Review of Teaching English as Foreign Language Course (Part 6-11)

Review of Teaching English as A Foreign Language Course

Denny Nugraha – ELT Dept. B – 6^Th Semester

Part 6 – March 20^th 2016

Method, Approach, Design, Procedure, and Technique of TEFL in Indonesia & The Current Teaching-Learning Approaches

Thursday, March 17th 2016, was the sixth meeting on the course of the teaching English as a foreign language (TEFL) with our lecturer Mr. Zakky Yavany. This meeting was the make-up class actually because on Tuesday, he had an urgent occasion. In this opportunity, he came to the class and then the course started this morning at 10.30 a.m in room 302 of TBI’s building on its third floor.

In this meeting, there were two groups who had opportunity to conduct the discussion. The fifth group was the first group who opened the presentation session and then continued by the sixth group. Both of them spent about forty five minutes for the explanation session and the question-answer session. The fifth group explained about the method, approach, design, procedure, and teachnique in teaching English as foreign language in Indonesia. Then, the sixth group lastly presented about the topic of the current teaching-learning approaches. The objective of the presentation today was to know the differences between method, approach, design, procedure, and technique and also their significance in the current teaching and learning activity.

The fifth group discussed about the topic of the differences among method, approach, design, procedure, and technique. The differences of these terms are mostly influenced by the three popular proposals. They are the anthony’s proposal, Richard and Rodger’s proposal, and Brown’s proposal. These three proposals have their own definition about the terms mentioned above.

Firstly, Anthony’s model described that approach, method, and technique have different meaning and position. An approach is rather philosophical and consists of some distinctive methods. A method is definitely procedural and consists of some techniques. Then, a technique itself is the implementation of the method.

Secondly, in Richard and Rodger’s model, there are only three broadest key terms of teaching and learning. They are namely approach, design, and procedure. The approach deals with the theory of the nature of language and the theory of the nature of language learning. In addition, the theory of nature of language includes an account of the nature language proficiency and the theory of language learning includes an account of the psycholinguistics and cognitive process. Then, the design deals with some things as in the following list:

Ø  The general and specific objectives

Ø  Syllabus model

Ø  Types of learning and teaching activities

Ø  Learner role

Ø  Teacher role

Ø  The role of instructional media

And the next is procedure that deals with the practices of language learning and behaviors both the teacher and the students.

Thirdly, Brown’s proposal consists of five terms in teaching and learning. They are such as method, methodology, approach, technique, and curriculum or syllabus. Methodology means whatever considerations are involved in ‘how to teach’. The approach is the applicability of both the nature of language and the nature of language learning. Methods primarily concern with the teacher and students’ roles and behaviors. Then, curriculum and or syllabus is the design for carrying out a particular language program. Then, the last is the technique that means a wide variety of exercises, activities, or tasks used in the language classroom.

Furthermore, the sixth group explained about the current teaching and learning approaches. The approaches are divided into five different kinds. They are namely such as the constructivists approach, contextual approach, quantum teaching and learning, cooperative learning and PAKEM (Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan). In the end of the presentation, the group also explained about the teaching of English as foreign language in Indonesia.

First of all, the first presenter delivered about the understanding of constructivist approach from Piaget and the differences between the constructivist (CA) and the objectivist approach (OA). Then, the explanation moved to the subject about some characteristics of CA as compared with OA and the model of teaching and learning process using the constructivist principles. The model is as in the following:

-          End

-          Engagement

-          Exploration

-          Explanation

-          Elaboration

-          Evaluation

Then, the second presenter explained about the contextual approach that consists of the understanding of contextual approach, the characteristics of it, and the elements of it. The characteristics of it were described as like in the opinion of Suryanto and Suparno. In addition, there are seven elements of contextual approach that are as follow:

-          Constructivism

-          Questioning

-          Inquiry

-          Learning community

-          Modelling

-          Reflection

-          Authentic assessment

The next presenter of the sixth group delivered the subtopic about the quantum teaching and learning. Based on the explanation, the approach claims to be counted on the constructivist approach. It also focuses on the teaching and learning process that emphasizes efforts to create the enjoyable learning activities to reach students’ welfare. In addition, the quantum teaching and learning (QTL) aims to build a strong foundation for learning, to arrange enjoyable learning environment and also to orchestrate a dynamic teaching and learning process. Thus, the model of QTL is abbreviated as EEL Dr. C as follows:

