Comunity Language Learning
Isnaini Nur Halimah 153221112
Murtafi’ Mabarroh Fani 153221131
Dinda Puji Pertiwi 153221137
5D PBI
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2017
PREFACE
First of all, thanks to Allah SWT because of His help, the writers could finish writing the paper entitled “Community Language Learning Method” right in the calculated time. The purpose in writing this paper is to fulfill the assignment that was given by Mr. Muntaha, M.Pd as the lecturer in Technique and Principles in Language Teaching. The writers truly get a lot of challenges and obstructions in arranging this paper. By getting enough help from many people, those obstructions could pass.
The writers would say thank you to all the people who help during the process. The writers realize that this paper still imperfect in arrangement and the content. Thus, the writers look forward to the criticism from the readers so that it can help the writer in improving the arrangement of the next paper. The last but not the least, this paper is supposed to be able to help the readers to gain more knowledge about TEFL major.
Surakarta October 15th, 2017
Writer
CHAPTER I
INTRODUCTION
In learning English the student have their own characteristic and dealing with this matter, we (teacher) should concern about their students feeling and consider their student as a “whole person” . Whole person learning means that the consider not only their students feeling and intellect, but also have some understanding of the relationships among students, physical reactions ,their instinctive protective reaction and their desire to learn. The community language learning method takes its principle from the more general counseling learning approach developed by Charles A. Curran studied ad ult learning for many years. He discovered that adults often feel threatened by a new learning situation. They are threatened by the change inherent in learning and by the fear that they will appear foolish. Curran believed that a way to deal with the fears of students is for teachers become “language counselor”. a language counselor does not mean someone trained in psychology ,it means someone who is skillful understanding of the struggle. Students face as they attempt to internalize another language. The teacher who can “understand” can indicate his acceptance of the students. By understanding student fears and being sensitive to them ,he can help students overcome their negative feelings and turn them into positive energy.
CHAPTER II
DISCUSSION
The History of Community Language Learning
As the Chomsky an linguistic revolution turned linguist and langugae teacher away from there audio linguam method which focused on surface structure and on rote practice of scientifcically produced patterns to a new era where the deep structure is paramount, psychologist began to seen the fundamental in portance of the efective domain. So, innovative methods of langugae teaching were developed during the 70s to redree the shortcomings of the audio lingual method. One of thes emehods came to be known as Community Language Learning (CLL)
CLL difers from other methods by which languages are taught. It’s based on an approach modeled on sounseling techniques that allevite anxiety, threat and the personal and language problems a person encounters on the learning of foreign languages. The method was originaly developed by Charles Curran who was inspird by Carl Rogers wie of education. In this “Counseling-learning” model of education, learners in a classroom are seen as a group rather than as a class, a group in dire need of certain therapy and counseling . The social dynamics occurring in the group are very important and a number of conditions are needed for learning to take place.
The Principles of Community Language Learning
Larsen- Freeman ( 2003: 98-102) sum ap the principles characteristics of the Community Language Learning (CLL) Method as follows:
The goal of teachers who use the CLL Method
Teacher who use the Community Language Learning Method want their students to learn how to use the target language communicatively. In addition, they want their students to learn about their own learning, to take increasing responsibility for it, and to learn how to learn from one another. All of these objectives can be accomplished in a nondefendesive manner if a teacher and learner(s) treat each other as whole persons, valuing both thoughts and feeling.
The role
The role of teacher
The teacher‘s initial role is primarily that of a counselor. It doesn’t mean that teacher is a therapist, or that the teacher does no teaching. Rather, it means that the teacher recognizes how threatening a new learning situation can be for adult learners, so he skillfully understands and supports his students in their struggle to master the target language
The role of student called as client who very dependent upon the teacher. It is recognized, however, that as the students continue the study, they become increasingly independent.
There are 5 stages (Hamied: 1987) :
Stage I : The embryonic stage. In this stage there is a total dependancy of clients to their counselor.
Stage II : the self-assertion stage. In this stage the clients begin to show their independence and try the language they learn.
