An analysis of cognitive principles used by English teacher based on H.Douglas Brown theory (A descriptive study at SMKN 4 Kota Bengkulu). Based on the result, the researcher concluded that the teacher used cognitive principles in the English classroom of the first grade in SMKN 4 Bengkulu. Based on the finding, the researcher concluded that the teacher applying cognitive principles was good in the English classroom of the first grade in SMKN 4 Bengkulu.
INTRODUCTION
- Identification of the Problem
- Limitation of the Problem
- Research Questions
- Research Objectives
- Significances of the study
This makes the researcher interested in knowing how teacher applies teaching principles in the English classroom. The researcher only focused on finding out the cognitive principles used by English teachers in SMKN 4 Bengkulu city and how teacher applied cognitive principles in the classroom of the tenth grade students of SMK Negeri 4 Bengkulu. How did the English teacher apply the cognitive principles in the classroom of the tenth grade student of SMK Negeri 4 Bengkulu.
LITERATURE REVIEW
Teaching Principles
Its basic concepts lie in the works of Vygotsky, including his theory of the region of proximal development. Reflection: Students think retrospectively about their results at the end of the task and compare their actions with the actions of the teacher or other students. Students look at different aspects of the issue themselves from different perspectives.
From the explanation of the two theories, it can be concluded that the teacher must help the students' mental and intellectual functions to understand concepts and procedures under the guidance of an expert. One of the important concepts in teaching communicative language is that authentic language must be used wherever possible in teaching. The "methods" that the learner uses to internalize and perform in the language are as critical as the instructor's techniques, called the strategic investment theory.
The second element is the relationship with the language culture, which will be influenced by the students themselves through the process of accuracy, which will vary according to the context and learning objectives. An apparent systematic progression in the acquisition of sounds and words and features of form and discourse. This highlights the importance of feedback we give students in the classroom.
The strategy has an understanding of an overview of what is needed for action to achieve specific goals. Teaching strategies cover the delivery of teaching strategies in all areas of study and assessment strategies and the process of learning outcomes articulated in the implementation of program guidelines. Point-counterpoint, this strategy is a great technique to stimulate discussion and gain a deeper understanding of the complex issues.
Learning Theories and Second Language Teaching
24 Second language teachers must know the development of learning theories both in terms of their historical development and in terms of their analogous relationship to language teaching. 25. Academic language development for second language learners involves the integration of language learning with content learning. In addition, teachers of English learners need to know the contexts in which they learn second languages, that is, the circumstances, settings and conditions (social, historical, psychological and political).26 Developing theoretical models for second language teaching that consider the broader dimensions of language.
Given the popularity of those communicative approaches that emphasized the order of second language development in parallel with the order of first language development, much of contemporary second language education has extended the duration of the oral language extended. The excessive lengthening of the oral language development period delayed the introduction of reading and writing for these students. Furthermore, the importance of the teacher's knowledge of students' educational and literacy backgrounds remains a critical factor in the selection of instructional activities that are communicative in nature.
Pronunciation can be defined as the production and perception of the significant sounds of a given language to achieve meaning in contexts of language use While. Particularly important in the development of academic language, vocabulary development for English learners emphasizes the concept of a controlled vocabulary, the selection and delineation of parameters of vocabulary to facilitate learning.28. Although process writing was not originally developed for second language learners, it has been used to support writing instruction for English learners.
An important consideration when using process writing with English learners is teachers' awareness of the influence of the first language on second language writing.29.
Review of Some Previous Studies
Melinda Agustin (2017) carried out the research titled Affective, Cognitive and Psychomotor Fields in the bcok student "Bahasa inggris" for the XI grade of the senior high school. The results showed that: (1) The importance of the materials in that textbook is categorized as "Good" in terms of affective aomain. From the findings of the research, the researcher suggests the writer of the book to increase and improve the materials in this book, especially in the psychomotor aspect.
