CURRICULUM VITAE

Prof.Drs.Dewa Komang Tantra, Dip.App.Ling, MSc,MA,Ph.D

Pendidikan:
Sarmu FKIP UNUD, S1 di Yogya, S2 Di Singapura, S2 di AS, S3 di
AS, Post-Doctor di Australia
BEASISWA
ROTARY CLUB DARWIN SOUTH, WORLD BANK XI DAN XVI, ADB,
FULBRIGHT-HAYS
Negara yg dikunjungi:
Malaysia, Singapura, Thailand, Filipina, Jepang, Srilanka,
India,Korea, Hongkong, Hawai, Jerman, Belanda, Perancis, Inggris,
Cairo, Dubai, Abudhabi, Oman, Hawai,Amerika Serikat, Australia, Chi
na, Turki, Bangladesh, Mesir
Pekerjaan
Dosen S1 dan S2 Undiksha Sgr ,UNUD (S2 dan S3 Linguistik, Kajian Budaya,
Kedokteran, Pariwisata), DIREKTUR PASCASARJANA IHDN, UNHI, IHDN, S2 d
an S3 di La Trobe Univ.Melbourne, Penguji Tamu di Newcastle University
dan New South Wales, Australia, Bank Dunia, Asian Development Bank
(ADB), Dikti, Ditjen.PMPTK, Ditjen.Man Dikdasmen, Balitbang
Diknas,Ditjen.PNFI, Mantan Ketua Badan Akreditasi Nasional PNF dll.
 PSYCHOLINGUISTICS

TOPICS
1.PROBLEMS AND PERSPECTIVES
2.PSYCHOLOGICAL APPROACHES TO THE STUDY OF
LANGUAGE
3.THE ANALYSIS OF MEANING
4.LANGUAGE AND PERCEPTION
5.COMPREHENSION
6.LANGUAGE AND MEMORY
7.LANGUAGE PRODUCTION
8.LANGUAGE ACQUISITION
9.LANGUAGE AND THOUGHT
10.BILINGUALISM
11.LANGUAGE AND THE BRAIN
 RULES OF THE COURSE

1. Regular and punctual class attendance

2. Take a lap top with you
3. Copy the recommended book
4. Sumarrize each chapter according to the topic
5. Bring the syllabus and course outline
6. Do home assignments
7. Do mid-term exam
8. Do the final project
 PROBLEMS AND PERSPECTIVES( studying
language should be polistic)
• LINGUISTICS : general features
• SOCIOLINGUISTICS: language and society
• ETHNOLINGUISTICS: language and culture
• PRAGMATICS : language use
• POLITICOLINGUSTICS: language and politics
• RELIGIOLINGUISTICS: language and religion
• STYLISTICS : language and literature
• COMPUTERLINGUISTICS :language and technology
• PSYCHOLINGUISTICS: language and psychology
• NEUROLINGUISTICS : language and the brain
 PSYCHOLOGICAL APPROACHES TO THE STUDY OF
LANGUAGE

1. CLASSICAL CONDITIONING THEORY is a theory of learning language by giving verbal or non verbal stimu
lus which is reflexsive, mechanical, associative, habit formation. = known as stimulus response (S-
R) = we need to give stimulus to get response (Paplop's theory)
Refelxsive LT= spontan, otomatis
habbit formation (membentuk kebiasaan)
mechanical =
Associative= menghubungkan dengan hal lain yang benar.

2. FUNCTIONAL APPROACH TO VERBAL BEHAVIOR ( Skinner's theory( Paplop's student) = S-Rr negative and
positive
reinforcement (reward (positive)and punishment (negative)) = to strengthen the learners.
S-Rm
1. verbal
2. Emotional (attitude, confidence, anxiety)