-          Enroll

-          Experience

-          Label

-          Demonstrate

-          Review

-          Celebrate

Furthermore, the fourth presenter explained about the cooperative learning approach. This approach holds the idea that students should work together to learn and are responsible for their teammates learning as well. Moreover, there are five basic elements of cooperative learning (CL) to bear in mind: positive interdependence, individual/group accountability, face-to-face interaction, interpersonal and group skills, and the group processing. The models of CL are elaborated as in the following:

-          Jigsaw

-          Student teams-achievement division

-          Debate

-          Make a match

-          Mind-mapping

-          Picture and picture

-          Group investigation

-          Think-pair and share

The next explanation was about the PAKEM approach or in English is the active, creative, effective, and joyful learning. This notion makes a characteristic that the teacher and students are both active, creative, and effective. So that, the joyful learning can be achieved then.

The last topic of this group’s explanation was about the teaching English as foreign language (TEFL) in Indonesia. In 2004, the teaching English has been considered as important as it is included in the curriculum at that time (KBK-Competence-based curriculum). But, there were things occured at that time, such as SMA graduates hardly speaking and writing in English, good mastery of English is helped by attending private courses, the teachers focus too much on linguistics features and then too much rely on the textbook. According to these, the teaching of English in secondary schools in Indonesia based on the above curriculum uses the following principles or characteristics:

-          There should be interactive activities between the teacher and students, and among students.

-          It adopts CLT with discourse approach.

-          Activities should develop life skills.

-          English is considered as a mean for self development.

-          The teaching procedure takes three-phase technique.

-          The teaching focus should be on the four language skills.

# Question Review:

1.       As an EFL teacher, what are the benefits of knowing the methods, approaches, techniques, procedures, and also the current teaching and learning approaches?

Answer:

1.       In my opinion, the benefits of knowing the methods, approaches, techniques, procedures, and the current teaching and learning approaches are as follows:

-          I can make the teaching and learning process more creative and innovative.

-          I can apply the methods, approaches, techniques, and procedures suitable with the situation and condition of the students and various environment.

-          I can modify the current teaching and learning approaches to solve and develop the current issues of learning and so the students’ problems.

Review of Teaching English as A Foreign Language Course

Denny Nugraha – ELT Dept. B – 6^Th Semester

Part 7 – April 3^rd 2016

Teaching Writing and Integrated Skills

Tuesday on March 29th 2016 was the seventh meeting of the course of teaching English as a foreign language (TEFL) with Mr. Zakky Yavany. This was the usual meeting based on the schedule from the faculty. As usual, Mr. Zakky came to the class and started the course this afternoon at 12.30 p.m in the room 202 of the TBI’s building 2^nd floor.

In this meeting, the seventh and the eighth group were responsible to conduct the discussion in the class. The seventh group opened first the presentation about the topic of the teaching integrated skills. This group spent about thirty minutes for the presentation session and continued by the question-answer session. Then, the eighth group explained the topic about the teaching writing. This group also took about a half hour for both the explanation session and the question-answer session.

First of all, the seventh group brought the discussion under the topic divided into the narrow subtopics, they were namely about the integrated teaching and the taxonomy of language teaching plan. The integrated teaching is to combine two or more skills of language. For example, the teaching reading-writing and the teaching listening-speaking. In addition, the teaching reading and writing consists of for about two basic knowledge, such as the grammar and the vovabulary building. Then, the teaching of speaking and listening lead to the domain of pronunciation and also the vocabulary building.

Furthermore, the taxonomy of language and teaching plan are divided into three kinds of teaching language. Those are the controlled teaching, the free teaching, and the semi-controlled teaching. The controlled teaching deals with the limited students’ role and too many teachers’ role in teaching and learning activity. Then, the free teaching is totally given by the teacher to students to encourage them freely getting engaged with the role of the teacher. Whereas, the semi-controlled teaching seems like the guided teaching and learning activity that aims to make students more creative and innovative in such activity.

Secondly, the eighth group explained about the topic of the teaching writing. Based on the presentation, the writing skill is the kind of the productive language skill. The topic is divided into five subtopics regarding with the teaching of writing. They are about the lengths and types of writing, the aims of writing, the audience and tones, the writing activities, and also about the process and assessment in writing.

Writing, as a product of language, has certain lengths and types. These aspects include the sentence length, the paragraph, and the broader length of writing (essay). In the sentence length, writing deals with various types of sentence such as simple sentence, compound, complex, and compound-complex sentence. Then, in paragraph type of length, writing consists of the topic, the supporting details, and the concluding paragraph.

