Contoh Reflective Journal

REFLECTIVE JOURNAL

There are some methods of English teaching, the methods are for make a good class, for the students don’t feel bored and easy to understand the lesson teacher teaches them.

The methods are
Grammar Translation Method, Direct Method, Total Physical Respond Method, Audio-lingual Method, Silent Way, Suggestophedia, Community Language Learning Method and Communicative Language Teaching.

I try to explain all methods.

The Grammar-Translation method is a foreign language teaching method derived from the classical or sometimes called traditional method of teaching Greek and Latin. The method requires students to translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classics.

The Direct Method was a way of teaching a foreign language to someone in which you only use the foreign language.

The Direct Method also a method of creating a statement of cash flows during a given reporting period. The method uses actual cash flow information from the company's operations segment, instead of using accrual accounting values.

Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language trough physical (motor) activity. Developed by James Asher, a professor of psychology at San Jose State University, California, it draws o several traditions, including developmemtal psychology, learning theory, and humanistic pedagogy, as well as on language teaching procedures proposed by Harold and Dorothy Palmer in 1925.

Audio lingual method is a style of teaching used in teaching foreign languages. It is based on behaviorist ideology which based on the principle that language learning is habit formation. New material is presented in the form of a dialogue. The method is dependence on mimicry memorization of set phrase and over learning. The skill that emphasized in audio lingual method are listening, speaking, reading and writing. Vocabulary is strictly limited and learned in context.

Audio lingual method is combination of structural linguistic theory, contrastive analysis, aural-aural procedure and behaviorist psychology.

The goal of this method is to use target language communicatively with/by over learn or to learn to use target language automatically without stopping to think or students can answer automatically without stopping to think.

The silent way is the name of method of language teaching devised by Caleb Gattecno. It is based on the premise that the teacher should be silent as much as possible in the classroom but the learner should be encouraged to produce as much language as possible. Elements of silent way, particularly the use of  color charts and the colored of cuisenaire rods, grew out of Gottecno’s previous experience as an educational designer of reading and mathematics programs.

Suggestopedia is a teaching method, which focuses on how to deal with the relationship between mental potential and learning efficacy and it is very appropriate to use in teaching speaking for young language learners (Xue, 2005). This method was introduced by George Lazanov a Bulgarian psychologist and educator in 1975. Maleki (2005) believed that we are capable of learning much more than we think, provided we use our brain power and inner capacities. In addition, DePorter (2008) assumed that human brain could process great quantities of material if given the right condition for learning in a state of relaxation and claimed that most students use only  5 to 10 percent of their mental capacity. Lazanov created suggestopedia for learning that capitalized on relaxed states of mind for maximum retention material.

The Community Language Learning is the methods which are use by the teachers to consider their students as “whole persons”. Whole-person learning means that teachers consider not only their students’ feeling and intellect, but also have some understanding of the relationship among students’ feeling, physical reactions and instinctive protective reactions and desire to learn. The teachers who use this method want their students to learn how to use the target language communicatively. They focus not only on the language but also on the being supportive of learners in their learning process. In the class, the teachers become counselor. It doesn’t mean the teachers trained their students in psychology. In this method, the teachers use tape recorder, transcription, reflection on experience, reflective listening, human computer, and small group tasks to see our ‘whole person’. With use tape recorder, they can learn about conversation easily. The teacher give them some ‘chunks’ on the transcript, they must repeat it with her or him. In this method, the teachers use small groups to help the students can get more practice with the target language and allow them to get to know each other better (http:// tanpopofight. blogspot. com/2010/05/what-is-community-language-learning. html).

The last method is Communicative Language Teaching (CLT). CLT starts from a theory of language as communication that developed in the 1970s. Hymes' concept of ‘communicative competence’ contrasted with Chomsky’s concept of ‘linguistic competence’. CLT draws on Halliday’s account of language as ‘functional’, e.g. instrumental (using language to get things); representational (to communicate information); expressive (to express feelings).

A method i prefer than the others is silent way, because it’s simple and comfortable for teacher and easy to do. Like The educational psychologist and philosopher Jerome Bruner distinguishes two traditions of teaching - that which takes place in the expository mode and that which takes place in the hypothetical mode. In the expository mode "decisions covering the mode and pace and style of exposition are principally determined by the teacher as expositor; the student is the listener." In the hypothetical mode "the teacher and the student are in a more cooperative position. The student is not a bench-bound listener, but is taking part in the ^"play the principal role in it" (Bruner 1966: 83),

Silent way also has other advantages than the others method, The Silent Way belongs to the latter tradition, which views learning as a problem-solving, creative, discovering activity, in which the learner is a principal actor rather than a bench-bound listener. Bruner discusses the benefits derived from "discovery learning" under four headings: (a) the increase in intellectual potency, (b) the shift from extrinsic to intrinsic rewards, (c) the learning of heuristics by discovering, and (d) the aid to conserving memory (Bruner 1966: 83). As we shall see, Gattegno claims similar benefits from learners taught via the Silent Way.

But, Communicative language teaching (CLT), is best considered an approach rather than a method. It is an approach to the teaching of second and foreign languages that emphasizes interaction as both the meansand the ultimate goal of learning a language. It is also referred to as ”communicative approach to the teaching of foreign languages” or simply the “communicative approach”.

In CLT, we also integrate both macroskills and subskills and teach the language that learners will actually use.

The subskills:

·         The subskills are a central part of learning any language.

·         The subskills can be integrated into a CLT approach.

·         The subskills require an understanding of language in context.

The Macroskills:

·         The teaching of the macroskills – listening, speaking, reading and writing.

 tends to be fluency-oriented (Richards J. & T. S. Rogers (2001) Approaches and methods in language teaching. 2nd ed. (Cambridge: CUP.)

From this journal, I hope I will can practice my knowledge that I got on TEFL I subject.

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