3. MEDIATIONAL S-R APPROACHES

A. VERBAL ASSOCIATIONISM
B. DUAL CODING APPROACH ( judul: anxiety and speaking class in SMP....)
4. COMMON CODING THEORIES
A. INFORMATION PROCESSING
THEORY (judul: information processing theory in writing class in SMA....)
: BUILDING WORDS MEANING THROUGH GAME in SD...
: Speech act Production and comprehension in EFL at SMP/SMA...........
: Textbook Analysis based on speech act on SMA...............
Encoding process-decoding--saving-rehearsing (practice again and over)=LEARNING
27 feb 2019
Approach= theory, paradigm, concept,
assumption

method 1, method2, methodn==procedures,

ways and
steps
strategy implementational
or technique
 QUESTIONS TO BE ANSWERED
INDIVIDUALLY
•What are the basic concepts of : S - R, S - R r,
S – R m, Dual Coding and Common Coding ?
•What are the basic principles of those learning
theories ?
•What are the general strategies of those
learning theories ?
•What are the weaknesses and strengths of
those learning theories ?
 Answers to Concepts
1)Learning is a bonding between a stimulus and a
response
2)Learning takes place when a positive response to
the stimulus is reinforced.
3)Learning likely happens when it is mediated
positively.
4)Learning is likely to happen when the emotional
and psychological factors support
5)Learning is a comprehensive process of
encoding, decoding, saving, rehearsing,
producing
 Answers to Principles
1) No learning without the chaining between
S and R.
2) No learning without the reinforced
chaining between S and R.
3) No learning without helpful mediators
4) No learning without the emotional and
psychological supports
5) No learning without comprehensive
processes of encoding, decoding, storing,
rehearsing and producing
 Answers to Strategies
1) Present a stimulus first to get a response.
2) Reward positive response to a stimulus to
continue it; whereas, punish negative response
to a stimulus to stop it.
3) Build mediators to bridge a gap in learning
4) Guarantee favorable emotional and
psychological conditions for successful learning
5) Securing all five processes for successful
learning
 Weakness and Strength
• No learning without S and R; simple model of
learning
• It is dependent upon rewards and
punishment mechanism; it is fun and
refreshing
• It is less creative; it provides a guide and
counseling
• It is cumbersome and complex; it is
systematic
 ADVANTAGES AND DISADVANTAGES

TEACHER
1. EASY TO CONTROL WHOLE CLASS
2. IT CAN BE USED FOR LARGE CLASS
3. EASY TO FOCUS STUDENTS
DLL
STUDENTS
1. STUDENTS NEED NOT TO STUDY
HARD, BUT JUST FOLLOW TEACHER
OTHER LEARNING THEORIES
1. NATIVIST’S OR MENTALIST’S THEORY
2. LATENT LEARNING
3. CONNECTIVIST’S THEORY
4. CONSTRUCTIVIST’S THEORY
5. ATTRIBUTION THEORY
6. COGNITIVIST’S THEORY
7. COMPONENT DISPLAY THEORY
8. SENSORY STIMULATION THEORY
9. ADULT LEARNING THEORY
10. INSTRUCTIONAL THEORY
11.EXPERIENTIAL LEARNING THEORY
12. HOLISTIC LEARNING THEORY
13. HUMANISTIC LEARNING THEORY
 THE ANALYSIS OF MEANING
(word, phrase, sentence, tetxt)
CHAPTER 5
DEFINITION
A.ARISTOTLE : Knowledge of the world consisting of
mental copies, or images, of the things in the worl
d and is accordingly shared by all people

B. A dictionary vs an encyclopedia:
 A dictionary defines each word in the language in
terms of other words.
 An encyclopedia relates each entry to events or th
ings outside the language
C. Types of meaning:
1. Denotative (the real meaning)vs connotative(makna kias)
2. Referential vs implicational(
3. Real vs psychological (what is in your mind)
4. Verbal (cultural meaning/depend on the culture)
vs non-verbal (gesture,body language)
5. Searle (expert) : locutionary(apa yang dikatakan)illocutionary,
(makna nyata di balik sebuah perkataan) and
perlocutionary(reaksi) forces
D. Linguistics Approaches:
1. Etymology: the origins of words
2. Semantic change : changes in word meaning ove
r time
3. Field theories of meaning
a. Associative fields (menghubungkan 1 hal dengan hal lain)
b. Conceptual spheres and semantic
fields
c. Semantic component and Grammar
(fungsi sebuah kata atau lebih dalam kalimat/grammatical meaning)
d. Semantic dictionary
E. Psychological Approaches to Meaning
1. Meaning as nonverbal conditioned response
2. The semantic differential
3. Verbal associative approaches to meaning
F. Cognitive Approaches to Meaning
1. Hierarchical network models
2. Referential-Contextual approach to meaning
3. A dual coding approach to meaning
 LANGUAGE AND PERCEPTIO
N
Perception is how discrimination or categorization of pho
nemes, morphemes, lexemes, and discourses are con
ceived in the mind. (ability to dicriminate)
Perspective(pandangan)

