LEARNING-CENTERED METHODS

The paper was created to fulfill a task of TEFL study course

Lecturer:
Norma Ita Sholichah, S.T., M.Pd.

Compiled by:

Saiful Bahri (NIM 22008401471023)

Nadhim Asyrafan (NIM 22008401471006)

ENGLISH LANGUAGE EDUCATION PROGRAM

DEPARTMENT OF EDUCATION
ISLAMIC INSTITUTE, AL-QOLAM
2021
 IV. LEARNING-CENTERED METHODS

Learning-centered methods emerged in the 1970’s. the emergence of these methods was
stimulated of the growth of research on second language learning and spirit to have innovative
methods. Unlike the language-centered methods, these methods emerged at the same period,
with no relation to each other. The following description is quoted and summarized from the
description of the methods written by brown (2007:36-37) and Larsen-freeman (1986). Brown
writen his description based on the format of Richards and Rodgers’ (2001) model of method.
These are some part of learning-centered methods :

A. Total Physical Response

 Theory of language: Basically a structuralist, grammar-based view of language.
 Theory of learning: L-2 learning is the same as L-1 learning; comprehension before
Production, is “imprinted” through canying out commands (right-brain functioning);
reduction of stress.
 Objective: teach oral proficiency to produce learners who can communicate
Uninhibitedly and intelligibly with native speakers.
 Syllabus: sentence-based syllabus with grammatical and lexical criteria being primary,
But focus on meaning, not from.
 Activity types: Imperative drills to elicit physical actions.
 Learner roles: listener and performer, little influence over the content of learning.
 Teacher roles: Active and direct role; “the director of a stage play” with students as actor
 Roles of materials: no basic text; materials and media have an important role later.

Initially voice, action, and gestures are sufficient.

The practice of this method is in the form of command given by the teacher and
responded with action (physically) by the students. For example :

The teacher says: Stand up. Point to the window. Look at your friend. Smile. Sit down.

At first the commands are given and responded one by one by a group of students.
Gradually, two, three or more commands are given by the teacher at once, and responded
accordingly by individual studernts. Later, a student may replace the teacher to give commands
to his/her triends. The teacher is advised to insert fun commands, such as, jump three times,
dance, or jurnp like a frog, just tc make students relaxed.

This method is intended to overcome the fear of speaking out by beginners. The
limitation of this method seems that it is effecti e for beginning levels of language proficiency
and for young learners. Advanced learners need different strategies in learning. Reading and
writing activities are ditficult to be conducted using TPR.

B. The Silent Way

Theory of language: Each language is composed of elements that give it a unique rhythm
and spirit. Functional vocabulary and core structure are keys to the spirit of the language Theory
of learming: Processes of learning a second language are fundamentally different from L-1
learning. L-2 learning is an intellectual, cognitive process. Surrender to the music of the
language, silent awareness then active trial.

 Objectives: Near-native fluency, correct pronunciation, basic practical knowledge of the

grammar of the L-2. Learner learns how to learn a language.
 Syllabus: Basically structural lessons planned around grammatical items and related
vocabulary. Items are introduced according to their grammatical complexity.
 Activity types: Learner responses to commands, questions, and visual cues. Activities
encourage and shape oral responses without grammatical explanation or modeling by
teacher learner roles learning is a process of personal growth. Learners are responsible for
their own learning and must develop independence, autonomy, and responsibility.
  Teacher roles: Teachers must (a) teach, (b) test, (c) get out of the way. Remain impassive
Resist temptation to model, remodel, assist, direct, exhort.
 Roles of materials: Unique materials: colored rods, colour-coded pronunciation and
vocabulary charts An example of color coded pronunciation is as in the sentences : "Saly
sells sea shells on the sea-shore near the ships", where the letters with the same codes
(underline bold, or italic) are pronounced the same The criticisohis method is that te
teacher is to distant, Students often need more guidance from their teacher than the Silent
Way permi's lowever, this method has the advantage of reducing teacher-talk.

