TEACHING BY PRINCIPLES

Uday El Bantani
ISI BUKU

FOUNDATIONS FOR CLASSROOM

PRACTICE
CONTEXTS OF TEACHING
DESIGNING AND IMPLEMENTING
CLASSROOM TEACHING
TEACHING LANGUAGE SKILLS
ASSESSING LANGUAGE SKILLS
LIFELONG LEARNING
FOUNDATIONS FOR CLASSROOM
PRACTICE

 GETTING STARTED
 A “METHODICAL” HISTORY OF
LANGUAGE TEACHING
 THE PRESENT: AN INFORMED
“APPROACH”
 TEACHING BY PRINCIPLES
 INTRINSIC MOTIVATION IN THE
CLASSROM
GETTING STARTED

GURU
BAHAS
A
TANTANGAN
BAGAIMANA AGAR
SISWA SUKSES
BELAJAR BAHASA
OBSERVASI
KELAS

RENCANA MEMULAI
CATATAN PROFESIONAL PEMB. PEMB.
INDIVIDUAL
A “METHODICAL” HISTORY OF LANGUAGE
TEACHING (Edward Antony, 1963)

A set a
ssump
the na tion dealing
PENDEKATAN learnin
ture o
f langu with
g, and age,
teachi
ng
Desc
METODE for s
ribed
as an
ystem over
of la atic all pl
ngua pres an
g e
selec e based ntation
TEKNIK ted a u
ppro pon a
ach
The s
pecifi
c
in the activities
m
consi classroom anifested
st
there ent with a that were
for we m
re in h ethod an
an ap d
proac armony wi
h as w th
ell
A “METHODICAL” HISTORY OF LANGUAGE
TEACHING (Jack Richard and Theodore
Rodger, 1963)

Un u
mbre
METODE inter
lla te
rm fo
relat r
ion o the spes
f the
ory a ification
Assu nd p and
mpti ractic
ons, e
b
PENDEKATAN of la
ngua
eliefs
ge an
, and
theo
d lan ries
The guag about n
relat e lea ature
ions rning
hip o
DESAIN f
mate those the
rials ories
and
Tech activ to clasr
niqu ities oom
es an
from d pra
one’s ctice
PROSEDUR appr
oach
s tha
t der
ived
and
desig
n
ELEMENTS AND SUBELEMENT OF METHOD
(Jack Richard and Theodore Rodger, 1963)

METODE

PENDEKATAN DESAIN PROSEDUR

A Theory of native The general and specific Classrom
language objectives of method techniques,
A syllabus model practices,
and
A theory of the nature Types of learning and behaviors
of language teaching activities observed
learning when the
Learner roler
methode is
Teacher roles used

The roles of intructional

materials
RAGAM METODE

Prator dan Celce Murcia (tokoh); metode klasik;

GRAMMAR bahasa ibu, orientasi perolehan kosakata,
TRANSLATION analisis tatabahasa, sedikit pengucapan dll.
METHOD
Francois Gouin (1980an, tokoh); the method that thaught
learners directly (without translation) and
SERIES METHOD conseptually (without grammatical rules and
explanations) a “series” of connected sentences
that are easy to perceive

DIRECT METHOD Ricard dan Rodgers (tokoh); bahasa target, kosakata dan
kalimat yang diajarkan, penekanan komunikasi lisan
dan tatabahasa, modeling dan praktis

AUDIOLINGUAL Berlandaskan teori linguistik dan psikologi; materi

disajikan berbentuk dialog, percakapan,
METHOD menggunakan tape, lab. Alat-alat visual, sedikit
tatabahasa, penuh respon positif,
COGNITIVE CODE LEARNING

COMMUNITY LANGUAGE LEARNING

(BAHASA SBG SISTEM EKSPRESI MAKNA, DIWUJUDKAN DALAM
KOMUNIKASI NYATA, MEREFLEKSI KEBUTUHAN PEMBELAJAR)
SUGESTOPEDIA
(MENGINGAT MAKNA, BELAJAR DENGAN SUGESTI, MUSIK DAPAT
DIGUNAKAN, MEMPERCEPAT KOMPETENSI KONVERSASI)
THE SILENT WAY
(KOSAKATA DAN STRUKTUR KUNCI SPIRIT BAHASA, BELAJAR B1
BERBEDA DENGAN B2), PEMAKAIAN BAHASA SECARA BAIK)
TOTAL PHYSICAL RESPONSE
(GRAMMAR SEBAGAI DASAR, BELAJAR B1 SAMA DENGAN B2,
PERCAKAPAN DIUTAMAKAN)
THE NATURE APPROACH
(ESENSI BAHASA ADALAH MAKNA, KOSAKATA JANTUNGNYA BAHASA,
DIGUNAKAN UNTUK B1 DAN B2, DIDESAIN UNTUK MENINGKATKAN
KEMAMPUAN KOMUNIKASI
THE PRESENT: AN INFORMED
“APPROACH”

FOCUS, LEARNERS NEED,

ECLECTIC TEACHERS NEED, LANGUAGE
APPROAC LEANERS, FEEDBACK,
H
ATTENTION

COMMUNICATIVE
COMMUNICATIVE COMPETENCE:
LANGUAGE GRAMMATICAL, DISCOURSE,
TEACHING FUNGSIONAL,
SOCIOLINGUISTIC, STRATEGIC
COMMUNICATIVE LANGUAGE TEACHING