The researcher focuses on the investigation of: (1) the relevance between the material in the student book entitled "Bahasa Inggris" for grade XI senior high school and the core and basic competencies in the 2013 curriculum in terms of affective domain, (2) the relevance between the material in the student book titled. 34;Bahasa Inggris" for grade XI senior high school and the core and basic competencies in the 2013 curriculum in terms of cognitive domain, (3) the relevance between the material in the student book entitled "Bahasa Inggris" for grade XI senior high school and the core and basic competencies in the curriculum of 2013 in terms of psychomotor domain. Siti Halimah (2017) conducted search titled Cognitive domain applied by Efl Teacher In Reading Skill.
This study attempts to answer two problem formulations, namely: (1) what types of cognitive domain are used in learning objectives in reading, and (2) how was the cognitive domain realized by the teacher in reading. . In analyzing the types of cognitive domain in this study, the researcher uses the theory of Bloom's Taxonomy by Anderson, Krathwohl, et. Later the data analysis started from discovering the curriculum of the learning objectives of Brigjend Katamso secondary school and also reading and then selecting and noting the operative verbs that can be identified as Cognitive Area.
The similarities and differences of this research, The similarities that the researcher studies cognitive and the differences that the researcher uses different theories about the consequences of cognitive theories can be revealed in the basic teaching techniques, although the researcher analyzes the cognitive principle in class management.
RESEARCH METHODOLOGY
Research Subject
During the observation, the researcher observed how the teachers teach in the classroom and elaborated on the teaching principles they use. It was found that the teacher at SMKN 4 kota Bengkulu used three types of cognitive principles when teaching in the classroom. The researcher discovered three automatic sentences that the teacher used in the teaching and learning process.
It can be seen that the teacher is giving instructions to the students using authentic language “Please write your name on the absentee list”. Based on the data above, the utterance performed by the teacher used automation for his student. It can be seen from the authentic language sentence and then interpreted by the teacher.
The researcher found an automatic sentence that is used by the teacher in the teaching and learning process. From the interview data, it can be seen that the teacher gives praise to students when there are students who are active. From these statements it can be concluded that the teacher includes the principle of intrinsic motivation in the teaching process to make students more enthusiastic about learning.
In the process, the researcher asked a series of questions which should be answered by the teacher. Based on the result of the research, the teacher used three principles of cognitive principles, namely automaticity, autonomy and reward principles. The teacher used these principles to adapt to the conditions that arise when teaching in the classroom.
Techniques and Insturment Data Collection
Trustworthiness
It was a common technique in qualitative research that was commonly used to increase the validity of research data. In this study, the researcher used theoretical triangulation, credibility and validity to check the credibility of the data. The thesis in this study used triangulation to verify data collection techniques such as observation, interview and report and to compare data collected using different techniques.37.
Data Analysis Technique
From Okay good ya maulana, the teacher praises the students when they answer the questions. From the data, the teacher used autonomy, it can be seen from the teacher's question, which the students can answer, because the teacher asks for the purpose of the prediction, where the teacher gave a video that the students watch and continue. The teacher examines, analyzes and observes the teacher in the classroom teaching from the beginning to the end of learning.
The lesson and teacher provided instructions (can be seen in Appendix 5) in Google Classroom for students to watch the video. Then the teacher asked the students to summarize the video learning that had been given. Therefore, the learning process became less effective, especially the teacher-student interaction, which led the researcher to find the application of cognitive principles by the first observed teacher.
Finally, the teacher gave easy questions that can be answered by students so that there is the principle of autonomy that the teacher used for this question. Meanwhile, the teacher said in the interview that they applied intrinsic motivation, but during the observation in the class it could not be found. According to bruin, cognitive principles are a principle that can stimulate students' minds and psychology.40 From the discussion, the researcher came to the conclusion that the teacher used teaching principles so that students can receive lessons well.
It was found that the teacher in this study implemented cognitive principles such as automaticity, reward principles. This research shows that the teaching principles when the teacher used cognitive principles are: automaticity, meaningful learning, reward principles, intrinsic motivation, strategic investment, autonomy. For the first time for the students, the principles used by the teacher are expected to help the students understand the learning material given by the teacher.