Theories:
1. Motor theory (teori berdasarkan tingkah, sikap, sifat
seseorang)
2. Categorical perception : perceptual
units( membedakan gender mana laki mana wanita)
a. The phoneme
b. The syllable
Word recognition:
a. Word in context
b. Frequency of usage (seberapa sering kata-kata itu
digunakan)
c. Structural attributes (the function of the word such
as noun, verb, adjective and etc.)
d. Pronoucablity (easy to pronounce)
e. Grammaticality ( struktur yang kompleksitas pada
kalimat)
f. Associative strength
 COMPREHENSION
(untuk memahami meaning dengan mudah memerluka pemahaman 9 faktor
yaitu.........

CONCEPTS : COMPREHENSION IS GETTING MEANING

ACROSS. MEANING IS MENTAL COPIES OF SEMANTIC
KNOWLEDGE

1. BEHAVIORAL APPROACH: COMPREHENSION IS

LEARNED REACTION TO A SET OF STIMULI
FACTORS AFFECTING COMPREHENSION: QUALITY
OF STIMULI: 2 faktor
2. LINGUISTIC APPROACH: COMPREHENSION IS AN
ENCODED VERBAL PERCEPTION.
FACTORS AFFECTING COMPREHENSION: TASK,
LENGTH OF PERCEPTION, DICTION,
GRAMMATICALITY, DISCOURSE(content)
3. COGNITIVE APPROACH: COMPREHENSION IS A
COGNITIVE PROCESS MAKING USE OF PERCEPTION,
MEMORY AND CONTEXT.
FACTORS AFFECTIVE COMPREHENSION: PERCEPTION,
MEMORY (daya ingat) , CONTEXT, IMAGERY,
REACTION TIME, MODALITY, SCHEMATIC, WORLD
KNOWLEDGE : 8 factors.
 LANGUAGE AND MEMORY
memory adalah ability to remember
memori sangat penting,,,
there are 3 kinds of memory there are.......
KINDS OF MEMORY
A. EPISODIC MEMORY VS SEMANTIC MEMORY (TULVING,1972)
1. Episodic memory refers to memories of specifc events that
occured in a particular place at a particular time (remember past event)
2. Semantic memory refers to our general knowledge of the world
without the specification of the time and place in which it was originally
learned. (pengetahuan umum)
B. SHORT-TERM VS LONG-TERM MEMORY (based on how long people can
memorize)
1. Short-term refers to the ability to recall within one week long
2. Long-term memory refers to the ability to recall beyond and over t
wo weeks long
C. MEMORY TASKS (jenis2 tes untuk latihan memory)
a. Free recall test (tes untuk mengingat kembali: menghapal 10 kata)
b. Recognition(identify, discriminate) test (
c. Serial recall (misalnya menghapal nomor Hp dengan menyebutkan 3
nomor secara berurutan) remembering about serial numbers
d. Serial recronstruction (misalnya ada permainan kubus yang banyak
 Factors Determining Memory

A. BEHAVIORAL VARIABLES (faktor kebiasaan)

1. Availability of response (menanyakan sesuatu yang sudah ada) misal:
menanyakan nama bapak ke teman
2. Ease of production (kata-kata yang mudah diucapkan)
3. Frequency of occurence (yang paling sering dilihat, dialami)
4. Associative strength ( yang mudah diasosiasikan) Girrafe: hewan yang
lehernya panjang, tubuhnya tinggi
B. LINGUISTIC VARIABLES
1. Word length (kata-kata yg panjang relativ sulit diingat)
2. Surface and deep structure complexity (apa yang kita dengar, secara
expliit maupun impisit)
3. Complexity of lexical items (kata2 yang sulit diingat misalnya kata2 kuno
di masa lampau)

