MY GROUP'S MEMBERS

Instructional Technology Class A

Winda Mayanti (05004048)

Suhartini (05004049)

Reny Ovania (05004050)

Fornitasari (05004051)

Endah Triningsih (05004052)

Learning strategies

BY: Winda Mayanti

Code switching
Code switching, that is, changing between languages at some point in a sentence or utterance, is a commonly used communication strategy among language learners and bilinguals. While traditional methods of formal instruction often discourage code switching, students, especially those placed in a language immersion situation, often use it. If viewed as a learning strategy, wherein the student uses the target language as much as possible but reverts to their native language for any element of an utterance that they are unable to produce in the target language, then it has the advantages that it encourages fluency development and motivation and a sense of accomplishment by enabling the student to discuss topics of interest to him or her early in the learning process -- before requisite vocabulary has been memorized. It is particularly effective for students whose native language is English, due to the high probability of a simple English word or short phrase being understood by the conversational partner.

Blended learning
Blended learning combines face-to-face teaching with distance education, frequently electronic, either computer-based or web-based. It has been a major growth point in the ELT (English Language Teaching) industry over the last ten years.
Some people, though, use the phrase 'Blended Learning' to refer to learning taking place while the focus is on other activities. For example, playing a card game that requires calling for cards may allow blended learning of numbers (1 to 10).

Private tutoring
Tutoring by a native speaker can be one of the most effective ways of learning. However, it requires a skilled, motivated native tutor, which can be a rare, expensive commodity. That tutor may draw on one or several of the above methods.

Methods of teaching foreign languages

The grammar translation method
By: Suhartini


The grammar translation method instructs students in grammar, and provides vocabulary with direct translations to memorize. It was the predominant method in Europe in the 19th century. Most instructors now acknowledge that this method is ineffective by itself. It is used by many Latin teachers, allegedly because a dead language is usually only written. However, this method is ineffective for written languages too, and Latin only became dead after the grammar translation method was introduced. Up to the XVIII century, when Latin was spoken, it was not taught like this. Recent experiments in the University of Cadiz, in which Latin is taught as if it were a living language, have proved to be as effective with Latin as with any other language.[citation needed] (All languages that are not dead are considered modern languages.)
At school, the teaching of grammar consists of a process of training in the rules of a language which must make it possible to all the students to correctly express their opinion, to understand the remarks which are addressed to them and to analyze the texts which they read. The objective is that by the time they leave college, the pupil controls the tools of the language which are the vocabulary, grammar and the orthography, to be able to read, understand and write texts in various contexts. The teaching of grammar examines the texts, and develops awareness that language constitutes a system which can be analyzed. This knowledge is acquired gradually, by traversing the facts of language and the syntactic mechanisms, going from simplest to the most complex.The exercises according to the program of the course must untiringly be practised to allow the assimilation of the rules stated in the course.[citation needed] That supposes that the teacher corrects the exercises. The pupil can follow his progress in practicing the language by comparing his results. Thus can he adapt the grammatical rules and control little by little the internal logic of the syntactic system. The grammatical analysis of sentences constitutes the objective of the teaching of grammar at the school.Its practice makes it possible to recognize a text as a coherent whole and conditions the training of a foreign language. Grammatical terminology serves this objective. Grammar makes it possible for each one to understand how the mother tongue functions, in order to give him the capacity to communicate its thought.

Teaching techniques

By: Reny Ovania


The technique of using literature aimed at children and teenagers for TEFL is rising in popularity. Both types of literature offer simpler material ("simplified readers" are produced by all the major publishers), and are often written in a more conversational style than literature aimed at adults. Children's literature in particular sometimes provides subtle cues to pronunciation, through rhyming and other wordplay. One technique for using these books is called the "multiple-pass technique". The instructor reads the book, pausing often to explain words and concepts. On the second pass, the instructor reads the book completely through without stopping.

Qualifications for TEFL teachers

by: Fornitasari

The ideal qualification is an undergraduate degree in any subject, plus a certificate in teaching English. Different certificates are issued by numerous organizations and vary widely in acceptance by employers. There is no single international organization which accredits all courses or qualifications. However, there are several international certificate programs which are run by schools in various locations around the world. Both qualifications are recognised by the British Council. These include:
CELTA, offered by Cambridge ESOL
CertTESOL, offered by Trinity College London ESOL
Some universities also issue certificates in English language teaching, either as stand-alone qualifications or as components of longer degree or postgraduate programs.[citation needed]
Qualification requirements vary considerably, not only from country to country, but also among employers within the same country. It may be possible to teach with neither a BA nor one of these certificates. However, as a general rule, private language schools in some countries are likely to require a certificate based on successful completion of a course consisting of a minimum of 120 hours, including six hours (sometimes more) of observed and assessed teaching practice and written assignments. Many language schools will accept any certificate which fulfils these criteria, while others will be looking for teachers with specific certificates. It is also possible to gain certificates by completing shorter courses, or online courses, but these certificates do not always satisfy employer requirements due to the lack of teaching practice. It is also important to note that some private language schools will require teachers to complete their own in-house training programs, whether or not they have obtained qualifications from elsewhere. Where there is a high demand for teachers and no statutory requirements, employers may be willing to accept unqualified candidates.

Teaching English as a Foreign Language

by: Endah Triningsih

TEFL or Teaching English as a foreign language refers to teaching English to students whose first language is not English. TEFL can take place in English-speaking regions, for example in language schools or summer camps or before the start of a university degree, but usually occurs in the student's own country. There, TEFL can be either within the state school system, or private, either in an after-hours language school or with a one-on-one tutor. The teachers may be native or non-native speakers of English.
This article concentrates on the teaching of English by native Anglophones working outside their own country; it is important to note that this is a small subset of all the English that is taught worldwide. For a wider view, which explains the distinctions between different kinds of teaching of English to non-native speakers and which provides a full explanation of abbreviations (e.g. the difference between ESL and EFL, or TESOL as a subject and an organisation), see English language learning and teaching. For information about foreign language teaching in general, see language education and second language acquisition.