Teaching English as a Foreign Language

EFFECTIVE ENGLISH
LANGUAGE TEACHING

Irwandi, S.S.,M.Pd.
-The Lecturer for TEFL
RENUNGAN
SETELAH LULUS, LALU APA ?
1 Kemampuan Komunikasi 4.69
Kualitas Lulusan
2 Kejujuran/Integritas 4.59
3 Kemampuan Bekerja Sama 4.54
Perguruan Tinggi
4 Kemampuan Interpersonal 4.5 yang Diharapkan
5 Beretika 4.46 Dunia Kerja
6 Motivasi/Inisiatif 4.42 (Skala 1 – 5)
7 Kemampuan Beradaptasi 4.41
8 Daya Analitik 4.36
9 Kemampuan Komputer 4.21
10 Kemampuan Berorganisasi 4.05
11 Berorientasi pada Detail 4 Diterbitkan oleh National
Association of Colleges and
12 Kepemimpinan 3.97 Employers, USA, 2002
13 Kepercayaan Diri 3.95 (disurvei dari 457 pimpinan)
14 Ramah 3.85
15 Sopan 3.82
16 Bijaksana 3.75 Kesimpulan :
Soft skills (kemampuan interaksi sosial)
17 Indeks Prestasi (>=3.0) 3.68
dibutuhkan untuk sukses!
18 Kreatif 3.59
19 Humoris 3.25
20 Kemampuan Berwirausaha 3.23
EFFECTIVE TEACHING
Definition
Effective teaching:
High marks in assessment tests
Achievement of goals
Positive attitudes to learning
Taking students’ needs into consideration
Sense of happiness, desire to learn
EFFECTIVE TEFL
SUGGESTIONS
Create a pleasant classroom climate
Inform students of your objectives
Give opportunities for active learning
‘Τell me and I’ll forget, show me and I’ll remember,
involve me and I’ll learn – Chinese proverb’
Organise group and pair work
PAIR WORK
What time is it?

NICOSIA LISBON NICOSIA LISBON

PAIR WORK
What time is it?

LISBON
5:00 NICOSIA TOKIO
NEW YORK
7:00
EFFECTIVE TEFL
SUGGESTIONS
Place emphasis on communicative
activities:
Role play (verbal and non-verbal
communication)
Competitions
Songs and rhymes
Miming
Games (Guessing games, Simon says, Bingo,
Progressive drawings, Word games)
PROGRESSIVE DRAWING
What is it?

Pizza
PROGRESSIVE DRAWING
What is it?

Snow Man
PROGRESSIVE DRAWING
What is it?

Rabbit!
Word Games

a dog
i s a
r
c a t d
t r e e e
nose
c h a i r g
o r a n g e gold
Word Pyramid Word Ladder
EFFECTIVE TEFL
SUGGESTIONS
Differentiate teaching
(Μultiple intelligences- Learning styles – Gardner, Harvard University)

