Diskusi 1 EFL Curriculum and Materials Development

Richards and Rodgers categorize all language teaching activities into approach, design, procedures, and they call it as Language Teaching Method. 

Now take one example of language teaching method that you are familiar, for example ‘Communicative Language Teaching”, a method that is currently popular.

Please discuss what theory of language and language learning underpins the method, how it is designed, and what the procedures of this method are.

Jawaban 1: 

In this discussion I take the Genre Based Approach to discuss, this method or approach was very popular at the end of 1980. This concept focuses on the importance of text in learning English. This method was also called the text-based approach. This method lies in the theory of constructivism and the theory of contextual teaching and learning. This method explores the use of language based on social function and its structure. According to Hammond in Burn ( 2002: 202 ), there are three steps to running a genre-based approach. They are modeling the text, joint negotiation of the text, and independent construction of the text. In the modeling step, the students discuss the purpose or the function of the text learning. They also discuss the language features applied in the text. In the step of joint negotiation text, the students create the text with the teacher's guidance and collaboration with other students. The last step is independent construction of the text, the students create their text based on what they have learned before.

Jawaban 2:

This method departs from the understanding that language is a tool for communication, not just a set of rules. Therefore, language teaching should adhere to this understanding, namely learning a language is learning to use the language, not learning about the language.
The main characteristic of CLT is the combination of functional and structural aspects of language. Functionally, CLT emphasizes how the language is used, while structurally, CLT emphasizes the system or rules of the language. Even so, in its application the functional portion is larger than the structural portion because the teachings on language rules are not given directly, but are implied in the learning process.
CLT Teaching Theory
According to the communicative approach, in order for the learning process to take place, it is necessary to emphasize the importance of the following variables:
Communication : activities that involve real communication to promote learning .
Tasks: activities in which language is used to carry out meaningful tasks and support the learning process.
Meaning : meaningful and authentic language to increase students ' motivation in learning .
CLT Tujuan goals
CLT has several goals to be achieved, including:
• Students can use language as a tool to communicate.
• Students can use language as a tool to express something.
• Students can use language expressions appropriately when communicating.
CLT Application
In its application in the classroom, CLT uses every activity that involves authentic interactions, both between teachers and students and between students and students. There are two forms of activities in the CLT class, including:
Functional communication activities
Activities that aim to develop certain language skills and functions, but still involve communication.
Example:
• How to express opinions
• How to submit criticism and suggestions
• How to ask time
• How to ask and give directions, etc.
Social interaction activities
Activities that emphasize the use of the language.
Example:
• Conversations and discussions
• Dialogue
• Role play (role play).
• Interviews
• Information gap
• Games
• Language exchanges
• Surveys,
• Pair work
• Learning by teaching
Advantages of CLT
1. CLT is a holistic appraoch. This approach not only focuses on the traditional structural syllabus, but also considers the communicative dimension of language.
2. CLT conveys passion and motivation to students in the classroom.
3. CLT is a learner that emphasizes the interests and needs of students.
4. In this world, where information communication and information technology have advanced greatly, CLT can play an important role as an educator.
Disadvantages of CLT
1. This method is difficult to apply in a very crowded classroom.
2. The teacher must be a person who has very broad knowledge in foreign languages and mother tongues.
3. Inadequate and appropriate use of teaching materials can damage the learning process.
4. The teacher's theoretical knowledge must be very good in terms of practice
5. Teacher monitoring ability must be very good.
6. Teaching about the structural aspects of language (grammar) is very difficult to practice in this method.
7. The CLT approach focuses only on fluency but not on accuracy.
8. Students who are weak and cannot use the target language will continue to make mistakes and eventually give up.
9. CLT approach is very appropriate for intermediate and advanced classes, but for beginners (basic) this approach is not appropriate.

Jawaban 3:

As we know that there are many Language Teaching Method that can be used in the teaching-learning process in our class. In this part of discussion, I choose TBLT ( Task Based Language Teaching) for the language teaching method for teaching English.

Theory of language

·       Language is primarily a means of making meaning: TBLT considers meaning as a central focal point in language teaching. The approach is concerned with the outcome of tasks.

·       Multiple models of language inform task-based instruction: Structural, functional and interactional models influence TBLT adherents.

·       Lexical units are central in language use and language learning: TBLT considers vocabulary items to include not only individual words but also phrases, sentence frames and collocations.

·       “Conversation” is the central focus of language and the keystone of language acquisition: Learners are required to produce and understand communicative messages. That is exchanging information is crucial to language acquisition.

According to me, when the students have to do some tasks given by the teacher and they have to complete a task in groups. It means they have to focus on the completion of the task and the process in discussing to decide the suitable answer by all the member of the groups can be something challenging for the students. The process is something should be challenging for all students and also the teacher.
The focus is less on the actual language that is being used but the emphasis in further more on the communication among students related with the difficulty and try to find out the solution in deciding the final answer for completing the task given.
The focus is using of English ( language) on communication . The students have a specific concrete task that they need to accomplish on their English class. When the students learn to produce language (English) in speaking or writing, maybe they might not have a real reason why they have to use it but in Task Based Lesson, the students will get the reason to use English they are studying. In this part, the students get the knowledge and complete the certain task individually or in group. They will use English for communication. The students get something valuable regarding with the urgency of learning English as the target language and they will focus on it seriously and happily.

Thank you....

Jawaban 4:

The communicative approach in language teaching starts from a theory of language as communication. The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s.

