TEACHING ENGLISH AS A FOREIGN
LANGUAGE IN VOCATIONAL HIGH SCHOOL USING CONSTRUCTIVISM APPROACH
Abstract
Constructivism approach
is the newest way to teach Language as foreign language. Mostly, many
Vocational high schools in Indonesia use behaviorist approach which the
students have to say what the teacher says and what the book says. The problems
are; is the method appropriate? Is it works effectively or not? Does it give
some benefits for the students or will become the parts of his life? These
questions must be considered to achieve success in
language acquisition not only as something that is accomplished in the
classroom during the particular course, but also as a life-long activity,
considering the graduates of Vocational high school students are prepared for
the business world . This paper attempts to give a scratch of constructivism
approach in teaching English as foreign language which might be a great
necessity for the teacher of vocational high school. The content also involves
Curriculum in order to be accuracy with the materials. Several points should be
taken into consideration to apply the best method in classroom teaching.
Keywords : Constructivism, Vocational High
School, Curriculum, English as Foreign Language, Teaching
1.
INTRODUCTION
The various approaches in language acquisition are
most debated among the researchers, which the best approach should be applied
in teaching English. The learning or acquisition about language has always been
a controversial area for human mind. From the first behaviorist, nativist and
constructivist approach, all of them have been explained by many researchers
and linguists. They have their opinion to strength the theory of language
acquisition; each theory has advantages and disadvantages. Debates among the
researchers on language should be the first accomplishment. There are three
dimensions of language approach. The first approach sees the language as a
human phenomenon, the second as societal phenomenon, and the last one sees
language as a system or structure on its own.
After the explanation of the terms above, now we can
start arguing one of three approach languages learning in teaching learning
process in the classroom. The Constructivist approach is a way to be used here.
Thus, that approach is expected clear the grounds for adopting an appropriate
direction towards improvement of foreign language teaching to learners in Indonesia,
and help in determining new educational policies for learning and teaching of
foreign languages to them and giving fresh insights on learning and teaching in
the School, especially for vocational high school.
2.
THEORIES OF
CONSTRUCTIVIST APPROACH
a. What is Constructivism?
According to Brown (2007:
12) It will be helpful to think of two branches of constructivism: cognitive
and social. In the cognitive version of constructivism, emphasis is placed on
the importance of learners constructing their own representation of reality.
Social constructivism emphasizes the importance of social interaction and
cooperative learning in constructing both cognitive and emotional images of
reality.
The process of language acquisition
is not easy as in practical book theory. The main factor is method and
principle of teaching learning used Teacher as facilitator or mediator is not
the source of all knowledge. The learners should be active in teaching learning
process. So, the teacher only gives stimuli to the learners in learning
process. It needs to be concerned because the perspectives theory of
constructivism is the subject. Learners find the meaning of something actively
not only listen to the teacher. Discussion and presentations are meaningful way
as the process of knowledge in language acquisition, especially in developing
English. But most of the teachers follow behaviorist theory and placed them as
the one source of all knowledge. Teaching is not only transferring the
knowledge from the teacher to the students, but also active in giving feedback
and build their own knowledge.
Shatz
and Wilkinson (2010: 26) state a dynamic interplay between nature and nurture
influences brain organization throughout childhood and, to some extent, the
lifespan. Relationships between language learning and brain development may be
best understood within a neuroconstructivist approach, according to
which cognitive abilities emerge in response to bidirectional influences
between neural and cognitive levels.
b. The Researchers’ Theory
The development of constructivism in education is
attributed to such psychologists and philosophers as Jean Piaget, Lev Vigotsky,
John Dewey, and Jerome Brunner. It is understood as a complex combination of
learning theory, philosophy, pedagogy, and psychology. In the area of foreign
language or language education, constructivism is often associated with the use
of technology in the classroom. Constructivism emerged in reaction to the
traditional educational approach widely practiced in eighteenth and nineteenth
century Europe and America. The teacher centered traditional instruction
strategy, also called the information transmission model, is an instructional
approach in which a teacher transmits information to the students with
relatively little emphasis placed on the practicality or significance of the
content. In traditional education, instructors are able to predict the outcomes
of the instruction based on the notion that they control what students will
learn by linking student responses from lower level to higher level skills.
Although instructors determine learning outcomes for students, traditional
education falls short in preparing students to be critical thinkers.
3.
