NAME : FATAN ARIFUL ULUM

NIM : A320220058
CLASS : TEFL 2 (B)

Mid Term Test Questions and Items for Study and Discussion
1. What is meant by disruptive behaviors and why it becomes concern of educators?
= Disruptive behaviors encompass a range of actions like talking out of turn, being
disrespectful, or displaying aggression that disrupt the learning environment. Educators
are concerned because these behaviors can impede the learning process, create an unsafe
or uncomfortable atmosphere, and negatively impact students' emotional well-being.
Addressing disruptive behaviors is crucial for maintaining a conducive learning
environment, promoting positive interactions, fostering a sense of safety and respect, and
ensuring that all students have the opportunity to learn effectively.
2. What do almost educators believe about students’ disruptive behaviors?
= Teacher often include in their responses about disruptive behaviors to students such
factor as poor attitude, poor home environment, lower-than-average IQ or limited
learning abilities, low socio-economic status, lack of parental support for school, and
medical or emotional problems.
3. Discuss Maslow’s perspective on basic human needs. Explain briefly each need and
give examples.
= Maslow suggested that there is a hierarchy of basic human needs and that lower-level
needs generally precede the higher-order needs. His original hierarchy of needs five-stage
model as follows: (1) Biological and Physiological needs include the most basic needs
that are vital to survival. These are the most basic or instinctive needs in the hierarchy
because all needs become secondary until these physiological needs are met, e.g. air,
food, drink, shelter, warmth, sex, sleep, etc.; (2) Safety needs include needs for safety and
security. These needs are important for survival but not as demanding as the physiological
needs, e.g. a desire for steady employment, health care, safe neighborhoods, and shelter
from the environment, freedom from fear, etc.; (3) Love and belongingness or social
needs include needs for belonging, love, and affection. These needs as less basic than
physiological and security needs. These include friendship, intimacy, affection and love
from work group, family, friends, romantic relationships, etc.; (4) Esteem needs include
the need for things that reflect on self-esteem, personal worth, social recognition, and
accomplishment, e.g. achievement, mastery, indep, ndence, status, dominance, prestige,
self-respect, respect from others, etc.; (5) Self-Actualization needs is the highest level of
Maslow’s hierarchy of needs. Self-actualizing people are self-aware, concerned with
personal growth, less concerned with the opinions of others, and interested in fulfilling
their own potential.
4. Discuss Dreikurs’ perspective on basic human needs. Explain briefly each need and
give examples.
= Dreikurs (1968: 36) identified four reasons why students misbehave, namely: to get (1)
attention, (2) power, (3) revenge, or (4) to display the feeling of inadequacy. First,
students need attention. If they do not get positive attention, they will seek negative
attention through misbehaving. Positive attention can develop their healthy self-esteem.
Second, in order to gain power and control, they can motivate students to misbehave.
They do not hesitate to take a stand on matters important to them and are often disruptive
in reaching their goal. The teacher may feel provoked, threatened, or challenged by these
students. Third, a student who has been hurt by others feels that he needs to get even or to
take revenge in the form of a physical and/or psychological attack. When he is allowed to
hurt others or take revenge, he establishes an upsetting cycle of hurting and being hurt.
Finally, the feeling of inadequacy can be an escape for a discouraged student since it is
easier to give up than try and fail. Inadequate students may brag, boast, or fight, and may
be unwilling to try new things. For example, constant criticism from teachers or peers can
make these students feel worthless.
5. Discuss Glasser’s perspective on basic human needs. Explain briefly each need and
give examples.
= Glasser pointed out that all our behavior is caused by our drive to satisfy these five
basic. First survival is similar to Maslow’s psychological and safety level. Second
Love/Belonging/Connection is similar to Maslow’s belonging need and Second
Love/Belonging/Connection is similar to Maslow’s belonging need and recognises how
important it is for us as a tribal species to be accepted by our peers; (3) Power is similar to
Maslow’s esteem need. We are hard-wired to learn, appreciate feelings of competence,
value and power. We feel good when we see the fruits of our effort, and a continual
failure to succeed in turn leads to dis-empowerment; (4) Freedom/autonomy is the ability
to do what we want, to have free choice. This need can be viewed in two ways: freedom
from pain, embarrassment, bullying, control of others and freedom to make one’s own