It is designed to give learners opportunities to develop their communicative competency as the ability to communicate effectively. Language learning aims to achieve communication. During the learning process, the students are encouraged to use English as much as possible and it emphasizes on pronunciation.

Communication using the target language is introduced from the early years, and the same thing is applied in reading and writing areas. Teachers may use any tools that can help students understand the lessons well.
Working in pairs or groups is designed to allow students to interact with others.

Through trial and error, the students will be able to master the target language. This method gives great support for students to use the target language in various contexts and functions as it focuses on creating meaning instead of developing perfect grammatical structures or being able to speak with native-sounding pronunciation.

Jawaban 5:

I would like to talk about CLT, which is Communicative Language Teaching. This method has been used in my language teaching. This method aims to focus on helping students express meaning by concentrating on all communicative competence. It is designed to make students participate in pragmatic, authentic, and functional language use for meaningful aims. This method focuses on real-life contexts (situations), so students will finally use the language productively and receptively in the context without going out of the class. Teachers are as facilitators. This is an example of the procedures applied in a class, starting from the aim that by the end of the lesson, students will be able to ask and answer what they like doing (hobbies). The teacher brings free time activities flashcards and asks the students what their hobbies are. The teacher gives an example of another way to ask about someone's hobby(ies) using 'what do you like doing?' and eliciting how to answer "I like reading and watching movies." / based on the flashcards, " then, students ask their friends. This activity is set in the context of talking about someone's hobbies, and students do the language exchange authentically.

Thank you

Jawaban 6:

Dear Sir,
Theory of language
The communicative language teaching (CLT)’s perspective sees language as an integrated system in which meaning is conveyed through conversation. Language units, therefore, encompass grammatical and structural aspects and their practical and communicative applications in different discourses (Henry, 1978).
Theory of language learning
Some CLT practices adhere to at least three learning theory principles: 1) the communication principle, in which actual communication takes place; 2) the task principle, in which language is used to accomplish meaningful tasks; and 3) the meaningfulness principle, in which an authentic use of language serves to support the learning of the students (Brumfit and Johnson, 1979; Littlewood, 1981). This theory proposes that to become communicatively competent in a language, both the cognitive component, which involves internalization of vocabulary choice and social conventions governing speech, and the behavioral part, which requires automation or fluent performance, must be included (Littlewood 1984)
The Design
The theories above of language and learning all agree that conversation is where language acquisition should begin. Similar to how meaningful conversation may give learners opportunities to acquire a language, classroom activities should allow students to participate meaningfully and increase their fluency in using that language. According to Littlewood's (1981) model, there are two primary categories of classroom activities: 1) functional communication activities and 2) social interaction activities. Classroom activities should mirror the principles of developing genuine communication, which calls for integrating four linguistic abilities to foster the growth of students' fluency, accuracy, and appropriateness in their target language.
The procedures
Roles of the Learner
Since CLT places a premium on student-to-student interaction rather than student-to-teacher interaction, learners are viewed as negotiators in cooperative classroom activities such as pair and group work (Breen and Candlin, 1980). The success or failure of the new forms of classroom communication is indicated. Since adolescents are expected to participate actively in the classroom's communication activities, they also have a more significant degree of personal responsibility.
Functions of Teachers

Indeed, the focus on communication mechanisms central to CLT uncovers several unrecognized responsibilities for educators. Breen and Candlin (1980) and Littlewood (1981) categorize the many functions that educators play can be either (a) those of a facilitator who aids or supports the communication process in the classroom or (b) that of a learner who acts as a co-communicator in the classroom's activities.
Roles of Instructional Material
The fundamental goals of CLT-based teaching materials are to facilitate and encourage communicative language use. Text-based materials, such as textbooks, are created to steer CLT courses by providing methodological frameworks, such as specifying outcomes for various language levels; task-based materials, which are designed to support CLT classes by suggesting a range of communicative activities; and realia-based materials, which aim to advocate the use of authentic or from-life materials in CLT.

Jawaban 7:

Dear Pa Bachtiar,
          In this first discussion, I decide to choose Cooperative Learning which has been trending as a method featuring learning language in collaboration and heterogenous groups. Theories of language and language learning which are in line with the basis of this method, - that is Vygotski’s and Piaget’s ideas. Here, they emphasize that learning is completed with social interaction for which cooperative learning focuses on learning in natural settings through the employment of interaction in pairs or/and cluster work. For this matter, each student mutually collaborates to achieve the goal of learning. Moreover, each student in heterogenous groups co-works to increase the result of learning and to help each other as social attitude. Thus, this perfectly corresponds with the principles of cooperative language learning.
          Related to the design of cooperative learning in teaching learning process, teachers must actualise the aspects of cooperative learning as proposed by Huda (2011) in his book entitled Cooperative Learning below.
a. Goal
    Each student is grouped in teamwork who altogether learn the materials.
b. Level of Cooperative Learning
    Collaboration is priority to achieve academic progress for all students.
c. Pattern of interaction
    Mutual interaction strongly emerges not only for academic purposes but also  

    kindly social attitude.
d. Evaluation
    Evaluation with certain criteria applies for measuring the progress individually 

    and also individuals in each teamwork.
          Lastly, the procedures of conducting cooperative learning in teaching learning process as proposed by Suprijono (2009) in his book entitled Cooperative Learning: Teori dan Aplikasi PAIKEM conveying some phases below.
a. Presenting goals
Teachers get the students well prepared to study and let them procedures and rules during teaching learning process.
b. Presenting information
Teachers provide information completely related to academic activities.
c. Organizing students into learning teams
Teachers organize the students in each teamwork
d. Assisting teamwork and students
Teachers need to give any assistance whenever teamwork and students experience any difficulties.
e. Testing on the materials
Teachers need to evaluate the students’ progress in line with objectives of teaching learning process.
f. Providing recognition
Teachers need to give reward in order to keep on motivating the students to study.