Moreover, writing also has objectives or aims as the productive language teaching. The aims of writing are as in the following:

-          To write in order to learn

-          To convey emotion or feeling

-          To inform the ideas

-          To convince or persuade the reader

-          To entertain the reader

Then, the audience and tones are about the reader and the writing style. The audience is defined as the aim of the writing itself. So that, this is mostly influenced by the characteristics of writing. And the tones are such the writing style that is used by the writer to be conveyed in writing. This emphasizes the process and the work of writing.

The writing activities in the teaching writing are such as the copying or quoting, the dictation, and retelling etc. These activities are different in the process and also the product of writing itself. the copying or quoting is simply imitating the sentence or even the paragraph. In the other writing, the dictation is similar with the copying or quoting, but this starts with the spelling of the words by speaking them. Then, the retelling activity is to retell the writing by another one, or it can be paraphrasing.

Lastly, writing also in advance has the process and assessment. The process of writing is like: finding a topic, outlining, drafting, revising/editing, and writing the final product and publishing. Whereas, the assessment of writing deals with the ideas or content, the organization, the grammar/diction, the mechanics, and also the general impression.

Review of Teaching English as A Foreign Language Course

Denny Nugraha – ELT Dept. B – 6^Th Semester

Part 8 – April 16^th 2016

The Techniques for Teaching Listening and Speaking

Tuesday April 12th 2016 was the eighth meeting of the course of the teaching English as foreign language (TEFL) with Mr. Zakky Yavany. In this meeting, the course was started as usual at 12.30 p.m. The course also was held in the room 202 of TBI’s building 2^nd floor as in the official schedule from the department.

In this meeting, the discussion was delivered by the ninth and the tenth group. The two groups were brought the different topic this afternoon. The ninth group firstly opened the presentation session under the topic of the techniques for teaching language skill (listening). This group was responsible to explain this topic and also to conduct the simulation session by the end of the presentation session. Then, the tenth group explained about the techniques for teaching speaking. This group also did the same with the ninth group.

First of all, the ninth group delivered about the techniques for teaching listening. According to the presenter’s explanation, listening is known as a passive or receptive skill. As a skill, listening has certain activities that are characterized by some features mostly in our real life. Those features are such as that people listen for a purpose and with certain expectation. This means that listening specifically has purpose and definitive expectation in daily life. Then, people make an immediate response to what they hear. This means that listening emerges certain response appropriately with what it heard. There are some visual or environmental clues as to the meaning of what is heard. This means that listening may deal with the drawing of environment as the clues for the expected meaning.

Furthermore, a listening course is suggested to also have the characteristics of real life listening as stated above. It means that the teacher is advised to use real voice of the students or teacher instead of the use of cassette tapes, vcd, etc. Inaddition, listening activities ar not necessarily conducted only in a language laboratory, but they can also be in the ordinary room. There are two models of listening activities that can be conducted. They are the top-down model and the bottom-up model. The top-down model shows that the teacher introduces a listening topic to students. Then, he/she asks the students to predict what they will listen. In bottom-up model, students directly listen to the recording without discussing the possible content beforehand.

Then, there are two various techniques/activities for teaching listening skill. The first technique is listening for perception. This technique requires students to practice in identifying correctly different sounds, combinations, and intonation. In further, this technique has two levels, those are at word level and at sentence level. The second is listening for comprehension. This technique is divided into four parts: listening and making no response; listening and making short responses; listening and making longer responses; and listening as a basis for study and discussion.

The tenth group continued to bring the discussion about the techniques for teaching speaking skill. Speaking is well-known as an active or productive skill. The target of speaking skill is an ability to express ideas freely and spontaneously. Speaking activities should rely on this concept though. The class activities that can be done for speaking skill are various. Those are for example performing drama, making dialogue and practice, constructing a story, delivering a speech, etc. These activities are suggested to do in the classroom but it is important to see the available source and material for students.

The technique of speaking activities has some principles to keep when conducting those activities. For instance, the teacher should know the students’ interest. This means that the need analysis of interest is important considering the speaking activities. Also the speaking activities should enrich students’ experience. It must be clear for them about the activities in the classroom. Then, the teacher as far as possible is not advised to criticize too much on the mistakes or errors of the students’ speaking. Such errors should be corrected by the end of the activities.

