Using Games In English Teaching

TECHNIQUE OF PRESENTATION AT NATYA LANGUAGE SERVICE AND PROGRAM

SKRIPSI

BY: DIANA AMALIYAH VERAWATI NINGSIH NRM: 99220056

JURUSAN BAHASA DAN SASTRA INGGRIS FAKULTAS BAHASA DAN SENI UNIVERSITAS NEGERI SURABAYA 2005

ABSTRACT TECHNIQUE OF PRESENTATION AT NATYA LANGUAGE SERVICE AND PROGRAM NAME NRM PROGRAM MAJOR FACULTY INSTITUTION

: DIANA AMALIYAH VERAWATI NINGSIH : 99220056 : S-1 : PENDIIKAN BAHASA INGGRIS : FAKULTAS BAHASA DAN SENI : UNIVERSITAS NEGERI SURABAYA

A research that was done by Septiasari (2004) at Natya Language Service and Program in Surabaya shows that the method of teaching and learning which is focused on fun learning can facilitate the learners to create good interaction between them selves and also between students-teacher. Observing on Septiasari’s research, it is found that she focus on the exercise activities which are given to the learners after the language target is transferred previously. The purpose is to practice the language target into real condition and strengthen the learners’ comprehension. Yet, Septiasari does not define how the process of language target transferred to the learners is. The pre-observation at Natya Language Service and Program found that Natya uses Communicative English called specifically as Presentation Method in the teaching and learning process. This study is going to reveal the process of transferring language target at Natya Language Service and Program by this following question: 1. What are the design characteristics of Presentation Method at Natya Language Service and Program like? 2. How is the practical procedure of Presentation Method at Natya Language Service and Program? This study is conducted at Natya Language Service Program for about a month. It is a private English course registered at East Java Office of Ministry of Education and Culture No. 80/104.10B/MS/Bhs?'99. By adopting ethnographic approach, which is identified as a qualitative, process oriented approach to the study of interaction, the focus of the study is the teachers' activities during the teaching and learning process. Moreover, the research also takes the data from the course-file of Natya and detail information from the director as the designer and concept-maker. After conducting interview and observation for about a month, it is found that at the level of approach, Presentation Method has the same characteristics with the characteristics in CLT. The main point in CLT and Presentation Method is the function of language as tool of communication in interaction among individuals. At the level of design, the similarities occurred at the functional skill as the objective. The skill of speaking, listening, writing, and reading are accommodated through communicative activity appropriate with the level of

proficiency. The syllabus structured based on the situation context in which language is used. But, in Presentation Method more specific to the language function by giving Marker Sentence to each topic/situation. The types of teaching and learning activity in CLT are often designed to focus on completing tasks that are engage learners in communications, involve process such as information sharing, negotiation of meaning, and interaction. While the teaching and learning process in Presentation Method is applied is based on fun activities. The main target is to emerge communication among students and student(s)-teacher. The learner is center of teaching and learning process. Teacher only monitor and facilitate interaction among learners. There are two kinds of material currently used labeled as task-based, and realia. At the level of procedure there is significance concept that differ CLT from presentation Method. As to summarize the procedure in CLT is quite difficult because of the wide variety of activities and exercises used, CLT is best considered as an approach rather than a method. Thus although a reasonable degree of theoretical consistency can be discerned at the levels of language and learning theory, at the levels of design and procedure there is much greater room for individual interpretation and variation than most method permit. Otherwise, Presentation Method has specific rules and steps in the procedure of application. These are,(1)Presentation-Target language set up/marker sentence, Vocabulary pre-teach, Context building/ scene setting, Elicitation, Standardization/Finger correction error, Drilling, Board stage, Concept question,- (2)Speaking practices,(3)Listening practices, (3)Reading practices, (4)Writing practices,(5)Games,(7)Testing Presentation Method has many similarities to CLT at the level of design. However, it has specific rules at the level of procedure. Although many kinds of techniques can be applied, but the rules in the Presentation Stage- that has to be occurred-, close Presentation Method as a method rather than approach or technique. Since CLT is considered as an approach rather than a method, then Presentation Method reasonable enough to be called as a method based on CLT approach.

Table Of Contents CHAPTER 1 : INTRODUCTION 1.1 Background of the Study……………………………………………… 1.2 Research Question ……………………………………………………. 1.3 Objectives of the Study ………………………………………………. 1.4 Significance of the Study……………………………………………... 1.5 Limitation of the Study ………………………………………………. 1.6 Definition of the key terms …………………………………………...

1 3 4 4 4 5

CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 The Nature of ‘method’ in Language Teaching …………………....... 2.2 The Anthony’s Concept ………………………………………….. 2.3 The Richard and Rodgers’s Concept……………………………... 2.4 The Brown’s Concept …………………………………………..... 2.2 Theory of Language ………………………………………………….. 2.3 Theory of Language Acquisition and Learning …………………........ 2.3.1 Language Acquisition ………………………………………...... 2.3.2 Language Learning ……………………………………….......... 2.4 Communicative Language Teaching ………………………………… 2.4.1 Brief History of Language Teaching ………………………....... 2.4.2 Approaches ……………………………………………………... 2.4.2.1 Theory of Language …………………………………… 2.4.2.2 Theory of Learning …………………………………..... 2.4.3 Design ………………………………………………………….. 2.4.3.1 Objectives………………………………………………. 2.4.3.2 Syllabus ………………………………………………... 2.4.3.3 Types of Teaching and Learning Activities …………… 2.4.3.4 Learners Roles …………………………………………. 2.4.3.5 Teachers Roles ………………………………………… 2.4.3.6 The Roles of Instructional Material …………………… 2.4.4 Procedures ………………………………………………………

7 8 9 10 12 13 13 16 17 17 19 19 21 22 22 22 24 24 25 26 27

CHAPTER III: RESEARCH METHODOLOGY 3.1 Subject of the Study ………………………………………………….. 3.2 Setting of the Study ………………………………………………….. 3.3 Data of the Study …………………………………………………….. 3.4 Data Collection Technique …………………………………………… 3.5 Data Analysis ………………………………………………………....

28 28 29 30 32

CHAPTER IV: RESULT AND DISCUSSION 4.1 Data Presentation …………………………………………………….. 4.1.1 The Whole Design of Presentation Method ……………………… 4.1.2 The Practical Guide of Presentation Method …………………….. 4.1.3 The Application of Presentation Method ………………………… 4.1.3.1 Result of Teacher 1 ………………………………………...

33 33 42 47 47

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4.1.3.2 Result of Teacher 2………………………………………… 4.1.3.3 Result of Teacher 3 ………………………………………. . 4.1.3.4 Result of Teacher 4 ……………………………………….. 4.2 Discussion 4.2.1 The Similarities between CLT and Presentation Method………. 4.2.2 The Differences between CLT and Presentation Method………. CHAPTER V : CONCLUSION AND SUGGESTION 5.1 Conclusion …………………………………………………………… 5.2 Suggestion …………………………………………………………… References ……………………………………………………………….. Appendix …………………………………………………………………

50 53 55 58 63 66 68 69 71

CHAPTER I

INTRODUCTION

1.1 Background of the Study Recently, modern people does not only learn a language; their mother tongue. In order to socialize in the society they have to learn another language whether as second or foreign language. Language as a tool for interaction becomes the key point while people want to get wider community/ society. With language, they can socialize with others even they come from different region or country. Those, international language is needed. English as one of international language takes on more and more of second language role in countries (such as Singapore, Malay, India, for example). There is also a greater likelihood of the growth of English learning is others country (Indonesia, Japan, Spain, for example) which takes English as foreign language. Brown mentioned that more one half the one billion English speakers of the world learned English as a second (or foreign) language (2001:118) Language schools in many counties show fantastic phenomenon with their offering of

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courses in conversation, academic skill, English For Specific Purpose (ESP), workplace English(companies/corporations), vocational/ technical English, testtaking strategies, and other specialization. It is in line with Brown statement that English is not frequently learned as a tool for understanding and teaching US or British cultural values, instead, a tool for international communication in transportation, commerce, banking, tourism, technology, diplomacy, and scientific research (ibid:118). In Indonesia, the government emerge the program to introduce English from early ages. English as foreign language is taught from elementary to high education; as compulsory or additional subject. In same condition, the rapid progress of English need is supported by emergence of many private English courses. Corresponds with this phenomenon, the teaching methodology of English is also developing rapidly. Since the role of English as foreign language -where the learners already have their first language (L1) and mother tongue- the teachers job is not as easy as turning back a hand. Teachers have to make the learning process become interesting, lively, and fun so that the language can acquire easily. Different ways of teaching are needed when teach young learners, teens, or adult. Each age has its distinctive specialization on acquiring language. In this case, Brown also stated that to successfully teach children a second language requires specific skills and intuitions that differ from those appropriate for adult teaching ((2001: 87). A research that was done by Septiasari (2004) at Natya Language Service and Program in Surabaya shows a phenomenon that the method of

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teaching and learning which is focused on fun learning can facilitate the learners to create good interaction between them selves and also between students-teacher. Furthermore, it can lead the learners’ speaking ability. Septiasari call as Multiple Player Games to describe the activities during its teaching and learning process. This is a set of fun activities with specific rules that used as exercises for a specific language target. Observing on Septiasari’s research, it is found that she focus on the exercise activities which are given to the learners after the language target is transferred previously. The purpose is to practice the language target into real condition and strengthen the learners’ comprehension. Yet, Septiasari does not define how the process of language target transferred to the learners is. Here, the writer gets inspiration to conduct a study in order to reveal the process of giving language target at Natya Language Service and Program. The pre-observation found that Natya Language Service and Program teaches Communicative English called specifically as Presentation Technique.

1.2 Research Questions Based on the background of the study above, this study is going to reveal the Presentation Technique at Natya Language Service and Program by this following question: 3. What are the method characteristics of Presentation Technique at Natya Language Service and Program like? 4. How is the technique of Presentation Technique at Natya Language Service and Program applied?

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1.3

Objectives of the Study From the question formulated above, this study is intended for

identification and description of: 1.

The method characteristics of Presentation Technique at

Natya Language Service and Program 2.

The application technique of Presentation Technique at

Natya Language Service and Program.

1.4 Significance of the Study Hopefully, the result of the study can support the finding made by the former researcher. For English teachers, the combination of these two studies will give good contribution as an alternative methodology in teaching and learning English as foreign language. Since the teaching system at Natya Language Service and Program is designed and modified by its own director and teachers, the result of this study hoped can give reasonable and more scientific theoretical foundation for Presentation Technique.

1.5 Limitation of the Study This study deals mainly with the description and identification of the concept of Presentation Technique at Natya Language Service and Program. Due to the nature of the study, the following aspects will be taken into considerations: 1.

The investigation is emphasized on the concept of

approach, method, and technique of Presentation Technique.

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2.

The study is qualitative and descriptive in nature. The result

is on the form of words. No attempt is made to look at the statistical data. ( for specific information, please see chapter III) 3.