choices in life; (5) Fun/learning is an interesting ultimate goal. All humans have a basic
need to have fun, and seek enjoyment in what they do. Enjoyment can also be the reward
of learning new things. We seek enjoyment through hobbies and leisure activities, but we
are also driven by a need to enjoy our work.
6. Glasser talks about two types of teachers and the way they managed the learning
environments for the students, namely boss teacher and lead teacher. Explain briefly
each type and provide examples.
= Two types of teachers and the way they managed the learning environments for the
students, namely boss teacher and lead teacher. Boss teacher is typified with the
following elementsin management: (1) The teacher sets the tasks and the standards for
what students are to do with little or no consultation with them. The boss does not
compromise; the students must adjust to the teacher; (2) The teacher tells reather than
shows the students what to do and rarely asks for student input on how they might do
better; (3) The teacher inspects and grades the work and does not involve the students in
the evaluation; and (4) When the students resist, the teacher uses coercion to make them
do what they are told and, as a result, creates an environment where the teacher and
students are adversaries. (Glasser, 1990: 25-26) Lead teacher is characterized by four
basic elements of management as follows: (1) The teacher allows the students to be
involved in discussion regarding the work that is going to be done as well as the condition
in which it will be done; (2) The teacher models the task and communicates the
expectation clearly. Student input is still continuously allowed; (3)The students are
requested to evaluate and inspect their own work, and the teacher listens to the students
and accepts that they know how to produce quality work; (4) The teacher is a facilitator.
They attempt to provide students with the best tools and attempt to provide an area that is
non-coercive and non-adversarial. (Glasser, 1990: 31-32)
7. Based on the existing definitions, write your own definition of learning style.
= Learning style are relatively stable; teachers may not have a direct influence on this
variable whereas learning strategy tends to be less stable. Students can be taught or/and
can enhance or expand their existing learning strategies.
8. What are the basic differences between learning style and learning strategy?
= Learning style is defined as “any individuals preferred ways of going about learning”.
Learning strategies is simply refers to an individuals approach to complete a task.
9. Write a diagram of learning styles as proposed by Reid!
=
a) Cognitive Learning Styles (field-independent/dependent learning styles (FI/FD),
analytic/global learning styles, and reflective/impulsive learning styles);
 b) Sensory Learning Styles (auditory, visual, and kinesthetic learners);
c) Personality Learning Styles (extrovertion/introvertion, tolerance of ambiguity, and
left/right brain functioning).
10. Describe the characteristics of learning having the following learning styles: (1) field-
independent/dependent (FI/FD), (2) analytic/global, (3) reflective/impulsive learning
styles, (4) auditory, visual, kinesthetic, (5) extrovertion/introversion, (6) tolerance of
ambiguity
= 1. Fl-style is “the ability to perceive a particular, relevant itern or factor in a ‘field’ of
distracting items Field dependent style is “the tendency to be ‘dependent’ on the total
field so that the parts embedded within the field are not easily perceived. Although that
total field is perceived more clearly as a unified whole.
2. Analytic vs. Global learning styles seems to be closely allied with field Independence
vs. Dependence, and indeed may be a more fundamental and more explanatory dimension
of learning style. This strands the learners who focus on the main idea or big picture with
those who concentrate on details.
3. Reflective learning style is a typical style that produces a slower more calculated
answer.
4. Auditory learners learn best when information is presented auditorily. Visual learners
learn best when information is presented in images or learn through seeing things.
Kinesthetic learners learn best through experiencing/doing things.
5. Extrovertion learners gain their energy from the external world. Introversion derive
their energy the internal world.
6. It concerns the degree of which learners are cognitively willing to tolerate ideas which
are incongruent with their belief system or structure of knowledge.
11. Write the implication of learning styles in foreign language teaching!
= Language learning styles appear to be among the most important variables influencing
performance in a second language. Teachers therefore need to become more aware of
learners’ learning styles through appropriate teacher training. With this understanding,
they can help their students by designing instruction that meets the needs of individuals
with different stylistic preferences and by teaching them how to improve their learning
strategies fits to their learning styles.

