28514990 using games in english teaching

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TECHNIQUE OF PRESENTATION AT NATYA

LANGUAGE SERVICE AND PROGRAM

SKRIPSI

BY:

DIANA AMALIYAH VERAWATI NINGSIH

NRM: 99220056

JURUSAN BAHASA DAN SASTRA INGGRIS

FAKULTAS BAHASA DAN SENI

UNIVERSITAS NEGERI SURABAYA

2005


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ABSTRACT

TECHNIQUE OF PRESENTATION AT NATYA LANGUAGE

SERVICE AND PROGRAM

NAME : DIANA AMALIYAH VERAWATI NINGSIH

NRM : 99220056

PROGRAM : S-1

MAJOR : PENDIIKAN BAHASA INGGRIS

FACULTY : FAKULTAS BAHASA DAN SENI

INSTITUTION : UNIVERSITAS NEGERI SURABAYA

A research that was done by Septiasari (2004) at Natya Language

Service and Program in Surabaya shows that the method of teaching andlearning which is focused on fun learning can facilitate the learners to create

good interaction between them selves and also between students-teacher.

Observing on Septiasaris research, it is found that she focus on the

exercise activities which are given to the learners after the language target is

transferred previously. The purpose is to practice the language target into real

condition and strengthen the learners comprehension. Yet, Septiasari does not

define how the process of language target transferred to the learners is. The

pre-observation at Natya Language Service and Program found that Natya uses

Communicative English called specifically as Presentation Method in the

teaching and learning process.

This study is going to reveal the process of transferring language

target at Natya Language Service and Program by this following question:

1. What are the design characteristics of Presentation Method at Natya

Language Service and Program like?

2. How is the practical procedure of Presentation Method at Natya

Language Service and Program?

This study is conducted at Natya Language Service Program for

about a month. It is a private English course registered at East Java Office of

Ministry of Education and Culture No. 80/104.10B/MS/Bhs?'99.

By adopting ethnographic approach, which is identified as a

qualitative, process oriented approach to the study of interaction, the focus ofthe study is the teachers' activities during the teaching and learning process.

Moreover, the research also takes the data from the course-file of Natya and

detail information from the director as the designer and concept-maker.

After conducting interview and observation for about a month, it is

found that at the level of approach, Presentation Method has the same

characteristics with the characteristics in CLT. The main point in CLT and

Presentation Method is the function of language as tool of communication in

interaction among individuals.

At the level of design, the similarities occurred at the functional skill

as the objective. The skill of speaking, listening, writing, and reading are

accommodated through communicative activity appropriate with the level of


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proficiency. The syllabus structured based on the situation context in which

language is used. But, in Presentation Method more specific to the language

function by giving Marker Sentence to each topic/situation. The types of

teaching and learning activity in CLT are often designed to focus on completing

tasks that are engage learners in communications, involve process such asinformation sharing, negotiation of meaning, and interaction. While the

teaching and learning process in Presentation Method is applied is based on fun

activities. The main target is to emerge communication among students and

student(s)-teacher. The learner is center of teaching and learning process.

Teacher only monitor and facilitate interaction among learners. There are two

kinds of material currently used labeled as task-based, and realia.

At the level of procedure there is significance concept that differ

CLT from presentation Method. As to summarize the procedure in CLT is quite

difficult because of the wide variety of activities and exercises used, CLT is best

considered as an approach rather than a method. Thus although a reasonable

degree of theoretical consistency can be discerned at the levels of language andlearning theory, at the levels of design and procedure there is much greater

room for individual interpretation and variation than most method permit.

Otherwise, Presentation Method has specific rules and steps in the procedure of

application. These are,(1)Presentation-Target language set up/marker sentence,

Vocabulary pre-teach, Context building/ scene setting, Elicitation,

Standardization/Finger correction error, Drilling, Board stage, Concept

question,- (2)Speaking practices,(3)Listening practices, (3)Reading practices,

(4)Writing practices,(5)Games,(7)Testing

Presentation Method has many similarities to CLT at the level of

design. However, it has specific rules at the level of procedure. Although many

kinds of techniques can be applied, but the rules in the Presentation Stage- that

has to be occurred-, close Presentation Method as a method rather than

approach or technique. Since CLT is considered as an approach rather than a

method, then Presentation Method reasonable enough to be called as a method

based on CLT approach.


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Table Of Contents

CHAPTER 1 : INTRODUCTION

1.1 Background of the Study 11.2 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

CHAPTER II: REVIEW OF RELATED LITERATURE

2.1 The Nature of method in Language Teaching ....... 7

2.2 The Anthonys Concept .. 8

2.3 The Richard and Rodgerss Concept... 92.4 The Browns Concept ..... 10

2.2 Theory of Language .. 12

2.3 Theory of Language Acquisition and Learning ........ 13

2.3.1 Language Acquisition ...... 13

2.3.2 Language Learning .......... 16

2.4 Communicative Language Teaching 17

2.4.1 Brief History of Language Teaching ....... 17

2.4.2 Approaches ... 19

2.4.2.1 Theory of Language 19

2.4.2.2 Theory of Learning ..... 21

2.4.3 Design .. 222.4.3.1 Objectives. 22

2.4.3.2 Syllabus ... 22

2.4.3.3 Types of Teaching and Learning Activities 24

2.4.3.4 Learners Roles . 24

2.4.3.5 Teachers Roles 25

2.4.3.6 The Roles of Instructional Material 26

2.4.4 Procedures 27

CHAPTER III: RESEARCH METHODOLOGY

3.1 Subject of the Study .. 28

3.2 Setting of the Study .. 28

3.3 Data of the Study .. 29

3.4 Data Collection Technique 30

3.5 Data Analysis .... 32

CHAPTER IV: RESULT AND DISCUSSION

4.1 Data Presentation .. 33

4.1.1 The Whole Design of Presentation Method 33

4.1.2 The Practical Guide of Presentation Method .. 42

4.1.3 The Application of Presentation Method 47

4.1.3.1 Result of Teacher 1 ... 47

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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. 584.2.2 The Differences between CLT and Presentation Method. 63

CHAPTER V : CONCLUSION AND SUGGESTION

5.1 Conclusion 66

5.2 Suggestion 68

References .. 69

Appendix 71

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Recently, modern people does not only learn a language; their

mother tongue. In order to socialize in the society they have to learn another

language whether as second or foreign language. Language as a tool for

interaction becomes the key point while people want to get wider community/

society. With language, they can socialize with others even they come from

different region or country. Those, international language is needed.

English as one of international language takes on more and more of

second language role in countries (such as Singapore, Malay, India, for example).

There is also a greater likelihood of the growth of English learning is others

country (Indonesia, Japan, Spain, for example) which takes English as foreign

language. Brown mentioned that more one half the one billion English speakers of

the world learned English as a second (or foreign) language (2001:118) Language

schools in many counties show fantastic phenomenon with their offering of

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courses in conversation, academic skill, English For Specific Purpose (ESP),

workplace English(companies/corporations), vocational/ technical English, test-

taking strategies, and other specialization. It is in line with Brown statement that

English is not frequently learned as a tool for understanding and teaching US or

British cultural values, instead, a tool for international communication in

transportation, commerce, banking, tourism, technology, diplomacy, and scientific

research (ibid:118).