VOCATIONAL
HIGH SCHOOL AND SYLLABUS
a. The problems
Before teacher starts to teach their students, he or she has to consider
about a number of questions that the teacher associates with language study.
Why do they study foreign language? What is foreign language study? How is
appropriate material for them? How should the teacher plan the language study
for the course? How long to study foreign language? How do make language
learning a part of the students’ life in the future? This question must be
considered to achieve success in language acquisition not only as something
that is accomplished in the classroom during the particular course, but also as
a life-long activity.
Why
are the students studying a foreign language? There are probably nearly as many
answers to that question as there are students in your classroom. Take a look
at some of the reasons other students have given for studying a foreign
language. Very likely, your reason(s) can be found among them. Gaining skills
for a job, Gaining access to foreign bodies of knowledge, Traveling abroad,
Studying abroad, Working abroad, School requirement, Personal edification,
Interest in linguistics, Parental influence, Becoming familiar with your
heritage, Understanding people in your neighborhood, and Maintaining knowledge (Leaver 2005: 4).
b. Curriculum
Taken from: Educational Design Research
page 70.
In teaching, we have to try our best
in a tone and style appealing to the students as our primary audience. The
content of materials should be modern and the students will feel at home with
the learning situation. The approach has to be appropriate with the curriculum
provided by government. We aim at a level of competence which should be
possible for most students to achieve; to understand the standard of English as
foreign language is clear and coherent.
Curriculum is perfected to improve
the quality of education nationality. The continuous claims of the words of
globalization changes to push the use of competency based curriculum. This
approach stresses identification of English basic competence of vocational high
school. Mostly, the indicators are written in order to make the students
understand what they must master. The objectives are usually; 1) communicating
in English 2) understanding English as a system 3) understanding culture 4) and
knowledge.
4.
CONSTRUCTIVISM IN IMPLICATION
a. Constructivism
implication in general classroom
According to (Gagnon: 7) the
constructivist learning design can be developed emphasizes six distinct
elements; situation, groupings, bridge, questions, exhibits and reflections.
The situation is a comprehensive
overview of the learning episode with a clear statement of the purpose and of
the task you expect your students to accomplish as they make meaning of the
event. The details of the learning episode unfold chronologically through the
other elements. We continue with groupings
of students and materials and move to a bridge
between prior knowledge and current learning. The teacher or students will
ask the questions as they think
together about accomplishing the tasks. After the students accomplishing the
task to the teacher’s satisfaction as well as their own, they create and exhibit of their work. Then the teacher
arranges for collective and individual reflections
on their thinking. The students are the focus of the learning episode as
they think together about how to accomplish the task.
Certainly
because of teaching process is correlate with language acquisition, in this
case, English as foreign language, the teacher must to give more attentions
patterns of language acquisition itself. According of Brown (2007:1-2)
important factor is needed attentions in second language acquisition, such as:
[1] learners characteristics, [2] linguistics factor, [3] learning process, [4]
age and acquisition, [5] context, and [6] aim. Surely these six factors are
more important to be attention by English teacher because in learning process
in classroom will have any difficulties. Exactly that is correlated with
culture difference and grammar. Beside of it, base on principles above we can
make it become reference as teaching learning process plan, restore curriculum,
plan of teacher preparation program and to evaluate process teaching learning. As reference, group of teacher took
constructivism principle in arrange teaching method that more intensive in
students activity individual or group. Teachers search method that it
understandable whatever the students think and experience in learning process.
They though several activities that can stimulate students to think.
Interaction each student in classroom is lived, they are given free to talk
their idea and their opinion.
The important in constructivism
theory is in learning process, students must have pressure. They must be active
develop their knowledge, not teacher or someone else. They must be responsible
with their learning result. Pressure of learn this active students in education
especially learning English is important and need to develop. Students’
creativity and activity will help them to independent in their cognitive. They
will become critical in analyze something case because they think, not only imitate.
b. How
to apply the constructivism approach to vocational high school (SMK)
Competence Standard: Communicating
in English at Elementary level. Based on ‘standar isi’ 2006. English for SMK
year XI.
1)
LISTENING
Class IX, semester 1, Basic
Competence (KD) 1 (Business & Management);
Comprehending simple daily
conversation in professional or personal context with non-native speakers.