12. What do researchers believe about LLS and success in foreign language learning?
= Researchers generally believe that Learner Language Strategies (LLS) play a crucial
role in determining success in foreign language learning. Learner Language Strategies
refer to the cognitive, metacognitive, and socio-affective strategies that learners employ
to facilitate language acquisition and communication. Research into language learning
strategy (or LLS hereafter) began in the 1960s; particularly, when the developments in
cognitive psychology gave influence to the studies on LLS. In most of the research, the
primary concern has been on “identifying what good language learners report they do to
learn a second/foreign language, or, in some cases, are observed doing while learning a
second/foreign language” (Rubin and Wenden 1987: 19). Such studies aimed at
investigating the feasibility of helping students become more effective language learners
by teaching them some of the LLS that descriptive studies have identified as
characteristics of the “good language learner” (Rubin, 1975).

13. Why is it necessary for language teachers to teach students about LLS?
= Is it necessary for language teachers to teach students about LLS because the teachers
who intend to train their students in using LLS should learn about the students, their
interests, motivations, and learning styles. They can learn the LLS already used by the
students by observing their behavior in class. Besides, they can also use a short
questionnaire to fill in at the beginning of a course to describe themselves and their
language learning. The teacher can have adequate information about the students, their
goals, motivations, LLS, and their understanding of the course to be taught. (Lessard-
Clouston 1997: 5) It is a fact that each learner may have different learning styles and
varied awareness of the use of strategies.

14. There are different ways of classifying LLS, however, most of the classifications
reflect more or less the same categorizations. Briefly discuss LLS taxonomy proposed
by O'Malley and Oxford.
= O’Malley’s Taxonomy divide LLS into three main subcategories namely: meta-
cognitive strategies, cognitive strategies, and socio-affective strategies. Oxford’s
Taxonomy is both comprehensive and practical. She classifies strategies into two strategy
orientations: direct and indirect.
15. Clarify the following terms by giving examples of your own: Memory strategy,
cognitive strategy, compensation strategy, meta-cognitive strategy, affective strategy,
social strategy
= (1) Memory Strategy : Creating mental linkages (grouping, associating/elaborating,
placing new words into a content); Applying images and sounds (using imagery, semantic
mapping, using keywords, representating sounds in memory); Reviewing well (structural
viewing); Employing action (using physical response or sensation, using mechanical
tehniques).
(2) Cognitive Strategy : Practicing (repeating, formally practicing wih sounds and writing
system, recognizing and using formulas and patterns, recombining, practicing
naturalisically); Receiving and sending messages (getting the idea quickly, using
resources for receiving and sending messages); Analyzing and reasoning (reasoning
deductively, analyzing expressions, Analyzing contrastively, transalating, and
transferring); Reating structure for input and output (taking noes, summarizing,
highlighting).
(3) Compensation Strategy : Guessing inteligently (using linguistic clues, using other
clues); Overcoming limitations in speaking and writing (switching to the mother tongue,
getting help, using mime or gesture, avoiding communication partially or totally,
selecting the topic, adjusting or approximating the message, coining words, using a
synonym).
(4) Meta-cognitive Strategy : Creating your learning (overview and linking with already
known material, paying attention, delaying speech production to focus on listening);
Arranging and planning your learning (finding out about language learning, organizing,
setting goals and objectives, identifying the purpose of a language task, planning for a
language task, seeking practice opportunities); Evaluating your learning (self-monitoring,
self-evaluating).
(5) Affective Strategy : Lowering your anxiety (using progressive relaxation, deep
breathing or meditation, using music, using laughter); Encouraging yourself (making
positive statements, taking risks wisely, rewarding yourself); Taking your emotional
temperature (listening to your body, using a checklist, writting a language learning diary,
discussing your feeling with someone else.
(6) Social Strategy : Asking questions (asking for clarification or verification, asking for
correction); Cooperating with others (cooperating with others, cooperating with proficient
users of the new language); Empathizing with others (developing cultural understanding
and becoming aware of others thoughts and feelings).

16. Learning strategies are mostly unobservable, thus the only way to investigate learners’
learning strategies is by asking them to give verbal report. There are several research
tools can be used to collect data of LLS, namely: retrospective interviews,
questionnaires, and written diaries and journals.
= Retrospective Interviews, learners are asked to describe what they were thinking or
doing during a recently completed learning task. The next tool is quisioners. This tool is
the most efficient method which is frequently used to identify learners LLS. The
limitations of this tool are that students may not remember the strategies they have used
in the past. Diaries and journals have also been used to collect information about learners
LLS. In these, learners write personal observations about their own learning experiences
and the ways in which they have attempted to solve language problems.