In Indonesia, the government emerge the program to introduce

English from early ages. English as foreign language is taught from elementary to

high education; as compulsory or additional subject. In same condition, the rapid

progress of English need is supported by emergence of many private English

courses.

Corresponds with this phenomenon, the teaching methodology of

English is also developing rapidly. Since the role of English as foreign language

-where the learners already have their first language (L1) and mother tongue- the

teachers job is not as easy as turning back a hand. Teachers have to make the

learning process become interesting, lively, and fun so that the language can

acquire easily. Different ways of teaching are needed when teach young learners,

teens, or adult. Each age has its distinctive specialization on acquiring language.

In this case, Brown also stated that to successfully teach children a second

language requires specific skills and intuitions that differ from those appropriate

for adult teaching ((2001: 87).

A research that was done by Septiasari (2004) at Natya Language

Service and Program in Surabaya shows a phenomenon that the method of

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teaching and learning which is focused on fun learning can facilitate the learners

to create good interaction between them selves and also between students-teacher.

Furthermore, it can lead the learners speaking ability. Septiasari call as Multiple

Player Games to describe the activities during its teaching and learning process.

This is a set of fun activities with specific rules that used as exercises for a

specific language target.

Observing on Septiasaris research, it is found that she focus on the

exercise activities which are given to the learners after the language target is

transferred previously. The purpose is to practice the language target into real

condition and strengthen the learners comprehension. Yet, Septiasari does not

define how the process of language target transferred to the learners is. Here, the

writer gets inspiration to conduct a study in order to reveal the process of giving

language target at Natya Language Service and Program. The pre-observation

found that Natya Language Service and Program teaches Communicative English

called specifically as Presentation Technique.

1.2 Research Questions

Based on the background of the study above, this study is going to reveal

the Presentation Technique at Natya Language Service and Program by this

following question:

3. What are the method characteristics of Presentation Technique at Natya

Language Service and Program like?

4. How is the technique of Presentation Technique at Natya Language

Service and Program applied?

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1.3 Objectives of the Study

From the question formulated above, this study is intended for

identification and description of:

1. The method characteristics of Presentation Technique at

Natya Language Service and Program

2. The application technique of Presentation Technique at

Natya Language Service and Program.

1.4 Significance of the Study

Hopefully, the result of the study can support the finding made by

the former researcher. For English teachers, the combination of these two

studies will give good contribution as an alternative methodology in teaching

and learning English as foreign language. Since the teaching system at Natya

Language Service and Program is designed and modified by its own director

and teachers, the result of this study hoped can give reasonable and more

scientific theoretical foundation for Presentation Technique.

1.5 Limitation of the Study

This study deals mainly with the description and identification of

the concept of Presentation Technique at Natya Language Service and Program.

Due to the nature of the study, the following aspects will be taken into

considerations:

1. The investigation is emphasized on the concept of

approach, method, and technique of Presentation Technique.

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2. The study is qualitative and descriptive in nature. The result

is on the form of words. No attempt is made to look at the statistical data. ( for

specific information, please see chapter III)

3. The study concern about the description of the process

rather than the product or outcome.

1.6 Definition of the Keys Term

This study tend to stand on Browns concept which close to Anthonys concept

with this following re-definition

Presentation Technique : is a specific name of teaching

method at Natya Language Service

and Program. It is a series of

teaching system using

Communicative Teaching with

specific rules and steps.

Natya Language Service and Program : is a private English course in

Surabaya that is registered at East

Java Office of Ministry of

Education and Culture No.

80/104.10B/MS/Bhs/99.

Approach : is theories and beliefs about the

nature of language and the nature

of language learning,

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Method : is a whole plan for systematic

presentation of language teaching

and learning based on a selected

approach.

Technique : is any variety of exercises,

activities, or tasks used to apply a

selected method in language

teaching and learning

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1. The Nature of Method in Language Teaching

During eighteenth to nineteenth century, the language teaching

profession became a popular discussion and research. It is for finding more

efficient and more effective ways to teach second and foreign languages to the

learners in the classroom. Some theories were derived from linguistics,

psychology, or a mixture of both to develop philosophical and practical basis in

language teaching.

Various attempts have been made in order o conceptualize the

nature of method and to explore more systematic relationship between theories

and practice. There are many different views of experts about the term of

method that available confuses rather than comforts. Researchers and linguists

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tended to concern on how languages are learning, how knowledge of language is

represented and organized in memory, and how language is structured.

This chapter will present some of those views in order to avoid

confusion. Hopefully, it will give clear frame work of the terminology method

that is going to use in this study. Further, it can present comprehensive theories

that will strengthen which theories this study based on.

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2.1.1 The Anthonys concept

It was Edward Anthony (1963), an American applied linguist who

gave a more comprehensible and definition of method in language teaching.

According to him, method was the second part of three hierarchical elements,

termed as approach, method and technique.

An approach is a set of correlative assumption dealing with the

nature of language teaching and learning. An approach is axiomatic. It describes

the nature of the subject matter to be taught (ibid). At this level, an approach is at

the level of beliefs on which language learning and teaching based.

Methodis an overall plan for the orderly presentation of language

material, no part of which is based upon, the selected approach. A method is

procedural. Within one approach, there can be many methods(ibid). At this

level, method is the practical concept of the approach. Here also decided about

what skill is taught, the content of the material, and the order of the presented

material.

Technique is implementation- that which actually takes place in a

classroom. It is particularly trick, stratagem, or contrivance used to accomplish in

immediate objective. Techniques must be consistent with a method, and therefore

in harmony with an approach as well (ibid). Anthony describes this level as

technique in which a method is manifested in specific activities and therefore in

harmony with the approach on which the method based on.

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2.1.2 The Richard and Rodgers concept

Couples of decades later, Jack Richard and Theodore Rodgers

(1982, 1986) proposed a reformulation of the term of method. According to

them, the Anthonys model fails to give attention to the nature of a method it self

although it has the advantage of simplicity and comprehensiveness and serves as

useful way of distinguishing the relationship between underlying theoretical

principles and the practices derived from them. Nothing is said about the roles of

teachers and learners assumed neither in a method, for example, nor about the role

of instructional material or form are they expected to take. It fails to account for

how an approach may be realized in a method or for how method and technique

are related (1986:16)

Those, Richard and Rodgers revised and extended the original

model of Anthonys. They formulated method as a super ordinate term to

describe three steps process, namely approach, design, procedure. It was an

umbrella term for the specification and interrelation of theory and practice

(1982:154)

An approach refers to theories about the nature of language and

language learning that serves as the source of practice and principles in language

teaching (1986:16). Theory of language refer to the nature of language proficiency

and the basic units of language structure while theory of language learning reform

to the psycholinguistic and cognitive process involved in language learning, also

the conditions that allows for successful use of these processes.

Design specifies the relationship of those theories to classroom

material and activities (Brown, 2001:14). It is the level of method analysis in

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which we consider (a) what the objectives of a method are;(b) how language

content is selected and organized within the method, that is, the syllabus model

the method incorporates;(c) the types of learning task and teaching activities the

method advocated;(d) the role of teachers;(e) the roles of learners;(f) the role of

instructional material (1986:20)

Procedure encompasses the actual moment-to-moment techniques,

practices, and behaviors that operate in teaching a language according to a

particular method. It is the level at which we describe how a method realizes its

approach and design in classroom behavior. At the level of procedure they are

concerned with how these tasks and activities are integrated into lesson and used

as the basis of teaching and learning. There are three dimensions to a method at

the level of procedure (a) the use of teaching activities to present new language

and to clarify and demonstrate formal, communicative, or other aspects of the

target language ;(b) the ways in which particular teaching activities are used for

practicing language.; and (c) the procedures and techniques used in giving

feedback to learners concerning the form or content of their utterances and

sentences (1986:26).