Jawaban 8:

The method known as Communicative Language Teaching is a strategy for instructing a second or a foreign language that places an emphasis on the interaction between students learning the language, either as a means to that end or as the final aim of language acquisition. Rather than focusing on purely linguistic proficiency, the goal of Communicative Language Teaching (CLT) is to help students become more effective communicators.
There are so many activities that can be done while using this method in the class. Roleplay, information gap, language exchanges, discussion, and pair and group work, are examples of activities that can be done in the classroom. By using the activities mentioned, students are expected to use oral interaction and communication with their peers.

According to Richards (2006), in general, there are three stages to any given event: the introduction, the body of the event itself, and the final wrap-up. Teachers use those procedures and exercises to introduce CLT into the instruction of spoken recall.

Jawaban 9:

Please discuss what theory of language and language learning underpins the method, how it is designed, and what the procedures of this method are.
Individual differences like inteligence, talent, personality and learning style are considered to have significant impact on students’ study success. I am familiar with with cooperative learning. The Cooperative learning is one of the approaches that emphasize on students’ activity in a heterogen learning environment. According to Slavin (1987: 7), cooperative learning is a set of learning methods where students learn in a small groups which consist of a few students who have different abilities. So, Slavin hold the idea that students should work together to learn and are responsible for their teammates learning as well as their own. It claims taht group work is better than individual competition. It is designed to motivate students to be more active in working together in groups. So, students are motivated to percieve the principle of ‘sink or swim together’. If one fails, all fail. Therefore, all groups members work for the benefit of him-/herself and also for the group.
There following are some kinds of methods in the Cooperative Learning and their procedures:
1. Students Teams –Achievement Divisions (STAD)
-Students are designed to four-member learning teams that are mixed in performance, gender,,,,,,, and ethnicity. Teacher presents a lesson, and then students work within their teams to make sure all team members have mastered the lesson.
2. Cooperative Integrated Reading and Composition (CIRC)
It is designed to teach reading, writing and literature to students for the basic to intermediate level. Students work with other students who have different abilities.
3. Group Investigation
Groups are made according to interest in a topic. Students plan research (formulating research questions, collecting data,writing report), then divide assignment among members, summarize the findings and present them to class.

4. Jigsaw
Students are assigned to six-member teams to work on academic material that has been divided into sections. Each member reads a section; then members of different teams meet to be experts. Then, students (experts) return to groups and teach other members about their sections, and other students must listen to their team-mates to learn other sections.

5. Think – Pair –Share
Students are given a task (how to solve a traffic jam) and work individually. Then form pairs, and discuss their ideas. After that, each pair shares the result of their discussion with the whole class.

6. Picture and Picture
Teacher informs the basic competence to achieve then shows a number of pictures. The students are asked to arrange the pictures in order and give reasons for their order. Then, the students (in pairs or small groups), write a paragraph or an essay based on the sequenced pictures. Finally, they share their writing products.
7. Mind Mapping
Teacher gives a topic, and discuss with the students. The teacher write the key words and their relationship on the board. Then the students in a small groups write a paragraph or essay based on words mapping on the board.

8. Make a Match
The students prepares a number of paired cards. Each pair contains the same problem. Every student is given a card, asked to find his/her partner. Then, they are asked to find solution to the problem and report it to the class.

9. Debate
Students are divided into two groups, one is pro and another is contra to a topic. Each group discusses their part. Then, the teacher asks students from the two groups in turns to deliver their ideas. All ideas can be written on the board, or teacher makes his or her own notes. When they have finished debating, the teacher and students make a conclusion.

There are still a lot more cooperative learning models, such as round robin, example non-example, numbered head together, problem-based instruction, role playing or changing partner., in practice we may modify a model, combine two or more models or even create our own cooperative models

Thanks

Jawaban 10:

There are many methods for teaching languages that we can apply in our classrooms. Each of these methods has advantages and disadvantages. In choosing the method, we must also pay attention to several things, namely the material to be delivered, the condition of students and the needs of students in language learning. Currently, communicative language teaching approaches and methods are very popular in foreign language teaching, CLT applies interactive and communicative foreign language teaching methods in daily language learning. This method also involves students to always participate and take part in active communication.

In this approach, the teacher acts as a facilitator who designs activities that will be carried out during learning. Brown (2007), stated that CLT is not a method, but an approach. This opinion is also supported by Richard and Rodgers (2001), because it does not only focus on grammatical or linguistic competence but includes all components of communicative competence. This approach is designed to create a communicative class. In language learning, communicative class activities are arranged according to students' abilities. This CLT provides natural learning, namely students are able to communicate naturally, for example when students do role play, group work or games. they will build communication with their friends, indirectly they interact and build active communication to reach agreement.