The study concern about the description of the process

rather than the product or outcome.

1.6 Definition of the Keys Term This study tend to stand on Brown’s concept which close to Anthony’s concept with this following re-definition Presentation Technique

: is a specific name of teaching method at Natya Language Service and Program. It is a series of teaching

system

Communicative

using

Teaching

with

specific rules and steps. Natya Language Service and Program

:

is a private English course in Surabaya that is registered at East Java

Office

Education

of

and

Ministry Culture

of No.

80/104.10B/MS/Bhs/99. Approach

: is theories and beliefs about the nature of language and the nature of language learning,

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Method

: is a whole plan for systematic presentation of language teaching and learning based on a selected approach.

Technique

:

is

any

variety

of

exercises,

activities, or tasks used to apply a selected

method

in

language

teaching and learning

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1.

The Nature of ‘Method’ in Language Teaching During eighteenth to nineteenth century, the language teaching

profession became a popular discussion and research. It is for finding more efficient and more effective ways to teach second and foreign languages to the learners in the classroom. Some theories were derived from linguistics, psychology, or a mixture of both to develop philosophical and practical basis in language teaching. Various attempts have been made in order o conceptualize the nature of ‘method’ and to explore more systematic relationship between theories and practice. There are many different views of experts about the term of ‘method’ that available confuses rather than comforts. Researchers and linguists

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tended to concern on how languages are learning, how knowledge of language is represented and organized in memory, and how language is structured. This chapter will present some of those views in order to avoid confusion. Hopefully, it will give clear frame work of the terminology ‘method’ that is going to use in this study. Further, it can present comprehensive theories that will strengthen which theories this study based on.

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2.1.1

The Anthony’s concept It was Edward Anthony (1963), an American applied linguist who

gave a more comprehensible and definition of ‘method’ in language teaching. According to him, ‘method’ was the second part of three hierarchical elements, termed as approach, method and technique. An approach is a set of correlative assumption dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught (ibid). At this level, an approach is at the level of beliefs on which language learning and teaching based. Method is an overall plan for the orderly presentation of language material, no part of which is based upon, the selected approach. A method is procedural. Within one approach, there can be many methods…(ibid). At this level, method is the practical concept of the approach. Here also decided about what skill is taught, the content of the material, and the order of the presented material. Technique is implementation- that which actually takes place in a classroom. It is particularly trick, stratagem, or contrivance used to accomplish in immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well (ibid). Anthony describes this level as ‘technique’ in which a method is manifested in specific activities and therefore in harmony with the approach on which the method based on.

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2.1.2 The Richard and Rodger’s concept

Couples of decades later, Jack Richard and Theodore Rodgers (1982, 1986) proposed a reformulation of the term of ‘method’. According to them, the Anthony’s model fails to give attention to the nature of a method it self although it has the advantage of simplicity and comprehensiveness and serves as useful way of distinguishing the relationship between underlying theoretical principles and the practices derived from them. Nothing is said about the roles of teachers and learners assumed neither in a method, for example, nor about the role of instructional material or form are they expected to take. It fails to account for how an approach may be realized in a method or for how method and technique are related (1986:16) Those, Richard and Rodgers revised and extended the original model of Anthony’s. They formulated ‘method’ as a super ordinate term to describe three steps process, namely approach, design, procedure. It was an umbrella term for the specification and interrelation of theory and practice (1982:154) An approach refers to theories about the nature of language and language learning that serves as the source of practice and principles in language teaching (1986:16). Theory of language refer to the nature of language proficiency and the basic units of language structure while theory of language learning reform to the psycholinguistic and cognitive process involved in language learning, also the conditions that allows for successful use of these processes. Design specifies the relationship of those theories to classroom material and activities (Brown, 2001:14). It is the level of method analysis in

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which we consider (a) what the objectives of a method are;(b) how language content is selected and organized within the method, that is, the syllabus model the method incorporates;(c) the types of learning task and teaching activities the method advocated;(d) the role of teachers;(e) the roles of learners;(f) the role of instructional material (1986:20) Procedure encompasses the actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according to a particular method. It is the level at which we describe how a method realizes its approach and design in classroom behavior. At the level of procedure they are concerned with how these tasks and activities are integrated into lesson and used as the basis of teaching and learning. There are three dimensions to a method at the level of procedure (a) the use of teaching activities to present new language and to clarify and demonstrate formal, communicative, or other aspects of the target language ;(b) the ways in which particular teaching activities are used for practicing language.; and (c) the procedures and techniques used in giving feedback to learners concerning the form or content of their utterances and sentences (1986:26).

2.1.3

The Brown’s Concept The word ‘methodology’ is often misinterpreted or ill understood.

It is usually given lip service as an explanation for the way teachers goes about his/her teaching, a sort of umbrella–term to describe the ‘job’ of teaching another language. Most often, ‘methodology’ is understood to mean ‘methods’ in a

18

general sense, and in some cases it is even equated to specific teaching ‘techniques’. It does (or should) in fact mean and involve much more than that. Examining the Richard and Rodgers concept, Brown found that it was conceived; however, their attempt to give new meaning to an old term did not catch on the pedagogical literature. What they wanted to call ‘method’ is more comfortably referred to as ‘methodology’ in order to avoid confusion with what we will no doubt always think of as those separate entities that are no longer at the centre of our teaching philosophy. Another terminological problem lies in the use of term ‘design’; instead, we more comfortably refer to curricula or syllabus when we refer to design features of a language program (2001:15) Further, Brown builds a re-formulation of ‘method’ term with more in line with Anthony’s original model but with some important additions and refinements. Methodology is pedagogical practice in general (including theoretical underpinnings and related research). Whatever considerations are involved in ‘how to teach’ are methodological. Approach is theoretically well-informed position and beliefs about the nature of language, the nature of language learning, and the applicability of both o pedagogical setting. Method is a generalized set of classroom specifications for accomplishing linguistic objectives. Method tends to be concerned primarily with teacher and student roles and behaviors and secondarily with such features as linguistic and subject matter objectives, sequencing, and materials. They are

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almost always thought of as being broadly applicable to a variety of audiences in a variety of contexts. Curriculum/syllabus is design for carrying out a particular language program. Features include a primary concern with the specification of linguistic and subject matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context. Technique (also commonly referred to by task, procedure, activity, and exercise’) is any of a wide variety of exercises, activities, or tasks, used in the language classroom for realizing lesson objectives(ibid, 2001:15-16)

2.2 Theory of Language There are three different theoretical views of language and the nature of language proficiency that’s explicitly or implicitly inform current approaches and methods in language teaching. Structural view; Language is a system of structurally related elements for the coding of meaning. The target of language learning is seen to be mastery of elements of its generally defined in terms of phonological units, grammatical units, grammatical operations, and lexical items. Audio Lingual Method (ALM), Total Physical Response (TPR) and Silent way (SW) are the theories under this vies. Functional view; Language is a vehicle for the expression of functional meaning. This theory emphasizes the semantic and communicative dimensions rather than merely the grammatical characteristic of language, and leads to a specification organization of language teaching content by categories of meaning and function rather than by elements of structure and grammar. The

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Wilkins’s syllabus is the example of this view. The English For Special Purposes (ESP) movement began from this view. Interaction view; Language as vehicle for the realization of interpersonal relations of social transactions between individuals. Language is seen as a tool for the creation and maintenance of social relations. Communicative Approach is under this view.

2.3. Theory of Language Acquisition and Language Learning At the level of process, Kransen in Richard and Rodgers (1986:18) distinguished between acquisition and learning language. Acquisition refers to the natural assimilation of language rules through using language for communication. Learning refers to formal study of language rules and is a conscious process.

2.3.1 Language Acquisition As usual, in acquiring the first and second language, teachers especially should not blame the learners when they tray to acquire and develop it. Therefore, there are two theories of language acquisition, consist of cognitive code-learning theory that favored by the transformational generative linguists and the habit-formation theory of the structural linguists.

21

Figure 2.1 Elements and sub elements of method (Richard and types Rodgers, of 1986) functions fulfill

Rodgers,1986)

 degree  degree

A

theory

of

which

teacher

the

content

of

 types of interaction between

nature

teachers and learners

METHOD

of

f.

language proficiency 

influence

learning

An account of the

teacher

to

determines

native

language 

of

over learning

APPROACH a.

teachers

the

role

of

instructional

materials

DESIGN

specific  primary function of materials  the form materials take (e.g. the basic units of objectives of the method textbook, audiovisual) language structure b. a syllabus model An account of The

b.

A

theory

 of

language learning

and

Criteria for selection and  relation of materials to other input organization of linguistic and/or  assumption

subject-matter content

 An account of the c. psycholinguistics

general

types

of

learning

made

teachers and learners

and

teaching activities

and

cognitive  Kind of tasks and practice process involved in activities to be employed in the language learning classroom and in materials  An account of the learner roles

PROCEDURE

conditions that allow types of learning tasks set for a. for successful use of learners techniques, these processes  degree of control learners have and over the content of learning  patterns that

observed

practices, behaviors when

the

of learner grouping method is used

are

recommended

or 

implied  degree

classroom

resources in terms of

to

which

learner

and

teacher

 the view of the learner as  processor, performer, initiator,

22

space,

equipment used by the

influence the learning of others

problem solver, etc e. teacher roles

time,

interaction pattern observed in lesson



tactics strategies

and used

by

about

teachers

and

learners when the method

is

being

used

23

In detail, the first theory states that language is rule governed behavior and in language acquisition, to infant learners the set of rules that will produce the sentences of a language. While the second theory, obviously, is in effect the application of learning theory to language acquisition. It also based on the view that language is behaviors that result from habits and habits are formed by practice and repetition.

From those, there are still another view of language acquisition theory in which represented into Behaviorism and Nativism’s views. At the first, as stated by Skinner in Richard and Rodgers (1986) a psycholinguist from Harvard, that language is response to the stimulus characteristic of environment. In other words, language was taught to be learned like any other physical behavior. In learning language, he states there are three kind of response that based on the language development. These show how a learner or a child learns a language by imitating language produce by his environment, then reinforcement plays the important role in the shaping of a child language learning for the correctness. In contras, Noah Chomsky claimed that children language is more complex than what skinner formulated. Skinner’s view (behaviorism) did not answer the language-learning phenomenon. That is, how children able to produce the words or sentences event if they never heard before or may be new structure which never spoken by their parents. The contras view come from basic belief that language acquisition is determined innately. It means that since he was born, human have been completed by device to acquire a language, frequently, it is called “innateness hypothesis”. Chomsky (1965) also claimed there is innate nature (in born) of language which perhaps a child understand the first language (mother tongue) in a little time quickly, even tough its nature exist.

