Iseng-iseng
bongkar folder-folder di komputer, tepatnya folder-folder tugas kuliah, ketemu
materi ini.. jika dilihat pada details file nya, file ini dibuat pada tanggal
29 Novermber 2010. Yah, ini merupakan salah satu tugas kelompok dari mata
kuliah ESP (English for Specific Purposes) yang kemarin diampu oleh pak Arri
Kurniawan, S.S, M.Pd...
Hanya
saja, saya lupa sumber buku/pustakanya...hehe.. tapi akan tetap saya posting,
barangkali dibutuhkan...^_^
S E C T I O N 3
A P P L I C A
T I O N
(METHODOLOGY)
In this chapter, we will present about model
lessons to illustrate the practical implications of theories of learning and
model of learning for the classroom.
First,
let us extend the theoretical models we have considered and outline some basic
principles of language learning, which
will underpin a learning-centered methodology.
Those basic principles of language learning are :
·
Second
language learning is a developmental process. Learners use their existing
knowledge to make the new information comprehensible (comprehensible precedes
learning). So, the learners’ existing state of knowledge is a vital element in
the success or failure of learning, then the good teacher will try to establish
and exploit what the learners already know.
·
Language
learning is an active process. The learners must have the necessary knowledge
to make things meaningful, then use that knowledge. In this case, the language
processing activity is the important factor. In practical term, this means that
”activity” should not be judged in terms how much learners say or write, but in
terms how much the learners have to think (to use their cognitive capacities
and knowledge of the world to make sense of the flow of the new information).
·
Language
learning is a decision-making process. In this case, the learners must be
decision-makers. The process of developing and using a network of knowledge
relies upon a train of learner decision; what knowledge is new?, how does it
relate to the existing knowledge?, and soon.
·
Language
learning is not just a matter of linguistic knowledge. The most fundamental
problem of second language learning is the mismatch between the learners’
conceptual/cognitive capacities and the learners’ linguistic level. This is a
particular problem in ESP, where the learners’ knowledge of their subject
specialism is in high level, but their linguistic knowledge is virtually nil.
For that, teaching must respect both levels of the learners’ state.
·
Language
learning is not the learners’ first experience with language. The learners must
know what communication is and how it is used. The learners’ knowledge of
communication should be actively exploited in second language learning.
·
Learning
is an emotional experience. We must concern in developing the positive emotions
as opposed to negative ones by, for example using pair and group work to build
an existing social relationships, valuing attitude as much as aptitude and
ability, and etc.
·
Language
learning is to a large extent incidental. The learners learn a language
incidentally, while they are thinking about something else. The problem which
appears do not have to be language problem. So, the problem should oblige the
learners to use language and thereby to fix the language in the matrix of
knowledge in their minds.
·
Language
learning is not systematic. We learn by systematizing knowledge, but the process
is not. So, the learners must create an internal system which is may be helped
by external system.
For applying the model lessons
based on the outlined principles, we must exploit a number of simple
techniques, they are:
1. Gaps
There is no need to think if
everything is certain known. Learning demands thinking. And that demands in
created by gaps. There are many types of gaps, which can be exploited:
a) Information gaps. One learners has some
information, another does not. So, there is a need to communicate and share the
knowledge.
b) Media gaps. The information should
available in one medium and needs to be transferred to another medium.
c) Reasoning gaps. There are clues and pieces
of evidence, but the answer needs to be extrapolated.
d) Memory gaps. The learners have received some
information in one stage of the lesson. Then, they must use their memories to
reconstruct it.
e) Jigsaw gaps. All the part are there, but
they need to be put together to form a complete unit.
f)
Opinion
gaps.
g) Certainty gaps.
The gaps is the
hole/missing bits that seize the mind and trigger to the thinking processes.
The teacher should create the gaps which stimulate the learners’ thinking
process.
2. Variety. The variety is used to get
repetition necessary to help learning. Variety as a spice in the learning, can
be achieved in many ways:
a) Variety of medium: text, tape, picture,
speech.
b) Variety of classroom organization: whole
class, pair, individual, group.
c) Variety of learner role : presenter,
evaluator, receiver, thinker, negotiator.
d) Variety of exercise, activity, or task.
e) Variety of skills ; reading, listening,
writing, speaking, graphic skills.
f)
Variety
of topics
g) Variety of focus : accuracy, fluency;
discourse, structure, pronunciation, etc.
3. Prediction.
Prediction is a
matter of using existing knowledge of pattern or system in order to anticipate
what is likely in a novel situation. It is the central both to language use and
language learning. By predicting:
o
The
learner confidence will be built, because they aware with their potential
knowledge
o
The
teacher will not able to discover where the gaps in knowledge are, so the
teaching can be more relevant to needs
o
The
learners’ mind be active and ready to learn
o
Give
the students an ego investment. When they are making prediction, they are also
investing part of their self-esteem in their decisions and choices.
4. Enjoyment
Enjoyment is the
simplest way to engage the learners’ mind. This is an aspect of pedagogy of
that is taken for granted with children, but it si too forgotten with adults.
The most important, the learners do not until be bored.
5. An Integrated Methodology
The range of
skills is used to make easier in achieving
a high degree of recycling and reinforcement, while maintaining the
learners’ interest.
6. Coherence
Each stage of
lesson should build on previous stages and lead naturally into the following
stages. It should be clear where the lesson is going.
7. Preparation
The teacher not
only prepare their planning but they also prepare the learner to learn. The
preparation for an activity forms the greater part of the lesson. This is a
matter for building up the context of the language around material and the
learners’ mind to learn.
8. Involvement
The learners need
to be involved both cognitively and emotionally in the lesson. The simplest way
is asking them question. Don’t tell them about things they have already known.
In asking question we must avoid a question which difficult to be answered,
then we must be patient in waiting their answer because the learners should
feel the their contribution the lesson.
9. Creativity
The language is
dynamic. The activity should reflect that. So, the learning activity allows
different possible answer and different levels of response.
10. Atmosphere
The cultivation of
a cooperative social climate within the classroom is very important. So, the
teacher should consider about their relationship with the learners.
