Community language learning

Community language learning advises teachers to consider their students as ‘whole person’. Whole person learning means that teachers consider not only their students’ intelect, but also have some understanding of the relationship among students’ feeling, physical reactions, interactive reactions, and desire to learn.
Some of the activities are:
1. The teacher greets the students, introduce himself, and has the students to introduce themselves to build a relationship.
2. The teacher tells the students what they are going to do that evening and explains the first activity procedure and sets a time limit so the students have an idea what will happen in each activity and feel more secure.
3. Students use language for communication through a conversation.
4. The teacher stands behind the students as due to his superior knowledge. The students’ learning is facilitated, the threat is increased if the teacher remain the front of the class room.
5. The teacher translates what the students want to say in chunks to give them what they need to be succesful and be sensitive to students’ level of confidence.
6. The teacher tells them that they have only a few minutes remaining for the conversation; that make students more secure to know the limits of an activity.
7. Students are invited to talk about how they felt during the conversation. Sharing about their learning experience allows learner to get to know one another and built community.
8. The teacher accepts what each student says in order to create an accepting atmosphere where learners feel free to lower their defense and learning experience becomeless threatening.
9. The teacher understands what the students say. The teacher counsels the students ; doesn’t for advise but rather shows them that he is really listening to them and understand what they are saying.
10. The students listen to the tape and give the Indonesian translation. Students feel more secure when they understand everything because the native language is used to make the meaning clear.
11. The teacher ask the students to form a semicircle in front of the blackboard so they can see easily because it’s the teacher responsibility to clear structuring activities to succeed the completion of the activity.
12. The teacher reassures the students that they will have time later on to copy the sentences. Learning at the beginning stages is facilitated if students attend to one task at a time.
13. The teacher ask the students to give the Indonesian equivalents as he points to different phrases in the transcript. The teacher encourage the students’ initiative and independence.
14. The teacher reads the transcript three times when the students relax and listen because students need quiet reflection time in order to learn.
15. The students learn to listen carefully to see if what they say matches what the teacher is saying. Student need to learn to discriminate, for example, in perceiving the similiarities and differences among the target language forms.
16. Students work together in group of three. In groups, students can begin to feel a sense of community and can learn from each other as well as the teacher.
17. The teacher corrects by repeating correctly the sentence the students have created. The teacher should work in a non threatening way with what the learner has produced.
18. The students read their sentences one to another member of the class it can built trust and can help to reduce the threat of the new learning situation.
19. The teacher plays the tape two more times while the students listen. Retention will best take places somewhere in between novelty and familiarity when the material is too new or conversely, too familiar.

