comparison the silent way & audiolingual method

INTRODUCTION
The Silent Way is a method of Language teaching devised by Caleb Gattegno. This method is well-known for its materials such as Cuisenaire rods and Fidel Charts. Gattegno had taken the idea of Cuisenaire rods which were first developed by Georges Cuisenaire, a European educator who used them for the teaching of math. The most prevailing difference of this method from previous ones is giving more importance to learning.

TEACHER and LEARNER ROLES
a)     Teacher Roles
√ The teacher should be silent as much as possible in the classroom to encourage the learner to produce as much language as possible.
√ The teacher is expected to create an environment that encourages student’s risk taking that facilitates learning.
√ The teacher should give only what help is necessary. In other words, the teacher makes use of what students already know. The more the teacher does for the students what they can do for themselves, the less they will do for themselves (Larsen-Freeman 1986).
b)     Learner Roles
√ The learner is expected to become ‘independent, autonomous, and responsible’ in language.
√ Learners are expected to interact with each other and suggest alternatives to each other. They must learn to work cooperatively rather than competitively. The teacher’s silence encourages group cooperation.
 √ In order not to miss what the teacher says, learners must give the teacher their attention. Learner-attention is a key to learning.
As Long (1987) states under the skilful direction of the teacher, learners will provide each other with correct models and encourage each other’s initiative. Thus, this method fosters interdependence and cooperation among learners at the same time it promotes independence from the teacher and reliance on what knows to learn what one does not know. 
 

THE GENERAL PRINCIPLES AND CHARACTERISTICS OF THE METHOD
√ A cardinal principle of the Silent Way is respect for the students’ capacity to work out language problems and recall information on their own with no verbalization and minimal help from the teacher.
√ Errors are indispensable and natural part of the learning process. Self-correction and peer-correction are emphasized. The teacher corrects the language only as a last resort.
√ Teachers can help more frequently and more effectively if they stop interfering.
√ Repetition consumes time and encourages the scattered mind to remain scattered. If the teacher avoids repetition strictly, this will force alertness and concentration on the part of the learners. By this way the efficiency in learning will be increased and the time will be saved for further learning (Gattegno 1972 as cited in Oller and Amato: 1983). This principle is against ALM.
√ Type of interaction: student-student verbal interaction is desired and encouraged. The teacher’s silence is one way to achieve this.
√ Students’ native language: native language can be used to give instructions when necessary. Also native language can be used during the feedback sessions (at least for beginner levels). If the native language is not very essential then it is avoided.
√ Evaluation: although the teacher does not have to give a formal test, s/he assesses student learning all the time. One criterion of whether or not students have learned is their ability to transfer what they have been studying to new contexts.
 
ADVANTAGES AND DISADVANTAGES
a) Advantages
√ This method fosters cooperative learning between individuals.
√ It embodies a new approach to education in general, a respect for the individual and an awareness of the individual’s extraordinary cognitive powers.
√ If it is succeeded to teach the language the by using the rods without repeating too much, it will really save time and energy for both teachers students. The advocates of the Silent Way claim that the short-term memory is used artificially but well. The self-esteem of the students will be increased and this will enhance learning. By this way students will say ‘I learned instead of I was taught well.’ (Demircan1990).
 
b) Disadvantages
√ It would seem necessary for a teacher to gain a good deal of training and skill in order to apply the Silent Way to the teaching of a total grammar in all its complexity, if such a broad application is, in fact, possible.
√ This method can be benefited by the teacher only in small groups of students. The teacher can gain ability in this method by trying. The teacher is expected to enrich the materials on his/her own.
√ For some teachers the rigidity of the system (no repetitions by the teacher, no answers by the teacher etc.) may be meaningless.
√ For some learners, one limitation is the approach to language basics which begins with seemingly irrelevant discussions about rods and which involves silence and concentration and games with the teacher about meaning. Students’ expectations and need for immediately relevant language learning may force teachers to abandon the approach (Celce-Murcia 1979).
√ How such a method would in the average classroom situation, or how successfully it might be used at more advanced levels is a question mark left in our minds.
√ Language is separated from its social context and taught through artificial situations usually by rods.