2.1.3 The Browns Concept

The word methodology is often misinterpreted or ill understood.

It is usually given lip service as an explanation for the way teachers goes about

his/her teaching, a sort of umbrellaterm to describe the job of teaching another

language. Most often, methodology is understood to mean methods in a

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general sense, and in some cases it is even equated to specific teaching

techniques. It does (or should) in fact mean and involve much more than that.

Examining the Richard and Rodgers concept, Brown found that it

was conceived; however, their attempt to give new meaning to an old term did not

catch on the pedagogical literature. What they wanted to call method is more

comfortably referred to as methodology in order to avoid confusion with what

we will no doubt always think of as those separate entities that are no longer at the

centre of our teaching philosophy. Another terminological problem lies in the use

of term design; instead, we more comfortably refer to curricula or syllabus when

we refer to design features of a language program (2001:15)

Further, Brown builds a re-formulation of method term with more

in line with Anthonys original model but with some important additions and

refinements.

Methodology is pedagogical practice in general (including

theoretical underpinnings and related research). Whatever considerations are

involved in how to teach are methodological.

Approach is theoretically well-informed position and beliefs about

the nature of language, the nature of language learning, and the applicability of

both o pedagogical setting.

Method is a generalized set of classroom specifications for

accomplishing linguistic objectives. Method tends to be concerned primarily with

teacher and student roles and behaviors and secondarily with such features as

linguistic and subject matter objectives, sequencing, and materials. They are

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almost always thought of as being broadly applicable to a variety of audiences in a

variety of contexts.

Curriculum/syllabus is design for carrying out a particular

language program. Features include a primary concern with the specification of

linguistic and subject matter objectives, sequencing, and materials to meet the

needs of a designated group of learners in a defined context.

Technique (also commonly referred to by task, procedure, activity,

and exercise) is any of a wide variety of exercises, activities, or tasks, used in the

language classroom for realizing lesson objectives(ibid, 2001:15-16)

2.2 Theory of Language

There are three different theoretical views of language and the

nature of language proficiency thats explicitly or implicitly inform current

approaches and methods in language teaching.

Structural view; Language is a system of structurally related

elements for the coding of meaning. The target of language learning is seen to be

mastery of elements of its generally defined in terms of phonological units,

grammatical units, grammatical operations, and lexical items. Audio Lingual

Method (ALM), Total Physical Response (TPR) and Silent way (SW) are the

theories under this vies.

Functional view; Language is a vehicle for the expression of

functional meaning. This theory emphasizes the semantic and communicative

dimensions rather than merely the grammatical characteristic of language, and

leads to a specification organization of language teaching content by categories of

meaning and function rather than by elements of structure and grammar. The

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Wilkinss syllabus is the example of this view. The English For Special Purposes

(ESP) movement began from this view.

Interaction view; Language as vehicle for the realization of

interpersonal relations of social transactions between individuals. Language is

seen as a tool for the creation and maintenance of social relations. Communicative

Approach is under this view.

2.3. Theory of Language Acquisition and Language Learning

At the level of process, Kransen in Richard and Rodgers (1986:18)

distinguished between acquisition and learning language. Acquisition refers to

the natural assimilation of language rules through using language for

communication. Learning refers to formal study of language rules and is a

conscious process.

2.3.1 Language Acquisition

As usual, in acquiring the first and second language, teachers

especially should not blame the learners when they tray to acquire and develop it.

Therefore, there are two theories of language acquisition, consist of cognitive

code-learningtheory that favored by the transformational generative linguists and

the habit-formation theory of the structural linguists.

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APPROACH

a. A

theory of native

language

An account of

the nature of

language

proficiency

An account of

the basic units of

language structure

b. A

theory of

language learning

An account of the

psycholinguistics

and cognitive

process involved in

language learning An account of the

conditions that allow

for successful use of

these processes

METHOD

DESIGN

The general and specific

objectives of themethod

b. a syllabus model

Criteria for selection and

organization of linguistic and/or

subject-matter content

c. types of learning and

teaching activities

Kind of tasks and practice

activities to be employed in the

classroom and in materialslearner roles

types of learning tasks set for

learners

degree of control learners have

over the content of learning

patterns of learner grouping

that are recommended or

implied

degree to which learner

influence the learning of others

the view of the learner as

processor, performer, initiator,

problem solver, etce. teacher roles

types of functions teachers

fulfill

degree of teacher influence

over learning

degree to which teacherdetermines the content of

learning

types of interaction between

teachers and learners

f. the role of instructional

materials

primary function of materials

the form materials take (e.g.

textbook, audiovisual)

relation of materials to other

input

assumption made about

teachers and learners

PROCEDURE

a. classroom

techniques, practices,

and behaviors

observed when the

method is used

resources in terms

of time, space, and

equipment used by the

teacher

interaction pattern

observed in lesson

tactics and

strategies used by

Figure 2.1 Elements and sub elements of method (Richard and Rodgers, 1986)

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teachers and

learners when the

method is being

used

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In detail, the first theory states that language is rule governed behavior and in language acquisition, to infant

learners the set of rules that will produce the sentences of a language. While the second theory, obviously, is in effect the application

of learning theory to language acquisition. It also based on the view that language is behaviors that result from habits and habits are

formed by practice and repetition.

From those, there are still another view of language acquisition theory in

which represented into Behaviorism and Nativisms views. At the first, as stated by

Skinner in Richard and Rodgers (1986) a psycholinguist from Harvard, that language is

response to the stimulus characteristic of environment. In other words, language was

taught to be learned like any other physical behavior. In learning language, he states there

are three kind of response that based on the language development. These show how a

learner or a child learns a language by imitating language produce by his environment,

then reinforcement plays the important role in the shaping of a child language learning

for the correctness.

In contras, Noah Chomsky claimed that children language is more

complex than what skinner formulated. Skinners view (behaviorism) did not answer the

language-learning phenomenon. That is, how children able to produce the words or

sentences event if they never heard before or may be new structure which never spoken

by their parents.

The contras view come from basic belief that language acquisition is

determined innately. It means that since he was born, human have been completed by

device to acquire a language, frequently, it is called innateness hypothesis. Chomsky

(1965) also claimed there is innate nature (in born) of language which perhaps a child

understand the first language (mother tongue) in a little time quickly, even tough its

nature exist.

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Simply, every children is able to use his language based on pre-existent knowledge be programmed genetically

in his brain, the TG grammarian call it as Language Acquisition Device (LAD), which is enable the child to form a series of

hypothesis about a language that he heard, as he grows up. At each stage in his language development he tests his hypothesis against

what he hears and revises it, until he researches adult competence. This would allow children to proceed from an implicit knowledge

of what the rules of language must be in general, to a progressive elaboration or the rules of their mother tongue to the basis of the

utterances they heard.

2.3.2 Language Learning

A learning theory underlying an approach or method responds to two

questions: (a) what are the psycholinguistic and cognitive process involved in language

learning (b) what are the condition that need to be met in order for these learning process

to be activated? Learning theories associated with a method at the level of approach may

emphasize either one or both of these dimensions.