Suggestopodia

There are two basic kinds of suggestion: direct and indirect. Direct suggestions are directed to conscious processes, i.e., what one says that can and will occur in the learning experience, suggestions which can be made in printed announcements, orally by the teacher, and/or by text materials. Direct suggestion is used sparingly, for it is most vulnerable to resistance from the set-up. Indirect suggestion is largely unconsciously perceived and is much greater in scope than direct suggestion.
It is always present in any communication and involves many levels and degrees of subtlety. It speaks as the second plane of communication and considers it to encompass all those communication factors outside our conscious awareness, such as voice tone, facial expression, body posture and movement, speech tempo, rhythms, accent, etc. Other important indirect suggestive effects result from room arrangement, decor, lighting, noise level, institutional setting - for all these factors are communicative stimuli which result in terms non-specific mental reactivity. And their, like the teacher and materials can reinforce the set-up, preserve the status quo, or can serve in the desuggestive-suggestive process. In other words, everything in the communication/learning environment is a stimulus at some level, being processed at some level of mental activity.
The more we can do to orchestrate purposefully the unconscious as well as the conscious factors in this environment, the greater the chance to break through or “de-suggest” the conditioned, automatic patterns of our inner set-up and open the access to the great potential of our mental reserves.
Sources, History, Initial Results
The artful use of suggestion as a means of facilitating the learning and communication process is, of course, and has always been, a part of nearly all effective teaching and persuasive communication. Not until the past twenty years, however, has the phenomenon of suggestion begun to be methodically researched and tested as to how it can and does affect learning. In This early research, investigated individual cases of extraordinary learning capacities etc., and theorised that such capacities were learnable and teachable. He experimented with a wide range of techniques drawn from both traditional and esoteric sources, including hypnosis and yoga, and was able to accelerate the learning process quite dramatically.
A positively suggestive authority is one of the most effective means which we as teachers / doctors can use, if we use it sensitively, wisely and purposefully.
The authority we are speaking of here has nothing to do with authoritarianism, traditional “strictness” or “toughness”. The creator defines it as “the non-directive prestige which by indirect ways creates an atmosphere of confidence and intuitive desire to follow the set example”. Authority, in its positive, suggestive sense, is communicated through our “global” presence, through all our non-verbal as well as verbal signals. Students can sense when we embody the values and attitudes we “talk about”. And when there is congruency in the many levels of our communication, we become believable, compelling, worthy of respect.
Intonation is strongly connected with the rest of the suggestive elements. The intonation in music and speec In suggestopedia we do not talk about infantilization in the clinical sense of the word, nor of infantility. Infantilization in the process of education is a normal phenomenon connected with authority (prestige). Infantilization in suggestopedia must be understood roughly as memories of the pure and naive state of a child to whom someone is reading, or who is reading on his own. He is absorbing the wonderful world of the fairytales. This world brings him a vast amount of information and the child absorbs it easily and permanently.
An important moment in suggestopedia. The artistic organisation of the suggestopedic educational process creates conditions for concert pseudopassivity in the student. In this state the reserve capabilities of the personality are shown most fully. The concert pseudopassivity (concentrative psychorelaxation) overcomes the antisuggestive barriers, creating a condition of trust and infantilization in the student, who in a naturally calm state accompanied by a state of meditation without special autogenic training can absorb and work over a huge quantity of information. In this state both brain hemispheres are activated”.

The Audio Lingual VS Silent Way Method

As we enter the classroom, the first thing we notice is that the students are attentively listening as the teacher is presenting a new dialog, a conversation between two people. The students know they will be expected to eventually memorize the dialog the teacher is introducing. All of the teacher’s instructions are in English. Sometimes she uses actions to convey meaning, but not one word of the students’ native language is uttered. Then the teacher says: ok class listen carefully.
Two people are walking along a sidewalk in town are named Sally and Bill. Listen to their conversation:
Sally: Good morning, Bill.
Bill : Good morning.
Sally: How are you?
Bill : Fine, thanks, And you?
Sally: Fine. Where are you going?
Bill : I’m going to the post office.
Sally: I am too. Shall we go together?
Bill : Sure. Let’s go.
Listen one more time. This time try to understand all that I am saying,’ Now she has the whole class repeat each of the lines of the dialog after her model. They repeat each line several times before moving on to the next line. When the class comes to the lines, I’m going to the ppost office,’ they stumble a bit in their repetition. The teacher, at this point,, stops the repetition and uses a backward build-up drill (expansion drill). The purpose of this drill is to break down the troublesome sentence into smaller parts. The teacher starts with the end of the sentence and has the class repeat just the last two words, and the class repeats this expanded phrase. Little by little the teacher builds up the phrases until the entire sentence is being repeated.
TEACHER: Repeat after me: Post office
CLASS : Post Office
TEACHER: To the post office
CLASS : To the post office
TEACHER: Going to the post office
CLASS : Going to the post office
TEACHER: I’m going to the post office
CLASS : I’m going to the post office