Procedures for teaching communicative language in English classes based on the opinion of Finocchiaro and Brumfit in Richard and Rodgers (2001):
1. Giving mini dialogues or certain topics by the teacher
2. Oral practice about the expressions contained in the dialogue
3. Ask and answer questions about the topic and students' experiences related to the topic
4. Learn the expressions that exist in the dialogue and are associated with real life
5. Find generalizations or structural expressions in the dialogue
6. Do oral activities
7. Oral evaluation of the material that has been studied

Jawaban 11:

Communicative language teaching (CLT), or the communicative approach (CA) , is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.

Learners in environments using communication to learn and practice the target language by interactions with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class.

Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar to promote language skills in all types of situations. That method also claims to encourage learners to incorporate their personal experiences into their language learning environment and to focus on the learning experience, in addition to the learning of the target language.

1. According to CLT, the goal of language education is the ability to communicate in the target language.
2. This is in contrast to previous views in which grammatical competence was commonly given top priority.
3. CLT also positions the teacher as a facilitator, rather than an instructor. Furthermore, the approach is a non-methodical system that does not use a textbook series to teach the target language but works on developing sound oral and verbal skills prior to reading and writing.
Academic influences

The development of communicative language teaching was bolstered by new academic ideas. Before the growth of communicative language teaching, the primary method of language teaching was situational language teaching, a method that was much more clinical in nature and relied less on direct communication. In Britain, applied linguists began to doubt the efficacy of situational language teaching, partly in response to Chomsky's insights into the nature of language. Chomsky had shown that the structural theories of language then prevalent could not explain the variety that is found in real communication. In addition, applied linguists like Christopher Candlin and Henry Widdowson observed that the current model of language learning was ineffective in classrooms. They saw a need for students to develop communicative skill and functional competence in addition to mastering language structures.

In 1966, the linguist and anthropologist Dell Hymes developed the concept of communicative competence, which redefined what it meant to "know" a language. In addition to speakers having mastery over the structural elements of language, they must also be able to use those structural elements appropriately in a variety of speech domains. That can be neatly summed up by Hymes's statement: "There are rules of use without which the rules of grammar would be useless. The idea of communicative competence stemmed from Chomsky's concept of the linguistic competence of an ideal native speaker. Hymes did not make a concrete formulation of communicative competence, but subsequent authors, notably Michael Canale, have tied the concept to language teaching.Canale and Swain (1980) defined communicative competence in terms of three components: grammatical competence, sociolinguistic competence, and strategic competence. Canale (1983) refined the model by adding discourse competence, which contains the concepts of cohesion and coherence.

An influential development in the history of communicative language teaching was the work of the Council of Europe in creating new language syllabi. When communicative language teaching had effectively replaced situational language teaching as the standard by leading linguists, the Council of Europe made an effort to once again bolster the growth of the new method, which led to the Council of Europe creating a new language syllabus. Education was a high priority for the Council of Europe, which set out to provide a syllabus that would meet the needs of European immigrants. Among the studies that it used in designing the course was one by a British linguist, D. A. Wilkins, that defined language using "notions" and "functions," rather than more traditional categories of grammar and vocabulary. The new syllabus reinforced the idea that language could not be adequately explained by grammar and syntax but instead relied on real interaction.

In the mid-1990s, the Dogme 95 manifesto influenced language teaching through the Dogme language teaching movement. It proposed that published materials stifle the communicative approach. As such, the aim of the Dogme approach to language teaching is to focus on real conversations about practical subjects in which communication is the engine of learning. The idea behind the Dogme approach is that communication can lead to explanation, which leads to further learning. That approach is the antithesis of situational language teaching, which emphasizes learning by text and prioritizes grammar over communication.

A survey of communicative competence by Bachman (1990) divides competency into the broad headings of "organizational competence," which includes both grammatical and discourse (or textual) competence, and "pragmatic competence," which includes both sociolinguistic and "illocutionary" competence.Strategic competence is associated with the interlocutors' ability in using communication strategies.

CLT teachers choose classroom activities based on what they believe is going to be most effective for students developing communicative abilities in the target language (TL). Oral activities are popular among CLT teachers, as opposed to grammar drills or reading and writing activities, because they include active conversation and creative, unpredicted responses from students. Activities vary based on the level of language class they are being used in. They promote collaboration, fluency, and comfort in the TL. The six activities listed and explained below are commonly used in CLT classrooms.

Role-play

Role-play is an oral activity usually done in pairs, whose main goal is to develop students' communicative abilities in a certain setting.

Example:

The instructor sets the scene: where is the conversation taking place? (E.g., in a café, in a park, etc.)
The instructor defines the goal of the students' conversation. (E.g., the speaker is asking for directions, the speaker is ordering coffee, the speaker is talking about a movie they recently saw, etc.)
The students converse in pairs for a designated amount of time.
This activity gives students the chance to improve their communication skills in the TL in a low-pressure situation. Most students are more comfortable speaking in pairs rather than in front of the entire class.

Instructors need to be aware of the differences between a conversation and an utterance. Students may use the same utterances repeatedly when doing this activity and not actually have a creative conversation. If instructors do not regulate what kinds of conversations students are having, then the students might not be truly improving their communication skills.

Interviews

An interview is an oral activity done in pairs, whose main goal is to develop students' interpersonal skills in the TL.

Example:

The instructor gives each student the same set of questions to ask a partner.
Students take turns asking and answering the questions in pairs.
This activity, since it is highly structured, allows for the instructor to more closely monitor students' responses. It can zone in on one specific aspect of grammar or vocabulary, while still being a primarily communicative activity and giving the students communicative benefits.

