Name :

Leona Patria Devi (17202241012) Al Fisyahri Mifta Nur Aini (17202241063)

Diana Rofi Hamidah (17202241044) Jisriatul Baniah (17202241070)
Virgin Regina Azalia Putri (17202241047) Dinda Ayu Lestari (17202241072)
Jodi Ryan Firdaus (17202241050) Adil Bayu Rexsa Pratama (17202241074)
Hibatullah Putra Adhirajasa (17202241056) Winartiningsih (17202241077)
Kusuma Isna Febriana (17202241059) Ardah Mahadasari (17202244001)
Musrifah Eka Arumsari (17202241060) Yovita Jovanika (17202244002)

B Class

ELTM Assignment

February 27, 2019

Cognitive Principles
Relate mainly to mental and intellectual functions.
Principle 1 :Automaticity
We commonly attribute children's success to their widely observed tendency to acquire language
subconsciously. Through an inductive process of exposure to language input and opportunity to
experiment with output, they appear to learn languages without “thinking” about them.
Subconscious processing is similar to what Barry Mclaughlin ( McLaughlin 1990; Mclaughlin
et aI. 1983) called automatic processing with peripheral attention to language forms (PLLT,
Chapter 10). Children usually make automatic processing in which language forms ( words,
affixes, word order, rules, etc) transition faster than adult.
The Importance of The Principle of Automaticity
1. subconscious absorption of language through meaningful use,
2. efficient and rapid movement away from a focus on the forms of language to a focus on
the purposes to which language is put,
3. efficient and rapid movement away from a capacity-limited control of a few bits and pieces
to a relatively unlimited automatic mode of processing language forms,
 4. resistance to the temptation to analyze language forms.
The principle of automaticity may be stated as follows
“ Efficient second language learning involves a timely movement of the control of a few language
forms into the automatic processing of a relatively unlimited language number of language forms.
Overanalyzing language, thinking too much about its forms, and consciously lingering on rules of
languages all tend to impade this graduation to automaticity”
Notice that this priciple doesn’t say that focus on language form is necessarily harmful. What the
principle does say is that adults can take a lesson from children.
Principle 2: Meaningful Learning
Meaningful learning will lead toward better long-term retention than rote learning.
Some implication of the principle of Meaningful Learning:
1. Capitalize on the power of meaningful learning by appealing to student’s interest,
academic, and career goals.
2. Make sure that a large proportion of your lesson are focused on the ‘use’ of language for
purposes of language are the focal point.
3. Automaticity is not gained overnight, therefore you need to exercise patience with students
as you slowly the to achieve fluency.0
Principle 3: The Anticipation of Reward
Human being ar universally driven to act or behave by the anticipation of some sort of reward-
tangible/intangible, short term/long term-that will ensue as a result of the behavior.
 The immidiate rewards to keep students confident in their ability
 Appropriate grades/scores to indicate success
The shortcomings of reward are lit the learners to be dependent on short term rewards, making
students of having the habit of looking for reward, and blocking student intrinsic system.
Principle 4 :Intrinsic Motivation
This principle is elaborated upon in detail in the next chapter as an example of how certatn complex
principles underlie a surprising number of our teaching practices. Simply stated. the Intrinsic
Motivation Principle is:
“The most powerful rewards are those that are intrinsically motivated within the learner.
Because the behavior stems from needs, wants, or desires within oneself, the behavior itself is
self-rewarding; therefore, no externally administered reward is necessary”
Classroom techniques have a much greater chance for success if thcy are self-rewarding in the
perception of the learner. The learners perform the task because it is fun. interesting, useful, or
challenging, and not because thcy anticipate some cognitive or affective rewards from the teacher.
Principle 5: Strategic Investment
Strategic investment is the methods that the learners employs to internalize and to perform in the
language are as important as the teacher’s methods.
Succesful mastery of the second language will be due to a large extent to a learner’s possessive on
personal investment of time effort and attention to the second language in the form of an
individualized battery of strategies of comperhending and producing the language.
Two major pedagogical implications of the principle are (a) the importance of recognizing and
dealing with the wide variety of styles and strategies that learners succesfully bring to the learning
process. (b) The need for attention for each separate individual in the classroom.