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Simply, every children is able to use his language based on pre-existent knowledge be programmed genetically in his brain, the TG grammarian call it as Language Acquisition Device (LAD), which is enable the child to form a series of hypothesis about a language that he heard, as he grows up. At each stage in his language development he tests his hypothesis against what he hears and revises it, until he researches adult competence. This would allow children to proceed from an implicit knowledge of what the rules of language must be in general, to a progressive elaboration or the rules of their mother tongue to the basis of the utterances they heard.

2.3.2

Language Learning A learning theory underlying an approach or method responds to two

questions: (a) what are the psycholinguistic and cognitive process involved in language learning (b) what are the condition that need to be met in order for these learning process to be activated? Learning theories associated with a method at the level of approach may emphasize either one or both of these dimensions. Process oriented theories build on learning process, such as habit formation, induction, inference, hypothesis testing, and generalization. Conditionoriented theories emphasize the nature of the human and physical context in which language learning takes place. Monitor theory addresses both the process and the condition dimensions of learning. According to Krashen (1981), learning is available only as a “monitor”. The monitor is the repository of conscious grammatical knowledge about a language that is learned through formal instruction and that is called upon in the editing of utterances produced through the acquired system. He also addressed that the condition necessary for the process of acquisition to take place.

2.4 Communicative Language Teaching 25

2.4.1 Brief history of Communicative Language Teaching Communicative Language Teaching (CLT) began in Britain in the 1960s as a replacement of the earlier structural method, called Situational Language Teaching (SLT). As stated by Howatt: “By the end of the sixties it was clear that the situational approach…had run its course. There was no future in continuing to pursue the chimera of predicting language on the basis of situational events. What was required was a closer study of the language itself and a return to the traditional concept that utterances carried meaning in themselves and expressed the meanings and intentions of the speakers and writers who created them(1984:280) Moreover, Galloway argues that CLT could be said to be the product of educators and linguists who had grown dissatisfied with the Audio Lingual Method (ALM) and Grammar- Translation Method (GTM) of foreign language instruction. They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gesture, or expression; in brief, they were at a loss to communicate in the culture of the language studied (2001). It is partly response of Chomsky’s criticism that current standard structural theories of language were incapable of accounting for the fundamental characteristic of language- the creativity and uniqueness of individual sentences (1957). Here than, British applied linguist emphasized another fundamental dimension of language teaching. They saw the need to focus language teaching on communicative and functional potential of language rather than on mastery the structures. CLT emerge at the time when British language teaching was in period of shifting. SLT was felt no longer reflect a methodology appropriate for that current time. CLT is chosen to be more humanism in teaching approach in which prior the interactive process of communication. As stated by Littlewood (1981) that one of the most

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characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspect of language. The changing

of educational realities

in Europe supports the

communicative language view. Wilkins proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabus for language teaching (1976). In this point, Wilkins analyze that a language learner needs to understand and express the language he had learnt rather than describe the core of language through grammar and vocabulary concept. Margie S. Berns, an expert in the field of CLT, writes in explaining Firth’s view that ‘language is interaction. It is interpersonal activity and has a clear relationship with society. In this light, language study has to look at the use (function) of language in context, both its linguistic context (what is uttered before and after a given piece of discourse)and its social, or situational context (who is speaking, what their social roles are, why they have come together to speak (Berns,1984:5) All those works on theoretical basis for communicative or functional approach in language teaching then internationally referred as the Communicative approach, or simply Communicative language teaching( the terms notional-functional approach, functional approach, notional-functional, teaching for proficiency, proficiencybased instruction are also in common used).

2.4.2

Approaches

2.4.2.1 Theory of Language

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The functional or communicative view of language is the primary one behind the CLT. As written above that language is a vehicle for the expression of functional meaning-language as communication. The goal of teaching is to develop ‘communicative competence’. Hymes use this term to contrast communicative view and Chomsky’s theory of competence. In Hymes view, people who acquire communicative competence acquire both knowledge and ability for language use with respect to: 1.

Whether (and to what degree)something is formally possible

2.

Whether (and to what degree)something is feasible in virtue of the means of implementation available

3. Whether (and to what degree)something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated 4. Whether (and to what degree) something is in fact done, actually performed, and what its doing entails. (Hymes, 1972:281) Widdowson (1978) proposes another communicative theory. He presented a view of the relationship between linguistics system and their communicative values in text and discourse. He focused on the communicative acts underlying the ability to use language for different purposes. A more recent but related analysis of communicative competence is found in Canale and Swain, in which four dimension of communicative competence are identified: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Grammatical competence refers to linguistic competence or formally possible. It is the domain of grammatical and lexical capacity. Sociolinguistic

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competence refers to an understanding of the social context in which communication takes place.

Discourse competence refers to interpretation of individual message

elements in terms of their interconnectedness and how meaning is represented in relationship to the entire discourse or text. Strategic competence refers to the coping strategies that communicators employ to initiate, terminate, maintains, repair, and redirect communication (Canale and Swain, 1980) Furthermore, at the level of language theory, jack and Richards mention some of CLT characteristic as follow: 1. Language is a system for the expression of meaning 2. The primary function of language is for interaction and communication 3. The structure of language reflects its functional and communicative uses 4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

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2.4.2.2 Theory of Language Learning Not a great deal has been written about the learning theory behind the CLT. Neither Brumfitt and Johnson (1979) nor Littlewood (1981) offers any discussion of learning theory. However, Jack and Richards tried to describe such elements of an underlying theory by discerning from some CLT practices (see Littlewood, 1981 and Johnson 1982). There are three principles. First, is communication principle in which activities that involve real communication promote learning. Second, is task principle that activities in which language is used for carrying out meaningful tasks promote learning. Third, is meaningfulness principle in which language that is meaningful to the learner supports the learning process (1986:72) Johnson (1984) and Littlewood (1984) consider an alternative learning theory that they also see as compatible with CLT-a skill-learning model of learning. According to this theory, the acquisition of communicative competence in a language is an example of skill development. This involves both a cognitive and a behavioral aspect. The cognitive aspect involves the internalization of plants for creating appropriate behavior. For language use, these plans derive mainly from the language system-they include grammatical rules, procedures for selecting vocabulary, and social convention governing speech. The behavioral aspect involves the automation of these plans so that they can be converted into fluent performance in real time. This occurs mainly through practice in converting plans into performance (Littlewood, 1984:74)

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2.4.3 Design 2.4.3.1 Objectives Peipho (1981) in jack and Richard (1986) mentioned these following levels of objectives in communicative approach: 1. an integrative and content level (language as a means of expression) 2. a linguistic and instrumental level (language as a semiotic system and an object of learning) 3. an affective level of interpersonal relationships and conduct (language as means of expressing values and judgments about oneself and others) 4. a level of individual learning needs (remedial learning based on error analysis) 5. a general educational level of extra-linguistic goals (language learning within the school curriculum) These are general objectives, which are applicable to many teaching situation. Specific objectives for CLT cannot be defined beyond these levels, since specific objectives should reflect the need of target learners. However, communicative goals that should have and be able to do by the learners at the end of the lesson can be accurately describe. It should be accommodated the skill that being taught-speaking, writing, listening, or reading. It also should appropriate with the level of learner’s proficiency and communicative needs.

2.4.3.2 Syllabus One of the syllabus models was described as a notional syllabus (Wilkins, 1976) which focuses to its attention to functions as the organizing

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elements of English language curriculum, and its contras with a structural syllabus in which sequenced grammatical structures served as the organizers. It describes the situation in which the foreign languages need to be used (concept of locations, motions, dimension, speed, length of time, frequency, etc). It also attends strongly on the pragmatics purposes or topics to which we need to put language (personal identifications, travels, health and welfare, education, shopping, services, free time, etc). The functional pert of notional syllabus corresponded to language functions. Curricula were organized around such functions as identifying; reporting, denying, accepting, declining, asking permission, apologizing, etc. (Brown, 2001: 33) The Wilkins’s notional syllabus then criticized by the British applied linguists. Widdowson argued notional functional categories provide only a very partial and imprecise description of certain semantic and pragmatic rules, which are used for reference when people interact. They tell us nothing about the procedures people employ in the application of these rules when they are actually engaged in communicative activity (1979:254). Some designers of communicative syllabus also have looked to task specification and task organization as the appropriate criteria for syllabus design. An example of such a model is Malaysian English Language Syllabus in 1975 for upper secondary level school. In the organizational schema three board communicative objectives are broken down into twenty-four more specific objectives determined on the basis of needs analysis. These objectives are organized into learning areas, for each of which are specified a number of outcome goals or product. A product is defined as apiece of comprehensible

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information, written, spoken, or presented in a non linguistic form. The products, then, result from successful completion of tasks.

2.4.3.3 Types of Learning and Teaching Activities The range of exercise types and activities compatible with a communicative approach is unlimited. Classroom activities are often designed to focus on completing tasks that are engage learners in communications, involve process such as information sharing, negotiation of meaning, and interaction. Littlewood (1981) distinguish between functional communicative activities and social interaction activities. Functional communication activities include such tasks as learners comparing sets of picture and noting similarities and different; working out a likely sequence of events in a set of pictures; discovering missing features in a map or picture, one learner communicating behind the screen to another learner and giving instruction on how to draw a picture or shape, or how to complete a map; following direction; and solving problems from shared clues. Social interaction activities include conversation and discussion sessions, dialogues and role-plays, simulations, skits, improvisations, and debates.

2.4.3.4 Learner roles Teacher-centered means ‘bad’. The teacher doles out formal knowledge of the language like a cook giving prisoners thin soup and stale bread in a Victorian prison. Learners-centered means ‘good’ (cited by O’Neill from Julian Edge,2002).

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The emphasis in Communicative language Teaching on the process of communication, rather than mastery of language forms, lead to different roles for learners from those found in more traditional second language classroom. Breen and Candlin describe the learner’s role within CLT in the following terms: “The role of learner as negotiator-between the self, the learning process, and the object of learning-emerges from and interacts with the role of joint negotiator within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way (1980:110)” 2.4.3.5 Teacher roles There are two arguments of experts that will be cited here. Breen and Candlin describe teacher roles in the following terms: “The teachers have two main roles: the first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. The latter role is closely related to the objectives of the first role and arises from it…first, as an organizer of resources and a resource himself, second as a guide within the classroom procedures and activities…a third role is that of researcher and learner, with much contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of learning and organizational capacities (1980:99)” Other roles assumed for teachers are need analyst, Counselor, and group process manager, as mentioned by Jack and Richards bellow: Need analyst; in CLT the teachers should take responsibility to determine the language needs of the learners. It may be done informally through one-to-one sessions with students or formally through administering a need assessments instrument. Here, teachers are expected to plan group and individual instruction that responds to the learners’ needs.

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Counselor; in CLT the teachers is expected to exemplify an effective communicator seeking to maximize the meshing of speaker intention and hearer interpretation, through the use of paraphrase, confirmation, and feedback. Group process manager; in CLT where teachers acquire less teacher-centered classroom management skills. Teachers need to organize the classroom as a setting for communication and communicative activities. During the activities, the teacher monitors, encourages, and suppresses the inclination to supply gaps in lexis, grammar, and strategy but notes such gaps for later commentary and communicative practice.