This is an activity that should be used primarily in the lower levels of language classes, because it will be most beneficial to lower-level speakers. Higher-level speakers should be having unpredictable conversations in the TL, where neither the questions nor the answers are scripted or expected. If this activity were used with higher-level speakers it wouldn't have many benefits.

Group work

Group work is a collaborative activity whose purpose is to foster communication in the TL, in a larger group setting.

Example:

Students are assigned a group of no more than six people.
Students are assigned a specific role within the group. (E.g., member A, member B, etc.)
The instructor gives each group the same task to complete.
Each member of the group takes a designated amount of time to work on the part of the task to which they are assigned.
The members of the group discuss the information they have found, with each other and put it all together to complete the task.
Students can feel overwhelmed in language classes, but this activity can take away from that feeling. Students are asked to focus on one piece of information only, which increases their comprehension of that information. Better comprehension leads to better communication with the rest of the group, which improves students' communicative abilities in the TL.

Instructors should be sure to monitor that each student is contributing equally to the group effort. It takes a good instructor to design the activity well, so that students will contribute equally, and benefit equally from the activity.

Information gap

Information gap is a collaborative activity, whose purpose is for students to effectively obtain information that was previously unknown to them, in the TL.

Example:

The class is paired up. One partner in each pair is Partner A, and the other is Partner B.
All the students that are Partner A are given a sheet of paper with a time-table on it. The time-table is filled in half-way, but some of the boxes are empty.
All the students that are Partner B are given a sheet of paper with a time-table on it. The boxes that are empty on Partner A's time-table are filled in on Partner B's. There are also empty boxes on Partner B's time-table, but they are filled in on Partner A's.
The partners must work together to ask about and supply each other with the information they are both missing, to complete each other's time-tables.
Completing information gap activities improves students' abilities to communicate about unknown information in the TL. These abilities are directly applicable to many real-world conversations, where the goal is to find out some new piece of information, or simply to exchange information.

Instructors should not overlook the fact that their students need to be prepared to communicate effectively for this activity. They need to know certain vocabulary words, certain structures of grammar, etc. If the students have not been well prepared for the task at hand, then they will not communicate effectively.

Opinion sharing

Opinion sharing is a content-based activity, whose purpose is to engage students' conversational skills, while talking about something they care about.

Example:

The instructor introduces a topic and asks students to contemplate their opinions about it. (E.g., dating, school dress codes, global warming)
The students talk in pairs or small groups, debating their opinions on the topic.
Opinion sharing is a great way to get more introverted students to open up and share their opinions. If a student has a strong opinion about a certain topic, then they will speak up and share.

Respect is key with this activity. If a student does not feel like their opinion is respected by the instructor or their peers, then they will not feel comfortable sharing, and they will not receive the communicative benefits of this activity.

Scavenger hunt

A scavenger hunt is a mingling activity that promotes open interaction between students.

Example:

The instructor gives students a sheet with instructions on it. (e.g. Find someone who has a birthday in the same month as yours.)
Students go around the classroom asking and answering questions about each other.
The students wish to find all of the answers they need to complete the scavenger hunt.
In doing this activity, students have the opportunity to speak with a number of classmates, while still being in a low-pressure situation, and talking to only one person at a time. After learning more about each other, and getting to share about themselves, students will feel more comfortable talking and sharing during other communicative activities.

Since this activity is not as structured as some of the others, it is important for instructors to add structure. If certain vocabulary should be used in students' conversations, or a certain grammar is necessary to complete the activity, then instructors should incorporate that into the scavenger hunt.

Jawaban 12:

Dear Sir,
Communicative Language Teaching is a method that emphasize on the interaction as both the mean and the ultimate goals of study. The goal of learning language is to be able to communicate use the target languages. CLT methods primarily focus on the interaction during a classroom-based foreign language class or online language learning session, in which students actually produce speech and conversation for most of the classroom time using the target language. So that students are able to communicate fluently as the result of learning language.
In order to implement CLT methods successfully, it requires more than simply placing students into pairs and groups. Felder and Henriquez (1995: 25). So the teacher’s role is not really dominant because it emphasizes on each students interaction one another to practice the target language.

As cited in Qinghong (2009), Van EK (1980) says six basic functions in the form of CLT approach syllabus:
(1) imparting and seeking factual information;
(2) expressing and finding out intellectual attitudes;
(3) expressing and finding out emotional attitudes;
(4) expressing and finding out moral attitudes;
(5) getting things done; and
(6) socialising.
Those all functions in the syllabus will create CLT in language teaching by different realisation based on the form of specific role within a specific situation.

There are some techniques the teachers used in applying Communicative Language Teaching in the classroom. For example:
1. Discussion, it can be applied in pairs, groups, or the whole classroom.
2. Simulation, it challenges students with the real-life situations in the classroom so they can stimulate the real world in using the target language.
3. Role-play, it is similar with simulation but in role-play may use adopted identity, pretend to be someone else.

Thank you

Jawaban 13:

In this discussion, I would like to elaborate Grammar Translation Method (GTM), one of language teaching methods proposed by Richards and Rodgers (1986). GTM (also known as classical or traditional method) is the oldest method of language teaching.
Theory of language

·       All languages come from one language and are represented by a common grammar.

·       The written form of the language is predominant to the spoken form.

·       Students’ first language is the reference framework within the learning of the target language.

·       Understanding and memorizing grammatical rules of language offer assistance to improve mentally.

Theory of learning

·       The human beings’ mind has different resources that can be trained separately.