Build on students´ background knowledge

Use the target language during teaching
Relate new language to students’ real life
EFFECTIVE TEFL
SUGGESTIONS
Integrate the four language skills
Place emphasis on fluency
Accept students´ mistakes
Make use of audio-visual aids and
authentic material
Make use of new technology
EFFECTIVE TEFL
SUGGESTIONS
Use variety
Give opportunities for self-correction
and peer-correction
Give feedback after assessment
Use rewards
Follow the curriculum
Reflect on your planning preparation
and lesson delivery
CONCLUSIONS
We teach mixed ability classes, therefore we have to adapt
and differentiate our teaching according to our pupils’ needs.
Communicative activities help pupils acquire communicative
competence (ability to function in real life situations)
The use of games, role-play, songs, competitions,
miming, should be an integral part of every lesson.
Activities are functional, they have a real purpose and are
done with a communicative intent.
A relaxed environment helps students learn in a pleasant
way, without the fear of doing mistakes.
The teacher is the most important “producer” of the conditions
for effective teaching.
Teachers should always reflect on their planning preparation
and lesson delivery (time management, methodology,
achievement of learning outcomes)
FURTHER READING
Canale M. and Swain M. (1980) Theoretical bases of communicative
approaches to language teaching and testing, Applied Linguistics 1, pp 1-47.
Littlewood William (1995) Communicative Language Teaching, Great Britain,
Cambridge University Press
Widdowson H.G. (1984) Teaching Language as Communication, Oxford,
Oxford University Press
Johnson Karen (1995) Understanding Communication in Second Language
Classroom, USA, Cambridge University Press
Harmer Jeremy (1989) The Practice of English Language Teaching, London,
Longman.
Krashen, Stephen (1982) Principles and Practice in Second Language
Acquisition, New York, Pergamon Institute of English
Borich Gary (1996) Effective Teaching Methods, USA, Merril Publishing Co.
Willis,J. (1999) Α framework for Task Based Learning, Essex, Longman Ltd.
Tice, J. (1997) The Mixed Ability Class, Richmond, London.
Hadfield, J. (1984) Elementary Communication Games, Nelson.
Wright A., Betteridge D., Buckby M. (1982) Games for Language Learning,
Great Britain, Cambridge University Press.
Hadjikyriacou S.(1998)The effective use of the Communicative Approach in
Teaching English as a Foreign Language and its Implementation in Primary
Schools in Cyprus, M.A. Dissertation.
WEBSITES FOR ELT
http://www.moec.gov.cy/Klimakio/Themata/Agglika/index.htm
http://www.etprofessional.coml
http://www.nvbe.gwu.edu.miscpubs/tesol
http://www.tesol.edu/pubs/magz/tmcurrent.html
http://www.eflweb.com
http://www.comenius.com;fable/index.html
http://www.aitech.ac.jp/~iteslj
http://exchanges.state.gov.forum.htm
http://abcteach.com/Activities/Colortableof contents.htm
http://www.thestoryteller.org.uk
http://www.aaa.com.au/A_Ζ
http://www.school.discovery.com/teachers/
http://www/bbc.co.uk/worldservice/learningenglish/index/shtml
http://www.short-stories.co.uk
http://www.disney.com
http://www.funbrain.com/kidscenter/html
http://www.coolclips/com
DESCRIBING LEARNING
CONTEXTS
APPROACHES AND METHODS
IN LANGUAGE TEACHING
Method
Approach Design Procedure
(1)
Grammar Translation Method
(GTM)
(2)
DIRECT METHOD [DM]
A. BACKGROUND
[] As a reaction to Grammar Translation
Method (by the end of 19th century).
[] Some experts believe that students
learnt to understand a language by
listening to it and that they learnt to
speak by speaking it.
[] The supporters of DM tried to apply
