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F ... 03 N
O I S S U C S I D D N A S G N I D N I F H C R A E S E R : V I R E T P A H C
… … … .. . … … … … … … … … … … … … s g n i d n i F h c r a e s e R .
A 23
g n i h c a e T f o n o it a c if i s s a l C e h T .
1 Style s………32
f o s e it i v it c A e h T .
2 PPLStudentsi nTeaching. ... 40 .
B Discussion………...…... 42 f
o s e l y t S g n i h c a e T e h T .
1 PPLStudent so fSanataDharma n
i y ti s r e v i n
U SMKNeger i2Depok SlemanYogyakarta.....4 2 y
b d e c a F s e it l u c if fi D e h T .
2 PPLStudent s
ii i x
S N O I T S E G G U S D N A S N O I S U L C N O C . V R E T P A H C
. .. .. . … … … … … … … … … … … … … … … … … s n o i s u l c n o C .
A 5 6
7 5 . … … … … … … … … … … … … … … … … … … s n o it s e g g u S . B S E C N E R E F E
R ……… 60
N E P P
v i x
S E L B A T F O T S I
L
s e l b a
T Page
e l b a
T 3.1TheAnalysi soft heTeachingStyles. ... . 29 e
l b a
T 4.1TheScheduleo fConducitngt heObservaitons. ... . 33 e
l b a
T 4.2TheClassi ifcaitono fEachStyleoft heFris tParitcipant. ... . 34 e
l b a
T 4.3TheClassi ifcaitono fEachStyleoft heSecondParitcipant. ... 6 3 e
l b a
T 4.4TheClassi ifcaitono fEachStyleoft heThridParitcipant. ... 38 e
l b a
T 4.5TheAcitviite so fPPLStudents ’Teaching. ... 41 ..
.. .. .. .. . e l y t S g n i h c a e T ’ s t n a p i c it r a P f o e g a t n e c r e P e h T 6 . 4 e l b a
T ... 43
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F ... . 31
i v x
S E C I D N E P P A F O T S I
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s e c i d n e p p
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. 1 x i d n e p p
A SuratI ijnPeneilitandar iKampu s... 63 .
2 x i d n e p p
A Sura tKeterangandar iPihakSekolah ... 64 .
3 x i d n e p p
A SuratI ijnPeneilitandar iBappeda ... .65 6 6 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. t p ir c s n a r T n o it a v r e s b O . 4 x i d n e p p A
. 5 x i d n e p p
A Quesiton sofI nterview ... .78 0 8 . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. t p ir c s n a r T w e i v r e t n I . 6 x i d n e p p A
.. .. .. .. .. .. .. .. . s t n a p i c it r a P e h t f o s n a l P n o s s e L . 7 x i d n e p p
1
R E T P A H
C I
N O I T C U D O R T N
I
: s e u s s i g n i y lr e d n u r o j a m x i s s e t a r o b a l e r e h c r a e s e r e h t , r e t p a h c s i h t n I
h c r a e s e r , n o it a ti m il m e l b o r p , n o it a l u m r o f m e l b o r p , d n u o r g k c a b h c r a e s e r
d e d n e t n i s i n o it c u d o rt n i e h T . s m r e t f o n o it i n if e d d n a s ti f e n e b h c r a e s e r ,s e v it c e j b o
f n i d n u o r g k c a b e h t e d i v o r p o
t ormaitonandr aitonaleoft hes tudy.
d n u o r g k c a B h c r a e s e R . A
Teacher shavethei mpo tran trole in promoitng the teaching and learning
.s s e c o r
p Hence ,the acitvtiy o fteaching foster sthe people’ sthought .Duncan
t a h t d i a s ) 2 : 0 7 9 1
( “teaching i san acitvtiy—a unique professional ,raitonal ,and
s i h d n a f l e s m i h s e s u y l e v it a n i g a m i d n a y l e v it a e r c e n o h c i h w n i y ti v it c a e n a m u h
a fl e w d n a g n i n r a e l e h t e t o m o r p o t e g d e l w o n
k re o fother .s” Therefore ,teacher s
. g n i h c a e t n i e g d e l w o n k e v a h d l u o h
s A person who wantst o bea t eacher should
e v i n u t s a e l t a s s a
p rstiyl evel. tIi sbecauseeducaitonhast hebigr olei nsomeone’ s
. e r u t u f
, ) 1 8 9 1 ( e lt s i w t n E o t g n i d r o c c
A “...t.he purpose o feducaiton lead sto a
e r a s li p u p t a h t g n ir u s n e f o , s d r a d n a t s g n i v o r p m i f o s y a w n o n o it a rt n e c n o c
e h t y f s it a s n a c d n a t n e t e p m o
c examiners”. Concerning the teachers ,i timprove s
t f o y ti l a u q e h
t eacher sbecause the standard increases .Besides ,the aspects fo
h c a e
t ing should also bemastered i n preparing t het eaching such as ,what ,where ,
. w o h d n a , n e h w , o h
w They haverelaiton toeach otherand usefulf o rconducitng
g
n i h c a e t e h
t . F ro example ,in understanding ‘what ’aspec,t the teache rshould
r e t s a
m et h mateiral sb yconsideirng thew s ay oft eaching.
