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SKRIPSI
BY:
DIANA AMALIYAH VERAWATI NINGSIH
NRM: 99220056
CHAPTER 1 : INTRODUCTION
1.1 Background of the Study……………………………………………… 1
1.2 Research Question ……………………………………………………. 3
1.3 Objectives of the Study ………………………………………………. 4
1.4 Significance of the Study……………………………………………... 4
1.5 Limitation of the Study ………………………………………………. 4
1.6 Definition of the key terms …………………………………………... 5
7
4.1.3.2 Result of Teacher 2………………………………………… 50
4.1.3.3 Result of Teacher 3 ………………………………………. . 53
4.1.3.4 Result of Teacher 4 ……………………………………….. 55
4.2 Discussion
4.2.1 The Similarities between CLT and Presentation Method………. 58
4.2.2 The Differences between CLT and Presentation Method………. 63
CHAPTER I
INTRODUCTION
mother tongue. In order to socialize in the society they have to learn another
interaction becomes the key point while people want to get wider community/
society. With language, they can socialize with others even they come from
second language role in countries (such as Singapore, Malay, India, for example).
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
8
courses in conversation, academic skill, English For Specific Purpose (ESP),
taking strategies, and other specialization. It is in line with Brown statement that
research (ibid:118).
English from early ages. English as foreign language is taught from elementary to
courses.
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
9
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
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
found that Natya Language Service and Program teaches Communicative English
Based on the background of the study above, this study is going to reveal
following question:
10
11
1.3 Objectives 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
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
Due to the nature of the study, the following aspects will be taken into
considerations:
12
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
This study tend to stand on Brown’s concept which close to Anthony’s concept
80/104.10B/MS/Bhs/99.
of language learning,
13
Method : is a whole plan for systematic
approach.
CHAPTER II
efficient and more effective ways to teach second and foreign languages to the
language teaching.
and practice. There are many different views of experts about the term of
‘method’ that available confuses rather than comforts. Researchers and linguists
14
tended to concern on how languages are learning, how knowledge of language is
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
15
2.1.1 The Anthony’s concept
According to him, ‘method’ was the second part of three hierarchical elements,
the nature of the subject matter to be taught (ibid). At this level, an approach is at
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.
16
2.1.2 The Richard and Rodger’s concept
them, the Anthony’s model fails to give attention to the nature of a method it self
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
umbrella term for the specification and interrelation of theory and practice
(1982:154)
language learning that serves as the source of practice and principles in language
and the basic units of language structure while theory of language learning reform
17
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
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
target language ;(b) the ways in which particular teaching activities are used for
practicing language.; and (c) the procedures and techniques used in giving
sentences (1986:26).
It is usually given lip service as an explanation for the way teachers goes about
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.
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
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
in line with Anthony’s original model but with some important additions and
refinements.
the nature of language, the nature of language learning, and the applicability of
teacher and student roles and behaviors and secondarily with such features as
linguistic and subject matter objectives, sequencing, and materials. They are
19
almost always thought of as being broadly applicable to a variety of audiences in a
variety of contexts.
linguistic and subject matter objectives, sequencing, and materials to meet the
and exercise’) is any of a wide variety of exercises, activities, or tasks, used in the
elements for the coding of meaning. The target of language learning is seen to be
Method (ALM), Total Physical Response (TPR) and Silent way (SW) are the
meaning and function rather than by elements of structure and grammar. The
20
Wilkins’s syllabus is the example of this view. The English For Special Purposes
seen as a tool for the creation and maintenance of social relations. Communicative
conscious process.
especially should not blame the learners when they tray to acquire and develop it.
