Makalah Telf

Topics: Language education, Language acquisition, Teaching English as a foreign language Pages: 10 (2438 words) Published: April 16, 2015
 “GOUIN AND THE SERIES METHOD”

GROUP ASSIGMENT
TEACHING ENGLISH AS FOREIGN LANGUAGE (TEFL)

To fulfill the Requirement of TEFL 1
The Subject Guided by Mr. Ahmad Subhan Roza , M.Pd.

Presented by:
1. Mutiara Eka Putri : 13107787
2. Retno Asih: 13108177
3. Rudiyanto: 13108357

STATE ISLAMIC COLLEGE OF JURAI SIWO METRO
TARBIYAH FAKULTY
ENGLISH STUDY PROGRAMME
2015
PREFACE
Thanks to God and we always pray to Allah SWT who has given grace and His gift and merciful to us so we are able to finish and complete the paper on time based on our lesson Teaching English as A Foreign Language.

This paper contains information about Teaching as a Foreign Language generally and spesifically about The Direct Method as our focus material in the 4th semester at State Islamic College Jurai Siwo Metro and it is as our group examination. We realize that this paper is far from perfect, therefore criticism and suggestions from all stakeholders that are built for the perfection we always hope for it.

Finally, we say thank you to all those who have participated in the preparation of this paper from beginning to end. May Allah always be pleased with all our efforts and it can be used for others.

Special thanks to our beloved lecturer Mr. Ahmad Subhan Roza, M.Pd. who has teached us in the fourth semester and this paper is dedicated to him.

Metro, 30 March 2015

The Writers

TABLE OF CONTENTS
COVERi
PREFACEii
TABLE OF CONTENTSiii
CHAPTER I INTRODUCTION1
CHAPTER II DISCUSSION 3
CHAPTER III CONCLUSION9
REFERENCES 10

CHAPTER I
INTRODUCTION
In the late 1800s and most of the 1900s, language teaching was usually conceived in terms of method. In seeking to improve teaching practices, teachers and researchers would typically try to find out which method was the most effective. However, method is an ambiguous concept in language teaching, and has been used in many different ways. According to Bell, this variety in use "offers a challenge for anyone wishing to enter into the analysis or deconstruction of methods".1 In the 19th century, Francois Gouin went to Hamburg to learn German. Based on his experience as a Latin teacher, he thought the best way to do this would be memorize a German grammar book and a table of its 248 irregular verbs. However, when he went to the academy to test his new language skills, he was disappointed to find out that he could not understand anything. Trying again, he similarly memorized the 800 root words of the language as well as re-memorizing the grammar and verb forms. However, the results were the same. During this time, he had isolated himself from people around him, so he tried to learn by listening, imitating and conversing with the Germans around him, but found that his carefully constructed sentences often caused native German speakers to laugh. Again he tried a more classical approach, translation, and even memorizing the entire dictionary but had no better luck. When he returned home, he found that his three-year-old nephew had learned to speak French. He noticed the boy was very curious and upon his first visit to a mill, he wanted to see everything and be told the name of everything. After digesting the experience silently, he then reenacted his experiences in play, talking about what he learned to whoever would listen or to himself. Gouin decided that language learning was a matter of transforming perceptions into conceptions, using language to represent what one experiences. Language is not an arbitrary set of conventions but a way of thinking and representing the world to oneself. It is not a conditioning process, but one in which the learner actively organizes his perceptions into linguistics concepts.2 Gouin also noticed that children organize concepts in succession of time, relating a sequence of concepts in the same order. Gouin suggested that students learn a language more quickly and retain it...

References: Bell, David (2003). Method and Postmethod : Are They Really So Incompatible?. TESOL Quarterly 37 (2) : 315-328. doi : 10.2307/3588507.
Brown, H. (2011). Teaching by Principles : An Interactive Approach to Language Pedagogy (2nd Ed.) White Plains, NY : Longman. ISBN 978-0-1­3-028283-5.
Diller, Karl Conrad (1978). The Language Teaching Controversy. Rowley, Massachusetts: Newbury House. ISBN 0883771144.
Hall, Graham (2011). Exploring English Language Teaching : Language in Action. London, New York : Routledge. ISBN 978-0-415-58415-9.
http://en.wikipedia.org/wiki/Language_pedagogy (Retrieved on Tuesday, March 20th, 2015 at 21.32pm)
http://wlteacher.wordpress.com/2012/02/10/using-the-gouin-series-is-the-foreign-language-classroom/ (Retrieved on Friday, March 23th, 2015 at 22.15pm)
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