·       The theory of learning support GTM was Faculty Psychology.

Design

·       GTM focuses on detailed study of grammar and it is taught deductively. This approach starts by giving student rules, examples, and then practices.

·       The main activities are about reading and writing, whereas only little attention is paid to listening and speaking since communication is not the goal of this method.

·       Accuracy is the main feature. Here, the students spend much time to translate texts from the first to the target language and vice versa. In other words, by using this method the students are expected to achieve high standard grammar.

·       In class, the teacher explains grammar rules, uses the native language for communication, and has no effort to emphasize correct pronunciation.

Procedures
Stage One

·       Explanation of unfamiliar words and expressions

·       Teaching of unfamiliar structures

Stage Two

·       Translation of students

·       Analysis of the teacher

·       Answering students’ possible questions

Stage Three

·       Working out answers to comprehension questions

·       Written work

Jawaban 14:

Dear Sir.
As a teacher at a vocational school, I can say that I am familiar with the teaching method of Contextual Teaching and Learning (CTL). CTL is one of teaching methods that focusing on bringing contextual samples from real life occurrences and setting them into meaningful and relevant to the learners.
For example, in teaching writing, we discuss the Cover Letter and Curriculum Vitae of a Chemical Analyst fresh graduates. By this topic, it is much easier to connect learners current and future life.
According to Johnson (2002) there are 7 principles of CTL;
1. Constructivism
Is focusing on stimulating learners to construct their comprehension independently
2. Questioning
Is leading the learners to motivate and stimulate ideas of their own and evaluate their way of thinking
3. Inquiry
Is focusing on leading the learners to observe, ask, create hypothesis, gather data and create their own conclusion
4. Modelling
Is focusing on giving or demonstrating a real sample. The samples could be from the teacher or students’ classmates
5. Learning Community
Is leading the learners to work together and collaborate with their classmates
6. Reflection
Is focusing on constructing and recalling the materials the students have learnt to strengthen the concept
7. Authentic Assessment
Is a way to assess students through meaningful process of learning, focusing on attitude, knowledge and skill

Thank you

Jawaban 15:

In this discussion, we discuss CLT, a concept of a learning method that is already popular and widely used in the current learning process. The main characteristic of CLT is that learning a language is learning communication. In the CLT model there are 4 important components such as grammatical, sociolinguistics, diacourse, and strategic. As far as my experience in using the CLT model is, students will actively learn language like native speakers just as they will try to tell daily activities in pairs and also directly in front of the class using their gestures. but before that, students will be provided with reading and writing techniques which can be started on the first day.

The principles of the CLT model are as follows (Nunan, 1991):
1. learn to communicate through interaction
2. Authentic texts are introduced in learning situations.
3. students will be given the opportunity to focus on the language.
4. students are helped to improve their personal experience
5. Language lessons will be linked to outside language activities.

Jawaban 16:

     The Grammar Translation Method is one of the most common methods used in foreign language learning. Grammar Translation Method (GTM) is a method of teaching that is commonly used to teach grammar, with the main characteristics of focusing on translation and memorizing the form of verbs. When teaching, Grammar translation methods are teaching methods used to nurture the abilities of students in speaking, reading, and writing. The main goal is for students to be able to read the literature written in foreign languages, so in the teaching of students, there are a lot of reading exercises and writing in the form of foreign languages. The principle of this method is the translator of grammar, the pronunciation of the word, and the formula, as well as the interpretation of the original language. With this method, students learn grammar rules and then apply such rules by translating sentences between target languages and original languages. Advanced students may be required to translate the entire text. This method has two main objectives: allowing students to read and translate literature written in target languages and fostering the general intellectual development of all students. As for the characteristics of the grammar implementation methods used in these translation methods, namely Class is taught of their mother tongue, many vocabularies are taught in the form of a list of isolated words, Little or no attention is given to pronunciation, Reading the difficult text early, clarification of a long and complicated grammar is provided. GTM focuses on the implementation of the correct grammar and structure of sentences. It is very helpful in teaching students how to write and read in other languages, allowing them to explore interchangeable words and phrases (i.e., different words for different tenses) that are more effective than verbal teaching methods. The grammar and translation rules test is easy to build. Class activity or rarely required learning games, because students translate text to other languages directly. Unfluent teachers in English (but fluent in other languages that students are primarily using) can teach English using this approach, because the emphasis is not on pronunciation but translation.

Jawaban 17:

One of the method that I know is Communicative language teaching, Communicative language teaching (CLT) is an approach to teach of second and foreign languages, emphasizes interaction as both the means and goal of learning a language.

this method encourage the student to use the target language as much as possible. the CLT is designed to give learners opportunities to develop their communicative competency as the ability to communicate effectively.

Jawaban 18:

Cooperative Learning is a learning method or strategy in learning and teaching that emphasizes shared attitudes or behavior in working in other words learning is done by creating a number of groups with a number of students of 2-5 children which aims to motivate each other among its members to help each other so that goals can be achieved. Maximum can be achieved.
According to Stahl (in Tukiran Taniredja, et al, 2011:55), the characteristics of the cooperative learning model are:
1. Study together with friends
2. During the learning process there is face-to-face between friends
3. Listening to each other's opinions among group members
4. Learn from your own friends in groups
5. Study in small groups
6. Productive talking or sharing opinions
7. The decision depends on the students themselves
8. Active students
According to the Ministry of National Education (in Tukiran Taniredja, et al, 2011:55) the Cooperative Learning Model was developed to achieve three important learning objectives, namely:
1. Improve academic results, by improving student performance in academic tasks. Students who are more capable will become resource persons for students who are less able, who have the same orientation and language.
2. Provide opportunities for students to accept their friends who have different learning backgrounds. These differences include differences in ethnicity, religion, academic ability and social level.
3. Develop students' social skills. The social skills of the students in question include, sharing tasks, actively asking questions, expressing opinions and so on.

