This document discusses four major learning theories: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as changes in observable behavior and believes behaviors are shaped by environmental influences and reinforcement or punishment. Cognitivism focuses on mental processes and how information is received, organized, and stored in the mind. Constructivism holds that learners construct knowledge based on their own experiences. Humanism considers learning to be a personal act and emphasizes developing self-actualized individuals in a supportive environment. The document then provides examples of how each theory is applied in language learning, such as audiolingual method, cognitive code learning, genre-based instruction, and community language learning.

1. LEARNING THEORIES
BEHAVIORISM,COGNITIVISM,CONSTRUCTIVISM, and
HUMANISM
By Group I – Kelas Khusus
M. Khoirul Fuadi
Hasan Abdul Kohar
Dwi Putri Rilisgius
Okta Ervina
Erwin Dwi Nurpermadi

2. BACKGROUND INFORMATION
 Learning Theories are conceptual
frameworks describing how information is
absorbed, processed, and retained during
learning.
 Learning theories allow teachers to better
understand the process of learning.
 There are several learning theories, however in this
presentation we focus on BEHAVIORISM,
COGNITIVISM, CONSTRUCTIVISM, and
HUMANISM

3. BEHAVIORISM
 A learning theory based on the idea that behavior
can be controlled or modified according to the
antecedents and consequences of a
behavior.
 A behavior will only occur if given the right
environment or antecedent.
 The behavior is more or less likely to reoccur
according to the reinforcements or
consequences that follow, such as rewards
and punishments.
 For examples: receiving a sticker for a correct
answers, students who arrive late will receive
detention.

4. The theory originates from the works of Ivan Pavlov’s,
classical conditioning, and B. F. Skinner’s, operant
conditioning.
Classical Conditioning is when an unconditioned
stimulus and response is manipulated with a conditioned
stimulus to create a conditioned response.
Operant Conditioning is a controlled response with a
reward/ punishment system according to the
behavior.
The learner needs reinforcements to keep interest.
Stimuli are effective in controlling behavior.
As a result, the behaviors can be measured to record learning
success.

5. BEHAVIORS
REINFORCERS
- Come to class on time
- Have materials out when
bell rings
- Participate in class
discussion
 Getting good mark
 Getting bad mark
BEHAVIORS
 Come to class on time
 Have materials out when bell rings
 Participate in class discussion
Application in the classroom

6. COGNITIVISM
 A Learning theory that focuses on“How information
is received, organized, stored, and retrieved
by the mind.”
 Using the mind as information processor.
 The use of Instruction should be organized,
sequenced, and presented in a manner that is
understandable and meaningful to the learners.

7. Cognitivism emphasizes Retention and
Recall through the use of quality teaching practices.
 Learning is attained through rehearsal and
consistent use of the information.
 Retention strategies such as breaking down information
and comparing the information to long term storage are
great techniques.
Input Sensory
Register
Short
Term
Long
Term
Memory
attention
maintenance
rehearsal
elaborative
rehearsal

8.  The best way for a teacher to apply cognitivism in
the classroom is to ask questions to help students
refine thinking.
 Visual aids are extremely effective when teaching a
lesson but they must encourage the connection
with the student’s background knowledge.
The use of flashcards, puzzles or sorting-
games can be presented in the classroom
activities.
Application in the classroom

9. CONSTRUCTIVISM
 A theory that views learning as a process in
which the learner constructs knowledge based on
their past experiences.
 The teacher only acts as a facilitator who
encourages students to explore within a given
framework.
 The students may collaborate with others to
organize their ideas and learn from each other to
construct their own knowledge.

10. Constructivism focuses on knowledge
construction, not knowledge reproduction.
 Constructivism utilizes interactive teaching
strategies to create meaningful contexts that help
students construct knowledge based on their own
experiences.
 Constructivism can help engage and motivate
the students by making them take a more active
role in the learning process.

11.  Inquiry and Problem-based Learning
 Problem launches students’ inquiry
 The problem presented – has ‘yes’ or ‘no’
answer.
 Group Work and Cooperation in learning
 Several students working together
 All members in group must be cooperative
 Evolving constructivist perspectives on learning
APPLICATION IN THE CLASSROOM

12.  Making Cooperatives Learning Work
 5 elements that define true cooperative learning group (David &
Johnson, 1999) :
i) Face-to-face interaction
ii) Positive interdependence
iii) Individual accountability
iv) Collaborative skills
v) Group processing
e.g.: Jigsaw – an early format for cooperative learning that
emphasizes high interdependence
 Dialogue and Instructional Conversations
 Instructional conversations because they are designed to
promote learning but it includes conversations not lectures.
 Teacher’s goal – to keep everyone cognitively engaged in a
substantive discussion.


13. HUMANISM
 a method of beliefs concerned with the needs of
people and not with the religious ideas.
 Learning is a personal act.
 Learning is student-centered and personal, the
teacher as facilitator of the learning process.
 The goal / aim is to develop self-actualized in
cooperative / supportive environment.

