TUGAS

TEACHING AND LEARNING

SUMMARY OF TEACHING AND LEARNING

Nama : Ni Kadek Desiani

Jurusan : Pendidikan Bahasa Inggris

FAKULTAS PENDIDIKAN BAHASA DAN SENI

INSTITUT KEGURUAN DAN ILMU PENDIDIKAN
SARASWATI TABANAN
2021
 TEACHING AND LEARNING

1. METHOD AND TECHNIQUE IN TEACHING ENGLISH

Method of teaching
Method is the overall plan for the proper presentation of language material. It is based on
selected approach and procedure. A method is an organized, orderly, systematic, and well-
planned procedure aimed at facilitating and enhancing students’ learning. It is undertaken
according to some rule, which is usually psychological in nature, That is, it considers primarily
the abilities, needs, and interests of the learners. Method is employed to achieve certain specific
aims of instruction. These are some example of method in teaching English:

a. The grammar translation method

The grammar translation method instructs students in grammar, and provides vocabulary with
direct translations to memorize. The objective is that by the time they leave college, the pupil
have mastered the vocabulary, grammar and the orthography, to be able to read, understand and
write texts in various context.
Activity: students asked to translate short stories to ensure the entire class understands, so that
more students can participate in the exercises that follow the story or other texts.

b. The direct method

The direct method, sometimes also called natural method, is a method that avoids using the
learners’ native language and just uses the target language. This method places great stress on
correct pronunciation and the target language from outset.
According to this method; printed language and text must be kept away from second language
learner for as long as possible, and grammar and translation should also be avoided because this
would involve the application of the learners’ first language.
Activity: teacher shows map or picture in the front of the class then they asked student questions
(in target language) about it and student must answer in target language as well.

c. The audio-lingual method

The audio-lingual method has students listen to or view recordings of language models acting in
situations. Students practice with a variety of drills, and the instructor emphasizes the use of the
target language at all times. It’s a “non-communicative approach (to teaching) that involves
heavy use of mimicry, imitation and drill. Speech (and listening) and not writing is emphasized.
d. Silent way
The silent way is discovery learning approach, it is also often considered to be humanistic
approach. It is called silent way because teacher is usually silent, leaving class for the student to
talk and explore language.

e. Communicative language teaching

Communicative language teaching (CTL) is an approach to the teaching of languages that
emphasizes interaction as both the means and the ultimate goal of learning a language. CTL
involves many classroom activities like group work, pair work, language games, role play,
question-answer sessions. It is not confined to any set of text books. The learners are mostly
introduced task based and problem solving situations.

f. Participatory learning
Participatory learning is allowing the students to offer ideas and feedback about what goes on in
the classroom. Participatory learning empowers the students and thus increases their intrinsic
motivation to participate in classroom activities. This provides a better learning environment in
the classroom for all the students and the teacher.
Activity: when playing a game, students are asked to provide suggestions for the list of topics
they will use in the game and the order in which they would like them to appear. The teacher can
also ask if the students would like to play for points to determine a winner or for no points-just
for fun. Students are also allowed to create their own English team names and choose team
members.

g. Total Physical Response (TPR)

TPR involves giving commands to which students react. TPR is great for all ages and especially
beginners as it allows them to learn the L2, while giving them time to maximize the potential of
their silent period.
Activity: teacher introduces basic classroom items and commands like: open/close your book,
raise your hand, pick up/put down your pencil, sit down, be quiet, listen, repeat and get into
groups.
Techniques in teaching English
Techniques is a procedure or skill for completing a specific task. Teaching encompasses the
personal style of the teacher in carrying out specific steps of teaching process. Through
techniques, teachers enable to develop, create an implement, using her distinctive way, the
procedures (method) of teaching. These are some example of techniques in teaching English:

a. Repeat and re-phrase

The repeat and re-phrase techniques is effective in classrooms because a student may know
various vocabulary words and know the ones that the teacher is using. By using this technique
the teacher exposes the student to new vocabulary that can be associated with the old to acquire a
meaning.
Example: If the student doesn’t understand the question “What is the meaning of an adjective?”
Then the teacher can respond by either repeating, and/ or if understanding is still not reached, re-
phrasing the question to promote the student’s application of knowledge. The question can be re-
phrased as: “What does an adjective do?” This also helps with future questions as the student
will better understand the meaning of the posed question.

