presentasi pk jo 1

8/3/2019 presentasi pk jo 1

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Johannes A. Prayogo

State University of Malang



Disciplines Contributing toEFL Teaching

EFLTEACHING

TECHNOLOGY

PSYCHOLOGYLINGUISTICS



Technology Contributing toEFL Teaching

Reading as a visual process

Reading as a decodingprocess

Reading as a thinking process

Reading as a metacognitiveprocess

Reading as a psycholinguisticprocess

Reading as a technologicalprocess



Foreign Language Teaching in

the Past 2-3,000 Years

Not so much information

In western world Latin and Greekto beef up intelligence

Employing Classical Method,focusing on grammatical rules,memorized vocabulary, textualtranslation

Classical Method adopted all overthe world as “tradition”

Oral language neglected

Th E d f h 9



The End of the 19Century

Classical Method

GrammarTranslation Method (GTM)

Grammar Translation Method• Using L1

•

Presenting lists of vocabulary• Explaining grammatical rules

• Reading classical texts forgrammatical excercises

•

Implementing translation exercises• Ignoring speaking/pronunciation



During the 20th

Century Swing of the Pendulum/Cyclical

Audiolingual Method (ALM) 1940s-

1950s

Grammar Translation Method (GTM)

1960s-1970s

Communicative Language Teaching

(CLT) 1980s-2010



Cont.

The 1984 Curriculum

The 1994 Curriculum

The 2004 Curriculum

The 2006 Curriculum



The Development of EFL Teaching

in Secondary Schools in Indonesia

The 1946 Curriculum

The 1950 Curriculum

The 1953 Curriculum The 1962 Curriculum

The 1968 Curriculum

The 1975 Curriculum

C ib i f Li i i



Contribution of Linguisticsand Psychology to EFL

Teaching

EFL

Teaching

Linguistics Psychology



Classical Method(Prior to 1940s)

Classical

Method

Traditional

Linguistics

Physiological-FunctionalPsychology



Principles of TraditionalLinguistics

Focusing on written language (reading andwriting) rather than on oral one(speaking and listening).

Applying prescriptive grammar using aLatin model for grammar explanation.

Believing in the importance of vocabularyimprovement

Enhancing learning about languagethrough grammar translation rather thanlearning to use the language forcommunication



Principles of Physiological-Functional Psychology

Believing in innate capacity; learning isthe process of activating the innatecapability

Implementing study of great books toimprove learner’s mind

Believing that source of knowledge isphysical environment

Learning occurs through contacts withthe environment



Teacher’s Activities in Classical

Method

Focusing in prescriptive

grammatical rules

Presenting lists of vocabulary to

be memorized by learners

Implementing reading activities

on great books

Focusing on reading-writingskills but ignoring speaking-

listening skills



Audio-Lingual Method(1940s-1950s)

Audio-LingualMethod

Structural/

DescriptiveLinguistics

Behavioristic

Psychology



Principles of Structural-Descriptive Linguistics

Heed on spoken/oral language

(speaking-listening)

Major stress on the empiricalanalysis of speech data

Avoidance of errors

Mind is tabula rasa (a blank

tablet) upon which language

is engraved through habit

forming practice



Cont.

Teaching the language not about thelanguage

Practice of inductive approach

Emphasis on contrastive analysis oflearner’s native language (L1) and

L2 as a means of predicting

speaker’s errors



Principles of

Behavioristic Psychology

Learning is a process of

conditioning involving

stimulus-response activitiesRepetition and reinforcement

Over learning and automaticMechanistic learning

T h ’ A ti iti i



Teacher’s Activities inALM

Using L2 as much as possible/becomingthe model in all steps of learning

Training speaking skills and listeningskills without showing the return forms

Teaching grammar through patternpractice not through explanation

Delaying the presentation of vocabulary

until all basic structures are mastered Teaching vocabulary through contexts



Grammar Translation Method(1960s-1970s)

GrammarTranslation

Method

TransformationalGenerativeLinguistics

Cognitive

Psychology



Principles of TransformationalGenerative Linguistics

Recognition of the innate capacity ofhumans to learn language and createutterances never heard

Errors accepted as a natural part oflearning process and a means ofdiscovering student’s learning strategies

Oral and written forms equally important

Reasoned application of rules through adeductive approach

Competence then performance

Recursiveness and generativeness of rules



teacher’s activities in GtM

Starting the lessons by presenting grammatical

rules referring to formal grammar

Presenting vocabulary found in selected texts

Implementing memorization of words and rulesand translation of sentences and texts as

dominant activities

Avoiding/delaying teaching pronounciation Focusing on accuracy more than

communicativeness

Permiting the use of L1



Communicative LanguageTeaching (1980s-2010s)

CommunicativeLanguage

Teaching

Blends of

Sub-fields ofLinguistics

Constructivism

/HumanisticPsychology

Major Sub fields of



Major Sub-fields ofLinguistics

Syntax

Semantics

Socio-Linguistics

Psycho-Linguistics



Language is basically a means of communication

Learner’s communicative competence should bestrengthened

The main communicative competence is

discourse competence which includeslinguistic competence, actional competence,socio-cultural competence, and strategiccompetence.

Communicativeness is more important than

accuracy Contexts (linguistic, physical, social, etc.) are

crucial

Principles of Some Sub-fieldsof Linguistics



Principles of Constructivism-Humanistic Psychology

Learner’s self concept is crucial.

Learner constructs her/his own knowledge.

Learning must be free from threat and

intimidation.

Learning must be meaningful,communicative, integrative, authentic,

and contextual. Language varieties can be introduced

PAKEM/PAIKEM



Teacher’s Activities in CLT

Enhancing cooperative/collaborativelearning (think-pair share, think-pairsquare, expert group, etc.)

Creating meaningful and contextual

learning Presenting functional dialogues and texts Adopting teaching strategies flexibly Providing authentic materials and

learning and implementing authenticassesment

Integrating language skills and languagecomponents in teaching



Wrap up

Two disciplines greatly contributingto EFL teaching are linguistics andpsychology

Linguistics provides informationabout language in general andabout the specific language being

taught while psychology describeshow learning takes place



Cont.

Since linguistics and psychologyhave changed their theoreticalviewpoints from time to time, EFL

teaching methods have alsochange

What may today seem the bestmeans of teaching a foreign

language may not remain so in thelight of new findings in the fieldsof linguistics and psychology

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