Through this step-by-step procedure, the teacher is able to give the students help in producing the troublesome line. Having worked on the line in small pieces, the students are also able to take note of where each word or phrase begins and ends in the sentence.
In effect; the class is experiencing a repetition drill where the task is to listen carefully and attempt to mimic the teacher’s model as accurately as possible. Next the class and the teacher switch roles in order to practice a little more, the teacher saying Bill’s lines and the class saying Sally’s. Then the teacher divides the class in half so that each half gets to try to say on their own either Bill’s or Sally’s lines. To further practice the lines of this dialog, the teacher has all the boys in the class take Bill’s part and all the girl take Sally’s.
She then initiates a chain d ill with four of the lines from dialog. A chain drill gives students an opportunity to say the lines individually. The teacher listens and can tell which students are struggling and will need more practice. A chain drill also lets students use the expressions in communication with someone else, eventhough the communication is very limited. The teacher addresses the student nearest her with, Good morning ,Jose.’ He, in turn, responds,’ Good morning, teacher.’ She says. ‘How are you?’ ‘Jose answers, ‘Fine, thanks. And you?’ The teacher replies, ‘Fine.’ He understands through the teacher’s gestures that he is to turn, says her lines in reply to him. When she has finished, she greets the student on the other side of her. This chain continues until all of the students have a chance to ask and answer the question. Then the teacher moves next to the second major phase of the lesson. She continues to drill the students with language from the dialog, but these drill require more than simple repetition.
The first drill the teacher leads is a single-slot substitution drill in which the student will repeat a sentence from the dialog and replace a word or phrase in the sentence with the word or phrase the teacher gives them. This word or phrase is called the clue. The teacher begins by reciting a line from the dialog, ‘I am going to the post office,’ Following this she shows the students a picture of a bank and says the phrase, ‘The bank. ‘She pauses, then says, ‘I’am going to the bank. ‘From her example the students realize that they are supposed to take the cue phrase, (‘the bank.‘), which the teacher supplies, and put it into its proper place in the sentence. Now she gives them their first cue phrase, ‘The drugstore. ‘Together the students respond, ‘I am going to the drugstore. The students chorus, ‘I am going to the park,’ Other cues she offers in turn are ‘the cafe,’ ‘The supermarket,’ ‘the bus station,’ ‘the football field,’ ‘and ‘the library.’ Each cue is accompanied by a picture as before. After the students have gone through the drill sequence three times, the teacher no longer provides a spoken cue phrase instead she simply shows the pictures one at a tim, and the students repeat the entire sentence, putting the name of the place in the picture in the appropriate slot in the sentence. This substitution drill is slightly more difficult for the student since they have to change the form of the verb ‘be’ , ‘to’ ,’is’, ‘or’, ‘are’, depending on which subject pronoun the teacher gives them.
Instead, after going through the drill a few times suplying oral cues, the teacher points to a boy in the class and the students understand they are to use the pronoun’he’ in the sentence. Finally, the teacher increases the complexity of the task by leading the students in a multiple-slot substitution drill. This is essentially the same type of drill as the single-slot the teacher just used. However with this drill, students must recognize what part of speech the cue word is and where it fits into the sentence. The student must make a decision concerning where the cue word or phrase belongs in the sentence also supplied by the teacher. The teacher in this class starts off by having the students repeat the original the dialog. ‘I am going to the post office’. Then she gives them the cue’she.’ The students understand and produce, ‘She is going to the post office,’ the next cue the teacher offers is ‘to the park.’ The student hesitate at first; then they respond by correctly producing, ‘She is going to the park.’ She continues in this manner, sometimes providing a subject pronoun, other times naming a location.
The substitution drills are followed by a transformation drill. This type of drill asks students to change one type of sentence into another-an affirmative sentence into a negative or an active sentence into a passive., for example, ‘I say, “She is going to the post office.” You make a question by saying, “Is she going to the post office?”