, g n i h c a e t f o y a w e h t o t n o it a l e r n
I botht eachers andstudent shavebecome
p m i o w t e h
t o tran t patr s in the learning process in orde r to understand the
s l a ir e t a
m . Hence ,“schooilng shouldeilctit hepoten ita lo feachchlid by f osteirng
( ” s s e c o r p g n i n r a e l e h t n i e r u s a e l p c it n e h t u a d n a t n e m e ti c x
e Kozol ,Jonathan ,
e c n a d r o c c a n I . ) 7 0 0
2 ot Kozo’l sstatemen,t t hesucces so flearning and t eaching
t f o s s e n e v it c a e h t n o s d n e p e
d he student s and the creaitvti y o f teacher s in
it n e m e l p m
i ng the acitviites inside o routside the clas .s The acitviite screated by
. t n e d if n o c d n a e v it c a e r o m e b o t s t n e d u t s s t c a r e t n i r e h c a e t e h
t I tcouldincreaset he
n o it n e tt a ’ s t n e d u t
s and feelt heenjoymen tof t he atmosphere especially i n class .
t , e r o f e r e h
T eacher’ sexpe irence in handilng the student sbecomes necessary in
v e i h c
a i ngthegoa lo fteaching .
,) 1 5 9 1 ( s r a e p S o t g n i d r o c c
A “good teacher sare no tborn good teachers ;
v e i h c a y e h
t e the honored posiiton through prope rpreparaiton and expeirence”.
s u h
T ,pracitce teaching in the rea lschoo li san effecitve way to dig up the
n i h c a e
t g competence of teacher s wtih low expeirence. In increasing the
g n i h c a e t f o e c n e t e p m o
c , teachers ’ creaitvtiy could be shown by making ro
g n i d i v o r
p something new in t heteaching and l earning proces .s tIs concern is t o
raiset hes tudents ’c iritcalt hinkingt or espondtothemateiral sgiven .
, s y a d w o
N there aremany wayst o i ncrease t heknowledge by ifnding t he
. t e n r e t n i e h t m o r f e n il n o s l a ir e t a
m tIi sanatrtacitvewaybecausestudents can ifnd
e h
3
. t e n r e t n i e h t m o r f y ll a i c e p s e s l a ir e t a m e h t f o n o it i s i u q c
a Besides ,teacher shavet o
s t n e d u t s p l e h o t s ll i k s e h t p o l e v e
d bemorecompetent i n l earning .In developing
ll i k s e h
t s ,some change sare possible to be done in implemenitng the way o f
n I “ . t h g u a t g n i e b s l a ir e t a m d n a d e e n ’ s t n e d u t s e h t o t g n i d r o c c a g n i h c a e t
a n o it a c u d
e lplanning there can be no progres swtihou tchange ,bu tthere can be
.) 1 5 9 1 , s r a e p S ( ” s s e r g o r p t u o h ti w e g n a h
c Therefore , et h change sare needed to
e h t y b n w o h s s i e l y t s g n i h c a e t e h t o t n o it a l e r e h T . n o it a c u d e f o d r a d n a t s e h t e r u s n e
d g n it c u d n o c f o s e g n a h
c fiferen t way s in hand ilng the students . In addiiton ,
d e e n s t n e d u t
s clear i nsrtuciton sfrom ateachert o maintain t he lfow of l earning.
, e r o m r e h tr u
F teacher sshould haves o tf skli lby maintaining t hecloserelaiton in
s t n e d u t s e h t g n i c a
f ’ behavio .r “The necesstiy o f close persona l relaitonship
n e e w t e
b ateache randstudent sinvitet heschoolt of ollow t heplan o fmovingt he
.. .. s s a l c a h ti w p u r e h c a e
t ” (Spears ,1951). stI i becauset eache rcanunderstandt he
d n a g n i n i a t n i a m y b g n i n r a e l d n a g n i h c a e t f o s s e c o r p e h t g n ir u d s m e l b o r p
. s t n e d u t s e h t g n il o rt n o c
k , e c it c a r p g n i h c a e t n
I nowi ng the styles fo teaching i sessenita lbecause
e h
t studentshavedfiferen tcharacteirsitcs. tI isi mpo trantf ort eacherst oknowt he
. g n i h c a e t f o e l y t s e t a ir p o r p p
a Schools tudent ,si nt hi scaset eenager s“ .... havemore
n i f o t l u s e r a s a n o it c a rt s b a r o f s e it i c a p a c g n i s a e r c n
i tellectua l maturaiton”
i d a y it e S
( ,2006) .I tmeanst hat t eenager sarleady havesensiitve sensei nt hinking
m o s g n i v i e c e r d n
a eone’ s act .Student s have sensiitve sense in receiving the
l a ir e t a
m s ht rought hes tyleoft eache rint eachingcetraincourse .
e h t , e l y t s g n i h c a e t f o e c n a tr o p m i e h t f o w e i v n
I researche rconducts the
f o y d u t
s PPL students ’ teaching style s in SMK N 2 Depok since i ti sthe
r e h c r a e s e
r ’sr ea lexpeirence in teaching studentsespeciallyi nSenio rHighSchoo l
l e v e
l .Pas texpeirencewli lhelp people t o understand t he stiuaiton (Atlman e.tal ,
. ) 5 8 9
1 Hence ,i ti simpo tran tfo rthe researche rto know the interaciton among
d n a s t n e d u t
s PPL students .Whlie ,PPL course si a step t ha thast o bepassed by
g n i v e i h c a n i s t n e d u t s e h
t the bette rteaching .The benefti so fPPL are moslty
e v it i s o
p wtih the resutl tha tstudent scan easliy understand and apply wha tthey
e v a
h achieved inteachingi nt her ea lschoo.l
n o it a l u m r o F m e l b o r P . B
s e r e h t f o s m e l b o r p e h
T earcharef ormulatedasf ollows.
.