C. Community Language Learning

This method is an extension of Counseling Learning Method (CLM)

 Theory of language: Language is more than a system for communication. It involves

whole person, culture, educational, developmental communicative processes.
 Theory of learning: Learning involves the whole person. It is a sociai process of growth
fom chidie dependand indspemdence
 Obiectives: No specific objectives. Near-native mastery is the goal
 Syllabus: No set syllabus. Course progression is topic-based, learners provide the
topics.Syllabus emerges from learners' intention and the teacher's reformulations
 Activity types: Combination of innovative and conventional. Translation, group work,
 Learner roles: Learners are members of a community. Learning is not viewed as an
individual accomplishment, but something that is achieved collaboratively.
 Teacher roles: Counseling/parental analogy. Teacher provides a safe environment in
which students can learn and grow.
 Roles of material : No textbook, which would inhibit growth. Materials are developed as
course progresses

An example of the practice of this method is that the students sit in a circle. The teacher
tells that they will have a conversation, and if a student wants to say something, he/she just raises
his/her hand and asks the teacher (e.g. What is "Selamat pagi" in English?) the teacher will
approach and whisper to him/her “good morning” then the srudent says “ Good morning” when
another student want to respond to this greeting he/she does the sameas the first student and the
teacher whisper to him/her And so on after the conversation has ended,they discuss the kind and
uses of the expression the have used . Next time they choose another topic.

The weaknesses of this method are that it is too non directive by the teacher relies on
inductive strategy of learning and there is no evidence of its exclusive use in a curicculum
however this method uses and principles of discovery learning student centered participation
anda development of student autonomy.

D. Natural approach

 Theory of language : there are two ways of L-2 language development :”acquistision “
Natural subconscious proces ) and “learning “(a conscious process) . Learning cannot
lead toh acquistision objectives : disigned toh hore beginners and intermediate learners
basic comunicative skills. Four Broad areas; basi personal comunicative Skills
(oral/written).
 Syllabus: based on selection of comunicative activiTies and topics derived from.learner
needs .
 Activity types: activities allowing comprehensible imut, about things in the here and now
focus On meaning not on form.
 Learner roles: should not try to learn language in the usual sense, but should try to lose
themselves in activities involving meaningful communication.
 Teacher roles: the teacher is the primary source of comprehensible input must create
positive low anxiety climate. Must choose and orchestrate a rich mixture of classroom
activities.
  Roles of materials: materials come from realia rather than textbooks.primary aim is to
promote comprehension and communication.

In aditional to the acquistision -learning hypothensis, krashen also proposes 4 other

hypothenses,i.e. comprehensible input (i 1) hypothensis affective filter hypothensis monitor
hypothensis, and natural order hypothensis the problem with this method is in its dificulty to
define some of the terms theoretycai. Comprehensible input hypothensis means that a teacher
should teach the material which is a little bit beyond the student mastery, e.g.for the topic
“Borobudur Tample ”,the student have been familiar with it (comprehensible input ); therefore
they only learn its description in english affective filter hypothensis means that Affective filter
hypothesis means that the students will learn English easily when they are. in relaxed and not
tensed condition. A te her shuuld create this condition and motivate the students. Monitor hy
pothesis means tis si the students monit (contro!) the English they use. The monitor will work if
the students: (a) intionally want to use monitor, (b) know the mistakes they make, (c) know how
to correct the mistakes, and (d) have time for correction. Natural order hypothesis mmeans that
the students should be taught based on the order of language acquisition, e.g. a teacher usually
teaches simple present tense earlier, whereas research shows that siudents' earlier acquisition is
present continuous tense. The teacher should fotlow the order from research findings.

E. Suggestopedia

 Theory of language: Rather conventional. although memorization of whole meaningful

text is recommended.
 Theory of learning: Learning occurs through suggestion, when learners are in a deeply
relaxod state. Baroque music is used to induce this state.
 Objectives: To deliver advanced conversational competence quickly. Learners are
required to master prodigious lists of vocabulary pairs, aithough the goal is
understanding, not memorization.
 Syllabus: Ten unit courses consisting of 1,200-word dialogues graded by vocabulary and
grammar.
 Activity types: Initiatives, question and answer, role play, listening exercises under deep.
 Relaxation.Learner roles: Must maintain a passive state and allow the material to work on
them (rather than vice versa).
 Teacher roles: To create situations in which the Icarner is most suggestible and material
in a way mosi likely to encourage positive reception and retention Must exude authority
and confidence.
 Roles of materials : Consists of texts, tapes, classroom fixtures, and music, Texts should
have force, titerary quality, and interesting characters Some practices of this method are:
the use of soft/classic music as the backround in the teaching and leaming process,
decoration of classroom widh flowers or anima (aquarium), and use of relased and
comfortable chairs. The problems with this m are that it may be hard to pcovide
classrooms with comfortable chais and musit is not much supported by research.

However, from this method we learn the po er ot human brain and relaxation in leaning
process. The principles of this method cbesen in the discussion of Quantum teaching and
learning in Chapter VlI The innovative methods such as those described above show us the
principles and practices that we can consider for their implementation in our classrooms. We
may adopt or adapt any (part) of them which may be best for our own situations.