2.4.3.6 The Role of Instructional Materials Instructional materials have the primary role in promoting communicative language use. There are two kinds of material currently used in CLT labeled as task-based, and realia. Task-based materials offer such variety of games, role-plays, simulations, and others task-based communication activities. These typically are in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards, pair-communication practice materials, and student-interaction practice booklets. In pair communication materials, there are typically two sets of material for a pair of students, each set containing different kinds of information. Sometimes, the information is complementary, and partners must fit their respective parts of the ‘jigsaw’ into a composite whole. Still also provide drills and practice in interaction formats.

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Realia is the ‘authentic’ or ‘from-life’ materials that re brought into the classroom. These may include language-based realia such as signs, magazines, advertisements, newspapers, or graphic and visual sources around which communicative activities can be built, such as maps, pictures, symbols, graphs, and charts. Different kinds of objects can be used to support communicative exercises, such as a plastic model to assemble from directions (Richard and Rodgers,1986:80)

2.4.4

Procedures It is a little bit difficult to summarize the procedure in CLT because

of the wide variety of activities and exercises used. As known that communicative principle can be applied to the teaching of any skills and any levels. Such procedures clearly have much in common with those observed in classes taught according to SLT and ALM. Traditional procedures are not rejected but reinterpreted and extended. CLT is best considered as an approach rather than a method. Thus although a reasonable degree of theoretical consistency can be discerned at the levels of language and learning theory, at the levels of design and procedure there is much greater room for individual interpretation and variation than most method permit. It could be that one version among the various proposals for syllabus models, exercise types, and classroom activities may gain wider approval in the future, giving CLT a status similar to other teaching methods. On the other hand, divergent interpretations might lead to homogeneous subgroups (Richards and Rodgers, 1986: 83)

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CHAPTER III RESEARCH METHODOLOGY 3.1. Subject of the study Two subjects are taken in this study. First, The course-file of Natya. It is the teachers' guidance book, which is developed by the director of Natya. This course-file compiled from various resources. Here we can find the characteristics of Presentation Method. Second, 4 Natya's teachers who have taught at Natya for more than a years. As standardized by Natya that each teachers is trained in about 20 hours as to introduce with Natya's teaching system and course-file management. By a year teaching experience, a teacher has more than 150 meeting in class. It is more than enough to master Presentation Method as well.

3.2 Setting of the study This study is conducted in Natya Language Service Program for about a month. It is a private English course registered at East Java Office of Ministry of Education and Culture No. 80/104.10B/MS/Bhs?'99. Natya settled at Babatan Pilang XVI block H1-1A Wiyung, Surabaya. Natya services include regular teachings at Natya's center, company-course's training, out-teacher's training, teaching and teaching program consultation, translation and interpreting, Indonesian and English copy-writing and teaching Indonesian language to expatriates.

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Despite the fact that Natya is not strategically located (700metres long from the main road), Natya has been joining a good reputation as a trusted English course, which puts quality first. At the moment, 151 students are registered at Natya (90% of them are children ranging from Kindergarten to Junior High School), and around 1,000 students have been to Natya in Natya's centers or in company's in-house training venues.

3.3 Data of the study The study adopts ethnographic approach, which is identified as a qualitative, process oriented approach to the study of interaction. The procedure involve considerable training, continuous record keeping, extensive participatory involvement of the researcher in the classroom, and careful interpretation of the usual multifaceted data (Chaudron, 198:45-46). Yet, the study does not pure concern on the interaction itself. The focus of the study is the teachers' activities during the teaching and learning process. This data is needed in case of finding clear description of the practical procedure of Presentation Method. Moreover, the research also takes the data from the course-file of Natya and detail information from the director as the designer and concept-maker. This data is needed in order to find any specific characteristics of Presentation Method.

Those both data are in the form of words (written description) and

recorded interview.

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3.4 Data collection technique Data of the study is collected by observation. This is the main data collection technique. There are two steps of observations. First, course-file observation. To fulfill the reliability, informal interview was done with the course-file designer. Those two techniques are used in order to find the main characteristics of the Presentation Method. Second, is the ongoing classroom observation. As descriptive and qualitative study, the research is conducted as non-participant observation. It means that the writer spend some considerable time to be the observer. Furthermore, as stated by Susanto (2003:23) that in non-participant observation study, the researcher does not involve in the situation. It implies that the observer does not participate in the classroom process. The observer only sit in front of the class; observe whatever is happening in the class; make some notes; as continuously as possible. Each teacher is observed two times. It is needed to see the modification techniques used by each teacher. To fulfill validity and reliability of the data, the observer make a list of area points that are observed. It guides the observer to choose which actions that can be taken and which are not necessary. The triangulation between interview, book observation, class observation, and video recording support the reliability it self.

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Here are the steps of the data collection structured: 1.

Making guidance list (e.g. see table 3.1)

Presentation Method's Design POINTS

Course-file

Interview with the

observation

director

Objectives Syllabus model Type of learning activities Type of teaching activities Teacher role Learners role The role of instructional material

2. Observing course-file 3. Conducting interview with the designer 4. Making guidance list (e.g. see3.2) Presentation Method's Procedure Teacher's activities TEACHER ACTIVITIES Preparation Opening the class Process during the class Closing the class EQUIPMENT RESOURCES USED

Realia Video Picture Flash card, etc

5. Observe the classroom process. 6. Find the similarity and the differences activities among teachers

3.5 Data analysis

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Note

The whole data is examined in order to get the detail information. Only the data that represent each steps of Presentation Method that is analyzed. The data from the course-file observation, interview, class observation, are elaborated. After elaborating, the analysis is conducted. The analysis will relate the detail of the data found to the research objectives. Moreover, some theories will be presented in order to reveal on which theories is Presentation Method relied. A further outline can be formulated in order to get conclusion from the analysis.

CHAPTER IV

RESULT AND DISCUSSION 4.1 Data presentation 4.1.1 The whole design of Presentation Method As stated in the objectives of the study previously, this research is to find the characteristic presentation method at Natya Language Service and program. Here are the result of the syllabus observation and interview with the director: Interview Interviewer

: Diana A.V

Interviewee

: Edi Rusdiono, S.Sos

Date due

: January 11, 2005

Time

: 10.00-11.30

Place

: Natya office Babatan Pilang XVI block H1-1A Wiyung, Surabaya

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Syllabus Observation Observer

: Diana A.V

Date due

: January 11-14, 2005

Place

: Natya’s office, Babatan Pilang XVI block H1-1A Wiyung, Surabaya

1. Approach Basically, Presentation Method focuses on communicative skill. The learners encourage being able to interact among others by using language function that is taught. Speaking ability is more emphasized rather than other skill. Yet, the writing, reading, and listening skill are taught in the frame of communication. The grammatical rules are taught through communicative activities in order to give comprehension naturally. It is inductive process in which the language functions given previously and the grammatical rules given later. 2. Objectives The general purposes of Presentation Method are: 1. The students can speak or communicate with others in English properly 2. The students can express their idea in English (speaking, writing) 3. Students able to catch the main information they heard from listening practice. These general objectives are broken down into specific purpose depend on target language set up. It is different for each level of student. e.g. Level

: Apple

Target language: Talking about abilities Objectives: 1.

Students can ask question using “Can you.... (V1)...?

2.

Students can answer question using “Yes, I can…(V1)..” and “No, I can’t … (V1)”

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These objectives also can be broken down again become specific purposes depend on the skill being taught. e.g. Writing exercise: Objectives: Students can fill the blank paragraph with appropriate form of pattern “Can you…” and some auxiliary verb Listening exercise: Objectives: Students can answer the question using form “Can you….”heard from the cassette 2. Syllabus model The syllabus model is set based on the level of course. It is very simple, contains of teacher guide list to conduct the class process (level, number of meeting, time allocated, target language, marker sentence, tools, alternatives of techniques, evaluation) The syllabus’s content is almost the same for all level. The differences only emerge at the level of marker sentence. It gives impact to the level of activities conducted. The higher level of students the more difficult the marker sentence. For example: Level: Grape* Number of meeting: 2 xs Time allocated

: 1hours x 2

Target language

: Talking about Daily Routine (first person)

Marker sentence

: What time do you get up? I get up at 6 What time do you go to school? I go to school at 7

Tools

: Clock, flash card,

Technique

: Miming, body language, fill gap, interview

Evaluation

: Game: quiz

* Level of students at Natya

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1. Kids course Melon (Kindergarten) Apple (elementary, grade 1-2) Grape (elementary, grade 3-4) Banana (elementary level 5- junior high school) 2. Adult course (senior high school-above) Elementary Pre intermediate Intermediate Post intermediate

3. Types of teaching and learning activities The teaching and learning process in Natya in which Presentation Method is applied is based on fun activities. The main target is to emerge communication among students and student(s)-teacher. Interaction activities such as fill gap dialogue, interview, discovering missing picture, pair-work, group work, class work, listening trough songs, listening comprehension, gap filling, jigsaw reading, running dictation, text writing, story writing, games are sample of activities can be chosen.

4. Teachers and learners role The role of teacher in Presentation Method is as facilitator and organizer of the class activities, while the learners as the active participant. Those why, the principle of Less Teacher Talking Time and Much Students Talking Time is emphasized here. As much as possible, the learners should speak up in the class and talk using the language target given.

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During the process of teaching and learning, the teachers facilitate the learners to do their activities. Teachers minimalist the speaking and replace it with miming or gesture. Teachers also give appreciation to each activity that can be done well by the learners. Appreciation could be done by the whole class also ( e.g. by yell or sing, applause, etc) In other hand, learners should follow the class activities actively so that they can practice the language target well. The more active the learner, the better practice they have. Here, the teachers should able to manage the learners can involved in pair-work, group work, or class work maximally.