Process orientedtheories build on learning process, such as habit

formation, induction, inference, hypothesis testing, and generalization. Condition-

orientedtheories emphasize the nature of the human and physical context in which

language learning takes place.Monitor theory addresses both the process and the

condition dimensions of learning.

According to Krashen (1981), learning is available only as a monitor.

The monitor is the repository of conscious grammatical knowledge about a language that

is learned through formal instruction and that is called upon in the editing of utterances

produced through the acquired system. He also addressed that the condition necessary for

the process of acquisition to take place.

2.4 Communicative Language Teaching

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2.4.1 Brief history of Communicative Language Teaching

Communicative Language Teaching (CLT) began in Britain in the 1960s

as a replacement of the earlier structural method, called Situational Language Teaching

(SLT). As stated by Howatt:

By the end of the sixties it was clear that the situational approachhadrun 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 whocreated them(1984:280)

Moreover, Galloway argues that CLT could be said to be the product of

educators and linguists who had grown dissatisfied with the Audio Lingual Method

(ALM) and Grammar- Translation Method (GTM) of foreign language instruction. They

felt that students were not learning enough realistic, whole language. They did not know

how to communicate using appropriate social language, gesture, or expression; in brief,

they were at a loss to communicate in the culture of the language studied (2001).

It is partly response of Chomskys criticism that current standard structural

theories of language were incapable of accounting for the fundamental characteristic of

language- the creativity and uniqueness of individual sentences (1957). Here than, British

applied linguist emphasized another fundamental dimension of language teaching. They

saw the need to focus language teaching on communicative and functional potential of

language rather than on mastery the structures.

CLT emerge at the time when British language teaching was in period of

shifting. SLT was felt no longer reflect a methodology appropriate for that current time.

CLT is chosen to be more humanism in teaching approach in which prior the interactive

process of communication. As stated by Littlewood (1981) that one of the most

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characteristic features of communicative language teaching is that it pays systematic

attention to functional as well as structural aspect of language.

The changing of educational realities in Europe supports the

communicative language view. Wilkins proposed a functional or communicative

definition of language that could serve as a basis for developing communicative syllabus

for language teaching (1976). In this point, Wilkins analyze that a language learner needs

to understand and express the language he had learnt rather than describe the core of

language through grammar and vocabulary concept. Margie S. Berns, an expert in the

field of CLT, writes in explaining Firths view that language is interaction. It is

interpersonal activity and has a clear relationship with society. In this light, language

study has to look at the use (function) of language in context, both its linguistic context

(what is uttered before and after a given piece of discourse)and its social, or situational

context (who is speaking, what their social roles are, why they have come together to

speak (Berns,1984:5)

All those works on theoretical basis for communicative or functional

approach in language teaching then internationally referred as the Communicative

approach, or simply Communicative language teaching( the terms notional-functional

approach, functional approach, notional-functional, teaching for proficiency, proficiency-

based instruction are also in common used).

2.4.2 Approaches

2.4.2.1 Theory of Language

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The functional or communicative view of language is the primary one

behind the CLT. As written above that language is a vehicle for the expression of

functional meaning-language as communication. The goal of teaching is to develop

communicative competence. Hymes use this term to contrast communicative view and

Chomskys theory of competence. In Hymes view, people who acquire communicative

competence acquire both knowledge and ability for language use with respect to:

1. Whether (and to what degree)something is formally possible

2. Whether (and to what degree)something is feasible in virtue of the means of

implementation available

3. Whether (and to what degree)something is appropriate (adequate, happy,

successful) in relation to a context in which it is used and evaluated

4. Whether (and to what degree) something is in fact done, actually performed, and

what its doing entails.

(Hymes, 1972:281)

Widdowson (1978) proposes another communicative theory. He presented

a view of the relationship between linguistics system and their communicative values in

text and discourse. He focused on the communicative acts underlying the ability to use

language for different purposes. A more recent but related analysis of communicative

competence is found in Canale and Swain, in which four dimension of communicative

competence are identified: grammatical competence, sociolinguistic competence,

discourse competence, and strategic competence.

Grammatical competence refers to linguistic competence or formally

possible. It is the domain of grammatical and lexical capacity. Sociolinguistic

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

takes place. Discourse competence refers to interpretation of individual message

elements in terms of their interconnectedness and how meaning is represented in

relationship to the entire discourse or text. Strategic competence refers to the coping

strategies that communicators employ to initiate, terminate, maintains, repair, and redirect

communication (Canale and Swain, 1980)

Furthermore, at the level of language theory, jack and Richards mention

some of CLT characteristic as follow:

1. Language is a system for the expression of meaning

2. The primary function of language is for interaction and communication

3. The structure of language reflects its functional and communicative uses

4. The primary units of language are not merely its grammatical and structural

features, but categories of functional and communicative meaning as

exemplified in discourse.

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2.4.2.2 Theory of Language Learning

Not a great deal has been written about the learning theory behind the

CLT. Neither Brumfitt and Johnson (1979) nor Littlewood (1981) offers any discussion

of learning theory. However, Jack and Richards tried to describe such elements of an

underlying theory by discerning from some CLT practices (see Littlewood, 1981 and

Johnson 1982). There are three principles. First, is communication principle in which

activities that involve real communication promote learning. Second, is task principle

that activities in which language is used for carrying out meaningful tasks promote

learning. Third, is meaningfulness principle in which language that is meaningful to the

learner supports the learning process (1986:72)

Johnson (1984) and Littlewood (1984) consider an alternative learning

theory that they also see as compatible with CLT-a skill-learning model of learning.

According to this theory, the acquisition of communicative competence in a language is

an example of skill development. This involves both a cognitive and a behavioral aspect.

The cognitive aspect involves the internalization of plants for creating

appropriate behavior. For language use, these plans derive mainly from the language

system-they include grammatical rules, procedures for selecting vocabulary, and social

convention governing speech. The behavioral aspect involves the automation of these

plans so that they can be converted into fluent performance in real time. This occurs

mainly through practice in converting plans into performance (Littlewood, 1984:74)

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2.4.3 Design

2.4.3.1 Objectives

Peipho (1981) in jack and Richard (1986) mentioned these

following levels of objectives in communicative approach:

1. an integrative and content level (language as a means of expression)

2. a linguistic and instrumental level (language as a semiotic system and an

object of learning)

3. an affective level of interpersonal relationships and conduct (language as

means of expressing values and judgments about oneself and others)

4. a level of individual learning needs (remedial learning based on error

analysis)

5. a general educational level of extra-linguistic goals (language learning

within the school curriculum)

These are general objectives, which are applicable to many

teaching situation. Specific objectives for CLT cannot be defined beyond these

levels, since specific objectives should reflect the need of target learners.

However, communicative goals that should have and be able to do by the learners

at the end of the lesson can be accurately describe. It should be accommodated the

skill that being taught-speaking, writing, listening, or reading. It also should

appropriate with the level of learners proficiency and communicative needs.

2.4.3.2 Syllabus

One of the syllabus models was described as a notional syllabus

(Wilkins, 1976) which focuses to its attention to functions as the organizing

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elements of English language curriculum, and its contras with a structural syllabus

in which sequenced grammatical structures served as the organizers. It describes

the situation in which the foreign languages need to be used (concept of locations,

motions, dimension, speed, length of time, frequency, etc).