14.  The basic objectives of humanistic approach in
education are to encourage students to :
• Be self-directed and independent
• Take responsibility for their learning
• Be creative and interested in the arts
• Be curious about the world around them

15. There are 5 principles of Humanistic Approach
in education :
(i) Self-direction
(ii) Wanting and knowing how to learn
(iii) Self –evaluation
(iv) The importance of feelings
(v) Freedom from threat

16. • Students can choose and decide what they want to
learn
• The teachers should not interfere or determining
students’ decision
• Let the students initiate the activity they want and
then ask teachers simply to provide information and
equipments for them to use in their activities.

17. Learning how to learn is more important than acquiring factual
knowledge
Teachers can play their role as facilitator to help the students find
the way of their learning.
It should emphasize more on thinking process rather than teaching
determination
Humanistic educators believe that grading systems are irrelevant
The students will not achieve their personal satisfaction

18. # Humanistic educators believe that both feelings and
knowledge are important to the learning process.
# As teachers, we should concern about our students’
feelings
# The learning can be easiest and meaningful if it takes
place in a non-threatening situation
# Non-threatening situation is when the students feel
unstressed and able to overcome their pressure

19. (1) Teacher as a facilitator
# teacher guides the activity which has been done by the
students
(2) Enhance critical thinking
# the whole class will take part in the activity by having
critical thinking process
# by practicing critical thinking system, we’ll produce
students who are able to express their views and able to
think deep beyond
(3) Establish privacy files
# privacy files so that the students will know their level
# can only be opened by the individual itself

20. (4) Fair learning
# teachers should apply a fair learning process which every
student is given chance to show their ability and free to express
their view
# everything being taught by us must be explain to all and not to
particular person only
(5) Provide non-threatening environment
# instead of giving the task individuality, the teacher can set the
task in group but evaluate individually

21. APPLICATION OF LEARNING THEORY
IN LANGUAGE LEARNING
behaviorism
cognitivism
constructivism
humanism

22. BEHAVIORISM
Audiolingual Method (ALM)
There are three crucial elements in learning
1. Stimulus
2. Response
3. Reinforcement
1. Stimulus which serves to elicit behavior
2. Response triggered by a stimulus
3. Reinforcement which serves to mark the response as
being appropriate and encourage the repetition in the
future

23. AUDIOLINGUAL METHOD (ALM)
1. Repetition
T : I go to school students repeat this statement
T : I go to school in the morning
2. Inflection
T : I buy the ticket S : I buy the tickets
T : He reads a book S : She reads a book
3. Rejoinder
T : Thank you S : You are welcome
T : May I take one S : Certainly
T : What is your name? S : My name is Smith
Its priciples formed the basis of widely used series such as Lado
English Series, English 900, and English 901 (British English)

24. Cognitive Code learning
Classroom procedures based on cognitive theories of learning
Emphasize understanding rather than habit formation.
All learning is to be meaningful, the teacher can do the following :
1. Bulid on what the students already know
2. Help the students relate new material themselves, their life
experiences, and their previous knowledge
3. Avoids rote learning
4. Use graphic and scematic procedures to clarify relationships
Cognitivism

25. CONSTRUCTIVISM
Genre Based Instruction
The learners construct knowledge for themselves. They construct
knowledge from their experiences that they get in the world.
1. Vygotsky’s Concept
Zone of Proximal Development
Current
Development
ZPD
Significant
others
Potensial
Development

26. 2. Bruner’s Concept
Based on Vygotsky’s Concept / ZPD , Bruner also develops the
concept of scaffolding

27. HUMANISM
The application of Humanistic Theory in Language Learning
1. Community Language Learning
2. Suggestopedia

28. Behaviorism
Audiolingual
Method
Cognitivism
Cognitive
Code Learning
Constructivism
Genre Based
Approach
Humanism
Community
Language
Learning
Suggestopedia

29. No Behaviorism Cognitivism Constructivism Humanism
1 Founders and
proponents: John
B. Watson, B.F.
Skinner and Ivan
Pavlov, etc
Founders and
proponents: Noam
Chomsky
Founders and
proponents: Jean
Piaget, John Dewey,
Lev Vygotski
Founders and
proponents:
Abraham
Maslow, Carl
Rogers
2 Basic idea:
Stimulus-response
Basic idea: Mental
function can be
understood
Basic idea: Learning
is an active,
constructive process
Basic idea:
Learning is a
personal act
3 Learners viewed
as: passive,
responding to
environental
stimuli
Learners viewed
as: information
processor
Learners viewed as:
information
constructor
Learners viewed
as: one with
affective and
cognitive need
4 Behavior may
result in
reinforcement or
punishment
Cognitivism
focuses on inner
mental activities
(thinking, memory,
knowing, problem-
solving)
Constructivism
shows students’
construction. They
create their own
perspective ideas.
Humanism
emphasizes on
the freedom,
dignity and
potential of
human