Learning Materials:
Restaurant & Costumer Services
The teacher gives the class examples from
video or audio file of vocabulary and expression at restaurant and costumer
services such as; English Expressions in a Restaurant (Expression by a
waiter and Expressions by a customer), words used for describe food (bland,
rich, spicy, salty, sweet, sour, bitter, hot), ways to prepare food (pickled,
baked, boiled, broiled, fried, sautéed), words to describe the taste of food
(yummy, yucky, delicious, awful, tasty, disgusting, good), Example of Dialogue
In a Restaurant. The class is divided into 5 groups, then observing
and listening to the voice or dialog in the video or audio files. Each group
has to make summary from what they listen to and it should be presented in
class.
2)
SPEAKING
Class XI, semester 1, Basic
Competence (KD) 5
Expressing intentions in any form
Learning Materials:
Selling and Buying Products (Bargaining)
The teacher
gives the material likes; its expression by a clerk, expression by a customer,
and example of dialogue. The students work in group and the teacher give some
kinds of topics which are different each topic to the others. The group makes a
free dialog related to their topic and should be presented.
3)
READING
Class XI, semester 1, Basic
Competence (KD) 4
Describing past activities and
future plans.
Learning
Materials: The past events
Procedure;
Tell the students an interesting story that comes from their own experience.
Tell students that they must tell a story to their classmates; instruct them to
go home and make their own story, encourage them to practice telling the story
that they choose by reading, and the students have to read their story in the
class. When the students begin to see similarities and differences between
their stories and the ones that their classmates are telling; discuss the terms
compare and contrast, students compare and contrast objects they are familiar
with, the students have to identify words and phrases that indicate that a comparison
or a contrast is taking place (e.g., in addition, furthermore, and on the other
hand) develop a list of these words that can be posted in the classroom. Use
two versions of story for the culminating activity; divide the class into two
and have each half read one version, pair up the students who read version with
those who read version two, the partners jointly make a list of similarities
and differences between the versions, reconvene the class and open the discussion
of similarities and differences to the class as a whole. The charts and
previous lists made will be helpful at this time.
4)
WRITING
Class XI, semester 1, Basic
Competence (KD) 2
Making note or recording simple
messages in direct interaction or by using any devices.
Learning Materials:
Telephone Handling (personal pronouns, reported speech, adjective clause, and telephone
message).
The teacher gives the material such;
English Expressions on Telephone, Expressing leaving telephone message or note,
and so on. The students are worked in pairs to write all telephone conversation
or telephone handling, message, and so on as many as possible. It helps them to
develop their creative thinking.
5.
CONCLUSION
Constructivism as school of thought that include
in tradition philosophy is a paradigm that new in education. Names like Jean
Piaget, and Lev Vygotsky are names that often correlate with this paradigm
itself. In constructivism language learning can be told that give a new vision
with teaching learning process. These correlate with gain foreign language as
knowledge object that surely has their complexity.
This
point of view give an alternative that more takes place the learners as subject
who think actively and not a wood that must chiseled. It has logic consequence
that teacher not a source of knowledge, but only a facilitator. The implication
for students in teaching learning process is they are demanded to always
pro-active in finding their own knowledge and develop cognitive skill. Finally,
constructivism theory is alternative plan especially in education system in
Indonesia that dominant with behaviorism-liberalistic paradigm. But, one thing
that must be underlined is teacher not only planting dogmatism of knowledge
awkward and conservative but also how to stimulate the students to find out and
construct their own knowledge. Until let the students in their creation with
their skill to speak up their opinion and interpret with anything that they are
learned.
Bibliography
Akker, Jan Van Den., Gravemeijer,
Koeno., McKenney, Susan., and Nieveen, Nienke. 2006. Educational Design Research. London and New York: Routledge
Anwar, Munash F. 2008. English in Progress for SMK year XI Business
and Management. Bogor: Yudhistira
Brown, H Douglas. 2007. Principle
of Language Teaching and Learning. New York: Pearson Education, inc.
Leaver, Betty Lou., Ehrman,
Madeline., and Shektman, Boris. 2005. Achieving Success in Second Language
Acquisition. New York: Cambridge University Press.
Gagnon Jr, George W., and Collay,
Michele. 2001. Designing for Learning ;
Six Elements in Constructivist Classrooms. California: Corwin Press, inc.
Shatz, Marilyn., and Wilkinson,
Louse C. 2010. The Education of English
Language Learners. New York: Guildford Press
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