Budi Wijaya Final Paper

uhhh, setelah kursus kurang lebih 4,5 tahun, akhirnya selesai juga..kira-kira paper inilah yang menjadi jalan gue untuk berpisah dengan BW. tapi bukan berarti gue stop untuk belajar Bahasa Ingris karena bagi gue ” mau tidak mau gue harus bisa chat dengan orang asing at least gunain bahasa ingris..

INTRODUCTION

Teacher plays a vital role in the classroom environment. Interaction between teacher and students is an essential part of teaching learning process. An educationist, learning system was designed to categorize the types , quantity of verbal interaction and direct and indirect influence of the teachers in the classroom and to plot the information on a matrix so that it could be analyzed and interpreted. The process consists of ten categories, namely, accepting feelings, praising or encouraging, using ideas of students, asking questions, lecturing, giving directions, criticizing or justifying student talk-response, student talk-initiation and silence or confusion.
Teaching elements can also be grouped into three general models of teaching. In the first model, the emphasis is on the transmission of knowledge. Use of advance organizers and direct teaching methods are its main features. The second model involves inquiry or discovery based teaching. It emphasizes the indirect method of open-ended questioning and building on student ideas. The focus of the third model is the quality of interpersonal relations. A positive classroom atmosphere is a central component of this model. Joyce emphasizes the need for a variety of teaching models. Instead of relying exclusively on any single model, he suggests synthesizing these models. Teachers thus need to practice the different skills involved (Norman and Richard, 1994). In this term Writer focus on term of learning process in teaching English.
As we know, the growth of  the use of English as the world’s primary language for international communication has obviously been continuing for several decades. Those realistic possibilities are highlighted in the study presented by David Graddol. His analysis should therefore end any complacency among those who may believe that the global position of English is so unassailable that the young generations of the world do not need additional language capabilities.
David Graddol concludes that many countries are introducing English into the primary curriculum. There is an extraordinary diversity in the ways in which English is taught and learned around the world, but some clear orthodoxies have arisen. ‘English as a Foreign Language’ has been a dominant one in the second half of the 20th century, but it seems to be giving way to a new orthodoxy, more suited to the realities of global English.
There is no single way of teaching English, no single way of learning it, no single motive for doing so, no single syllabus or textbook, no single way of assessing proficiency and, indeed, no single variety of English which provides the target of learning. It is tempting, but unhelpful, to say there are as many combinations of these as there are learners and teachers. The appropriateness of content clearly depends on such things as the age of the learner and whether English is to be used primarily as a language of international communication or for survival communication with native speakers, perhaps whilst on holiday in the UK or some other English-speaking country. Base on the information above, Writer study about learning process in teaching English.

OBJECTIVES
The objectives of the study are to explore models of the teachers in teaching learning process at any level in the subject of English, to know about positive and negative reinforcement in the class and analyze student participation level in the classes at any level using any learning process system. This study was significant because its findings and conclusions may stimulate English teachers to improve their teaching behaviour in order to maximize students learning process.