It also attends strongly on the pragmatics purposes or topics to

which we need to put language (personal identifications, travels, health and

welfare, education, shopping, services, free time, etc). The functional pert of

notional syllabus corresponded to language functions. Curricula were organized

around such functions as identifying; reporting, denying, accepting, declining,

asking permission, apologizing, etc. (Brown, 2001: 33)

The Wilkinss notional syllabus then criticized by the British

applied linguists. Widdowson argued notional functional categories provide only a

very partial and imprecise description of certain semantic and pragmatic rules,

which are used for reference when people interact. They tell us nothing about the

procedures people employ in the application of these rules when they are actually

engaged in communicative activity (1979:254).

Some designers of communicative syllabus also have looked to

task specification and task organization as the appropriate criteria for syllabus

design. An example of such a model is Malaysian English Language Syllabus in

1975 for upper secondary level school. In the organizational schema three board

communicative objectives are broken down into twenty-four more specific

objectives determined on the basis of needs analysis. These objectives are

organized into learning areas, for each of which are specified a number of

outcome goals or product. A product is defined as apiece of comprehensible

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information, written, spoken, or presented in a non linguistic form. The products,

then, result from successful completion of tasks.

2.4.3.3 Types of Learning and Teaching Activities

The range of exercise types and activities compatible with a

communicative approach is unlimited. Classroom activities are often designed to

focus on completing tasks that are engage learners in communications, involve

process such as information sharing, negotiation of meaning, and interaction.

Littlewood (1981) distinguish between functional communicative activities and

social interaction activities.

Functional communication activities include such tasks as learners

comparing sets of picture and noting similarities and different; working out a

likely sequence of events in a set of pictures; discovering missing features in a

map or picture, one learner communicating behind the screen to another learner

and giving instruction on how to draw a picture or shape, or how to complete a

map; following direction; and solving problems from shared clues. Social

interaction activities includeconversation and discussion sessions, dialogues and

role-plays, simulations, skits, improvisations, and debates.

2.4.3.4 Learner roles

Teacher-centered means bad. The teacher doles out formal

knowledge of the language like a cook giving prisoners thin soup and stale bread

in a Victorian prison. Learners-centered means good (cited by ONeill from

Julian Edge,2002).

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The emphasis in Communicative language Teaching on the process

of communication, rather than mastery of language forms, lead to different roles

for learners from those found in more traditional second language classroom.

Breen and Candlin describe the learners role within CLT in the following terms:

The role of learner as negotiator-between the self, the learning

process, and the object of learning-emerges from and interacts with the role of

joint negotiator within the classroom procedures and activities which the group

undertakes. The implication for the learner is that he should contribute as much as

he gains, and thereby learn in an interdependent way (1980:110)

2.4.3.5 Teacher roles

There are two arguments of experts that will be cited here. Breen

and Candlin describe teacher roles in the following terms:

The teachers have two main roles: the first role is to facilitate the

communication process between all participants in the classroom, and between

these participants and the various activities and texts. The second role is to act as

an independent participant within the learning-teaching group. The latter role is

closely related to the objectives of the first role and arises from itfirst, as an

organizer of resources and a resource himself, second as a guide within the

classroom procedures and activitiesa third role is that of researcher and learner,

with much contribute in terms of appropriate knowledge and abilities, actual and

observed experience of the nature of learning and organizational capacities

(1980:99)

Other roles assumed for teachers are need analyst, Counselor, and

group process manager, as mentioned by Jack and Richards bellow:

Need analyst; in CLT the teachers should take responsibility to

determine the language needs of the learners. It may be done informally through

one-to-one sessions with students or formally through administering a need

assessments instrument. Here, teachers are expected to plan group and individual

instruction that responds to the learners needs.

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Counselor; in CLT the teachers is expected to exemplify an

effective communicator seeking to maximize the meshing of speaker intention and

hearer interpretation, through the use of paraphrase, confirmation, and feedback.

Group process manager; in CLT where teachers acquire less

teacher-centered classroom management skills. Teachers need to organize the

classroom as a setting for communication and communicative activities. During

the activities, the teacher monitors, encourages, and suppresses the inclination to

supply gaps in lexis, grammar, and strategy but notes such gaps for later

commentary and communicative practice.

2.4.3.6 The Role of Instructional Materials

Instructional materials have the primary role in promoting

communicative language use. There are two kinds of material currently used in

CLT labeled as task-based, and realia.

Task-based materials offer such variety of games, role-plays,

simulations, and others task-based communication activities. These typically are

in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards,

pair-communication practice materials, and student-interaction practice booklets.

In pair communication materials, there are typically two sets of material for a pair

of students, each set containing different kinds of information. Sometimes, the

information is complementary, and partners must fit their respective parts of the

jigsaw into a composite whole. Still also provide drills and practice in

interaction formats.

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Realia is the authentic or from-life materials that re brought into

the classroom. These may include language-based realia such as signs, magazines,

advertisements, newspapers, or graphic and visual sources around which

communicative activities can be built, such as maps, pictures, symbols, graphs,

and charts. Different kinds of objects can be used to support communicative

exercises, such as a plastic model to assemble from directions (Richard and

Rodgers,1986:80)

2.4.4 Procedures

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

of the wide variety of activities and exercises used. As known that communicative

principle can be applied to the teaching of any skills and any levels. Such

procedures clearly have much in common with those observed in classes taught

according to SLT and ALM. Traditional procedures are not rejected but

reinterpreted and extended.

CLT is bestconsidered as an approach rather than a method. Thus

although a reasonable degree of theoretical consistency can be discerned at the

levels of language and learning theory, at the levels of design and procedure there

is much greater room for individual interpretation and variation than most method

permit. It could be that one version among the various proposals for syllabus

models, exercise types, and classroom activities may gain wider approval in the

future, giving CLT a status similar to other teaching methods. On the other hand,

divergent interpretations might lead to homogeneous subgroups (Richards and

Rodgers, 1986: 83)

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CHAPTER III

RESEARCH METHODOLOGY

3.1. Subject of the study

Two subjects are taken in this study. First, The course-file of

Natya. It is the teachers' guidance book, which is developed by the director of

Natya. This course-file compiled from various resources. Here we can find the

characteristics of Presentation Method. Second, 4 Natya's teachers who have

taught at Natya for more than a years. As standardized by Natya that each teachers

is trained in about 20 hours as to introduce with Natya's teaching system and

course-file management. By a year teaching experience, a teacher has more than

150 meeting in class. It is more than enough to master Presentation Method as

well.

3.2 Setting of the study

This study is conducted in Natya Language Service Program for

about a month. It is a private English course registered at East Java Office of

Ministry of Education and Culture No. 80/104.10B/MS/Bhs?'99. Natya settled at

Babatan Pilang XVI block H1-1A Wiyung, Surabaya. Natya services include

regular teachings at Natya's center, company-course's training, out-teacher's

training, teaching and teaching program consultation, translation and interpreting,

Indonesian and English copy-writing and teaching Indonesian language to

expatriates.

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Despite the fact that Natya is not strategically located (700metres

long from the main road), Natya has been joining a good reputation as a trusted

English course, which puts quality first. At the moment, 151 students are

registered at Natya (90% of them are children ranging from Kindergarten to

Junior High School), and around 1,000 students have been to Natya in Natya's

centers or in company's in-house training venues.

