Audio-Lingual Method By Ika, Sarniati and St.Hariati

AUDIO- LINGUAL METHOD

I.     Introduction

Audio- lingual method is developed in the time of 1960’s. It was first developed in United States during Word War II. At that time many soldier needed to learn foreign language for immediately military purposes. Therefore this method also called army method. The purpose of the method is to clarify student’s pronunciation and train their ability in listening

This approach to language learning was similar to another, earlier method called the Direct method. Like the Direct Method, the Audio-Lingual Method advised that students be taught a language directly, without using the students’ native language to explain new words or grammar in the target language. However, unlike the Direct Method, the Audiolingual Method didn’t focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar.

Charles Fries (1945), the director of the English Language Institute at the University of Michigan, the first of its kind in the United States, believed that learning structure or grammar was the starting point for the student. In other words, it was the students’ job to orally recite the basic sentence patterns and grammatical structures. The students were only given “enough vocabulary to make such drills possible.

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Critics of Total Physical Response (TPR) Method By Ika, Sarniati and St. Hariati

           I.       INTRODUCTION

            Total Physical Response (TPR) developed by James Asher (1982) Learning another language through actions: The complete teachers’ guidebook.

            The method was designed primarily for students in the early stages of language acquisition.  Since commands can be made comprehensible to students with very limited language, Asher used commands as the basis for TPR. The teacher or a more proficient student gives a command, demonstrates the command, and then students respond physically to the command.  Because students are actively involved and not expected to repeat the command, anxiety is low, and student focus is on comprehension rather than production.  Hence, they demonstrate comprehension before their speaking skills emerge.

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Redefining English as An International Language By Ardhy Supraba

A.    Introduction

The reason why I chose that statement is because I want to know more the distinctions of English in some sense is being used as an international language especially in global and local sense.

In explaining the use of English as an international language, one of the important characteristics of English as an international language is that English is used to communicate in global and local language. Hence, when English is being used in global language, so English is used across borders. Meanwhile when English is being used in local language, then English is used within a country. McKay (2002: 38, 1^st paragraph)

Thus, this paper is going to focus on the distinctions of English as an international language in global and local sense.

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Defining an International Language By Andi Sudarmin

A. Introduction

The reason why I choose that statement because I want to know why English can be an international language in both a global and a local sense.

For some, an international language is equated with a language that has a large number of native speakers. in this sense, Mandarin, English, Spanish, Hindi, and Arabic, the five most widely spoken mother tongues in the world today, might be considered international languages. however, unless such languages are spoken by a large number of native speakers of other languages, the language cannot serve as a language of wider communication. it is in this sense, as a language of wider communication, that English is the international language par excelence. And in many instances it is a language of wider communication both among individuals from different countries and between individuals from one country. In this way, English is an international language in both a global and a local sense. Sandra Lee McKay (2002:5. 1^st paragraph)

From the statement above the writer interested to focus on the spread of English to the countries that make English as an international language and it achieves global status.

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THE ROLE OF CULTURE IN TEACHING ENGLISH AS AN INTERNATIONAL LANGUAGE by Ardhy Supraba

INTRODUCTION

Dealing with the spread of English as an international language, teaching English cannot be separated from culture. Even the culture holds important part in language teaching. Without having good knowledge about culture, English teachers will get difficulties in teaching English as an international language, since culture plays important role in teaching English as an international language. Therefore, my topic is the role of culture in teaching English as an international language. Thus, my thesis statement is the important role of culture in teaching English as an International Language.

DISCUSSION

Chapter 1 discusses about the expansion of English as an international language. A language to be international means that the language has developed to where it is “no longer linked to a single culture or nation but serves both global and local needs as a language of wider communication.” This chapter also examines English has spread as quickly and widely as it has, pointing out that it was due not only to complex historical, geographical, political, and economic factors, but also to migration patterns. The last, this chapter briefly deals with the negative aspects of this spread of English and several factors that could in the future hinder the language’s spread. Furthermore, for the next explanation about this chapter, we move on to an investigation of how English is used by bilingual speakers. It will be discussed in chapter 2.

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Summary: Teaching English as an International Language: Rethinking Goals and Perspectives by Sandra Lee McKay

While the last two decades has seen a plethora of books dealing with the teaching of English as a foreign or second language, there have been very few books written on teaching English as an international language. This topic is both the title and subject of a new book by Sandra McKay of San Francisco State University. The main thesis of this work is simple: “the teaching and learning of an international language must be based on an entirely different set of assumptions than the teaching and learning of any other second or foreign language. The purpose of this book is to clarify these assumptions and advocate that they be considered in the design of English as an international language (EIL) teaching methods and materials.” (p. 1) It is intended for “those who teach or will be teaching English to individuals who are learning the language alongside one or more languages they speak to communicate with those from another culture and to participate in a growing global community¹it will also be useful to individuals in English language curriculum and materials development and those involved in English language acquisition research.” (p. 3)

The book is short (150 pages) but covers many topics. It is divided into five chapters. Chapter one, ‘English as an International Language,’ opens with a discussion of what constitutes an international language. McKay notes that contrary to popular perception, an international language is not just a language that has a large number of native speakers. She claims that for a language to be international means that the language has developed to where it is “no longer linked to a single culture or nation but serves both global and local needs as a language of wider communication.” (p. 24) In this chapter, she also examines why English has spread as quickly and widely as it has, pointing out that it was due not only to complex historical, geographical, political, and economic factors, but also to migration patterns, and just plain good luck and timing. McKay also briefly touches on the negative aspects of this spread of English and several factors that could in the future hinder the language’s spread.