17. What does the term communication strategy refer to? Provide your own definition.
= Communication strategy refers to the deliberate and systematic approach that
individuals employ to convey information, ideas, or messages effectively in various
interpersonal, intercultural, or professional contexts. Communication strategies may
involve planning, encoding, transmitting, receiving, decoding, and interpreting messages,
while also considering factors such as audience, purpose, medium, and feedback.

18. What benefits do learners gain from using communication strategy?

= For most people the main goal of learning a foreign language is to be able to
communicate. Communication strategies help learners with participating in and
maintaining conversations and in improving the quality of communication and also
determine how the learner utilizes his limited knowledge to cope with various
communication situation.

19. Discuss Canale and Swain’s concept of Communicative Competence!

= Canale and Swain (1980: 30) included it as one of the components in their well-known
construct of communicative competence. They define it as “verbal and nonverbal
strategies that may be called into action to compensate for breakdowns in communication
due to performance variables or to insufficient competence”. According to these scholars,
four different components make up communicative competence. The first two
components reflect the use of the linguistic system itself; the last two define the
functional aspects of communication. They refer to Communication strategies as
“strategic competence”. The four components of communicative competence are as
follows: (1) grammatical competence, that is, the knowledge of the language code such as
grammatical rules, vocabulary, pronunciation, spelling, etc., (2) discourse competence,
that is, the ability to combine language structures into different types of cohesive texts
(e.g. political speech, poetry), (3) sociolinguistic competence, that is, the mastery of the
sociocultural code of language use such as appropriate application of vocabulary, register,
politeness and style in a given situation, and (4) strategic competence which refers to the
knowledge of verbal and non-verbal communication strategies which enhance the
efficiency of communication and, where necessary, enable the learner to overcome
difficulties when communication breakdowns occur.

20. There are different ways of classifying communication strategy. Briefly discuss the
proposed by Dornyei and Celce-Murcia!
= Dornyei is a good example to understand what is meant by communication strategy.
Dornyei (1995) also cited by Brown (2000: 128) classify communication strategies into
two branches which reveal two opporsite directions in communication, one is avoiding
and the other is compensating. Celce-Murcia, classify communication strategies into five
main types namely: avoidance or reduction strategies, achievement or compensatory
strategies, stalling or time-gaining strategies, self-monitoring strtegies, and interctional
strategies.
21. Gardner proposes nine types of intelligences (linguistic, logical-mathematical, musical,
bodily-kinesthetic, spatial-visual, interpersonal, intrapersonal, natural intelligence,
existential or spiritual intelligence. Briefly explain each of the types and provide
examples to clarify your answers.
= (1) Linguistic Intelligence, Gardner has described linguistic intelligence as sensitivity to
spoken and written language and the ability to use language to accomplish goals, as well
as the ability to learn new languages.
(2) Logical/Mathematical Intelligence, Gardner (1993; 1999) described logical-
mathematical intelligence as the ability to study problems, to carry out mathematical
operations logically and analytically, and to conduct scientific investigations.
(3) Spatial/Visual, defined spatial intelligence as the ability to recognize both large and
small visual patterns. He suggested that navigators and pilots would possess high levels of
spatial intelligence, as would sculptors, surgeons, chess players, and architects.
(4) Musical Intelligence, Gardner (1993; 1999) suggests that musical intelligence is
parallel in structure to linguistic intelligence, and that it is reflected in the performance,
composition, and appreciation of musical patterns.
(5) Bodily – kinesthetic, this intelligence as the potential of using the whole body or parts
of the body in problem-solving or the creation of products. He identified not only dancers,
actors, and athletes as those who excel in bodily-kinesthetic intelligence, but also crafts-
people, surgeons, mechanics, and other technicians.
(6) Interpersonal Intelligence, an individual who is high in interpersonal intelligence
understands the intentions, motivations, needs, and desires of others, and is capable of
working effectively with them. Gardner stated that teachers, clinicians, salespeople,
politicians, and religious leaders all use interpersonal intelligence.
(7) Intrapersonal Intelligence, intrapersonal intelligence as the ability to understand and to
have an effective working model of one-self. Intrapersonal intelligence includes the
awareness of one’s own desires, fears, and abilities, and also using this information to
make sound life decisions.
(8) Naturalistic Intelligence, naturalist as one who is able to recognize and classify
objects. According to Gardner, hunters, farmers, and gardeners would have high levels of
naturalistic intelligence, as would artists, poets, and social scientists, who are also skillful
at pattern-recognition.
(9) Existential Intelligence, existential intelligence as the intelligence of understanding in
a large context or big picture. It is the capacity to tackle deep questions about human
existence, such as the meaning of life, why we die, what my role is in the world.