Stage III : the birth stage. In this stage the clients speak indepedently although not perfectly. In this stage they tend to get upset whenever they gets the unwated assitance from the knower/conselour
Stage IV : the several stage. In this stage the clients feels safe and they are open to take correction from others, they are now in the position to exchange the role play periodically with the knower and they begin to elaborate the warmth and understanding with their counselor.
Stage V : the independence stage. In this stage interruption from the conselor to correct the client’s mistakes is not doesn’t too often, instead it is only done to enrich and improve the language style of the clients.
The characteristics of teaching or learning process
According to Curran, there a six elements necessary for nondefensive learning:
Security
Aggression means that students should be given an opportunity to assert themselves, be actively involved, and invest themselves in the learning experience.
Attention means that students must directly focus on or attend to one task at time.
Reflection. It occurs into two different ways:
The students reflected on the language as the teacher read the transcript three times.
The students were invited to stop and consider the active experience they were having.
Retention. The integration of the new material takes place within your whole self.
Discrimination. Sorting out the differences between the target language form.
The nature interaction
According to As Rardin Tranel (1988) in Larsen-Freeman (2003: 100) have observed, the Community Language Learning Method is neither student-centered, nor teacher-centered, but rather teacher-student-centered, with both being decision-makers in the class.
Student-teacher interaction
This method changes within the lesson and over time. Sometimes the students are assertive, as when they are having a conversation. At these time initially, the teacher structures the class, at later stages , the students may assume more responsibility for this.
Student-student interaction
Students can learn from their interaction with each other as well as their interaction with the teacher. A spirit cooperation, not competition, can prevail.
The feeling of the students deal
Responding to the student’s feeling is considered very important in Counseling-Learning. One regular activity is inviting students to comment on how they feel. The teacher listens and responds to each comment carefully. By showing students the understands how they feel, the teacher can help them overcome negative feelings that might otherwise block their learning.
Language and culture viewed
Language is for communication. Curran writes that “ learning is person,” meaning that both teacher and students work at building trust in one another and the learning process. At the beginning of the process, the focus is on “sharing and belonging between persons through the language tasks”. The focus shifts more to the target language which becomes the group’s individual and shared identity. Curran also believes that in this kind of supportive learning process, language becomes the means for developing creative and critical thinking. Culture is an integral part of language learning.
The Empasized of language’s area and language skill
The students generate the material since they decide what they want to be able to say in the target language. Later on, after the students feel more secure, the teacher might prepare specific materials or work with published textbooks.
Particular grammar points, pronounciation patterns, and vocabulary. The most important skills are understanding and speaking the language at the beginning, reinforcement through the reading and writing.
The role of the student’s native language
Student’s security is initially enhanced by using their native language. The purpose of using the native language is to provide a bridge from the faniliar to the unfamiliar. Literal native language equivalents are given to the target language word that have been transcribed. So, the student can combine the target language words in different ways to create new sentences. The students are in stages III and IV, their conversations have few native language words an phrase. Meaning is made clear in other ways, with pantomime, pictures and the use of target language synonyms.
Evaluation accomplished
The evaluation should be keeping with the principles of the method. The teacher use a teacher-made classroom test would likely be more of an integrative test. Such as, the studentss would be asked to write a paragraph or be given an oral interiew the teacher also encourgae their students to self-evaluate to look their own learning and to become aware of their own progress.
Teacher respond to students errors
The teacher repeat correctly what the student has said incorrectly, without calling further attention to the error. Techniques depend on where the students are in the five-stages learning process, but are consistent with sustaining a respectful, non-defensive relationship between teacher and students.
The Technique of Community Language Learning
Tape Recording Student Conversation
Students speak out in their mother tongue. Teacher translate chunks into target language. Students repeat the chunks in target language. Only target language production are recorded.
Transcription
Students form a circle. A student speak out in his or her mother tongue. Teacher translate it into the target language.
Reflection on Experience
Teacher takes time after carry out various activities. Students are allow to express how they feel about the activities. Teacher indicates understanding or empathy.
