LEARNING BY TEACHING, a good teacher is always a good learner

1. What you should know about
English teaching?
STEPS@ELRA
Short Training English Program
Series
19/08/2018
Examination and Language Research Based on Al-Qur'an (ELRA)

2. English Teaching Methodology
• Reference Books
• Techniques and Principles in Language Teaching, Diane Larsen-
Freeman, Oxford University Press.
• Principles of Language Learning and Teaching, H. Douglas Brown,
Prentice Hall Regents.
• Teaching by Principles, H. Douglas Brown, Prentice Hall Regents.
• Approaches and Methods in Language Teaching, Jack C. Richards &
Theordore S. Rodgers, Cambridge University Press.
• An introduction to Second Language Acquisition Research. Diane
Larsen-Freeman & Michael H. Long.
• The Practice of English Language Teaching, Jeremy Harmer,
Longman, Ltd.
• Teaching English as a Second or Foreign Language.
▫ Celce-Murcia, M. H&H
• Second Language Teaching & Learning. David Nunan. (1995). H&
H.
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

3. I. A Framework of TESOL
• English language teaching and learning:
language, education, psychology
• Theoretical Underpinning: First language
education, second language acquisition
• Research methodology
• Linguistics
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

4. II. English as a global language:
cultural imperialism or intermixing?
• the place of English: as a lingua franca
• the number of English speakers: 600-700 million
speak English; in Asia alone, 100 million children
are learning English.
• How English got there: a colonial history, economics
(globalization), travel, information exchange
(academic discourse; the Internet), popular culture
(music, movies)
• Varieties of English: inner circle, outer circle, and
expanding circle; for specific or general purposes
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

5. III. Reasons of learning a 2nd/foreign
language and what goals of it
• Academic: to pursue degrees or certificates (* only a small
portion in fact)
• Non-academic:
• (a) to survive in Target Language community e.g. talking
to neighbors, helping children at school, or carrying out daily
functions effectively
• (b) English for specific purpose (ESP): to learning the lg
as to apply in work
• (c) Culture: to know about the target community
• Miscellaneous: to learn for pleasure, for integrating into a
culture or to be forced to
• To understand students’ need and motivation of learning a
language is crucial for successful learning and teaching
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

6. IV. Research findings on SLA
• (a) Adults and adolescents can acquire a L2
• (b) The learners creates a systematic IL with the same
systematic
• errors as the child learning the L1
• (c) There are predictable sequences in acquisition
• (d) Practice doesn’t make perfect
• (e) Knowing a linguistic rule doesn’t mean knowing how to
use it
• (f) Isolated explicit error correction is usually ineffective
• (g) More adult learners fossilize
• (h) One cannot achieve nativelike command of a L2 in one
hour a day
• (i) The learners’ task is enormous since language is complexA
meaningful context is paramount.
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

7. Advantages children benefit from in
learning a foreign language:
• Children’s greater potential for developing accurate pronunciation,
accent and fluency before puberty
• Children’s favorable attitude towards a language and its culture,
either their mother tongue or a second language.
• Children’s less mental barriers of learning than adults
• Children’s learning two languages simultaneously without suffering
from inter-lingual interference
• Listening along with speaking, a preliminary and preferable role in
the natural order of language acquisition for children
• But “learners of different ages have different characteristics” is more
preferable than the critical hypothesis. Besides, accurate
pronunciation is not the most important goal of language learning
but a necessary or desirable goal. There are also other factors that
determine the effectiveness of one’s language learning such as
teacher’s language competence, the learning environment and so on.
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

8. IV. What is a good English
learner/teacher?
• A Good learner of English is
• Willing to experiment
• Willing to listen
• Willing to ask questions
• Willing to think about how to learn
• Independent/responsible
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

9. What is a good English teacher?
• According to Brown (2001), a good language teacher is
characterized by
• i) technical knowledge—understanding linguistics; grasping
basic principles of language learning and teaching; language
proficiencies in speaking, reading, writing and listening;
knowledge about language learning process through one’s
own experience; understanding the relationship between
culture and language and knowledge of latest development of
language teaching and learning.
• ii) Pedagogical skills---well-informed language teaching
approaches; teaching techniques; ability in lesson plan design
and other classroom behavior management skills.
• iii) Interpersonal skills.
• iv) Personal qualities.
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

10. VI. Important terms in TESOL
• TESOL, TEFL, TESL
• TESOL—an acronym for teaching English to speakers of other languages,
used, particularly in the USA, to describe the teaching of English in
situations where it is either a second language or a foreign language.
• TEFL—an acronym for teaching English as a foreign language, used to
describe the teaching of English in situations where it is a foreign language.
• TESL—an acronym for teaching English as a second language, used either
to describe the teaching of English in situations where it is a second
language or to refer to any situation where English is taught to speakers of
other languages.
• ESL & EFL
• ESL—an abbreviation for English as a second language such as in Singapore
• EFL— an abbreviation for English as a foreign language such as Japan
• * ph.D: pizza-hut delivery
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

11. Deductive and Inductive learning
• Deductive learning of grammar— is an approach to language learning in
which learners are taught rules and given specific information about a
language. They then apply these rules when they use the language. For
example, in the grammar translation method, specific grammar rules are
given to learners and practice subsequently follows to familiarize students
with the rule. The features of it are time-saving and suitable for adult
learners who can afford abstract thinking. Besides it is widely used in EFL
contexts where exposure to the target language is limited and the length of
instruction time is short. (e.g. GTM, adult learners, FI/analytic learners,
EFL contexts)
•
• Inductive learning— is an approach to language learning in which learners
are not taught grammatical or other types of rules directly but are left to
discover or induce rules from their experience of using the language.
Language teaching methods which emphasize use of the language rather
than presentation of information about the language include the direct
method, the communicative approach and counseling learning. The
features of it are time-consuming and applicable to young learners in
natural settings such as ESL contexts.
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