natural principles to language class by
using intensive oral interaction in the
target language.
[] They believed that L2 (second
language) could be taught without
translation.
[] The ultimate aim of DM is to develop
the ability to think in the L2 (speaking,
reading, or writing).
B. The Principles of DM
1. The learner must try to think directly
in the foreign language.
2. The use of the mother tongue is not
permitted (teacher does not need to
know the students’ native language)
and the foreign language must be
constantly used.
3. Only everyday vocabulary and
sentences are taught.
5. Oral communication skills are
built up in a carefully graded
progression.
6. Grammar is taught inductively.
7. New teaching points are introduced
orally.
8. Concrete vocabulary is taught
through demonstration, objects, and
pictures.
C. Usual Classroom Technique
1. The learner is drilled extensively in
listening, imitating, and speaking.
2. Grammar is taught inductively
through examples and demonstration.
3. Emphasis is on aural-oral proficiency.
4. Normal conversation is really
encouraged by asking questions.
5. Literary texts are read for pleasure
and are not analyzed grammatically.
6. The target culture is taught
inductively.
7. The teacher must be a native
speaker or have native proficiency in
the target language.
Brainstorming--
1. What is the theory of learning of
SLT?
2. What are the characteristics of SLT?
3. What are the theory of language of
Audio Lingual Method (ALM)?
4. What are the theory of learning of
Audio Lingual Method (ALM)?
(3)
Reading Method
1. Students are trained to read the
foreign language with the direct
apprehension of its meaning.
2. Correct pronunciation is emphasized
3. Writing and grammar study are
limited to the need of readers related to
reading materials.
4.Answering the questions on the
reading materials
Classroom technique
1. Language study begins with oral
phase.
2. Oral practice in association with the
texts (reading aloud)
3. Intensive reading
4. Extensive reading
(4)
Audio Lingual Method (ALM)
This method is related to the linguists’ view
such as Bloom and Fries. They believe that
learning a language is an automatic habit
which is rooted by the idea of verbal
behavior. One way to form the students’
habits are through drills.
Principles of ALM
1. Foreign language learning is basically a
process of mechanical habit formation.
2. Language skills are learned more
effectively if the items to be learned in the
target language is spoken form before they
are seen in written form.
3. The need for practicing the language
patterns must be fulfilled gradually in
cumulative graded steps.
4. Contrastive analysis must be made to find
similarities and differences as the basis of
teaching preparation.
5. Translation must not be used. The
meanings of the words are learned only in a
linguistic and cultural context of the people
who speak the language.
6. Care must be taken in giving
pronunciation drills and pattern practices.
Design
[] Objectives
Short-range: training in listening
comprehension, accurate pronunciation,
recognition of speech symbols as
graphic signs on the printed page.
Long-range objectives: using
language as the native speaker uses it.
[] The syllabus
-Linguistic syllabus: contains key items of
phonology, morphology, and syntax of the
language which are arranged according to
their order presentation.
-The language skills are taught encompass
listening, speaking, reading, and writing.
-When reading and writing are introduced,
students are taught to read and write what
they have already to say orally.
[] Types of learning and teaching
activities