Reflective Listening
The students relax and listen to their own voices speaking the target language on the tape. Another possible technique is for the teacher to read the transcript while the students simply listen, with their eyes open or shut. A third possibility is for the students to mouth the words as the teacher reads the transcript
Human ComputerTM
A students chooses some part of the transcript to practice pronouncing. She is in control of the teacher when she tries to say the word or phrase. The teacher, following the student’s lead, repeats the phrase as often as the student wants to practice it. The teacher does not correct the student’s miss-pronounciation in any way.
Small Group Tasks
Tasks like discussion of a topic ,preparing a conversation are given. Students work in a small groups to complete the task. Present it to the rest the class.
The Advantageous of CLL Method
Works well with lower levels students who are struggling in spoken english.
Lower sutdents anxiety and overcome threatening affective filter.
It creates a warm, sympathetic and trusting relationship between teacher and learners.
Counselor allow the learners to determine type of conversation.
Train students to become independent
The Disadvantegeus of CLL Method
Some learners find it difficult to speak on tape.
In order for students to become independent, teacher might neglect the need for guidance.
Teacher has to be highly proficient in the target language and in the language of students.
Translation is an intricate and difficult task. The success of this method relies largely on the counselor’s translation.
It is consuming to carry out
CONCLUSION
CLLM or Counseling –Learning is the models of teaching that suggested to use in senior high school. Its because CLLM not only need listening ability but integrated between listening and speaking. In this method, the teacher as a counselor or knower and the students as clients or learners. This method concern with the security of the students.
Two most basic principles in CLLM are “Learning is person. It means that whole-person learningof another language takes place a relationship of trust, support and cooperation between student to teacher and among students ” and “ Learning dynamic and creative. It means that learning is a living and developmental process ”
REFERENCES
Abdul Hamied, Fuad. 1987. Proses Belajar Mengajar Bahasa. Jakarta: Depdiknas.
Brown, H. Douglas,. 1994. Principles of Language Learning and Teaching. (3rd edn.) Englewood Cliffs,NJ: Prentice Hall Regents.
Brown, H. Douglas.1994. Teaching by Principles: An Interactive Approach to Language Pedagogy.
Larsen-Freeman, Diane. 2003. Techniques and Principles in Language Teaching.
(2nd edn). New York: Oxford University Press.
Murtafi’ Mabarroh Fani 153221131
Dinda Puji Pertiwi 153221137
5D PBI
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2017
PREFACE
First of all, thanks to Allah SWT because of His help, the writers could finish writing the paper entitled “Community Language Learning Method” right in the calculated time. The purpose in writing this paper is to fulfill the assignment that was given by Mr. Muntaha, M.Pd as the lecturer in Technique and Principles in Language Teaching. The writers truly get a lot of challenges and obstructions in arranging this paper. By getting enough help from many people, those obstructions could pass.
The writers would say thank you to all the people who help during the process. The writers realize that this paper still imperfect in arrangement and the content. Thus, the writers look forward to the criticism from the readers so that it can help the writer in improving the arrangement of the next paper. The last but not the least, this paper is supposed to be able to help the readers to gain more knowledge about TEFL major.
Surakarta October 15th, 2017
Writer
CHAPTER I
INTRODUCTION
In learning English the student have their own characteristic and dealing with this matter, we (teacher) should concern about their students feeling and consider their student as a “whole person” . Whole person learning means that the consider not only their students feeling and intellect, but also have some understanding of the relationships among students, physical reactions ,their instinctive protective reaction and their desire to learn. The community language learning method takes its principle from the more general counseling learning approach developed by Charles A. Curran studied ad ult learning for many years. He discovered that adults often feel threatened by a new learning situation. They are threatened by the change inherent in learning and by the fear that they will appear foolish. Curran believed that a way to deal with the fears of students is for teachers become “language counselor”. a language counselor does not mean someone trained in psychology ,it means someone who is skillful understanding of the struggle. Students face as they attempt to internalize another language. The teacher who can “understand” can indicate his acceptance of the students. By understanding student fears and being sensitive to them ,he can help students overcome their negative feelings and turn them into positive energy.