Additionally, the speaking class activities depend so much on the themes selected for teaching speaking. The suggested sequence of themes are such as the topics on students’ self, family or friends, e.g., talking about daily activities, etc. The topics on social activities whether it is interpersonal or transactional. For instance, students are talking about the transaction of buying shoes etc. These themes can also be combined with or related to the language functions, such as personal function (about self), the interpersonal function (social communication), the directive function (request/suggestion), referential function (environment/language), and imaginative function (stories making).

Lastly, the speaking class activities/techniques include the assessment of it also. The assessment of speaking involves the ideas/comprehension, fluency, diction, and accuracy (pronunciation, stress, intonation, and grammar). In addition, the teacher may use the holistic or analytical scoring scale of the speaking skill. The holistic scoring scale evaluates the whole aspects of speaking skill mentioned above generally. Whereas, the analytical scoring scale rates the single aspect separatedly. For example, the teacher can rate the students’ accent, grammar, vocabulary, fluency, and comprehension.

Review of Teaching English as A Foreign Language Course

Denny Nugraha – ELT Dept. B – 6^Th Semester

Part 9 – April 24^th 2016

The Techniques for Teaching Reading as The Language Skill and Language Components

Tuesday April 19th 2016, was the ninth meeting of the course of the teaching English as a foreign language (TEFL) with our lecturer Mr. Zakky Yavany. In this opportunity, Mr. Zakky started the course at 12.45 p.m, 15 minutes quite late than the schedule (12.30 p.m). Yet, the class was held as usual in the room 202 of TBI’s building 2^nd floor.

In this meeting, the presentation session was conducted by the eleventh and the twelfth group. Both groups were responsible to deliver two different topics. Firstly, the eleventh group began the presentation session under the topic of the techniques for teaching reading as a language skill. This group explained the topic and then made a simple simulation about it. Then, the twelfth group elaborated about the techniques for teaching language components. This group also did the same like the eleventh group.

First of all, after opening the presentation session, the first speaker of the eleventh group gave the explanation about reading. Based on the explanation, reading is a passive or receptive skill. The main purpose of reading activities can be comprehension (intensive reading in the classroom), enjoyment (extensive reading out of the classroom), speed reading (skimming and scanning), or accurate pronunciation (loud reading). In addition, comprehension of reading can be divided into three levels, e.g., the sentence level, paragraph level, and whole-text level. In sentence level, for instance, students are able to find the subject and predicate of a sentence or key word. In paragraph level, the comprehension can be finding the topics, the main idea, or supporting details of a paragraph. Then, in a whole-text level, students deal with the paragraphs such as the rethorical forms of a text.

Furthermore, in order to achieve students comprehension of the reading activities, the teacher is suggested to construct comprehension questions. These questions include the literal comprehension, inferential comprehension, evaluational comprehension, and environmental comprehension. The literal comprehension focuses on the pre-reading activities such as recognizing/identifying main ideas, supporting ideas, details, vocabulary meanings etc. Those include also about recalling of them. Then, analyzing and reorganizing the ideas are included. The inferential deals with the whilst-reading activities like interpreting themes, inferring character traits, and predicting character development. The evaluational comprehension is regarding with judgmental aspect (basic agreement/disagreement with author), appreciative aspect (emotional response), and critical aspect (questioning of opinions).

Then, the twelfth group continued to explain about the techniques for teaching language components. The language components involve the pronunciation, grammar, and vocabulary. Firstly, pronunciation includes the pronunciation itself, stress, and intonation. Additionally, pronunciation is the way a certain sound are produced. Stress is the pronunciation of a word (in a sentence) or syllable (in a word). Then, intonation is the rise and fall of pitch of voice in an utterance.

The techniques or activities for teaching pronunciation are in the following:

-          Giving a model for the correct pronunciation, stress, or intonation.

-          Giving examples of sounds or stress.

-          Contrasting the sounds of the first and the target language.

-          Using a simple diagram of the organs of speech.

-          Introducing the regular patterns of stress.

-          Introducing the difference of pronunciation between British and American English.

Subsequently, teaching grammar has been existed since the emergence of grammar-translation and audio-lingual method. The teachesrs are encouraged to teach certain grammar points in the pre-teaching activity or in the post-activity. Activities that can be used for teaching grammar are as follows:

a.       Using deductive procedure; introducing first the rule/formula, giving examples, and then doing exercises.

b.       Using inductive procedure; giving examples first, doing exercises, and then making generalization/rule.

c.       Using mechanical drills; repetition, simple substitution, multiple substitution etc.

d.       Using meaningful drill with visual aids. Situational contexts, in the form of conversation, and other activities for grammar exercise.