1. The modeling of learning by the

teacher.
2. The subordination of the mother
tongue to the L2.
3. The training of the ear and tongue
without recourse to graphic symbols.
4. The learning of structure through
pattern practices.
5. The gradual substitution of graphic
symbol
6. The summarizing of the main principles
of structure
() SITUATIONAL LANGUAGE
TEACHING (SLT)
A. Background
1. This approach proposed by British applied
linguists, they are Harold Palmer and A.S.
Hornby in the 1920s and 1930s.
2. Vocabulary mastery and grammar
mastery were the most important aspects
of foreign language learning. Vocabulary
was also seen as essential component of
reading proficiency.
3. Focus on the grammatical content of
a language course.
Language is taught by
practicing basic structures in
meaningful situation-based
activities.
4. Strong emphasis is on oral practice,
grammar, and sentence patterns.
B. Approach
1. Theory of Language
a. Speech is regarded as the basis of
language, and structure is viewed as
being at the heart of speaking ability.
b. The structure of language must be
linked to the context and situations in
which language is used.
2. Theory of Learning
2. Theory of Learning
The theory of SLT is a type of
behaviorist habit-learning theory.
There are three processes in learning a
language: [a]. receiving the knowledge or
materials, [b]. Fixing it in the memory by
repetition, [c] using it in actual practice
until it becomes a personal skill
(Palmer, 1957:136)
C. Design
1. Objectives
The objectives of the STL are to teach a
practical command of the four basic skills of
language. The skills are approached
through structure.
2. The Syllabus
-Structural syllabus and a world list.
A structural syllabus is a list of the
basic structures and sentence
patterns of English which are
arranged according to their order
of presentation.
3. Types of learning and teaching
activities
-PPP: Presentation (introduction of a
new teaching item in context), Practice
(controlled practice of the item), and
Production (a freer practice phase).
4. Learner roles
a.The learners is required simply to
listen and repeat what the teacher says
and to respond to questions and
commands.
b. More active participation is
encouraged: Learners initiates to
response and ask each other questions.
although teacher-controlled introduction
and practice of new language is
stressed throughout.
5. Teacher roles
1. Presentation stage of lesson.
2. Teacher serves as a model.
3. Setting up situations in which the
need for the target structure is created
and then modeling the new structure
for students to repeat.
Six Types of Teacher’s Role
1. timing
2. oral practice, to support the textbook
structure
3. revision (example: review)
4. adjustment to special needs of
individuals
5. testing
6. developing language activities other
than those arising from the textbook
6. The role of instructional
materials
SLT is dependent on both a textbook
and visual aids.
[] The textbook contains tightly
organized lessons planned around
grammatical structures.
[] Visual aids: charts, flashcards,
pictures, stick figures, and so on.
D. Procedure of SLT (Classroom
Technique)
1.Teaching material begun with the spoken
language before it is presented in written
form.
2. The language of the classroom is the target
language.
3. New language points are introduced and
practiced situationally.
4. Essential vocabulary is taught.
5. Items of grammar are graded
following the principle that simple forms
should be taught before complex ones.
6. Reading and writing are introduced in
line with the lexical and grammatical
points which are studied.
TOTAL PHYSICAL RESPONSE
(TPR) is a language teaching
method built around the
coordination of speech and
action. It attempts to teach
language through physical
(motor) activity
TPR
Verb: Stand up, walk, stop, open
Noun: book, door, window
Sentence: Tini, stand up! Walk to the
door. Stop. Open the door!
Past Tense through TPR:
Indra, run to the whiteboard. Nela, if
Indra ran to the whiteboard, run after
him and hit him with your book.
[] Future: Tono, walk to the door! When
Tono walks to the door, Tini will write
Tono’s name on the chalkboard.
COMMUNITY LANGUAGE
LEARNING
The Background of Community
Language Learning
Community Language Learning
(CLL) is derived from the concept
of counseling-learning. The teacher
is placed as the counselor and the
learners as the clients in the
language classroom.
Theory of Language
Language is persons in contact or
persons in response.
Theory of Learning
SARD
Security
Attention and aggression
Retention and reflection
Discrimination
LEARNING ACTIVITIES OF
COMMUNITY LANGUAGE
LEARNING
1. Translation
2. Group work
3. Recording
4. Transcription
5. Analysis
6. Reflection and observation
7. Listening
8. Free conversation
SUGGESTOPEDIA
The most conspicuos characteristics
of suggestopedia are:
- decoration;
- furniture, and arrangement of
classroom;
- the use of music; and
- the authoritative of the teacher
Why does it music?
1. To facilitate the establishment and
maintenance of personal relations;
2. To bring about the increased self-
esteem through increased self-
satisfaction in musical performance;
3. To use the unique potential of
rhythm to energize and bring order.
What is language in term of
suggestopedia ?
Suggestopedia does not articulate a
theory of language, but it emphasis
on:
-mastery of vocabulary pairs;
-act of communication
Example: requesting, questioning,
informing, refusing, ordering
How to learn a language?
1. Loading the memory bank
The heart of suggestopedia is suggestion
which involves loading the memory banks
with desired and facilitating memories.
2. Authority
People remember best and are most
influenced by information coming from an
authority source.
3. Infantilization
A teacher-student relation like that
of parent to child.
4. Double-planedness
The learner learns from the effect of
direction instruction and the
environment in which the instruction
takes place.
5. Intonation and rhythm
Varying the tone and rhythm of
presented materials
What is the type of learning
and teaching activity?
The Type of Learning and
Teaching Activities
1. Listening activities which concern the
text. The students first look at and
discuss a new text with the teacher.
2. Reading
-The students relax comfortably in reclining
chairs and listen to the teacher
reading the text.
-Material is acted out by the teacher in a
dramatic way over a background of the
special musical form.
Usual Classroom Techniques
1. Oral review section;
2. Presentation and discussion of new
materials;
3. Séance or concert session
Inspiration for Thesis…
Improving Learners’ Comprehension on
Narrative Text through Suggestopedia
in ………………………….