21
Figure 2.1 Elements and sub elements of method (Richard and Rodgers,
types of 1986)
functions teachers
Rodgers,1986) fulfill
degree of teacher influence
language learning
proficiency materials
DESIGN
An account of The specific primary function of materials
general and
the basic units of objectives of the method the form materials take (e.g.
language structure b. a syllabus model textbook, audiovisual)
b. A Criteria for selection and relation of materials to other
theory of organization of linguistic and/or input
language learning subject-matter content assumption made about
An account of the c. types of learning and teachers and learners
psycholinguistics 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. classroom
for successful use of learners
techniques, practices,
these processes degree of control learners have and behaviors
over the content of learning observed when the
patterns of learner grouping method is used
that are recommended or resources in terms
implied of time, space, and
degree to which learner equipment used by the
influence the learning of others teacher
the view of the learner as interaction pattern
processor, performer, initiator, observed in lesson
problem solver, etc tactics and
e. teacher roles
strategies used by
22
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
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
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
then reinforcement plays the important role in the shaping of a child language learning
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
(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.
24
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
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
oriented theories emphasize the nature of the human and physical context in which
language learning takes place. Monitor theory addresses both the process and the
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
25
2.4.1 Brief history of Communicative Language Teaching
“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
they were at a loss to communicate in the culture of the language studied (2001).
language- the creativity and uniqueness of individual sentences (1957). Here than, British
saw the need to focus language teaching on communicative and functional potential of
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
26
characteristic features of communicative language teaching is that it pays systematic
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
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)
2.4.2 Approaches
27
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
‘communicative competence’. Hymes use this term to contrast communicative view and
competence acquire both knowledge and ability for language use with respect to:
implementation available
4. Whether (and to what degree) something is in fact done, actually performed, and
(Hymes, 1972:281)
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
28
competence refers to an understanding of the social context in which communication
relationship to the entire discourse or text. Strategic competence refers to the coping
strategies that communicators employ to initiate, terminate, maintains, repair, and redirect
4. The primary units of language are not merely its grammatical and structural
exemplified in discourse.
29
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
theory that they also see as compatible with CLT-a skill-learning model of learning.
an example of skill development. This involves both a cognitive and a behavioral aspect.
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
30
2.4.3 Design
2.4.3.1 Objectives
object of learning)
analysis)
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
2.4.3.2 Syllabus
28
elements of English language curriculum, and its contras with a structural syllabus
the situation in which the foreign languages need to be used (concept of locations,
welfare, education, shopping, services, free time, etc). The functional pert of
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
task specification and task organization as the appropriate criteria for syllabus
1975 for upper secondary level school. In the organizational schema three board
organized into learning areas, for each of which are specified a number of
29
information, written, spoken, or presented in a non linguistic form. The products,
comparing sets of picture and noting similarities and different; working out a
map or picture, one learner communicating behind the screen to another learner
map; following direction; and solving problems from shared clues. Social
knowledge of the language like a cook giving prisoners thin soup and stale bread
Julian Edge,2002).
30
The emphasis in Communicative language Teaching on the process
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:
There are two arguments of experts that will be cited here. Breen
“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
determine the language needs of the learners. It may be done informally through
assessments instrument. Here, teachers are expected to plan group and individual
31
Counselor; in CLT the teachers is expected to exemplify an
the activities, the teacher monitors, encourages, and suppresses the inclination to
supply gaps in lexis, grammar, and strategy but notes such gaps for later
communicative language use. There are two kinds of material currently used in
in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards,
In pair communication materials, there are typically two sets of material for a pair
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.
32
Realia is the ‘authentic’ or ‘from-life’ materials that re brought into
the classroom. These may include language-based realia such as signs, magazines,
Rodgers,1986:80)
2.4.4 Procedures
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
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,
33
CHAPTER III
RESEARCH METHODOLOGY
Natya. This course-file compiled from various resources. Here we can find the
taught at Natya for more than a years. As standardized by Natya that each teachers
well.
Babatan Pilang XVI block H1-1A Wiyung, Surabaya. Natya services include
expatriates.
34
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
Junior High School), and around 1,000 students have been to Natya in Natya's
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
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.
Method. Those both data are in the form of words (written description) and
recorded interview.
35
3.4 Data collection technique
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
means that the writer spend some considerable time to be the observer.
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
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.
36
Here are the steps of the data collection structured:
2. Observing course-file
33
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.