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Teaching English as International Language by Using CLT Method by Arman

A.    Introduction

In this world today English language is developed and used worldwide. In line with the development of English speaker in each country, there also some role of English played in the countries. Kachru (1989) in Mc. Kay explained that there are three concentric circles serves in different countries over the world, namely Inner Circle Country, the country is used English as a main language, such as United State, United Kingdom, Australia and etc, Outer Circle Country, the country is used English as second language, such as Singapore, India and etc, and Expanding Circle Country, the country is used English as secondary language or in this case, the country learnt largerly as foreign language. The spreading of English creates English as language spoken by many people and in every International activities. The spreading of English in different countries also brings into different accents and cultures in associating used English. The global require for English has made a big requirment for quality language teaching and language teaching materials and resources. The method used in teaching English should be considered with communicative language and student’s ability. In order that the person whom are taught will enjoy their studying and the teacher who teaches give the instructions only.So, nowdays, teaching and learning English create a methodology in educational area called CLT (Communicative Language Teaching) Method. Therefore, in this synthesize essay I would like to appoint what is CLT  and then explain that its applications in Indonesia. In my conclusion, I  will state the principles of the approach that I called “ Immersion Approach” 

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Effectiveness of Using Games in Teaching Grammar PPT

Sudarmin Power Point by Ismail

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Let's Teach English PPT Issues in Language Teaching

Let’s teach english ISMAIL by Ismail

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PROCEDURES FOR CONDUCTING NEEDS ANALYSIS By Ardhy Supraba

A.    Introduction

With the advent of the communicative approach, views on language teaching started to incorporate communicative features into syllabus design. Accordingly, a central question has been raised: what does the learner need/want to do with the target language? Rather than, what are the linguistic elements the learner needs to master? This movement has led in part to the development of English for Specific Purpose.

In order to cater for the learners’ specific purpose, it has become urgent to collect information about the learners: their needs and wants. Therefore, relevant techniques as well as procedures have been developed by needs analysts. These techniques have been borrowed and adopted from other areas of training, particularly, those associated with industry and technology.

In conducting needs analysis, a variety of procedures can be applied and the kind of information obtained is often dependent on the type of procedure selected. Since any one source of information is likely to be incomplete or partial, a triangular approach (i.e., collecting information from two or more sources) is advisable. Thereby, many different sources of information should be sought. Richards (2001: 59, 1^st paragraph)

Thus, this paper is going to focus on the procedures for conducting needs analysis.

B.     Discussion

The writer thinks that needs analysis was introduced into language teaching through the English for Specific Purposes (ESP). Therefore, based on the writer’s experience during studying ESP in S1, the common procedures for conducting needs analysis namely as follows:

1.      Test: proficiency test, placement test, diagnostic test, achievement test

2.      Interview, and

3.      Questionnaires.

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Teaching Foreign Language for Specific Purposes (PPT)

ESP PPT Masriana by Ismail

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Learning Needs Analysis in Education (PPT)

Needs Analysis Ida by Ismail

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The Role of Context in Language Teaching (PPT)

Role of Context UMAR by Ismail

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Teaching for A Better World (PPT)

Teaching for a Better World Nuzul by Ismail

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Contextual Teaching Learning. PPT

CTL Ppt Ardhy Supraba by Ismail

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Translation : Words and Behavior By Aldous Huxley

Rangkuman Semantics by Ismail

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Transformational Generative Grammar

Tg Grammar Klp.2 by Ismail

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FIRST LANGUAGE INFLUENCE ON SECOND LANGUAGE PERFORMANCE BY Prisna Aswarita Putri

       Introduction

It has been presumed that first language acquisition possesses influence on the second language performance. The influence can positively support the second language performance, and even inhibit the advance of second language performance. Some errors can be traced on the process of acquiring and learning second language due to inappropriate transfer of first language existing set of cognitive structures. Common terms of the errors are interference (negative transfer) and overgeneralization.

It is quite interesting to discuss since the errors do exist in the process of acquiring and learning second language, especially in early stage. Many scholars have pinpointed this, but still, some second language learners could not avoid the pitfalls of the errors. That is why yielding explanatory report of the errors is undoubtedly needed.

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