CHAPTER II
DISCUSSION
The History of Community Language Learning
As the Chomsky an linguistic revolution turned linguist and langugae teacher away from there audio linguam method which focused on surface structure and on rote practice of scientifcically produced patterns to a new era where the deep structure is paramount, psychologist began to seen the fundamental in portance of the efective domain. So, innovative methods of langugae teaching were developed during the 70s to redree the shortcomings of the audio lingual method. One of thes emehods came to be known as Community Language Learning (CLL)
CLL difers from other methods by which languages are taught. It’s based on an approach modeled on sounseling techniques that allevite anxiety, threat and the personal and language problems a person encounters on the learning of foreign languages. The method was originaly developed by Charles Curran who was inspird by Carl Rogers wie of education. In this “Counseling-learning” model of education, learners in a classroom are seen as a group rather than as a class, a group in dire need of certain therapy and counseling . The social dynamics occurring in the group are very important and a number of conditions are needed for learning to take place.
The Principles of Community Language Learning
Larsen- Freeman ( 2003: 98-102) sum ap the principles characteristics of the Community Language Learning (CLL) Method as follows:
The goal of teachers who use the CLL Method
Teacher who use the Community Language Learning Method want their students to learn how to use the target language communicatively. In addition, they want their students to learn about their own learning, to take increasing responsibility for it, and to learn how to learn from one another. All of these objectives can be accomplished in a nondefendesive manner if a teacher and learner(s) treat each other as whole persons, valuing both thoughts and feeling.
The role
The role of teacher
The teacher‘s initial role is primarily that of a counselor. It doesn’t mean that teacher is a therapist, or that the teacher does no teaching. Rather, it means that the teacher recognizes how threatening a new learning situation can be for adult learners, so he skillfully understands and supports his students in their struggle to master the target language
The role of student called as client who very dependent upon the teacher. It is recognized, however, that as the students continue the study, they become increasingly independent.
There are 5 stages (Hamied: 1987) :
Stage I : The embryonic stage. In this stage there is a total dependancy of clients to their counselor.
Stage II : the self-assertion stage. In this stage the clients begin to show their independence and try the language they learn.
Stage III : the birth stage. In this stage the clients speak indepedently although not perfectly. In this stage they tend to get upset whenever they gets the unwated assitance from the knower/conselour
Stage IV : the several stage. In this stage the clients feels safe and they are open to take correction from others, they are now in the position to exchange the role play periodically with the knower and they begin to elaborate the warmth and understanding with their counselor.
Stage V : the independence stage. In this stage interruption from the conselor to correct the client’s mistakes is not doesn’t too often, instead it is only done to enrich and improve the language style of the clients.
The characteristics of teaching or learning process
According to Curran, there a six elements necessary for nondefensive learning:
Security
Aggression means that students should be given an opportunity to assert themselves, be actively involved, and invest themselves in the learning experience.
Attention means that students must directly focus on or attend to one task at time.
Reflection. It occurs into two different ways:
The students reflected on the language as the teacher read the transcript three times.
The students were invited to stop and consider the active experience they were having.
Retention. The integration of the new material takes place within your whole self.
Discrimination. Sorting out the differences between the target language form.
The nature interaction
According to As Rardin Tranel (1988) in Larsen-Freeman (2003: 100) have observed, the Community Language Learning Method is neither student-centered, nor teacher-centered, but rather teacher-student-centered, with both being decision-makers in the class.
Student-teacher interaction
This method changes within the lesson and over time. Sometimes the students are assertive, as when they are having a conversation. At these time initially, the teacher structures the class, at later stages , the students may assume more responsibility for this.
Student-student interaction
Students can learn from their interaction with each other as well as their interaction with the teacher. A spirit cooperation, not competition, can prevail.
The feeling of the students deal
Responding to the student’s feeling is considered very important in Counseling-Learning. One regular activity is inviting students to comment on how they feel. The teacher listens and responds to each comment carefully. By showing students the understands how they feel, the teacher can help them overcome negative feelings that might otherwise block their learning.
Language and culture viewed
Language is for communication. Curran writes that “ learning is person,” meaning that both teacher and students work at building trust in one another and the learning process. At the beginning of the process, the focus is on “sharing and belonging between persons through the language tasks”. The focus shifts more to the target language which becomes the group’s individual and shared identity. Curran also believes that in this kind of supportive learning process, language becomes the means for developing creative and critical thinking. Culture is an integral part of language learning.