CHAPTER IV
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
Time : 10.00-11.30
Place : Natya office Babatan Pilang XVI block H1-1A Wiyung, Surabaya
34
Syllabus Observation
Place : Natya’s office, Babatan Pilang XVI block H1-1A Wiyung, Surabaya
1. Approach
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
2. Objectives
3. Students able to catch the main information they heard from listening practice.
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)”
35
These objectives also can be broken down again become specific
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
simple, contains of teacher guide list to conduct the class process (level, number 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
36
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
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.
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
37
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
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
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
communicative practice.
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
For Example:
38
Marker sentence : get up? / I get up at 6
What time do you go to school?/ I go to school at 7
Level : Grape (lesson 2-3)
39
What time do you_______ ___ ________?
40
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
41
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 studies ____8 o’clock,and
she_________to bed at__________
42
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
1. Presentation
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
language function is more emphasized rather than the grammatical case. The
target language usually called as ‘function’ in which the function of the sentence
example;
Marker sentence : Can you sing a song? Yes, I can/ Yes, I can sing a song
b. Vocabulary pre-teach
introducing new vocabulary that is going to use in the session. Vocabulary need to
teachers may use some tools such as realia, picture, flash card, or miming/gesture.
42
For example, before introducing talking about abilities, the simple activities such
as sing, fly, run, swim, play football, drive, etc should be introduced first.
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
d. Elicitation
Teachers give the answer, and students guess the question. For example;
Then teachers guide the students until find the right format.
e. Standardization
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?
43
THUMB↔ YES
INDEX FINGER ↔ I
f. Drilling
ensure that they have already comprehended it well. Teachers may use substitution and
g. Board stage
involvement. It is needed for keeping the students focus of mind. Then the students
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?
next steps is exercise practice. It could be in the form of speaking practice, listening
2. Speaking practices
44
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 class-
work (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,
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
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
45
4. Reading practices
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
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
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
46
4.1.3 The application of Presentation Method
Natya during the teaching and learning process. The observation focus on the teachers
main data taken from teachers, while the interaction only as counter balanced to see to
Activities Notes
Before class Prepare some cut-sheet, games, and consult with Preparation
the director about the technique going to use.
Teaching Teacher does some actions and asks the students to Vocabulary
process guess what the teacher doing. (open/close the pre-teach
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 Scene setting
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 Elicitation
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 Standardization
answer then asks the students to repeat what the
teacher said individually and chorally. Finger
correction error is used. “Can you turn on the
47
light?” “Yes, of course/ Yes, sure” “I’m sorry, but
it’s too high”
Teacher drill the students by substituting the verb. Drilling
It is done among teacher-students, teacher-student,
students-teacher, student-teacher
Teacher writes down the sentence on the board by Board stage
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 Concept
sentence by giving situation on which the sentence question
used. (in Bahasa Indonesia)
Teacher distributes a sheet to each student and asks Speaking
them to guess what the people said in the picture. It practice
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 Speaking
student and asks them to do an interview in pairs. practice
Teacher facilitates the students to play a game Games / fun
called ‘question and answer game’. The cards activity
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.
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Teaching Teacher reviews the last lesson. (Making request) Vocabulary
process and show some flash cards. Students are asked to Pre-teach
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 Scene setting
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 Elicitation
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 Standardization
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 Drilling
is done among teacher-students, teacher-student,
students-teacher, student-teacher
Teacher writes down the sentence on the board by Board stage
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 Concept question
sentence by giving situation on which the sentence
used. (in Bahasa Indonesia)
Teacher shows some flash cards and asks them to Speaking practice
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 Speaking practice
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 Listening practice
them to listen to the cassette before fill the gap.
After that they asked to match the sentence with the Writing practice
49
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
Activities Notes
Before class Teacher prepare the cut-sheet, flash card, calendar, Preparation
and consult with other teacher about the technique
going to use
Teaching Teacher show some number in flash card (0-9) then Vocabulary
process show calendar and ask students to mention the Pre-teach
dates and the months.
Teacher said that she wants to introduce with the Scene setting
students one by one. Students encourage guessing
what questions that may be asked.