1 Wha tare the teaching style sappile d by PPL tsudent so fSanata Dharma
n i y ti s r e v i n
U SMKNeger i2DepokSlemanYogyakarta?
.
2 Wha taret hedfiifculitesfacedbyPPLstudent sint heteachingprocess?
.
C ProblemLimtia iton e
h
T researchwa sappiledtot hePPLstudentsi nsemeste rseven ,nine ,and
n e v e l
e in the Engilsh Language Educaiton Study Program o fSanata Dharma
. y ti s r e v i n
U Theywerechosenbecauset heyhadt aughti nVocaitona lHighSchoo l
e h t e r e h
w paritcipants pracitcedt het eaching .Ther esearch discussest hestyle so f
t t a h t g n i h c a e
5
e
h t o t s w e i v r e t n
i paritcipant ,st het eachings tyle scouldber ecognized .Int hi scase ,
n o s e s u c o f r e h c r a e s e r e h
t thel eve lofVocaitona lo rSenio rHighSchool .
e t a r o b a l e o t d e ti m il s i h c r a e s e r s i h
T the teaching style sappiled by PPL
m r a h D a t a n a S f o s t n e d u t
s a Universtiy and wha tare the dfiifculite sfaced in the
s s e c o r p g n i h c a e
t . Ther esearche rcho seSMKNeger i2 DepokSleman Yogyaka tra
c r a e s e r e h t t c u d n o c o t e c a l p e h t s
a h since the researche rpracitced PPL in tha t
. l o o h c
s The researche rwli lconduc tthe research to the PPL student sfrom the
n o it a c u d E e g a u g n a L h s il g n
E StudyProgram.
k o p e D 2 i r e g e N K M
S si aVocaitona lH igh School t ha tha snine dfiferen t
s r o j a
m .Each PPL studen ttaugh tmore than one class in the same leve lo f
b o s l a d l u o w g n i h c a e t n i s e l y t s e h t , e r o f e r e h T . s t n e d u t
s edfiferen.t However , tii s
r o f e l b i s s o
p PPLstudent stoimplement eo n o rmore etyp sofs tyleint eaching .
s e v it c e j b O h c r a e s e R . D
h t n i d e s i a r s n o it s e u q e h t r e w s n a o t e r a y d u t s e h t f o s e v it c e j b o e h
T e
s w o ll o f s a n o it a l u m r o f m e l b o r
p .
.
1 To know the type so fteaching style sappiled by PPL student so fSanata
n i y ti s r e v i n U a m r a h
D SMKNeger i2DepokSlemanYogyaka tra.
.
2 Toknowthedfiifculite sfacedbyPPLstudentsi nt heteachingprocess.
s ti f e n e B h c r a e s e R .
E
n i a g o t s e v it c e j b o e e r h t e r a e r e h
T in thi s study . Frislty , fo r future
s r e h c r a e s e
r tohavemoreunderstandingaboutt heteachings tyle sapp iledi nschool .
y
l d n o c e
S ,fo rPPL student sto have more knowledge in implemenitng teaching
s e l y t
s t eo t h student sespecially Juniorand Senio rHigh School . Atlast ,students
y b t h g u a t e r a o h
w thePPL students ,wtih t heresutlt hatthey have expeirence i n
h ti w g n i n r a e
l vairou skind sofs tyle .s
s m r e T f o n o it i n if e D . F
f o n o it i n if e d e h t s t n e s e r p n o it c e s s i h
T term swhich i sintended to clarfiy
n o it a t e r p r e t n i s i m d i o v a d n a s t p e c n o
c .
1 .TeachingStyle
c a e t ,) 7 0 0 2 ( r e d i e n h c S . K l e i n a D o t g n i d r o c c
A hing style si “ the teaching
.s c ir o t e h r f o s d n i k n i a tr e c f o e s u s u l p d e y o l p m e s d o h t e m d n a s e i g e t a rt
s ” In othe r
s d r o
w ,thesrtategie sandmethodsi n t eachingaret hecombinaitoni n deifningt he
. s e l y t
s Whlie, Baliey and Nunan said t hat ,“Teaching style :a way t o understand
” s m o o r s s a l c e g a u g n a l n i n o it c u rt s n
i (1996 .) By knowing the style sin teaching ,
. s t n e d u t s e h t o t n o it c u rt s n i e h t d n a t s r e d n u s r e h c a e t
2. PPLStudents
L P
P stand sfo rProgram Pengalaman Lapangan .I ti sthe rea lteaching
y d u t S n o it a c u d E e g a u g n a L h s il g n E m o r f s t n e d u t s , e c n e H . s s a l c a n i e c it c a r p
e h t t c u d n o c o t e v a h m a r g o r
P PPL inaschool .Micro t eachingist her equriemen t
g n i k a t e r o f e b e s r u o
c PPL .Choosingandi mplemen itngt het eachingstylei n clas s
h c r e h c r a e s e r e h t , y d u t s s i h t n I . d e r a p e r p e b o t d e ri u q e r s
7
e
v it a t n e s e r p e
r paritcipant swho had conducted PPL in SMK Neger i2 Depok
a t r a k a y g o Y n a m e l
S . They are from the Eng ilsh Language Education Study
. y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P
3 .SMKNeger i2DepokSleman k o p e D 2 i r e g e N K M
S Slemani saV co aitona lH i Sgh chool .Theleve list he
e m a
s a S s enio rH i Sgh chool .Thedfiferencei si nt he ifeldt ha ti srequried i nt hose
l a n o it a c o V . s l o o h c
s H i Sgh choolf ocuse sonpracitcel earningo fsomesubjectsi n
e
c train ifeld ssucha smechanic ,automoitve ,andchemisrty .Student sareprepared
r e h t o e h t n O . l o o h c s n i d l e if n i a tr e c g n ir e t s a m y b k r o w o t y d a e r e b o
t side ,S oeni r
H igh Schoo lteacher steach the basic knowledge and focus on the theo ire sin
g n i n r a e
l .
