3. theory
it is a good method to practice speaking
and listening.
Teacher and student role:
teacher=counselor/student=client
relation between teacher and student:
Dependency to independency
Student permitted to use native language.
4. Translation provided by teacher.
Specially created for adult who might fear to
appear foolish.
Student apply target language independently
when they fell confident enough to do so.
Student are encouraged to express how they fell
about the learning process.
6. 2) Tape recording
Students speak out in their mother tongue
Teacher translates the language chunks into the TL
Students repeat the chunks in the TL
Only TL production are recoreded
7. 3)Reflection on experience
Teacher takes time after carry out various activities
Students are allowed to express how they feel about the activities
Teacher indicates understanding
8. 4) Group work
Tasks like discussion of a topic preparing a conversation are given
Students work in a small group to complete the task
Present it to the rest of the class
9. Advantages:
Works well with lower level students who are struggling into spoken English
Lower students anxiety and overcome treating affective filter
It creates a warm sympathetic and trusting relationship between teacher and
student
Counselor allow the learners to determine type of conversation
Train students to become independent
10. Disadvantages:
Some learners find it difficult to speak on tape
In order for a student to become independent teacher might neglect the need
for guidance
Teacher has to be highly proficient in the TL and in the language of students
Translation is an intricate and difficult task The success of this method rely
largely on the counselors translation
It is time consuming to carry out
11. Observation 1
The teacher greets the student introduces himself and has the student
introduce themselves
13. Observation 2:
The teacher tells the student what they are going to do that evening he
explains the procedure for the first activity and set a time limit
14. Principle:
Any new learning experience can be threatening when students have an idea
of what will happen in each activity they often feel more secure people learn
nondefensively when they feel secure
18. Principle:
The superior knowledge and power of the teacher can be threatening if the
teacher does not remain in the front of the classroom the threat is reduced
and students learning is facilitated also this foster interaction among students
rather than only from student to teacher
24. Principle:
Teacher and students are whole persons sharing their feeling about the
learning experience allow learner to get to know one another and to build
community
26. Principle:
Guided by the knowledge that each learner is unique the teacher creates and
accepting atmosphere learners feel free to low their defenses and the
learning experience become less threatening
28. Principle :
The teacher counsels the students he doesn’t offer advice but rather show
them that he is really listening to them and understand what they are saying
but understanding how students feel the teacher can help students gain
insights into their own learning process as well as transform negative feeling
which might otherwise block their learning
30. Principle:
The students native language is used to make the meaning clear and to build
a bridge from the known to unknown students feel more secure when they
understand everything
31. Observation 11:
The teacher asks the students to form a semi-circle in front of the white
board so they can see easily
32. Principle:
The teacher should take the responsibility for structuring activities clearly in
the most appropriate way possible for successful completion of an activity
35. Observation 13:
The teacher asks the student to give the Indonesian equivalents as he points to
the first phrase and pauses if no one volunteers the meaning he writes it himself
39. Observation 15:
In the human computer activity the students chose which phrase they want to
practice pronouncing the teacher following the students lead repeats the
phrase until the learner is satisfied and stops
40. Principle:
Students learn best when they have a choice in what they practice students
develop an inner wisdom about where they need to work if students fell in
control they can more responsibility for their own learning
44. Principle:
In groups students can begin to feel a sense of community and can learn from
each other as well as the teacher co-operation not competition is encouraged
50. Principle:
Learning tends not to take place when the material is too new or conversely
too familiar retention will best take place somewhere in between novelty and
familiarity
52. Principle:
In addition to reflection on the language students reflect on what they have
experienced in this way they have an opportunity to learn about the language
their own language and how to learn from one another in comminuty
54. principle
In the beginning stages the syllabus is generated primarily by the students
Students are more willing to learn when they have created the material
themselves.
55. Questions and participation:
1.what are the roles of teacher who use CLL method ?
2.what is the role of the teacher and student in the class?
3.what are some character of teaching learning process ?
4.what is the nature of student-teacher and student-student interaction in this
method?
5.how are the feeling of students dealt with?
6. how is language and culture viewed?
7. what areas and skills of language are emphasized?
8. what is the role of students native language?
9.how is evaluation accomplished?
10. how does the teacher respond to student error?
57. Thinking about the experience
Reflective listening
Human computer
Small group tasks
58. conclusion
“learning is persons” which means that whole person learning of another
language takes place best in a relationship of trust support and co-operation
between teacher and student and among themselves
“Learning is dynamic and creative” learning is an ongoing developmental
process.