CONTENT
There are some ways, must be concerned by teacher and student to stress in English learning process. The way consists of reading, listening, speaking and assignments.
Readings.
The students generally found the required textbooks and supplementary readings very helpful; more specifically, they found the required textbooks representative of the course content, comprehensive, and reader-friendly, and students emphasized that one of the required textbooks, Doing Second Language Research (Brown and Rodgers), was especially useful, as shown in the following excerpt. Finally, it is mentioned that perhaps “there was too much” reading, but added “I understand why you included all of them, each would have something different and we are graduate students so it’s important to have different sources.
Listening
Listening is an active not a passive operation (Garvie). With this in mind Writer would like to emphasise two things:
The importance of understanding this concept of listening being an active engagement. That is, as a listener, the mind is actively searching for meaning.
The importance of what Krashen calls ‘comprehensible input’ (CI) or that ‘we acquire when we understand what people tell us or what we read, when we are absorbed in the message.’ Individual progress is dependent on the input containing aspects of the target language that ‘the acquirer has not yet acquired, but is developmentally ready to acquire.
It is important because if someone is giving you a message or opinion, then of course you have to be able to understand it in order to respond.’ (Brewster, Ellis, Girard). Finally, listening is an active process, as the mind actively engages in making meaning. It is therefore our duty as teachers to ensure that the materials we use are comprehensible to our young learners, as well as within the range of what they are developmentally ready for. Listening is also hard work! And can be stressful! So in order to maximize the potential for acquisition of language, we need to ensure that our young learners are not stressed about this process.
Speaking or Conversation
Chandra (1997) states that “a conversation is the informal exchange of ideas by spoken words. When we converse we engage ourselves in conversation about various subjects”(p.vii). This present writer would add to the basic definition of conversation by saying, a conversation is talking which takes place between two people.
From what has been discussed in this paper it may be suggested that teachers need to take into consideration many elements when designing a conversation English course, which would be in addition to the listening and speaking courses. Conversations are based on requests, which require very specific responses in English language. When you look at the topics selected by the Chinat students, itÕs clear what was important for them to learn.
There are many textbooks, which can be used in teaching conversational English. However, what I have discovered in teaching a basic approach to conversational English, is based more on encouraging the students to participate physically in the conversation with a dramatization of a specific situation where English is going to be used. A student can learn textbook lessons, but acting out the lesson in a mock situation using role-play, gives the student a better experience of speaking English in a specific situation. Acting out a specific situation with role-play is closer to the real world of conversational English, than just repeating phrases from a textbook or out of context where the actual English is going to be used.
How to get the students to remember their own specific conversation and feel confident when they are asking questions and offering their responses can be aided if the students have their own conversation cards. It’s a step by step process to achieve a conversation much unlike grammar, which requires a list of rules when using verbs, nouns, adjectives and a great deal more of unique parts of speech.
Grammar is implicit in the conversation. Grammar can be taught independently from conversational usage or partially emphasized when learning a specific conversation. The two facets of a conversation are being grammatically correct, and at the same time conveying the proper meaning. In a conversation the students want to be confident they are speaking English that’s appropriate for a specific situation. Once the student can produce specific conversational phrases proficiently then the grammar can be taught with the conversation. The goal of all basic English conversation courses is to provide the student with the skills to speak in a real life situation, using the appropriate words to convey a request, and understand the response. I have found that using “situation specific role-play cards” enables the students to learn conversational English more rapidly than conventional approaches, and develops the students self confidence when using spoken English. This technique is simple, effective, and learner friendly, and above all be fun.
Assignments
The students typically found all five assignments beneficial, but in varying degrees and for different reasons. According to Sanders (2001), small and frequent class assignments that are linked to a final project may reduce student anxiety in the research methods course, so it is not surprising that students generally found the assignments helpful. The few suggestions the students made for changes regarding the assignments are discussed under “Aspects of the course students would like to change” below.
Regarding the oral presentation assignment, students were unanimous in agreeing that preparing for the presentations and participating in the discussions kept the class sessions interesting and helped them to understand the concepts well. Thus, the oral presentation assignment also helped students achieve the learning outcome stating that students will be able to distinguish between different types of research typically used in linguistic study and explain the advantages and limitations of each. The students also pointed out that the presentations were beneficial because they themselves were motivated and worked hard in preparing them.
Learning English Model
There is an extraordinary diversity in he ways in which English is taught and earned around the world, but some clear orthodoxies have arisen. ‘English as a Foreign Language’ has been a dominant one in the second half of the 20th century, but it seems to be giving way to a new orthodoxy, more suited to the realities of global English.
There is no single way of teaching English, no single way of learning it, no single motive for doing so, no single syllabus or textbook, no single way of assessing proficiency and, indeed, no single variety of English which provides the target of learning. It is tempting, but unhelpful, to say there are as many combinations of these as there are learners and teachers.
This is why I have identified broad models which can be thought of as configurations of the factors listed in the box. There are many stakeholders involved in the teaching and learning process, each of whom may have a different view. Learners, their families, teachers, governments, employers, textbook publishers, examination providers – all now possess an interest in the English language business. There is, of course, a great deal of debate, often lively, about the best methods and approaches for teaching English. But much of this debate is cast within only two models: the teaching of English as a foreign language (EFL) and the teaching of English as a second language (ESL).