5. The role of instructional material There is no student’s book used in Presentation Method. The material used by the teacher only in the form of main material. It guides the teachers to what ways they are going to use to present the language target to the students easily understood. The exercises such as same paper exercise, gap-fill exercise, running dictation, finding information, etc, are given to the learners as copied-paper pieces. It because the focus of presentation method is not grammatical rules but communicative practice. The teacher management is really needed at this point. He/she should understand well how much paper they need for each level, each meeting, and each teaching-step, how it will be delivered, and when it should be delivered. The former teachers create the material provided, so each teacher may develop and create their own material as far as in line with the topic/language target. For Example: Language target

: Talking about daily routines

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Marker sentence Level

:

get up? / I get up at 6

What time do you

go to school?/ I go to school at 7

: Grape (lesson 2-3)

Presentation - board work What time do you get up? I get up______ __________ o’clock

_______ _______ do you have breakfast? ____ have breakfast _____6.30 _______ _______ ______ _____ go to school? ________ ______ _______ school at _________ _______ ________ _______ _______ go home? _______ _______

_______ _______ 2 o’clock

What time do you _______ ______? I _______ TV at _______ __________ _______ _______ _______ _______ study? ______ _____________ at 5 o’clock ______ _______ ________ _______ have dinner? ____ _______ __________ at 7 _________

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What time do you_______ ___ ________? ___ ______ ______ ___________ at 9 o’clock Grape/2+3/1 YOUR DAILY ACTIITY 1. Complete the story about you. Write one word in each gap My name is______________and I live in_____________ I get up at___________ and I have _________at________. I go _______school at ________ I come home at _________and I _________lunch at__________ I watch TV at______________ and I study at________ I have_________at___________and I go to bed at___________ Oh yes,I___________English at Natya at__________on____________and_______

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2. Find two friends and interview them about their daily activities What time.............. Get up? Have breakfast? Go to school? Come home? Have lunch? Watch TV? Study? Have dinner? Go to bed? Grape /3+2/Running Games

BETTY BROWN DAILY ROUTINES What time does she get up? She gets up at__________o’clock What_______does she have brekfast? She _______breakfast___________ _________o’clock _______ _________ _________she go to school? She________ ________ _________ at________ What _____ _________ ________ _______ home? She______ ________ at________ What________ _______ _______ _______ lunch? _____ ________ lunch_____ ______ ________ ______ ________ ________ _______ ______ ______? _______ watches TV ________ _________ _______ _______ _________ ________ _______dinner? _______ _______ _______ _____ _________ _______ _______ _______ _______study? _______studies ________ ________ ________ _______ ________ _________ ________go to bed? _______ ________ to bed at___________ __________

Grape/ 2+3/ B The story

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Betty Browns gets up at ________. She breakfast at_______and she _______to school at______. She goes _______at 12.30 and she _________ lunch at 1 o’clock. She ________television at 5 o’clock and she

has

________at

7.30.

She

she_________to bed at__________

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studies

____8

o’clock,and

Picture/ place it on the wall outside 4.1.2 The practical guide of Presentation Method Beside the whole design above, the interview with the course-file maker and the observation on course-file results these following practical guide that must be present in Presentation Method. 1. Presentation This is the most important stage in Presentation Method. Here the success of the teaching process is put. Teachers not only have to follow the steps but also create creative and interesting technique to deliver the material. There are eight steps in this stage. There are: a. Target language set up/marker sentence At this step, the learning target is built. The introducing of language function is more emphasized rather than the grammatical case. The target language usually called as ‘function’ in which the function of the sentence which is going to be taught is determined. While the marker sentence is the sentences that is used on that ‘function’ or in specific situation determined. For example; Target language set up : Talking about abilities. Marker sentence

: Can you sing a song? Yes, I can/ Yes, I can sing a song

b. Vocabulary pre-teach This step is emphasizing on reminding previous vocabulary and introducing new vocabulary that is going to use in the session. Vocabulary need to be introduced previously in order to accelerate the presentation. To do this, the teachers may use some tools such as realia, picture, flash card, or miming/gesture.

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For example, before introducing talking about abilities, the simple activities such as sing, fly, run, swim, play football, drive, etc should be introduced first. c. Context building/ scene setting The context has to be built based on the target language by setting the appropriate situation. The use of Mother tongue is allowed here. For example: when teacher is going to teach past activity, students should be driven to the situation in which the language function of past activity is used. d. Elicitation The students are elicited to guess ‘function’ that is being taught. Teachers give the answer, and students guess the question. For example; Teacher

: I have an answer “ Yes, I can swim”…”Ya, aku bisa berenang” Please

Students

ask me question, coba pertanyaannya bagaimana?

: Guess by mother tongue or in English

Then teachers guide the students until find the right format. e. Standardization Teachers standardize the pronunciation, word order, and linking sentences to get the same sound and intonation. It is done individually and chorally. To make it easy, the use of Finger Correction Error have to be used. For example, THUMB↔DO INDEX FINGER ↔ YOU MIDLE FINGER ↔ HAVE RING FINGER ↔ SOME LITTLE FINGER ↔ APPLES?

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THUMB↔ YES INDEX FINGER ↔ I MIDLE FINGER ↔ HAVE RING FINGER ↔ FOUR LITTLE FINGER ↔ APPLES f. Drilling Once more, teachers ask the students to repeat the sentence/function to ensure that they have already comprehended it well. Teachers may use substitution and change communication among teacher-students, teacher-student, and student-student. g. Board stage Teachers write the function/marker sentence on the board with students’ involvement. It is needed for keeping the students focus of mind. Then the students have given several times to write down on their book. h. Concept question At this stage, teacher re-asks to the students about the language function of the day. For example: Apakah kalimat I went to Bali bisa digunakan untuk mengucapkan kebiasaan? Untuk waktu yang akan datang? Untuk masa yang sudah lewat? At this stage, the main Presentation Method is already completed. The next steps is exercise practice. It could be in the form of speaking practice, listening practice, reading practice, writing practice, and games. 2. Speaking practices There are two kind of practice in speaking activity,

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Controlled practices In control practice, teacher gives some media to facilitate the students to interact in the class. The format of pair-work (two students), group-work (3-5 students), and classwork (whole students in class) can be used. The alternative techniques that can be chosen are same paper, gap-fill paper, classroom survey, finding the fact, interview, interpreting picture, etc. Free practices The students encourage speaking fluently in free situation as function was taught. There is no media used here. The teachers only facilitate by giving some topic and correct some miss using words or sentences. Techniques that can be used are such as interview, telling story, role play, brain storming, finding connection, etc.

3. Listening practices The listening practice is needed to exercise the students’ capability of listening. The technique such as predictive listening, gap filling, listening comprehension, and listening trough song can be used. In predictive listening, the teacher gives clues before asking the students to listen a conversation or stories. To encourage the students identify some words that is said by people in cassette or teachers’ voice by concern on the context, gap-filling type can be used. In listening comprehension, teachers guide the students to understand the content and main idea of a conversation. If teachers need more fun situation and want to give easy memorize of some words/sentences, song can be used as the media of teaching.

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4. Reading practices To give reading exercise, teachers should create fun activities that encourage students to participate actively because usually reading practice is boring. So that, some simple reading practice such as jigsaw reading or running dictation can be used. It can be modify with other exercises such as spelling, speaking, or writing.

5. Writing practices The writing exercise should be interesting and fun. It must keep in simple. Creative writing such as writing story, personal identity, simple description of things, and others which are put on the wall with some creative picture made by students could become alternatives.

6. Games After presentation stage, students can be given some games which are dealt with the target language. Some suggested games can be used are: Stick out, hands on head, teacher’s race, telegraph sentence, crosses and naught, the fish monster, the beginning and the end, take a guess, snake and ladders, true or false, anagram, water pistol shooting, wet tissue shooting, card quests, win, lose or draw, match master, card memory game, pronunciation game, miming game, instruction game.

7. Testing The test placed after several unit of target language passed. The test contains of writing, speaking, reading, and listening.

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4.1.3 The application of Presentation Method This following data is resuming from the observation to four teachers at Natya during the teaching and learning process. The observation focus on the teachers act and interaction among students-teacher, student-teacher, and student-student. The main data taken from teachers, while the interaction only as counter balanced to see to what extends the communicative approach derived. 4.1.3.1 Result from teacher 1 TEACHER 1 (1st meeting) Level

: Grape 1, lesson 9

Target Language

: Making and Granting Request

Marker Sentence

: Can you open the door, please? Yes, of course/ Yes, sure I’m sorry, but I’m busy

Before class Teaching process

Activities Prepare some cut-sheet, games, and consult with the director about the technique going to use. Teacher does some actions and asks the students to guess what the teacher doing. (open/close the door/window, bring some books, turn on/off the light, turn on/off the tape, write some words on the board, drawing picture, take/put a ball on/under the table) Teacher said that the weather is so hot, he ask the students to guess what he will say to the student close to the window (in Bahasa Indonesia). He turn off the light so the classroom is getting dark, he ask to the students to guess what he will say to the student close to the light switch. Students also encourage giving the answer of what teacher say. Teacher give answer ‘Yes, of course’ and translate to Bahasa Indonesia ‘Ya, tentu’ (as what students say when asked to turn on the light) and ask the students to guess the question. Teacher gives the complete sentence and the answer then asks the students to repeat what the teacher said individually and chorally. Finger correction error is used. “Can you turn on the

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Notes Preparation Vocabulary pre-teach

Scene setting

Elicitation

Standardization

light?” “Yes, of course/ Yes, sure” “I’m sorry, but it’s too high” Teacher drill the students by substituting the verb. It is done among teacher-students, teacher-student, students-teacher, student-teacher Teacher writes down the sentence on the board by students’ involvement and asks students to copy on their book. Teacher corrects and gives mark to the students’ works on their book. Teacher asks the students about the function of the sentence by giving situation on which the sentence used. (in Bahasa Indonesia) Teacher distributes a sheet to each student and asks them to guess what the people said in the picture. It is done in game, who can guess the most right sentences, they will get Mr. Smile (it is a circle card with smiling icon) Teacher distributes two different sheets to each student and asks them to do an interview in pairs. Teacher facilitates the students to play a game called ‘question and answer game’. The cards contain of some different question such as Can you open the door? Can you post the letter? And some different negative answer with different reason. e.g. I’m sorry but I’m busy, I’m sorry but I have to pick my mother up. Each student get 4 cards, there is one opening card put, the game play turn right. The first student should put the pairs of the opening card, if he/she doesn’t have it, she/he should take from the bank card (remaining cards). If she/he finds it, she/he may give the next played card. Continuous until the card run out. The winner is the student who has no card on the hand.