Teacher gives answer ‘my name is Ida’, ‘My Elicitation
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 Standardization
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?
50
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 Drilling
one.
Teacher writes down the sentence on the board by Board stage
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 Concept
sentence by giving situation on which the sentence question
used. (in Bahasa Indonesia)
Teacher distributes sheets to each student and asks Speaking
them to do an interview in pairs. Teacher observes practice
around and corrects some mistake made by the
students.
Teacher distributes sheets to each student and asks Speaking
them to do an interview to two friends. Students are practice
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. Games
Activities Notes
Before Teacher prepare the cut-sheet, picture, set the Preparation
class cassette, and consult with other teacher about the
technique going to use
Teaching Teacher show some flash cards. Students are asked to Vocabulary
process guess what picture is.(food, pet, hobbies) Pre-teach
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Teacher said that she wants to know what student Scene setting
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’, Elicitation
‘Yes, I can and translate to Bahasa Indonesia’. The
students asked to guess the question.
Teacher gives the complete ‘function’ and the answer Standardization
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 Drilling
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 Board stage
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 Concept
sentence by giving situation on which the sentence question
used. (in Bahasa Indonesia)
Teacher distributes sheets to each student and asks Speaking
them to do an interview in pairs. Teacher observes practice
around and corrects some mistake made by the
students.
Teacher distributes sheets with a short story in which Listening
some mistake words occurred. Teacher then asks practice
students to listen to the correct story from the tape
and correct the mistake.
Teacher takes a story on the wall outside the class Reading
and asks students to re-write the story. It is done in practice
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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4.1.3.3 Result from teacher 3
Marker Sentence :
Activities Notes
Before class Teacher prepare the cut-sheet, picture, and consults Preparation
with the director about the technique going to use
Teaching Teacher miming and act some activities. Students Vocabulary
process are asked to guess what the teacher do is.(play foot Pre-teach
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 Scene setting
can/can’t do. Students encourage guessing what
questions that may be asked.
Teacher gives answer ‘Yes, I can’, ‘No, I can’t’, ‘I Elicitation
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 Standardization
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 Drilling
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 Board stage
students’ involvement and asks students to copy on
their book.
Teacher corrects and gives mark to the students’
works on their book.
53
Teacher asks the students about the function of the Concept
sentence by giving situation on which the sentence question
used. (in Bahasa Indonesia)
Teacher distributes sheets to each student and asks Speaking
them to answer the teacher’s question. practice
Teacher distributes sheets to each student and asks Speaking
them to do an interview in pairs. Teacher observes practice
around and corrects some mistake made by the
students.
Teacher asks the students to stand in front of the Games
class one by one and miming some activities. The
rest of the students guess what activity that is
miming by using “he/she can……”
71
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 Board stage
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 Concept
sentence by giving situation on which the sentence question
used. (in Bahasa Indonesia)
Teacher distributes sheets to each student and asks Speaking
them to work in pairs and make an dialog based on practice
the text.
Teacher distributes sheets to each student and asks Speaking
them to do an interview in pairs. Teacher observes practice
around and corrects some mistake made by the
students.
Teacher play monopoly games Games
Activities Notes
Before class Teacher prepare the cut-sheet, flash cards, realia, Preparation
and consult with other teacher about the technique
going to use
Teaching Teacher show some flash cards and realia, then ask Vocabulary
process students to guess what picture/realia is (food, fruit) Pre-teach
72
‘No, thanks. I don’t like bananas’, The students are
asked to guess the question.
73
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.
74
Teacher asks the students about the function of the Concept
sentence by giving situation on which the sentence question
used. (in Bahasa Indonesia)
Teacher asks each student to stand in front of the Speaking
class and express their feeling. The rest of students practice
ask to give suggestion. The suggestion may
different.
Teacher gives snake and ladder-game. Games
4.2 Discussion
communication
uses
8. The primary units of language are not merely its grammatical and
exemplified in discourse.
75
3. Speaking ability is more emphasized rather than other skill. Yet, the
writing, reading, and listening skill are taught in the frame of communication.
language functions given previously and the grammatical rules given later.
between CLT and Presentation Method. This following discussion will show it.