The Audiolingual Method
This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach.
New material is presented in the form of a dialogue. Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive drills. Little or no grammatical explanations are provided; grammar is taught inductively. Skills are sequenced: Listening, speaking, reading and writing are developed in order. Vocabulary is strictly limited and learned in context. Teaching points are determined by contrastive analysis between L1 and L2. There is abundant use of language laboratories, tapes and visual aids. There is an extended pre-reading period at the beginning of the course. Great importance is given to precise native-like pronunciation. Use of the mother tongue by the teacher is permitted, but discouraged among and by the students. Successful responses are reinforced; great care is taken to prevent learner errors. There is a tendency to focus on manipulation of the target language and to disregard content and meaning.
Hints for Using Audio-lingual Drills in L2 Teaching
1. The teacher must be careful to insure that all of the utterances which students will make are actually within the practiced pattern. For example, the use of the AUX verb have should not suddenly switch to have as a main verb.
2. Drills should be conducted as rapidly as possibly so as to insure automaticity and to establish a system.
3. Ignore all but gross errors of pronunciation when drilling for grammar practice.
4. Use of shortcuts to keep the pace o drills at a maximum. Use hand motions, signal cards, notes, etc. to cue response. You are a choir director.
5. Use normal English stress, intonation, and juncture patterns conscientiously.
6. Drill material should always be meaningful. If the content words are not known, teach their meanings.
7. Intersperse short periods of drill (about 10 minutes) with very brief alternative activities to avoid fatigue and boredom.
8. Introduce the drill in this way:
a. Focus (by writing on the board, for example)
b. Exemplify (by speaking model sentences)
c. Explain (if a simple grammatical explanation is needed)
d. Drill
9. Don’t stand in one place; move about the room standing next to as many different students as possible to spot check their production. Thus you will know who to give more practice to during individual drilling.
10. Use the "backward buildup" technique for long and/or difficult patterns.
--tomorrow
--in the cafeteria tomorrow
--will be eating in the cafeteria tomorrow
--Those boys will be eating in the cafeteria tomorrow.
11. Arrange to present drills in the order of increasing complexity of student response. The question is: How much internal organization or decision making must the student do in order to make a response in this drill. Thus: imitation first, single-slot substitution next, then free response last.

Hmmmm................ apa sih yang menyebabkan qta bermimpi.... terkadang pada saat qta tidur qta mengalami mimpi..... baik mimpi burukkkk..... mimpi indahhhhh sampai mimpi ,,,,, ( sensor ) hihihihi