Thank You

Jawaban 19:

DEAR SIR….

Method takes the crucial part in teaching and learning process. In selecting the method the high priority is students and it should be appropriate to the goals and the objective that has been set.The suitable method will grow and foster the variety of learning  activities which can courage  students’ participation.

Based on my experience,I tend to apply genre  based approach.Applaying gender based approach in teaching learning process means use many kinds of text in the teaching learning activities. The text is a pessage whether is spoken or written that has unfied  meaning  .The reason why I apply this method ,because my view toward how to teach language deal with  all the theory in it(Team of Indonesian ministry of nasional education:2009) For instance;

A. learning language is a social activity.

This means, when someone  learn language ,they need other people to accomplish goals.The understanding of the particular language is obtained by the students/leaners socialize  with other. In teaching and learning process  the understanding of the language is acquired when the students/leaners interact with their teacher and peers.Since the language learning is the social activities,so the interactions with the other will be the effective strategy for the students/leaners to easily absorb their learning process.As the result,it can motivate them and engage themselves more in the

language learning.

B.The teaching and learning process will run effectively if teacher explains clearly what is expected of the students/learners.

Teacher must create and effectively communicate clearly defined what is expected  from the students. The teacher need to act particular effort to make the expectation is remember by the students/leaners, for instance ,put/ tell them in the very beginning of the class hour.As the result they refer to them during the teaching and learning process.By  Knowing what is the teacher’s expectation  will extremely  useful for student focus more in  learning process and they will be able to know what should they expected from themselves.

C.The process of learning language is a series of scaffold development steps,which address different aspects of language.

 In genre based approach there is a  term called scaffolding.Scaffolding  is the process when the teacher model/demonstrate how to solve problems to the students/leaners,next the teacher let students/leaners try to figure out the problems themselves by taking one step back and only giving support  when needed.Finally students will be able to act/finish their assignment independently .

There are four  stages in using genre based approach in teaching and learning process.Here I will put how I apply genre based approach when I conduct my class.

STAGES	PURPOSE	ACTIVITIES
Stage 1 Building and modelling knowledge of the field	Learn the features of descriptive  text(generic structure),the language features(structure,vocabulary,tanses,subject-verb,sentence patterns)	1.Introduce the material by showing pictures or photos and video about season with its subtitle,and ask them some questions,for instance - what do they think  about the photo. -ask them to predict what will the text talk  about based on the  title. -teach or give them the keywords that they will probably find in the text 2.Give them reading text about seasons  and find out main idea,guessing the meaning of the word or find any other specific informations. 3.Ask them to predict the structure,the language features and the purpose  of the text(the writer intentions) 4.Ask them to find at least ten verbs and conclude its tanses.
Stage 2 Joint construction of the text	Deliver their understanding through some activities.	1.Ask them to make an essay and guide them to construct the essay by answering some questions(what seasons  they like the most and they like the least and way,what activities they able and unable to do in those seasons ,etc) 2.Erase certain words and ask them to guess what is it. 3.Class discussion by teacher focusimg on components of language. 4.Developing the complate essay by applying the right component of language..
Stage 3 Independent construction	To identify the individual students’ ability in writing an essay without the teacher and fellow leaners interventions	1.Student develop the writing skill into an effective descriptive  essay by teacher’s feedback. 3.Revising and editing 2.After revising and editing the essay based on teacher feedback,next ask them to read the text aloud in front of the class or present  their essay on the display board/wall magazine.
Stage 4 Linking related texts	Lingking the descriptive  text that has been studied before with other example of text of the same genre to find the similarities.	Students searching other example of descriptive  text.

THANK YOU SIR

Jawaban 20: 

Good afternoon,

I often used communicative as the methodology of choice however it is about how learners learn a language the kinds of classroom activities that best facilitate learning and the roles of teacher and learners in the classroom which is focus on communicative competence. On the other hand, it includes a number of different of language knowledge in used such as knowing how to use a language for range of different purposes and functions, knowing how to vary our use of language according to the setting who we are talking whether a formal and informal speech style is appropriate. It includes knowing how to produce different types of text such as narrative report or conversations, it is also includes how can we maintain communication despite having limitations in one’s language proficiency through using different kinds of communication strategies.

When CLT began, there was a movement away from traditional lesson formats where the focus was on mastery of different items of grammar and practice through control activities such as memorizations of dialogues, drills and the use of it in CLT, this moved towards the use of peer work activities role plays group work activities in project work.

Therefore under the influence of CLT theory, grammar based methodologies such as audio lingual can give way to more functional and accuracy activity at the same time such as  drilling which we replaced by activities based on interactive small group work.

Thank you very much.