Drilling Board stage

Concept question Speaking practice

Speaking practice Games / activity

TEACHER 1 (2nd meeting) Level

: Grape 1, lesson 10

Target Language

: Asking for and giving permission

Marker Sentence

: May I open the window? Yes, please/ I’m sorry, but I’m cold

Before class

Activities Notes Teacher prepare the cut-sheet, games, set the Preparation cassette, and consult with other teacher about the technique going to use

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fun

Teaching process

Teacher reviews the last lesson. (Making request) and show some flash cards. Students are asked to guess what the people are doing in the picture. (open/close the door/window, bring some books, turn on/off the light, turn on/off the tape, use telephone, writing, drawing, kiss, put bag, take picture, etc) Teacher said that the weather is hot, he ask the students to guess what he will say to the student if he wants to open the window by him self. (In Bahasa Indonesia). He asks one student to turn off the light so the classroom is getting dark. The students are asked to guess what he will say to the student if he wants to turn on the light by him self. Teacher gives answer ‘Yes, please’ and translate to Bahasa Indonesia ‘Ya, silahkan’ (as what he said when turn on the light) and ask the students to guess the question. Teacher gives the complete ‘function’ and the answer then asks the students to repeat what the teacher said individually and chorally. Finger correction error is used. “May I close the door?” “Yes, please” “I’m sorry, but it’s hot’” Teacher drill the students by substituting the verb. It is done among teacher-students, teacher-student, students-teacher, student-teacher Teacher writes down the sentence on the board by students’ involvement and asks students to copy on their book. Teacher corrects and gives mark to the students’ works on their book. Teacher asks the students about the function of the sentence by giving situation on which the sentence used. (in Bahasa Indonesia) Teacher shows some flash cards and asks them to guess what the people said in the picture. It is done in game, who can guess the most right sentences, they will get Mr. Smile (it is a circle card with smiling icon) Teacher distributes two different sheets to each student and asks them to do an interview in pairs. Teacher observes around and corrects some mistake made by the students. Teacher distributes a sheet to each student and asks them to listen to the cassette before fill the gap. After that they asked to match the sentence with the

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Vocabulary Pre-teach

Scene setting

Elicitation

Standardization

Drilling Board stage

Concept question Speaking practice

Speaking practice

Listening practice Writing practice

pictures that are already put on the board. It is done by game. Teacher asks the students to compete write down the sentence on the board under the picture. The winner get Mr. smile 4.1.3.2 Result from teacher 2 TEACHER 2 (1st meeting) Level

: Apple, lesson 1

Target Language

: Giving personal information

Marker Sentence

: What’s your name? My name is Dodo What is your telephone number? My telephone number is 502298 How old are you? I’m 7 years old

What is your address? My address is Pisang street number 54 When is your birthday? My birthday is November 7, 1988 Before class Teaching process

Activities Teacher prepare the cut-sheet, flash card, calendar, and consult with other teacher about the technique going to use Teacher show some number in flash card (0-9) then show calendar and ask students to mention the dates and the months. Teacher said that she wants to introduce with the students one by one. Students encourage guessing what questions that may be asked. Teacher gives answer ‘my name is Ida’, ‘My telephone number is 502298’, My address is babatan street number 50’, ‘I’m 24 years old’, ‘My birthday is January 7, 1981’, and translate to Bahasa Indonesia’. The students asked to guess the question. Teacher gives the complete ‘function’ and the answer then asks the students to repeat what the teacher said individually and chorally. Finger correction error is used. (What’s your name? My name is Dodo. What is your telephone number?

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Notes Preparation Vocabulary Pre-teach Scene setting Elicitation

Standardization

My telephone number is 502298. What’s your address? My address is Babatan street number 50. How old are you? I’m 24 years old. When is your birthday? My birthday is January 7, 1981) Teacher drill the students by asking students one by one. Teacher writes down the sentence on the board by students’ involvement and asks students to copy on their book. Teacher corrects and gives mark to the students’ works on their book. Teacher asks the students about the function of the sentence by giving situation on which the sentence used. (in Bahasa Indonesia) Teacher distributes sheets to each student and asks them to do an interview in pairs. Teacher observes around and corrects some mistake made by the students. Teacher distributes sheets to each student and asks them to do an interview to two friends. Students are grouped into 3 students each group. Teacher observes around and corrects some mistake made by the students. Teacher gives ‘anagram’ game until end of class.

Drilling Board stage

Concept question Speaking practice Speaking practice

Games

TEACHER 2 (2nd meeting) Level

: Apple, lesson 1 (continuous)

Target Language

: Giving personal information

Marker Sentence

: Do you like hamburger? Yes I do/ No, I don’t. Can you swim? Yes, I can/ No, I can’t swim.

Do you have a dog? Yes, I do./No, I don’t have a dog.

Before class Teaching process

Activities Teacher prepare the cut-sheet, picture, set the cassette, and consult with other teacher about the technique going to use Teacher show some flash cards. Students are asked to guess what picture is.(food, pet, hobbies)

51

Notes Preparation Vocabulary Pre-teach

Teacher said that she wants to know what student like/dislike, can/can’t do, pet have. Students encourage guessing what questions that may be asked. Teacher gives answer ‘Yes, I do. I like hamburger’, ‘Yes, I can and translate to Bahasa Indonesia’. The students asked to guess the question. Teacher gives the complete ‘function’ and the answer then asks the students to repeat what the teacher said individually and chorally. Finger correction error is used. (Do you like hamburger? Yes I do/ No, I don’t. Can you swim? Yes, I can/ No, I can’t swim. Do you have a dog? Yes, I do/No, I don’t) Teacher drill the students by asking students one by one. Then report to the class by using third personal pronoun. (She/He likes hamburger. She/He can sing. She/ He has a dog) Teacher writes down the sentence on the board by students’ involvement and asks students to copy on their book. Teacher corrects and gives mark to the students’ works on their book. Teacher asks the students about the function of the sentence by giving situation on which the sentence used. (in Bahasa Indonesia) Teacher distributes sheets to each student and asks them to do an interview in pairs. Teacher observes around and corrects some mistake made by the students. Teacher distributes sheets with a short story in which some mistake words occurred. Teacher then asks students to listen to the correct story from the tape and correct the mistake. Teacher takes a story on the wall outside the class and asks students to re-write the story. It is done in running dictation game. Students divide into groups and chose a student to become the reader/reporter. While the others write down what the reporter said on the book. The winner is the most correct and the fastest one.

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Scene setting

Elicitation Standardization

Drilling

Board stage

Concept question Speaking practice Listening practice Reading practice

4.1.3.3 Result from teacher 3 TEACHER 3 (1st meeting) Level

: Banana, lesson 5

Target Language

: Talking about abilities (Third Person)

Marker Sentence

:

Can you/he/she sing? Yes, I/he/she can. No, I/he/she can’t. What can you/he/she do?

I/He/She can speak English

What can’t you/He/She do? I/He/She can’t swim Before class Teaching process

Activities Teacher prepare the cut-sheet, picture, and consults with the director about the technique going to use Teacher miming and act some activities. Students are asked to guess what the teacher do is.(play foot ball, play guitar, play piano, ride bicycle, drive car, sing, read, cook, paint, eat, swim, type, dance, speak English) Teacher said that she wants to know what student can/can’t do. Students encourage guessing what questions that may be asked. Teacher gives answer ‘Yes, I can’, ‘No, I can’t’, ‘I can swim’, ‘I can’t swim’ and translate to Bahasa Indonesia’. The students asked to guess the question. Teacher gives the complete ‘function’ and the answer then asks the students to repeat what the teacher said individually and chorally. Finger correction error is used. (Can you sing? Yes, I can. No, I she can’t// What can you do? I can speak English// What can’t you do? I can’t swim) Teacher drill the students by asking students one by one. Then ask to the class by using third personal pronoun. (What can he/she do?// What can’t she/he do?) Teacher writes down the sentence on the board by students’ involvement and asks students to copy on their book. Teacher corrects and gives mark to the students’ works on their book.

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Notes Preparation Vocabulary Pre-teach

Scene setting Elicitation

Standardization

Drilling

Board stage

Teacher asks the students about the function of the sentence by giving situation on which the sentence used. (in Bahasa Indonesia) Teacher distributes sheets to each student and asks them to answer the teacher’s question. Teacher distributes sheets to each student and asks them to do an interview in pairs. Teacher observes around and corrects some mistake made by the students. Teacher asks the students to stand in front of the class one by one and miming some activities. The rest of the students guess what activity that is miming by using “he/she can……”

Concept question Speaking practice Speaking practice Games

TEACHER 3 (2nd meeting) Level

: Banana, lesson 6

Target Language

: Talking about likes/dislikes (Third Person)

Marker Sentence

: Do you like swimming? Yes, I do/ No, I don’t What do you like?

What don’t you like?

What does he/she like? What doesn’t he/she like? Before class Teaching process

Activities Teacher prepare the cut-sheet, picture, realia, and consults with the director about the technique going to use Teacher miming and act some activities. Students are asked to guess what the teacher do is.(play foot ball, play guitar, play piano, ride bicycle, drive car, sing, read, cook, paint, eat, swim, type, dance, speak English) Review of previous material. Teacher pretend that she is going to give banana (bring on the right hand) and apple (on the left hand). Students encourage guessing what questions that teacher may be asked. Teacher gives answer ‘Yes, I do’, ‘I like swim’, ‘I don’t like jogging’ and translate to Bahasa Indonesia’. The students asked to guess the question. Teacher gives the complete ‘function’ and the answer then asks the students to repeat what the teacher said individually and chorally. Finger correction error is used. (Do you like swimming? Yes, I do/ No, I don’t. What do you like? I like playing football. What don’t you like? I don’t like tennis. What does he/she like? What doesn’t he/she like?) Teacher drill the students by asking students one by

71

Notes Preparation Vocabulary Pre-teach

Scene setting

Elicitation Standardization

Drilling

one. Then ask to the class by using third personal pronoun. (What does she/he like?// What don’t she/he like?) Teacher writes down the sentence on the board by students’ involvement and asks students to copy on their book. Teacher corrects and gives mark to the students’ works on their book. Teacher asks the students about the function of the sentence by giving situation on which the sentence used. (in Bahasa Indonesia) Teacher distributes sheets to each student and asks them to work in pairs and make an dialog based on the text. Teacher distributes sheets to each student and asks them to do an interview in pairs. Teacher observes around and corrects some mistake made by the students. Teacher play monopoly games

Board stage

Concept question Speaking practice Speaking practice Games

4.1.3.4 Result from teacher 4 TEACHER 4 (1st meeting) Level

: Grape, 15

Target Language

: Offering things

Marker Sentence

:

Do you want

an ice cream? Yes, please. I’m thirsty

Would you like

a banana? No, thanks. I don’t like banana

Before class

Teaching process

Activities Notes Teacher prepare the cut-sheet, flash cards, realia, Preparation and consult with other teacher about the technique going to use Teacher show some flash cards and realia, then ask Vocabulary students to guess what picture/realia is (food, fruit) Pre-teach Teacher brings two different fruit on hands and Scene setting pretends that he wants to offer those fruit to a student. Students encourage guessing what questions that may be asked. Teacher gives answer ‘Yes, please. I’m thirsty’, Elicitation

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‘No, thanks. I don’t like bananas’, The students are asked to guess the question. Teacher gives the complete ‘function’ and the Standardization answer then asks the students to repeat what the teacher said individually and chorally. Finger correction error is used. (Do you want an ice cream? Yes, please. I’m thirsty. Would you like a banana? No, thanks. I don’t like banana) Teacher drill the students by asking students one by Drilling one with different things on hand. Teacher writes down the sentence on the board by students’ involvement and asks students to copy on their book. Teacher corrects and gives mark to the students’ works on their book. Teacher asks the students about the function of the sentence by giving situation on which the sentence used. (in Bahasa Indonesia) Teacher distributes gap fell-sheets to each student and asks them to fill the gap then do an interview in pairs. Teacher observes around and corrects some mistake made by the students.

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Board stage

Concept question Speaking practice

Teacher distributes picture sheets to each student Speaking and asks them to do an interview in pairs. Teacher practice observes around and corrects some mistake made by the students. Teacher gives 3 realia to each student and asks Games them to offer those to other students. If it’s wanted, it’s given. If not,, it’s given to another students.

