Name : Hapsari Mutya Rini

NIM/Class : 195300063/C-2019

Questions GTM DM ALM Silent Way Desuggestopedia CLL TPR

Teachers who use
CLL want their
students to learn
 A TPR was
how to use the
fundamental Teachers who  Students should Teachers hope to developed in order to
target language
purpose of use the Direct Teachers want be able to use the accelerate the reduce the stress
communicatively.
1. What are the goals of learning a Method intend their students to language for self- process by which people feel when they
In addition, they
teachers who use this language is to be that students be able to use the expression—to students learn to are studying other
want their students
method? able to read learn how to target language express their use another languages and thereby
to learn about their
literature written communicate communicatively thoughts, language for encourage students to
ow learning, to
in the target in the target . perceptions, and everyday persist in their study
take increasing
language. language. feelings. communication.  beyond a beginning
responsibility for
level of proficiency. 
it, and to learn how
to learn from one
another. 
2. What is the role of the The roles are very The teacher and The teacher is The teacher is a The teacher is the The teacher’s The teacher is the
teacher? What is the traditional. The the students are like an orchestra technician or authority in the initial role is director of all student
role of the students? teacher is the more like leader, directing engineer. The classroom. primarily that of a behavior. The
authority in the partners in the and controlling teacher should counselor. It means students are imitators
classroom. The teaching– the language respect the The students will that the teacher of her nonverbal
learning process. behavior of her autonomy of the retain recognizes how model. 
students do as she students. learners in their information better threatening a new
says so they can attempts at from someone in learning situation
learn what she Students are relating and whom they have can be for adult
knows.  imitators of the interacting with confidence since Learners.
teacher’s model the new they will be
or the tapes she challenges. more responsive to Initially, the
 The role of the
students is to
make use of what learners are very
they know, to free dependent upon the
themselves of any her ‘desuggesting’ teacher. It is
obstacles that their limitations recognized,
supplies of
would interfere and suggesting however, that as
model
with giving their how easy it the learners
speakers.
utmost attention to will be for them to continue to study,
the learning task, succeed. they become
and to actively increasingly
engage in independent.
exploring the
language.
In a beginning
class, which is
what we observed,
Grammar is students typically
New vocabulary Students begin
taught have a
and structural their study of the The course is
Students are inductively; that conversation using Lesson is one of
patterns are language through conducted in a
3. What are some taught to translate is, their native modeling,
presented its basic building classroom that is
from one the students are language. demonstrate.
characteristics of the through blocks, its bright and
language into presented with According to The teacher next
teaching/learning dialogues. The sounds. These are cheerful. Students
another. examples and Curran, there are recombines elements
process? dialogues are introduced select target
Students study they figure out six elements of the commands
learned through through a language names
grammar the rule or necessary for students perform, are
imitation and language-specific and choose new
deductively. generalization nondefensive often humorous.
repetition. sound–color chart. occupations. 
from the learning (Security,
 
examples Aggression,
Attention,
Reflection,
Discrimination).
4. What is the nature of  Most of the The initiation of There is student- setting up The teacher Students can learn The teacher interacts
student–teacher interaction in the the interaction to-student situations to ‘force initiates from their with the whole group
classroom is from goes both ways, interaction in awareness,’ interactions with interaction with of students and with
 chain drills or
the whole group of
when students listening
students and with
take different attentively to
individuals right
roles in students’ speech,
the teacher to the from teacher to from the beginning each other as well
dialogues, but and silently
students. There is students and of a language as their interaction individual
interaction? What is this interaction is working with
little student from course. Initially, with the teacher. A students. Later on, the
the nature of student– teacher-directed. them on their
initiation and students to the students can spirit of students become more
student interaction? Most of the production
little student– teacher, although only respond cooperation, not verbal and the teacher
interaction is through the
student the latter is often nonverbally or competition, can responds nonverbally.
between teacher use of nonverbal
interaction. teacher-directed. with a few target prevail. 
and students and gestures and the
language words
is initiated by the tools he has
they have
teacher. available.
practiced.
The teacher Indirect positive the teacher can
constantly suggestions are help them
There are no There are no Students not be
5. How are the feelings There are no observes the made to enhance overcome negative
principles of the principles of the too rushed either.
of the students dealt principles of the students. Also, students’ self- feelings
method which method that Feelings of success
with? method which students have an confidence and to that might
relate to this relate to this and low anxiety
relate to this area. opportunity to convince them that otherwise block
area.  area.  facilitate learning. 
express success is their learning
how they feel.  obtainable.  (student security). 
6. How is language  Literary language Language is The view of Languages of the The culture which Language is for The oral modality is
viewed? How is is considered primarily spoken, language in the world share a students learn communication. primary. Culture is
culture viewed? superior to not written. Audio-Lingual number of concerns the Curran writes that the lifestyle of people
spoken language Method has been features. everyday life of ‘learning is who speak the
and is therefore influenced by However, each people who speak persons,’ meaning language natively.
the language the descriptive language also the language. The that both teacher
students study. linguists. Every has its own unique use of the fine arts and students work
Culture is viewed language is seen reality. is also important in at building trust in
as consisting of as having its own Their culture, as Desuggestopedia one another and the
literature and the unique system. reflected in their classes.  learning
fine arts. The own unique world process. Culture is
system view, is an integral part of
comprises inseparable from language learning.
 several different
levels:
phonological,
morphological, their language. 
and
syntactic.