b. Music and jazz chant activities

The music and jazz chant activities can be used during memorization activities. As a means of
participation to learn new words or short concepts. Remembering the lists, rules, and the like.
This is a fantastic way to memorize the alphabet, state countries, etc. The expected outcome is
that students will more easily remember large amounts of important information. Students will
be involved in the introduction of new material in a fun and interesting way.

c. Visual aids, maps, pictures, multimedia

Visual aids is effective way that can provide students with a better grasp of the concept than any
other word. No matter what level the student is, they can understand the relationship between the
two and easily grasp the new word or concept. It is easy for a language class to become dull with
repetition and writing. But, by implementing the use of various visual and audio aids the class
can remain focused, but also entertained.

d. Cooperative groups, peer coaching

This technique optimizes personalized student learning time as each student can get personalized
attention even if it is not given by the teacher. This is also helpful when the teacher is not
supposed to be the focus of activities and instead can move from table to table and helps as
needed. It creates a community setting and gets students into helping each other and learning
from each other.
e. Pre-instruction activities
Pre-instruction activities are generally effective because they provide an easy break in to new
information. Additionally, they provide the students with notes, or something to look back on to
relate the new information with the old so that the concept is easier to grasp. The pre-instruction
technique could be applied in the introduction of a new concept or idea, or it can be applied to
the planning of a project or paper that will be written by the student. Additionally, the teacher
can use this technique to give instructions or notes on a topic that the student will latter research.

f. Listening games as a fun techniques

One of the technique can be applied is by using listening game. This game actually appropriates
for the kids to gain a new vocabulary or simple sentence construction. It can work in small or
even large class.

g. Telling a story as an interesting technique

As a teacher, telling a story for kids is an interesting activity. With powerful teaching, the teacher
can influence the kids to be the ones he or she wants to. There are some benefits the kids can
take from storytelling. First, after having a storytelling the kids can differ some things whether
they are good or even bad. Second, sometimes storytelling can improve the kids imagination of
the things covered inside. In addition, storytelling often leads how the kids get their destiny.
2. STRATEGY AND APPROACH IN TEACHING ENGLISH
Strategy in teaching English
Teaching strategies are combination of several series of activities, how to organize student
subject matter, materials, equipment and time used for the learning process in achieving the
objectives of the learning activities that have been determined.
• Visualization
• Cooperative learning
• Inquiry-based instruction
• Differentiation
• Technology in the classroom
• Behavior management
• Professional development

Approach in teaching English

Approach encompasses the whole orientation of teaching. Approach is the broadest of the three,
making technique the most specific, and the method found between approach and technique.
Furthermore, approach sets the general rule or general principle to make learning possible.
a. Student-centered approach
Student-centered approach is learning approach that focuses on the learner rather than the
teacher. Student-centered teaching is based on the constructivist model in which students
construct rather than receive or assimilate knowledge.
b. Teacher-centered approach
Teacher-centered learning is the approach of teaching a lesson in front of a classroom in which
the teacher active gives information to the students. It involves planning for instruction,
implementing the instructional plan, and evaluating students’ learning toward the instructional
objectives. Teacher-centered learning means that the teacher is the person who is informing
knowledge or information to the student and the students are the receiver of this knowledge.
3. BEHAVIORAL THEORY
In the classroom, the behavioral learning theory is key in understanding how to motivate and
help students. Information is transferred from teachers to learners from a response to the right
stimulus. Students are a passive participant in behavioral learning, teachers are giving them the
information as an element of stimulus-response. Teachers use behaviorism to show students how
they should react and respond to certain stimuli. This needs to be done in a repetitive way, to
regularly remind students what behavior a teacher is looking for. 
Positive reinforcement is key in the behavioral learning theory. Without positive reinforcement,
students will quickly abandon their responses because they don’t appear to be working. For
example, if students are supposed to get a sticker every time they get an A on a test, and then
teachers stop giving that positive reinforcement, less students may get A’s on their tests, because
the behavior isn’t connected to a reward for them. 
Repetition and positive reinforcement go hand-in-hand with the behavioral learning theory.
Teachers often work to strike the right balance of repeating the situation and having the positive
reinforcement come to show students why they should continue that behavior. 
Motivation plays an important role in behavioral learning. Positive and negative reinforcement
can be motivators for students. For example, a student who receives praise for a good test score
is much more likely to learn the answers effectively than a student who receives no praise for a
good test score. The student who receives no praise is experiencing negative reinforcement, their
brain tells them that though they got a good grade, it didn’t really matter, so the material of the
test becomes unimportant to them. Conversely students who receive positive reinforcement see a
direct correlation to continuing excellence, completely based on that response to a positive
stimulus.  
If we were to only apply behaviorism to the teaching it would likely look like this: 