FOKUS KELIMA KOMPETENSI

TEKNIK DIDESAIN AGAR SISWA BERBAHASA
SECARA PRAGMATIK, AUTENTIK, DAN
FUNGSIONAL
KEFASIHAN DAN KEAKURATAN BERBAHASA DI
PANDANG SECARA KOMPLEMENTER
SISWA DITUGASKAN BERBAHASA DI RUANG
KELAS
SISWA DIBERI KESEMPATAN BERFOKUS PADA
PROSES BERPIKIR DAN PEMAHAMAN YANG
DIMILIKINYA
GURU BERTINDAK SEBAGAI FASILITATOR DAN
PEMBIMBING
COMMUNICATIVE LANGUAGE TEACHING

LEARNER-CENTERED INSTRUCTION
COOPERATIVE AND COLLABORATIVE
LEARNING
INTERACTIVE LEARNING
WHOLE LANGUAGE EDUCATION
CONTENT-BASED INSTRUCTION
TASK-BASED INSTRUCTION
TEACHING BY PRINCIPLES

 COGNITIVE PRINCIPLES
RELATE MAINLY TO MENTAL DAN INTELECTUAL
FUNGTIONS
 AFFECTIVE PRINCIPLES
A LARGE PROPORSION OF EMOTION INVOLVEMENT,
LOOK AT FEELINGS ABOUT SELF, ABOUT
RELATIONSHIPS IN A COMMUNITY OF LEARNERS, AND
ABOUT THE EMOTIONAL TIES BETWEEN LANGUAGE AND
CULTURE
 LINGUISTIC PRINCIPLES
CENTERS ON LANGUAGE ITSELF AND ON HOW LEARNER
DEAL WITH THESE COMPLEX LINGUISTIC SYSTEM
COGNITIVE PRINCIPLES

Effesient second language learning involves a timely

1. AUTOMATICITY movemet of the control of a few language forms into
the automatic processing of a relatively unlimited
number of language forms.Overanalyzing language,
thinking too much about its forms, and consciously
lingering on rules of language all tend to impede this
graduation to automaticity
2. MEANINGFUL
LEARNING Meaningful learning will lead toward better long-
term retention than rote learning

3. THE Human being are universally driven to act, or

ANTICIPATION “behave” by anticipation of some sort of reward
–tangible or intangibel, short term or long term–
OF REWARD that will ensue as a result of the behavior
COGNITIVE PRINCIPLES

The most powerful reward are those that are

4. INTRINSIC intrinsically motivated within the learner. Because
MOTIVATION the behavior stems from needs, wants, or disires
within oneself, the behavior itself is self-rewarding;
therefore, no externally administered reward is
necesary

5. STRATEGIC
Successful mastery of the second language will be
INVESTMENT due to a large extent to a learner’s own personal
“invesment” of time, effort and attention to the
second language in the form of an individualized
battery of strategies for comprehending and
producing the language
AFFECTIVE PRINCIPLES

6. LANGUAGE EGO 7. SELF-CONFIDENT

As human beings learn to use a Learners’ belief that they indeed are
second language, they also develop fully capable of accomplishing a task
a new mode of thinking, feeling, and is at least partially a factor in their
acting – a second identity. The new eventual success in attaining the
“language ego”, intertwined with task
the second language, can easly
create within the learner a sense of
fragility, a defensiveness, and a
rasing of inhibitations 8. RISK-TAKING
Successful language learners, in their realistic appraisal of themselves as
vulnerable beings yet capable of accomplishing tasks, must be willing to become
“gamblers” in the game of language, to attempt to produce and to interpret
language that is a bit beyond their absolute certainty
AFFECTIVE PRINCIPLES
9. THE LANGUAGE-
CULTURE
CONNECTION
Whenever you teach a language,
you also teach a complex system
of culture custums, values, and
ways of thinking, feeling, and
acting
Especially in “second” language
learning context, the success with
which learners adapt to a new
culture millieu will effect their
language acquisition success, and
vice versa, in some possibly
significant ways
LINGUISTIC PRINCIPLES

10. THE NATIVE The native language of learner exert a

LANGUAGE EFFECT strong influence on the acquisition of the
target language system. While that native
system will exercise both facilitating and
interfering effects on the production and
comprehension of the new language, the
interfering effects are likely to be the most
salient
11. INTERLANGUAGE

Second language learners tend to go

though a systematic or quasi-systematic
developmental process as they progress
to full competence in the target language.
Successful interlanguage development is
partially a result a utilizing feedback from
others
LINGUISTIC PRINCIPLES

12. COMMUNICATIVE
COMPETENCE

Given that communicative competence is the goal of a language

classrom, instruction needs to point toward all its components:
organizational, pragmatic, strategic, and psychomotor.
Communicative goals are best achieved by giving dua attention
to language use and not just usege, to fluency and not just
accuracy, to authentic language and contexts, and to student
eventual need to apply classroom learning to previously
unrehearsed contexts in the real world