8 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
a h c s i h
T pte rconsist soft heoreitca ldescirpitonand theoreitcalf ramework . e
r s e ir o e h t e h t s e s s u c s i d t
I latedt ot het eachingstyleappiled byPPLstudents .The s
s e d i v o r p n o it p ir c s e d l a c it e r o e h
t ome expetrs ’theo ire stha tare relevan tto the h
W . s e u s s
i e sr , eea t h theoreitca lframework explainst he thread of t het heo ires t o .
y d u t s e h t f o n o it a t n e ir o e h t e t a l u m r o
f
.
A Theoreitca lDescrip itons
ir c s e d l a c it e r o e h t s i h t , e l y t s g n i h c a e t t u o b a g n i d n a t s r e d n u n i a t b o o
T pitoni s
s e t a r o b a l e n o it c e s s i h T . d e t n e s e r
p the deifniiton o fteaching style, the type so f ,
e l y t s g n i h c a e
t t h be ir se f ketche so fthreet heo ire soft eaching ,and t hearchetypa l t
n i s m r o
f eaching.
f o n o it i n if e D .
1 TeachingS et yl
o t g n i d r o c c
A Scoville (2004 )s et “yl i t s he way o rmanne r(method )in e
n o d r o d i a s s i g n i h t e m o s h c i h
w . ” tIi sinaccordancewtih t hef ocu soft hi sstudy according to the research quesitons tha ti sknowing the way o fthe teaching
i c e p s
e ally Eng ilsh. Something tha tha sbeen s aid o rdone in teaching proces s .
g n i h c a e t n i r e h c a e t e h t f o c it s ir e t c a r a h c e h t s w o h s
n a e m e b n a c e l y t s g n i h c a e
T t a s“a se to fteaching tacitcs” (Gatlon e tal , h
c i h w ) 0 8 9
9
. s t n e d u t s e h t f o s c it s ir e t c a r a h
c Theaimoft eaching,i ngenera,li st ohelpstudents ’ r e d r o n i n o it a c u d e f o l e v e l ri e h t n o d e s a b d e e n ’ s t n e d u t s e h t w o n k o t d n a g n i n r a e l
. s ll i k s h c u s n i y ti li b a r i e h t p u w o h s o t
s a c e m o s n
I e s tii snecessary t o know t heneedo fstudent so rotherf actor s n
a c t a h
t bulid t heril earning i n Engilsh .Fu trhermore, i mprovemen toft eachersi n e c a f n a c y e h t w o h , n o it a u ti s h c u s n i h c a e t y e h t y a w e h t m o r f n w o h s s i g n i h c a e t
h t f o e r e h p s o m t a t n e r e ff i d e h
t e clas sand the students ’background .In relaiton e
h t m o r f n w o n k e b n a c g n i h c a e t n i e l y t s s ’ r e h c a e t , e s a c t a h t h ti
w conitnuou sway
g n i h c a e t f
o .
e h T .
2 Type so fTeachingStyle
, e ll i v o c
S Heathe r(2004 )cetego irzedthes tyleoft eachingi ntof ourt ypes . f
o s e p y t e h
T thoses tyle sare: .
a AsseritveStyle
t u o b a s t n e d u t s e h t o t n o it a m r o f n i e r o m s e d i v o r p r e h c a e t e h t , e l y t s s i h t n I
w o lf e h T . ll i k s c if i c e p s r o e g d e l w o n k l a u t c a f e h t h ti w s l a e d t I . n e v i g s l a ir e t a m e h t
. g n i d n a t s r e d n u ’ s t n e d u t s e h t p o l e v e d o t r e d r o n i y a w e n o s i n e v i g n o it a m r o f n i f o
n e d u t s , r e v e w o
H t saremore passivet han t het eache rsince t hei nformaiton given e
m o
c smoslty from the teacher .A sLundy (2009 )said tha t‘ask ssefl-answeirng o
t y a w a s i ’ n o it s e u
q helpl earners’l earningi ndividuallyr athert handependingon .
n o it a m r o f n i s ’ r e h c a t e h
t In othe rwords ,student swli lgett he deepe rknowledge .
d e i d u t s g n i e b l a ir e t a m t u o b
a A teache rshould also provide ssome examples in t
s s d a e l tI . s s e c o r p g n i h c a e
t udentst or ea is theriablitiyint hinkingrathert hant obe c
a itvei nt hel earningproces .s
.
b SuggesitveStyle
In suggesitve style , teacher s ask leading quesiton s to have more .
g n i n r a e l n i s t n e d u t s e h t f o g n i d n a t s r e d n
u Qurik (1994) ,suggests t hat t hemode .s
e l y t s g n i h c a e t t n e r e f fi d r u o f t c e lf e r g n i n o it s e u q f o r e n n a m d n
a Modeandmanne r
f
o questioni ngcan beconsideredast het hing t ha tmeasures thestyle soft eaching .
t n e m e t a t s s ’ k ri u Q n o d e s a
b Teacher’ srolei sorganizing t he lfow oft hel earning e h t e d i u g n a c r e h c a e t ,s s e c o r p g n i n r a e l e h t g n i z i n a g r o y B . s t n e d u t s e h t r o f s s e c o r p
e h t o t s t n e d u t
s irgh tway and achievet he goa lofl earning .The irgh tway i n t hi s .