TEACHER 4 (2nd meeting) Level

: Grape, 16

Target Language

: Expressing feelings and make simple suggestion

Marker Sentence

: I’m hungry – Let’s go to McDonald – All right

Before class Teaching process

Activities Teacher consults with other teacher about the technique going to use Teacher acts/mime some adjectives and asks students to guess what adjectives are. (hot, cold, head ache, stomach ache, hungry, thirsty, sad, happy, bore, etc) Teacher acts that she feels hot by waging her hand in front of her face. Students encourage guessing what sentence that may be said by teacher. Then students asked, what they will do if there’s some body said that sentence (suggestion). All in bahasa Indonesia. Teacher gives suggestion ‘Let’s go to McDonald’, ‘Let’s turn on the fan’, The students are asked to guess the feeling expression. Teacher gives the complete ‘function’ and the answer then asks the students to repeat what the teacher said individually and chorally. Finger correction error is used. (I’m hungry – Let’s go to McDonald. I’m hot – Let’s turn on the fan) Teacher drill the students by saying some expression feeling and asks students to give the suggestion. It’s done chorally and individually. Teacher writes down the sentence on the board by students’ involvement and asks students to copy on their book. Teacher corrects and gives mark to the students’ works on their book.

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Notes Preparation Vocabulary Pre-teach Scene setting

Elicitation Standardization

Drilling Board stage

Teacher asks the students about the function of the sentence by giving situation on which the sentence used. (in Bahasa Indonesia) Teacher asks each student to stand in front of the class and express their feeling. The rest of students ask to give suggestion. The suggestion may different. Teacher gives snake and ladder-game.

Concept question Speaking practice Games

4.2 Discussion 4.2.1 The similarities between CLT and Presentation Method At the level of approach, Presentation Method has the same characteristics with the characteristics in CLT. As Richard and Rodgers mention that the characteristic of CLT are: 5.

Language is a system for the expression of meaning

6.

The primary

function

of language is for interaction

and

communication 7.

The structure of language reflects its functional and communicative

uses 8.

The primary units of language are not merely its grammatical and

structural features, but categories of functional and communicative meaning as exemplified in discourse. While characteristics in Presentation Method are: 1. Focuses on communicative skill. 2. The learners encourage being able to interact among others by using language function that is taught.

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3. Speaking ability is more emphasized rather than other skill. Yet, the writing, reading, and listening skill are taught in the frame of communication. 4. The grammatical rules are taught through communicative activities in order to give comprehension naturally. It is inductive process in which the language functions given previously and the grammatical rules given later. The main point in CLT and Presentation Method is the function of language as tool of communication in interaction among individuals.

At the level of design there are some characteristics that is similar between CLT and Presentation Method. This following discussion will show it. 1. Objectives CLT only can describe the general objectives such as language as a means of expression, language as a semiotic system and an object of learning, language as means of expressing values and judgments about oneself and other, remedial learning based on error analysis, and language learning within the school curriculum. Specific objectives for CLT cannot be defined beyond these levels, since specific objectives should reflect the need of target learners. However, communicative goals that should have and be able to do by the learners at the end of the lesson can be accurately describe. It should be accommodated the skill that being taught-speaking, writing, listening, or reading. It also should appropriate with the level of learner’s proficiency and communicative needs. While in Presentation method the general purposes are: 4. The students can speak or communicate with others in English properly

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5. The students can express their idea in English (speaking, writing) 6. Students able to catch the main information they heard from listening practice. These general objectives are broken down into specific purpose depend on target language set up. It is different for each level of student. These objectives also can be broken down again become specific purposes depend on the skill being taught. The similarities occurred at the functional skill as the objective. The skill of speaking, listening, writing, and reading are accommodated through communicative activity appropriate with the level of proficiency.

2. Syllabus The syllabus in CLT developed based on the situation in which the language needs to be used. It also attends strongly on the pragmatics purposes or topic to which a language needs to be put (personal identification, shopping, service, free time, etc). Meanwhile, in Presentation Method, the syllabus model is set based on the target language (function of a sentence/ to which function is an utterance used). The syllabus’s content is almost the same for all level. The differences only emerge at the level of marker sentence. The higher level of students the more difficult the marker sentence. Whether in CLT or in Presentation Method, the syllabus structured based on the situation context in which language is used. But, in Presentation Method more specific to the language function by giving Marker Sentence to each topic/situation.

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3. Types of teaching and learning activity In CLT the types of exercise and activities is unlimited. Classroom activities are often designed to focus on completing tasks that are engage learners in communications, involve process such as information sharing, negotiation of meaning, and interaction. Communication activities include such tasks as learners comparing sets of picture and noting similarities and different; working out a likely sequence of events in a set of pictures; discovering missing features in a map or picture, one learner communicating behind the screen to another learner and giving instruction on how to draw a picture or shape, or how to complete a map; following direction; and solving problems from shared clues, conversation and discussion sessions, dialogues and role-plays, simulations, skits, improvisations, and debates. While the teaching and learning process in Presentation Method is applied is based on fun activities. It is important things that should be present in Presentation Method. The main target is to emerge communication among students and student(s)-teacher. Interaction activities such as fill gap dialogue, interview, discovering missing picture, pair-work, group work, class work, listening trough songs, listening comprehension, gap filling, jigsaw reading, running dictation, text writing, story writing, games are sample of activities can be chosen.

4. Teacher and learner roles

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The role of learner in CLT as negotiator-between the self, the learning process, and the object of learning-emerges from and interacts with the role of joint negotiator within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way (Candlin, 1980:110) The teacher’s roles as the facilitator the communication process between all participants in the classroom and act as an independent participant within the learning-teaching group. Teacher also become Need analyst that should take responsibility to determine the language needs of the learners, Counselor in which teacher is expected to exemplify an effective communicator seeking to maximize the meshing of speaker intention and hearer interpretation, through the use of paraphrase, confirmation, and feedback, Group process manager in where teachers acquire less teacher-centered classroom management skills and need to organize the classroom as a setting for communication and communicative activities. In Presentation Method teacher is as facilitator and organizer of the class activities, while the learners as the active participant. Those why, the principle of Less Teacher Talking Time and Much Students Talking Time is emphasized here. As much as possible, the learners should speak up in the class and talk using the language target given. In other hand, learners should follow the class activities actively so that they can practice the language target well. The more active the learner,

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the better practice they have. Here, the teachers should able to manage the learners can involved in pair-work, group work, or class work maximally. The similarity CLT and Presentation Method occurred in the type of learner centered in teaching and learning process. Teacher only monitor and facilitate interaction among learners.

5. The role of instructional material There are two kinds of material currently used in CLT labeled as task-based, and realia. The same type of material also used in Presentation Method. Task-based materials offer such variety of games, role-plays, simulations, and others task-based communication activities. These typically are in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards, pair-communication practice materials, and student-interaction practice booklets. Realia is the ‘authentic’ or ‘from-life’ materials that re brought into the classroom. These may include language-based realia such as signs, magazines, advertisements, newspapers, or graphic and visual sources around which communicative activities can be built, such as maps, pictures, symbols, graphs, and In Presentation Method such kind of game tool also needed. It is for supporting the fun activities that must be occurred. This game is the media that is used to deliver the learners into interaction and communication.

4.2.2 The differences between CLT and Presentation Method

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At the level of procedure there is significance concept that differ CLT from presentation Method. As to summarize the procedure in CLT is quite difficult because of the wide variety of activities and exercises used, CLT is best considered as an approach rather than a method. Thus although a reasonable degree of theoretical consistency can be discerned at the levels of language and learning theory, at the levels of design and procedure there is much greater room for individual interpretation and variation than most method permit.(Richard and Rodgers, 1986: 83) Otherwise, Presentation Method has specific rules and steps in the procedure of application. These are: 1. Presentation This step contains of eight rules that have to be occurred in teaching and learning procedure. They are: A. Target language set up/marker sentence B. Vocabulary pre-teach C. Context building/ scene setting D. Elicitation E. Standardization/Finger correction error F. Drilling G. Board stage H. Concept question 2. Speaking practices 3. Listening practices 4. Reading practices

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5. Writing practices 6. Games 7. Testing Much type of exercises can be chosen for practicing speaking, writing, listening, and reading. It depends on the learners’ need and the teachers’ creativity. The function of this activity is as practical exercise to strengthen learners’ comprehension of the material. Several kinds of technique also can be used to apply those each step as far as in the context of the topic. From the observation result, can be pointed that teacher often give inappropriate games at the end of the lesson just to spend the rest of time. Presentation Method has many similarities to CLT at the level of design. However, it has specific rules at the level of procedure. Although many kinds of techniques can be applied, but the rules in the Presentation Stage- that has to be occurred-, close Presentation Method as a method rather than approach or technique. Since CLT is considered as an approach rather than a method (Richards and Rodgers, 1986: 83), then Presentation Method reasonable enough to be called as a method based on CLT approach.

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CHAPTER V

CONCLUSION AND SUGGESTION 5.1 Conclusion As stated in the former chapter, the purpose of this study is to identify and describe the design characteristics and practical procedures of Presentation Method at Natya Language Service and Program, here are the characteristics of Presentation method. 1. Design Characteristic a)

At the level of approach, Presentation Method views

language as means of expression in communication and interaction among people. The grammatical rules are taught inductively trough communicative activity. b)

The functional skill of language is the general objective.

These general objectives are broken down into specific purpose depend on target language set up. It is different for each level of student. These specific objectives also can be broken down become more specific based on the language skill.

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c)

The syllabus structured based on the situational context in

which language is used. It more specific to the language function by giving Marker Sentence to each topic/situation. d)

The teaching and learning process is fun activities which

encourage learners to communicate and each other. e)

The role of learner is as active participant. Less Teacher

Talking Time and Much Students Talking Time in teaching and learning process. Teacher only monitor and facilitate interaction among learners. f)

Task-based

activity

is

instructional

material

that

encourages learners to interact and communicate.

2. Practical procedure The practical procedure of Presentation Method has to fulfill this following steps and rules: 1. Presentation This step contains of eight rules that have to be occurred in teaching and learning procedure. They are: A. Target language set up/marker sentence B. Vocabulary pre-teach C. Context building/ scene setting D. Elicitation E. Standardization/Finger correction error F. Drilling G. Board stage

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H. Concept question 2. Speaking practices 3. Listening practices 4. Reading practices 5. Writing practices 6. Games 7. Testing

5.2 Suggestion Presentation method needs much creativity of the teacher. The preparation of material needs much considerable time and energy too. Teacher have to make a provided-games become different games that suitable to the topic of lesson. Teacher also needs to deliver the material or exercise in funny atmosphere to avoid the students’ boredom. To fulfill this requirement, teacher have to provide adequate knowledge that can be obtained from resent books, internet, own-record cassette, radio, television, and other multimedia. It can encourage teachers’ creativity to develop the material. So, inappropriate games to the topic can be avoided. This study concerns on the description of Presentation Method only. To the further study is suggested to concern on the effectiveness of using Presentation Method dealing with the out put of the teaching and learning process to the learners.