The Empasized of language’s area and language skill
The students generate the material since they decide what they want to be able to say in the target language. Later on, after the students feel more secure, the teacher might prepare specific materials or work with published textbooks.
Particular grammar points, pronounciation patterns, and vocabulary. The most important skills are understanding and speaking the language at the beginning, reinforcement through the reading and writing.
The role of the student’s native language
Student’s security is initially enhanced by using their native language. The purpose of using the native language is to provide a bridge from the faniliar to the unfamiliar. Literal native language equivalents are given to the target language word that have been transcribed. So, the student can combine the target language words in different ways to create new sentences. The students are in stages III and IV, their conversations have few native language words an phrase. Meaning is made clear in other ways, with pantomime, pictures and the use of target language synonyms.
Evaluation accomplished
The evaluation should be keeping with the principles of the method. The teacher use a teacher-made classroom test would likely be more of an integrative test. Such as, the studentss would be asked to write a paragraph or be given an oral interiew the teacher also encourgae their students to self-evaluate to look their own learning and to become aware of their own progress.
Teacher respond to students errors
The teacher repeat correctly what the student has said incorrectly, without calling further attention to the error. Techniques depend on where the students are in the five-stages learning process, but are consistent with sustaining a respectful, non-defensive relationship between teacher and students.
The Technique of Community Language Learning
Tape Recording Student Conversation
Students speak out in their mother tongue. Teacher translate chunks into target language. Students repeat the chunks in target language. Only target language production are recorded.
Transcription
Students form a circle. A student speak out in his or her mother tongue. Teacher translate it into the target language.
Reflection on Experience
Teacher takes time after carry out various activities. Students are allow to express how they feel about the activities. Teacher indicates understanding or empathy.
Reflective Listening
The students relax and listen to their own voices speaking the target language on the tape. Another possible technique is for the teacher to read the transcript while the students simply listen, with their eyes open or shut. A third possibility is for the students to mouth the words as the teacher reads the transcript
Human ComputerTM
A students chooses some part of the transcript to practice pronouncing. She is in control of the teacher when she tries to say the word or phrase. The teacher, following the student’s lead, repeats the phrase as often as the student wants to practice it. The teacher does not correct the student’s miss-pronounciation in any way.
Small Group Tasks
Tasks like discussion of a topic ,preparing a conversation are given. Students work in a small groups to complete the task. Present it to the rest the class.
The Advantageous of CLL Method
Works well with lower levels students who are struggling in spoken english.
Lower sutdents anxiety and overcome threatening affective filter.
It creates a warm, sympathetic and trusting relationship between teacher and learners.
Counselor allow the learners to determine type of conversation.
Train students to become independent
The Disadvantegeus of CLL Method
Some learners find it difficult to speak on tape.
In order for students to become independent, teacher might neglect the need for guidance.
Teacher has to be highly proficient in the target language and in the language of students.
Translation is an intricate and difficult task. The success of this method relies largely on the counselor’s translation.
It is consuming to carry out
CONCLUSION
CLLM or Counseling –Learning is the models of teaching that suggested to use in senior high school. Its because CLLM not only need listening ability but integrated between listening and speaking. In this method, the teacher as a counselor or knower and the students as clients or learners. This method concern with the security of the students.
Two most basic principles in CLLM are “Learning is person. It means that whole-person learningof another language takes place a relationship of trust, support and cooperation between student to teacher and among students ” and “ Learning dynamic and creative. It means that learning is a living and developmental process ”
REFERENCES
Abdul Hamied, Fuad. 1987. Proses Belajar Mengajar Bahasa. Jakarta: Depdiknas.
Brown, H. Douglas,. 1994. Principles of Language Learning and Teaching. (3rd edn.) Englewood Cliffs,NJ: Prentice Hall Regents.
Brown, H. Douglas.1994. Teaching by Principles: An Interactive Approach to Language Pedagogy.
Larsen-Freeman, Diane. 2003. Techniques and Principles in Language Teaching.
(2nd edn). New York: Oxford University Press.
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