C. COGNITIVE VARIABLES
1. Organization (urutan/sistematis sehingga mudah mengingat)
2. Imagery (alat bantu)
 LANGUAGE PRODUCTION
(

• The process of production is the reverse of

comprehension
• Production requires both episodic and
semantic memory
• Production tasks emphasize word choice
and fluency of speech
 Theoretical Orientation

1. Linguistic competence vs performance

Linguistic competence: underlying rules by which infi
nite number of novel sentences could be generated

Performance : the ability to produce the infinite num

ber of novel sentences
2. Factors govern production: perception of situational
context (environment), memory and motivation
Linguistic and Associative Variables in production

1.Hesitation (keraguan)
2.Silent pauses(adanya jeda saat berbiacara)
3.Filled pauses (tambahan katanon-baku) : nok,
ehm, amm saat berbicara
4.Speech nonfluency (gagap)
5.Syntactic structure (kalimatnya terlalu
kompleks) adanya kesalah grammar saat
berbicara
6.Abstract grammatical categories (
 SPEECH ERRORS

1.EXCHANGES (‘dear old queen’ becomes ‘ queer

old dean’)
2.SHIFTS (pertukaran letak kata) (‘take my bike’ b
ecomes ‘bake my bike’)
3.MALAPROPISMS (‘flagrant’ for ‘ fragrant’)
4.HAPLOLOGIES (‘probably’ becomes ‘probly’)
5.BLENDS (penggabungan) (‘detest and destiny’ b
ecomes ‘detestiny’)
 LANGUAGE ACQUISITION
 ACQUISITION re ;
 fers to speaking a language as acquired in unconscious
informal setting (at playground)
First Language (L1)
Second Language (L2)
L1+L2 simultaneously
 LEARNING refers to speaking a language as learned in
conscious formal setting (in school)
First Language (L1)
Second Language (L2)
Foreign Language (L3)
 LANGUAGE DEVELOPMENT
1. BIRTH – 6 MONTHS A VARIETY OF SOUNDS, SHRIEKS,
CHUCKLING, COOING
2. SIX – 9 MONTHS BABBLING PERIOD AND SOUND
SEQUENCES (mamama)
3. ONE – 2 YEARS HOLOPHRASTIC PERIOD (ball)

4. THREE YEARS - SENTENCE PERIOD OR TELEGRAPHIC

PERIOD
5. THREE TO FIVE YEARS PRODUCES SENTENCES OF ALL TYPES
 ROGER BROWN (1973) – MEAN LENGTH
OF UTTERANCE (MLU)
ONE-WORD UTTERANCE A SINGLE WORD WHICH FUNCTIONS AS PHRASES
OR SENTENCES (milk,ball,etc)
TWO-WORD UTTERANCE TWO-WORD UTTERANCE USED AS A SIMPLE
GRAMMAR CALLED PIVOT GRAMMAR (want ball,
give milk)
DEVELOPMENT OF SYNTAX ACQUIRING GRAMMATICAL RULES
DEVELOPMENT OF NEGATIVE No hot; where daddy go ?
UTTERANCES AND
QUESTIONS
COMPREHENSION VS Where is Kitty?
PRODUCTION Make the dog bite the cat
APPROACHES TO LANGUAGE ACQUISITION
BEHAVIORAL APPROACHES
1 CLASSICAL CONDITIONINNG S-R
2. RESPONDENT CONDITONING S-R-r
3. NEO BEHAVIORAL S-R MEDIATIONAL

COGNITIVE APPROACH
4.DUAL CODING S-R EMOTIONAL
STATES
5. COMMON CODING INFORMATION
PROCESSING
LINGUISTIC APPROACH LANGUAGE
ACQUISITION DEVICE
(LAD)
 LANGUAGE AND THOUGHT
cara bicara seseorang mencerminkan kecerdasan otak seseorang

The relationship between language and thought has been a subject of interest over the years.
 
Theories and Concepts
 Ancient Greek.
 Gorgias suggests that every utterance is an action and every meaningful action lies within
language.
 His world is very linguistic with every gesture, posture, and action – including inaction is
meaningful. He considers words to acquire meaning from their role.
 