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References Anthony, E.M.1963. Approach, Method and Technique. English Language Teaching 17:63-67 Berns,M.S.1984. Functional Approaches to Language Teaching: another Look. In S. Savignon and M.S Berns(Eds). Initiatives in Communicative Language Teaching: A Book of Reading (pp.3-21). Reading,PA: Addisowesley Breen,M., and C.N. Candlin.1980. the essential of a communicative curriculum in language teaching. Applied Linguistics. 1(2):89-112 Brown, H. Douglas. Teaching by Principles: an Interactive Approach to Language Pedagogy. 2001. New York: Addison Wesley Longman, Inc. Brumfit,C.J., and K. Johnson(eds).1979. The Communicative Approach to Language Learning. Oxford: Oxford University Press Canale,M., and Swain,M. Theoretical bases of communicative approach to second language teaching and testing. Applied Linguistics 1(1):1-47 Chaudron, Craig.1988. Second language Classroom: Research on Teaching and Learning. New York: Cambridge University Press Chomsky, N.1957. Syntactic Structures. The Hague: Mouton Galloway, Ann.2001.Communicative Language Teaching: An introduction and sample Activities.http://www.cal.org/resources/digest/gallow01.html. Accessed September 6, 2005 Howatt, A.1984. A History of Foreign Language Teaching. Oxford: Oxford University Press Hymes, D.1972.On Communicative Competence. In J.B. Pride and J. Holmes (eds), Sociolinguistics. Harmondsworth : Penguin Johnson.1982. Communicative Syllabus Design and Methodology. Oxford : Pergamon Krashen, S.D.1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon Littlewood,W.1981. Communicative Cambridge University Press

Language

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Teaching.

Cambridge:

_________,1984. Foreign and Second Language Learning: Language Acquisition Research and Its Implication for the Classroom. Cambridge: Cambridge University Press

O’Neill, 2000.The Appeal and Poverty of CLT. Accessed October18, 2005. http://www.btinternet.com/~ted.power/esl0404.html Piepho,H.E.1981. Establishing Objectives in The Teaching of English. In C.Candlin(ed) The communicative Teaching of English: Principles and Exercise Typology. London: Longman Richard C. Jack and Rodgers. Theodore S. 1982. Method: Approach, Design, Procedure. TESOL Quarterly 16:153-68 _______.1986. Approach and Methods in Language Teaching: A Description and Analysis. New York: Cambridge University Press. Septiasari,Reni D.2001. The use of Multiple Player Games to Increase Speaking Ability at Natya Language Service and Program. Unpublished S-1 thesis. FBS. Jurusan Bahasa dan Sastra Inggris, Universitas Negeri Surabaya. Susanto.2002.Developing A Research Proposal: A Practical Guide. FBS. Jurusan Bahasa dan Sastra Inggris. Universitas Negeri Surabaya. Unpublished Widdowson, H.G.1972. Teaching Language as Communication. Oxford: Oxford University Press. _______1979. The Communicative Approach and Its Application. In H.G. Widdowson, Exploration in Applied Linguistics. Oxford: Oxford University Press Wilkins,D.A.1976. Notional Syllabuses: A Taxonomy and Its Relevance to Foreign Curriculum Development. Oxford: Oxford University Press Appendix 1 Sample of teaching and learning process Teacher 3 Name Level Number of students Time allocated Date due Target Language Marker sentence

: Awang : Banana, Lesson 5 :6 : 60 minutes : January 17, 2005 : Talking about abilities : Can you /he/she sing? Yes, I/he/she can. No, I/she/he can’t What can you/she/he do? I/he/she can speak English

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What can’t you/he/she do? I/he/she can’t swim Vocabulary pre-teach T : Good evening everybody………. S : good evening……….. T : OK, now please guess what I’m doing (act driving a car) S : Drive… (Some students answer) T : Good…OK then… (Act kicking a ball) S : Foot ball… T : hm…hm…hm…foot ball S1 : Play football T : Very good Rio…. Next… (Act playing guitar) S : Play guitar T : Very good, then… (Play piano) S : Play piano T : Right, next (act riding bicycle) S : naik sepeda (Some students answer) T : Sepeda …hayo apa sepeda? S2 : bicycle T : Yup, kalo ‘naik sepeda’? S : silent T : R…. R… S1 : Ride T : Very Good Rio. OK now guess, (act singing) S : Singing T : Right, then (act cooking) S : cooking T : Good. Then… (Act drawing picture) S1 : Draw (some students answer) S2 : Paint (some students answer) T : very good…semua benar….sekarang …dua lagi coba (act swimming) S : Swimming T : Good…once more..(Act dancing) S : Dance….dancing… T : Very good…..give applause………. Scene setting T : OK, sekarang kalau misalnya bapak pengen ngajak kalian renang, tapi bapak nggak tahu kalian bisa renang apa nggak,. Kira-kira bapak nanyanya gimana ya? S3 : Kamu bisa renang? S : Kamu bisa renang gak? T : Trus jawabnya gimana? S : Bisa S : Gak bisa Elicitation T : OK, sekarang bapak punya jawaban in English “Yes,I can” Ya, saya bisa. Dan “No, I can’t” Tidak, saya tidak bisa

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S T S T S T S

Give me question….!! : “You….. bisa…. swim?” : “No. no…no…. : “You are swimming?” : “Hm……No……” (Shaking head and laying hands) : “Do you swim?” : “Hmm…No.no..still wrong : Silent for a while

Standardization T : OK, now follow me “Can you swim?” (Using Finger Correction Error) S : Can you swim? T : Yes, I can (nodding head, Using Finger Correction Error,) S : Yes, I can T : No, I can’t (shaking head, Using Finger Correction Error) S : No, I can’t S : Rio, can you swim? T : Yes, I can (Then drill students one by one) T : OK,sekarang kalu bapak mau nanya, bisakah Rio berenang? Nanyanya gimana? S : Can Rio swim? T : Very good…Rio laki-laki apa perempuan? S : Laki-laki T : Kalau laki maka pakai…? S : He… T : Good…jadi ..can….? S : Can he swim? T : Very good. Can he swim? (Asking to a students and pointing Rio) S : Yes, he can T : Good…very good. T : Can she swim? (Pointing a students who can’t swim) S : No, she can’t T : Rio tidak bisa berenang. Apa yang bisa kamu lakukan Rio? Give me question S : Silent T : What… S : Whan… can …you… do? Bener ya pak? T : Yes,right. What can you do? Repeat all S : What can you do? (Finger correction error) (Drill one by one) T : What can you do, Rio? S1 : I can……em…..sing T : Good….What can he do? (Ask to class) S : He can sing T : very good….

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(Drill by asking ‘What can you do?’ and ‘What can’t you do?’ to each student and asking to class by ‘What can she/he do?’ and ‘What can’t he/she do?’) Board stage T : OK, now let’s write on the board. Help me (Write down the function on the board by asking students involvement) T : Now, please write down on your book S : (write on the book) (Teacher corrects the students’ works and gives mark/signature) Concept question T : Jadi kalau mau menanyakan seseorang bisa melakukan sesuatu atau tidak, tadi pakai apa? S : Can you swim? T : Kalau menanyakan dia bisa melakukan apa, dengan? S : What can you do? Speaking practice 1 (Teacher distribute picture sheet to each students-see sheet 1)

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Sheet 1

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T

: Coba sekarang lihat gambar. Can David play football?

S

: Yes, he can

T

: Can Susan sing?

S

: Yes, she can

T

: Can Bob driving?

S

: No, he can’t

T

: What can he do?

S

: He can ride bicycle

T

: What Timbul can do?

S

: He can play guitar

(And so do until the rest of picture) Speaking practice 2 (Teacher distribute interview sheet to each students and monitor them on work in pairs) Sheet 2/for student A 1. 2. 3. 4. 5. 6. 7. 8. 9.

Can Stevy swim? What can/can’t he do? Can Nelly swim? What can/can’t she do? Can Shorty type? What can/can’t he do? Can Mr. Frown swim? What can/can’t he do? Can Dandy play guitar? What can/can’t he do? Can Jack sing? What can/can’t he do? Can Tom and Tina speak English? What can/can’t they do? Can Vicky play basketball? What can/can’t she do? Can Jerry and Dono play football? What can/can’t they do?

Sheet3/for student B 1. 2. 3. 4. 5. 6. 7. 8. 9.

Can Sylvana ride bicycle? Can Merry play kit? What can/can’t she do? Can Elisa cook? What can/can’t she do? Can Bill play tennis? What can/can’t he do? Can Mr. Johnson play chess? What can/can’t he do? Can Robbotto eat? Can Dick play violin? Can Tita play Tennis? What can/can’t she do? Can Mr. Fool play football?

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Sheet 4/ for student B

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Sheet 5/ for student A

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Student A Student B Student A Student B Change Student B Student A Change

: Can Stevy swim? (Sheet 2) : (see picture in sheet 4) No, he can’t : What can he do? : (see picture in sheet 4) he can sharpen the pencil : Can Sylvana ride bicycle? : (see picture in sheet 5) No she can’t

(So do until the rest of picture) Games T

: OK, now let’s play a game. Wulan, please come forward…!

S1

: (Wulan stand up in front of the class)

T

: Wulan boleh jawb tapi gak boleh pakai mulut ya, jawabnya pakai gerak . What can you do Wulan?

S1

: (Wulan act as she dancing)

S

: dance….dance…..

S1

: Right

T

: Ok, what she can do? (Ask to class)

S

: She can dance

T

: OK, sekarang gantian….Rio….you, please…

S2

: (Rio comes forward)

T

: What can you do, Rio?

S2

: (act play video games)

S

: PS…PS…play PS…..Video game

S2

: Right

T

: OK, What can he do? (Ask to class)

S

: He can play video game

(So do until the rest of students)

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Appendix 2

Interview Guidance List 1. What are the objectives of PM? 2. How is the syllabus model of PM? 3. What is the teaching type in PM? 4. What is the learning type in PM? 5. What is the teacher’s role in teaching and learning process in PM? 6. What is the learner’s role in teaching and learning process in PM?

7. What is the function of the material in PM? 8. How the materials support the teaching and learning process in PM?

9. How is the procedure of applying PM? 10. What tools/equipment is needed to support PM? 11. How to modify PM? 12. What teacher should do before/after teaching?

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Appendix 3

Observation list Design of Presentation Method POINTS

Course-file observation

Objectives Syllabus model Type of learning activities Type of teaching activities Teacher role Learners role The role of instructional material

Presentation Method's Procedure Teacher's activities TEACHER ACTIVITIES Preparation Opening the class Process during the class Closing the class EQUIPMENT RESOURCES USED

Realia Video Picture Flash card, etc

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Note