Jenis Penelitia: Quantitative

-Experimental Research

By
THE LEXICAL APPROACH
The Theory of Language
The Theory of Language

Lexis or multiword lexical

units/collocation (chunks)
become the central role in
language structure.
How to learn a language in
the view of lexical approach?
The Theory of Language Learning
1. The building blocks of language
learning and communication is words
and word combinations or collocation
NOT grammar, functions, notions, or
some other unit of planning and
teaching.
The example of collocation
do my hair/the cooking/the laundry…
take examination/medicine/home …
binomials : clean and tidy, back to front.
trinomials : cool, calm, and collected
idioms : dead drunk, to run up a bill
similes : as old as the hills
connectives : finally, to conclude,
conversational gambits: by the way,
guess what!
The Theory of Learning
The Theory of Language Learning
1. The building blocks of
language learning and
communication is words and
word combinations or
collocation NOT grammar,
functions, notions, or some other
unit of planning and teaching.
2. Acquisition is based on an
accumulation of examples from
which learners make provisional
generalizations.
COMPETENCY-BASED
LANGUAGE TEACHING
(CBLT)
What is language?
Theory of Language
CBLT is based on a functional and
interactional perspectives on the nature
of language.
Language always occurs as a medium of
interaction and communication between
people for the achievement of specific
goals and purposes
Theory of Language Learning
CBLT is built around the notion of
communicative competence and seeks
to develop functional communicative
skills which correlate to the
performance of specific-world tasks.
EIGHT FEATURES OF CBLT
1. A focus on successful functioning
in society
2. A focus on life skills
3. Task or performance-centered
orientation
4. Modularized instruction
5. Outcomes are public knowledge
6. Continuos and ongoing
assessment
7. Demonstrated mastery of
performance objective
8. Individualized, student-centered
instruction
Classroom Procedure
1. Break down the elements of competency
into smaller components.
2. Specify the criteria of performance which
should be achieved or performed by the
learners.
3.Make a range of variable to limit the
performance of competency
4. Sample text and assessment task should
be in line with the competency.
Communicative Approach

Communication is a
continuous process of
expression, interpretation, and
negotiation.
Activity 1:
For buyer:
Suppose you are going to buy a T- Shirt
whose features as follows:
Product: Ultimo
Model : Catton
Size : XL
Prize : Rp. 300.000
For seller:
You provide:
-Ultimo
-Not cotton, but wool
-Prize: Rp. 350-000-400.000
You, XL, right?
We come again, two years later.
How about the price, Miss?
We nego it.
How about XL price?
Communicative Approach /
Communicative Language Teaching
(CLT) or Functional Approach is a
reaction to the structuralism and
behaviorism embodied in the
audio-linguistics.
Communicative Approach focuses on
meaningful communication not
structure.
Principles:
1. Learners learn a language through using
it to communicate.
2. Authentic and meaningful
communication should be the goal of
classroom activities.
3. Fluency is an important dimension of
communication.
4. Learning is a process of creative
construction and involves trial and error.
5. Focus on communicative proficiency
rather than on mere mastery of structures.
Communicative Meaning

1. Notional categories:
Concepts such as time, sequence,
quantity, location, frequency)
2. Functional categories:
Requests, denials, offers,
complaints.
The characteristics of
communicative approach
1. Language is a system for the expression of
meaning.
2. The primary function of language is to
allow interaction and communication.
3. The structure of language reflects its
functional and communicative uses.
4. The primary units of language are not
merely its grammatical and structural
features, but categories of functional and
communicative meaning as exemplified in
discourse.
Theory of learning on
communicative approach
3 Elements : 1. Communication
principle: Activities that involve real
communication promote learning.
2. Task principle: Activities in which
language is used for carrying out
meaningful tasks promote learning.
3. Meaningfulness principle:
Language that is meaningful to the
learner supports the learning process.
Language Form VS Language Function
Language form Language function
Linguistic competence Communicative
competence
Language usage Language use
Structure Creativity
Linguistic skills Communicative
abilities
Accuracy Fluency
How something is said What is said
Types of learning and
teaching activity
Two major activity types:
1. Functional communicative activities
include such tasks as learners compare
sets of pictures and noting
similarities and differences or through
picture into stories.
2. Social interaction and activities include
conversation and discussion session,
dialogues and role plays, simulations, and
debates.
THANK YOU

STAIN SYECH M.DJAMIL DJAMBEK

BUKITTINGGI
2011
Assignment 1
1. Write a brief summary on the
principle and classroom technique for
the following methods:
-TPR, -SW -CLL, -Suggestopedia, -
Whole Languae, -MI, -LA, -CBLT\, -CLT