Whorfianism
 It has two major aspects: linguistic relativism and linguistic determination.
 Linguistic relativism considers the structural differences between languages are manifested
through the thinking of the speakers.
 Linguistic determination considers that the structure of language such as vocabulary, grammar
and other aspects, strongly determines the way its native speakers perceive the world
 COGNITION AND LANGUAGE
(struktur pemikiran mempengaruhi cara bahasa)

 Language affects cognition.

 Language and thought are two dynamically related.
(bahasa dan pikiran berkembang dan saling
berhubungan)
 There is an emergence of vague thought, which is then
completed in language
 SEMANTICS AND THOUGHT
Specific orientations express variable
semantic choices and not necessarily
elements of thought.
 These may not directly influence
consciousness of thought rather on
semantic or organization of thought.
Semantic choices usually feedback in
the thought process
 APHASIA (temporary lost of mind) AND THOUGHT

Damage to different regions of the brain develops

specific types of aphasias or language disorders.
Damage to the left frontal lobe results to speech
impairments including slowness, needs effort, and
poor words of sentence structures and although
comprehension is retained, complex sentences in
structure may not be clearly understood.
Damage to left temporal lobe impairs (1) fluency and
comprehension. (2) speech may be fluent but may
have errors in sound and word selection.
Damage to superior lobes in the two hemispheres
may result (1) inability to comprehend words or being
deaf for speech.
 ANIMALS, LANGUAGE AND THOUGHT
 Thought refers to the process of activating schemata to acquire
new meaning, to reason, analyze and make decisions.
 Some argue that animals are capable of language. A view
expressed by Crist (2004) concludes the honeybee dance is
language – a dance language.
 Descartes denied that animals have thought. He asserted that
animals only communicate bodily movements and natural
impulses and none has expressed using speech.
 Condillac does not argue that animals are automata without
thought, he however does not consider animals to be at the
same level with human beings. Animals have various limitations
including the capacity of understanding the human language.
 Language Dictates Thinking

The Whorfian theory was subjected to

various criticisms. First, it is lacking in the
evidence that a language influences a
particular way of thinking towards the world
for its speakers (Skotko, 1997; Leva, 2011).
By the 1970s, the Sapir-Whorf hypothesis
had lost favor with most scientists that
considered language and thought as
universal (Leva, 2011).
 PAPER
A. INTRODUCTION
1. REASON FOR CHOOSING THE TOPIC (philosophically,
conceptually/theoretically, empirically and significantly )

2. PROBLEM (state the intended problem)

3. OBJECTIVE ( state the purpose of writing)
4. SCOPE (explain the limitation of the paper)
B. THEORETICAL FOUNDATION (choose one or two theories used
for solving the problem)
C. DISCUSSION (discuss how the theory works)
D. CONCLUSION (conclude major points)
E. refferences : minimal 10
F. maksimum 6 halaman
 SPEAKING
PROFICIENCY
REASONS:
A. MOST OF THE STUDENTS ARE NOT PROFICIENT IN
SPEAKING (EMPIRICAL REASON)
B. SPEAKING IS VERY IMPORTANT IN
COMMUNICATION (THEORETICAL REASON)
C. SPEAKING REPRESENTS A CULTURE
(PHILOSOPHICAL REASON)
D. JOB AVAILABILITY REQUIRES SPEAKING
PROFICIENCY (SIGNIFICANCE REASON)
PROBLEM
HOW CAN SPEAKING COMPETENCY BE DEVELOPED FOR
STUDENTS AT SMA ?

OBJECTIVE
TO DEVELOP A TEACHING-LEARNING MODEL FOR
SPEAKING AT SMA

SCOPE
THIS PAPER IS LIMITED ON THE THEORETICAL
DEVELOPMENT OF TEACHING-LEARNING MODEL OF
SPEAKING AT SMA IN INDONESIA
THEORETICAL FOUNDATION

TECHNIQUES OF TEACHING SPEAKING THROUGH ZIG SAW BY

LUMBERTSON THEORY

STEPS

ADVANTAGES AND DISADVANTAGES

DISCUSSION
WHY IS THIS TECHNIQUE GOOD FOR TEACHING-LEARNING
SPEAKING?

CONCLUSION
GIVE RECOMMENDATION AND WARNINGS TO THE TEACHER