3.3 Data of the study

The study adopts ethnographic approach, which is identified as a

qualitative, process oriented approach to the study of interaction. The procedure

involve considerable training, continuous record keeping, extensive participatory

involvement of the researcher in the classroom, and careful interpretation of the

usual multifaceted data (Chaudron, 198:45-46). Yet, the study does not pure

concern on the interaction itself. The focus of the study is the teachers' activities

during the teaching and learning process. This data is needed in case of finding

clear description of the practical procedure of Presentation Method.

Moreover, the research also takes the data from the course-file of

Natya and detail information from the director as the designer and concept-maker.

This data is needed in order to find any specific characteristics of Presentation

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

recorded interview.

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Here are the steps of the data collection structured:

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

Presentation Method's Design

POINTS Course-file

observation

Interview with the

director

Objectives

Syllabus model

Type of learning activities

Type of teaching activities

Teacher role

Learners role

The role of instructional material

2. Observing course-file

3. Conducting interview with the designer

4. Making guidance list (e.g. see3.2)

Presentation Method's Procedure

Teacher's activities Note

TEACHER ACTIVITIES Preparation

Opening the class

Process during the class

Closing the class

EQUIPMENT

RESOURCES USED

Realia

Video

Picture

Flash card, etc

5. Observe the classroom process.

6. Find the similarity and the differences activities among teachers

3.5 Data analysis

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The whole data is examined in order to get the detail information.

Only the data that represent each steps of Presentation Method that is analyzed. The

data from the course-file observation, interview, class observation, are elaborated.

After elaborating, the analysis is conducted. The analysis will relate

the detail of the data found to the research objectives.

Moreover, some theories will be presented in order to reveal on which

theories is Presentation Method relied. A further outline can be formulated in order

to get conclusion from the analysis.

CHAPTER IV

RESULT AND DISCUSSION

4.1 Data presentation

4.1.1 The whole design of Presentation Method

As stated in the objectives of the study previously, this research is to

find the characteristic presentation method at Natya Language Service and program.

Here are the result of the syllabus observation and interview with the director:

Interview

Interviewer : Diana A.V

Interviewee : Edi Rusdiono, S.Sos

Date due : January 11, 2005

Time : 10.00-11.30

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

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Syllabus Observation

Observer : Diana A.V

Date due : January 11-14, 2005

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

1. Approach

Basically, Presentation Method focuses on communicative skill. The

learners encourage being able to interact among others by using language function

that is taught. Speaking ability is more emphasized rather than other skill. Yet, the

writing, reading, and listening skill are taught in the frame of communication. The

grammatical rules are taught through communicative activities in order to give

comprehension naturally. It is inductive process in which the language functions

given previously and the grammatical rules given later.

2. Objectives

The general purposes of Presentation Method are:

1. The students can speak or communicate with others in English properly

2. The students can express their idea in English (speaking, writing)

3. Students able to catch the main information they heard from listening practice.

These general objectives are broken down into specific purpose

depend on target language set up. It is different for each level of student. e.g.

Level : Apple

Target language: Talking about abilities

Objectives:

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

2. Students can answer question using Yes, I can(V1).. and

No, I cant (V1)

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These objectives also can be broken down again become specific

purposes depend on the skill being taught. e.g.

Writing exercise:

Objectives:

Students can fill the blank paragraph with appropriate form of pattern

Can you and some auxiliary verb

Listening exercise:

Objectives:

Students can answer the question using form Can you.heard from

the cassette

2. Syllabus model

The syllabus model is set based on the level of course. It is very

simple, contains of teacher guide list to conduct the class process (level, number of

meeting, time allocated, target language, marker sentence, tools, alternatives of

techniques, evaluation)

The syllabuss content is almost the same for all level. The differences

only emerge at the level of marker sentence. It gives impact to the level of activities

conducted. The higher level of students the more difficult the marker sentence.

For example:

Level: Grape*

Number of meeting: 2 xs

Time allocated : 1hours x 2

Target language : Talking about Daily Routine (first person)

Marker sentence : What time do you get up? I get up at 6

What time do you go to school? I go to school at 7

Tools : Clock, flash card,

Technique : Miming, body language, fill gap, interview

Evaluation : Game: quiz

*Level of students at Natya

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1. Kids course

Melon (Kindergarten)

Apple (elementary, grade 1-2)

Grape (elementary, grade 3-4)

Banana (elementary level 5- junior high school)

2. Adult course (senior high school-above)

Elementary

Pre intermediate

Intermediate

Post intermediate

3. Types of teaching and learning activities

The teaching and learning process in Natya in which Presentation

Method is applied is based on fun activities. The main target is to emerge

communication among students and student(s)-teacher. Interaction activities such as

fill gap dialogue, interview, discovering missing picture, pair-work, group work,

class work, listening trough songs, listening comprehension, gap filling, jigsaw

reading, running dictation, text writing, story writing, games are sample of activities

can be chosen.

4. Teachers and learners role

The role of teacher in Presentation Method is as facilitator and

organizer of the class activities, while the learners as the active participant. Those

why, the principle of Less Teacher Talking Time and Much Students Talking Time is

emphasized here. As much as possible, the learners should speak up in the class and

talk using the language target given.

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During the process of teaching and learning, the teachers facilitate the

learners to do their activities. Teachers minimalist the speaking and replace it with

miming or gesture. Teachers also give appreciation to each activity that can be done

well by the learners. Appreciation could be done by the whole class also ( e.g. by

yell or sing, applause, etc)

In other hand, learners should follow the class activities actively so

that they can practice the language target well. The more active the learner, the better

practice they have. Here, the teachers should able to manage the learners can

involved in pair-work, group work, or class work maximally.

5. The role of instructional material

There is no students book used in Presentation Method. The material

used by the teacher only in the form of main material. It guides the teachers to what

ways they are going to use to present the language target to the students easily

understood. The exercises such as same paper exercise, gap-fill exercise, running

dictation, finding information, etc, are given to the learners as copied-paper pieces. It

because the focus of presentation method is not grammatical rules but

communicative practice.

The teacher management is really needed at this point. He/she should

understand well how much paper they need for each level, each meeting, and each

teaching-step, how it will be delivered, and when it should be delivered. The former

teachers create the material provided, so each teacher may develop and create their

own material as far as in line with the topic/language target.

For Example:

Language target : Talking about daily routines

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Marker sentence : 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)

Presentation - board work

What time do you get up?

I get up______ __________ oclock

_______ _______ do you have breakfast?

____ have breakfast _____6.30

_______ _______ ______ _____ go to school?

________ ______ _______ school at _________

_______ ________ _______ _______ go home?

_______ _______ _______ _______ 2 oclock

What time do you _______ ______?

I _______ TV at _______ __________

_______ _______ _______ _______ study?

______ _____________ at 5 oclock

______ _______ ________ _______ have dinner?

____ _______ __________ at 7 _________

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What time do you_______ ___ ________?

___ ______ ______ ___________ at 9 oclock

Grape/2+3/1

YOUR DAILY ACTIITY1. Complete the story about you. Write one word in each gapMy name is______________and I live in_____________I get up at___________ and I have _________at________.I go _______school at ________I come home at _________and I _________lunch at__________I watch TV at______________ and I study at________I have_________at___________and I go to bed at___________

Oh yes,I___________English at Natya at__________on____________and_______

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2. Find two friends and interview them about their daily activities

What time..............Get up?Have breakfast?

