends not to take place when the material is too new or conversely,too familiar. The students reflect on what they have experienced. In the beginning stages, the syllabus is generated primarily by the students. Students are more willing to learn when they have created the material themselves.
Kamis, 15 April 2010
COMMUNITY LANGUAGE TEACHING
Teachers who use this method want their students to learn how to see the target language communicatively. Building a relationship with and among students is very important.any new learning experience can be threatening. Language is for communication and students have to make some conversation. The superior knowledge and power of the teacher can be threatening. The teacher should be sensitive to student’level of confidence and give them just what they need to be successful. Students feel more secure when they know the limits of an activity.
Students are invited to talk about how they felt during the conversation. Teacher and students are whole persons. Sharing about their experience allows learners to get to know one another and to build community. The teacher accepts what each student says. The teacher ‘counsel’ the students. The students listen to the tape and give the Indonesian translation. The teacher should take the responsibility for clearly structuring activities in the most appropriate way possible for successful completion of an activity. Learning at the beginning stages to facilitated if students attend to one task at a time. The teacher encourages students initiative and independence, but does not let students flounder in uncomfortable silences.
Students need quiet reflection time in order to learn. Students learn best when they have a choice in what they practice. Students need to learn to discriminate, for example, in perceiving the similarities and differences among the target language forms. Students work together in a group/ the teacher corrects by repeating correctly the sentence the students have created. Developing a community among the class members builds trust and can help to reduce the threat of the new learning situation.learning tends not to take place when the material is too new or conversely,too familiar. The students reflect on what they have experienced. In the beginning stages, the syllabus is generated primarily by the students. Students are more willing to learn when they have created the material themselves.
Teachers who use this method want their students to learn how to see the target language communicatively. Building a relationship with and among students is very important.any new learning experience can be threatening. Language is for communication and students have to make some conversation. The superior knowledge and power of the teacher can be threatening. The teacher should be sensitive to student’level of confidence and give them just what they need to be successful. Students feel more secure when they know the limits of an activity.
Students are invited to talk about how they felt during the conversation. Teacher and students are whole persons. Sharing about their experience allows learners to get to know one another and to build community. The teacher accepts what each student says. The teacher ‘counsel’ the students. The students listen to the tape and give the Indonesian translation. The teacher should take the responsibility for clearly structuring activities in the most appropriate way possible for successful completion of an activity. Learning at the beginning stages to facilitated if students attend to one task at a time. The teacher encourages students initiative and independence, but does not let students flounder in uncomfortable silences.
Students need quiet reflection time in order to learn. Students learn best when they have a choice in what they practice. Students need to learn to discriminate, for example, in perceiving the similarities and differences among the target language forms. Students work together in a group/ the teacher corrects by repeating correctly the sentence the students have created. Developing a community among the class members builds trust and can help to reduce the threat of the new learning situation.learning tends not to take place when the material is too new or conversely,too familiar. The students reflect on what they have experienced. In the beginning stages, the syllabus is generated primarily by the students. Students are more willing to learn when they have created the material themselves.
DESUGGESTOPEDIA
DESUGGESTOPEDIA
The goals of teachers who use dessugestopedia is to accelerate the process by which sudents learn to use a foreign language for everyday communication. The teacher is the authority inthe classroom. Learning is facilitated in a cheerful environtment. If students trust and respect the teacher’s authority, they will accept and retain information better. The teacher should recognize that learners bring certain psychological barriers with them to learning situation. The students can choose new names and identities. The students introduce themselves to the teacher. Songs are useful for freeing the speech mustacles and evoking positive emotions.the teacher should integrate indirect positive suggestions into the learning situations. The teacher should present and explain the grammar and vocabulary, but not dwell of them. Fine art provides positive suggestions for students. One way that meaning is made clear is through native lnguage translation. The teacher initiates interactions with the whole group of students and with individuals right from the beginning of language course. One of the fundamental principles of the method is that if the students are relaxed and confident, they will not need to try hard to learn the language. Language and linguistic message are the ‘two planes’process of communication. Vocabulary and speaking communicatively are emphasized. Native language translation is used to make the meaning of the dialog clear. The teacher also uses it when necessary. The teacher uses soft voices to correct some errors.
The goals of teachers who use dessugestopedia is to accelerate the process by which sudents learn to use a foreign language for everyday communication. The teacher is the authority inthe classroom. Learning is facilitated in a cheerful environtment. If students trust and respect the teacher’s authority, they will accept and retain information better. The teacher should recognize that learners bring certain psychological barriers with them to learning situation. The students can choose new names and identities. The students introduce themselves to the teacher. Songs are useful for freeing the speech mustacles and evoking positive emotions.the teacher should integrate indirect positive suggestions into the learning situations. The teacher should present and explain the grammar and vocabulary, but not dwell of them. Fine art provides positive suggestions for students. One way that meaning is made clear is through native lnguage translation. The teacher initiates interactions with the whole group of students and with individuals right from the beginning of language course. One of the fundamental principles of the method is that if the students are relaxed and confident, they will not need to try hard to learn the language. Language and linguistic message are the ‘two planes’process of communication. Vocabulary and speaking communicatively are emphasized. Native language translation is used to make the meaning of the dialog clear. The teacher also uses it when necessary. The teacher uses soft voices to correct some errors.