e c n a d i u g s ’ r e h c a e t e h t o t g n i d r o c c a s i e l y t
s Themate iral sareorganized wellf rom r
o t i n u a f o d n e e h t o t p u g n i n n i g e b e h
t al esson .
s s e c o r p g n i d a e l s ’ r e h c a e t e h
T help student sto create thei rown thinking .
s e v it c e p s r e
p Both teache rand student sh eav the same patr in teaching learning s
s e c o r
p . Teache ralso give sleading quesiton sto the student sto increase the a e l e h t f o w o lf e h t o t n o i n i p o e v i g o t d e w o ll a e r a s t n e d u t S . y ti li b a g n i k n i h
t rning
I . s s e c o r
p ti susefu lto make some innovation o rnew vairaiton sin teaching .
s e it i v it c
a
m e l p m i n i s ti f e n e b e m o s e r a e r e h
T enitng t he suggestive style oft eaching )
4 0 0 2 ( r e h t a e H , e ll i v o c S o t g n i d r o c c
a .
)
1 B d uli i Nn eed sAssessment
e c n i s e v it c e j b o e r o m s i g n i n r a e l ’ s t n e d u t s e h t g n ir u s a e m n i t n e m s s e s s a e h T
.s s e c o r p g n i n r a e l g n i h c a e t e h t n i e v l o v n i y l e v it c a s t n e d u t
1 1
)
2 Acitvate Ps riorKnowledge
e r o m e b o t s t n e d u t s e h t g n i d a e l y b s n o it a m r o f n i s e d i v o r p r e h c a e
T acitvein
n i n r a e
l gs ot hatt hep iro rknowledgewli lbeachieved . )
3 Demonstrate st Phe roblemSolvingS step
o m e d y
B nsrtaitng the step sin solving the problem ,student swli leasliy g
n o l n i s l a ir e t a m e h t e v i e c e
r -termmemory .
)
4 Keeps Learners Awake
e h t e k a m n a c r e h c a e
T student smaintain t hei nterest i n j oining t he l esson n
it n e m e l p m i y
b gnewacitvtii esint hel earningprocess .
.
c Collabora itveStyle
t a r o b a ll o c e h
T ivestylel e ttheteachert oopent heexploratory quesitonst o e
l e v it a r o b a ll o c f o d n i k s i t I . s t n e d u t s e h
t arning and teaching both teache rand g
n i n r a e l e h t e d i c e d o t y ti r o h t u a e v a h s t n e d u t s e c n i S . s t n e d u t
s acitvtiy o rgive
n o i n i p
o to the lfow o flearning .“I tinvtie sthe learner sto share case” (Lundy , ti
s u h t , ) 9 0 0
2 can also guide the student sin developing the learning Engilsh . g
n i n r a e l e h t e z i n a g r o s t n e d u t
S andthef ocu so fconrtol i smorewtih t hestudent s .r
e h c a e t e h t n a h
t In othe rwords ,teache rcan help student sto develop thinking .
s g n i h t r e h t o r o s l a ir e t a m e h t o t s s e c o r
p Thebenefti so fcollaboraitves tyleare. )
1 Join tE ffor tbetweent heTeacherandLearner
.s s e c o r p g n i n r a e l n i r e h c a e t s a e l o r e m a s e h t e v a h s t n e d u t
S I taimst or ea is
. y ti li b i s n o p s e r f o e s n e s d n a g n i k n i h t ’ s t n e d u t s e h
t
)
2 B d uli i Nn eed sAssessment e
t s p l e h t
I ache rin measu irng the students el arning Engilsh .Since the . n e p p a h s e c n e u q e s n o c e h t d n a o d y e h t l li w r o d l u o h s t a h w w o n k s t n e d u t s
. g n i n r a e l ’ s t n e d u t s e h t n i r e n tr a p e v it a r o b a ll o c e h t s a s i e l o r s ’ r e h c a e T
)
3 Deal swtihThinkingSk ills n o it a r o b a ll o c e h
T amongt eache randstudentsl eadt hestudentst odevelop t
e h
t hinking skill .Theycan seet hedfiferen tsideoft hings byusingt hei ropinion. g
n i k n i h t l a c it ir c s e t a e r c t
I i nthes tudents .
.
d Faclitia itveStyle
d a e l g n i h c a e t f o e l y t s e v it a ti li c a f e h
T s studentst o acitvely ask t het eache r s
l a ir e t a m e h t o t d e t a l e
r and “eilctisf eeilng abou tsensiitvei ssues”( Lundy ,2009) . r
e t n i f o g n il e e f ’ s t n e d u t s e h t e s a e r c n i r o e v it o m e e r o m e r a s n o it s e u q e h
T estt ot he
e r o s l a t I . l a ir e t a
m flect sthe students’ sawarenes so flearning .Teacher’ s role i s g
n it a ti li c a
f thestudents ’need . fIt hestudent shaveany quesitonst hent eache rwli l .
m e h t p l e
h Student shave to be acitve individually in orde rto have persona l l
a ir e t a m e h t g n i d n a t s r e d n u d n a g n i v i e c e r n i e g d e l w o n
k s .