Untuk lebih jelas mari qta cari tau proses nya di bawah ini..... cekidot......................
Mimpi biasanya didefinisikan sebagai proses
dari bayangan, perasaan, pergerakan dan pikiran yang kita alami saat
tertidur. Mimpi dapat dialami pada setiap fase dalam tidur kita, dan
tidak harus selalu melibatkan rangsang tertentu (misalnya rangsang
visual). Mimpi disebabkan oleh proses biologis internal dalam tubuh.
Beberapa penelitian menunjukkan bahwa sel otak besar pada bagian
belakang otak secara periodik pecah dalam selang waktu sekitar 90 menit
dan mengirimkan rangsangan (stimuli) yang bersifat random ke bagian
korteks (batang) pada otak. Sebagai akibatnya, bagian memori, sensorik,
kontrol saraf, dan kesadaran pada otak terstimulasi secara acak yang
berdampak adanya rangsangan pada puncak bagian korteks pada otak. Menurut
penelitian ini, proses di atas mengakibatkan kita mengalami apa yang
kita sebut sebagai mimpi.
Sebagian psikoterapis berpendapat bahwa saat
rangsangan neurologis dari otak memicu proses terjadinya mimpi, isi
atau representasi dalam mimpi dapat berasal dari kebutuhan, keinginan,
atau harapan dari alam bawah sadar dan kehidupan sehari-hari pada orang
yang mengalami mimpi tersebut. Karena itu sebagian psikoterapis
beranggapan bahwa mimpi merupakan cetusan dari alam bawah sadar
seseorang. Penjelasan ini dikenal sebagai penjelasan "phenomenological-clinical", atau "top-down". Di lain pihak, penjelasan neurologis atau "bottom-up", menyatakan bahwa mimpi sama sekali tidak memiliki arti khusus. Di antara keduanya terdapat pendekatan yang disebut "context analysis"
yang menjelaskan dan mengklasifikasikan representasi yang ditemukan
seseorang dalam mimpinya, seperti manusia, rumah, kendaraan, pohon,
kendaraan, tanpa interpretasi yang mendalam mengenai detil objek
tersebut. Perbedaan antara representasi telah ditemukan antara
mimpi yang dialami pria dan wanita, serta mimpi yang dialami manusia
dalam berbagai tingkatan pertumbuhan. Mengenai arti perbedaan tersebut
saat ini masih dalam penelitian.
Hmmm Dah tau kan............ okehhhhhhhhh sampai ketemu di tips selanjut nya yahhhhhhhhhhhh

Tips Untuk Mata Berkantung

Mata adalah jendela hati..............mata juga bagin dari bagin kecantikan wanita.......tapi apa jadinya ketika mata aindah anda berkantung..................uppzzzzzzzzzzzz.... masalah yang satu ini memang sangat mengganggu untuk para wanita khususnya.............

hal ini disebakan karena adanya pelebaran pembuluh darah di bawah kulit yang disebabkan oleh kurang tidur, kelelahan dan faktor genetik. dan bisa juga karena adanya hiperpigmentasi atau pembentukan melanin, misalnya akibat seringnya terpapar sinar matahari atau bias, juga setelah terkena peradangan alias alergi serta pelebaran yang diakibatkan kegemukan atau obesitas dan kelelahan kulit,

tapiii jangan khawatir di bawah ini...

ada tips untuk menyiasati ....


. Untuk kantung mata atau mata sembab, maka dapat menggunakan teknik rias mata berikut untuk meperbaiki penampilan:

Setelah menggunakan alas bedak, Anda dapat menutupi kantung mata dengan menggunakan concealer. Perlu diingat, agar tidak terlalu tebal menggunakan concealer untuk menutupi kantung mata karena akan menimbulkan tumpukan dan kerutan yang tidak alami. Pilih concealer yang warnanya mendekati warna alas bedak agar terlihat alami.
Gunakan bedak tabur untuk meratakan warna pada daerah bawah mata.
Pilih eyeliner dengan warna yang tidak terlalu gelap agar area mata tidak terlihat semakin gelap. Warna coklat tua cocok digunakan, baurkan secara alami pada mata.



selamat mencobaaaaaaaaaa

The Direct Method

The Direct Method

Introduction

The direct method is not new. It principles have been applied by language teachers for many years . most recently , it was revived as a method when the goal of instruction became learning hoe to use a foreign language to communicate. The direct method was established in germany and france around 1900. Characteristic features of the direct method are teaching vocabulary through pantomiming reaL – life o
bjectsan other visual materials approach (i.e having learners find out rules through the persentationoa adequate linguistic forms in target language), centraity spoken language ( including a native a like – like pronunciation ) focus on question answer patterns teacher – centeredness
The Direct Methode has one very basic rule : No translation is allowed.in fact, the direct method receives its name from the fact that meaning is to be conveyed directly in that target language through the use of demonstration and visual aids, with no recourse to the students’ native language ( Diller 1978).