THE AUDIO-LINGUAL VS THE SILENT WAY
THE AUDIO-LINGUAL METHOD
The audio lingual method is also an oral-based approach. The way to acquire the sentence patterns of the target language was trough conditioning-helping learners to respond correctly to stimuli through shaping and reinforcement. Language forms do not occur by themselves, but they occur most naturally within the context. The native language and the target language have separate linguistic systems. One of the language teacher’s major roles is that a model of the target language.language learning in the process of habit formation. It is important to prevent learners from making errors. The purpose of language learning is to learn how to use the language to communicate. Particular parts of speech occupy particular “slots”in the sentences. Positive reinforcement helps the students to develop correct habits.
Each language has a finite number of patterns. Pattern practice helps student to form habits which enable the students to use the patterns. Students should overlearn (learn to answer automatically without stopping to think.
The teacher should be like an orchestra leader, conductingguiding, and controlling behaviour of the students in the target language. The major objective of language teaching should be for students to acquire the structural patterns. Students will learn vocabulary afterward. The learning of a foreign language should be the same as the acquisition of the bative language. We do not need to memorize rules in order to use our native language. The major challange of foreign language teaching is getting students to overcome the habits of their native language. Speech is more basic to language than the written form.
THE SILENT WAY
The purpose of using teaching with the silent way method is to enable students using the language for self-expression to express their thought, perceptions, and feelings. Students become independent by relying on themselves. The teacher should give them only what they absolutely need to promote their learning. The teacher is an engineer or technician. ‘only the learner can do the learning’. The teacher relying on what his students already know, can give what help is necessary, focus on student’ perceptions, force their awareness and provide exercise to insure their facility with the language.
The role of students is to make use of what they know, to free themselves of any obstacles that would interfere with giving their attention to the learning task, and no actively engage in exploring the language. Students begin their study of language throughits basic building blocks, its sounds. The teacher sets up the situation that focus student attention on the structure of language. For much of the student-teacher interaction, the teacher is silent. The teacher constantly observes the students.
Pronuntiation is worked on from the beginning. There is also a focus on the structures of the language, although explicit grammar rules may never been supplied. Vocabulary is somewhat restricted at first.
Meaning is made clear by focusing the student’perceptions, not by translation. The teacher may never give a formal test, he accesses student learning all this time. Students error are seen as natural, indispensable part of learning process. The teacher works with the student’s getting them to self-correc.
The audio lingual method is also an oral-based approach. The way to acquire the sentence patterns of the target language was trough conditioning-helping learners to respond correctly to stimuli through shaping and reinforcement. Language forms do not occur by themselves, but they occur most naturally within the context. The native language and the target language have separate linguistic systems. One of the language teacher’s major roles is that a model of the target language.language learning in the process of habit formation. It is important to prevent learners from making errors. The purpose of language learning is to learn how to use the language to communicate. Particular parts of speech occupy particular “slots”in the sentences. Positive reinforcement helps the students to develop correct habits.
Each language has a finite number of patterns. Pattern practice helps student to form habits which enable the students to use the patterns. Students should overlearn (learn to answer automatically without stopping to think.
The teacher should be like an orchestra leader, conductingguiding, and controlling behaviour of the students in the target language. The major objective of language teaching should be for students to acquire the structural patterns. Students will learn vocabulary afterward. The learning of a foreign language should be the same as the acquisition of the bative language. We do not need to memorize rules in order to use our native language. The major challange of foreign language teaching is getting students to overcome the habits of their native language. Speech is more basic to language than the written form.
THE SILENT WAY
The purpose of using teaching with the silent way method is to enable students using the language for self-expression to express their thought, perceptions, and feelings. Students become independent by relying on themselves. The teacher should give them only what they absolutely need to promote their learning. The teacher is an engineer or technician. ‘only the learner can do the learning’. The teacher relying on what his students already know, can give what help is necessary, focus on student’ perceptions, force their awareness and provide exercise to insure their facility with the language.
The role of students is to make use of what they know, to free themselves of any obstacles that would interfere with giving their attention to the learning task, and no actively engage in exploring the language. Students begin their study of language throughits basic building blocks, its sounds. The teacher sets up the situation that focus student attention on the structure of language. For much of the student-teacher interaction, the teacher is silent. The teacher constantly observes the students.
Pronuntiation is worked on from the beginning. There is also a focus on the structures of the language, although explicit grammar rules may never been supplied. Vocabulary is somewhat restricted at first.
Meaning is made clear by focusing the student’perceptions, not by translation. The teacher may never give a formal test, he accesses student learning all this time. Students error are seen as natural, indispensable part of learning process. The teacher works with the student’s getting them to self-correc.
THE DIRECT METHOD OF LANGUAGE TEACHING
DIRECT METHOD
The direct method became popular since grammar translation method was not effective in preparing students to use the target language communicatively. The basic rule is : No translation is allowed.reading in the target language should be taught from the beginning of language instruction. Reading skill will be develoved through practice with speaking. Students understand the meaning with use object (realia or pictures) in the immediate classroom environment. The native language should not be used in the classroom. The teacher should demonstrate, not explain or translate. Students ihould learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if the students use it in full sentences,rather than memorizing word lists.