i h
T st ableshows thef ou rdfiferentt eachingstyle sandt het eacher’ saciton .s
s a l c e h t n i
Asseritve Sugges itve Co llabora itve Faclitia itve
s n o it c e ri d s e v i
G Suggest s
s e v it a n r e tl
a Eleailcrntiesr/asci’cd eepats s lEeailrcnetisr/f aececeilnptgss ri
d s k s
A ec t s n o it s e u
q Offer sopinion Exploirdeesal searne r Offersf eeilngs s
e v i G
s n o it a m r o f n
i Relaotepi snpieornsona l Releaxtpee spireenrscoenal ) e z i h t a p m e (
s e g a r u o c n
3 1
Asseritve Sugges itve Co llabora itve Faclitia itve
y r o t a r o l p x E
e h t o t s n o it s e u q
s t n e d u t s
e c n e li s s e s U
l b a
T e2.1 :Tableo fTeachingStyles
e l y t s g n i h c a e t f o s e p y t r u o f e h t m o r
F according to Scoville ,i tcan be o
n t a h t d e z ir a m m u
s stylei sunquailifedly bette ro rworset han anothe,r and each .
s s e n l u f e s u d n a s e g a t n a v d a n w o s ti s a h e l y t s g n i h c a e
t Teacher smigh tuse the
n e r e f fi
d tteaching style whlie facing the dfiferen tcharacter so fstudents .I ti s . e t u l o s b a s i e l y t s g n i h c a e t f o t n e m e r u s a e m e h t t u b d o o t s r e d n u e b o t e l b a n o s a e r
o “ t a h t d i a s ) 1 8 9 1 ( e lt s i w t n
E ne aspec ton which empiirca lresearch ha sso far , n
o it i d d a e lt ti l d e d i v o r
p a linformaiton i sthe ilnk between teaching style and the ”
.r e h c a e t e h t f o y ti l a n o s r e
p Therefore,i t si highly r easonable fit het eaching style n i t c a c i s a b e h t s i ti e c n i s y ti l a n o s r e p ’ s r e h c a e t e h t y b d e t c e f f a s i s r e h c a e t e h t f o
e t e h t f o s e it i v it c a y li a
d ache rin showing the style .Hence ,there i sno bes tand .
s s e c o r p g n i n r a e l g n i h c a e t n i e l y t s g n i h c a e t t s r o w
.
3 TheBrie fSketche so fThreeTheorie so fTeaching
a g n i h c a e t f o s e ir o e h t e h t h ti w s l a e d t r a p s i h
T ccording t o Grasha (2002) .
t e e r h t e s e h
T heo ire s are cogniitve theory , humanisitc theory , and behaviora l .
y r o e h
.
a Cogni itveTheory
)
1 Overview
, ) 2 0 0 2 ( a h s a r G o t g n i d r o c c
A thecogniitvet heory“deal swtihhowsensory e v l o s o t d e s u d n a , d e r e v o c e r , d e r o t s , d e t a r o b a l e , d e c u d e r d e m r o f s n a rt s i t u p n i
.s m e l b o r
p ” So ,the informaiton processing can occu ra ta consciou sleve lo f a
w
a renes sbu tou rablitiyt odos oi st ypicallyvieweda silmtied .Therei so tfentoo p
n i h c u
m u tand t oo many decisionst o be madefo ranyone t o consciously t hink r
o ti n o m d n a t u o b
a everythingt hati sr equried.
)
2 Mo itva itngStudents
n
I thi scase ,teachers are seen a sacitve seeker so fnew informaiton and d
n a , o t d e d n e tt a s i m e l b o r p a e c n O . s ll i k
s thechallengeo f ifnding a soluiton o r n o it c a d n a t h g u o h t c it a m o t u a d n a s u o i c s n o c , d e g d e l w o n k c a s i n o i s i c e d a g n i k a m
. d e t a v it c a e r a s e c n e u q e
s Sarah (2002 )said that ,teacher smoitvate student sbes t p
a t t a h t s t c e j o r p d n a s e it i v it c a e s r u o c e d i v o r p y e h t n e h
w thei rnatura lablitiy and
p o l e v e d t s u m s t n e d u t S . s n o i s i c e d g n i k a m d n a s m e l b o r p g n i v l o s n i t s e r e t n i
h ti w s t n e d u t s g n i d i v o r p y b p l e h s r e h c a e t d n a k n i h t o t y ti li b a r i e h t n i e c n e d if n o c
. n o it a m r o f n i h ti w m e h t g n i m l e h w r e v o t o n y b d n a s e c n e ir e p x e s s e c c u s
)
3 Faclitia itngt heAcquisiitonofI nforma iton
t , ) 2 0 0 2 ( h a r a S o t g n i d r o c c
A eache rmus tacitvely engage students .Fo r .
s s a l c n i s t n e d u t s e h t g n il d n a h n i , e l p m a x
e Otherwise, automaitcprocessing t ake s s
o l s t n e d u t s d n a r e v
5 1
t e b n o it n e tt a ’ s t n e d u t s e r u t p a c l li w y tl e v o
n te rbu tcare mus tbe taken no tto e
v it i n g o c e h t d a o lr e v
o sytem wtih too much informaiton .The use o fconcrete f o s n o it a n i g a m i e h t e t a l u m it s t a h t s n o it a rt s n o m e d d n a , s e it i v it c a , s e l p m a x e
s t n e d u t
s faclitiate sprocessingconcepts .