Furthermore, the teaching of vocabulary includes the spelling, syllabification, pronunciation, stress, parts of speech, usage (grammatical use), idiom, and special expression. The techniques of teaching vocabulary are as follows:

Ø  Using the monolingual/bilingual dictionary.

Ø  Finding the meanings of closely spelled words.

Ø  Assigning students to find synonyms.

Ø  Giving exercise on expanding the words.

Ø  Using collocation/word association.

Ø  Constructing a pyramid of words.

Ø  Using jumbled words.

Review of Teaching English as A Foreign Language Course

Denny Nugraha – ELT Dept. B – 6^Th Semester

Part 10 – May 1^st 2016

Teaching Performance to Young Learners

Tuesday on April 26th 2016 was the tenth meeting of the course of the teaching English as a foreign language (TEFL) with Mr. Zakky Yavany. In this meeting, as the previous meeting, Mr. Zakky came to the class at 12.30 p.m, quite precise than the schedule (12.30 p.m). Yet, the class at least was held in the same room that is room 202 of TBI’s building 2^nd floor.

In this opportunity, there is not a presentation anymore. But this meeting was contained the teaching practice from two pairs of us that had been selected previously. The pairs were responsible to teach or simulate the lesson plan and teaching activity to the young learners (English for young learners). The material of both pairs were different and each pair had to teach the half of our class members. The teaching simulation took time approximately an hour or sixty minutes.

Firstly, Mr. Zakky set us to make a half or two halves circle in the classroom. Then, two pairs of teachers got a half each consisted of 12-13 students. Definitely, I got the first pair which was taught of Ririn Alfiyah and Zahrotul Fatihah. So, I was being a student of them and together with others. They taught about numbers in English to the young learners. Therefore, my friends and I pretended to be children who want to learn numbers from the count of one until ten.

Furthermore, they taught the numbers from the very beginning level that is from the way to form a number. This process is the easiest activity of the teaching about number because students are only required to be able to form a number themselves or with the dots in the papers or blackboard. Then, the level of activity was increased from the easiest to the most difficult level for the young learners. The next level was using the shapes to represent the number. The technique was effective in my opinion. This technique, moreover, developed to be more difficult by doing of matching the number with the picture or shapes previously taught.

Lastly, in the whilst process, the teaching simulation was fine. But, there was still the weakness I think the instructions or order/delivery from the teacher to students were unclear. So that, the interaction very often could not occur from the students to teacher. Because the teachers were completely enough dominated the talk during the teaching activity. The media and the teaching aids were very good and effective to me.

Review of Teaching English as A Foreign Language Course

Denny Nugraha – ELT Dept. B – 6^Th Semester

Part 11 – May 8^th 2016

Teaching Performance to Junior High School Students

Tuesday on May 3^rd 2016 was the eleventh meeting of the course of the teaching English as a foreign language (TEFL) with Mr. Zakky Yavany. In this meeting, Mr. Zakky was not able to present in the classroom. So, he had given the instruction to the chief of the class to start the course without his presence. However, the class was started at 1 p.m at that time. There was no change of the room in this meeting.

In this opportunity, as like the previous meeting thta there was not any presentation. This meeting was conducted by the teaching performance from two groups selected. The groups were responsible to teach or simulate their lesson plan and teaching activity to the junior high school students. The material of the groups were different and each group had to teach the half of the class member of TBI B 6^th semester. This teaching simulation took time approximately an hour or 60 minutes totally.

First of all, the chief of the class conditioned us to make a half or two halves circle in the classroom. Then, two groups of teachers got a half each, consisted of Zaenuri Muhasyim & Anis Rosiyana, and Euis Khumairoh & Nunung Nuryati. I was taught by Euis and Nunung together with others. They taught about simple present tense and professions in English. Therefore, at that time my friends and I pretended to be the junior high school students.

Furthermore, they taught the simple present tense and the professions from the beginning level. The activity is intended from the easiest one to the difficult one. In the beginning, students are required to be able to recognize the structure and the words or vocabularies about professions using the projector. This seemed to be as like in the presentation session. Yet, the process was purely about teaching the junior high school students.

Lastly, the netire process showed that the teaching and learning activity was ok. But, there were always mistakes in the implementation. In my opinion, the instructions were rather unclear and also with the use of projector and other teaching aids. The interaction was totally balanced from the teacher to students, students to teacher, and students to students.

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