The teacher models two more examples of this transformation, then asks, ‘Does everyone understand? OK, lets begin. “They are going to the bank.” “The class replies in turn, ‘Are they going to the bank?’ They transform approximately fifteen of these patterns, and then the teacher decides they are ready to move on to a question-and-answer drill. The teacher holds up one of the pictures she used earlier, the picture of a football field, and asks the class. ‘Are you going to the football field?’ she answer, ‘ Yes, I’m going to the football field.,’ She poses the next question while holding up a picture of a park, ‘Are you going to the park?’ And again answer herself, ‘Yes, I’m going to the park.’ She holds up a third picture, the one of a library?’ She poses a question to the class, ‘Are you going to library?’ They respond together, going to the library.’
‘Very Good,’ the teacher says. Through her action and examples, the students have learned that they are to answer the questions following the patterns she has modeled. The teacher drill them with this pattern for the next few minutes. Since the students can handle it, she poses the question to selected individuals rapidly, one after another. The students are expected to respond very quikly, without pausing. She works a little longer on this question-and-answer drill, sometimes providing her students with situations that require a negative answer and sometimes encouragement to each student. She holds up pictures and poses question one right after another,but the students seem to have no trouble keeping up with her. The only time she changes the rhythm is when a student seriously mispronounces a word. When this occurs she restates the word and work briefly with student until his pronunciation is closer to her own.
REVIEWING THE TECHNIQUES
IF you agree with the above answer, you may wish to implement the following techniques; of course, if you do not agree, there may be techniques describe below that you are already using or can adapt to your approach.
DIALOG MEMORIZATION
Dialogs or short conversation between two people are often used to begin a new lesson. Students memorize th dialog through mimicry; student usually take the role of one person in the dialog, and the teacher the other. Another way of practicing the two roles is for half of the class to take one role and the other half to take the other. In the Audio-Lingual Method, certain sentence patterns and grammar points are included within the dialog. These patterns and points are later practiced in drills based on the lines of the dialog.
BACKWARD BUILD-UP (EXPANSION) DRILL
This drill is used when a long line of a dialog is giving students trouble. The teacher speaks down the line into several parts. Then, following the teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the entire lines. The teacher begins with the part at the end of the sentence (works backward from there) to keep the into keep the intonation of the line as natural as possible.
REPETITION DRILL
Students are asked to repeat the teacher’s model as accurately and as quickly as possible. This drill is often used to teach the lines of the dialog.
CHAIN DRILL
A chain driil gets its name from the chain of conversation that forms around the room as students, one-by-one, ask and answer question of each other. The teacher begins the chain by gretting a particultural student or asking him a question. A chain drill allows some controlled communication, eventhough it is limited. A chain drill also gives the teacher an oppoturnities to check each student’s sprech.
SINGLE-SLOT SUBSTITUTION DRILL
The teacher says a line, usually from the dialog then she says a word or a phrase-caalled cue. The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence.
MULTIPLE-SLOT SUBSTITUTION DRILL
This drill is similiar to the single-slot substitution drill. The difference is that the teacher gives cue phrase, one at time, that fit into different slots in the dialog line.
TRANFORMATION DRILL
The teacher gives students a certain kind of sentence pattern, an affirmative sentence for example. Other example of transformation to ask of student are changing a statement into a question, an active sentence into a passive one, or direct speech into reported speech.
QUESTION-and-ANSWER DRILL
This drill gives student practice with answering questions. The students should answer the teacher’s questions very quickly. This gives students practice with the question patterns.
USE OF MINIMAL PAIRS
The teacher pairs of words which differ in only one sound. For example: ‘ship/sheep’. Student ask to they teacher read it and difference two words. The teacher selects the sounds to work on after she has done a contrastive analysis, a comparison between the students’ native language an dthe language they are studying.
COMPLETE THE DIALOG
Selected words are erased from a dialog students have learned. Students complete the dialog by filling the blanks with the missing words.
GRAMMAR GAME
Games like the supermarket alphabet game described in this chapter are used in the Audio Lingual Method. The games are designed to get students to practice a grammar point within a context and it is rather limited in this game.