The purpose of language learningis communication. Pronunciation should be worked on right from the beginning of language instruction. The teacher corrects the error made by student with asking students to make a choice(self-correction facilities language learning). The teacher ask question about the students, students ask each other questions. Grammar should be taught inductively. There may never be an explicit grammar rule given. Writing is an important skill to be develoved from the beginning of language instruction. The syllabus is based on the situations or topics, not usually on linguistic structures. Learning another language also involves learning how speakers that language live.
The direct method became popular since grammar translation method was not effective in preparing students to use the target language communicatively. The basic rule is : No translation is allowed.reading in the target language should be taught from the beginning of language instruction. Reading skill will be develoved through practice with speaking. Students understand the meaning with use object (realia or pictures) in the immediate classroom environment. The native language should not be used in the classroom. The teacher should demonstrate, not explain or translate. Students ihould learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if the students use it in full sentences,rather than memorizing word lists.
The purpose of language learningis communication. Pronunciation should be worked on right from the beginning of language instruction. The teacher corrects the error made by student with asking students to make a choice(self-correction facilities language learning). The teacher ask question about the students, students ask each other questions. Grammar should be taught inductively. There may never be an explicit grammar rule given. Writing is an important skill to be develoved from the beginning of language instruction. The syllabus is based on the situations or topics, not usually on linguistic structures. Learning another language also involves learning how speakers that language live.
Rabu, 10 Maret 2010
tugas pa aguss
Introduction
The Grammar-Translation Method was called the Classical Method since it was first used in the teaching of the classical language, Latin and Greek ( Chastain 1988 ). This method was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that, through the study of grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better.
Techniques :
1. Translation of a literary passage
Students translate a reading passage from the target language into their native language. The translation may be written or spoken or both. Students should not translate idioms and the like literally, but rather in a way that shows that they understand their meaning.
2.Reading comprehension questions
Students answer questions in target language based on their understanding of the reading passage.
3.Antonyms/synonims
Students are given one set of words and are asked to find antonyms in the reading passage.A similar exercise could be done by asking students to find synonims for particular set of words.
4.Cognates
Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. This techniques only be useful in language that share cognates.
5.Deductive application of rule
In deductive, from patterns of language to examples.
6.Fill-in-the-blanks
They fill in the blanks with new vocabulary items or with items of a particular grammar type.
6.Memorization
Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them.
7.Use words in sentences
Students make up sentences in which they use the new words.
8.Composition
The teacher gives the students a ttopic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson.
Conclusion
The Grammar-Translation Method is classical Method that used 'Native Language' when learning with this method, besides that in this method use deductive method, teacher teaches the students from patterns of sentences to give example. Vocabulary and grammar are emphasized. The purpose of Grammar-Translation method is to help students read and appreciate foreign language literature.
Selasa, 08 Desember 2009
tak pernah merasa sangat rindu seperti rindu ke papa
tak terpikirkan bhwa pada usiaku sgini, sudah kurang lebih 4 tahunan papa pergi dari kehidupanku.
masih jelas terbayang semua kisah kasih sayangnya untukku dan keluarga
tak akan ada 1pun lelaki yang dapat menandingi sgala yang ada di papa.
kasih sayangnya,
pngorbanannya,
sgala kebaikannya, untuk smua yang ada di hidupnya,
bahkan ketampanannya.
he's THE BEST DAD for me and my family
seandainya papa masih ada..
mungkin khidupanku tak kan seperti ini
tapi itulah hidup, sudah di gariskan ALLAH untuk semua umatnya..
setiap aku liat laki2 seumuran papa, nyes.. hatiku
teringat papa
setiap aku liat seorang anak sdang bersama papa mama nya, atau hanya bersama papa,
hatiku kembali nyes....
aku ingin mengulang kembali bersama papa..
keluarga yang utuh..
slalu bahagia..
tak ada tangis di malam hari
tak ada duka saat hari raya
pa..
adis kangeeen banget pa,
ga bisa diucapkan lwt kata2 btapa kangennya adis sm papa.
papa yang slalu buat adis dan keluarga kita bahagia
slalu nglindungin adis dimanapun kapanpun
slalu sayang sama adis mskipun adis banyak nyusahin
papa yang slalu ada buat adis
bahkan hingga saat papa tlah tiada
adis slalu merasa dekat sm papa
karena papa msih hidup....
dalam hati adis..
juga mama ma kaka...
adis yakin papa slalu liat adis dari jauh..
adis sayangg papa slalu.
smoga papa tenang di sisi-Nya
cuma doa yg bisa adis kasih untuk papa.
maafin sgala kesalahan adis pa..
adis blum pernah ngerasa ngebahagiain papa..
bahkan banyak kecewain papa dgn prilaku adis yg salah..
pengen banget ketemu papa..
mskipun lwt mimpi..
pluk sun dari jauh dr anak2mu dan mama..
love u,pah....
T.T
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