Go to school?Come home?Have lunch?Watch TV?Study?Have dinner?Go to bed?Grape /3+2/Running Games

BETTY BROWN DAILY ROUTINES

What time does she get up?

She gets up at__________oclock

What_______does she have brekfast?

She _______breakfast___________ _________oclock

_______ _________ _________she go to school?

She________ ________ _________ at________

What _____ _________ ________ _______ home?

She______ ________ at________

What________ _______ _______ _______ lunch?

_____ ________ lunch_____ ______ ________

______ ________ ________ _______ ______ ______?

_______ watches TV ________ _________

_______ _______ _________ ________ _______dinner?

_______ _______ _______ _____ _________

_______ _______ _______ _______study?_______studies ________ ________ ________

_______ ________ _________ ________go to bed?

_______ ________ to bed at___________ __________

Grape/ 2+3/ B

The story

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Betty Browns gets up at ________. She breakfast at_______and she

_______to school at______. She goes _______at 12.30 and she

_________ lunch at 1 oclock. She ________television at 5 oclock and

she has ________at 7.30. She studies ____8 oclock,and

she_________to bed at__________

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Picture/ place it on the wall outside

4.1.2 The practical guide of Presentation Method

Beside the whole design above, the interview with the course-file

maker and the observation on course-file results these following practical guide

that must be present in Presentation Method.

1. Presentation

This is the most important stage in Presentation Method. Here the

success of the teaching process is put. Teachers not only have to follow the steps

but also create creative and interesting technique to deliver the material. There

are eight steps in this stage. There are:

a. Target language set up/marker sentence

At this step, the learning target is built. The introducing of

language function is more emphasized rather than the grammatical case. The

target language usually called as function in which the function of the sentence

which is going to be taught is determined. While the marker sentence is the

sentences that is used on that function or in specific situation determined. For

example;

Target language set up : Talking about abilities.

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

b. Vocabulary pre-teach

This step is emphasizing on reminding previous vocabulary and

introducing new vocabulary that is going to use in the session. Vocabulary need to

be introduced previously in order to accelerate the presentation. To do this, the

teachers may use some tools such as realia, picture, flash card, or miming/gesture.

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For example, before introducing talking about abilities, the simple activities such

as sing, fly, run, swim, play football, drive, etc should be introduced first.

c. Context building/ scene setting

The context has to be built based on the target language by setting

the appropriate situation. The use of Mother tongue is allowed here. For example:

when teacher is going to teach past activity, students should be driven to the

situation in which the language function of past activity is used.

d. Elicitation

The students are elicited to guess function that is being taught.

Teachers give the answer, and students guess the question. For example;

Teacher : I have an answer Yes, I can swimYa, aku bisa berenang

Please ask me question, coba pertanyaannya bagaimana?

Students : Guess by mother tongue or in English

Then teachers guide the students until find the right format.

e. Standardization

Teachers standardize the pronunciation, word order, and linking

sentences to get the same sound and intonation. It is done individually and

chorally. To make it easy, the use of Finger Correction Error have to be used. For

example,

THUMBDO

INDEX FINGER YOU

MIDLE FINGER HAVE

RING FINGER SOME

LITTLE FINGER APPLES?

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THUMB YES

INDEX FINGER I

MIDLE FINGER HAVE

RING FINGER FOUR

LITTLE FINGER APPLES

f. Drilling

Once more, teachers ask the students to repeat the sentence/function to

ensure that they have already comprehended it well. Teachers may use substitution and

change communication among teacher-students, teacher-student, and student-student.

g. Board stage

Teachers write the function/marker sentence on the board with students

involvement. It is needed for keeping the students focus of mind. Then the students

have given several times to write down on their book.

h. Concept question

At this stage, teacher re-asks to the students about the language function

of the day. For example: Apakah kalimat I went to Bali bisa digunakan untuk

mengucapkan kebiasaan? Untuk waktu yang akan datang? Untuk masa yang sudah

lewat?

At this stage, the main Presentation Method is already completed. The

next steps is exercise practice. It could be in the form of speaking practice, listening

practice, reading practice, writing practice, and games.

2. Speaking practices

There are two kind of practice in speaking activity,

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Controlled practices

In control practice, teacher gives some media to facilitate the students to interact in the

class. The format of pair-work (two students), group-work (3-5 students), and 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,

interpreting picture, etc.

Free practices

The students encourage speaking fluently in free situation as function was taught.

There is no media used here. The teachers only facilitate by giving some topic and

correct some miss using words or sentences. Techniques that can be used are such as

interview, telling story, role play, brain storming, finding connection, etc.

3. Listening practices

The listening practice is needed to exercise the students capability of

listening. The technique such as predictive listening, gap filling, listening

comprehension, and listening trough song can be used. In predictive listening, the

teacher gives clues before asking the students to listen a conversation or stories. To

encourage the students identify some words that is said by people in cassette or

teachers voice by concern on the context, gap-filling type can be used. In listening

comprehension, teachers guide the students to understand the content and main idea of

a conversation. If teachers need more fun situation and want to give easy memorize of

some words/sentences, song can be used as the media of teaching.

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4. Reading practices

To give reading exercise, teachers should create fun activities that

encourage students to participate actively because usually reading practice is boring.

So that, some simple reading practice such as jigsaw readingorrunning dictation can

be used. It can be modify with other exercises such as spelling, speaking, or writing.

5. Writing practices

The writing exercise should be interesting and fun. It must keep in

simple. Creative writing such as writing story, personal identity, simple description of

things, and others which are put on the wall with some creative picture made by

students could become alternatives.

6. Games

After presentation stage, students can be given some games which are

dealt with the target language. Some suggested games can be used are:

Stick out, hands on head, teachers race, telegraph sentence, crosses and naught, the

fish monster, the beginning and the end, take a guess, snake and ladders, true or false,

anagram, water pistol shooting, wet tissue shooting, card quests, win, lose or draw,

match master, card memory game, pronunciation game, miming game, instruction

game.

7. Testing

The test placed after several unit of target language passed. The test

contains of writing, speaking, reading, and listening.

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4.1.3 The application of Presentation Method

This following data is resuming from the observation to four teachers at

Natya during the teaching and learning process. The observation focus on the teachers

act and interaction among students-teacher, student-teacher, and student-student. The

main data taken from teachers, while the interaction only as counter balanced to see to

what extends the communicative approach derived.

4.1.3.1 Result from teacher 1

TEACHER 1 (1st meeting)

Level : Grape 1, lesson 9

Target Language : Making and Granting Request

Marker Sentence : Can you open the door, please?

Yes, of course/ Yes, sure

Im sorry, but Im busy

Activities Notes

Before class Prepare some cut-sheet, games, and consult withthe director about the technique going to use.

Preparation

Teaching

process

Teacher does some actions and asks the students to

guess what the teacher doing. (open/close the

door/window, bring some books, turn on/off the

light, turn on/off the tape, write some words on the

board, drawing picture, take/put a ball on/under the

table)

Vocabulary

pre-teach

Teacher said that the weather is so hot, he ask the

students to guess what he will say to the student

close to the window (in Bahasa Indonesia). He turn

off the light so the classroom is getting dark, he ask

to the students to guess what he will say to the

student close to the light switch. Students also

encourage giving the answer of what teacher say.