Total Physical Respone

Language is the key determinant to success and has a central role, particularly in the development of intellectual, social, and emotional person and in study all fields of study. Language is expected to help someone in this case I am talking about is the learners to know themselves, their culture and the culture of others, put forward ideas and feelings, participate in the community who use the language, find and use analytical skills and imaginative in that.

There are several different methods commonly used by a teacher or instructor in the student participants to enhance learning methods such as discussions, lectures, etc. Inquiry. I would like to introduce one method, namely method of TPR (Total Physical Response) as a technique of presentation in teaching, especially in foreign language learning, whether English, Japanese, French, and others.

Learning method is a science that talk about ways to deliver learning materials, so mastered by learners in other words the science of the teachers teach and students learn.
1.The meaning of TPR (Total Physical Response)
According to Richards J in his book, Approaches and Methods in Language Teaching, TPR is defined:
"A language teaching method built around the coordination of speech and action; it Attempts to teach language through physical (motor) activity."
So the method of TPR (Total Physical Response) is a language learning method developed in coordination command (command), speech (speech) and motion (action); and tried to teach language through physical activity.
Meanwhile, according to Larsen and Diane in the Technique and Principles in Language Teaching, TPR or also known as "the comprehension approach" or approach that is a method of understanding a foreign language approach to instruction or command.

2.the activity in PBM TPR Method (Teaching and Learning).
In the process of learning and teaching by using TPR method is a lot of activities that can be done by teachers and students, among others:
a.the exercise by using the command (Imperative Drill), is the main activity conducted in the classroom teacher from TPR method. Exercise is useful to obtain the physical movement and activities of students.
b.Dialog or conversation (conversational dialogue).
c.playing roles (Role Play), can focus on everyday activities such as in schools, restaurants, markets, etc..
d.presentation with OHP or LCD
e.Activity reading (Reading) and writing (Writing) to increase vocabulary (vocabularies) and also trained on the composition of sentences based on tenses and so forth.

3.Teory of learning TPR
TPR language learning theory was first adopted by Asher was reminiscent of some of the views of psychologists, such as Arthur Jensen who had proposed a 7-step model describing fatherly verbal learning development of children. This model is very similar to Asher views about child language acquisition. 3 Asher presents an influential learning hypotheses are:
1.Terdapat bio-specific default program for learning the language that describes an optimal flow for the first and second language development.
Brain 2.Lateralisasi describe different learning function on the left and right brain.
3.Stres affect learning and what activities will be studied by learners, lower stress, the capacity of learning to be better.
Thus the TPR method of learning that may sound familiar in your ear. TPR method is not a new method if better methods of learning among others. However, it is better in my opinion, if an instructor or teacher to use this method because this method is very useful in increasing the motivation of children, especially in language learning.

The Silent Way

Silent Way originated in the early 1970s and was the brainchild of the late Caleb Gattegno. The last line of Benjamin Franklin’s famous quote about teaching and learning can be said to lie at the heart of Silent Way. The three basic tenets of the approach are that learning is facilitated if the learner discovers rather than remembers or repeats, that learning is aided by physical objects, and that problem-solving is central to learning. The use of the word "silent" is also significant, as Silent Way is based on the premise that the teacher should be as silent as possible in the classroom in order to encourage the learner to produce as much language as possible. As far as the presentation of language is concerned, Silent Way adopts a highly structural approach, with language taught through sentences in a sequence based on grammatical complexity, described by some as a "building-block" approach.

The structural patterns of the target language are presented by the teacher and the grammar "rules" of the language are learnt inductively by the learners. kuesioner rods (small colored blocks of varying sizes originally intended for the teaching of mathematics) are often used to illustrate meaning (the physical objects mentioned above). New items are added sparingly by the teacher and learners take these as far as they can in their communication until the need for the next new item becomes apparent. The teacher then provides this new item by modeling it very clearly just once. The learners are then left to use the new item and to incorporate it into their existing stock of language, again taking it as far as they can until the next item is needed and so on.

This is perhaps best illustrated by an example. Let us say that the teacher has introduced the idea of pronouns as in "Give me a green rod". The class will then use this structure until it is clearly assimilated, using, in addition, all the other colors. One member of the class would now like to ask another to pass a rod to a third student but she does not know the word "her", only that it cannot be "me". At this point the teacher would intervene and supply the new item: "Give her the green rod" and the learners will continue until the next new item is needed (probably "him"). This minimalist role of the teacher has led some critics to describe Silent Way teachers as "aloof" and, indeed, this apparently excessive degree of self-restraint can be seen as such.The prominent writer on language teaching, Earl W. Stevick, has described the role of the teacher in Silent Way as "Teach, test, get out of the way". The apparent lack of real communication in the approach has also been criticized, with some arguing that it is difficult to take the approach beyond the very basics of the language, with only highly motivated learners being able to generate real communication from the rigid structures illustrated by the rods. The fact that, for logistical reasons, it is limited to relatively small groups of learners is also seen as a weakness.