Jawaban 21:

Good afternoon sir,

I would like to discuss about communicative language teaching as we know that this method is really familiar with us and also popular in teaching learning. Furthermore, we discuss about theory of language and language learning underpins the communicative language teaching, as we know that commuicative language teaching has some goals such us language as tool for communicating, expressing something and involving authentic interactions. It is designed to develop their language by communication through authentic, pragmatic, functional, meaningful conversation which give the learners opportunities to procure a language. as a teacher if we can explore this method, it can make our students are really happy and meaningful in learning english and make english as their second language. it is in line with Larsen-Freeman (2000) which said improvement teaching grows from teachers who are willing to explore new approaches. Then, principles of communicative language teaching is by Nunan 1991: The authentic texts are introduced in the learning situations, learn to communicate through interactions, learn through interactions, students will be given opportunity to focus on the language, students are helped to improve their personal explerience, and language lesson will be linked to outside language activities. Here the example of procedures in teaching learning but it can be applied in outside of the class it can be field; the objective of this learning is the students are able to ask and answer a simple describing “What does that girl look like?”. The teacher has explained this materials through pre while activities about describing then the teacher devide the students into pairs and they play shouting game, one student ask (What does her hair look like?) and the other students answer (his hair is straight black hair) but they have to shout because the ask and answer in far gapping. This activities is a meaningful and authentic communication.

Thank you sir.

Jawaban 22:

Talking about language teaching methods, I want to discuss the Total Physical Response method. Since I am always teaching seven graders and sometimes apply this method in my classroom.

TPR is developed by Dr. James J. Asher. This method attempts to encourage the students to listen and respond to the spoken target language commands of the teacher. It is a coordination of speech and action, teaching language through physical activities. It is a kind of a natural method since it reflects the naturalistic processes for several reasons:
1. Before developing the ability to speak, the children develop their listening competence.
2. The children need to respond physically to spoken language in the form of parental commands so they need the ability to comprehend the listening.
3. Speech evolves naturally and effortlessly when listening comprehension has been established.

Drilling is essential in the TPR classroom. The learners play the roles of a listener and a performer. Then, a teacher plays an active and direct role. The teacher decides what to teach, selects the models, presents the materials, and selects supporting materials for classroom use. Therefore, the teacher must be well-prepared and well-organized so that the lesson flows smoothly and predictably.
TPR can be used in the classroom to teach and practice vocabulary connected with actions, grammar, classroom language, and imperatives/Instructions.

The steps of using Total Physical Response in the classroom:
1. The teacher performs an action by demonstrating and saying e.g. Open your book!
2. Call on the students to repeat the action.
3. Repeat once more
4. Write the verb/phrase on the board
5. Repeat with other verbs and return to them regularly during the semester to check retention

Jawaban 23 :

Contextual teaching and learning or TCL was first introduced in 2001 as an approach that raises the importance of context in learning to realize authentic learning. TCL recommends the authenticity of the use of English in students' everyday life.
The are seven characteristics that make TCL different from other methods which are :
1. inquiry
inquiry is a cycle of processes in building knowledge/concepts starting from observation, asking questions, making hypotheses, investigations, analysis, and then building a theory
2. questioning
activity carried out by both teachers and students. Teacher questions are used to direct, guide, and evaluate students' thinking. while student questions are used during learning as a form of student curiosity about the topic
3. constructivism
students construct and create meaning for new experiences based on their prior knowledge
4. learning community
is a study group that functions as a communication forum to share experiences and ideas
5. authentic assessment
authentic assessment is an assessment procedure that makes students show their real abilities. Students are also asked to apply their knowledge in observable performance
6. modeling
the activity of demonstrating an action or giving an example carried out by the teacher so that students can imitate or learn to do something according to the given model
7. reflection
activities that require students to look back at what has been experienced, or respond to an event, activity, and experience that aims to identify things that are already known or not known to make improvements.

thank you sir

Jawaban 24:

Dear Sir,
Communicative Language Teaching (CLT) is an approach in foreign language teaching that emphasizes the concept of interaction, both in the process and in the objectives of the learning process. Historically, this CLT emerged as a response to the Audio-Lingual Method (ALM), which was considered inappropriate in language learning. This method departs from the understanding that language is a tool for communication, not just a set of rules. Therefore, language teaching should adhere to this understanding, namely learning a language is learning to use the language, not learning about the language.
Based on the opinion of Harmer (1998: 1), it can be understood that in the language learning process using the communicative language teaching approach, students are more focused on communicating orally and the teacher plays an active role in various components of communicative language by providing interesting teaching materials for students and motivating students so that students do not feel bored in class.
According to the communicative approach, in order for the learning process to take place, it is necessary to emphasize the importance of the following variables:
a. Communication : activities that involve real communication to promote learning .
b. Tasks: activities in which language is used to carry out meaningful tasks and support the learning process.
c. Meaning : meaningful and authentic language to increase students ' motivation in learning .
Thank you, Sir

Jawaban 25:

Dear Sir.

As we know Communicative Language Teaching (CLT) brought many changes in English learning in the 1980s, where this learning encouraged active participation of students, so students must be active in using the language. 

But I will discuss the Genre Based Approach (GBA). Where in the approach emphasizes the importance of text in learning English. According to Burn (2002), GBA is very suitable for CLT, because in its application there is the active participation of students. GBA has three important stages, namely:

1.     Modeling, which is a discussion about the social goals of the genre is then followed by an example of the text, analyzing the structure of the text and its language.

2.     Joint Negotiation of Text (JCoT), where the teacher and students make a text, then discuss how to make a text. Collaborate with other students.

3.     Independent Construction of Text (ICoT), which is the final stage, where students make their own texts according to what they have learned.

The GBA approach prioritizes the needs of students.
Thanks.