The document discusses the whole language approach, an educational method developed in the 1980s that presents language as a unified whole. It aims to make students more active in the learning process by emphasizing activities like individual and small group reading and writing. The teacher acts as a facilitator and supporter of collaborative learning under this approach, which provides an interactive way for students to learn but also requires a long time to master and implement effectively.

1. WHOLE LANGUAGE
APPROACH
By:
SUTRIYANI

2. AGENDA
Background
Definition
Purpose
Components
The teacher’s and student’s role
Activity
Strengths
Weaknesses
Evaluation

3. BACKGROUND
Term by a group of U.S. educators in the
1980s.
It becomes popular in the United State in
the 1990s as motivating and innovative
way of teaching language arts skills to
primary school children.

4. DEFINITION
The approach of language
learning which presented the
language as “whole” entity.

5. PURPOSE
To make student more
active than teacher in
leaning process of
language.

6. ACTIVITY
Individual and small group reading
and writing
Ungraded dialogue journals
Writing portfolios
Writing conferences
Student-made books
Story writing

7. COMPONENTS
Reading Aloud
Jurnal Writing
Sustained Silent Reading
Shared Reading
Guided Reading
Guided Writing
Independent Reading
Independent Writing

8. STUDENT’S ROLE
Collaborator
Evaluator
Self-directed
Selector

9. TEACHER’S ROLE
 Fasilitator
 Support collaborative learning
 Has responsibility

10. STRENGTHS
Provide intactly
Student to be active
Can apply in subject else

11. WEAKNESS
Long-timing
Master the method

12. EVALUATION
Formal
informal