Indonesian Teaching Approach (Proposal)

Green School

This document is aimed to give a guideline for Indonesian teachers at the Green School to use the
best approach in delivering their Indonesian language lessons in their classrooms. This approach
does not intend to limit teachers’ flexibility and creativity, but rather serves as core principles to
provide the best learning experience for the students.

This approach is based on three well-known and effectively proven foreign language teaching
methodologies namely Natural Approach, Pimsleur’s Method, and Communicative Approach. All
these teaching methodologies are adapted and added to match with Green School’s vision and
value purposes. The approach is based on six principles, as follows:

❖ Prioritized Vocabulary
The syllabus is designed to make sure that students learn the most needed words to
initiate a conversation with local people and use the language in daily life. This is very
important to keep the students motivated because they can use the words right away.
Furthermore, students will remember the words in a long term as they will likely hear
the same words outside of classroom. Teachers are hoped to keep this in mind when
they are delivering their lessons, and they can make adjustments to the syllabus as
necessary.

❖ Meaningful communication
Students get exposed to meaningful communication through their interaction with
native Indonesians and authentic teaching materials which provide colloquial usage of
the language. Teachers are encouraged to have a language exchange or projects with
local students. As much as possible, students should practice their Indonesian with
native Indonesians, local staff at Green School or people in the community.
❖ Fun learning activities
Teachers should make sure that every lesson is enjoyable for the students. This can be
done through language games, songs, role plays. Teachers should also make sure that
students have a feeling of success at the end of the lesson so they can stay inspired to
learn the language.

❖ Student-centered learning
Students should spend more time talking in the classroom than the teachers. It might
be challenging especially for younger students and students in lower ability groups, but
as much as possible, teachers should design their class activities that promote student-
centered learning. This can be simply done through presentation, student-teach-student,
report, role plays, interviewing others, and many others. Student-centered learning
provides students with a lot of practice and a feeling of accomplishment that encourage
them to keep working on the language.

❖ Mistakes needed
Mistakes are great! If students make mistakes, that means they are learning. Teachers
should provide the students with at atmosphere where students are okay and not afraid
to make mistakes. We should focus on students’ meaning they are trying to convey
instead of grammar mistakes they are making.

❖ Space repetition
Students should review new vocabulary gradually. This can be done by writing the
words on the whiteboard before the class and asking the students to recall or make
sentences with the words. Pictures can be shown to the students to review the new
words from the previous lesson. Older students can use flashcards to write down their
new vocabulary.
A Glance of the Three Methodologies: Natural Approach, Pimsleur’s Method, And
Communicative Approach.

a. Natural Approach
Natural Approach is based on Second Language Acquisition theory by Stephen Krashen, a
linguist and a professor from the University of Southern California. His theory emphasizes
five hypotheses as to how people learn new languages.
- Acquisition learning Hypothesis
Language is not learned via conscious effort, but it is acquired subconsciously and
effortlessly via meaningful interaction.

- The monitor hypothesis

Conscious learning only functions to check/monitor the output therefore
unconscious learning or acquisition is more important.

- The natural order hypotheses

Language learners learn language structures in a natural order. For example, present
tense is needed before past tense.

- The input hypotheses

Input (listening and reading) leads to language acquisition. Input should be “just
right”, easy enough for students to understand and hard enough to challenge them.

- The effective filter hypothesis

Students need motivation, self-confidence, and low anxiety to be successful in
learning languages.

a. Pimsleur’s Method
Pimsleur’s Method was initiated by Paul Pimsleur, an influential linguist who studied
how people learn languages. His method is based on four principles: anticipation,
graduated-interval recall, core vocabulary, and organic learning.
 - Anticipation
Listen and response instead of listen and repeat.

- Graduated-interval recall
Students need to review new vocabulary gradually, also known as space-repetition
technique. This process will help students transfer the words from short term to
long term memory.

- Core vocabulary
Learners should focus on most frequently seen words instead of endless list of
words.

- Organic learning
Learners should learn second/foreign languages like they learn their first languages,
that is, listen first.

b. Communicative approach
It is not clear who proposed this method at first, but it is very popular in language
learning world. Here are some basic principles of this method:
- Language is a tool of communication.
- Classroom activities should be authentic and focus on meaningful communication
and fluency.
- Mistakes are seen as part of the learning process.
- Emphasize student center learning, that is, less of teacher talking time and more of
students talking time.
- Teachers’ roles are facilitator and motivator.
Further readings (references)

Stephen Krashen’s Principles and Practice in Second Language Acquisition

Free download: http://www.sdkrashen.com/content/books/principles_and_practice.pdf

Paul Pimsleur’s How to Learn a Foreign Langauge

https://www.amazon.com/Learn-Foreign-Language-Pimsleur-Ph-D/dp/1442369027

Ron Gullekson’s Language Master Key

https://www.amazon.com/Language-Master-Key-Unlock-Ability-ebook/dp/B00J6PCSVE

Bristish Council’s Communicative Approach

https://www.teachingenglish.org.uk/sites/teacheng/files/F044%20ELT-
44%20The%20Practice%20of%20Communicative%20Teaching_v3.pdf