 Teacher leads the class through a topic 

 Students listen silently 
 Teacher then sets a task based on the information 
 Students complete the task and await feedback 
 The teacher gives feedback, then sets the next task 
 With each round of feedback, the student is being conditioned to learn the material. 

Teachers can implement behavioral learning strategy techniques in their classroom in many
ways, including:
 Drills. Teachers may practice skills using drill patterns to help students see the repetition and
reinforcement that behavioral learning theory uses.
 Question and answer. Teachers can use a question as a stimulus and answer as a response,
gradually getting harder with questions to help students.
 Guided practice. Teachers can be directly involved in helping students go through problems
to give them the reinforcement and behavior demonstration you want them to follow.
 Regular review. Reviews are important to behavioral learning theory. Going back over
material and giving positive reinforcement will help students retain information much better.
 Positive reinforcement. Behaviorist classrooms utilize positive reinforcement regularly. This
can be in the form of verbal reinforcement and praise, reward systems, added privileges, and
more. 
The strength and the weakness of behaviorism
The strength of behaviorism is focused on a clear goal and can respond automatically to the cues
of that goal. While behaviorism is a great option for many teachers, there are some criticisms of
this theory. Behaviorism is best for certain learning outcomes, like foreign languages and math,
but aren’t as effective for analytical and comprehensive learning. 
Other critics of behavioral learning say that the theory doesn’t encompass enough of human
learning and behavior, and that it’s not fully developed. Other theories have come forward that
take behaviorism further, implying that there are many additional factors to consider when
evaluating behavior.

4. COGNITIVE THEORY

The cognitive theory view takes the learner to be an active processor of information. Learning
and using a rule require learner to think, that is, to apply their mental powers in order to distil a
workable generative rule from the mass of data presented, and then to analyze the situations
where the application of the rule would be useful or appropriate. Learning, then, is a process in
which the learner actively tries to make sense of data, and learning can be said to have taken
place when the learner has managed to impose some sort of meaningful interpretation or pattern
on the data. This may sound complex, but in simple terms what it means is that we learn by
thinking about and trying to make sense of what we see, feel, and hear. The basic teaching
techniques associated with cognitive theory of language learning may cover the following
activities: (1) problem based learning (problem solving), (2) discovery learning, (3) cognitive
strategies, (4) project based learning, etc.

A cognitive theory of learning sees second language acquisition as a conscious and reasoned
thinking process, involving the deliberate use of learning strategies. Learning strategies are
special ways of processing information that enhance comprehension, learning or retention of
information. This explanation of language learning contrasts strongly with the behaviorist
account of language learning, which sees language learning as an unconscious, automatic
process.

Example
This view leads to a classroom focus on using learning strategies that have been observed in
successful language learners and to a view of the learner as an 'information-processor', with
limitations as to how much new information can be retained, and who needs strategies to be able
to transfer information into memory.
5. Students centered
Student centered approach is learning approach that focuses on the learner rather than the
teacher. Student-centered teaching is based on the constructivist model in which students
construct rather than receive or assimilate knowledge. For example presentation and
conversation.

6. Teacher centered
Teacher centered learning is approach of teaching a lesson in front of a classroom in which the
teacher active gives information to the students. It involves planning for instruction,
implementing the instructional plan, and evaluating student’s learning toward the instructional
objectives. Teacher-centered learning means that the teacher is the person who is informing
knowledge or information to the student and the students are the receiver of this knowledge.
Teacher centered learning is useful for conveying new information and materials to small or
large groups at one time. In simple words, teacher centered learning means that the teacher is the
person who is informing knowledge or information to the student and the student is the receiver
of this knowledge.