.
b HumanisitcTheory
)
1 Overview
e “ y r o e h t c it s i n a m u h e h
T mphasizest hedevelopmen toft hewhole person p
s a e v it c e f f a d n a e v it i n g o c e h t g n it a r g e t n i y
b ect so fthe learning expe irence” e
h c a e T . ) 2 0 0 2 , h a r a S
( r sare no ta sconcerned wtih teaching staitc knowledge a s s
g n i p l e h h ti w e r a y e h
t tudentsl earnhowt ol earn .Teachersencouragestudentst o s
l a ir e t a m e h t e r o l p x
e on thei rown ,to work wtih others ,to use resource swhen e
h t n o t c e lf e r o t d n a , m e h t d e e n y e h
t joy ,exctiemement ,frustaiton ,anxiety ,and .
g n i n r a e l h ti w d e t a i c o s s a s n o it o m e r e h t o
)
2 Mo itva itngStudents
“Peopleares eena sacitvel earner swhoposses sanaturalt endencyt oward s fl
e
s -actuailzaiton o rachieving thei rpotenita lin lfie” (Sarah ,2002). So ,teache r f
o e s u e h T . p o l e v e d o t s e i c n e d n e t h c u s p l e h d n a t r o p p u s t s u
m classroom
k r o w , s e c n e ir e p x e w e n k e e s , s e c i o h c e k a m n a c s t n e d u t s e r e h w s e r u d e c o r p
fl e s , y lt n e n e p e d n
i -relfect ,andhaveasequenceo fsmal la swel lasr elaitvelyl arge s
i s s a s e s s e c c u
s tss tudent swtihachievingt hei rpotenita.l
)
3 Faclitia itngt heAcquisiitonofI nforma iton
t a h t d e t a t s ) 2 0 0 2 ( h a r a S , n o it a m r o f n i f o n o it i s i u q c a e h t g n it a ti li c a f n I t
“eachingi sno tat echniquebutt he rtansmissiono faph liosophyo filvingi ntot he .
” m o o r s s a l
c Fo r example teacher s mus t p irze and acccep t the srtength sand r i e h t h ti w e z i h t a p m e o t g n il li w e b d n a s t n e d u t s t s u rt , s r e n r a e l f o s e s s e n k a e w
h t p o l e v e d p l e h d n a e r u tr u n t s u m s r e h c a e T . s g n il e e f d n a s t h g u o h
t e fls -e image so f
students .Posiitve feedback mus tbe emphasized and teacher salso should ac ta s n
e d u t s f o s r o t a ti li c a
f ts ’ learning . Finally , teacher s should see themselve s a s learners ,emphasizet he integraitonoff acts ,concepts ,andvalues ,andi nsuret ha ta
m n o ri v n e e f a
s entf o rstudentst oexpressi dea sand t o co llaboratewtiht het each re .
d e h s il b a t s e s i s r e e p d n
a
.
c Behaviora lTheory
)
1 Overview
l a r o i v a h e b e h t , ) 2 0 0 2 ( h a r a S o t g n i d r o c c
A theory emphasize sthe way s
. g n i n r a e l e c n e u lf n i i l u m it s l a n r e t x
e So ,student sbecome the impo tran taspec tin o
t r e d r o n i e s a c s i h
t achieve the goa lo flearning. Teache rshould create good g
n i v i g y b s t n e d u t s e h t h ti w n o it a l e
r externalr ewardsandt hecreaitono fclassroom f
o s n o it c a e h t e d i u g t a h
t students become impo trant .Sarah also said that ,the d n a , e c a p n w o r i e h t t a , s p e t s l l a m s n i n r a e l o t s t n e d u t s s w o ll a n o it i s o p l a r o i v a h e b
7 1
)
2 Mo itva itngStudents
d li u b o t s e v it n e c n i d n a s d r a w e r s e s u r e h c a e t , s t n e d u t s e h t g n it a v it o m n I e h
t i rcon ifdence .Teache rshouldprovidei nteresitngacitviitest ohelpstudent ssee d
e e n o s l a r e h c a e T . s ll i k s h c u s n i e c n e t e p m o c e v a h y e h t t a h
t s to montio rthe
. s s e r g o r p ’ s t n e d u t s
)
3 Faclitia itngt heAquisiitonofI nforma iton
s , ) 2 0 0 2 ( h a r a S o t g n i d r o c c
A tudent smus tbeablet o demonsrtatet hatt hey n a c y e h t t a h t r o s m a x e n o r e tt e b r o t n e c r e p 0 9 , y a s , f o n o ir e ti r c a n i a t b o n a c
h ti w y c n e i c if o r p e t a rt s n o m e
d speci ifed skills .Finally ,immediate feedback and u
t s n e tf O . d e d i v o r p e r a e c n a m r o f r e p f o t n e m e c r o f n i e
r dent sare encouraged to
,s e l u d e h c s y d u t s , s l a n r u o j h g u o r h t s s e r g o r p r i e h t r o ti n o m d n a p o l e v e
d andt o ifnd
m e h t d r a w e r o t s y a
w selve sfo rpursuing acitviites t ha thelp t hem acqu rie course .
s ll i k s d n a t n e t n o
c
.
4 TheArchetypa lFormsi nTeaching
r o p m i e h T
“ tan taspec toft eachingi snott heskill sand method semployed . e
t f o a e d i e h t , d a e t s n
I ache rpresence and the encounte rwtih student smus tbe i
y rt n e h w d e n i m a x
e ng to understand teaching style” (Wliilam Reinsmtih ,1992 ; .)
