Name : Hapsari Mutya Rini

NIM/Class : 195300063/C-2019

Learning Strategy
The Political Emerging Uses of
Training,
Dimensions of Technology in
Communicative Content-based Task-based Language Cooperative
Questions Language Teaching Language
Language Teaching Instruction Teaching Learning, and
and the Participatory Teaching and
Multiple
Approach Learning
Intelligences
The goals are
focuses on learner
training as much as
The goal of teachers is The teachers’ goals are language The teacher seeks
In a CBI class,
The goal is to to facilitate students’ to teach language that teaching, to make to provide
1. What are the goals teachers want the
enable students to language learning by is meaningful and to each member students with
of teachers who students to master a stronger
communicate in the engaging them in a raise the political access to
use this method? both language and individual, and
target language.  variety of tasks that consciousness of her authentic
content.  apply
have a clear outcome.  students. language. 
intelligences
knowledge to
identify niches of
learners. 
2. What is the role of The teacher The teacher needs to The teacher’s role is to The teacher dialogues The teacher helps The teacher’s role
the teacher? What facilitates set clear learning choose tasks, based on with the students in them to facilitate is to plan
is the role of the communication in objectives for both an analysis of order to identify their learning and to activities that
students? the classroom. In content and students’ needs, that problems they are be more effective in students
this role, one of his language. are appropriate to the having. The students learning the target accomplish via
major level of the students are encouraged to language, teachers technological
responsibilities is to The teacher then and to create pre-task share the daily pedagogical means. Then the
establish situations creates activities to and task follow-up concerns of their lives practices that help to teacher monitors
likely to promote teach both, phases that are in line with the teacher and develop these their work and
scaffolding the
 collaborative work
habits, and take into
consideration the
guides the
different types of
students as they
learners they might
learn
have in their class,
reinforce all types of the language. The
with the abilities and intelligences in students’ role is to
needs of the students. every student. be actively
communication. language needed for
The teacher also involved in using
study of the content. - Students should be
During the activities monitors the students’ the language, in
The students’ role is responsible for their
he acts as an performance, and taking risks with
to engage actively own learning,
advisor, answering intervenes as the class. the language by
with both content students then work
students’ questions necessary. The role of connecting with
and language, using on the task together
and monitoring their the students is to others, and in
each to learn the with the other
performance. communicate with exploring
other. classmate, and allow
their peers to complete information via
a task.  for an individual
the target
learning process that
language.
will ultimately
Students help
enable each learner
each other to
to utilize his or her
learn. 
specific abilities and
demonstrate
learning. 

3. What are some The most obvious Teachers must help A pre-task phase The teacher leads the Learning Strategy Learning
characteristics of characteristic of learners understand typically begins a task students in a Training is based on languages through
the CLT is that almost authentic texts. sequence. Students are discussion about their problems the the use of
teaching/learning everything that is Teachers make actively engaged with lives. Students learn students encounter technology brings
process? done is done with a meaning clear the task, with the how to use language in in the process of learners into
communicative through the use of teacher monitoring realworld situations in learning target contact with
intent.  visuals, realia, their performance and order to address their language. These authentic
 problems are needed
to be solved for an
effective learning.

Students are
positively
repeating, and by interdependent.
giving a lot of Activities are
examples, building problems. Knowledge structured so that
on students’ previous is jointly constructed students need each
experiences. with the teacher asking other to accomplish
questions and the their common tasks
Students are actively students responding. or learning
involved in learning activities. Students
language and Collaboration among are individually language use.
content, often intervening when students is also accountable or Student-generated
through interaction necessary.  encouraged. Focusing responsible for their language is what
with other students. on language form work or learning. is focused upon.
Thinking skills are occurs within a focus
also taught in order on content relevant to Words (linguistic
to help students students’ lives. intelligence),
undertake academic Students are Numbers or logic
tasks. Graphic encouraged to evaluate (logical-
organizers are one their own learning. mathematical
tool used to assist intelligence),
this process.  Pictures (spatial
intelligence), Music
(musical
intelligence), and so
on.

4. What is the nature The teacher may The teacher guides The teacher is the The teacher is The teacher help the The teacher
of student–teacher present some part of student learning. She input provider during supportive of her students to facilitateguides the process
interaction? What the lesson. At other supports them by the initial phase of the students. She helps their learning and to while students
is the nature of times, he is the having students pay lesson. He also sets the them advocate for be more effective in enjoy a great deal
student– student facilitator of the attention to how task for students to themselves. Students learning the target of autonomy over
interaction? activities, but he language is used to perform. The teacher work supportively language. After the what is focused
does not always deliver content and pays attention during with one another.  students get some on and on how the
himself interact by scaffolding their the task, making note learning strategies, tasks are
with the students. language of language that they have a achieved.
development. should be focused on. cognition about Student-to-student
Sometimes he is a Students often work He provides feedback them. interaction can
co-communicator, collaboratively to such as recasts. take a number of
but more often he understand content Students learn forms, including
establishes while actively using Students often work together so that they students working
situations that the language they are closely together to can subsequently together on
prompt studying.  help each other perform higher as websites or blogs,
communication accomplish the task individuals, editing one
between and among and to problem-solve.  preferably face-to- another’s writing,
the students.  face. Promotive and participating
interactionoccurs in online
when members share discussions,
resources and help, called ‘online
support, encourage, chats.’
and praise each
other's efforts to
learn.

They use words to

persuade, argue,
entertain, and/or
teach, They are good
leaders. They use
their insights about
others to negotiate,
 persuade, and obtain
information. They
like to interact with
others and usually
have lots of friends.