Scene setting

Teacher give answer Yes, of course and translate

to Bahasa Indonesia Ya, tentu (as what students

say when asked to turn on the light) and ask the

students to guess the question.

Elicitation

Teacher gives the complete sentence and the

answer then asks the students to repeat what the

teacher said individually and chorally. Fingercorrection error is used. Can you turn on the

Standardization

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light? Yes, of course/ Yes, sure Im sorry, but

its too high

Teacher drill the students by substituting the verb.

It is done among teacher-students, teacher-student,

students-teacher, student-teacher

Drilling

Teacher writes down the sentence on the board bystudents involvement and asks students to copy on

their book.

Board stage

Teacher corrects and gives mark to the students

works on their book.

Teacher asks the students about the function of the

sentence by giving situation on which the sentence

used. (in Bahasa Indonesia)

Concept

question

Teacher distributes a sheet to each student and asks

them to guess what the people said in the picture. It

is done in game, who can guess the most right

sentences, they will get Mr. Smile (it is a circle card

with smiling icon)

Speaking

practice

Teacher distributes two different sheets to each

student and asks them to do an interview in pairs.

Speaking

practice

Teacher facilitates the students to play a game

called question and answer game. The cards

contain of some different question such as Can you

open the door? Can you post the letter? And some

different negative answer with different reason. e.g.

Im sorry but Im busy, Im sorry but I have to pick

my mother up. Each student get 4 cards, there isone opening card put, the game play turn right. The

first student should put the pairs of the opening

card, if he/she doesnt 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.

Games / fun

activity

TEACHER 1 (2nd meeting)

Level : Grape 1, lesson 10

Target Language : Asking for and giving permission

Marker Sentence : May I open the window?

Yes, please/ Im sorry, but Im cold

Activities Notes

Before class Teacher prepare the cut-sheet, games, set the

cassette, and consult with other teacher about the

technique going to use

Preparation

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Teaching

process

Teacher reviews the last lesson. (Making request)

and show some flash cards. Students are asked to

guess what the people are doing in the picture.

(open/close the door/window, bring some books,turn on/off the light, turn on/off the tape, use

telephone, writing, drawing, kiss, put bag, take

picture, etc)

Vocabulary

Pre-teach

Teacher said that the weather is hot, he ask the

students to guess what he will say to the student if

he wants to open the window by him self. (In

Bahasa Indonesia). He asks one student to turn off

the light so the classroom is getting dark. The

students are asked to guess what he will say to the

student if he wants to turn on the light by him self.

Scene setting

Teacher gives answer Yes, please and translate toBahasa Indonesia Ya, silahkan (as what he said

when turn on the light) and ask the students to guess

the question.

Elicitation

Teacher gives the complete function and the


teacher said individually and chorally. Finger

correction error is used. May I close the door?

Yes, please Im sorry, but its hot

Standardization

Teacher drill the students by substituting the verb. It

is done among teacher-students, teacher-student,

students-teacher, student-teacher

Drilling

Teacher writes down the sentence on the board by

students involvement and asks students to copy on

their book.

Board stage






Concept question

Teacher shows some flash cards and asks them to

guess what the people said in the picture. It is donein game, who can guess the most right sentences,

they will get Mr. Smile (it is a circle card with

smiling icon)

Speaking practice

Teacher distributes two different sheets to each

student and asks them to do an interview in pairs.

Teacher observes around and corrects some mistake

made by the students.

Speaking practice

Teacher distributes a sheet to each student and asks

them to listen to the cassette before fill the gap.

Listening practice

After that they asked to match the sentence with the Writing practice

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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



Level : Apple, lesson 1

Target Language : Giving personal information

Marker Sentence : Whats your name? My name is Dodo

What is your telephone number?

My telephone number is 502298

How old are you? Im 7 years old

What is your address? My address is Pisang street number 54

When is your birthday? My birthday is November 7, 1988

Activities Notes

Before class Teacher prepare the cut-sheet, flash card, calendar,

and consult with other teacher about the technique

going to use

Preparation

Teaching

process

Teacher show some number in flash card (0-9) then

show calendar and ask students to mention the

dates and the months.

Vocabulary

Pre-teach

Teacher said that she wants to introduce with the

students one by one. Students encourage guessing

what questions that may be asked.

Scene setting

Teacher gives answer my name is Ida, Mytelephone number is 502298, My address is

babatan street number 50, Im 24 years old, My

birthday is January 7, 1981, and translate to

Bahasa Indonesia. The students asked to guess the

question.

Elicitation

Teacher gives the complete function and the


teacher said individually and chorally. Finger

correction error is used. (Whats your name? My

name is Dodo. What is your telephone number?

Standardization

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My telephone number is 502298. Whats your

address? My address is Babatan street number 50.

How old are you? Im 24 years old. When is your

birthday? My birthday is January 7, 1981)Teacher drill the students by asking students one by

one.

Drilling



their book.

Board stage






Concept

question

Teacher distributes sheets to each student and asksthem to do an interview in pairs. Teacher observes

around and corrects some mistake made by the

students.

Speakingpractice

Teacher distributes sheets to each student and asks

them to do an interview to two friends. Students are

grouped into 3 students each group. Teacher

observes around and corrects some mistake made

by the students.

Speaking

practice

Teacher gives anagram game until end of class. Games

TEACHER 2 (2nd meeting)

Level : Apple, lesson 1 (continuous)

Target Language : Giving personal information

Marker Sentence : Do you like hamburger? Yes I do/ No, I dont.

Can you swim? Yes, I can/ No, I cant swim.

Do you have a dog? Yes, I do./No, I dont have a dog.

Activities NotesBefore

class

Teacher prepare the cut-sheet, picture, set the

cassette, and consult with other teacher about the

technique going to use

Preparation

Teaching

process

Teacher show some flash cards. Students are asked to

guess what picture is.(food, pet, hobbies)

Vocabulary

Pre-teach

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Teacher said that she wants to know what student

like/dislike, can/cant do, pet have. Students

encourage guessing what questions that may be

asked.

Scene setting

Teacher gives answer Yes, I do. I like hamburger,

Yes, I can and translate to Bahasa Indonesia. The

students asked to guess the question.

Elicitation

Teacher gives the complete function and the answer

then asks the students to repeat what the teacher said

individually and chorally. Finger correction error is

used. (Do you like hamburger? Yes I do/ No, I dont.

Can you swim? Yes, I can/ No, I cant swim. Do you

have a dog? Yes, I do/No, I dont)

Standardization

Teacher drill the students by asking students one by

one. Then report to the class by using third personalpronoun. (She/He likes hamburger. She/He can sing.

She/ He has a dog)

Drilling



their book.

Board stage






Concept

question

Teacher distributes sheets to each student and asksthem to do an interview in pairs. Teacher observes

around and corrects some mistake made by the

students.

Speakingpractice

Teacher distributes sheets with a short story in which

some mistake words occurred. Teacher then asks

students to listen to the correct story from the tape

and correct the mistake.

Listening

practice

Teacher takes a story on the wall outside the class

and asks students to re-write the story. It is done in

running dictation game. Students divide into groupsand 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.

Reading

practice

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Level : Banana, lesson 5

Target Language : Talking about abilities (Third Person)

Marker Sentence :

Can you/he/she sing? Yes, I/he/she can. No, I/he/she cant.

What can you/he/she do? I/He/She

28514990 using games in english teaching

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