2 0 0 2 , a h s a r G n i s a 4 9 9
1 Arcetypa lform so fteaching idenitife sthe relaiton t a h t g n i h t y r e v e r o f t n u o c c a t o n n a c m r o f s i h T . s t n e d u t s e h t d n a r e h c a e t g n o m a
w o h n i s n r e tt a p e l b a z i n g o c e r e c u d o r p s e o d t i , r e v e w o H . m o o r s s a l c e h t n i r u c c o
o t e c n e n a m r e p a s a h s u h t d n a t c a r e t n i s r e h c a e t d n a s t n e d u t
s ti t ha t rtanscend san
n o it a l u m r o f m e l b o r p d n o c e s e h t e z y l a n a o t d e s u s i y r o e h t s i h T . r e h c a e t l a u d i v i d n i
if fi d e h t h ti w g n il a e d r u o f r e t p a h c n
i culitesi nteachingproces so fPPLstudent .s
.
a Presenta itonMode
t , ) 2 9 9 1 ( h ti m s n i e R m a il li W o t g n i d r o c c
A hi sform can be descirbed a s
d n a s t n e d u t s t a h t n i g n i h c a e t f o m r o f e v it c u d e r t s o m e h T . g n il l e t s a g n i h c a e t
d n a e k il e n i h c a m e m o c e b s r e h c a e
t are se tapar tfrom one another .The teacher e
d u t s e h t h ti w t c e n n o c r o e g a g n e o t r e d r o n i s e u q i n h c e t c it a m a r d s y o l p m
e ntsi na
. y a w g n it c a p m i e r o m
.
b IniitatoryMode
p “ a s i r e h c a e t e h t t a h t d e t a t s ) 2 9 9 1 ( m a il li W , e d o m y r o t a it i n i n
I ersuader :
w e n f o s e it il i b i s s o p e h t t s e g g u s o t s n i g e b d n a s t s e r e t n i ’ s t n e d u t s e h t f o e r a w a
r a t a h t s e h c a o r p p a d n a s e d u ti tt
a edfiferentf romt hoset owhich student scurren lty e
r e h d
a ” .So,t eacher sawareoft hestudent sneedandi nteres tandshouldr ecognize i
o t s d e e n r e h c a e T . s t n e d u t s f o s e d u ti tt a w e n d n a s u o i v e r p e h
t nrtoduces t het -wo
d n a r e h c a e t e h t n e e w t e b n o it a c i n u m m o c y a
w students .
.
c DialogicMode
ll i W . e d o m c i g o l a i d s i t x e n e h
T iam (1992 )said tha t“dialogis ti swhen teache rno l ongerdominatest hei nteraciton and t hestuden tand t het eache rplay s
r e t n u o c n e e h t g n i n if e d n i s tr a p l a u q
e ” .I tcanbes aidt ha tbotht eache rands tudent s n
i tr a p e m a s e h t e v a
9 1
g n i h c a e t n i s c i p o t e h t e n i m r e t e d o t d e w o ll a e r a s t n e d u t s d n a r e h c a e T . g o l a i d n i s a
. s s e c o r p g n i n r a e l d n a
.
d EilciitveMode
“ s a s r e h c a e t d e s o p o r p ) 2 9 9 1 ( m a il li W , e d o m e v it i c il e n
I guide :aid sthe
e h t f o g n i d n a t s r e d n u n a g n i n i a g n i d n a , l a it n e t o p r i e h t g n ir e v o c s i d n i s t n e d u t s
s s e s s o p y e h t h c i h w e g d e l w o n
k ”. tIi sclea lrystatedt hatt eacher sbecomet heguide o
l e v e d n i s t n e d u t s f
o ping thei r competence and help them understand the l
w o n
k edge related to the mateirals .A teache rha sresponsiblitiy fo rthei rown .l
o rt n o c n i ll it s t u b m o d e e r f n e v i g e b o t d e e n y e h t , o S . g n i n r a e l n i h t w o r g
t “ , ) 2 0 0 2 ( a h s a r G o t g n i d r o c c
A he teaching form s descirbed above d n a g n i n r a e l f o s s e c o r p e h t n i d e t a l e r r e t n i s i e d o m h c a E ” . m u u n it n o c a t n e s e r p e r
n i r e h c a e t e h t h s i u g n it s i d o t r e d r o n i d e n i a l p x e r e h c a e t f o e l o r e h T . g n i h c a e t
. s e it i v it c a e h t g n it a e r c
k r o w e m a r F l a c it e r o e h T . B
s a h r e h c a e t y r e v
E hi so rherownt eaching stylein conducitng t heva irou s d
n i
k s o fteaching .In thi scase ,PPL student sare the representaitve sin orde rto s
e l y t s e h t w o n
k appiledint eachingcetrainVocaitona lHighSchool .Knowingt he t
s udents ’ characteirsitcs and need i s absolutely impo tran t to arrange the g
n i h c a e t e t a ir p o r p p
a style so tha tstudent sare able to maste rthe conten to r g
n i n r a e
l Engilsh mateirals .Therefore ,students ’progres si sa crucia lfacto rtha t r
e h c a e
t shouldpayattenitont o.
h c a e t w o
H e rs appiled the styles o f teaching became the teachers ’ . s t n e d u t s e h t r o f e t a ir p o r p p a e b o t e l y t s n w o r i e h t e v a h y e h t d n a s c it s ir e t c a r a h
c I t
t e s e h t m o r f s tr a t s s s e c o r p g n i h c a e t e h t f o w o lf e h t m o r f d e r u s a e m e b n a c
n o it c u d n
i to the se tclosure .The teacher’s responds to the students ’acitons is .
e l y t s g n i h c a e t e h t e n if e d o t d e v r e s b o e b o t y r a s e c c e n
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e s .
e it l u c if fi d e h t d n a s e l y t s e h t n o s a w y d u t s s i h t f o s u c o f e h
T si n t eaching .
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m be monotonou sin every
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s t n e d u t s e h t w o n k o t y r a s s e c e n s i t
i weaknesse sand srtength sto suppor tthei r .
h s il g n E n i g n i n r a e
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