Since the sounds

are basic to any
Particular grammar
language,
points,
Vocabulary is pronunciation is
Vocabulary and pronunciation
emphasized over Vocabulary is worked on from
grammar are Speaking patterns, and
grammar. The kept to a the
emphasized. communicatively vocabulary are
reading and minimum while beginning. There
Reading and is emphasized. worked with, based
7. What areas of writing exercises the students are is also a focus on
writing are the Students also read on the language the
are based upon mastering the the structures of Vocabulary and
language are primary skills that in the target students have
what the students sound system the language, grammatical
emphasized? What the students work language generated. The
practice orally and grammatical although explicit structures are
language skills are on. There is much (for example, most important
first. patterns. A grammar rules emphasized over
less attention dialogues) and skills are
emphasized? Pronunciation grammatical may never be other language areas. 
given to speaking write in it (for understanding and
also receives pattern is not the supplied.
and listening. example, speaking the
attention right same as a Vocabulary is
Pronunciation imaginative language at the
from the sentence. somewhat
receives little, if compositions). beginning, with
beginning restricted at first.
any, attention.  reinforcement
of a course. There is no fixed,
through reading
linear, structural
and writing. 
syllabus.
 
8. What is the role of the The language that The students’ The habits of the Meaning is made Native language Students’ security TPR is usually
students’ native is used in class is native language students’ native clear by focusing translation is used is initially introduced in the
language? mostly the should not be language are the students’ to make the enhanced by using students’ native
students’ native used in the thought to perceptions, not meaning of the their native language. Meaning is
language.  classroom. interfere with the by translation. dialogue clear. The language. In a class made clear through
students’ teacher of the teacher also uses where the students body
attempts to target language.  the native language speak a variety of movements. 
 native
languages,
master the target in class when conversations take
language. necessary.  place right from
the start in the
target language.
Although no
 Evaluation usually Teachers will know
particular mode of
is conducted on immediately whether
Students are The answer to evaluation is
Written tests in students’ normal or not students
asked to use the this question is prescribed in the
which students in-class understand by
language, not to not obvious  Although the Community
are asked to performance and observing
demonstrate their because we teacher may never Language Learning
9. How is evaluation translate from not through formal their students’
knowledge about didn’t actually give a formal test, Method, teachers
accomplished? their native tests, which would actions. Formal
the language. observe the he assesses would encourage
language into the threaten the evaluations can be
They are asked to students in this student learning their students to
target language or relaxed atmosphere conducted simply by
do so, using both class taking a all the time. self-evaluate—to
vice versa are considered commanding
oral and written formal test. look at their own
often used.  essential for individual students to
skills. learning and to
accelerated perform a series of
become aware of
learning. actions.
their own progress.
Student errors
are to be avoided
The teacher, if at all possible,
employing through the Student errors are Teachers should
the teacher
10. How does the teacher various teacher’s seen as a natural, Errors are work with what the Teachers should be
supplies the
respond to student techniques, tries awareness indispensable part corrected gently, learner has tolerant of them and
students’error
errors? to get students to of where the of the learning with the teacher produced in a only correct major
answer with the
self-correct students will process. using a soft voice.  nonthreatening errors. 
correct answer. 
whenever have difficulty,   way.
possible. and restriction of
what they are
taught to say.
11. Who is the initiator? Charles Fries
 The German Karl  Georgi Lezanov
Charles Berlitz  (1945) &  Caleb Gattegno Charles Curran   James Asher (1977) 
Potz (1819-1881) (1978)
Siknner (1957) 
12. What learning theory
Behaviorism Behaviorism  Behaviorsm  Cognitivism Humanism  Humanism  Behaviorism
is adopted?