THEORIES OF LANGUAGE TEACHING

By :

BAHYA ALFITRI (0203518036)

ROMBEL II

GRADUATE PROGRAM

STATE UNIVERSITY OF SEMARANG

2018
NAME : BAHYA ALFITRI
NIM : 0203518036
ROMBEL II

COOPERATIVE LANGUAGE LEARNING

1. What is the underpinning theory of learning that is used in CLL?

Answer:
Cooperative learning advocates draw heavily on the theoretical work of developmental
psychologists Jent Piaget and Lew Vygotsky, both of whom stress the central role of social
interaction in learning. A central premise of CLL is that learners develop communicative
competence in a language by conversing in socially or pedagogically structured situations.
CLL also seek to develop learners’ critical thinking skill, which are seen as central to
learning of any sort. It also seeks to develop classrooms that foster cooperation rather than
competition in learning.

2. How do language learners acquire language when CLL is applied?

Answer:
Based on Jean Piaget and Lev Vygotsky the language learner acquires language in CLL
from the process of activity. Both of whom stress the central role of social interaction in
learning. The learners develop communicative competence in a language by conversing in
socially and pedagogically structured situations. The interactions are influenced by the
culture and social environment. The process of interaction in cooperative activity
encourages the learners to ask and response the question. Activities of this kind need
critical thinking. If it is run well, so the learners will acquire the language. It also supports
cognitive development when the language is used.

3. How do you cope with the weaknesses of CLL?

Answer:
As another method the CLL also has strengths and weaknesses. As a teacher we have to
cope the weaknesses of the method that maybe occur in teaching and learning process. The
success of this method is dependent on the nature and organization of group work, it will
become a weakness if they cannot work together in the group. So, the teacher has to assign
groups that include students of all levels and abilities, the teacher should emphasize that
each person in the group will be able to contribute equally to the group’s success. The
teacher also should give explicit instruction to ensure successful interaction between the
students. The material that is given also play an important part in creating opportunities for
students to work cooperatively, the teacher has to make sure that material is specially
designed for CLL learning. Additionally, the teacher has to be good facilitator of learning
that should move around helping the students to make sure everything run well. So, the
weaknesses can be avoided.
NAME : BAHYA ALFITRI
NIM : 0203518036
ROMBEL II

1. Review the concept of human learning and language theory/ies as the basis of CLT!
Answer:
CLT is generally regarded as an approach to language teaching (Larsen-Freeman,
2000; Richards and Rodgers, 2001). It is based on the theory that the key function of
language use is communication and its primary goal therefore is for learners to develop
com municative competence (Hymes, 1972, Richardsand Rodgers, 2001; Ying, 2010). In
other words, its goal is to make use of real-life situations that necessitate communication.

2. Concerning teaching methodology, Richards and Rodgers (1985) maintain three

interrelated level, i.e approach, design, and procedure. Clarify CLT in terms of those
three levels.
Answer:
The correlation and interconnectedness that exists between these elements and the
teaching of a Second Language (L2) will also be critically examined, with a specific
example focussing on the teaching methodology of communicative language teaching.
Furthermore, methods (of which come different goals, role of L1, focuses and selection
of material) in addition to their use in L2 teaching will be looked at, and by drawing on
various research, this essay will analyse the effectiveness and value of the above
framework proposed by R&R in understanding L2 methodology. Finally, examples of
communicative language use in the ‘procedure’ component will be provided as will the
methodology of communicative language teaching based on the specific aim of
communication, in connection with the role the framework plays. To begin with,
‘approach’ encompasses both language learning and language, and the theories that
inherently define them. This relationship between approach, design and procedure is one
of clarity because of the provision of psycholinguistic and linguistic rationale relevant
when choosing L2 teaching related techniques and tasks.

3. What is your comment of the implementation of CLT in non-English speaking countries?

Answer:
The implementation of CLT in non-English speaking countries is helpfull for the
students who were not the native speaker. CLT as one of the most influential and
effective language teaching methodologies that increase learners’ communicative
competence. That aspect of competence that enables us to convey and interpret messages
and to negotiate meanings interpersonally within specific contexts.

4. Describe some classroom activities that based on CLT!

Answer:
The classroom activities about the talk show interview
 Students will experience what it’s like being the host of a talk show or being the guest
answering questions in front of a live studio audience.
Again, let the students work in pairs. The host student prepares five questions and
writes them on a piece of paper. This question list will be given ahead of time to the
celebrity student so they can prepare an answer for them. Instruct the “celebrity” students
to give answers in complete sentences. Three sentences for beginners should be just
right. Reminder: Go around the classroom to make sure the questions are worded
correctly and are in their proper format. Give the pair a day to rehearse their Q&A
segment. The next day, if possible, have an “interview set” arranged in front of the class
to help students get in character. Let the pairs present their segment. For the benefit of
the whole class, you can do a live commentary or translation as they go along.
So, for example, if one of the questions in a indonesia class is, Apa hobi mu?, you
can interpose and maybe say, she’s asking about hobbies now.” If the other student
answers with “saya suka bermain bola kaki” (I love to play football.), you can then tell
the class, “So, Stephen loves to play football, right? Please, continue.” But don’t be
overbearing to the point of distraction pick your spots right.