English as foreign language (EFL) tradition
EFL, as we know it today, is a largely 19thcentury creation, though drawing on centuries of experience in teaching the classical languages. EFL tends to highlight the importance of learning about the culture and society of native speakers; it stresses the centrality of methodology in discussions of effective learning; and emphasizes the importance of emulating native speaker language behaviour. EFL approaches, like all foreign languages teaching, positions the learner as an outsider, as a foreigner; one who struggles to attain acceptance by the target community.
English as a second language (ESL)
In contrast to EFL, one of the defining features of teaching English as a second language is that it recognizes the role of English in the society in which it is taught. Historically, there have been two major strands of development in ESL, both dating from the 19th century. The first kind of ESL arose from the needs of the British Empire to teach local people sufficient English to allow the administration of large areas of the world with a relatively small number of British civil servants and troops.
The imperial strategy typically involved the identification of an existing social elite who would be offered a curriculum designed to cultivate not just language skills but also a taste for British – and more generally western – culture and values. Literature became an important strand in such a curriculum and a literary canon was created which taught Christian values through English poetry and prose. Such an approach to ESL helped widen existing divisions within colonial society through the means of English. In postcolonial contexts today, the use of English is still often surrounded by complex cultural politics and it is proving surprisingly difficult to broaden the social base of English speaking even where English is used as the language of the educated middle classes. For many decades, no more than 5% of Indonesians, for example, were estimated to speak English, even though it plays an important role in Indonesian society.
In colonial times there was no strong need to impose a metropolitan spoken standard and many local varieties of English emerged – the so-called ‘New Englishes’ – from contact with local languages. Many new Englishes have since flourished, and have eveloped literatures and even grammar books and dictionaries. In ESL countries, children usually learn some English informally before they enter school, so that the role of the classroom is often to extend their knowledge of the language. Where there exists a local, vernacular variety of English, a major role of the classroom is teaching learners a more formal and standard variety.
The ecology of English in such countries is a multilingual one where English is associated with particular domains, functions and social elites. A related characteristic of
ESL societies is code-switching: speakers will often switch between English and other languages, even within a single sentence. Knowledge of code-switching norms is an essential part of communicative competence in such societies.
ESL in such contexts must also address issues of identity and bilingualism. Some learners – even in the USA and the UK – will not be quite as immersed in an English speaking world as might be imagined. Many live in ethnic communities in which many of the necessities of daily life can be conducted within the community language. Furthermore, in most such communities standard English is only one of the varieties of English which learners need to command. Often, there exist local as well as ethnic varieties of English – such as Indonesian English in London. In such communities, the communicative competence required by an ESL learner includes a knowledge of the community norms of code-switching. The learning of English for ESL students is often a family matter, with different generations speaking with different levels of competence – even different varieties of English – and acting as interpreters as necessary for less-skilled family and community members.
Translation and interpreting are important skills for ESL users, though not always well recognized by education providers. Where ESL is taught to immigrants entering English-speaking countries it is not surprising that a key component in the curriculum is often ‘citizenship’: ensuring that learners are aware of the rights and obligations as permanent residents in English speaking countries. Citizenship rarely figured in the traditional EFL curriculum.
Global English Brings New Approaches
EFL and ESL represent the twin traditions in ELT, both with roots in the 19th  century. It seems to me that in the last few years pedagogic practices have rapidly evolved to meet the needs of the rather different world in which global English is learned
and used.
English as a lingua franca (ELF)
Teaching and learning English as a lingua franca (ELF) is probably the most radical and controversial approach to emerge in recent years. It squarely addresses some of the issues which global English raises. An inexorable trend in the use of global English is that fewer interactions now involve a native-speaker. Proponents of teaching English as a lingua franca (ELF) suggest that the way English is taught and assessed should reflect the needs and aspirations of the ever-growing number of non-native speakers who use English to communicate with other non-natives. Understanding how non-native speakers
use English among themselves has now become a serious research area. The Vienna- oxford International Corpus of English (VOICE) project, led by Barbara Seidlhofer, is creating a computer corpus of lingua franca interactions, which is intended to help linguists understand ELF better, and also provide support for the recognition of ELF users in the way English is taught. Proponents of ELF have already given some indications of how they think conventional approaches to EFL should be changed. Jenkins (2000), for example, argues for different priorities in teaching English pronunciation. Within ELF, intelligibility is of primary importance, rather than native-like accuracy.
Teaching certain pronunciation features, such as the articulation of something, appears to be a waste of time whereas other common pronunciation problems (such as simplifying consonant clusters) contribute to problems of understanding. Such an approach is allowing researchers to identify a ‘Lingua Franca Core’ (LFC) which provides guiding principles in creating syllabuses and assessment materials. Unlike traditional EFL, ELF focuses also on pragmatic strategies required in intercultural communication. The target model of English, within the ELF framework, is not a native speaker but a fluent bilingual speaker, who retains a national identity in terms of accent, and who also has the special skills required to negotiate understanding with another non-native speaker.
Research is also beginning to show how bad some native speakers are at using English for international communication. It may be that elements of an ELF syllabus could usefully be taught within a mother tongue curriculum. ELF suggests a radical reappraisal of the way English is taught, and even if few adopt ELF in its entirety, some of its ideas are likely to influence mainstream teaching and assessment practices in the future.

CONCLUSION
In conclusion, learning process can be grouped into three general models of teaching. In the first model, the emphasis is on the transmission of knowledge. Use of advance organizers and direct teaching methods are its main features. The second model involves inquiry or discovery based teaching. It emphasizes the indirect method of open-ended questioning and building on student ideas. The focus of the third model is the quality of interpersonal relations. But all of the processes above must be supported by other elements, such as model. For example, put English into the primary curriculum.
David Graddol concludes that there is an extraordinary diversity in the ways in which English is taught and learned around the world, but some clear orthodoxies have arisen. ‘English as a Foreign Language’ has been a dominant one in the second half of the 20th century, but it seems to be giving way to a new orthodoxy, more suited to the realities of global English.
There is no single way of learning English which provides the target of learning. It is tempting, but unhelpful, to say there are as many combinations of these as there are learners and teachers. The appropriateness of content clearly depends on such things as the age of the learner and whether English is to be used primarily as a language of international communication or for survival communication with native speakers, perhaps whilst on holiday in the UK or some other English-speaking country. We hope English can support our life in globalization era.

REFERENCES

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3. Cinton, K.M. (1999). Karin’s ESL Partyland: Teaching Conversation. Retrieved July 15, 2006, from http://www.eslpartyland.com/teachers/nov/conv.htm
4. Pereira, J. (2004). EFL Japan: Pragmatics and American Conversational Usage. Retrieved July 20, 2006, from http://web.kyoto-inet.or.jp/people/sampachi/efl/pragma1. html
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6. www.English.co.uk