Difference Between Teacher Centered and Learner Centered Approach

Definition
Teacher centered approach is an approach that encourages students to completely focus on their
educator, while learner centered approach is an approach where both the educators and the
students share an equal focus.

Focus
In teacher centered approach, the focus is on the educator. But in learner centered approach, both
the educator and learner have an equal focus.

Communication and Collaboration

In teacher-centered classroom, the educator talks, and students continue to listen and remain
silent. In contrast, learner centered learning encourages student-student and teacher-student
collaboration and communication.      

Role of Students
Teacher centered approach prevents learners from expressing themselves and discourages them
from asking questions and logical engagement in self-leaning, whereas learner centered approach
gives learners the freedom to acquire knowledge independently and logically by asking
questions.
Classroom
Teacher centered classrooms usually have a strict and orderly nature, but learner centered
classrooms can often get chaotic and noisy.

Conclusion
In conclusion, the main difference between teacher centered and learner centered approach is
that, within teacher centered approach, the focus is on the teacher, and such a classroom does not
encourage student expression and communication, while learner centered classroom shares its
focus equally between the teacher and the learner, further permitting collaboration,
communication, and self-expression of learners.

7. Rote learning VS meaningful learning

Rote learning

Rote learning is a memorization technique based on repetition. The idea is that one will be able
to quickly recall the meaning of the material the more one repeats it. Examples of rote learning
include memorizing the alphabet, numbers, and multiplication tables. Some consider rote
learning to be a necessary step in learning certain subjects. Memorization isn’t the most effective
way to learn, but it’s a method many students and teachers still use. A common rote learning
technique is preparing quickly for a test, also known as cramming.

Advantages of Rote Learning

There are some benefits of Rote Learning, including:

 Ability to quickly recall basic facts

 Helps develop foundational knowledge
Disadvantages of Rote Learning
The drawbacks of learning by memorization include:

 Can be repetitive
 Easy to lose focus
 Doesn’t allow for a deeper understanding of a subject
 Doesn’t encourage the use of social skills
 No connection between new and previous knowledge
 May result in wrong impression or understanding a concept

Meaningful learning

Meaningful learning is a process of connecting new information or subject matter with the
concepts or other things that already exist in the cognitive structure. Then, the learning process
cannot be separated from activities and interactions to create meaning as the result of a thought.
Meaningful learning occurs when students experience directly what they learn rather than just
pay attention to the teacher’s explanation. Thus, the information that is being learned will take
longer to remember. In addition, the new information developed by students will facilitate the
next learning process.

Meaningful learning is an important element of language learning. According to Harmer (2012),

children’s understanding does not come from what is explained to them but from what they see
and hear; and especially touch and do. The students have the opportunity to create and solve their
own problems rather than memorize rote learning concepts and apply these concepts in
traditional, prefabricated experiments. Therefore, it is important to teach English in meaningful
learning for the students.

Advantages of Meaningful Learning

Meaningful learning helps students achieve success in the classroom by:
 Encouraging understanding, not memorization
 Encouraging active learning techniques
 Focusing on the outcome of the learning process
 Relating new information to prior knowledge

Disadvantages of Meaningful Learning

The challenges associated with meaningful learning include:
 Takes longer to achieve
 Should be tailored for different types of learners
Some students may face challenges with meaningful learning, as it requires building off previous
knowledge. This is where dedicated teachers and tutors can help ensure students understand
concepts so that meaningful learning can continue to happen.

Rote Learning vs. Meaningful Learning

Experts emphasize the importance of deep understanding over the recalling of facts. Students
who learn with meaningful learning are able to problem solve better than those who learn by
rote.

Meaningful learning teaches students important cognitive skills they will use throughout their
life. Cognitive skills are what students use to evaluate, analyze, remember and make
comparisons. In the long run, meaningful learning is the most effective way for students to
engage in learning.
 SOURCE
http://enjoylearningwithmariani.blogspot.com/2013/06/approah-method-and-technique-in-
tefl.html
https://www.wgu.edu/blog/what-behavioral-learning-theory2005.html#close
https://www.wgu.edu/blog/what-behavioral-learning-theory2005.html
https://pediaa.com/what-is-the-difference-between-teacher-centered-and-learner-centered-
approach/