22. McKenzie tries to categorize the multiple intelligences into three domains; discuss
these domains.
= (1) The analytical domain consist of the logical, musical, and naturalist intelligences.
These three intelligence are considered analytical because they promote the processes of
analyzing and incorporating data into existing scema, even though they may have oher
components.
(2) The interactive domain consist of the liguistic, interpersonal, and kinesthetic
intelligences. These are the intelligences that learners typically employ to express them
selves and explore their environment. These three intelligences are regarded as interactive
because they typically invite and encourage interaction to achieve understanding.
(3) The introspective domain consist of existential, intrapersonal, and visual intelligences.
These are intelligences that have a distinctly affective component to them. These
intelligences are characterized as introspective because they require a looking inward by
the learner, an emotive connection to their own experiences and beliefs in order to make
sense of new learning.

23. What is the function/purpose of a lesson plan?

= The function/purpose of a lesson plan: constitutes a teachers detailed description of the
course of instructions for an individual lesson; to guide class information; it is to
communicate instrucrionl activities regarding specific subject-matter. It is a guide line for
organizing materials for helping students to achieve the intended learning outcomes.

24. A lesson plan contains elements such as goals, objectives, materials and equipment,
procedures, evaluation, and extra class work. Specify what the content of each of
these elements is.
= (1) Goals, determine purpose and rationale for what the teacher and the students will
attempt to accompolish by the end of the class period. Goals should be written with the
students as the focus, and in particular, the learning outcomes the students will be
expected to achieve as a result of instruction. The goals are generally written as broad
educational goals adhering to state or national curriculum standars.
(2) Objectives, are also essential for guiding the evaluation of learning and the rationale
and efficient selection of teaching and learning activities, content, materials, media, and
assessment modes. Objectives must describe an observable and assessable behavior that a
students is able to perform.
(3) Materials, instructional material is very crucial in teaching and learning process.
Material provides the content of the lesson, the balance of skill taught, and the language
practice of the students. Materials can support the teacher in teaching and the students in
learning.
(4) Procedures, this section provides a detailed, step by step description of how to
replicate the lesson and achieve lesson plan ojectives. Basically divided into several
components: an introduction, a main activity, and closure.
(5) Evaluation, this section focuses on ensuring that students have arrived at their
intended destination. This usually is done by gathering students work and assessing this
work using some kind of grading rubric that is based on lesson objectives.
(6) Extra Class Work, sometimes misnamed “housework” (students do not necessarily do
extra class work only at home). This will really help students to do some learning beyond
the class hour.

25. What do scholars in the field believe about classroom management?

= Classroom management is believed to be the key component in any educational
setting. If students are in a conducive environment, learning can take place. Having the
right environment for all students to learn is the major goal of implementing good
classroom management—without it the students would not be able to learn. As the most
powerful person in the classroom, teachers have the authority to influence the kind of
environment that goes on in the class. And this condition is created from a combination
from many related factors.

26. Some elements in classroom management include: teacher talk, teacher talking time,
and seating arrangement. Discuss each of the terms and put forward your arguments
on their importance in the classroom.
= (1) Teacher talk is of crucial importance, not only for the classroom management but
also for the processes of acquisition (Nunan, 2004: 189). In the literature, there are dozens
of investigations of the speech modifications made by teachers. In foreign language
classrooms, interest in the speech modifications made by teachers is motivated by the
hypothesis that these modifications make foreign language more comprehensible.
(2) Teacher Talking Time (TTT) is a term familiar to most of us. There is a continuing
debate about the amount of time teachers should spend talking in the class. Some view
that a classroom where the amount of TTT is plentiful and where the amount of Student
Talking Time (STT) is insufficient is not the one that most teachers and students would
approve of. The more the teacher talk, the less opportunity there is for the students to
speak.
(3) Seating arrangements play vital role in learning activities. No seating arrangements
can be regarded as best sitting arrangement, as the seating arrangements depends upon
various factors (i.e. class size, number of students, type of chairs and tables in the room,
goals of teaching, or type of activity to take place in the classroom).