1. Objectives
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.
reading. It also should appropriate with the level of learner’s proficiency and
communicative needs.
76
5. The students can express their idea in English (speaking, writing)
6. Students able to catch the main information they heard from listening
practice.
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
2. Syllabus
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
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3. Types of teaching and learning activity
Classroom activities are often designed to focus on completing tasks that are
tasks as learners comparing sets of picture and noting similarities and different;
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,
running dictation, text writing, story writing, games are sample of activities can
be chosen.
78
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
1980:110)
within the learning-teaching group. Teacher also become Need analyst that
skills and need to organize the classroom as a setting for communication and
communicative activities.
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
so that they can practice the language target well. The more active the learner,
79
the better practice they have. Here, the teachers should able to manage the
of learner centered in teaching and learning process. Teacher only monitor and
task-based, and realia. The same type of material also used in Presentation
Method.
in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards,
and
for supporting the fun activities that must be occurred. This game is the media
80
At the level of procedure there is significance concept that differ
difficult because of the wide variety of activities and exercises used, CLT is best
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
Otherwise, Presentation Method has specific rules and steps in the procedure of
1. Presentation
This step contains of eight rules that have to be occurred in teaching and learning
B. Vocabulary pre-teach
D. Elicitation
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
writing, listening, and reading. It depends on the learners’ need and the teachers’
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
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
(Richards and Rodgers, 1986: 83), then Presentation Method reasonable enough
82
CHAPTER V
5.1 Conclusion
Presentation Method at Natya Language Service and Program, here are the
1. Design Characteristic
activity.
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.
83
c) The syllabus structured based on the situational context in
Talking Time and Much Students Talking Time in teaching and learning
2. Practical procedure
1. Presentation
B. Vocabulary pre-teach
D. Elicitation
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
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
have to provide adequate knowledge that can be obtained from resent books,
Presentation Method dealing with the out put of the teaching and learning
85
References
86
_________,1984. Foreign and Second Language Learning: Language
Acquisition Research and Its Implication for the Classroom. Cambridge:
Cambridge University Press
87
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
88
Give me question….!!
S : “You….. bisa…. swim?”
T : “No. no…no….
S : “You are swimming?”
T : “Hm……No……” (Shaking head and laying hands)
S : “Do you swim?”
T : “Hmm…No.no..still wrong
S : 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….
89
(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)
90
Sheet 1
91
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. Can Stevy swim? What can/can’t he do?
2. Can Nelly swim? What can/can’t she do?
3. Can Shorty type? What can/can’t he do?
4. Can Mr. Frown swim? What can/can’t he do?
5. Can Dandy play guitar? What can/can’t he do?
6. Can Jack sing? What can/can’t he do?
7. Can Tom and Tina speak English? What can/can’t they do?
8. Can Vicky play basketball? What can/can’t she do?
9. Can Jerry and Dono play football? What can/can’t they do?
Sheet3/for student B
1. Can Sylvana ride bicycle?
2. Can Merry play kit? What can/can’t she do?
3. Can Elisa cook? What can/can’t she do?
4. Can Bill play tennis? What can/can’t he do?
5. Can Mr. Johnson play chess? What can/can’t he do?
6. Can Robbotto eat?
7. Can Dick play violin?
8. Can Tita play Tennis? What can/can’t she do?
9. Can Mr. Fool play football?
92
Sheet 4/ for student B
93
Sheet 5/ for student A
94
Student A : Can Stevy swim? (Sheet 2)
Student B : (see picture in sheet 4) No, he can’t
Student A : What can he do?
Student B : (see picture in sheet 4) he can sharpen the pencil
Change
Student B : Can Sylvana ride bicycle?
Student A : (see picture in sheet 5) No she can’t
Change
(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)
95
Appendix 2
Interview Guidance List
8. How the materials support the teaching and learning process in PM?
96
Appendix 3
Observation list
Objectives
Syllabus model
Type of learning activities
Type of teaching activities
Teacher role
Learners role
The role of instructional material
97