KELOMPOK 2

ANGGOTA:
1. Nova Febrianti (2106102020129)
2. Rafila Khansa (2106102020095)
3. Novi Agustina (2106102020110)
4. Raudhatul Muna (2106102020113)

DEFINITION CHARACTERISTIC ADVANTAGES DISADVANTAGES

TOTAL PHYSICAL Total Physical Imperative drills are Total Physical It is not a very
RESPONSE Response the prominent Response (TPR) creative method.
(TPR) is a classroom activity in has many Students are not
method of TPR. They are benefits. These given the opportunity
teaching typically geared to include helping to express their own
language or highlight physical learners views and thoughts
vocabulary actions and activity on understand target in a creative way.
concepts by the part of the languages and It is easy to overuse
using physical learners. In this sense, aid in long-term TPR.
movement to learners play main retention in a It is limited, since
react to verbal roles: a listener and a stress-free everything cannot be
input. The performer. approach. This explained with this
process mimics They listen method can be method. It must be
the way that attentively and uses to teach combined with other
infants learn respond physically to vocabulary approaches.
their first commands by the connected to
language, and it teacher. actions,
reduces student Learners need to classroom
inhibitions and respond both directions, and
lowers stress. individually and storytelling.
The purpose of collectively; they have Teachers
TPR is to minor thoughtfully plan
create a brain influence on the lessons with
link between content of learning TPR in mind to
speech and inasmuch as content is promote
action to boost determined by engagement and
language and the teacher. At the develop listening
vocabulary beginning of learning, fluency. Once
learning. learners are also there is enough
expected to re- listening fluency
cognize and respond learners begin to
to novel combinations speak the target
of previously taught language. Here is
items. Such an example of
novel utterances are TPR in the
recombinations of classroom.
constituents the
teacher has used di-
rectly in training. For
example, the teacher
directs learners with
'Walk to the
table!' and 'Sit on the
 chair!' These are
familiar to learners
since they have
practiced responding
to them. Furthermore,
learners are also to
produce
novel combinations
of their own. Learners
monitor and evaluate
their own
progress. They are
encouraged to speak
when they feel ready
to speak (e.g.
when a sufficient
basis in the language
has been internalized).
COMMUNICATIV Communicative It aims to make Communicative It pays insufficient
E APPROACH language learners to attain approach is attention to the
teaching communicative much more context in which
(CLT), or the competence so the pupil-orientated, teaching and learning
communicative learners can use because it is take place
approach language accurately based on pupils’ The Communicative
(CA) , is an and appropriately. needs and Approach often
approach to  The major focus interests. seems to be
language while using CLT Communicative interpreted as: “if the
teaching that approach is on the approach seeks teacher understands
emphasizes learners. The teacher to personalise the student we have
interaction as is just the facilitator. and localise good
both the means The teacher is a language and communication” but
and the person who manages adapt it to native speakers of
ultimate goal of the environment and interests of the target language
study. helps the learners to pupils. can have great
become autonomous. Meaningful difficulty
Learners in The syllabus language is understanding
environments emphasizes the always more students.
using functional use of easily retained Another
communication language. The by learners. disadvantage is that
to learn and syllabus is relying on Seeks to use the CLT approach
practice the the authentic authentic focuses on fluency
target language materials. The tasks resources. And but not accuracy. The
by interactions which are assigned to that is more approach does not
with one the learners have interesting and focus on error
another and the purposes and motivating for reduction but instead
instructor, the meanings. children. creates a situation
study of  Communicative Children acquire where learners are
"authentic activities enable the grammar rules as left using their own
texts" (those learners to attain a necessity to devices to solve their
written in the communicative speak so is more communication
target language objectives of the proficient and problems. Thus they
for purposes curriculum, engage efficient. may produce
other than learners in incoherent,
language communication, and grammatically
learning), and require the use of such incorrect sentences.
 the use of the communicative
language both processes as
in class and information sharing,
outside of negotiation of
class. meaning, and
interaction (Richards
Learners & Rodgers 1986:76).
converse about
personal
experiences
with partners,
and instructors
teach topics
outside of the
realm of
traditional
grammar to
promote
language skills
in all types of
situations. That
method also
claims to
encourage
learners to
incorporate
their personal
experiences
into their
language
learning
environment
and to focus on
the learning
experience, in
addition to the
learning of the
target language.
CONTEXTUAL Contextual Characteristics of Contextual The teacher is more
TEACHING AND Teaching and Contextual Teaching Learning is very intensive in the
LEARNING Learning and Learning important Guide. Because of
(CTL) states Johnson (2002:24) because: • It the method in the
that learning said that highlights CTL. Teachers no
should be characteristics of CTL problem-solving. longer serve as an
contextual for into eight important It understands information center.
the teacher. In components as the need for The task of the
addition, follows: teaching and teacher is to manage
learning must 1. Making learning in many the class as a team
also be Meaningful contexts - home, that works together
meaningful Connection community, and to discover new
(meaningful) The students can learn work sites. It knowledge and skills
and relevant the materials that teaches students for students. Students
(relevant) to the make sense to them take control over are seen as an
situation and because the materials their learning individual. A
condition of the itself are gained based helps them to person's study skills
teacher. on their real life become will be affected by
Contextual context. independent the level of
Teaching and 2. Doing Significant learners. development and the
Learning Work extent of its own
(CTL) is a The students could experience. Thus, the
learning relate what the role of the teacher is
strategy that materials have gained not as an instructor
emphasizes the in the school and also or "rulers" that forces
full in the various contexts the will but rather the
involvement of that still exist in real teacher is supervising
students in world. students so that they
discovering the 3. Self-Regulated can be studied in
material being Learning accordance with the
studied and The purpose of self- stage of its
connecting it to regulated learning is development;
real life to create the students The teacher gives the
situations. to have learning opportunity to
regularly in order they students to find or
can get the knowledge implement your own
as much as possible. It ideas, and invite
is done because the students to knowing
role of the students in and knowingly using
contextual teaching their own strategies
and learning is to find for learning.
their own material However in this
when they are context surely
learning. teachers need extra
4. Collaborating guidance and
Collaborating is attention towards the
derived from the word students to learning
“collaborate”. It objectives in
means that the accordance with
characteristic of what is applied
contextual teaching again.
and learning is to do
the group discussion,
to have sharing
session what they
have known with the
other friends.
5. Critical and
Creative Thinking
It stresses on how the
students can think
critically if they find
problem in order to
gain the best solution.
Besides, they can be
creative when there is
task that needs
creativity.
6. Nurturing the
Individual
It stresses that the
students still need the
help of the other such
as from adult people
who mostly have more
experience than the
young. So, the
students should
respect the adult
people.
7. Reaching High
Standard
By relating high
standard as the
characteristics of
contextual teaching
and learning, it can
motivate the students
to have more
frequency of studying.
8. Using Authentic
Assessment
The using of authentic
assessment is useful in
order to get the
meaningful purposes.