Thursday, May 15, 2014

Cooperative Language Learning by Maulina

Cooperative Language Learning can be defined as a teaching method that divides students to some groups. This is done with the aim to develop students’ ability to work together. This method can be applied to all kinds of assignments and curricula for all ages of students.

The class starts from select the assignments correctly. Subsequently, teacher determine the skill used to accomplish it. Here, teacher is the facilitator and supporter of learning process.

There are three important things must notice in this method namely grouping, students’ learning motivation and class managing.

CLL method is one of familiar method whether for teacher or students so that can be easily understood. I personally think, the presenter’s explanation about this method is good and can be understood moreover she made a simulation about how to divide students to some group. This surely helped the audience to understand the method easily because the audience became participants of the presentation and can feel directly the atmosphere of CLL class.

However, there are some lacks of this presentation. Previously, another student has explained about Collaborative Learning, it was explained that students are divided to some groups as well. I personally think, the presenter must give clear differences between these methods. Besides that, the explanation performed in all Indonesian.

Oral Approach by Marda Ely Shinta

Oral Approach is a teaching language method that is applied by pronounce directly the words or sentences in target language and students follow the words or sentences that have been pronounced. So, the purpose of this method is students can know the meaning of a word of sentence without teacher utters the meaning. Besides through pronouncing, teacher also can point the thing or picture so that students can know the meaning of the thing without teacher tells it directly.

The purposes of this method are to introduce foreign language and to increase students ability in pronunciation, speaking and reading.

There are six characteristic of Oral Approach. First, Spoken language, because because oral approach expects to introduce students to foreign/target language directly by pronouncing the sentences in dialog. Second, Target Language, the language that the students are expected to master. Then, Vocabulary selection procedure, the vocabulary must be selected from the easier to harder. Subsequently, Closely grade grammar, the grammar is also must be selected from the easier to harder but it must be presented in sentences not by learning it especially.  An the last, writing and reading introduce. This method presents a structural reading and writing ability. They are systematically arranged, not learned as Direct Method does.

The advantages of this method is suitable to introduce foreign language to students. Then, students can directly speaking in target language without risk, they freely make mistake. This method is also accessible for teacher because it does not insist much energy and inexpensive one.

However, this method is also not free of lacks. The class will be boring because students only follow what teacher say repeatedly, this method is considered not effective because not all students can easily know the meaning of words or the grammar structure without directly explanation from teacher.

In general, the presenter’s explanation about this method is good and can be understood. I personally can imagine how this method is applied even though this is a new method for me. Besides that, the presenter also gave the example of how this  method is applied. It really helped the audience to understand the method moreover the presenter can 50% explained the material in English with a good pronunciation. The material that presenter presented are completed. It can be seen by the amount of presenter’s slides, 20 slides.

But, I personally suggest the presenter to notice some things. The eyes direction of presenter was only to one direction it made another students from another sides are denied. Besides that, the time that presenter needed to finish her presentation was very long. It surely made audience feel bored. It must be noticed by presenter later, if she need a very long time to finish her presentation, she must enter some creative and attractive presentation in the middle to gain audience’s concern about the presentation. It must be also noticed, that the presenter did not include the role of audience in her presentation, so she as if only presented it by and for herself except in the small game at the last presentation. Even if the presenter could not master the class and control the time, but the presentation is good and can be understood easily.

Total Physical Response and Story Telling by Tri Astuti

TPR is an innovative method that is used to students can easily learn foreign language. This method expects students can demonstrate their understanding about the material through verbal commands. Here, teacher gives students some verbal commands and students give their response.

There are five principles of this method. First, there is no pressure for students to speak, because students are expected to speak spontaneously, not by forcing them to speak. Then, the time is spent on listening skill. After that, this method develops students’ peaking skill and the last, the class condition is comfort and students can be relaxed to study.

Teacher can use some materials in applying this method such as picture, furniture, word chart and book. The teacher can starts this method by pointing a thing such as a door then asking “open the door” and the students do what the teacher commanded.

The next method that was presented by Tri Astuti is Story Telling. This is also a very innovative, imaginative and fun method moreover to be applied to children. The class starts by teacher tells a story using words or sentences in target language but one thing that teacher must notice, the way to convey the story must be attractive. Teacher can use voice imitation (vocalization), gestures and physical movements. All this can make provoke students to imagine the story. This method expects, after imagining the story, the students can get new vocabulary and the meaning in one time.

The explanation of the presenter is good and can be easily understood at least I personally can imagine how these method are applied to the class. But the presenter’s lack in only in language use, she almost used 100% Indonesian except while reading the presentation.