A P P L I C A T I O N (METHODOLOGY)

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.