Principles
Classroom instruction are conducted exclusively in the target language
Taught the vocabulary and sentences everyday. Vocabullary is acquired more naturally if students use it in full sentences, rather than memorizing word list

Oral communication skills are built up in a carefully traded progression organized around question an answer . the native language shouldn used in the classroom
Grammar should be taught inductively. New teaching points are introduced oraly .
Concrete vocabulary is taught through demonstration , object, and pictures ; abstrack vocabulary is taught by association of ideas. Both of speech and listening comprehensions is taught .
Correct grammar and pronunciation are emphasized. Student should be speaking at least 80 % of the time durrimg the lesson
Students are taught from inception to ask question as well as anwer them

The goals of teachers who use the Direct method
The teachers who use the direct method intend that students learn how to communicate in the target language . in order to do this successfully, students shouke learn to think in the target language.

my blacken heart

My dream have broken
I'm with my black dress in here
So dark, and
Quiet
today you pinned the ring in her finger,not in mine

I wonder what you remember me or not, and your promises,
in there you smiled broadly and I slumped in my room
With sobs woe,
because your gift wounds,,
I try my sincere and brave to pray for u, i hope you get your happines

I'll eccept this bitterness all
You for the roses ..
Not for me who just a grass

Ratna

The Grammar Translation Method


Introduction

The grammar translation method is not new. It has been used by language teachers for many years . At one time it was called the “Classical Method” it was first used in latin 7 greek ( chastain 1988) Erlier in this century, this method was used for the purpose of helping students need and apreciate foreign language, students would become more familiar with the grammar of their native languange and that this familiarity would hael them speak and write their native languange bettter


Experience

as we enter the clasroom, the class is in the midlle of reading in their text book. And the teacher do the methode like :

Each student is called on to red a few lines from the passages.
After they have finished reading they are asked to trasnlate to indonesia the few lines they have just read . The teacher help them with new vocabulary items .
The teacher ask student in their native language if they have any question.
Ask the students to write out the answer to reading comprehension question
The teacher decides wether an answer is correct or not , if the answer not correct the teacher select another student to get the correct answer.
Student translate new words from english to native languange, for exampel translate from enlish to indonesia
Students are given a grammar rule for the use of direct object with two words verbs
Student apply a rule to example they are given
Ask the student to memorize vocabulary
Ask the students to state the grammar rule
Students memorize the present tense, past tense, and past participle forms of one set of irregullar verbs.



The goals of the tecahers who use the grammar translation method is a fundamental purposes of learning a foreign languange is to be abble to read literature written in the target language. To do this, students need to learn about grammar rules vocabullary of the target language. The teacher is the authority in the class, and the students do as she says so they can learn what she knows. Students are taught to translate from ano language to another.






Reviewing the techniques

Below is an expanded description of some of these techniques :

Translation of a literary passage
student translate a reading passage from the target language into their native language. The reading passage then provides the focus several classes : vocabullary and grammatical structures in the passage are studied in subsequent lessons

Reading comprehension questions
students answer question in the target language based on their understanding of the reading passage. Often the question are sequenced so that the first group of question asks for information contained within the reading passage. In order to answer the secon group of question, student will have make inferences baseo on their understanding of their passage.

Antonyms / Synonims
students are given one set of words and are asked to find antonyms in the reading passage.

Cognates
student are taught to recognice cognates by learning the spelling or sound patterns that correspond between the language

Deductive application of rule
Grammar rule are presented with example. Exception to each rule are also noted. Once students understand a rule, they asked to apply it some different examples.

Fill in the blank
students are given a series of sentences with words missing.they fill in the blank with the new vocabullary items or with items of particullar grammar type , such as prepositon or verbs with different tenses

Memorization
students are given list of target language vocabullary words and their native language equivalent and are asked to memorize them. Students are also required to memorize grammatical rukes grammar paradigms such as veb conjugations

Use words in sentences
In order to show that students understand the meaning and use of a new vocabullary item, they make up, they make up sentences in which they use the new words


Composition
The teacher gives the students a topic to write about in the target languange. The topic is based upon some aspect of the lesson. Sometimes, instead of creating a composition, students are asked to prepare a precis of the reading.