5. How are the One of the basic It is assumed that Students are motivated The students learn that Help the learner to Students are
feelings of the assumptions of CLT learning content and by doing tasks that their feelings are discover their motivated by
students dealt is that by learning to language together prepare them for the important and that feelings, attitudes, online tasks. They
with? communicate keeps students real world.  their study of language and motivations in are able to choose
students will be interested and is relevant to their learning a new how they wish to
more motivated to motivated. They lives.  materials. represent
study another understand the themselves in
language since they relevance of what Increases student their profiles on
will feel they are they are studying and motivation by social networks
learning to do that language is a providing peer and in online
something useful. means to an end.  support. communities.
Also, teachers give They enjoy
Feels satisfied and
students an autonomy in what
facilitated to make
opportunity to they want to focus
self-improvements,
express their on and learn
thus the students feel
individuality by about. 
enthusiastic to learn.
having them share
their ideas and
opinions on a
regular basis.
Finally, student
security is enhanced
by the many
opportunities for
cooperative
interactions with
their fellow students
 and the teacher. 

6. How is language Language is for Language is Language is for Language is an Language is for Language is seen
viewed? How is communication. meaningful and a communicating and instrument of power communication as a tool for social
culture viewed? Linguistic medium through for ‘doing.’ Culture is necessary for active active to doing interaction,
competence, the which content is not explicitly dealt and equal participation something with the relationship
knowledge of forms conveyed. Culture is with although certain in society. Language is other classmates building, and for
and their meanings, addressed in teaching tasks might have a not a neutral subject. knowledge
is only one part of to the extent that it is cultural focus, such as Culture relates to Culture are everyday creation. It is used
communicative present in the content when students prepare students’ daily lifestyle people who for
competence.  area being studied.  different ethnic foods experiences.  use language, related communication.
to share.  to everyday Native speaker
discussion of group usage is not
in a class, related to necessarily the
student’s daily, model or indeed
counting, art the goal.
experiences. Language consists
of patterns. Some
language patterns
are stable, and
others are
reshaped through
use. Students
learn about the
everyday life or
culture of
speakers of the
target language
through their
online
interactions, such
as those from e-
pen pals. They
 can also ‘visit’
and learn virtually
about different
parts of the
world. 

7. What areas of Language functions  The content The meaning Language is used Language is Personal
language are might be determines what dimension of language meaningfully, with a emphasized learner- statements,
emphasized? emphasized over language is worked is emphasized. focus on form centered approach in sharing of opinion
What language forms. Typically, on. The language Depending on the subordinate to psychomotor areas or facts, reporting
skills are although not includes not only nature of the task, any communication properly, to take and reflecting are
emphasized? always, a functional vocabulary items and of the four skills can initially. Ultimately, charge of their own emphasized.
syllabus is used. A grammar structures, be utilized.  correctness of form is learning throughout Computer use
variety of forms are but also how these taught and valued so the process of naturally requires
introduced for each contribute to the that students can be planning, monitoring the skills of
function.  discourse successful in using and assessment, reading and
organization of texts. language with language writing, although
All four skills are authorities. Literacy is performance is speaking and
integrated in thought to be very memory and listening may also
authentic contexts. important, although no accessibility be worked on
skill is neglected.  dependent. depending on the
type(s) of
students is an technology used.
interesting part to Because of the
observe and emphasis on the
performing skills, written medium,
group learning class time can be
activities provide an profitably spent in
opportunity for face-to-face
communication and interaction.
interaction skills, to
connect with the
learning activities
 and to activate
linguistic
information stored in
memory. 

The learners should

Judicious use of the
contact with native
students’ native
speakers and
language is
cooperate with the
permitted in
other classmates. A student’s native
CLT. The students
language can be
learn from these The students’ native Encourages students used for
8. What is the role of classroom There is no overt role There is no explicit language is valued. It in their critical communication
the students’ management for the students’ role for the students’ should not be lost thinking. and support for
native language? exchanges, too, and native language.  native language.  when students learn a
It will make changes learning the target
realize that the new language. 
and students' language, as
target language is a
performance will needed. 
vehicle for
communication, not improve to a greater
just an object to be extent.
studied.
 

A teacher evaluates
not only his
students’ accuracy,  As much as possible Summative Evaluation is
but also their Students are The teacher constantly the students are assessment activities handled via an
fluency. The student evaluated on their evaluates students in encouraged to direct are used to judge electronic or
9. How is evaluation
who has the most knowledge of content light of task outcomes and to evaluate their final products for virtual portfolio
accomplished? completion,
control of the and their language and the language they own learning so that it of student work
structures and ability. use. is connected with their competency and/or that a teacher
demonstrated
vocabulary is not lives. archives. 
improvement. 
always the best
communicator.
 The teacher corrects
Given the
student errors by
Formative dynamic
giving students the
Focus on form is assessment activities environment that
The teacher may correct form or Students are
essential to students’ are used to provide technology
note the errors allowing students to encouraged to self-
learning. Error feedback, evaluating affords, editing
10. How does the during fluency self-correct. She correct. The teacher
correction is done learning progress in one’s own work is
teacher respond to activities and return notes the errors, and also points out student
through recasts or order to motivate an ongoing
student errors? to them later with recycles content to errors and provides
modeling or by giving students to higher process.
an accuracy-based ensure that students feedback on how to
brief grammar levels Therefore, errors
activity.  are learning to use correct errors. 
explanations.  are not a
language they will
preoccupation of
need in a school
the teacher. 
context.

11. Who is the Joan Rubin, John

Brinton, D. M.,
initiator? Michael Halliday  Snow, M. A., & N. S. Prabhu (1987)  David Graddol  Dewey, Howard Hans Van Lier 
Wesche, M. B.  Gardner 

12. What learning

Behaviorism   Humanism Behaviorism  Constructivism   Cognitive  Cognitive
theory is adopted?