12. Performance and competence
• Performance-- a person’s actual use of language;
how a person uses his knowledge of a language in
producing and understanding sentences.
• Competence-- a person’s knowledge of a language
• People may have the competence to produce a long
sentence but when they actually try to use this
knowledge, there are reasons why they restrict it. For
example, they may run out of breath or their listeners
forget what has been said if the sentence is too long. Due
to performance factors such as fatigue, lack of attention,
nervousness or excitement, their actual use of language
may not reflect their competence. The errors they make
are described as examples of performance.
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

13. Acquisition vs. learning
• Acquisition--the processes by which people
naturally develop proficiency in a language
• Learning-- the processes by which people
formally develop language proficiency.
•
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

14. Bottom-up processing vs. top-down
processing
• Top-down processing—a way in which humans
analyze and process language as part of the process
of comprehension and learning by making use of
previous knowledge (higher-level knowledge) in
analyzing and processing information which is
received such as one’s expectations, experience,
schemata in reading the text.
• Bottom-up processing— a way making use
principally of information which is already present
in the data (words, sentences, etc.) such as
understanding a text mainly by analyzing the words
and sentences in the text itself.
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

15. Teacher-centered vs. learner-centered
teaching
• Teacher-centered (fronted) teaching— a
teaching style in which instruction is closely
managed and controlled by the teacher, where
students often respond in unison to teacher
questions, and where whole-class instruction is
preferred to other methods.
• Learner-centered teaching— methods of
teaching which emphasizes the active role of
students in learning, tries to give learners more
control over what and how they learn and
encourages learners to take more responsibility for
their own learning. It is encouraged by many current
teaching approaches.
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

16. Target language vs. native language
• Target language—the language which a
person is learning
• Native language— a first language or mother
tongue/motherese which is acquired first.
•
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

17. Form vs. function
• Form— the physical characteristics of a thing->
in language use, a linguistic form is like the
imperative
• Function— a linguistic form can perform a
variety of different functions:
• Come here for a drink-> invitation
• Watch out-> warning
• Turn left at the corner-> direction
• Pass the salt-> request
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

18. Other terms
• CALL-- computer-assisted language learning
• CAI: computer-assisted instruction
• 3 P- a traditional classroom teaching procedure
derived from the Situational Approach of
presentation, practice and production
• CLT--CommunicativeLanguage Teaching
• CBI-Content Based Instruction
• CLIL Content Language Integrated Learning
• ELRA—Examination and Language Research
based on Al-Quran
19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

19. 19/08/2018Examination and
Language Research
Based on Al-Qur'an
(ELRA)

21. FORM A PAIR OF COUPLE AND GAIN THE
INFORMATION FROM EACH
OTHER IN ENGLISH
AFTER THAT RECORD THE INFORMATION
THAT HAS BEEN GOTTEN
ON MOBILE PHONE.
LET’S PLAY A GAME!

22. video tentang orang yang berbicara dalam
bahasa Inggris tapi gak komunikatif

27. Cari video tentang not mastering English

28. Braj Kachru (Jubilee Professor
Emeritus of Linguistics, faculty of
Liberal Arts and Sciences at
the University of Illinois at Urbana-
Champaign) membagi penggunaan
Bahasa Inggris ke dalam 3 area
konsentris:

29. The inner
circle
• the traditional base of
English
• United Kingdom, Ireland,
United States, Australia,
New Zealand, South Africa,
Canada, and islands of
carribean, Indian Ocean,
and Pacific Ocean.
the outer
circle
• Those countries where
English has official or
historical importance
("special significance").
• India, Pakistan, Nigeria,
Phillipines
The expanding
circle
• Those countries where
English has no official role,
but is nonetheless important
for certain functions,
notably international
business.

30. Source: http://www.muezart.com/keynote-english-speaking-
countries.html

31. That means so MANY PEOPLE OUT
THERE use ENGLISH.
HOW ABOUT YOU THEN?

32. OK, I WANT TO LEARN
ENGLISH THEN BUT HOW IF I
MADE A MISTAKE?

33. “Learn everything you can, anytime
you can, from anyone you can, there
will always come a time when you
will be grateful you did.”
― Sarah Caldwell
“I don't want to give advice to a 19-
year-old, because I want a 19-year-
old to make mistakes and learn from
them. Make mistakes, make
mistakes, make mistakes. Just make

34. Then making a mistake (in grammar
for example) is not A SIN, NO?
Even making a mistake in English
will not kill you because
ENGLISH is just A LANGUAGE
not
A BOMB.

35. Cari video tentang belajar bahasa inggris mudah

36. GIVE ME TIPS THEN
HOW TO LEARN
ENGLISH!

37. TIP
S• Sign up for a regular English tip (e.g. from
websites, radio, etc).
• Listen to English music.
• Read a translation into English.
• Read a book with lots of dialogue.
• Watch English language films with English
subtitles.
• Read the whole thing with no help.
• Keep a list of language to learn, e.g. a vocab list.
• Online chat.
• Record your own voice.
Source: http://edufire.com/content/articles/322-10-tips-to-learn-english-quickly

38. But actually the key for learnin
YOUR WILL

39. When you have A WILL you will
find your way

40. SO
MASIH TIDAK BISA
BAHASA INGGRIS?

41. Then
MASTERING ENGLISH
is
VERY EASY!